The WESTERN PACIFIC RIM

Biology

 

 

*~WEEK 1 – Japan~*

 

	Monday	Tuesday	Wednesday	Thursday	Friday
Week 1 (Japan)	Objective: Introduction to Western Pacific Rim. Assess knowledge of students of region: Review nuclear isotopes (chemistry of life). Students will also be introduced to hiphopcircuit.com website. Procedure: Students will review isotopes, and possible affects of nuclear warfare. Students will spend 8 minutes creating a concept map of the four countries (Japan, Philippines, Papua/New Guinea, and Samoa). Students will also be introduced to www.hiphopcircuit.com in the library. Give students homework assignment: Students will be given the “dots” handout. They must go home, and ask five other people what they think the dots represent. Students must also think about the relationship between hip-hop and nuclear weapons. Literacy Aspect: Expose students to computer use. Critical thinking and reflection of prior knowledge of students. Students will also practice creating a concept map, which helps to organize their thoughts.	Objective: Review dots handout and explain what it is to students. Students will be shown a short clip from a video about the effects of nuclear war. Procedure: Students will watch a video about the nuclear bomb dropped on Japan during World War II. The Lesson will focus on health concerns such as cancer, birth defects, as well as the environmental effect of a nuclear winter. Students will also begin to work in groups to create a poster of the effects of nuclear warfare on the environment and society. Students will be using graffiti art, if possible. Literacy Aspect: Cooperative learning skills, Tactile and Critical thinking. Students will also learn how to organize their content.	Objective: Students will continue working on projects. Short demonstration of the effect of just one nuclear warhead being detonated. Procedure: Demonstration of the significance of one nuclear warhead being detonated using pinto beans, metal bucket and metal trashcan.  After the demonstration, students will be asked to reflect and write in their journals about their experience, effect of nuclear warfare on the environment and how it has affected Japan. Literacy Aspect: Students will be using audio, visual learning skills. Students will also use critical thinking to write in their journals. As they write, students will be able to expand on their own ideas and/or opinions of nuclear effects.	Objective: Students will watch another video on affects of nuclear war. They will also continue work on projects for their short presentations. Procedure: Students will watch a political/scientific video of speakers talking about production of nuclear weapons. There will be a class discussion after the video. Students will also be given time to work on their projects. Students will be assigned homework: Write all (possible) physical ailments and have them choose one to write a one-page report. Literacy Aspect: Students will practice cooperative learning, critical thinking as well as research and inquiry.	Objective: Students will be given ten minutes to make any final touches on their projects. There will be a short presentation by students, with an explanation of their reasoning. Procedure: Have students quickly make any finishing touches on their project. Walk around classroom to make sure students do not have any last minute questions. Have students present give a two minute presentation on their mural/collage. There will be a Q&A forum after presentations, with emphasis on their essays. Quick review of what happened in Japan during nuclear war.  Literacy Aspect: Students will work on cooperative learning, as well as public speaking. Students utilize critical thinking skills in order to relate their collages to relevant information.

 

Lesson Plan #1

Week 1 Day 3 (Wednesday)

 

VITAL INFORMATION

Author: Jennifer Diaz

Subject: Environmental Effects of Nuclear war (Biology)

Topic or Unit: Western Pacific Rim (Japan)

Grade/Level: 10/11

 

Objective:  Students will continue working on projects. There will be a short demonstration of the effect of only one nuclear weapon being set off.  Students will reflect how pop culture has used this information through the media.

 

Summary: Students will become consciously aware of the amount of nuclear weapons created, and its affects on the environment, and animals, and be able to relate it to their lives, and how it affects them. Students will also be able to relate this topic to pop culture in terms of movies, lyrics and/or music videos using the website: hiphopcircuit.com

 

IMPLEMENTATION

 

Procedure/Steps: 

1. (5 minutes) Allow students to settle into class and put their belongings away.
2. (20 minutes) Review with students the impact of nuclear weapons and have them close their eyes.
1. Tell students to relax, and imagine World War II as a Japanese individual.
2. As students are relaxed, “This is the amount of weapons used in World War II for the four years.” Pour about 10-20 pinto beans into the metal bucket.
3. Tell students, “But what you probably do not realize is how much one nuclear warhead can impact a society, and change it. This is how much just ONE warhead is, if we compare it to just the artillery of WWII.” Pour the rest of pinto beans SLOWLY, but STEADILY into the metallic trashcan.
4. Rhetorical questions to ask students: If the first sounds you heard were only just artillery from WWII, and you remember how many lives and properties were lost…how much more with just ONE warhead that has an affect of 100x more? What happens after the firing of nuclear warhead? What affects does it have on people? Where has this happened? What happened to those individuals? What happened to the environment?   
5. Have students open their eyes, and write in their journal for 5-8 minutes.
6. (13 minutes) Open class discussion regarding their experience with the demonstration. How is this related to Japan? Ask what affects of nuclear war has on the environment? What physical ailments affect the humans? Animals? Plants?
3. (10 minutes) Allow students to finish their projects.
4. (8 minutes) Explain homework: Using hiphopcircuit.com (click on “The Guide”), find lyrics, artists and/or music videos that are related to nuclear warfare. Why do some artists emphasize an importance on this issue?

 

Differentiated Instruction

            For students with hearing disabilities, repeat the demonstration, but have them place their hands underneath the pouring of the pinto beans.

  

Sample Student Products:

    At the end of the week, students will have produced posters illustrating the effects of nuclear war, and how it is related to the hip-hop culture.

 

Collaboration:

         Students will be sharing ideas with each other, and with the whole class as they work on group projects.

 

Time Allotment: One class period (56 minutes)

 

Authors Comment/Reflections:

 I believe that the demonstration should be able to portray, through their auditory senses, the impact of one nuclear warhead being set off on this planet. Having the students finding how it is related to hip-hop culture will help them understand that there are artists in the scene that take this very seriously, not just on nuclear warfare, but on a higher level of effects of politics. If the students are able to realize that it is important to their favorite artists, that they will gain a concern for it (nuclear warfare) as well.

 

MATERIALS/RESOURCES

 

Instruction Materials Needed

Bag of pint beans, metal water bucket, metal trashcan.

A Worksheet to be given to students regarding nuclear war.

 

Resources

-         www.hiphopcircuit.com

-         Recommended activity/demonstration from former Environmental Class.

 

STANDARDS/ASSESSMENTS

 

Assessments

    I will be collecting their journals at the end of the week, and reading their reflections. Their presentations at the end of the week will also be evaluated with a discussion from the class.

 

*~WEEK 2 – Philippines~*

 

	Monday	Tuesday	Wednesday	Thursday	Friday
Week 2 (Philippines)	Objective: KWL model will be used to assess how much students can recall about Plate Tectonics. Lecture will begin on Plate Tectonics as well. There will be an emphasis on the country of the Philippines. Procedure: KWL method: Write on the board KWL on board. Have students raise their hand with any knowledge they know about plate tectonics or the Philippines. As students mention any ideas/facts write them on the board. Review with students their ideas. Pass out activity worksheet, and begin it today: Demonstrating Plate tectonics with students’ desks. Have students work in groups of four.  Have students write in their journals that evening for homework with the topic of how many types of plate tectonics is found within the country of the Philippines. Literacy Aspect: Students will recall prior knowledge from exposure to this topic from the past. Students will also practice cooperative learning skills, as well as critical thinking skills.  Students will also practice writing skills by writing in their journals.	Objective: Students will continue plate tectonic and desk activity. Students will also go to the library to research on information on the Philippines regarding plate tectonics. Procedure: Students will work on class activity, and complete/review the different types of plate movements found on Earth. Tell students to find which plate movements are found in the Philippines, and how it has affected their culture. Literacy Aspect: Cooperative learning, critical thinking and computer research, writing and auditory skills.	Objective: In specific groups, students will be assigned a specific plate movement. Students will begin thinking about a way to memorize the different plate movements by writing their own poem/spoken word/mnemonic. Procedure: Students will be divided in groups, and assigned a specific plate movement. Students should be able to identify the types of plate movements in the in the Philippines. Students will turn in a sheet of paper with their names on it, explaining how they are going to present their plate movement, and an attempt on their mnemonic using ALL plate movements. Students may use the hiphopcircuit.com website as a starting point to gain inspiration for their pieces. Literacy Aspect: Students will practice cooperative learning. Students will also build on computer skills, as well as different type of writing skills, and being able to be creative with explaining their project.	Objective: Students should complete their plate movement by the end of the period. Students should also have their creative writing piece complete. Procedure: Explain to students to complete their project by the end of the period. Have students practice reciting their creative piece as well. Remind students that their project must be colored, and labeled. Students must also list locations in the Philippines their specific plate movement is found; if it is not applicable have the students state so. Literacy Aspect: Students will be using their creativity, as well as tactile learning skills as they continue to work on their projects. Students will also engage in cooperative learning.	Objective:  Students will present their “plate tectonic,” in addition to their creative piece. They will also present what types are in Philippines. Procedure: Students will present their plate by groups chosen at random approach. Student from each group will choose a number out of a box, and highest number will go first, and will continue in decreasing order. Students will be assigned homework assignment: “What are biomes?” Literacy Aspect: Students will engage in listening skills, as well as learn how to take notes in class. Students will also be able to use public speaking skills when they talk in front of the classroom.

 

Lesson Plan #2

Week 2 Day 3 (Wednesday)

 

VITAL INFORMATION

Author: Jennifer Diaz

Subject: Plate Tectonics, with emphasis on the Philippines (Biology)

Topic or Unit: Western Pacific Rim (Philippines)

Grade/Level: 10

 

Objective: Students will be divided into groups, and be assigned a specific type of fault. Students will be given time at the end of class to peruse links on the hiphopcircuit.com to look for inspiration to create spoken word or lyrics explaining the different types of plate movement.

 

Summary: Students will demonstrate their knowledge based on their ability to work in a group, and be able to identify the different types of plate movements found in the Philippines. Students will also be allowed to use their creativity in creating a useful way to memorize the differences between these plates by creating spoken word or lyrics.

 

IMPLEMENTATION

 

Procedure/Steps: 

1. (5 minutes) Allow students to settle into seats and arrange belongings.
2. (15 minutes) Review with students the different plate movements presented on Tuesday by asking them questions.
1. Assign students their groups
2. Students will be assigned a specific plate movement. They must locate this specific movement in the Philippines. If it is not found in the country, it must be indicated on their project.
3. Explain to students that their work will be pulled together to create a “book” about plate tectonics.
4. Students will also present their projects, with a spoken word or poem associated to the overall plate tectonic movement.
3. (15 min) Allow students to work on their plate tectonic. Have them turn in a sheet of paper with their master plan.
4. (13 min) Have students peruse hiphopcircuit.com website for examples of spoken word/poems/mnemonic. Have students to attempt to write it about the plate tectonic ensuring that it contains a description with an analogy. Enforce creativity.
5. (8 min) Students must clean up, and turn in their plans. Review with students their assignment.

 

Differentiated Instruction

   Students who are unable to log on to the Internet at home may use book sources for inspiration.

 

Sample Student Products:

 

At the end of the week students will have constructed plate tectonics. They will perform/read their pieces to the class. They will also present their projects to younger age students, and be able to explain it to the students in a simple manner.

 

Collaboration:

Students will work in groups of two at the computers. Students will also work together on creating their piece to present to the class. 

 

Time Allotment: One class period (56 minutes)

 

Authors Comment/Reflections:

   Students will be given a chance to do a creative project, using pictures and writing to demonstrate their understanding of plate tectonics. This will be just one of the many creative outlets that students can use in order to memorize concepts in science that are difficult for some students. Hopefully students are able to relate to pop culture to science, and realize that science is found in their surrounding environments, especially since they live in California.

 

MATERIALS/RESOURCES

 

Instruction Materials Needed

Access to a computer, as well as books with spoken word/poem samples.

Butcher paper, colored pencils, scissors, and magazines.

 

Resources

      -     Hiphopcircuit.com

-         Biology textbook

-         Geology textbook

-          

STANDARDS/ASSESSMENTS

 

Assessments

    Students will be able to identify the different plate movements found on the planet, as well as in the country Philippines. Students will be able to speak in front of a large group of students without feeling nervous. Each portion for the Plate Tectonic book will be assessed by creativity, neatness, and description.

 

*~WEEK 3 – Papua/New Guinea~*

 

	Monday	Tuesday	Wednesday	Thursday	Friday
Week 3 (Papua/New Guinea)	Objective: Students will be introduced to ecology this week, more specifically the different biomes. They will focus on the country of Papua/New Guinea. Students will create a concept map of ecology. Procedure: Students’ knowledge of ecology will be assessed through a concept map. Students will be given an information sheet, as well as watch a video in class. The students will take notes, and compare each other’s notes. Students will be assigned homework: Which biome do some celebrities reside in, and why? Students will use hiphopcircuit.com website as a springboard for information. HW: Students will be given a permission slip for a field trip to Heron’s Head Park next week. Literary Aspects:  Students will use critical thinking skills, visual and auditory learning by watching a video. Students will practice taking notes as they watch the video as well. Students will practice their using the computer for researching the web.	Objective: Students will research on Papua/New Guinea, a specific country and biome. They will describe the characteristics of each biome. They will also be able to identify other biomes. Procedure: Students will be divided into groups, and will create a poster of all the biomes. They will identify the abiotic and biotic factors of each biome, its location, problems facing that biome and other important information. There needs to also be special attention to Papua/New Guinea. They will have two days to complete it, and must have at least 3-5 important characteristics. Literacy Aspects: Students will engage in cooperative learning skills. Students will also be using tactile learning skills as they construct a collage. They will also utilize their memorization skills.	Objective: Students will continue work on biome project. Students will also need to begin research where singers/actors live in these biomes, and why? Procedure: Remind students to turn in their permission slips for field trip by Thursday. Students will continue from yesterdays’ activity of creating a poster of the different biomes. Students may also begin using internet (hiphopcircuit.com) to continue research on biomes, and celebrities and why they might live there. Literacy Aspect: Students will continue practicing cooperative learning skills. Students will also be strengthening their visual and tactile skills.	Objective: Students will add finishing touches to their projects and begin presentations. Others students will take notes during presentations. Procedure: Student groups will be chosen randomly, and be given 7-8 minutes to present. Students must mention celebrities to receive full credit. Students will be given a short pop quiz based on information from text, and presentations. Literacy Aspect: Critical thinking skills, tactile and auditory. Students will practice taking notes for class.	Objective: Students will complete their presentations. Students will be given a second pop quiz. Students will also be told about culminating activity that will take place at the end of the week. Procedure: Have students continue presentations (7 –8 minutes in length). Students will be quizzed verbally. Questions will be read as students write their answers on a sheet of paper. Students will also do a quick concept map of the biomes. I will explain the culminating activity for the Western Pacific Rim Unit. Have students begin thinking about what they want to do. Students will be presenting in groups of countries they select Literacy Aspect: Students will use auditory skills by listening to the teacher as he/she reads questions for quiz.  Students will utilize critical thinking and tactile learning skills when constructing a concept map, and comparing it from the one created on Monday.

 

Lesson Plan #3

Week 3 Day 2 (Tuesday)

 

VITAL INFORMATION

Author: Jennifer Diaz

Subject: Ecological Biomes with emphasis on Papua/New Guinea (Biology/Ecology)

Topic or Unit: Western Pacific Rim (Papua/New Guinea)

Grade Level: 10

 

Objective: Students will research on Papua/New Guinea, a specific country, and biome. They will describe the characteristics of that region and will also be able to identify the differences between the other biomes. Students will find a musician/artist that lives in each biome using the hiphopcircuit.com website as a starting point.

 

Summary: Students will be divided into groups and will construct a collage of all the biomes specific to Papua/New Guinea. They will identify the characteristics of biomes, and have two days to complete this assignment. They must list at least 3 to 5 characteristics for each biome. Students will also be given time to research for musicians/artists who live in each biome.

 

IMPLEMENTATION

 

Procedure/Steps: 

1. (5 min) Students will be seated, and given time to arrange their belongings.
2. (10 min) Review the different biomes found with the students. Have students list at least 3-5 different characteristics for each biome.
3. (5 min) Assign students into groups, and explain to them their objective for the biomes
4. (25 min) Students are to create a collage related to biomes using magazine pictures, and/or drawings.
1. Students will be given time to look through magazines, and begin cutting out pictures.
2. Students must list abiotic factors, biotic factors
3. Location of biome on the earth
4. Problems facing the biome
5. Other important information
6. Students will also be given time to begin searching for celebrities that may live in each biome.
1. Students give an explanation of why that celebrity chose that region to live in. This can be based on speculation.
5. (11 min) Students will clean up. Reiterate to students that they must continue to think of artists who live in these biomes.

 

Differentiated Instruction

   For students who lack computer access, they are allowed to use television resources (Entertainment Tonight, MTV Cribs, etc). 

 

Sample Student Products:

    Students will have constructed a collage on their assigned biome.

 

Collaboration:

   Students will work in groups of two at the computers. Students will also decide which pictures they would like to use in their collages.

 

Time Allotment: One class period (56 minutes)

 

Authors Comment/Reflections:

    Students will be given a chance to learn about the different biomes, and their characteristics. By having students find celebrities that live in those specific biomes, it will hopefully provide as a reminder for them since it is related to their life. Some students may think that this is a boring activity, or difficult especially since it is difficult to find out what country most live in. Students who have difficulty with Internet access can use the school library, or use other sources of information. MTV Cribs is a very useful resource.

 

MATERIALS/RESOURCES

 

Instruction Materials Needed

   Students will need a variety of magazines (scientific or recreational), scissors, and glue.  Students will also need access to class computer.

 

Resources

-         Biology Textbook (Ecology Section)

-         Hiphopcircuit.com

-         MTV.com

-         Celebrity magazines.

 

STANDARDS/ASSESSMENTS

 

Assessments

 Students will be able to create a collage, and identify the locations of the biomes on a map. Students will also be able to list at least 3 characteristics of that biome, and be able to explain its importance it has in their life.

 

*~WEEK 4 – Samoa~*

 

	Monday	Tuesday	Wednesday	Thursday	Friday
Week 4 (Samoa)	Objective: Students will be introduced to country of Samoa, and biodiversity. Procedure: Students will quickly review concepts of past two weeks, and give their idea of what they believe biodiversity is by the KWL model. Students will then begin research on diversity of plants and animals in the country of Samoa. Students will also be given a handout for field trip at Heron’s Head Park. Students may research website, prior to visit. http://www.lejyouth.org/heron.htm Literacy Aspect: Students will be assessed on their prior knowledge of biodiversity. By reviewing the activities of the past three weeks, students will also be reflecting on its importance to their lives. Students will also practice their technology skills by perusing website for Heron’s Head Park.	Objective: Students will be transported by bus to Heron’s Head Park for field experience of “Discovering Biodiversity.” Students will fill out assignments on sight provided by representatives from Heron’s Head Park. Procedure: Students will meet in front of the classroom at 830am. Students will sit with their class periods. Arrive at Heron’s Head Park about 9:45am to meet with representative for Biodiversity class/activity. Students will have hands on work. Students who participate in field work will receive extra credit. Students will be provided lunch, and an opportunity to ask questions. Students will also be given an opportunity write in their journals regarding their experience at Heron’s Head Park. Return to campus at 230pm. Literacy Aspect: Students will be provided with visual, auditory, and tactile learning skills by participating in the activities of the day. Students will also use a reflective journal to express their thoughts/opinions of today’s activity, which helps in their writing skills.	Objective: Students will be given the opportunity to share their experiences at Heron’s Head Park yesterday. Students will take notes on the importance of preserving our environment. Their goal is to find music artists who make contributions to charities or foundations that are out to protect the environment, and why these musicians have chosen them. Procedure/Steps:  Students will review their reflections from yesterday’s adventure at Heron’s Head Park. Students will mention one fact or idea they learned from the field trip and name one animal they thought was the most interesting and why. They will summarize the importance of biodiversity in ecological communities and the contributions they make. Allow students to research some of the important animals/plants found in the country of Samoa. Have students choose a partner, and construct a list of five plants and five animals from Samoa that they believe makes it unique. Using hiphopcircuit.com as a springboard, have students find musicians and/or celebrities that have made contributions to foundations or organizations for preserving biodiversity (tropical rainforests, etc) in the different ecological units. Literacy Aspect:  Students will use critical thinking, and engaging discussion about their experience to have different point of views about biodiversity. By allowing students to research for celebrities who make contributions, students practice their technology skills and how to use the internet for reference Students will also learn social skills, and proper dialogue between peers.	Objective: Students will choose type of project they would like to present at the festival. Students must turn in a plan that is approved by the instructor.  Procedure/Steps: Explain to students about festival and the criteria for it. Students will be able to choose the country they would like to present by signing up (only 4 to a group). Students must include an element of pop culture in their presentation. Students may choose to relate it to the hiphopcircuit.com website in any manner, have at least one visual aid, and must relate it to the countries that were emphasized throughout the unit.   Allow students to work on their projects. Walk around class to ensure students are on task.  Have students clean up their stations. Explain that students will be able to complete their projects tomorrow, and each group will have a run through   Students will also critique the students for improvements. Literacy Aspect: Students will engage in cooperative learning, as well as tactile skills. Students will also learn importance of using visual aid for presentations.	Objective: Students will give presentation to class, with their group of countries (Japan, Philippines, Samoa and Papua/New Guinea). Students will critique each other, and continue to practice for the festival. Procedure: Students will be assigned to work with three other groups that represent the other countries. They will determine a way to present the material to the people at the festival. Students will then give a quick presentation run down, and be allowed to practice. Students will also critique each other (peer review), and continue to practice for the festival. Students must be prepared, and have clearance from teacher. Literacy Aspect: Peer Review is a good way to make sure that other students understand the material being presented. Students will also utilize cooperative learning skills, as well as public speaking skills.

 

Lesson Plan  #4

Week 4 Day 3 (Wednesday)

 

VITAL INFORMATION

Author: Jennifer Diaz

Subject: Biodiversity, particularly in Samoa (Biology)

Topic or Unit: Western Pacific Rim (Samoa)

Grade Level: 10

 

Objective: We will be meeting at the library because of research. Students will be given the opportunity to share their experiences at Heron’s Head Park yesterday. Students will take notes on the importance of preserving our environment. Their goal is to find music artists who make contributions to charities or foundations that are out to protect the environment, and why these musicians have chosen them.

 

Summary:  Students will be able to reflect on their adventure to Heron’s Head Park, and the importance of biodiversity. Students should be able to explain the importance of biodiversity in other biomes, especially in the country of Samoa.

 

Procedure/Steps

1. (5 minutes) Students will be review their reflections from yesterday’s adventure at Heron’s Head Park.
2. (15 minutes) Students will mention one fact or idea they learned from the field trip and name one animal they thought was the most interesting and why.
3. (3 minutes) Summarize the importance of having biodiversity in ecological communities and the contributions they make.
4. (15 minutes) Allow students to research some of the important animals/plants found in the country of Samoa. What do the students think the importance is to the environment?
5. (8 minutes) Have students choose a partner, and construct a list of five plants and five animals from Samoa that they believe makes it unique. What role does each of them play?
6. (Last 10 minutes of class) Ask students what they would do to help in preserving communities? Using hiphopcircuit.com as a springboard, have students find musicians and/or celebrities that have made contributions to foundations or organizations for preserving biodiversity (tropical rainforests, etc) in the different ecological units.

 

Differentiated Instruction

   Students who were unable to go on the field trip will take notes in class about what their peers have learned. Students will also be able to use the computer to find information about the country Samoa, and/or if time allows the organizations or foundations supported by celebrities.

 

Sample Student Products:

    At the end of the lesson, students should be able to create a food web of the different plants and animals in Samoa.

 

Collaboration:

  Students will work in groups of two.

 

Time Allotment: One class period (56 minutes)

 

Authors Comment/Reflections:

   The field trip is a good way to have students get some field experience of an important ecological community, especially one that is close to home. There may be some students who may not want to participate in the activity, so I need to find a way to motivate them. One thought that crossed my mind was to count it as participation points.

   By allowing students to research on celebrities who make contributions to these foundations and/or organizations will help students understand that it is an important issue, and needs to be addressed in their community.

 

MATERIALS/RESOURCES

 

Instruction Materials Needed

 Have class set of textbooks available.

Books on Samoa (if possible)

Butcher paper

Colored pencils/markers

Rulers

 

Resources

   Hiphopcircuit.com website

   Google.com

    Biology textbook

 

STANDARDS/ASSESSMENTS

 

Assessments

   Students will be able to name at least five animals/plants that live in the country of Samoa. Students will also be able to explain the significance each plays in the food wed of life, and why losing one of the keystone predators will cause problems in that ecosystem.

 

 

Lesson Plan  #5

Week 4 Day 4 (Thursday)

 

VITAL INFORMATION

Author: Jennifer Diaz

Subject: Biodiversity (Biology)

Topic or Unit: Western Pacific Rim (Samoa)

Grade Level: 10

 

Objective: Students will choose what type of project they would like to present at the festival for the school. Students will write their names on a sheet of paper representing what country they will represent. They may choose any of the materials created from the past couple of weeks to be used in their presentation, or given the option to create a new one. Students must turn in a plan that is approved by the instructor.

 

Summary: Students are given time to do their projects so that they will be able to feel confident enough to speak in front of a large audience. Students will seek help from teacher who will be walking around classroom to make sure students are on task. We will also go over the rubric for the presentation.

 

Procedure/Steps

1. (5 min) Students will come in and begin work on their activity.
2. (12 min) Explain to students about festival and the criteria for it.
1. Students will be able to choose the country they would like to present by signing up (only 4 to a group)
2. Students may use any past projects created from the past couple of weeks, or have the option of creating a new one

1.      Students must have it approved by instructor before proceeding.

2.      Must meet following criteria:

a.       Country, names of students in group, and the plan of action (Will this be a game? Or will the students be using an old presentation?)

b.      Must be creative and interesting. Students must also include an element of pop culture into their presentation as well.

c.       Students may choose to relate it to the hiphopcircuit.com website in any manner

d.      Creativity is a must! You must be able to keep the attention of elementary school students.

e.       Must be at least 15 minutes long (which includes a Q&A section)

f.        Students must have at least one visual aid.

g.       Students must also relate it to the countries that were emphasized throughout the unit.

     3. (26 min) Allow students to work on their projects. Walk around class to ensure students are on task, and to be available in case there are any questions.

     4. (13 min) Have students clean up their stations. Explain that students will be able to complete their projects tomorrow, and each group will have a run through   

         of their presentations. Students will also critique the students for improvements.

 

Differentiated Instruction

   Students who are absent will be assigned to a group tomorrow, or be allowed to work on their own.

 

Sample Student Products:

 Students will have constructed a plan of action for their presentation for the festival, as well as visual aids.

 

Collaboration:

  Students will work in groups of four, and construct a presentation for the festival. 

 

Time Allotment: One class period (56 minutes)

 

Authors Comment/Reflections:

   The projects these students are working on are for the culminating activity that we have created for the students. Each group will be making a presentation about   

 the region they have learned.

 

MATERIALS/RESOURCES

 

Instruction Materials Needed

   Students will use their notes from previous weeks for reference. Textbooks, Magazines will also be provided by the instructor.

Access to a computer.

 

Resources

-  Hiphopcircuit.com

 - Peer  

 

STANDARDS/ASSESSMENTS

 

Assessments

  Students will be able to work in groups, and decide on their presentation. Students must present the teacher with a plan, and how it is related to pop culture. Students will be able to explain the key points of each topic discussed in class, especially relationship to the different countries.