Contributor Information
Name: Janie Griffith
email address:
School: USF Student

Standards

Sunshine State Standards
Strand(s): Social Studies
Standard(s): The student understands the world in spatial terms.
Benchmark(s): SS.B.1.2.1 The student uses maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns.
Benchmark(s): SS.B.1.2.2 The student knows how regions are constructed according to physical criteria and human criteria.
Benchmark(s): SS.B.1.2.5 The student knows ways in which people view and relate to places and regions differently.
Standard(s): The student understands the interactions of people and the physical environment.
Benchmark(s): SS.B.2.2.2 The student understands how the physical environment supports and constrains human activities.
Benchmark(s): SS.B.2.2.3 The student understands how human activity affects the physical environment.
Benchmark(s): SS.B.2.2.4 The student understands how factors such as population growth, human migration, improved methods of transportation and communication, and economic development affect the use and conservation of natural resources.

NET Standards
Strand(s): Technology
Standard(s): Technology communication tools
Benchmark(s): T.4.2.10 Evaluate the accuracy, relevance, appropriateness, comprehensiveness, research, information analysis, problem-solving, and decision-making in content learning.
Standard(s): Technology research tools
Benchmark(s): T.5.2.10 Evaluate the accuracy, relevance, appropriateness, comprehensiveness, research, information analysis, problem-solving, and decision-making in content learning.

Lesson Plan

Title: The Caribbean

Technology Resource Requirements:

• Computer w/ CD-ROM
• printer
• Internet access
• Internet software
• word processing/spreadsheet/database software.
  

Subject Area(s): Social Studies

Grade Level: 5

Short Description:

This unit focuses on ten islands located in the Caribbean Sea. Students will learn specifics about each island, such as, the form of government, the economy / main source of trade, and the language(s) spoken. Students will create poster projects that reflect the information they have gained through several types of media.

Approximate Time Required: 1 hour/day; 3 days

Gain Attention:

A letter to the families is the initial intro to this unit, What's new in 5th grade?

Following that letter home, open class with the question: What kind of information can you find on the internet? This will spark a discussion about the wonders of the internet.

The class is shown a PowerPoint The Caribbean Presentation identifying information they will be looking for in their project. Explain to the class that they will be using the internet to do research.

Tasks:

• Have students form 8 groups of 3 each. Hand each group a poster board and have them divide it into 4 boxes with the following titles: people, trade, characters, unique traits.
  
  
• Have 1 representative from each group draw an island name out of the box. A HyperStudio Stack on The Caribbean will provide information about each island as well as internet access points the students may explore for information. a Web Site sheet is also available to provide additional sites.
  
  
• The teacher, using the Unit Database example here, may create a database or have the students create a database on each island. This information may be used by the studnets to create their poster information part of the project.
  
  
• Each group will be given 30 minutes to find information from the internet to fill in the boxes. They may paste pictures, draw, write, etc. to fill in the information. Students may be given some graphical covers for their projects, Cover 1, Cover 2.
  
  
• The posters will be throughout the classroom, and each group will rotate and take notes on each island.
  
  
• Class discussion will follow to discuss similarities and differences of the islands.

Interactions: Cooperative Learning

Tools: Computer w/ CD-ROM, printer, Internet access, poster boards, markers, paste, box with 8 island names inside, pens.

Assessments:

• Students will be given a sheet (see next page) to fill in 1
  characteristic they learned about each island, and 3 characteristics they learned about the island they worked on. A Scavenger Hunt Sheet, and a Island Fact Sheet will be provided for each student to complete their information research segment of this project. These sheets will be turned in for assessment purposes.
  
  
• The databases, if created by students, may also be used for assessment purposes in regards to accuracy of information, complexity of information and diversity of information.