Learner Description A mixed ability, multi-cultural group of 22 fifth graders 

Overview Development of various colonies in North America, reasons for establishment, effect of colonization on the land and its people, importance of geography, natural resources, and nature

The class was divided into groups in order to develop learning about a colony. Each group presented a time line, an advertising poster, a map, a HyperStudio overview, and an oral presentation covering the objectives as presented to them by me. I began the unit with a discussion of colonization as done by Europeans in North America, particularly those by England.

The students used the internet, their social study books, and research books to put together their projects. They learned some of each of the following in doing their research: why people colonize, where they colonize, problems of colonization, development of governments, social values in colonization, impact on the land and its people.

Rationale:

The young people will learn about colonization, its importance in the history of our country, its impact on the environment, the development of our system of government.

Each group will only study one colony, but will be presenting their acquired information to the whole class. They will also be working on cooperative learning skills as well, such as sharing, helping each other, listening, taking turns, problem solving, among others. Also, learning more about using the Internet and the computer, particularly Hyper Studio.

The youngsters got totally involved with the search for information. One group immersed themselves in the Salem witch trials, sharing information with me as they discovered more and more. Another group became engrossed by the development of slavery in the South. The Quakers and William Penn fascinated a third group. The final group discovered the Dutch in New York. They all really became wrapped up in their topic.

Goals - Content, Cognitive and Social

State Standards will include many from English/Language Arts, beginning with 1.A, B. and C. Then 3 A, B. and C will be worked on, followed by 4B.2b, then 5A, B, and possibly 5C.2a In Social Studies, we will cover 17A2a,2b; 17B2a; 17C2a, 2c; 17D2b; 18C2; 16 Colonial History to 1763.

Engaged learning indicators

responsible for their own learning

building collaborative learning

authentic--real in the world today

performance based

interactive

heterogeneous grouping

teacher as facilitator and guide

exploring and producing 

Technology

use of the Internet

use of HyperStudio

computer hook up to tv monitor

Learning Activities

 First, comes research of the colony each group is engaged in, using their social studies books, resource books, encyclopedia,and the Internet.

We have four computers in the class and each group was assigned one of the computers for their own use. They and I bookmarked sites for them to use in their search. Each group downloaded information and pictures they could use in their presentations--HyperStudio and oral, as well as pictures and ideas to use in their timelines and posters.

I held a HyperStudio class in the computer lab before they began their stacks. We invited Mrs. Travis to be a guest teacher during our lab time so that the students could learn how to make things and pictures move in the stacks 

The class and I determined the presentation time, the culminating activity time by looking at a calendar and making assessments as to how much time was needed and when would be a suitable time to end this unit.

Student Assessment

I will be checking with each group periodically for cooperative learning, problem solving, and other topics mentioned above. I used a checklist developed with the students. We developed rubrics for use in the final assessment.

Student Assessment

Each group will have a checklist for their use in assessing themselves during the research and development phase. Each group will assess themselves using the rubric, and the other groups will also assess at least one of the other groups.

Resources

 Four computers for each of the groups to use.

The computer lab for discussion, teaching, using for gathering information which could be saved to the folder on the server.

Peer assistance for computer glitches and negotiation.

Management 

The colonial research groups sat together at tables made from their desks. Each group was assigned its own computer for its use. Since my class uses cooperative learning in much of its learning, we review the basics and they pretty much operate on their own. I walk around observing and coaching, helping when needed. The young people feel confident that I will help them and ask readily for any assistance they need.

Unit Evaluation

At first, I had the students prepare a checklist and a rubric. At that time, I had students use the rubric to assess the report of the research groups. We then evaluated the process used. Almost to a student, they found the rubric to be too intrusive in their attentiveness to the presentation. The comments came down to this, "I did not feel I had learned enough about their topic because I was so busy with the rubric, I did not have time to listen well." Since then, I have tried general class discussion and grading which worked fairly well, but found we needed to have more specific items from which to work. Therefore, I decided we needed to use a checklist the class had devised for our discussion. At this time, that seems to be the best I have tried with the class. 

I use a guideline information sheet with the students so they don't lose track of their goal. I have added it to the end of this framework. You will also find other forms we have developed.

In the future, I hope to find a way to add the sites I find to a folder that would be available to the youngsters no matter where they are using a computer. Bookmaking is good as far as it goes, but is not the best use of the computer for research.

During the year, I have tried other ways of having the class do research on the Revolution, the Constitution, and the years from 1800-1850. I tried a less restrictive way of looking into a topic and found they did not do so well without guidelines, particularly those who need more specific direction. Therefore, I have returned to giving them more of what we did at the start of the year. This was reconfirmed for me at Willow Bend where they are in thematic units and give specific directions and forced choices.

One of the problems we found was the server being down or slow when we tried to get into it. This was very frustrating. Another frustration was using the scanner in the library and not being able to enter a folder in the classroom while it was open in the library. The class shared with me a need for more computers in the classroom so that more than 4 groups can be organized for study. We have negotiated ending dates as we have worked together, but they still feel that a specific date should be set with no deviations.

The youngsters have shared with me that only the above should be altered because this method of learning in more interesting, a great hands on way of learning, and allows them to be independent in their learning.

Guidelines(as developed by the class)

Stay with your group

Stay on task

Take it seriously

Listen when others speak

Take turns

Solve your own problems

Compromise when necessary

Use quiet voices

Avoid fussing with others

Be creative

Find main ideas and facts

Everyone participates

Talk clearly about information

Be silent when others record

Have good collection of

research

pictures

Enjoy

Colonization Learning Unit

You are investigating one of the 13 original colonies of our country. During your research and project preparation you should:

survey the reasons for establishing the colony

discover the development of the colony from its beginning to 1763

analyze and demonstrate the effect of colonization on the land and its people

explain important social values of colonization

analyze the impact of human activities on a new land

discover the importance of geography, natural resources, and nature on colonization

demonstrate the ability to collect data

demonstrate the ability to organize and analyze data

keep a record of the information you have collected

effectively communicate the results of the group's research orally, visually, in writing, on hyperstudio

prepare a time line of the colony from its inception to 1763

design and produce an advertising poster of your colony

prepare a map

Develop a hyperstudio presentation which gives an overview of your colony

Create an oral presentation to depict life in and to acquaint others with the development of the colony

help the group make progress

make the effort to help your group get along

stay on task

do your fair share

help solve problems as they occur

ask for help if you need it

behave properly--quiet voice, no interrupting, listening, etc.

finish your tasks on time

My colony is: ___________________________________________

Due date: _____________________________________________

*

Tips for completing long term group/independent projects

Get organized!

Meet with your group to decide on a time-line of work to be accomplished/develop your own personal time-line.

Write it down, then check it off as it is accomplished.

Decide who is going to perform the jobs necessary for completion.

RESEARCH!!!!

You cannot accomplish much of anything until you have done research on your topic.

The first order of business in any project or report you have to do is to carry out research.

Use the web, the encyclopedia, resource books, text books, the library.

Research can be done on your own time to be shared with the group at a meeting.

Take notes, use a highlighter, organize your information, then share with everyone in your group.

Decide what is important to share via your project/report.

Then plan your project, but first comes RESEARCH!!!!

Plan who is going to do what.

Write it down, step by step.

Check it off as it is completed.

Have regular meetings to see what is being done.

Everyone in the group should be carrying out your plans.

Each person needs to report on progress being made and show the group what has been developed up to that point.

The group critiques what has been executed up to that point. When you critique, you make suggestions about what to do if something doesn't meet the group's expectations. You do not simply criticize, you help.

If someone is falling behind, find a way to help that person manage time in a more efficient manner. If that doesn't work, find out what you can do to provide aid.

It is essential that you keep track of what is being developed for your project.

If there is to be an oral presentation, PRACTICE!!!!!

Each person needs to know what to do in your presentation.

Only important information should be included in your presentation.

Know what is going on. Know the information. Know pronunciations.

Don't use words you don't understand.

Be prepared.

Good luck!