Technology Enhanced Lesson Plan Wonders of the World Revised with Technology

Forrest Doud EDTECH 554

Instructor: Lesson Title: Grade Level: Content Area(s): Learning Context:

What is the context in which this lesson occurs in your curriculum? What are the overarching goals for the lesson?

Forrest Doud The New Seven Wonders of the World 6 World History, Geography,
Students are are completing World History and Geography curriculum for sixth grade covering ancient civilizations. They are studying the interactions among cultures and their lasting contributions to the world, while also identifying the links that remain between contemporary and ancient worlds.

Student Task Description

What real or simulated problem situation will students address? What useful product(s), event(s), or service(s) will students produce? What audience might benefit from the students work?

Understanding the historical context for things that still permeate our lives today allows us to understand just how much culture and society shape our view of the world. Students will learn how ancient history still affects the way we see the world today and continues to be a driving force for human accomplishment and decisions. They will use research, analytical, and critical thinking skills to discover how appreciation for natural beauty and man-made marvels has persisted and changed with time. Students will gain better geographical reference for travel and future learning. Finished work will be posted online to be benefit of both other students, travelers, or anyone interested in history.

Resources What materials and other resources are needed for this lesson? Curriculum: Technology:
Computer workstations Internet access Projector & Screen Mircrosoft Word Google Maps Seven Wonders of the Ancient World History Page WordPress http://www.history.com/topics/seven-ancientwonders-of-the-world Internet Links:

History textbook World Atlas

Seven Wonders of the Ancient World Video http://www.youtube.com/watch?v=Yu0o8Vy9Z14 Wonders of the World Wikipedia Page http://en.wikipedia.org/wiki/Wonders_of_the_World

Lesson Procedure
What are the steps students must follow to complete the lesson? What directions must teachers follow?

Student Steps (Note - This Lesson Takes Place over 4 classs periods)
1. Listen to instructor introduction of lesson and video.

Teacher Directions
Provide students with a intro to the lesson and video you will be showing Play 7 wonders of the anient world video for students. Place students into groups of 3-5 based on class size so that the class is divided into 7 groups Be available to answer student questions, offer tips or guidance and use internet as needed. Be available to answer student questions, offer tips or guidance and use internet/search tools as needed.

Technology To Be Used (What and How)

2.

Watch the 7 wonders of the acient world and take notes on the traits and similarities shared amongst these artificact/locations.

End of first period 3. Join the group of your classmates as assigned by your teacher.

Internet for accessing video, projector, screen

4.

Compare your notes on the video with your classmates notes. Create a microsoft word document listing the similarities and traits shared betweeen the 7 wonders of the ancient world. Use the wikipedia or History page links provided for reference as needed. As a group use the internet to research The New 7 Wonders of the World and 7 Wonders of the Modern World. Keep track of your research and any internet sources in your groups word document.

Internet for accessing information Microsoft Word Internet for researching information Microsoft Word

5.

6.

Using your groups research along with your groups video analysis it to your video notes come up with answers to the following questions as a group. Record your answsers in your groups word document. What traits or connections do the new/modern wonders of the world that you found and the ancient ones have in common? What are the biggest differences between the new/modern wonders and the ancient ones? How do geographical location and local culture/society impact, shape, or affect the new/modern and ancient wonders of the world? Write a short definition no more than two sentences that you feel represents the term wonder of the world

End of second period

Student Steps
7. Using internet, google maps, your atlas and any other resources you and your group will research and choose a natural or manmade location, structure, object, etc. that you feel fits the definition you created for wonder of the world. You and your group will create a blog post to share your continents wonder with your classmates as well as the world via the internet. Your post must include your groups definition of a wonder of the world, a description of why your choice fits the definition, and visuals in the form of pictures or video. Post a link to your groups blog post on the classroom blog to share with your teacher and classmates.

Teacher Directions
Assign each group a continent so that all seven continents are Provide technical support for WordPress and any other technology issues.

Technology To Be Used (What and How)

Internet for accessing information Wordpress account and Internet for accessing information and collecting media.

8.

9.

10. Write a one to two page reflection as homework on what you learned about ancient wonders and how ancient wonders shape the way you and others view the modern world today. Steps 7-9 will take place during periods 3 and 4

Provide technical support for WordPress and any other technology issues.

Assessment Plan
What academic standards will be addressed in students products and performances? California Sixth Grade Standards 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews. 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece. 6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome. What information will be used to provide feedback during the lesson? How will student progress be measured toward the selected standards? Instructor will solicit feedback verbally throughout lesson. Students will write a self reflection at end of the lesson.

This lesson meets the following criteria for 21st Century Technology Enhanced Learning.
Standards-Based Task The task helps students: Engaging Task Students:

Gain/improve specific knowledge or skills in a content area (for example, district or state standards). Gain/improve 21st Century Skills (problem solving, communication, collaboration, information, and time and resource management). Practice the methods/processes of a discipline (for example, the scientific method). Understand how learning goals guide teaching and learning activities. Perceive how learning activities are aligned with assessments. Know the criteria and performance standards for teacher, peer, and selfevaluations of their products and performances. Demonstrate understanding and apply their knowledge and skill in a variety of ways.

Are involved in active learning (hands-on, building, making, moving, using multiple intelligences, etc.). Find the topic fascinating, fun, or passionarousing. Are given choices (topic, approach, etc.). Are challenged (but not overwhelmed). Create a product/performance or gain competencies that have value to them outside of school. Know their product/performance will be appreciated, used by, or useful to others outside the classroom. Receive real-world feedback on the quality of their work from an audience or subject-matter expert. Are accountable to one another.

Problem-Based Task Students must exercise logical and creative thinking to:

Technology Enhances Academic Achievement Technology is used to:

Form a reasoned judgment. Make a decision or choice. Explain a concept. Interpret a complex situation.

Give students access to quality information, primary documents, or points of view not available otherwise. Allow students to investigate a concept in ways infeasible otherwise (for example, human/animal anatomy). Help students understand abstract concepts. Foster student discovery of concept or construction of their own understanding of a concept. Help students receive feedback on their work from a community outside the classroom. Enable students to participate in the democratic process.

ORIGINAL LESSON PLAN From Discovery Education Lesson Plans

Wonders Of The World

Subject: Ancient Civilizations ` Grade(s): 6-8 Duration: Three class periods

Objectives
Students will understand the following: 1. Throughout the ages, humans in all cultures created works of art that may be considered wonders of the world. 2. Observers of art generate criteria by which to judge individual works.

Materials
For this lesson, you will need: Access to art historical and historical reference materials Photocopy machine Materials that students can use to mount and label visuals to accompany their oral presentations

Procedures

1. The term Seven Wonders of the World denotes works regarded by ancient Greeks and Romans as the most remarkable structures up to their day. Conduct a project in which students will evaluate which works of sculpture, architecture, and landscaping that postdate ancient Greece and Rome merit the label wonder of the world. Begin by working with students to figure out what starting date they should select to indicate "the period after ancient Greece and Rome" ?probably around A.D. 476, when Emperor Romulus Augustulus was deposed. Be open, however, to other dates suggested by students for the fall of the Roman Empire if they can offer persuasive facts and logical thinking. 2. Proceed by drawing up a list with students of the criteria that ancient Greeks and Romans seemed

to use in putting a work on the list of the original seven wonders of the world: (1) The Pyramids at Giza, (2) The Hanging Gardens of Babylon, (3) the Statue of Zeus by Phidias, (4) the Temple of Artemis at Ephesus, (5) The Mausoleum of Halicarnassus, (6) The Colossus of Rhodes, and (7) the Pharos of Alexandria. If students are blocked, initiate the list by suggesting monumentality or complexity of construction. 3. Tell students they will research major works of sculpture, architecture, and landscaping from the period that begins with the fall of the Roman Empire and continues up to, say, 1950. Consider assigning groups of students to specific historic periods or regions of the world so that the class as a whole conducts research in a comprehensive manner. Such periods and regions might include the following:

Byzantine Empire (A.D. 5001453) Western Europe during the Middle Ages Western Europe from the Renaissance forward Mayan civilization from the ninth century forward Aztec Empire Inca Empire Russia prior to the Revolution of 1917 China from the sixth century forward Early black African kingdoms such as Dahomey, Ghana, Ethiopia, Mali, and Nigeria India from the fifteenth to the seventeenth century North America from A.D. 500 forward

4. Direct students to printed books, electronic sources, and other materials (such as travelogues) in which they can read about and see photographs, drawings, or paintings of buildings, monuments, or landscaping of a period or region. 5. Ask each group, based on its research into a period or region of the world, to nominate a certain number of works of architecture, sculpture, or landscaping as candidates for the label wonder of the world . You may want each group to hand in a list of reviewed sources and give the class an oral presentation with visuals of each work they nominate. In that report, each group should also state which criteria of greatness beyond those already on the list (see second step, above) led them to nominate these works. Keep a running tally of all criteria. (Some criteria might be endurance for more than five hundred years, usefulness, beauty, originality, religious significance, and so forth.) 6. When all groups have made their presentations and you have (a) a list of nominations and (b) a list of criteria for nomination, involve the class in devising a simple way for judging the nominees against one another and for determining which qualify as a wonder. One approach is to create a matrix with the horizontal axis labeled criteria and the vertical axis candidates . Then ask the class to decide on a scoring systemthat is, how many of the criteria does a work have to exhibit in order to qualify as a wonder? Fill in the matrix's axes. Give each work a check mark for each criterion it exhibits. How many additional wonders of the world has the class has come up with?

Standards
This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of theMid-continent Research for Education and Learningin Aurora, Colorado. Grade level: 6-8 Subject area: world history Standard: Understands how Aegean civilization emerged and how interrelations developed among peoples of the eastern Mediterranean and southwest Asia from 600 to 200 BCE. Benchmarks: Understands major scientific and artistic achievements of Hellenistic society and knows the Seven Wonders of the Ancient World. Grade level: 6-8 Subject area: world history Standard: Understands how Aegean civilization emerged and how interrelations developed among peoples of the eastern Mediterranean and southwest Asia from 600 to 200 BCE. Benchmarks: Understands the impact and achievements of the Hellenistic period. Grade level: 9-12 Subject area: world history Standard: Understands how Aegean civilization emerged and how interrelations developed among peoples of the eastern Mediterranean and southwest Asia from 600 to 200 BCE. Benchmarks: Understands how conquest influenced cultural life during the Hellenistic era.