Integrated Unit Monday May 5, 2008 By Sacha Targosz...

Integrated Unit Monday May 5, 2008By Sacha Targosz

Overview:

Canada’s and It’s Trading Partners - Grade 6 Social Studies unit. In this integrated unit,there are 16 activities which incorporate several of the specific expectations within theSocial Studies area; Canada and World Connections. Some expectations would becovered from other areas of the curriculum such as Language, Reading, Writing,Mathematics and Media Studies. This unit allows for integration into almost all areas ofthe curriculum and especially technology resources. Much of the information for this unitneeds to be current which lends itself to computer research.

SUGGESTED TIME-LINE

UnderstandingConcepts

Social Studies - Canada and World Connections

Grade 6 - Canada’s Links to the World

- Identify some of

Canada’s major

trading partners

- identify

products that

Canada imports

and exports

- identify the

countries to

which Canada

exports and

imports goods

Canada’s Trading Partners

Activity 1 & 2 (1 lesson) - Identify and Map some of Canada’s Trading

Partners

Activity 3 (1 lesson) - W hy Canada Trades with other Countries

(Integrated Language Lesson - Questions)

Activity 4 (1 lesson) – Canada’s Imports and Exports

Activity 5 (1 lesson) – Canada’s Top Four Trading Partners

Internet Research: Canada’s Top Trading Partners

Please see lesson plan.

Activity 6 (1 lesson) - Classroom Trade Game

Activity 7 & 8 (3 lessons)

Mapping Skills – Canada’s 20 Top trading Partners

Characteristics of Canada’s Partners (Construct a Map)

- describe the ways

in which Canada is

connected to the

rest of the world

- Identify current

distinguishing of

the United States,

and of at least one

other trading

partner from

another region of

the world.

-demonstrate an

understanding of

the distinguishing

features of a

country in another

region

Connections to the World

Activity 9 & 10 (2 lessons)

Map the Distinguishing Features of Japan

Physical and Economic characteristics of Japan – (Integrated Language Lesson -

Questions)

Activity 11 (1 lesson) – Integrated Math Lesson

Comparing Canada to Japan, Graphing Climate


Activity 12 (4 lessons) - Canada’s involvement in International Organizations

(OAS, Commonwealth, APEC, Francophonie, EU)

Activity 13 (1 lesson) - Map of USA and Canada

Activity 14 (3 lessons) – Integrated Language Lesson

Famous Canadians


Activity 15 (1 lesson) - Brief History of the USA (Integrated Language Lesson -

Questions)

Activity 16 (3 lessons) - Researching the Different States Mini Project and

Presentation

Each lesson is approximately 45 minutes in length and should cover 6 weeks, if you have

social studies 4 or 5 times a week.

TECHNOLOGY CONNECTED LESSON PLAN 1

Name: Sacha Targosz

Lesson Title: Canada’s Top Trading PartnersGrade: Subject Area:

Grade 6Social Studies

Class Profile: Number of Students: 31

Lab Setup: Number of Computers: 15Student Configuration: 2 students per computer

Timeline: Introduction: 15 minutesMain Activity: 45 minutes

Resources:Software: Websites:Additional Hardware

Needed:

Software: Websites: http://www.geographic.org

PerformanceObjectives:

After completion of the lesson, students will be able to: (useaction verbs)

· Identify the countries to which Canada exports goods· Identify the countries from which Canada imports goods

CurriculumConnections:

Social Studies:· Describe the ways in which Canada is connected to the rest

of the world· Identify current distinguishing features (e.g., physical,

political, economic, social) of the United States, and of atleast one other trading partner from another region of theworld

· Describe Canada connections to the United States and atleast one other country from another region of the world

Technology· Apply Internet/on-line safety issues.

Procedures: IntroductionReview the previous lesson on Canada’s imports and exportsand review with students the meaning of import and export.Explain that they will now be researching Canada’s top fourtrading partners and what they import and export. Print theTrading Partners page and photocopy. Give one copy to eachstudent. Review the steps that the students will be following forthe lesson. Remind students that they will be working in pairs andwill need a pencil or pen to complete the page.

http://www.geographic.org

Main ActivityIn the lab, students will pair up using the teacher’s pairings. Thestudents will follow the directions on their sheet.

Go to website: www.geographic.org

Click on geography.

Click on countries and select the appropriate letter for each represented

country.

Click on economy and scroll down to find the required information.

When the students have found the correct information for eachcountry they will copy it onto their sheets.

Next Steps: Completed sheets will be placed into the student’s duotang andwill be corrected during the next social studies class.Students will be given a computer homework sheet to completeon the flags of the individual countries.

Accommodations:Modifications:

One IEP student will work in the Special Education room with hisEA. He will complete the assignment using Kurzweil (a programwhich will read the text and website for him and allow him toanswer the questions on the computer) A copy of the sheet onthe computer has been provided prior to the lesson.

Students with IEPs will be paired with stronger students, tofacilitate with the reading and completion of the activity.

ESL students will pair up with their peer helper.

Logical-Mathematical – can incorporate their classification skillswithin the overall assignment.Verbal-Linguistic – can incorporate opportunities to writedescriptions and text, perhaps on additional paper.Visual-Spatial – able to insert the information into an onlinepaper format.Bodily-Kinesthetic – able to be ‘hands on’ with the computer andmouse and can navigate the website.Musical-Rhythmic – Listening to .wav, MPEG, or MIDI filesassociated with software and Web pages (if applicable)Interpersonal-Social – can work with a partner and collaborate.Intrapersonal-Introspective – able to work at their own pace,student may prefer to work alone.


TechnologyManagementStrategy

The lab is set up in the library in a semi-circle with 15 computers.4 tables are placed within the semi-circle. As the lab only has 15computers, by pairing the students; it will allow all students tocomplete the activity in the lab time allotted. Students’ paired bythe teacher enables IEP and ESL students to work with a morecapable student and will help more behaviour prone students tofocus on their work.

Introduction can be delivered in the classroom. Demonstratewhat students will be doing in the lab before going to the lab. Thispreparation time allows for more efficient use of the lab time.Teacher will pair students together by calling their names; theywill then collect the handout and then go to the lab.

Assessment Students will be assessed using the following mini rubric.

Level 4 – with a high degree of effectiveness, applies all (oralmost all) of the required skills and strategies, and applies theseskills and strategies correctly with little or no assistance.

Level 3 - with considerable effectiveness, applies most of therequired skills and strategies, and applies these skills andstrategies correctly with only occasional assistance.

Level 2 - with some effectiveness, applies most of the requiredskills and strategies, and applies these skills and strategiescorrectly with frequent assistance.

Level 1 - with limited effectiveness, applies few of the requiredskills and strategies, and applies these skills and strategiescorrectly with assistance.

CommunityConnections:

A parent volunteer comes into the classroom or lab on a weeklybasis to assist the students with any problems, questions orindividual help on assignments. They also help keep the studentsfocused and on task.

Lesson adapted from Johnson Publications, Geography Consultants, Ontario Division Canada and

Its Trading Partners. Mississauga, ON: Johnson Publications Ltd., 2000.

Grade 6 Social Studies Name: _____________________Canada’s Trading Partners


Click on geography.

Click on countries and select the appropriate letter for each represented country.


United StatesImports Å What are the import commodities?

Exports ÆWhat are the export commodities?

Who are the import partners? Who are the export partners?

JapanImports Å What are the import commodities?




United KingdomImports Å What are the import commodities?



GermanyImports Å What are the import commodities?



Grade 6 Social Studies Name: Teacher’s Answer SheetCanada’s Trading Partners


Click on geography

Click on countries and select the appropriate letter for each represented country.


United StatesImports Å What are the import commodities?


Crude Oil Refined Petroleum ProductsMachineryAutomobiles/Motor VehiclesConsumer GoodsIndustrial Supplies & Raw MaterialsFood and Beverages

Capital GoodsAutomobiles/Motor VehiclesIndustrial Supplies & Raw MaterialsConsumer GoodsAgricultural Products


CanadaWestern EuropeJapanMexicoChina

CanadaWestern EuropeJapanMexico

JapanImports Å What are the import commodities?


Manufactures (manufactured goods)Foodstuffs and Raw MaterialsFuels, Crude Oil and Fossil Fuels

MachineryAutomobiles/Motor VehiclesConsumer Electronics


United StatesSoutheast AsiaEU (Europe)China

United StatesEU (Europe)Southeast AsiaChina


United KingdomImports Å What are the import commodities?


Manufactures (manufactured goods)MachineryFuels, Crude Oil and Fossil FuelsFood / Foodstuffs

Manufactures (manufactured goods)Fuels, Crude Oil and Fossil FuelsChemicalsFood / FoodstuffsBeveragesTobacco


EU (Europe)United States

EU (Europe)United StatesJapan

GermanyImports Å What are the import commodities?


MachineryAutomobiles/Motor VehiclesChemicalsFood / FoodstuffsTextiles (clothing)Metals and Manufactures

MachineryAutomobiles/Motor VehiclesChemicalsMetals and ManufacturesFood / FoodstuffsTextiles (clothing)




Social Studies Computer Homework Name: ____________________

Go to website: www.geographic.orgClick on flags.Click on each of the following countries: United States, Japan, United Kingdom, andGermanyCut and paste a picture of each flag into a document and print it. (colour or in black andwhite)Glue or tape the pictures of the flags onto this page and return it to school.

United States Japan

United Kingdom Germany



Name: Sacha Targosz

Lesson Title: Comparing Canada to Japan, Graphing ClimateGrade: Subject Area:

Grades 6Social Studies & Math


Lab Setup: Number of Computers: 15Student Configuration: 1 student per computer

Timeline: Introduction: 5 - 10 minutesMain Activity: 50 minutes


Needed:

Software: Microsoft ExcelWebsites: http://www.worldclimate.com



· Demonstrate an understanding of the distinguishingfeatures of an other country in another region

· Construct and read a wide variety of graphs, charts,diagrams, maps and models for specific purposes

· Show proficiency in creating bar graphs with MicrosoftExcel


Social Studies· describe the ways in which Canada is connected to the rest

of the world· Identify current distinguishing features (e.g., physical,

political, economic, social) of the United States, and of atleast one other trading partner from another region of theworld

Mathematics Data Management· collect and organize discrete or continuous primary data

and secondary data (e.g., electronic data from websitessuch as E-Stat or Census At Schools) and display the datain charts, tables, and graphs (including continuous linegraphs) that have appropriate titles, labels (e.g., appropriateunits marked on the axes), and scales (e.g., withappropriate increments) that suit the range and distributionof the data, using a variety of tools (e.g., graph paper,spreadsheets, dynamic statistical software)

http://www.worldclimate.com

· read, interpret, and draw conclusions from primary data(e.g., survey results, measurements, observations) andfrom secondary data (e.g., sports data in the newspaper,data from the Internet about movies), presented in charts,tables, and graphs (including continuous line graphs);

· select an appropriate type of graph to represent a set ofdata, graph the data using technology, and justify thechoice of graph (i.e., from types of graphs already studied,such as pictographs, horizontal or vertical bar graphs, stem-and-leaf plots, double bar graphs, broken-line graphs, andcontinuous line graphs);

Technology· Apply Internet/on-line safety issues.· Use a computer application to explore and extend

mathematic concepts.

Procedures: Introduction Review with the students the background of Japan from theprevious lesson.Tokyo, Japan has cool winters with snow in the northern islands.The southern islands rarely see temperatures below freezingbecause of the Japan current. The Japan current is a warm watercurrent. Wind blows over the current, picking up heat; the heat isthen released over Japan, warming the land above freezing.

The students will have the opportunity to compare the climate ofTokyo, Japan with the climate of Toronto, Canada by creatingand observing bar graphs.

Main Activity

Have students log onto the computers and go to Excel.Start a new spreadsheet, then minimize the worksheet by clickingthe minimize button in the upper right hand corner.

Open Internet Explorer and go to the World Climate website,http://www.worldclimate.com

Click on Toronto, then TORONTO PEARSON INT., CANADA Select 24-hr Average Temperature.

Highlight the months and , click on copy.Open Excel and click cell A1 and then paste. Check that theinformation lines up correctly in the cells.

Go back to the World Climate website main page and click on

Tokyo, Japan. Click on 24-hr Average Temperature.Highlight the temperature in only, and then click on copy.Click on A3 and paste the information below Toronto information.

http://www.worldclimate.com

http://www.worldclimate.com/cgi-bin/data.pl?ref=N43W079+1102+71624W

http://www.worldclimate.com/cgi-bin/data.pl?ref=N35E139+1102+47662W

Select all of the information cells by clicking in A1 and draggingover the rest.Choose Chart from the Insert menu.Click on the type of bar graph you wish.Your information should already be selected, so the Data rangeline will be highlighted, click the Series tab. Series 1 is Torontoand Series 2 is Tokyo, click the next button.Position the legend. In the chart wizard, there are tabs at the toplabeled, Title, Axis, Gridlines, Legends, etc. Click on the Title tab.Show picture.Click on the white box below the "chart title:" and type the title ofyour chart. Next, click on the Category (x) axis, label it.Label the Value (y) Axis “Temperature in Celsius”. Click the next button. We want the object to be on sheet one,which is already indicated, click finish.

When the graph appears, click and hold on one of the four black"handles" and drag the frame out to enlarge the picture.Choose Save As: from the File menu.Navigate to your student fileType a name and click the Save button.Choose Print from the File menu.Click the OK button.

Repeat all the steps using the Average rainfall (in mm)information for each city (Toronto and Tokyo).

Cut out the graphs and glue them onto the sheet of paperprovided. Give the graphs an appropriate title and add yourname.

Next Steps: Answer the following questions for homework:

1. What is the coldest month for each city?2. What is the hottest month for each city?3. What is the wettest month for each city?4. What is the driest month for each city?5. What temperature is considered a comfortable winter and

summer room temperature for each city?6. What months are hot enough to run an air conditioner in

each city?7. Write some visible differences that would appear in a

house built in Tokyo compared to one built in Toronto.

If students finish early, they may type out and print theirhomework responses. Likewise, students may type the followingquestions and answers on their computer at home.


One IEP student will work on the computer in the SpecialEducation room with his EA.

IEP students may need extra assistance or time to complete theassignment.

ESL students will ask for assistance from their peer helper if theyneed support.

Logical-Mathematical – can incorporate their classification skillsand apply logic.Verbal-Linguistic – will have the opportunity to write answersand descriptions.Visual-Spatial – able to ‘set up’ the graphs, design and interpretgraphical layout.Bodily-Kinesthetic – able to be ‘hands on’ with the computer andcreate their own graphs. Able to manipulate the differentfunctions in the program.Musical-Rhythmic – may listen to music on a headset if it willhelp maintain focus.Interpersonal-Social – will have the opportunity to share theirinformation.Intrapersonal-Introspective – able to create graphsindependently.

TechnologyManagementStrategy

The lab is set up in the library in a semi-circle with 15 computers.4 round tables are placed within the semi-circle. The teacher isable to monitor all computers and tables from the middle of theroom. Demonstrate what students will be doing in the lab beforegoing to the lab. This preparation time allows for more efficientuse of the lab time.

Half the class will log onto the computers to complete thegraphing assignment, while the other half will work at the tableson a separate social studies related assignment or other work.After 25 minutes, the groups will switch.

Assessment Observation - The teacher will observation the students whilethey are completing the task on the computer.Graphs and questions will be marked at the next lesson to showan understanding of the material using the attached Bar GraphRubric.

Scoring Rubric for Bar Graph

Criteria Level 4 Level 3 Level 2 Level 1

SubjectKnowledge

All elements arepresent/ data iscorrectlypresented andadditionalelements arepresent in theelectronic graph.

All elements arepresent/ data iscorrectlypresented in theelectronicgraph.

Severalelements aremissing anddata is incorrectin the electronicgraph.

Most elementsare missing andmost data isincorrect in theelectronic graph.

Organization

Sequence ofinformation islogical and correct.

Sequence ofinformation islogical andcorrect.

Sequence ofinformation issomewhatlogical andsome errorsoccur.

Sequence ofinformation isnot logical andmany errorsoccur.

Technical

No technicalproblems enteringthe data on thesheet and printingthe electronicgraph.

Minor technicalproblemsentering thedata on thesheet andprinting theelectronicgraph.

Many technicalproblemsentering thedata on thesheet andprinting theelectronicgraph.

Many majortechnicalproblemsentering the dataon the sheet andprinting theelectronic graph.


Name: Sacha Targosz

Lesson Title: Famous CanadiansGrade: Subject Area:

Grades 6Social Studies and Language


Lab Setup: Number of Computers: 15Student Configuration: Lab #1 – One student per computer Lab #2 – One student per computer Lab #3 - One team per computer (2 to 3 students)(Lab #4 – A time at a later date for the creation of the webpage)

Timeline: Introduction: 15 – 20 minutesMain Activity: Three 60 minute classes


Needed:

Software: Microsoft WordWebsites: See Resource List



· Identify some famous Canadians and their contributions· Create newsletters and combine different material on the

computer.· Assist with the creation of a webpage and add information

to it.


Social Studies· use an appropriate presentation format to show how the

contributions of an outstanding Canadian are recognized in theglobal community as well as in Canada (e.g., in dance, sports,music, literature, art, science, technology);

Language· demonstrate understanding of increasingly complex texts by

summarizing and explaining important ideas and citingrelevant supporting details

· gather information to support ideas for writing, using a varietyof strategies and a range of print and electronic resources(e.g., identify the steps required to gather information;interview people with knowledge of the topic; identify and usegraphic and multimedia resources; record sources used andinformation gathered in a form that makes it easy tounderstand and retrieve)

· produce pieces of published work to meet identified criteriabased on the expectations (e.g., adequacy of information andideas, logic and effectiveness of organization, effective use of

form and stylistic elements, appropriate use of conventions,effective presentation)

Media Literacy· produce a variety of media texts for specific purposes and

audiences, using appropriate forms, conventions, andtechniques (e.g., a computer-generated cover design,including special fonts, to enhance a published piece of writing

Technology· Apply Internet/on-line safety issues.· Use a computer application to create a published form.

Procedures: IntroductionA biography is the story of someone's life. Not only should itdescribe the events and facts that took place during that person'slifetime, it also tells an interesting story. Canadians made ourcountry great, but Canadians also play an important role in theworld. Many world famous people just happen to be Canadian.Many great inventions which benefit the world were developed inCanada. You are a reporter for the local newspaper, and your editor hasassigned you to write an article on a Great Canadian. Once yourarticle is finished you will be working with a team of other writersto compile your articles to create a newsletter. Each writer willwork on a different biography telling the story of a famousCanadian. Using Microsoft Word your finished product will be aspecial Canadian newsletter highlighting the lives of famousCanadians. This newsletter will then be posted to the school’swebsite.

Main ActivityDecide on a famous Canadian. Your famous person may be ascientist, inventor, athlete, author, composer, explorer, musician,hero, or politician to name only a few.

Choose the Canadian that you will be writing about. Using theInternet resources listed on the Resources page; begin toresearch the life of your famous Canadian. In the introductionsection of your article, you will reveal to the reader the basic factsof your Canadian's life. While it is important for the reader toknow when this Canadian lived, where he/she lived, what thebackground details of his/her life are; this is not the major focusof the biography. The reader will be interested mostly in the storyof how and why this Canadian became famous. This story, whichwill bring your famous Canadian "to life", will be the main focus ofyour article.

As you research the life of your famous Canadian, keep in mindthe following questions:

· What did he/she do to become famous?

· What values (something that a person considers important

enough to do something about) shaped this person's life andachievements?

· What choices or decisions did this person make which led to

his/her notoriety?

· In what way(s) did the actions of this person benefit or

influence others?

· What were the major obstacles that this person had to

overcome?

· Why should we be proud of this person's achievements?

You will be expected to use at least three different web sites forresearching your famous Canadian. Your sources of informationon your famous Canadian do not have to be limited to onlineresources. In addition to online resources, you may use books,encyclopedias, CD ROM disks, newspapers etc. You will also beexpected to add graphics and pictures to add interest to yourbiography. Remember to always cite all of your sources. Pleaserefer to the Resources handout for more information.

You will write the biography using Microsoft Word. Keep in mindthat the first part of your story will introduce the reader to yourfamous Canadian. The main part of the story will describe thechallenge, situation or problem that he/she had to deal with. Theresolution of your story describes how your Canadianresolved/solved the problem, and what were theconsequences/benefits of his/her resolution of the problem.

When you have finished, you will cut and paste your biographyinto the newsletter document format that your group or teacherhas decided to use. You can give your newsletter a"professional" look by adding column titles, bylines, andgraphics.

All of these biographies must be tied together in your newsletterso it will be necessary for the group to write up a generalintroduction to be placed at the beginning of your newsletter totell your reader what the special report is all about. Your groupmay also add information to tie everything together at the end.

1 lab period – students will research their Canadian usingNext Steps: st

online resources and other available sources from the library.

2 lab period – students will compile their research and writend

their intended biographies.

3 lab period – students will work in their groups to create theirrd

newsletters.


One IEP student will work on the computer in the SpecialEducation room with his EA. Assistive technology will be used tocomplete the assignment. (Kurzweil and Dragon NaturallySpeaking)

Some IEP students will be paired up with other IEP students touse assistive technology and have EA support. Biographyinformation provided will be simplified.

ESL students will ask for assistance from their peer helper if theyneed support. Students will be paired up with stronger students.

Logical-Mathematical – can use their classification skills andmay choose to research a Canadian scientist or Mathematician.Verbal-Linguistic – will have the opportunity to write.Visual-Spatial – should use visual aids like charts and diagramsand associate new information with pictures as much aspossible. They can also draw or create other visual displays todemonstrate their learning. Bodily-Kinesthetic – Navigating through software or web-basedinquiries with the use of a keyboard, and mouse.Musical-Rhythmic – May create their presentation on thecomputer in order to add sound. May wish to research a famousCanadian musician.Interpersonal-Social – Collaborating with other group membersand having the opportunity to share their information.Intrapersonal-Introspective – should try to relate new material tothemselves and their thoughts and feelings. They should alsoconstantly reflect on their learning as a means of review. Able toindependently write their biography.

TechnologyManagementStrategy:

The lab is set up in the library in a semi-circle with 15 computers.4 tables are placed within the semi-circle. Demonstrate whatstudents will be doing in the lab before going to the lab. Thispreparation time allows for more efficient use of the lab time.

Lab #1 - The introduction will take place in the classroom. Thestudents will then be divided into 2 groups; the 1 group willst

research on the computer while the 2 group researches in thend

library space. After 30 minutes the groups will switch.Lab #2 – The 1 group of students will start their biographies onst

the computer, while the 2 group works at the tables. After 30nd

minutes the groups will switch.Lab #3 – The newsletter groups will be working together atdifferent computers around the room.

HomeworkConnections:

Lab #1 - Research on your Canadian must be completed beforethe next computer period. The research portion will be assignedas homework if it is not completed during the first lab.Lab #2 – If the biography is not complete, it will be assigned ashomework. Completed biography is necessary for lab #3.

Assessment: Students will be assessed using the Biography Rubric.

CommunityConnections:

A parent will be invited to come in as an expert to the class andhelp create or establish a web page on the school website to postthe completed newsletters. Students will have the opportunity toview the newsletters online.

Lesson adapted from Bob Colvil at Knowlton Academy school in Quebec. Colvil, Bob. Knowlton Academy.

Knowlton Academy. 4 May 2008 <http://www.etsb.qc.ca/knowlton/>.

CanadianResource List

Canadians in the Film and Music Industries, TV Personalities, Astronauts,Authors, Scientists, Politicians, Humanitarians, Sports Figures, etc.http://proudcanadiankids.ca/famous_canadians.htm

Canadian Music Archiveshttp://www.collectionscanada.gc.ca/4/7/index-e.html

Well Known People Who Happen to be Canadianhttp://particle.physics.ucdavis.edu/Canadians/

Canadian Astronautshttp://www.space.gc.ca/asc/eng/astronauts/bio.asp

Famous Canadians Theme Pagehttp://www.cln.org/themes/famous.html

Alphabetical list of some famous Canadianshttp://www3.sympatico.ca/taniah/Canada/people/

Memorable Canadianshttp://www.nlc-bnc.ca/8/2/index-e.html

Canadian Contenthttp://www.canadiancontent.net/people/

Famous, should be famous and infamous Canadianshttp://www.famouscanadians.net/name/m/montgomerylucymaud.php

http://proudcanadiankids.ca/famous_canadians.htm

http://www.collectionscanada.gc.ca/4/7/index-e.html

http://particle.physics.ucdavis.edu/Canadians/

http://www.space.gc.ca/asc/eng/astronauts/bio.asp

http://www.cln.org/themes/famous.html

http://www3.sympatico.ca/taniah/Canada/people/

http://www.nlc-bnc.ca/8/2/index-e.html

http://www.canadiancontent.net/people/

http://www.famouscanadians.net/name/m/montgomerylucymaud.php

How to Cite Sources

World Wide Web

Structure: Author or originator. Title of item. [Online] Date of document or download (day, month,year). URL <http://address/filename>.

Example: U.S. Census Bureau. "American FactFinder: Facts About My Community." [Online] 17August 2001. <http://factfinder.census.gov/servlet/BasicFactsServlet>.

This information is from http://www.oslis.org/resources/cm/mlacitationse

A great site with examples on citing email, CDs and websites. It also has an ElementaryCitation Maker, you provide the information and it will create your citations for you.

http://_new

http://www.oslis.org/resources/cm/mlacitationse

Biography Assignment Rubric Name: _______________

Level1

Level2

Level3

Level4

W ith limited or

basic

effectiveness

W ith some

effectiveness

W ith considerable

effectiveness

W ith a high degree

of effectiveness

Introduction- provides little or

no information in

the introduction

- provides some

information in the

introduction

- significant

information is

given in the

introduction

- a very concise

introduction

Biographical

Details

- explains few or

none of the details,

values, choices, or

actions that make

this person

famous.

- explains some of

the details, values,

choices, or actions

that make this

person famous.

- explains many of

the details, values,

choices, or actions

that make this

person famous.

- explains an

abundant amount

of the details,

values, choices, or

actions that make

this person

famous.

Research &

Gathering

Information

- collects little or

no information that

relates to the topic.

- collects very little

information--some


- collects some

basic information--

most relates to the

topic.

- collects a great

deal of

information--all


Team Role

Duties - performs few of

the assigned team

roles.

- performs some

of the assigned

team roles

- performs much

of the assigned

team roles

- performs all

duties of the

assigned team

roles.

Conventions

of Writing - frequent

grammar and

spelling errors

- frequent

grammar and

spelling errors

which make the

writing difficult to

understand.

- grammar and

spelling errors do

not detract from

understanding the

writing.

- grammar and

spelling errors are

infrequent, and

writing is clear.

Integrated Unit Monday May 5, 2008 By Sacha Targosz...

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