Name: Kelly Grimes Class: EdSE 604- Teaching Social Studies and the Arts in General Education and

Special Education, Grades 1-6 Date: Spring 2012 Final Unit Project: What State Will You Visit?

Instructional Unit/Final Project Overview Title of Unit: What State Will You Visit? Theme: The 50 States Grade Level/Student Population Type: 5th grade General Education with Inclusion Number of Sessions: 7 days- (Teacher talks and students break into groups while starting to plan, student’s research, students share ideas, start work sample, presentations.) Overview of the Unit: Give a short summary of what the students will do in this unit: During this unit the students will work in groups to learn that our world is made up of different states and what each state has to offer. They will learn the state’s history and other important information they need to survive in another state. From this information they will create a travel brochure. They will learn the types of environment and the elements that make up different states and create a map from this information. They will present all the learned information to the class with a brochure, map, and presentation. and For each of the items below, give a response that is from 1 to 5 or 6 sentences: A) What is the theme of your project? The theme of my project is the 50 United States. B) State the standards to which your theme is aligned (refer to actual sections of real documents) Social Studies: Standard 3: Key Idea 1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life) Standard 3: Key Idea 2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life) Arts: Standard 1 - Creating, Performing, and Participating in The Arts: Key Idea: Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Technology: Standard 5 - Technology Education: Computer Technology Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. C) Describe the ―Learning Product‖ your students will create and through the creation of which they will learn the content and skills you’ve identified as a goal. The students will create a Travel Brochure with a Tourism Map for the state of their choice. While creating this project the students will learn valuable information on other states they could possible visit one day or they could have to write more about on a test one day. D) What Social Studies content and/or skills will they learn from your project? They will learn that our world is made up of different states and what each state has to offer. They will learn the state’s history and other important information they need to survive in another state. They will learn the types of environment and the elements that make up different states. Students will learn more about the cultures, foods, vacation spots, sports and interesting facts about other states. The students will have to use the skills of researching, organizing, problem solving, writing, designing, planning, and working as a team. E) What Arts content and/or skills will they learn from your project? They will have to draw pictures of different feature in the environment or different things that attract people to that particular state for their brochure if they choose. They can also use the computer and make a brochure in Microsoft word that they have to design with different elements of technology. They will have to use different materials to create a map of their state with different land features. F) How might you determine if the students learn what you’ve intended them to? I will use a class presentation and a scoring rubric that has what is required in the project. I could also have a combined test using notes they take on other groups presentations. G) How will technology be used? Will it be used by the teacher; the individual students or students work groups, the entire class? (Describe as practical) At first, the teacher will use technology to show the students the assignment and an example that is already done. The teacher will also show the students how to research on the internet. Then the students will individually use the computer to research their chosen state. Next, the students have an option of using the computer to create their brochures in small groups. Then as an entire class, the students could use a computer to present their brochure.

II) Flow Chart –

III) Mock Student Work Sample Part 1-

Welcome to your Hawaii Vacation Dream!

 Vacation Destination: Hawaii  Nickname: Aloha State  Transportation: Airplane

 Climate:  summer months are the driest and sunniest  winter months usually bring more rain  Hawaii is fortunate in that it has a mild and pleasant temperature throughout the year  What to Pack or Wear:  Men: Tropical Print Shirts with Shorts and Sandals

 Women: Tropical Print Dresses with Sandals or Tropical Print Shirts and Capris with Sandals  How Long it Takes to get There from New York: Depending on departure city 9 to 17 hours  Size of State: 10,932 square miles (Hawaii is the 43rd biggest state in the USA)  State Capital: Honolulu  State Flower: Hibiscus Also known as the Pua aloalo  State Flag:  Foods: Seafood and Shrimp trucks are popular Some Dishes are as follows: 'poke' - tuna with sea salt and other tasty seasonings, like kukui nut and green pepper. 'lomi-lomi salmon' - a fresh dish of diced tomatoes, salmon, and onions. Kalua- it's an underground oven filled with hot rocks and banana leaves, where a whole suckling pig or turkey will be roasted until tender This is a picture of ‘lomi-lomi salmon’

 Hot Spots:  Oahu – The Gathering PlaceVolcanic peeks and green valleysOahu is the most populated of all the major Hawaiian Islands. With nearly one million residents, it is home to Honolulu, Waikiki, Pearl Harbor, and the state’s capital.  Maui – The Valley IsleExtraordinary coral reefs, rainforests and humpback whales that dominate the waters are but a few defining features of the place.  Kauai – The Garden Isle- Most impressive beaches around

 Sports: Ironman- Hawaii also hosts two of the top endurance events in the nation: the World Ironman Triathlon Championship on the Big Island and the Honolulu Marathon on Oahu. Football Golf College Basketball Surfing
 Famous Athletes Hawaii’s sports notables include amateur golfer Michelle Wie; boxing champion Brian Viloria; NFL standouts Jason Elam, Pisa Tinoisamoa, Ashley Lelie and Jeff Ulbrich; Major League pitchers Jerome Williams, Justin Wayne and Tyler Yates; and NBA veteran Anthony Carter.

 Fun Facts:  Barack Obama was born in Honolulu, Hawaii, on August 4, 1961 (the 44th US)  Since weather can be so unpredictable in Hawaii, keeping a small poncho with you during hikes or other outdoor activities might be a good idea.  If you invited to the home of a Hawaiian person, it is customary to take with you a small gift. Many people choose to take a small food dish, such as a dessert, when attending a gathering. Even if you are simply invited to attend an informal event, such as a Party Poker games night, you should still bring a small gift with you to give to the host

This brochure was created by Group 1: Kelly Katie Olivia Brittney Come Visit our State Please! Just don't forget your flower necklace!

III) Mock Student Work Sample Part 2: **This can be done as a small group or alone. We are working in small groups so all the information from the small group should be included.** The students will choose a method to picking groups so the groups turn out fair. Example: names out of a hat, numbering, picture cards, or just pick one friend and the teacher chooses the other half of the group to make four friends.

Step 1:
1) Meet as a small group 2) Decided on a State to research 3) Summit the state to your teacher 4) Decide what information your group wants on the brochure 5) Break up the information each person is going to gather 6) Break up what pictures each person is going to gather 7) Take time to search state books, encyclopedias and the internet for information 8) Take your research back to the group 9) Present your information and pictures that would attract you to the state if you were looking for somewhere to visit 10) As a group you will decide what information is going to be used and what is not 11) Begin part 2 by choosing the computer or paper method of a brochure

Step 2:
1) Open Microsoft Word 2) Pull down the File menu and select new 3) Click on Brochures and booklets 4) Click on Brochures 5) Select a template that best suits your group’s needs 6) Open the internet in a separate window and use the website that best helps you find information and picture about your selected state or simply type in your information how you want it presented

OR
1) Get construction paper 2) Fold it how your group wants to present your brochure 3) Open magazines or the internet and find information/pictures you need for your project 5) Set up the brochure how your group likes it 6) Begin to glue facts and pictures 7) Begin to place information and pictures in ways that will attract you to look at this brochure III) Mock Student Work Sample Part 3: This project will take about seven days having about one hour of work time given to the students per day. The students will listen to the teacher’s instruction on how to do this project individually. After the teacher is done talking and showing the students examples of this project,

then the students will break up into groups of four. The groups will be determined by the students who will choose a method to picking groups so the groups turn out fair. (Example: names out of a hat, numbering, picture cards, or just pick one friend and the teacher choose the other half of the group to make four friends.) After the groups are put together the students will meet with each other by putting their desks into the groups of four around the room providing enough work area for each group. The groups will sit together and decide what state they want to research more about and summit it to the teacher. No two groups will do the same state. The groups will then determine what information they want to put on their brochure and split up individually to do research. Then the students will come back to their groups and share the information. From this point of the project the students will work as a group. When the projects are ready for presentation the class will work as a whole group leaving their desks in groups of four. The classroom will be a little bit on the noisy side, but the teacher will ring a bell when the students are getting too loud and they will know what to do. The teacher will walk around and monitor the classroom also being able to answer any questions. The classroom will also have enough computers for each student along the outside walls. This project will require a number of different physical materials and resources: pens, pencils, paper, markers, crayons, glue, scissors, desks, computers, computer assistances, internet access, printer, scanner, magazines, books, encyclopedias, and maps. IV) Defend your project as Project-Based Learning – 1. Students identify what to learn, how to learn it, and how to demonstrate what they’ve learned (as far as is practical for age, grade level, and student population type) – Teacher sets general goals and parameters, etc. The students get to choose what state they want to learn more about as a group. They get to determine what information that would like to research and what information they think will be useful when attracting vacationers to their state. The students have different ideas presented on how to gather information and pictures and it is totally up to them which method they choose. When it comes to demonstrating what they’ve learned they also get to pick from two options on how to make a brochure. They can use the computer or they can use construction paper. The students also get to choose how they will present their information to the class the only stimulation is they have to include their brochure in it somehow. 2. Students work independently and/or in small collaborative groups The students have a number of different working methods. They work as a small group first to establish which state they want to learn more about, then independently to research information and pictures on that state, next as a small group to determine which pieces of information they want to use on their brochures and to create their brochures, and they finally finish up as a whole class with a presentation. 3. Students learn facts and skills IN ORDER TO CREATE their project’s PRODUCT and or PERFORMANCE creates a need to know essential content and skills. Typical projects (and most instruction) begin by presenting students with knowledge and concepts and then, once learned, give them the opportunity to apply them. PBL begins with the vision of an end product or presentation which requires learning specific knowledge and concepts, thus creating a context and reason to learn and understand the information and concepts.

The brochure which is the end product in my unit requires that students learn an assortment of knowledge, facts, and concepts about their state they have chosen as a group. Students learn many facts, skills, and visuals through using research from the computer (internet), books, magazines, and encyclopedias, which will help them create their brochures (product) and be able to have a group presentation to the class (performance). 4. Students create a product or performance that is ―Authentic‖, that is, it serves a real purpose and is presented to a real audience The students will do a presentation including showing their brochures to a real audience including their classmates and teacher. I would consider opening this up to the families in my class that would like to come. It will serve a purpose because the class is going to vote on which state (not their chosen state) they would want to visit after seeing the presentations. They will also see this information presented in some form most likely on a state test. 5. Students receive feedback: a) from their peers as they are working on their product and include the feedback as part of their revision process The students will be meeting as a group and giving each other feedback on the information they have collected. They will share ideas on how they found their information and what information they think is important. They will also be giving each other feedback on how they like the setup of their brochures and what needs to be changed. b) from their audience, which may help them evaluate the success and impact of their work The students or families will have to choose which brochure they liked the best and say what attracted them to that brochure. The teacher will give each group written feedback on a rubric about their brochure. 6. The product/performance is saved, archived, and ―published‖ (or disseminated/distributed) The brochures that are on the computer will be printed in color. The handmade brochures will be put together strongly so they can be displayed. The teacher will set up a table outside the classroom, so anyone walking by the classroom will be able to look at them and find out more information on whatever state they chose to. The presentations will also be videotaped by the webcam so they can be published to a classroom website for more viewing by the families who could not make it to the presentation. 7. The student product/performance has an expressive or artistic dimension to it. Students get to show off many of their skills and creative flows throughout this project. The students get to decide how to research their information and present it to each other as a small group. The students also get to make a brochure included unlimited artistic skills and possibilities as their group can do. The students get to choose the images/information and how to place them on the brochure rather it be by hand or a good computer design. They also get to be creative in putting together a presentation for the class.

8. Students make significant use of technology in doing their project The students get to use technology in a number of different ways while doing this project. First they get to watch a presentation done by the teacher on the assignment. Then they get to use the internet to research facts and pictures. The students get to use Microsoft Word to make a brochure if they chose. The students also get to use a printer and print all the information or pictures then will need. They also get an opportunity to print their brochure if needed. If a scanner is need for their brochure one will be present. The students will also have the opportunity to use the webcam and video tape another group presentation. Last, the students will learn by watching the teacher how to make a video into a webpage for their families to view from home. 9. The experience of working on the project includes a reflective, ―Constructivist‖ dimension Making this brochure can be considered constructivist learning because the students are gathering and learning new information in small groups. They are working as team to create a product and performance. It can also be considered constructivist because there is no right answers about what information to include on the brochure or how to include it on the brochure. The students are constructing their own ideas from each other and research. The students are being self-directed and creativity which the teacher is a facilitator.

10. Requires inquiry to learn and/or create something new. Not all learning has to be based on inquiry, but some should. And this inquiry should lead students to construct something new – an idea, an interpretation, a new way of displaying what they have learned. Making the students create a travel brochure makes them take the information they learn or already knew and interpret it to create a brochure to share with the class. The student’s use inquiry learning while gather information and constructing research from various places. Instead of writing an essay on their own the students can work together and display what they learn in an artist yet educational way. 11. Requires critical thinking, problem solving, collaboration, and various forms of communication. Students need to do much more than remember information—they need to use higher-order thinking skills. They also have to learn to work as a team and contribute to a group effort. They must listen to others and make their own ideas clear when speaking, be able to read a variety of material, write or otherwise express themselves in various modes, and make effective presentations. These skills, competencies and habits of mind are often known as "21st Century Skills". For more info: http://www.bie.org/about/21st_century_skills The students will have to use the skills of researching, organizing, problem solving, writing, designing, planning, and working as a team. The students have to work as a team from the start to the finish of this project. The students are the ones who have to agree on which state to research and on what information to research. Once they have that all figured out, then they have to hold up their end of the project by finding the information they need in various ways that are presented to them. They must present the information to their team once the research is complete and then they have to organize all the information to start writing and creating a brochure that everyone in the group agrees upon. Then they have to use planning and organizing

skills to make the brochure presentable and to their liking. This project also requires critical thinking of how the students are going to use all the information they research and present it to the class. V) Unit (Final Project) Implementation Plan - UNIT INTRODUCTION I will introduce this theme by having the students put their desks in a circle. I will then ask them what states they have ever visited with their families. When they name a state, I will ask them what they remember most about the state. I will then sing the song, “The Fifty Nifty United States.” They will then have to follow along and sing it too. Next, I will tell them we are learning about the fifty states. I will then read a book that has facts on different states, picking out the most interesting facts. As a class we will look at maps and point out different states that the students already know. I will tell them we will be working on a week-long project in groups. I will show them an example on the computer of a brochure that I have already created. I will let them know how we are going to do project step-by-step and go over the grading rubric. They will then get to pick out a way to choose groups to work in. - LEARNING OBJECTIVES The students will learn:  The names of the fifty states  Skills of researching, organizing, problem solving, writing, designing, planning, and working as a team  Important information on other states like: cultures, foods, vacation spots, sports and interesting facts about other states  Important information they need to survive in another state  How to use the internet for research  How to use Microsoft word to create a brochure or what material it takes to make a homemade brochure  How to present in front of a real audience - STANDARDS Social Studies: Standard 3: Key Idea 1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life) Standard 3: Key Idea 2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life) Technology:

Standard 5 - Technology Education: Computer Technology Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. - ASSESSMENT The students will turn in their brochures and the teacher will grade it based on the rubric that was given at the beginning of the unit. The students will also present their information and brochures to the class in a small presentation of their choice. The class will take notes on the presentations because the teacher will create a test based on the presentations. - PRESENTATION The students are going to do a small presentation in front of the class that will be tapped by webcam. The only requirement is that the students share their brochures, but how they present it is up to them. -You may also want to include: The brochures that are on the computer will be printed in color. The handmade brochures will be put together strongly so they can be displayed. The teacher will set up a table outside the classroom, so anyone walking by the classroom will be able to look at them and find out more information on whatever state they chose to. The presentations will also be videotaped by the webcam so they can be published to a classroom website for more viewing by the families who could not make it to the presentation.

Day 1
- ACTIVITIES: The teacher will introduce the theme of the unit (see above for introduction). The teacher will then show a presentation of the premade brochure on the computer. The teacher will let the students know how the project is going to be done step-by-step and go over the grading rubric. The students will then get to pick out a way to choose groups to work in. The groups will meet and start to plan what state they want to research by the teacher approval, what information is going to be important to research and what each person is responsible to research. - TEACHER INPUT/DIRECTIONS / SUPPORT (to students) The teacher will be showing examples and going over the grading rubric (Directions). The teacher will be helping the students split up into groups (Input). The teacher will be monitor and readily available for questions (Support). The teacher will also be letting the groups know if they can research their chosen state (Support/Input). - TIME FRAME This will take one day given about 45 minutes to 1 hour. - RESOURCES The students will be using each other for thoughts and ideas, planning skills, pencils, and paper. The teacher will be using a computer, a premade brochure, a grading rubric, and the student’s method of pick groups.

- WORK FLOW The students will be group in a way of their choice- Example: names out of a hat, numbering, picture cards, or just pick one friend and the teacher chooses the other half of the group to make four friends. The students will start out the session by having their desks in a big circle; it will change after they get their groups together into blocks of fours. -LEARNING OBJECTIVES -The names of the fifty states -Skills of researching, organizing, problem solving, writing, designing, planning, and working as a team - PRODUCT This session is an informative/introduction session. It is an organizational session where the students will pick their groups and states. It is a planning session among the students where they will choose what information to research and who will research what information. No physical produce will be required. - ASSESSMENT The teacher will monitor each group and approve their state. The teacher will walk around and be available for questioning and listen to the groups get organized.

- LOGISTICS: The students will be responsible for moving their desks into groups where they have enough room to work. The will also be responsible for creating a group folder of the information they accomplished for this session. The students will decide whose desk their group folder will be placed in. - SOCIAL LEARNING/STUDENT INTERACTION The first part of this session is going to be the students listening and responding to the teachers. Then the students will bounce ideas off each other on how to arrange groups. Next the students will collaborate on what state to research. Then the students have to share ideas on what information to research. Last, the students have to divide responsibilities of what information is going to be researched.

Day 2 and 3
- ACTIVITIES The students will take time to research the information they were assigned in the first session. The students will take time to find pictures that represent their state. The students will have to use many resources (encyclopedia, books, magazines, and the internet) to find other information they find important. - TEACHER INPUT/DIRECTIONS / SUPPORT (to students) The teacher will only be there for support and to answer questions. The teacher will not have a lot of input unless asked for by the students.

- TIME FRAME This session will take 2 days at 45 minutes apiece. - RESOURCES The students will use pencils, paper, computers, books, encyclopedias, magazines, the internet, printer, and each other. The teacher will use ears and eyes for monitoring and keeping the students on track. - WORK FLOW The students will be all around the room doing research at empty spaces and desks. They will be on the computers around the outside of the room. They will be signing in and out to go to the library to barrow books. - LEARNING OBJECTIVES -Skills of researching, organizing, problem solving, writing, designing, planning, and working as a team -Important information on other states like: cultures, foods, vacation spots, sports and interesting facts about other states -Important information they need to survive in another state -How to use the internet for research

- PRODUCT The student will produce a paper with factual information about their chosen state. The students will produce images/picture they may use on their brochure. The student will be making progress on the brochures by gathering all information needed to start producing their brochure. - ASSESSMENT The teacher will walk around the room and look at the student’s facts and pictures they have on their paper. The teacher will ask questions about the state and to build upon the given information. The teacher will talk to each student about their facts they have gathered. - LOGISTICS: The students will meet as a group and pass out any materials needed to use for this session. The students will get two minutes at the end of each session to return the materials they will need for next session. The nominated student will store the material in their group folder in their desk. - SOCIAL LEARNING/STUDENT INTERACTION The students do not get much social interaction during this session. They will take time to gather with their group in the beginning to collect their materials and make sure everyone knows what they are researching. And they will meet again at the end to store their materials. During this session the students work individually unless they have questions for their group.

Day 4 and 5
- ACTIVITIES The students will start by handing out their research from the day before. They will then start sharing the information and pictures they found. Next, then will start putting together their brochures in any format they wish and that fit all their styles. - TEACHER INPUT/DIRECTIONS / SUPPORT (to students) The teacher will be mostly for support. The teacher will be able to give directions on how to work on Microsoft word, but the input will be limited. The teacher will also give feedback on the student’s current progress. - TIME FRAME This session will be again 2 days with 45 minutes apiece. - RESOURCES The students will use their research papers, classmates in their group, pens, pencils, paper, markers, crayons, glue, scissors, desks, computers, computer assistances, internet access, printer, scanner, magazines, books, encyclopedias, and maps. The teacher will use the computer for helping the students with misunderstood information and pens for corrections if the students ask.

- WORK FLOW The students will be at their desks that have been grouped into four for this project. There seating will change during this group because they will move to bigger work areas, tables or the floor when needed. They could also elect to go over the computer as a group to work on this part of the project. - LEARNING OBJECTIVES -The names of the fifty states -Skills of researching, organizing, problem solving, writing, designing, planning, and working as a team -Important information on other states like: cultures, foods, vacation spots, sports and interesting facts about other states -Important information they need to survive in another state -How to use Microsoft word to create a brochure or what material it takes to make a homemade brochure - PRODUCT For this session the students will need to have their research information complete and with them. They also need the creative side of their brain working clearly. The will produce the outline and final brochure for their groups presentation. The y will also need to gather materials they need to work on their brochure.

- ASSESSMENT The teacher will be walking around and observing. The teacher will also be asking questions and pointing things in the rubric that a group is lacking.

- LOGISTICS: The students will meet as a group and pass out any materials needed to use for this session. The students will get two minutes at the end of each session to return the materials they will need for next session and to clean up. The nominated student will store the material in their group folder in their desk. If the brochure is on the computer, it will be saved under the chosen student’s name. The teacher will always have access to the student’s accounts, especially if they are absent. - SOCIAL LEARNING/STUDENT INTERACTION This session will take a lot of collaboration and team work. The students have to talk to each other and share their information they have researched. The students will also have to talk about and give feedback on what information they want to use on their brochure. The group will give opinions and feedback on how they want their brochure set-up and if it should be homemade or on the computer. The students will have constant communication about what they are doing with their brochure and the information that will be used.

Day 6 and 7 Presentations
- ACTIVITIES This will be a session where the students work on their presentations for half the session and then begin to show the class their presentations. - TEACHER INPUT/DIRECTIONS / SUPPORT (to students) The teacher will be available to give input on the presentations. The teacher will also be able to reinforce the directions about the presentations and what needs to be presented during this time. The teacher will also be able to just support the students and let them know what is good with their presentation and what should be done a little different. - TIME FRAME This session will take 2 days. The first day the students will take ½ hour to make up their presentations. Then the other ½ hour will be presentations. The same thing will happen the next day and the groups that already presented will take notes with their groups about the day before presentations. - RESOURCES The students will use their research papers, classmates in their group, pens, pencils, paper, markers, crayons, glue, scissors, desks, computers, computer assistances, internet access, printer, scanner, magazines, books, encyclopedias, maps, listening ears, and note-taking skills. The teacher will use the computer for helping the students with misunderstood information and pens for corrections if the students ask. The teacher will also use a rubric and pen to grade the students and a piece of paper and pen to take notes for the combined test at the end of the presentations. The teacher will also use listening ears during the presentations.

- WORK FLOW The students will be in their desks that are set-up in groups of four. They will move about the room as need to work on their presentations. This is will change during the session about halfway when the presentations begin. The students will have to move a sit where they can see the presentations depending on where the groups perform and whose group is performing. When the group is performing they can use any part of the classroom. - LEARNING OBJECTIVES -The names of the fifty states -Skills of researching, organizing, problem solving, writing, designing, planning, and working as a team -Important information on other states like: cultures, foods, vacation spots, sports and interesting facts about other states -Important information they need to survive in another state -How to use the internet for research -How to use Microsoft word to create a brochure or what material it takes to make a homemade brochure -How to present in front of a real audience - PRODUCT The student will produce their final performances with finishing touches. They will be prepared to perform in anyway their group agrees upon. They will have their final brochure ready for presentation. The will be prepared to work on taking notes on other presentations. - ASSESSMENT The teacher will watch the final performance and use a scoring rubric. The teacher will also collect the final brochures to grade with a rubric. The teacher will take notes on the presentation and begin to make a after the performance test. - LOGISTICS: The material will be gathered by the group that will be used for the day. The one designated student will pass out the paper work needed. The students will turn all the materials presented to the teacher. The groups who did not perform will give all materials back to the designated student who has been holding the material through this project. - SOCIAL LEARNING/STUDENT INTERACTION This session will take a lot of collaboration and team work. The students have to talk to each other and share their information they have researched. The students will also have to talk about and give feedback on what information they want to use in their performances. The group will give opinions and feedback on how they want their presentation to flow and where it should be presented. The students will have constant communication about what they are doing with their presentation and the information that will be used.

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