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Grade 4 : Social Studies Topic B: Family History






Instructional Design: Jacqueline Dargis-Boucher, Sharlene Vivieros, Marie Fraser, Judy Victoor



Stage 1 - Desired Results




Established Goals:
Specific Outcomes:
The student will demonstrate an understanding of the people and events in the history of Alberta and how they have affected each other as well as development and settlement.


ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.

General Outcomes:
What was their country of origin and why did they come?
What was their lifestyle prior to becoming an Albertan?
What was the lifestyle of Albertans at the period of arrival? e.g.. homes, church, industry, language, occupations


Essential Questions:
Albertans have been affected and challenged by historical events: immigration, depression, and settlement. How have these events shaped how Albertans live?
Why did people migrate to Alberta?


Students will know:
        They need to be familiar with the map of the world, Canada, and Alberta.
They need to know their family’s origin.
Login to AppleShare, saving and retrieving documents.

Students will be able to:
        Students will be able to acquire information by conducting an interview/study for their family history.
        Students will be able to identify cause/relationships.
        Students will use definite time concepts.
        Students will utilise a database to organise information according to specific categories and make graphs.






Stage 2 - Assessment Evidence






Performance Task(s)
You are a historian and you will be gathering information on the history of your family. Our class will be collecting this information, developing a database, organising the data into given categories, and creating a comprehensive class booklet. We will then be able to draw conclusions and possibly make some predictions.

Other Evidence (Quizzes, test, etc)
        Rubric
Teacher observation
Interview responses

Self Assessment
Students will fill out a self-assessment at the end of the project




Stage 3 - Learning Plan






Teaching and Learning Activities

Before project: Have students interview family members and record data on sheet

The teacher must place the database template in the assignments folder where students can retreive it.

        Period 1 in lab: Log on to Appleshare server, explain what a server is. Proper position at computer and explain what a database is as well at its uses. Have students drag and drop database template in their personnal folder. Students input data into database and print page upon teacher approval. Before students start typing, discuss how important it is to write anwers as shortly as possible, starting by words that will be effective for sorts (e.g."Germany", rather than "from Germany")

Teacher imports information from all the databases to master copy and redistributes to students.

        Period 2 in lab: Have students drag and drop the master database in their personnal folderDemonstrate sorts and have students experiment with sorts in database. Record some of the findings, conclusions from the sorts.

Teacher imports data form master database to spreadsheet and places in assignment  folder.

To import data: Open master database--Save as ASCII text under Save As. Open new Spreadsheet document, under File--Insert, choose the new ASCII file. Play with formatting in spreadsheet. Place in exercise folder.

*** In class, each student start writing a paragraph using his family’s history and looks at a world's map to see if he/she can recognize the areas where families established themselves.

        Period 3 in lab: Have students drag and drop spreadsheet  in their personnal folder. Demonstrate how to create charts. Have students create different charts showing different information. Print good representation of information.
Represent years arrived, How many people per country, howm many people per place arrived in Canada, how many people per occupation, etc.

Have students take digital pictures of each-other. Teacher or Tech Facilitator renames pictures and drops in assignment folder. Place world map document in assignment folder.

        Period 4 and 5 in lab: Students drag and drop world map document in personal folder. Type their good copy of paragraph, title and family name. Insert digital picture and, with painting tools, they retrace their family's settling areas and create a legend(optional).

        Period 6 in lab: Students complete their work and upon teacher approval, they print their work. Pages are binded (perhaps including database or not) and book can be borrowed for reading at home or to other classes. It could be interesting to publish on a bulltin board the findings, demonstrated on charts as well as conclusion from sorts with database.


Key Design Elements

W   
How will students know where they are going, why they are headed there, and how they will be evaluated?



H
How will you hook the students at the beginning of the unit?



E
What will help students experience the big idea of this unit?  How will you equip them with the needed skills and knowledge?



R
How will you get students to reflect and rethink?  How will you guide them in rehearsing, revising, and  refining their work?



E
How will students exhibit and self-evaluate their growing skills, knowledge and understanding?




Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)

Click to download



Rubric(s)






Click to download Rubric
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Student Exemplars







The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy.  NB - You will need Appleworks 6 installed on your computer to view.




 Last Modified: 15 August,2005