Artifact for Tech Std. 3

8/8/2019 Artifact for Tech Std. 3

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MODIFIED INSTRUCTIONAL

METHODS THAT MEET THE NEEDS

OF MIDDLE SCHOOL STUDENTS

By Lindsay Ptasienski

6th Grade Social Studies

While I dont have old classroom lessons to compare to, I can

compare more modern ways of teaching to more traditional ways

of teaching.


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Format of Presentation

This presentation will cover eight different state

standards for 6th grade social studies. Each

standard will have two slidesone with how the

class would have been taught before thetechnological advancements, and one with how the

class could be taught if the technical advancements

were approved.

All Standards are taken from the Illinois State

Board of Education website.


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I Believe...

I am not the most technologically advanced person in the world, but

our students are becoming more and more dependent upon

technology. I think that the state standards could be more efficiently

met through modified lessons, more funding, and the use of moremodern technology in the classrooms.


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14.A.3 Describe how responsibilities are shared and limited by the United

States and Illinois Constitutions and significant court decisions.

Give a short lecture about the different shared andlimited responsibilities.

Students complete a chart or Venn Diagram usingtheir textbook that shows responsibilities shared andseparate. They will start the chart in class with

partners, but will complete the chart at home forhomework.

Old Way

UnitedStates

Illinois


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New Way14.A.3 Describe how responsibilities are shared and limited by the United

States and Illinois Constitutions and significant court decisions.

This new way is improved because it allows the students to engage

in a game with one another. It causes them to think aloud, explore

their opinions and explain their reasoning for their opinion. Plus

the game can easily be translated into a worksheet for the class touse at a later date.

The classroom works together using the Smart Board. On the

board, there is a list of responsibilities that belong to both

the United States and Illinois. A Venn Diagram exists on theSmart Board, and the students divide into teams.

The students take turns placing the responsibilities where in th

Venn Diagram they think they belong (U.S., Illinois, or shared).

The team that gets the most correct will win extra credit forthe exam. When the diagram is completed, the teacher

would save it and print it for the class for a future study tool.


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14.B.3 Identify and compare the basic political systems of

Illinois and the United States as prescribed in their constitutions.

The students split up into groupsof 4 or 5, and they go on atextbook scavenger hunt. Onthe hunt, they search throughthe state and nationalconstitutions to identify the

basic political systems of Illinoisand the United States. Theform a group poster to presentthe way in which the political

systems function.

Old Way


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Split the class up into three groups: Legislative,Executive, and Judicial. The three different groupsare required to research and present their part of thenational political system using some sort oftechnology: Power Point, WebQuest, Smart Board,etc. With this, they will present their responsibilities,tasks, and roles in the system as a whole.

The teacher can then modify their presentation andput it into a worksheet that the entire class can benefitfrom.

14.B.3 Identify and compare the basic political systems of

Illinois and the United States as prescribed in their constitutions.

New Way

The modified lesson is an improvement because it allows

collaboration amongst students , and it requires the

students to all understand and explain to the rest of the

class their part of the political system in a way that is bothrelevant and interesting to the rest of class.


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14.E.3 Compare the basic principles of the United States and its

international interests (e.g., territory, environment, trade, use of

technology).

Class reads chapter aloud playing

popcorn. They read about United

States trade, territory, etc. and theyanswer the questions out of the backs of

their books. They have the opportunity

to work in partners if they so choose.

Papers are submitted at the end of

class, and the teacher grades the

papers according to accuracy.

Old Way


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Students use virtual maps to identify a few differentcountries that the United States trades with, and what theygoods they import and export. The students use their

textbooks to create understandable diagrams on thecomputer.

Documents will be printed and then reviewed as a class.Students will be able to share what they found out aboutthe international interests of the U.S.

14.E.3 Compare the basic principles of the United States and its

international interests (e.g., territory, environment, trade, use of

technology).

New Way

The new lesson is an improvement because the

students are able to do online research, and

they are able to create a diagram for

themselves to display international interests.


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15.A.3d Describe the causes of unemployment (e.g., seasonal

fluctuation in demand, changing jobs, changing skill requirements,

national spending).

Before reading the chapter in the textbook, ask the

students to brainstorm ideas of why the nation could

be experiencing unemployment. Record on theboard as they discuss and share their ideas. Next,

share with them about supply and demand,

changing of jobs, skill requirements, national

spending, etc.

Old Way


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Using a Smart Board Web design, have thestudents expand upon the ideas of supply and

demand, job changes, skill requirement, andnational spending. What could be dictating thosechanges? What are some examples of supply anddemand? Why would jobs change? How couldskill requirement shift?

As students answer, have them come up and addtheir examples to the web design. Create a classhandout for the students so they can recall thediscussion clearly for studying purposes.

15.A.3d Describe the causes of unemployment (e.g., seasonal

fluctuation in demand, changing jobs, changing skill requirements,

national spending).

New Way

Using the Smart Board is an improvement because

students love using the Smart Board. They are interested

and intrigued by it. Plus handouts can easily begenerated for the class through it.


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15.D.3a Explain the effects of increasing and declining imports

and exports to an individual and to the nations economy as a

whole.

Have the students use the textbook, read through

the chapter, and gather different effects ofincreasing and declining imports and exports. Ask

them to record 2 different effects, and share them

with a partner.

Have the students then come together in a classdiscussion to evaluate how it effects the economy as

a whole.

Old Way


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Bring in newspapers, or have the students to an

online search of current influxes or declines in

imports and exports. Have them search how it iscurrently effecting our economy a whole.

Have students go home and interview their parents

or guardians about the topic to see if they get anyunique research results from them.

New Way15.D.3a Explain the effects of increasing and declining imports

and exports to an individual and to the nations economy as a

whole.

This new way is an improvement because the students

are able to explore and dig through current events

happening, and through interviewing those that are

currently affected by the nations economy.


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16.A.3c Identify the differences between historical fact and interpretation.

For all events studied in class, have the students

recognize the importance of determining who theauthor is and how they can effect the accuracy

of the information being delivered.

For example, when studying women in war-time,

allow the students to look into it further, and fill

out a chart that addresses both the reality of the

womens service and the possible criticisms.

Old Way


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Show the students news report videos thatcould be influenced by the maker of thevideos. Currently, for example, we see

videos of NYC and the debate about themosk, but it seems that many of thevideos are influenced by the media, andthe makers of the movies. Help thestudents to uncover the fact rather thanthe interpretation.

Encourage the students to share theiropinions on current controversial topics,and connect that to how historical fact canbe effected by interpretation as well.

New Way16.A.3c Identify the differences between historical fact and interpretation.

This new way of meeting the standard is an

improvement because it connects students from history to

current life. It also fosters a safe environment forstudents to share their opinoins.


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16.B.3d (US) Describe ways in which the United States developed as a world

political power.

Read aloud with the class about the development of the

United States as a political power.

Give a short lecture to detail the explanation more. Assign the students with a three paragraph response

about how the United States developed as a political

power, but also how that has changed recently with oureconomic decline.

Old Way


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Have the students use the Smart Board to take aclicker quiz. The students, with this quiz, can

predict ways that they believe the United Statesdeveloped as a world political power.

After taking the pre-clicker quiz, give a brief slideshow presentation about how the United States

actually developed as a world political power. Take a post-clicker quiz and see if the students

understood better the concepts being taught.

New Way16.B.3d (US) Describe ways in which the United States developed as a world

political power.

This form of teaching is an improvement because students can

see immediate growth and change. Not only that, but they

enjoy using the clickers and are excited about participating inclassroom clicker quizzes.

17 B 3a Explain how physical processes including climate plate tectonics


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17.B.3a Explain how physical processes including climate, plate tectonics,erosion, soil formation, water cycle, and circulation patterns in the ocean shape

patterns in the environment and influence availability and quality of natural

resources.

Hand out a blank chart at the beginningof class that reviews different causes and

effects from the many physical processesof the earth. The students work duringthe class period to fill out the entire chartwith ways that the environment can

influence availability and quality ofnatural re sources.

Teacher collects the charts at the end ofthe period, and grades them individually.

Old Way

17 B 3 E l i h h i l i l di li l i


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17.B.3a Explain how physical processes including climate, plate tectonics,

erosion, soil formation, water cycle, and circulation patterns in the ocean shape

patterns in the environment and influence availability and quality of natural

resources.

Do an online scavenger hunt of howinternationally, physical processeshave influenced different countries

for the good and for the badeconomically. Have the students findtwo ways that the natural processeshave influenced a country positively,and two ways that natural processhave influenced a countrynegatively.

Students turn in their sheet at theend of the class for the teacher to

assess.

New Way This new way is animprovement because it gets

the kids searching and

exploring for how this

standard plays out in reallife. Not only that, but they

are learning to do research

online, which is a tool that

they will be able to utilize for

their entire student careers.


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Resources

http://www.isbe.state.il.us/ils/social_science/standa

rds.htm

http://www.isbe.state.il.us/ils/social_science/capd.htm

Google Images
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Artifact for Tech Std. 3

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