Internet Lesson Plan 

 

Teacher Name, Site          Nancy G. Byrd      Keeling Elementary

Date                                    June 23, 2000

Grade Level                       4

Title of Lesson                   Creating a Brochure on Tucson, Arizona                                   http://www.kn.pacbell.com/wired/fil/pages/samtucsonna.html

Tucson, Arizona A Sampler

Filamentality

 

Arizona Standards for Social Studies:

ESSENTIALS (Grades 4-5)

         Students know and are able to do all of the above and the following:

FOCUS: Arizona

            3SS-E1. Demonstrate understanding of the physical and human features that define places and regions in Arizona, including

                  the use of geographic tools to collect, analyze, and interpret data

                           PO 5. the location and significance of the important human

                          features of Arizona, including those in Phoenix, Tucson,

                          Flagstaff, and Yuma

                              3SS-E2. Describe the impact of interactions between people and the                                 

natural environment on the development of places and regions in Arizona,                                                                                                 including how people have adapted to and modified the environment.

         PO 1. the reasons for migration to, and the settlement and

         growth of, Phoenix, Mesa, Tucson, Flagstaff, Prescott and

         Yuma, including mining, ranching, agriculture, and tourism

 

Arizona Standards for Technology:

ESSENTIALS (Grades 4-5)

         Students know and are able to do all of the above and the following:

                         1T-E1. Communicate about technology using developmentally appropriate and accurate terminology

                         5T-E1 Locate information from electronic resources.

        

 

Objectives:

 

·        Academic:

      Most of us live in Tucson, Arizona because our parents have chosen to live here. More and more people are moving to Tucson everyday. There are many reasons they choose to move here.

·        Students will read, interpret and draw conclusions from maps.

·        Students will read, interpret, and draw conclusions from charts

·        Students will draw information from written data.

·        Students will create brochures advertising Tucson, Arizona as a desirable place to live or visit.

·        Technological:

·        Students will locate the Filamentality Lesson with the URL

·        Students will use appropriate methods to travel through the lesson.

·        Students will locate information about Tucson.

 

 

 

Pre-Requisite Technology Skills

·        Knowledge of Back button.

·        Basic moving and typing skills.

 

Materials

·        Computer  

·        Internet access       

·        Paper and pencil

·        Sample brochures

·        Drawing paper

·        Crayons or markers.

 

Procedures

          Share some sample brochures with your students.  Ask them why they think the creators of the brochures made them. Be certain to gather the information that many of the brochures were created to advertise a place.  Ask them why they live in Tucson and most them will agree that the live in Tucson, Arizona because their parents have chosen to live here. Tell them that more and more people are moving to Tucson everyday. There are many reasons they choose to move here. Have them brainstorm different places they like to visit in Tucson and its surroundings. They are going to see some of these places and gather information about our climate in their next computer lesson.  Ask them to complete the information gathering that is requested of them and to jot down names of places mentioned to add to a brochure that they will be creating later to advertise Tucson.

            After completing the Filamentality lesson students are given a 9x12 sheet of construction paper folded brochure style in 3 or 4 folds and told to title their brochure Tucson, Arizona.  They must include information about at least five features of orplaces in or around Tucson in their brochures.  They should include at least 4 color pictures and 10 sentences.

            See the attached instruction sheet for self-guided student instructions.

 

Assessment

            Students will receive:

·        50 points for completed Filamentality lesson (2 points per question)

·        50 points for their brochure which will be graded using the 6+ Traits of  Writing

 

 

 

 

 

 

 

 

For today’s lesson you are going to get ready to make a brochure on Tucson, Arizona. Follow these steps to gather some of the information you may use:

 

1.     Look at some sample brochures that your teacher has.

2.     Go to the Keeling Cougar Den.

3.     Either type in this URL or follow the next directions.

 

             Tucson, Arizona- A Sampler

             http://www.kn.pacbell.com/wired/fil/pages/samtucsonna.html

 

4.     Go to the moving computer and click on Peggy Steffens’ Home Page.

5.     To the right of the computer on Peggy’s page click on “Filamentality”.

6.     On the “Filamentality” page click on “Search the Registry”.

7.     Click on the buttons before “Sampler”, “Elementary”, and “all”.

8.     Type Tucson in the blank provided next to “Keyword in Description”.

9.     Click on “Start Search”.

10.  On the next page click on “Tucson, Arizona, a Sampler”.

11. You should now be on the lesson page. Click on the bright blue topics to help you answer the questions on paper or in Word.

12.  Take notes or quick sketches on the parts you would like to add to your brochure later.