Technology-Connected Lesson Plan

Lesson Title: Colorado Greats Trading Cards

 

Curriculum Areas:

·        History

·        Reading and Writing

·        Visual Arts

Grade Levels: 3-8

 

Colorado Content Standards

History:

·        STANDARD 1: Students understand the chronological organization of

history and know how to organize events and people into major eras to identify and explain historical relationships.

·        1.1 Students know the general chronological order of events and people in history.

·        In grades K-4, what students know and are able to do includes chronologically organizing significant events, groups*, and people in the history of Colorado.

·        As students in grades 5-8 extend their knowledge, what they know and are able to do includes  chronologically organizing major events and people of United States history; and  describing significant events and people which form the foundation of United States history in the chronological context of the history of the Americas and the world.

·        STANDARD 2: Students know how to use the processes and resources of historical inquiry.

·        2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.

o       In grades K-4, what students know and are able to do includes gathering historical data from multiple sources (for example, oral histories, interviews, diaries, letters, newspapers, literature, speeches, texts, maps, photographs, art works, and available technology).

o       As students in grades 5-8 extend their knowledge, what they know and are able to do includes gathering information from multiple sources, including electronic databases, to understand events from multiple perspectives; and

·        2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.

o       In grades K-4, what students know and are able to do includes describing sources of historical information; identifying the main idea in a source of historical information.

o       As students in grades 5-8 extend their knowledge, what they know and are able to do includes distinguishing between primary and secondary sources; interpreting the data in historical maps, photographs, art works, and other artifacts.

Reading and Writing

·        STANDARD 1:  Students read and understand a variety of materials.

o       use comprehension skills such as previewing, predicting, inferring, comparing and contrasting, re-reading and self-monitoring, summarizing, identifying the author's purpose, determining the main idea, and applying knowledge of foreshadowing, metaphor, simile, symbolism, and other figures of speech;

o       adjust reading strategies for different purposes such as reading carefully, idea by idea; skimming and scanning; fitting materials into an organizational pattern, such as reading a novel chronologically; finding information to support particular ideas; and finding the sequence of steps in a technical publication

·        STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.

o       using organizational features to locate media or electronic information (for example, passwords, entry menu features, pull-down menus, icons, key word searches);

Visual Arts

·        STANDARD 1: Students recognize and use the visual arts as a form of communication.

o       In grades K-4, what students know and are able to do includes

identifying visual images*, themes, and ideas for works of art;

selecting and using visual images, themes, and ideas to communicate meaning; and comparing the use of visual images and ideas.

o       As students in grades 5-8 extend their knowledge, what they know and are able to do includes  identifying and discussing how and why visual images, themes, and ideas communicate; selecting, organizing, and employing visual images, themes, and ideas in works of art to express an intended meaning;

 

ISTE National Educational Technology Standards for Students (NETS-S)

·        I. BASIC OPERATIONS AND CONCEPTS

o       Students demonstrate a sound understanding of the nature and operation of technology systems.

o       Students are proficient in the use of technology.

·        III. TECHNOLOGY PRODUCTIVITY TOOLS

o       Students use technology tools to enhance learning, increase productivity, and promote creativity.

o       Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

·        V. TECHNOLOGY RESEARCH TOOLS

·        Students use technology to locate, evaluate, and collect information from

a variety of sources.

·        Students use technology tools to process data and report results.

·        VI. TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS

·        Students use technology resources for solving problems and making

informed decisions.

 

Learning Objectives:

The learner will

·        Research to find information about famous people from Colorado;

·        Learn to copy and save pictures from the Internet;

·        Make a trading card containing important biographical data.

 

Materials:

·        Technology resources listed

·        Colorado Greats Note-taking guide and template

·        List of Colorado Greats

·        Resource Books which could include:

·        Colorado State Greats by Carols Marsh

·        Colorado by Amy Miller

·        Colorado Grassroots by Cynthia Schmidt

·        Famous Coloradans by Abbott Fay

·        Colorado’s Colorful Characters by Gladys Bueler

 

Technology Connection:

·        Computer

·        Printer

·        TV with scan converter or projection system

·        Digital cameras

·        Inspiration

·        Microsoft PowerPoint

·        Internet:  URLs:

·        World Book Online: http://www.worldbookonline.com/wbol/wbAuth  (you can use the free trial subscription)

·        Biographical Dictionary: http://www.s9.com/biography/

·        Biography.Com: http://www.biography.com

·        Famous People of Colorado: http://www.classbrain.com/artstate/publish/printer_432.shtml

·        Famous Coloradoans: http://www.k12.nf.ca/matthew/north/Colorado/famouspeople.htm

·        Colorado People in the Arts: http://www.coloradoarts.net/text/can-people/pg-people-a.html

·        Colorado Biographies: http://www.archives.state.co.us/arcbiog.html

·        Notable Coloradans: http://www.archives.state.co.us/biopage.html

 

Lesson Procedures:

·        Whole Group Instruction: Use Inspiration to brainstorm the names of important people in Colorado.

·        Group the names into categories students suggest: musicians, politicians, literary and cultural figures, women, sports figures, artists, others.

·        Assign each group a category of Colorado greats to research. If you were interviewing these people, what questions would you ask? What could we do with the information (stories, timelines, pictures, and so on)?

·        As a group task decide which Colorado greats you will make trading cards for, how many, and what jobs each team member will take.  Option:  Each person in the group will research a Colorado Great

·        Use the resources named above take notes on the note-taking guide.  Use template for instructions on how to create the trading card.

·        Teach students how to copy and save images from the Internet.

·        Enter biographies and photographs in the Microsoft PowerPoint trading card template.

·        Proofread, edit, print, fold, and tape together.

·        Interview your partner, take a digital photo, and create a trading card for him/her.  Use the same template.

 

Assessment Procedures:

·          Trading Card

·          Trading Card Note-Taking Guide