Communication & Community Three Weeks

Social StudiesLesson Plan

Teacher: 6th Grade Teacher Grade: 6th Grade

Lesson Title:Mapping & The Printing PressSTRANDS

Geography, History, Individuals, Groups, and Interactions

LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link.

This unit begins with mapping skills. Students will discover how to read maps using basic tools that most maps provide such as a compass rose, map key, and map scale. Students will also become familiar with latitude and longitude and discover what the purpose of these markers. The various types of maps will also be discovered as students will see examples of political maps, physical maps, climate maps, vegetation maps, resource maps, and product maps. These mapping skills will be utilized in the project days as students map our county.

Johannes Gutenberg revolutionized how the world communicated with his printing press. This monumental innovation will be discussed in depth and compared to recent changes in modern communication. The printing press will also be discussed in how it affected Martin Luther and his great accomplishments.MOTIVATOR Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)

THIS video will be used as the hook for this unit. This video details in very concise terms the transition in communications the world has seen over recent decades. How this transition of communication means and capabilities is discussed in terms of how it affects the individual and the community.

DAY Objectives(I can….)

Materials & Resources

Instructional Procedures DifferentiatedInstruction

Assessment

1 I can explain what a compass rose is and what it is used for.

I can explain what a map key is and what it is used for.

Found in Appendix A

Map Flashcards

iPads

Doceri App

Paper

writing utensil

Essential Question: What are the basic components used to effectively read a map?

Remediation:

Seating to minimize distractions

Adjusted questions

1.If a compass rose only have one direction shown can we identify the other cardinal directions?

2.Can we find intermediate directions on a compass rose if they are not identifies by the compass rose?

3.What locations do lines on longitude touch?

4.How does this help identify longitude as meridians and not parallels?

Enrichment:

Formative: Royal Castle Floor Worksheet

Map Reading

Set: “What uses do we have for maps?” Students will be given a few minutes to formulate a list of map usages. Student responses will be discussed as a class.

Teaching Strategy:

Students will be introduced to the concept of a “compass rose,” which is simply the indicator of north, south, east, and west on any map. They will be shown an example of a map on the Apple TV.

Students will then complete the “Royal Castle Floor” worksheet. Students will then visit “Map Flashcards” on their individual iPads.

Closing Strategy: As a class we will draw a compass rose including cardinal directions and intermediate directions. Students will come to the front of the room and draw one direction at a time on the teacher’s iPad using Doceri and iPad airplay so that the class may see. After the compass rose has been created a volunteer student will be asked to introduce what a map key is. We will discuss the usages of a map key to close the class session.

Choice Activity: Create a relevant map key on your “Royal Castle Floor” worksheet. Encourage students to use items relevant to castles such as a moat, guard posts, alligators, draw bridge, etc.

Choice Activity – Found in Closing Strategy

2 I can identify the equator and prime meridian.

I can define and explain lines latitude and longitude.

I can identify the seven continents on a map.

Found in Appendix B

Map Flashcards

Map print outs

Colored pencils

Paper

Writing Utensil

Essential Questions: What are lines of latitude and longitude? Remediation:

Seating to minimize distractions

Anchoring Activity – As students work on their maps they can receive one on one attention from the instructor

Prompting

Enrichment:

Adjusting Questions

1.Why are lines of latitude called meridians?

2.Why are lines of latitude better indicators of climate than lines of longitude?

Formative: Map Construction and Map KeySet: “What is a map key and what is it used for?” Students will be given a few

moments to formulate an answer. Select students will be given the opportunity to contribute their thoughts to class discussion.

Teaching Strategy:

Students will be given a “printable world map”. We will then visit “Map Flashcards” together as a class. Students will be directed to write down definitions of all key words that

will be identified during this class session. Students will also be working with their maps as we discover material from the flashcards.

The equator will be identified, defined, and highlighted in red. The prime meridian will be identified, defined, and highlighted in orange. Lines of latitude will be identified, defined, and highlighted in purple. Lines of longitude will be identified, defined, and highlighted in blue. Students will then use any resource available to them on the iPad to locate

and identify on their maps the seven continents.

Closing Strategy: Students will create a map key identifying the correlation between colored line and geographic item. As students work on this, volunteer students may come to the board and show the class what they have done. Volunteer’s responses will be discussed as a class.

3 I can explain and provide the purposes of political maps.

I can explain and provide the purposes of resource maps.

I can explain and provide the purposes of product maps.

I can explain and provide the purposes of physical maps.

I can explain and provide the purposes of climate maps

I can explain and provide the purposes of vegetation maps.

Found in Appendix C

Product Map

Climate Map

Vegetation Map

iPads

Apple TV

Essential Questions: What are various types of maps and what are their purposes?

Remediation:

Seating to minimize distractions

Peer tutoring within groups

Enrichment: Choice Activity – Found in closing strategy

Formative: Exit tickets

Map Types

Set: “Define lines of latitude and longitude.” Students will be given a few moments to formulate an answer to this bell ringer. Select students will be given the opportunity to generate responses for classroom discussion.

Teaching Strategy:

Students will be separated into teacher selected groups of four. Each group will be assigned a different type of map to independently

research and create an informal presentation for the class. These map types are: political, resource, product, physical, climate, and vegetation.

Students will use their personal iPads to generate a visual example of their assigned map. Students will also provide a working summary of their assigned map type including what the map’s purpose is.

Students will then provide brief presentations to the class providing their visual example and summaries.

Closing Strategy: Students will write three things they learned and provide this as an exit ticket.

Choice Activity: Compare and contrast two or more map types.

4 I can explain what latitude and

Found in Appendix D

Essential Question: How are lines of latitude and longitude used? Remediation: Formative: Latitude or Longitude

longitude are what their purpose is.

Latitude and Longitude

Lat & Long Brain Pop

Apple TV

Ping Pong Ball

Geography Quiz

Seating to minimize distractions

Anchoring Activity – While students work on their worksheets students can receive one on one attention from the instructor.

Enrichment: Choice Activity – Found in closing strategy

Worksheet

Summative: Latitude and Longitude Quiz

Latitude and Longitude

Set: The class will be presented with a ping pong ball with a dot on it. They will be asked how they might describe where that dot is on the ball. Students will take a few moments to formulate a response. These responses will be discussed as a class.

Teaching Strategy:

Students will watch “Latitude and Longitude” and write down anything they find informative or interesting. This video’s content will be discussed as a class, and a bulleted list will be created on what we know about latitude, longitude, and their purposes.

Students will then watch “Lat & Long Brain Pop” and add to our list of what we know about latitude, longitude, and their purposes.

Students will then work independently on “Latitude or Longitude” worksheet. After students have finished, the class will discuss their responses.

Closing Strategy: Students will visit “Latitude and Longitude” and take the online quiz. Once they have finished the quiz the student will notify the instructor and their grade will be recorded. The quiz questions and answers will be discussed as a class.

Choice Activity: Write a sentence or two rationale as to why each quiz answer is the correct answer.

5

Project day 1—refer to Unit Plan

Topic—Area Giude

6 I can identify Johannes Gutenberg’s impact on world history.

Found in Appendix E

Gutenberg's Printing Press

Apple TV

Essential Questions: Who was Johannes Gutenberg? What did he invent? Remediation:

Seating to minimize distractions

The video’s worksheet will have the answers already present. The student will simply underline the answer as the video provides it.

Enrichment:

Adjusting Questions

1.What invention in your lifetime

Formative: Worksheet

Short EssaysJohannes Gutenburg

Set: Students will be asked, “how would your life be different if there was not printable type (books, newspapers, magazines, etc.)?” Students will be given a few moments to formulate a response. Their responses will be discussed as a class.

Teaching Strategy:

1. Students will watch “Gutenberg’s Printing Press” video and answer questions on the correlating worksheet.

2. Student responses on their worksheets will be reviewed and discussed as a class.

3. Students will then be given the opportunity to write a short essay on how the printing press affected mass communication. This will still be somewhat of an anticipation type exercise because they have not been given enough information to write a thorough response based on what they have learned. They have been given enough information to make good inferences on this prompt. Students will be encouraged to use evidence from the video in their essay.

Closing Strategy: A couple volunteer students will be given the opportunity to read

their essays. Their essays will be open for class review and discussion. could have a similar impact to that of the printing press?

2.How did the printing press alter people’s daily lives?

7 I can elaborate upon how the printing press changed history.

Found in Appendix F

Apple TV

iPads

Essential Question: How did the printing press change history? Remediation:

Seating to minimize distractions

Adjusting Questions

1.What is so impressive about the rapid spread of the printing press during this time period?

2.What does the spread of the printing press say about it’s influence on world history?

3.What made the use of the printing press attractive to

Formative: Exit Tickets

Printing Press

Set: “How long did it take a scribe to copy/produce a book prior to the printing press?” Students will be a given a few moments to formulate their responses. A volunteer student will provide the class with the answer. The class will then discuss how this changed with the invention of the printing press.

Teaching Strategy:

Students will visit “Junior Scholastic” on their personal iPads. This is a short reading and correlating worksheet.

Students will be given time to read this and then perform the worksheet questions on their own sheet of paper.

Answers to the “Junior Scholastic” worksheet will then be discussed as a class.

Class will then visit “Press Impact” to see a visual of how much printing spread from 1450 to 1500. This visual will be discussed as a class. “Has anything in our lifetime spread so effectively?”

There is also a short narrative about communication that students will read.

Closing Strategy: As an exit ticket students will write down two impacts of the printing press.

anyone who wanted to print literature?

Enrichment: Adjusting Questions

1.What limitations existed in 1450 that do not exist today in terms of the printing press being used in new places?

2.What limitations did the printing press have?

3.What modern invention has transformed communication in the same way the printing press did?

8

Project Day 2—refer to Unit Plan

Topic—Area Giude

9 I can provide valuable insight into who Martin Luther was and how he impacted world history.

Found in Appendix G

Luther's Revolution

Gutenberg Bible

iPads

Apple TV

Essential Question: Who is Martin Luther? Remediation:

Seating to minimize distractions

Adjusting Questions

1.How would easily spread literature help spread Martin Luther’s ideas.

2.Why might the spread of literature help change the way people think (as opposed to a time when literature

Formative: Participation

Student generated Q&A

Martin Luther

Set: To wrap up the printing press and the impact it had on the world students will watch “Gutenberg Bible”. A short discussion about the video’s content and how it is relevant to our society and our community and communication unit will follow.

Teaching Strategy:

Students will watch “Luther’s Revolution” as an introduction to who Martin Luther was.

As a class we will visit “Luther – Ducksters”. Students will view this literature on their personal iPads. This webpage’s content will be thoroughly discussed together as select students provide the items they feel are important for class discussion.

Students will then work independently to create ten questions and answers from the content examined.

Closing Strategy: Volunteer students may ask their question to the class. Students may then volunteer to answer the question.

Choice Activity: Students may make three of these questions from sources outside of ducksters. They must provide the complete url of the webpage they receive their information from.

and literacy are limited)?

Enrichment: Choice Activity – Found in Closing Strategy

10 I can identify how the printing press effected Martin Luther’s impact on world history.

Found in Appendix H

iPads

Apple TV

Essential Question: How did the printing press affect Martin Luther? Remediation:

Seating to minimize distractions

Anchoring Activity – Students may receive one on one attention from the instructor.

Enrichment: Adjusting Questions

1.Have communication technologies advanced more quickly in recent history?

2.Where might communication technologies be if

Formative: Exit tickets

Printing Press influence on Martin Luther

Set: Knowing something about the printing press and Martin Luther, students will be asked, “How did the printing press affect Martin Luther?” Students will be given a few moments to generate a response. These responses will be discussed as a class.

Teaching Strategy:

1. Students will visit “History of Journalism” webpage and read it independently on their personal iPads.

2. Student responses to the reading, prompted by today’s essential question will be discussed as a class.

3. Students will then work in groups of two to research how communication has aided certain changes in our world more recently than Martin Luther. (i.e. The Arab Spring).

Closing Strategy: Each group will present their most interesting finding to class. Each group will be questioned by the instructor to promote a compare and contrast arrangement between communication in the days of Martin Luther and communication today. As an exit ticket, each student will write one way the printing press affected Martin Luther.

the printing press had been invented in 1850, instead of 1450?

3.How do technological advances build on one another?

11 I can identify the impact of the printing press on world history.

Found in Appendix I

iPads

Apple TV

Essential Question: What would be different without the printing press? Remediation:

Seating to minimize distractions

Adjusting Questions

1.Would increased literacy or increased literature be more important in reference the impact of the printing press?

2.Would the impact of the press be lessened were it not for the events centered around Martin

Formative: Exit Tickets

World without printed word

Set: “What would be different without the printing press? What things would not be here today? What events would have never happened throughout world history?” Students will be given ample time to write a well thought out paragraph response to these questions. Select students will share their responses with the class to generate class discussion. A list of predictions will be kept on the board.

Teaching Strategy:

1. Students will visit “Flow of History” webpage and read under the bold heading “The Impact of the printing press”. Students are to take down the items that answer the questions proposed to them during the set.

2. Volunteer students will provide the class with their findings. There will be a list of these items kept on the board to compare with student predictions.

3. Students will be given the opportunity to write a few bullet points on what they believe the most significant impact of the printing press is. (Or students may brainstorm on the choice activity below). These bullet points will be used as an exit ticket.

Closing Strategy: Select students will share their thoughts as to what the most significant impact of the printing press is with the class. There will be brief

discussion about student’s responses to close the period.

Choice Activity: Have there been negative outcomes of the printing press? If so, what are they?

Luther and his reformation ignition?

Enrichment: Choice Activity – Found in Closing Strategy

12 I can explain how communication technology has changed over time.

iPads

White Paper

Colored Pencils

Apple TV

Resources found in Appendix J

Essential Question: How has communication changed over time? Remediation:

Seating to minimize distractions

Adjusting Questions

1.How do you think the telegraph changed communication technology?

2.How did the smart phone change communication technology?

3.How did the printing press change communication

Formative: Writings

Set: Students will watch “Community and Communication” to begin class. This video is an excellent explanation of how modern communication mediums have changed and how personal communication has changed. This video does provide a plethora of information for the students. It should be paused and discussed periodically to increase retention and understanding.

Teaching Strategy:

Students will then watch “Timeline of Communications”. This video will then be watched again, however this time pausing the video

to discuss particular points and place them on the timeline. Students will be creating a communication timeline on their white paper

using their colored pencils to make their work attractive and unique. The instructor should be making this timeline on the board to model what it should look like and where dates should be. (The video moves quickly so pausing, discussing, and modeling are necessary).

Students will be given ample time to write two paragraphs on the following questions: “When did communication technology drastically increase? What is the trend of communication technologies today?”

Closing Strategy: Volunteer students may share their thoughts with the class. These thoughts will be open for class discussion or adjusted questions from the

instructor. technology?

4.What do all of these communication advancements have in common?

Enrichment: Adjusting Questions

1.Why have communication technologies advanced more rapidly in recent history?

2.Do you think communication advancements will ever slow down?

13

Project Day 3—refer to Unit Plan

Topic—Area Guide

14 I can explain how communication technology will advance.

I can provide the significance of historically importance communication technologies.

iPads

Apple TV

Doceri App

Resources found in Appendix K

Essential Question: How will communication technology continue to advance and how will that affect our communities?

Remediation:

Seating to minimize distractions

Anchoring Activity – While groups work on their Doceri presentation they will receive appropriate questioning from the instructor.

Peer Tutoring

Enrichment:

Peer Tutoring

Adjusting Questions

1.How might our community be different without iPads, iPhones,

Summative: Doceri Presentations

Set: Students will watch “2020”. Student responses will be taken as a part of class discussion.

Teaching Strategy:

1. In teacher selected groups of two students will begin to brainstorm ideas and predictions about how communication will change over the course of the next thirty years.

2. Groups will then be directed to brainstorm ideas about how these changes in communication could possibly have an impact on our community.

3. Groups will then put these brainstormed thoughts into a Doceri presentation. This app allows for slides to show visuals, personal edits, and record sound that can all be replayed for an audience.

Closing Strategy: Volunteer groups that create a successful Doceri will be asked to airplay it for class viewing. Their ideas and predictions will be open for class discussion.

etc.?

2.What benefits do smart phones and mobile communication have on our community?

15

Project Day 4—refer to Unit Plan

Topic—Area Guide

STANDARDS Identify what you want to teach. Reference State, Common Core, ACTCollege Readiness Standards and/or State Competencies.

6.3.spi.1 identify the basic components of a world map (i.e., compass rose, map key, scale, latitude and longitude lines, continents, oceans).

6.3.spi.3. identify the location of early civilizations on a map (i.e. Mesopotamian, Egyptian, Ancient Chinese, Indian.).

6.3.spi.5. use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, vegetation maps).

6.5.spi.5. identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).

6.6.spi.2. recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

Vocabulary:

1. Latitude—distance north or south of the equator, measured in degrees2. Longitude—distance east or west of the meridian at Greenwich, measured in degrees3. Map Key—table that explain what symbols on a map represent4. Map Scale—a ratio which compares a measurement on a map to the actual distance between locations identified on the map5. Compass Rose—symbol on a map representing directions6. Equator—0° latitude; used for measurements north and south7. Prime Meridian—0° longitude; used for measurements east and west8. Parallel—lines of latitude9. Meridian—lines of longitude10. Printing Press—Invented by Johannes Gutenberg; allowed for much faster, more efficient production of literature