LEARN NC

K–12 teaching and learning · from the UNC School of Education

Integrated Unit on South America

This lesson includes information concerning database operations, word processing, desktop publishing, and spreadsheet formatting. Students will solve math problems.

A lesson plan for grade 6 English Language Development, Mathematics, and Social Studies

By DPI Integration Strategies

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Learning outcomes

Students should demonstrate an understanding of communication skills, math, and computer skills using information on South America.

Teacher planning

Time required for lesson

2 hours

Materials/resources

Worksheets and files attached below.

Technology resources

  • Database Program
  • Spreadsheet Program
  • Word Processing Program
  • Internet Connection

Pre-activities

Students will need to be familiar with basic computer terminology. Students can have fun reviewing computer basics at the following URLs.
Review Internet Terms using a Jeopardy game
http://www.quia.com/cb/8208.html
Desktop Publishing Matching Game
http://www.quia.com/mc/66494.html
Computer and Internet Terminology
http://www.quia.com/cb/8260.html
Telecommunications Vocabulary
http://www.quia.com/mc/65525.html
Computer Basics
http://www.quia.com/mc/65620.html
Database Vocabulary
http://www.quia.com/jg/89548.html

Activities

Social Studies/Database Use (Sort and Search)

  1. Download the attachment labeled samerques.rtf containing detailed instructions and student questions for database use. Duplicate this worksheet for the students.
  2. Download the database file called Same2.xls, and copy it to the network or the individual hard drives.
  3. Students may need guided practice.
  4. Use the attachment labeled smeransw.rtf as a guide to grade the papers. Keep in mind that answers may vary.

Estimated Time For Students: 35 minutes

Social Studies/DBSHORT (Research and Edit)

  1. Download the attachment labeled Samedbsh.rtf containing detailed instructions. Duplicate this worksheet for the students.
  2. Download the database file Samedbsh.xls, and copy it to the network or the individual hard drives.
  3. Assist students as necessary, but encourage them to work independently.
  4. Use the attachment labeled Samedsh2.jpg to check student work.

Estimated Time For Students: 15 minutes

Math/ Spreadsheet Use (What if questions & create a chart)

  1. Download the attachment labeled Samespre.rtf with the specific instructions and student questions. Duplicate the worksheet for the students.
  2. Download the spreadsheet file labeled Sameshee.xls, and copy it to the network or individual hard drives.
  3. Caution students about the type of chart they create. All graphic representations don’t fit this type of information.
  4. Students should examine their graphs for mistakes and edit them before submitting the final copy for teacher inspection.
  5. Use the attachment labeled Samepr2.rtf as the answer sheet.

Estimated Time For Students: 25 minutes

Communication Skills/Desktop Publishing/Keyboarding/Editing

  1. Download the attachment labeled Samedp2.rtf for specific instructions. Duplicate this worksheet for the students.
  2. Download the desktop publishing file called samedp.rtf. Make this file available for all students.
  3. Use the attachment labeled samedp3.rtf as a guide to grade the hard copies.

Estimated Time For Students: 25 minutes

Assessment

The teacher will grade the results of each activity using the answer sheets provided.

Supplemental information

As an extended activity, students could communicate with a child in South America through e-mail to discover differences for similarities between children of other countries by using the address below.
http://www.worldwide.edu/ask_student/index.html

Students can use an on-line tutorial session to learn more about spreadsheets. Use the address below.
http://www.usd.edu/trio/tut/excel/

Students can participate in an interactive on-line spreadsheet quiz at the address below.
http://www.usd.edu/trio/tut/excel/quiz.html

Attachments:

Related websites

Other files are available in different formats formats at: http://prometheus.educ.ncat.edu/dpi/samples/

Modifications

Reduce the number of tasks required of the LEP students.
Adjust scale factors in graphics.
Simplify computer language and language in general.
Allow the use of a bilingual dictionary and thesaurus.
Allow students to work in pairs.

Alternative assessments

Select only basic functions on the assignments for LEP students to complete

Allow students to choose one activity out of all the assignments to submit for assessment.

Critical vocabulary

Computer language and terninology: margins, format, template, files, website, download, Content vocabulary: life expectancy, urban, population, per capita, area, Use visuals and modeling as much as possible for teaching critical vocabulary.

Comments

I want students to realize that computer use can be important in various subject areas.

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 6

  • Goal 1: The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.
    • Objective 1.02: Generate, interpret, and manipulate information from tools such as maps, globes,charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.
    • Objective 1.03: Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of South America and Europe and to identify patterns as well as similarities and differences among them.

Computer Technology Skills (2005)

Grade 6

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.07: Cite sources of information used in content area databases. Strand - Database
    • Objective 1.09: Identify, discuss and use WP/DTP terms/concepts (e.g., minimize document, resize document, toggle between two open documents on the desktop). Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.05: Use WP/DTP menu/tool bar features to publish for a specific audience and purpose. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.01: Select and use responsibly a variety of computing devices (e.g., probeware, handhelds, digital cameras, scanners) to collect, analyze and present content area information. Strand - Societal/Ethical Issues
    • Objective 3.05: Enter/edit data and use spreadsheet features and functions to project outcomes and test simple "what if..." statements in content assignments. Strand - Spreadsheet
    • Objective 3.09: Demonstrate knowledge of the advantages/disadvantages of using word processing to develop, publish, and present information to a variety of audiences. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 3.10: Select and use WP/DTP features/functions to design, format, and publish assignments/products. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing

English Language Development (2005)

Grade 6

  • Goal 3. Reading: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective IH 3.02: Demonstrate critical comprehension of familiar, grade-level texts with assistance.
    • Objective IH 3.04: Explore the text before, during, and after reading.
  • Goal 3. Reading: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective IL 3.02: Partially use details in context to extract meaning from a variety of texts for specific functions.
    • Objective IL 3.04: Interact with the text before, during, and after reading with assistance.
    • Objective IL 3.05: Demonstrate comprehension of simple material, including short discourse on familiar topics in expository and narrative texts.
  • Goal 4. Writing: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective IH 4.04: Construct more advanced paragraphs demonstrating main idea and supporting details with assistance (e.g., brochures, newsletters).
    • Objective IH 4.05: Respond to academic content by using advance preparation, graphic organizers, reference materials, and native language support materials with assistance.
  • Goal 4. Writing: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective IL 4.06: Produce simple written responses to content area texts with assistance.

Mathematics (2004)

Grade 6

  • Goal 4. Writing: Data Analysis and Probability - The learner will understand and determine probabilities.
    • Objective 4.06: Design and conduct experiments or surveys to solve problems; report and analyze results