Casey Bennett, Cara McConnell, Jill Hooper

ILS-562-S70

Fall 2012

Collaborative Unit

Ancient Egypt Research Based Learning (RBL) Project

I. Teacher(s): Sixth Grade Classes

II. Library Media Specialist(s): Casey, Jill, Cara

III. Grade Level(s) for the Project: 6th Grade

IV. Content Area: Social Studies

V. Project Title: Ancient Egypt RBL Project

VI. Proposed Timeline: 4 weeks (starting at the end of January and ending the end of February)

VII. Goals and Objectives of the Unit: (Standards to master)A. AASL National Standards for the 21st Century Learner:

AASL Standards for the 21st Century Learner – 1.1, 2.1, 3.1ISTE National Educational Technology Standards  – 3, 4, 5, 6

Framework for 21st Century Learning:  1, 2, 3  also see Crosswalk of 4Cs with FPS ICT Skills Matrix

B. Common CoreCommon Core Anchor Standards for Reading:Integration of Knowledge and Ideas; Range of Reading and Level of Text Complexity

Common Core Anchor Standards for Writing:Research to Build and Present Knowledge

C. Connecticut State Standard 2: History/Social Studies Literacy

Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information

D. District Standards for Information LiteracyICT Skills Matrix – skills and standards identified below

Skill ObjectivesStudents will:

Develop, with guidance, subsidiary questions to support an essential research question. 1.1.3

Develop, combine and expand keywords to facilitate the research process. 1.3.2 Locate and evaluate informational texts to identify pertinent facts and concepts

related to the subsidiary questions 1.4.1; 1.4.3 Read informational texts to locate and identify pertinent information from diverse

media and formats. 1.5.1; 1.5.2 Categorize information to answer the essential and subsidiary questions by

using both print and digital graphic organizers 1.9.2 Take high quality notes in bullet point form using their own words. 1.2.2; 1.14.2 Create accurately formatted bibliographic citations for all sources used. 1.14.3 Complete a self-reflection during and after the research process. 1.13.2

Unit Objectives:Students will be able to:

Solve an information problem by following a research process. 1.10.2 Evaluate, adjust and revise their research progress using a reflective tool.

1.13.2 Interpret and use information taken from maps, graphs, charts, videos, online

graphics and interactive media and images, as well as print and digital texts. 1.8.2

Draw conclusions and demonstrate an understanding about the subject matter 1.11.2

Create and communicate new knowledge 2.2.3; 2.2.4

E. Project Learning ObjectivesContentStudents will:

Develop a basic understanding of one area where humans impact the environment on a global scale

Develop a more in depth understanding of how the broad issue is impacting one local/region/area community in the world

Form an opinion on the issue and construct some meaningful ways to address or solve the problem

Write a professional article on the topic Collect images, maps, charts, links, videos that visually support their information

ResearchStudents will:

 Create focused subsidiary questions to target their research  Locate and evaluate online sources of quality information Use keywords and search terms to find appropriate resources  Take effective notes, in their own words, on their subject area Cite their sources in a Formal Works Cited format

TechnologyStudents will:

 Create and edit a a works cited through EasyBib   Conducting research using electronic resources that will further the readers

knowledge  Participate   in writing through the use of Google Documents

ThinkingStudents will:

 Reflect on their research process by posting answers to three reflective questions the teacher posts

 Complete a self-assessment for each step of the project  Form an opinion on their issue based on their research  Recognize bias in reading research material  Brainstorm and develop possible solutions to the challenges they highlight in

their research  Evaluate their peers’ work in other subject areas and post quality, constructive,

thoughtful comments

VIII. Essential Question

How did the environment affect the development of the ancient Egyptian civilization?

IX. Proposed Learning Activities and Projects/Responsibilities

Timeline and projected length of each session:

1. Introduce project to students *Classroom, 1 class period

a. Pass out RBL packets to students and introduce the project- (see following students handouts)

i. Introduce Essential Questionii. Review Authentic Taskiii. Explain final product- formal essayiv. Inform students they will be expected to prepare a Works Cited list

of print and electronic sources used1. Group Discussion about project- address any questions

students may haveb. Students complete Big 6 Research Steps 1 and 2

2. Ancient Egypt RBL- Research Phase *LMC, 10 days

a. Students will have access to print and electronic resources during the research phase of the project.

i. These resources have been gathered ahead of time by the LMSii. Students will toggle back and forth between formats

b. LMS will model how to use the “Research Notes” handouts on the Smart board, using a print resource

i. Model how to take notes using short phrasesii. Discuss plagiarism and what it is

c. LMS will demonstrate how to properly use the Works Cited handoutsi. Easy Bib lesson to come at a later point

d. Student questions will be addressede. Students complete Big 6 Research Steps 3 and 4f. Teachers and LMSs will circulate around the room during this phase to

help any students and check in to make sure they are on tracki. If students are falling behind they can come to one of the

designated extra help sessionii. Some students may be assigned to complete research at home for

homework

3. Ancient Egypt RBL- Organizing Research/Drafting Paper *LMC, 8 days

a. Once students have completed researching they will transition to the “Organization” phase

i. Use “Organizer Pages” 1. If students have adequate research they will begin drafting

their paper2. If students do not have adequate research they will

continue research to gather additional needed information

b. Students complete Big 6 Research Step 5 and 6 (Research process portion)

4. Ancient Egypt RBL- Writing Process (typing, self/peer/teacher editing)*LMC, 10 days

a. During the writing process students will periodically meet with the teacher and/or LMS to check in

i. Students will complete all writing on Google Aps within a Google Document (they have prior experience with this). This document will be shared with the teacher and LMS, which allow for more seamless conferencing, editing, and commenting.

ii. Time will be built in for peer editingb. Students complete Big 6 Research Step 6 (Writing process portion)c. LMS lesson on creating a Works Cited list using the online resource

www.easybib.com

5. Ancient Egypt RBL- Final *Classroom, 1 day

a. Students will be given time to make any final edits, complete Works Cited information, and self -assess their work.

b. Students complete Big 6 Research Step 6 (Final Evaluation portio

Ancient EgyptRBL

Project-Student Handouts

Authentic Task:

Ever since sixth grade when you first did an in-depth study of ancient Egyptian culture, you knew you wanted to be an Egyptologist. You are applying to enter the Cairo School of Egyptology. In order to consider being accepted into the academic program of ancient Egyptian studies, you must submit a paper proving that life in ancient Egypt was affected by its location and environment. How did the environment shape the lives of the ancientEgyptians?  

Your assignment will be to write a formal essay explaining how Egypt’s geography, climate, and natural resources influenced an aspect of ancient Egyptian culture. You will research in school and at home, taking notes and keeping track of your sources.  

Your paper will be typed, with a cover, and will consist of an introduction, body paragraphs that are fully developed with lots of details, and a conclusion.

Based upon the information presented in your paper, the admissions board will determine whether or not you will be accepted into the program of studies to become an Egyptologist.

Name: _____________________________ Period: ______________

Topic Choices:

Homes Clothing Religion/Gods Trade and Transportation

Food and Farming Mummification Pyramids

Ideas for Paragraphs:

A. _____________________________________________________________

_____

B. _____________________________________________________________

_____

C. _____________________________________________________________

_____

D. _____________________________________________________________

_____

E. _____________________________________________________________

_____

F. _____________________________________________________________

_____

G. _____________________________________________________________

_____

Order of Paragraphs

1. _____________________________________________________________

_____

2. _____________________________________________________________

_____

3. _____________________________________________________________

_____

4. _____________________________________________________________

_____

5. _____________________________________________________________

_____

6. _____________________________________________________________

_____

7. _____________________________________________________________

_____

Research Notes- TIPS for Notetaking

Write everything in your notes in short phrases, own words, abbreviate, bullet list

SKIM and SCAN page for keywords. If you find them then….o Start at the beginning of that paragraph…theno READ

Think about what you’ve read. Is this evidence you are looking for to support your topic??? If it is

then….o RECITE

What you plan to write/reread if necessary then…o Write in your own words…if you don’t understand something, DO NOT WRITE IT

DOWN, ask a teacher to help you!!!

*Print multiple copies for students.

Ancient Egypt Research

Organizer Pages(these pages will help you decide if you have enough information to write your paper, and will help you to organize

it)

This paragraph is about: ________________________________________________Put a * by any sentence that is an environmental connection. Each supporting idea should have at least one environmental connection (benefits or challenges)Topic sentence for this paragraph:

______________________________________________

_____________________________________________________________________

_____________________________________________________________________

__________

Downshifts:

_____________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____________________

Downshifts:

_____________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____________________

Supporting Idea:

Transition + Supporting Idea:

Transition + Supporting Idea:

*Print multiple copies for students.

Downshifts:

_____________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____________________

Clincher:

_____________________________________________________________________

_____

Think of a logical order for your paragraphs when you are done organizing your

information. This will be paragraph # ________________

*Students will be expected to use Easy Bib to create Works Cited. These handouts are meant for students to keep track of sources.

X. Lesson to be taught in the library: Citing Sources

Standards:

1.14.3 Create accurately formatted bibliographic citations for all sources used.

Daily Question or Learning Target:

Upon completion of this lesson, students will be able to comprehend the importance of citing sources as well as cite their research sources in a formal MLA Works Cited format.

I Do:

· Using a mini-lesson format, we will introduce the topic of citing sources and relate this to their current assignment for Social Studies. We will discuss what they already know about the topic.

· We will show students the research website we have created, and go to the Cite Your Sources page of the website: https://sites.google.com/a/rsu5.org/researchfms/cite-your-sources.

· Together we will review the content of the website. Our key points will be:

1. What does it mean to "cite your source"?

2. Why do I need to cite my sources?

3. What is a bibliography? (Bibliography is the preferred term in our district.)

4. What is MLA style?

5. How do I create a citation in correct MLA format?

We Do:

· Using Easy Bib, we will show an example of citing a source. We will also show that the Easy Bib works cited document can be transferred to Google Drive.

· Students will be grouped in pairs and issued a challenge to use the information they have just been given. They will be directed to create a bibliography using a citation creation tool and the websites provided on the Your Research Project website. In addition to the website sources, students will be provided with other resources like those they will be using for their Egypt project to include in their bibliographies. This resources include books, encyclopedias, and magazine articles. Students will need to submit the completed bibliography via Google.doc.

· During the assignment, the classroom teacher and LMS staff will circulate throughout the room to answer questions and provide redirection as needed.

You do:

This portion of the lesson will be evident in the research sessions which follow. Using the skills provided during the lesson, students will then use this information to gather and create the bibliography for the Egypt project.

Evidence:

Prior to the students exiting the Library, a sample of what their bibliographies should look like will be projected on the screen. Students will be asked to compare the sample to their own work. The bibliographies that the students generate during the Citing Sources lesson, will be reviewed for accuracy and feedback will be provided to the student. In the event that students had difficulty with the bibliography, a list of those students will be provided to the classroom teacher so that the LMS may work with those students at another time to strengthen their skills.

XI. Materials/Resources

Memo:

Dear 6th Grade Teachers,

In the winter, all 6th grade students will be completing the Egypt project in which they will be addressing the essential question of: “How did the environment affect the development of the ancient Egyptian civilization?” The following information details appropriate resources, both print and electronic, students can used when conducting research for the Egypt project. There are a variety of leveled resources in different formats, including pictures and videos. The websites will allow students to gain in depth background knowledge about life in Ancient Egypt and include information about pyramids, hieroglyphics, King Tut, art, food, politics, etc. There is even a link for to an Egyptian Glossary. The print resources range from topics about Gods, civilization, mummies, foot soldiers, the working villagers, and more. There are wonderful illustrations to help appeal to the visual learner.

These resources will allow students to gather information allowing them to then write a formal essay explaining how Egypt’s geography, climate, and natural resources influenced an aspect of ancient Egyptian culture. Since students will be conducting research in school and at home all electronic resources will be available through the LMC web page and print resources can be checked out for one night and must be returned the next day to be used in class. Some items will not be used because they have been removed from the collection due to the age, appropriateness of the reading level, and the condition of the books. The list of books weeded has been provided for

you. The LMSs are available to help in any way we can! Please let us know if you have any questions.

Sincerely,Casey, Cara, and Jill

Vendor List: See TitleWave / Follett account order

Recommended Website URLs: http://www.only2clicks.com/home.phpUsername: mcconnellc3@owls.southernct.eduPassword: egypt

Radbox: http://radbox.me/lists/manageEmail: caseylbennett@yahoo.comPassword: egypt(On the right side of the screen, click on bookmarks to view videos

XII. Method of Evaluation/Assessment Ancient Egypt Paper Rubric Name ___________________________________________ Period ___________

Category (4) Excellent (23-25) (3) Good (20-22) (2) Fair (18-19) (1) Needs Work(<18)

AMOUNT OF INFORMATION

(Evidence of Research)

25 – 24 – 23 22 – 21 – 20 19 – 18 17 – 16 – 15

Body paragraphs were rich in further explanation, downshifts, or examples. Excellent research is apparent.

Body paragraphs contained enough appropriate information to explain the subtopic fairly and clearly.

Body paragraphs contained some, but not all, of the necessary details. Some errors in research may be present.

Body paragraphs contained only a few details. Errors may get in the way of clarity.

ENVIRONMENTAL CONNECTIONS

25 – 24 – 23 22 – 21 – 20 19 – 18 17 – 16 – 15

Every paragraph strongly demonstrates how the geography, climate or natural resources affected Egyptians.

Most paragraphs contain details which adequately demonstrate the environmental connections.

Some environmental connections made. More details needed to further demonstrate the environmental connection.

Few or inaccurate environmental connections made. Distracting details may be present.

COMPOSITION

(Organization, sentence variety, use of transitions, introductory paragraph, concluding paragraph)

25 – 24 – 23 22 – 21 – 20 19 – 18 17 – 16 – 15

Sentences are organized in a clear, meaningful sequence. A variety of types of sentences helps the writing to flow and cause and effect to be shown. No repetition. Transition use enhances sentences and paragraphs.

Sentences are mostly, but not always, in logical order. There is an attempt at sentence variety. Some minor repetition may be present. Some transitions are used.

Errors do not affect clarity.

Sentence order is not always logical and may cause confusion at times. Little sentence variety. Repetition occurs more frequently. Fewer, or inaccurate, transitions.

Sentence order is confusing. Simple sentences used which do not show cause and effect well. Frequent repetition which does not add new information. Almost no use of transitions.

MECHANICS, USAGE, APPEARANCE

(Spelling, Capitalization, Punctuation, Run-ons, Sentence Fragments, Usage errors, Cover, Professional Appearance)

25 – 24 – 23 22 – 21 – 20 19 – 18 17 – 16 – 15

Flawless, excellent proofreading; professional appearance; cover relates to and enhances topic

Some minor errors may be present, but they do not obscure the meaning; appearance neat; cover visual appropriate to topic

Frequent errors -

Errors may lead to confusion at times; appearance is satisfactory; cover lacks relevance

Unfinished -Paper must be proofread carefully and resubmitted; appearance distracts from overall quality; No Cover

Total Score: Comment:

XIII. Web-based digital structure: All of this must be communicable via one URL

?????????????????????????????? Putting this into a Google Doc may screw up the formatting, any other options?