Learner Description - ten first graders and eight second graders from the Northwest suburban area outside of Chicago.

Overview - Brief description of the unit

Students study the geography, people, clothing, customs, holidays, traditions, food, contributions, shelter, education, jobs, climate, natural resources, etc. of Germany.

What will be taught? -

Students will have a beginning understanding of the above listed topics of Germany, and compare them to the Prospect Heights, Arlington Hts., Wheeling areas.

How will it be taught? -

Students will list things they think they know, and create a list of questions they would like answered. I will categorize the questions into main topics. The students will then choose their topic, with the direction that there must be three students in each group, and at least one student must be a second grader. Before the research groups begin, a German au pair will visit us to tell us about Germany and to answer questions. Students will do the research in groups, with the majority of research materials supplied by me. We will use the internet when we can find appropriate grade level information. Students will share the information they learn with a visual and oral presentation to the class, as well as a group written report. Visuals will be an important part of the presentation. As a finale, a mother and German au pair will organize a German Fest, including stations featuring food, toys, books, music and dance. We will also create the Neuschwanstein Castle.

What will students do and learn? -

Students will read and learn to highlight important information from research materials. Some students will take notes from library books. Students will work cooperatively, write a group report, and make a presentation to the class, using manipulatives, visuals, etc. Students will also share their knowledge with another classroom. This may be as a large group, or in simultaneously rotating small groups.

Rationale - Purpose of the unit as a whole

Why would you teach this unit?

Our current curriculum guide specifies that we study a country from each continent within a three year period. We are to study the geography, people, clothing, customs, holidays, traditions, food, contributions, shelter, education, jobs, climate, natural resources, etc. of a chosen country. This project fulfills this district requirement in an engaging, meaningful, and fun manner.

Why would this qualify as an engaged learning unit?

These engaged learning indicators are addressed. -

Responsible for learning

Strategic

Energized by learning

Authentic

Challenging

Multidisciplinary

Performance-based

Generative

Seamless and ongoing

Equitable

Interactive

Generative

Collaborative

Knowledge-building

Empathetic

Heterogeneous

Equitable

Facilitator

Guide

Co-learner

Explorer

Cognitive Apprentice

Teacher

Producer

Why is technology an important component of this unit?

Internet access with sites from our District 23 web site "Curriculum Links" were looked at by all students during computer lab and classroom time. Word processing on AppleWorks was used to type final reports. Students utilized proofreading using Spell check, use of the mouse for cursor functions, and the tab key were for indentation of paragraphs. The digital camera played an important role. The teacher documented students' learning and collaboration, documented project tasks and outcomes. The video camera was used to videotape each oral presentation. This was then used for critiquing each others' presentation, as well as sharing with parents at home.

Why is the project authentic/meaningful, and challenging for students?

As the world is becoming smaller in this technological age, there is a better chance of students traveling abroad or communicating long distances. They need to understand that other areas of the world differ in people, language, geography, etc. Also, as the US becomes more diverse, it is necessary to be aware and accepting of others' cultures.

This project also develops research and presentation skills that are needed now and for future life experiences.

The use of technology has almost become a way of life in our present world. Knowledge of its capabilities is essential.

Particularly with a combination class, there are sufficient activities for each student to seek his/her own level and expertise area.

Goals - Content, Cognitive and Social -

What new attributes (knowledge, skills, attitudes) do you expect students to gain?

What new knowledge do you expect the students to learn? -

Students will learn about another country, and determine similarities and differences between Germany and our area. In order to do this, students will need to work together cooperatively. Students will utilize a different type of reading to gain information from non-fiction sources. Students will see how important it is to tell correct information, and to use their own words when doing this. We will discuss, but not document the sources of our research.

What skills? -

Research (reading, highlighting important points), cooperative learning (sharing), technological skills (internet, word processing), presentation skills (listening and speaking), evaluating skills (rubrics), critiquing and debriefing skills

What attitudes? -

An understanding and acceptance of others and their beliefs and backgrounds.

What state standards does the unit address? -

Apply word analysis skills to recognize new words.

Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials.

Establish purposes for reading.

Continuously check and clarify for understanding.

Use information to form questions and verify predictions.

Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words.

Demonstrate focus, organization, elaboration and integration in written reports.

Create media compositions or productions which convey meaning visually for a variety of purposes.

Ask questions and respond to questions from the teacher and from group members to improve comprehension.

Present brief oral reports, using language and vocabulary appropriate to the message and audience.

Participate in discussions around a common topic.

Identify questions and gather information.

Locate information using a variety of resources.

Select and organize information from various sources for a specific purpose.

Write report based on acquired information.

Use print, non print, human and technological resources to acquire and use information.

Identify how customs and traditions from around the world influence the local community.

Identify physical characteristics of places, both local and global.

Identify folklore from different cultures which became part of the heritage of the U.S.

Work cooperatively with another to accomplish an assigned task.

Recognize important people and events in the history of areas where the target language (country) is spoken.

Compare and contrast the influences of historical figures and events and their impact on the development of their countries.

Recognize the currency of the target county and compare values with U.S. currency.

Learning activities -

We began with the "think we Know" and "Want to learn" parts of K-W-L.

A German au pair visited our class sharing sports, schooling, language, and holidays. She answered questions the students asked.

I sorted and categorized questions into major topics.

The students grouped themselves and chose topics (I specified that at least one student had to be a second grader, and there had to be three students per group).

I supplied information for the students. They had to highlight important points. Students worked cooperatively, with some groups sharing jobs, and others specifying jobs for each student.

Students researched information, wrote reports using subject/verb agreement, appropriate capitalization and punctuation, and correct spelling. Final reports needed to demonstrate focus, organization, elaboration and integration.

Visuals needed to be created, using various materials.

Many groups wrote notes to use for their oral presentation to help organize their thoughts.

Each group presented to our class, as well as a neighboring class.

Students created questions for the class.

Students completed rubrics on their own group as well as on others' groups.

A German castle was built

A German Fest was held, with rotating groups visiting a German library, German toy store, and German fez company. Afterwards, students "visited" a German restaurant, eating German pretzel bread, apfelsaft (apple cider), and landjaegers (sausage). Students also participated in music and dance.

Student Assessment -

I measured students' knowledge of the subject by their oral presentations and written reports. I did this using a rubric I created with student input. On going, throughout the unit, I used observation, notes, digital pictures, and video to evaluate knowledge, as well as cooperation. Students used rubrics to evaluated themselves and other groups. Questions were also answered orally during the presentations. Students created questions for their audience. (See attached rubric form)

Resources -

We invited a German au pair and a mother well-versed in German culture to begin our unit, and in a German Fest culminating activity. We utilized library books, pamphlets, magazines, the internet, and maps for research. Computers, printers, access to the internet, and word processing programs were needed. We could have made use of Kid Pix or some other graphic programs, but this class chose not to use them. We used various art materials, including construction paper, paint, markers, boxes, etc. for the visuals.

Management -

Students worked in groups or individually, as required for their job. If more room was needed, desks were easily moved. Students made equipment and material lists for me so I could supply whatever was needed. For the presentations, some students tried teaching their topic in small, simultaneously rotating groups, while others presented to the entire class at one time. When we shared with Miss Hoops' class, we used rotating groups, positioned around the room. Working in groups allowed students with special needs to pick a job appropriate to their ability.

Unit Evaluation -

Overall, I think our unit was quite successful. Enthusiasm was high, and the students were energized by their learning. They enjoyed being the explorer, producer, and teacher. Being a multidisciplinary unit, all of students' assets could be utilized. Students were allowed to challenge themselves as much as they wanted. Students seemed to learn a lot from our debriefing sessions.

Finding appropriate reading material at this age level is difficult. Choosing important information to share was also difficult, but this was a first endeavor for the students in note-taking. I am interested in seeing how next year's second graders will work after being introduced to this form of learning this year. With future projects this year, I am hoping to see presentation improvement, due to our debriefing sessions.

Even though we began our unit with K-W-L and had a German au pair visit, I think I would still introduce more at the beginning of the unit. This would give students a better background for when they approach the reading material. Since this was our first in depth endeavor with engaged learning, next time I will set stricter time limits. The students wanted to get involved instantly with their visuals before all of the research was done. Not enough time was scheduled for practice of their presentations. I would also like to have students have more practice with using a rubric before we engage in this project.