slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
As the Century Turns… PowerPoint Presentation
Download Presentation
As the Century Turns…

Loading in 2 Seconds...

play fullscreen
1 / 115

As the Century Turns… - PowerPoint PPT Presentation


  • 142 Views
  • Uploaded on

As the Century Turns…. Anne Carter TOSS Section 04. Description: SS5H3 The student will describe how life changed in America at the turn of the century.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

As the Century Turns…


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
    Presentation Transcript
    1. As the Century Turns… Anne Carter TOSS Section 04

    2. Description: SS5H3 The student will describe how life changed in America at the turn of the century. b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity). Table of Contents • “As the Century Turns” Video • Task I • 3. Task II • 4. Roles • 5. Process • 6. “Man of the Era” List • 7. English/ Language Arts Standards • Pages 1,2,3,4,5 • 8. Math Standards • Pages 1 and 2 • 9. Science Standards • Pages 1, 2, 3 • 10. Social Studies Standards • Page 1 • 11. Teacher’s Page • Page 1,2,3

    3. Click on screen to watch video! Table of Contents

    4. Task Magazine cover…put it here and then do text box over it to make the task. Table of Contents

    5. Task Task’ Time Magazine is trying to put together their annual “Person of the Year” issue. They are having some problems, though. They don’t know who to choose or what these people did. Can you help them figure out who to choose and why? Time Magazine wants you to choose a person from the list, research their life and major accomplishments, and put together an article on why you think that person should be “Person of the Year.” Table of Contents

    6. Roles In your writing groups, you will become an expert on one of the following people: George Washington Carver Wright Brothers Thomas Edison Alexander Graham Bell Teddy Roosevelt Table of Contents

    7. Process • On the next page, you will click on your “Man of the Era’s” name to learn more about them. • Gather the information to write the biography. Biography should include: • Year and place of birth and death • Five (5) details about their early life • Three (3) important achievements/inventions • Why you think this person should be “Man of the Era.” • 3. Make a “Connection to the Future” • -How did this person’s achievements and inventions make an impact on your life today. • -How would your life be different if the inventions were not created. • 4. Explain the “Look into their Life” in your magazine. • -You will be given some situations that your inventor might have dealt with. Solve the problem then explain in your magazine how you solved it and what your answer was. Table of Contents

    8. George Washington Carver Wright Brothers Thomas Edison Alexander Graham Bell Teddy Roosevelt Table of Contents

    9. Standards English and Language Arts ELA5C1 Description: ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences). e. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound, complex, and compound-compl f. Uses and identifies correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations) and correct sentence structure (e.g., elimination of sentence fragmeg. Uses additional knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations), correct sentence structure (e.g., elimination of fragments and run-ons), and correct Standard English spelling (e.g., commonly used homophones) when writing, revising, and editing. ELA5LSV1 Description: ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student a. Initiates new topics in addition to responding to adult-initiated topics.b. Asks relevant questions. c. Responds to questions with appropriate information. d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”). f. Displays appropriate turn-taking behaviors. g. Actively solicits another person’s comments or opinions. h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. Table of Contents

    10. English/ Language Arts Standards Cont’d. ELA5LSV2 Description: The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. Critical Component: When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:c. Judges the extent to which media provide a source of entertainment as well as a source of information.Critical Component: When delivering or responding to presentations, the student:a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members.b. Uses notes, multimedia, or other memory aids to structure the presentation c. Engages the audience with appropriate verbal cues and eye contact.d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials. ELA5R1 Description: ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Critical Component: For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:a. Locates facts that answer the reader’s questions.b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary).c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, captions, and illustrations).d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes).e. Distinguishes cause from effect in context.f. Identifies and analyzes main ideas, supporting ideas, and supporting details.g. Makes perceptive and well-developed connections.h. Relates new information to prior knowledge and experience and makes connections to related topics or information. Table of Contents

    11. English/ Language Arts Standards Cont’d. ELA5R3 Description: ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Reads a variety of texts and incorporates new words into oral and written language.b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example).c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes.d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses. h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. ELA5W1 Description: ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). Table of Contents

    12. English/ Language Arts Standards Cont’d. ELA5W2 Description: The student demonstrates competence in a variety of genres. Critical Component: The student produces informational writing (e.g., report, procedures, correspondence) that:a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. Develops a controlling idea that conveys a perspective on a subject.c. Creates an organizing structure appropriate to a specific purpose, audience, and context.d. Includes appropriate facts and details.e. Excludes extraneous details and inappropriate information.f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.h. Provides a sense of closure to the writing.i. Lifts the level of language using appropriate strategies including word choice. Critical Component: The student produces a persuasive essay that:a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. States a clear position in support of a proposal.c. Supports a position with relevant evidence.d. Creates an organizing structure appropriate to a specific purpose, audience, and context.e. Addresses reader concerns.f. Excludes extraneous details and inappropriate information.g. Provides a sense of closure to the writing.h. Raises the level of language using appropriate strategies (word choice). i. Lifts the level of language using appropriate strategies including word choice. Table of Contents

    13. English/ Language Arts Standards Cont’d. ELA5W3 Description: ELA5W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts.f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check). g. Uses a thesaurus to identify alternative word choices and meanings. ELA5W4 Description: ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully. b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. c. Edits to correct errors in spelling, punctuation, etc. Table of Contents

    14. Math Standards M5D1 Description: M5D1 Students will analyze graphs. a. Analyze data presented in a graph.b. Compare and contrast multiple graphic representations (circle graphs, line graphs, line plot graphs, pictographs, Venn diagrams, and bar graphs) for a single set of data and discuss the advantages/disadvantages of each. M5N4 Description: M5N4 Students will continue to develop their understanding of the meaning of common fractions and will compute with them. c. Find equivalent fractions and simplify fractions. d. Model the multiplication and division of common fractions.e. Explore finding common denominators using concrete, pictorial, and computational models. g. Add and subtract common fractions and mixed numbers with unlike denominators i. Estimate products and quotients. M5P1 Description: M5P1 Students will solve problems a. Build new mathematical knowledge through problem solving.b. Solve problems that arise in mathematics and in other contexts.c. Apply and adapt a variety of appropriate strategies to solve problems.d. Monitor and reflect on the process of mathematical problem solving. Table of Contents

    15. Math Standards M5P2 Description: M5P2 Students will reason and evaluate mathematical arguments a. Recognize reasoning and proof as fundamental aspects of mathematics.b. Make and investigate mathematical conjectures.c. Develop and evaluate mathematical arguments and proofs.d. Select and use various types of reasoning and methods of proof. M5P3 Description: M5P3 Students will communicate mathematically. a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.c. Analyze and evaluate the mathematical thinking and strategies of others.d. Use the language of mathematics to express mathematical ideas precisely. M5P4 Description: M5P4 Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas.b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.c. Recognize and apply mathematics in contexts outside of mathematics. Table of Contents

    16. Science Standards S5CS1 Description: S5CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later.b. Carefully distinguish observations from ideas and speculation about those observations.c. Offer reasons for findings and consider reasons suggested by others. S5CS3 Description: S5CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. a. Choose appropriate common materials for making simple mechanical constructions and repairing things.c. Use computers, cameras and recording devices for capturing information. S5CS5 Description: S5CS5 Students will communicate scientific ideas and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure.b. Make sketches to aid in explaining scientific procedures or ideas.c. Use numerical data in describing and comparing objects and events.d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases. Table of Contents

    17. Science Standards S5CS7 Description: S5CS7 Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.b. Some scientific knowledge is very old and yet is still applicable today. S5CS8 Description: S5CS8 Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.d. Science involves many different kinds of work and engages men and women of all ages and backgrounds. S5L1 Description: S5L1 Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification. a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal). Table of Contents

    18. Science Standards S5P3 Description: S5P3 Students will investigate the electricity, magnetism and their relationship b. Determine the necessary components for completing an electric circuit.c. Investigate common materials to determine if they are insulators or conductors of electricity Table of Contents

    19. Social Studies Standards SS5H3 Description: SS5H3 The student will describe how life changed in America at the turn of the century. b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity). Table of Contents

    20. Teacher’s Page Teachers, I hope you find this Webquest to be engaging and educational for your students. I have worked hard to make sure that each person in this Webquest has been equally covered and that the activities the students are asked to complete are on the same level as their peers. I have adapted the process of getting everything done for this magazine into centers which I hope you will find helpful. This could be used in the case that your class doesn’t have a lot of computer access or if your class is already being run with centers involved. Feel free to take the centers out if you please. The rotation schedule is on the next slide. The center rotation is based on having 5 groups of about 4 students per group. Each block is set up into one hour blocks that will be rotated in 30-minute increments. This allows each group to rotate through the different stations and computers. The last 30-minute block on Thursday has also been made a make-up (mu) day. This will be used to complete work that wasn’t finished in the week, due to absences or having to rotate stations. I have also attached the rubric that I will be using with my students to evaluate their work on the magazine. Table of Contents

    21. Teacher’s Page 3 2 Mu 3 Mu 4 5 4 Mu Mu 1 5 2 6 Mu Table of Contents

    22. Teacher’s Page I have chosen to use a traditional rubric to assess the student’s assessment. It nicely fits all of the components I would like to look at. Please follow the link to the rubric I have created. Magazine Rubric Table of Contents

    23. Teddy Roosevelt Leader of the Rough Riders 26th President of the United States of America

    24. Table of Contents • 1. Quote by Teddy Roosevelt • 2. Biography / Fun Facts • 3. Video on Roosevelt’s Life • 4. Teddy’s Many Roles • 5. Life in Roosevelt’s Time • 6. Rough Riders Problem • a. Think Time • b. Ideas to Get You Started • 7. Did You Know?! • a. National Parks Service Map • 8. “Touch of Class” Game • a. Questions to Consider

    25. “This country will not be a good place for any of us to live in unless we make it a good place for all of us to live in…” Table of Contents

    26. Learn More about the Man Behind the Rough Riders who became President Click both pictures for more information and the biography of Teddy Roosevelt. Table of Contents

    27. Table of Contents

    28. Teddy’s Many Roles Table of Contents

    29. Life in Teddy Roosevelt’s Time Teddy Roosevelt lived during a time of great inventions and progress in America. He had to make decisions and use his knowledge to better himself and his country. Table of Contents

    30. Teddy Roosevelt needs to order food for the Rough Riders. The general store sells bags of cornmeal in large amounts. A 10-lb bag is $9.50, a 20-lb bag is $18.50, and a 40-lb bag is $30.00. The Rough Riders need 980-lbs of cornmeal for 4 weeks. What is the least expensive way to buy a 4 week supply without having any left over? Table of Contents

    31. Take 5 minutes to think about how you would solve this problem. Think about the steps that you would take. Then talk to your group members to see the steps that they came up with. Table of Contents

    32. Ideas to get you started… Think about the bags that would be the cheapest to buy and get the most for your money. What numbers are important in this problem? What words are important in this problem? Table of Contents

    33. DID YOU KNOW?! One of Teddy Roosevelt’s main focus of his presidency was the conservation of forest land in the United States. He was an avid nature-lover and wanted to make sure that future generations had plenty of green space to enjoy as he had. Table of Contents

    34. This is a map of all the states that have a park protected by the National Park Service. Click the picture to see the interactive map online. Table of Contents

    35. When Teddy Roosevelt saved the forest land with the National Park Service, he also saved many species that would have been lost if the forest had been cut down. Animals fit into many classifications depending on the characteristics that they have. Animals are multi-cellular, breathe oxygen, have hair, and give birth to live young. Other types of species use gills to breathe, have feathers instead of hair or fur, and lay eggs. Click the link to play: “A Touch of Class” Table of Contents

    36. Some Questions to Consider What do some plants need to make their own food? What living things eat insects? Name some animals that fall under the mammal category What are some characteristics of mammals? What birds cannot fly? In what ways can animals protect themselves? Can you think of any animals that do not have backbones? What living thing is an arachnid but is often mistakenly classified as an insect? Name an example where the same plant or animal can be classified in more than one group depending on the features of a specific group. Table of Contents

    37. The Ultimate Farmer George Washington Carver

    38. Table of Contents • Quotes • Biography • George Washington Carver Movie • Did You Know?! • George Washington Carver Movie 2 • Timeline • Life In George Washington Carver’s Time • What Do You Use? • Cropping Help • Think Time • Ideas to Get You Started • Soil Activity

    39. “Education is the key to unlock the golden doors of freedom.” Table of Contents

    40. The Man Who Invented Peanut Butter Click the picture to follow the link! Table of Contents

    41. Click the screen to see the movie! Table of Contents

    42. Did you know?! George Washington Carver invented many products using peanuts and sweet potatoes. These graphs show the total number of products created. How many peanut products were created? How about sweet potato? How many more peanut products are there than sweet potato? Table of Contents

    43. Table of Contents

    44. Table of Contents

    45. Peanuts, Sweet Potatoes and Soy Beans! OH MY! George Washington Carver worked hard to find plants that could be grown by the recently freed slaves that were working as sharecroppers in the South. He also used these plants to make products that could be sold in stores for everyone to benefit from. Table of Contents

    46. What Do You Use? Table of Contents

    47. Table of Contents George Washington Carver discovered that you have to rotate crops in your field to get the best soil. One season he planted ¼ of his land with cotton, 1/3 with peanuts, and another ¼ with soy beans. What fraction of his land did he plant all together? What fraction was left over?

    48. Take 5 minutes to think about how you would solve this problem. Think about the steps that you would take. Then talk to your group members to see the steps that they came up with. Table of Contents

    49. Ideas to get you started… Look at the fractions in the problem and decide which ones are the easiest to add together first. What words are important in this problem? Table of Contents

    50. One of the most important parts of George Washington Carver’s studies was on soil. He wanted to know how soil worked to help grow good plants that produced a lot of fruit. You are going to look at some characteristics of soil and how soil effects the Earth and the plants that grow in it. Click the link below…. Soil Activity! When you have finished learning about soil, write a short reflection in your magazine about the importance of soil on growing plants and what you think George Washington Carver discovered about soil. How do you think what he discovered helped with his inventions and grow of peanuts, sweet potatoes, and soy beans. Table of Contents