Kailey Little Education 4670 OL Professor Jesse Sadlowski June 2, 2013

ICT Project
Creating Global Connections between Third Grade Classrooms in Canada and Ukraine
In this unit plan, I propose to put together a highly interactive unit that utilizes video conferencing and a digital pen pals program to foster global citizenship amongst grade three students in Canada and the Ukraine. This unit plan will further utilize additional technologies such as word processing and a student blog (which students will have already been consistently using since the beginning of the school year) to help promote digital literacy and skills as well as more generally supplement learning for 21st century students. Grade: 3 Subject: Social Studies (with integrated ICT outcomes) Unit: Ukraine Duration: 15 Lessons Highlighted Technology: EPals Global Learning Community Video Conferencing and EPals Program ((http://www.epals.com/findclassroom.php#age_range=0&collaboration=0&country=ua&language=0&num_stud ents=0&p=1&region=&search_text=). Supplementary Technologies: Word Processing, Database searching and retrieval, URL retrieval, Blogging, Smart Board Virtual Tour

Rationale:
How does this unit address the core concepts of citizenship and identity within the Social Studies curriculum? By learning about another country and culture, students will be better equipped to reflect on the diverse experiences of others as well as their own personal experiences, allowing them to gain perspective on what citizenship and identity

looks like for their self and for others. This unit will also provide students with an opportunity to discuss and creatively explore and imagine what life is like for students in Ukraine through activities such as a creative diary entry, research project, virtual tour, guest speaker, video conferencing and e-pal communication. How does this unit address the experiences and perspectives of diverse linguistic cultural and ethnic groups? By providing students with first hand insights to the experiences of different cultures and perspectives of Ukrainian people, students will be more aware of and sensitive to the diversity of Canada and the world. They will be able to hear from a Ukrainian Canadian adult who will present to students on Ukrainian dance and contemporary Ukrainian society, and will also have an opportunity to communicate with students in Ukraine through video conferencing and one-on-one through e-pal letters. This will help to promote a sense of global citizenship and a better understanding of cultural, ethnic, and linguistic diversity. In what ways does this unit address relevant ICT outcomes? This unit plan incorporates a breadth of technologies to meet the outcomes of the ICT Program of Studies at the Division 1 level. For instance, this unit requires students to build on prior skills learned by having them maintain and update their student blog sites with assignments from this unit, such as a word processed diary entry. Furthermore, students will be required to input URLs and use databases to conduct research for their performance task, which is an accordion book of facts about Ukraine. This unit also offers students the unique opportunity to take part in a web conference between their classroom and a classroom in Ukraine. The students will have an opportunity to communicate with a class of similar aged students in a country that they have been learning about. This will be facilitated through the EPals program. EPals Global Learning Community also matches students with e-pals a digital age pen pal. This will be an interesting, and hopefully engaging opportunity for authentic learning and global citizenship. While some of the required skill sets required for these activities may see ambitious for a grade three class, these are skill sets that these students will be building throughout the year, and address many of the ICT outcomes, and therefore will benefit and help to develop these students as capable 21st century learners. How are other subject areas integrated into this unit? In addition to the ICT connections aforementioned, aspects of fine arts outcomes are also integrated into this unit. For example, in their study of Ukrainian culture, students will be exposed to, and have an opportunity to participate in Ukrainian dance and music, as well as a Pasanka egg decorating craft.

Unit Organizer:
1. Unit Overview Critical Inquiry Question How does my experience of citizenship and identity compare and contrast with the experiences of people living in Ukraine? 2. General Learning Outcomes for Unit Social Studies: Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in Ukraine ICT: Students will access, use and communicate information from a variety of technologies. Students will critically assess information accessed through the use of a variety of technologies. Students will critically assess information accessed through the use of a variety of technologies. Students will use electronic research techniques to construct personal knowledge and meaning. Students will become discerning consumers of mass media and electronic information. Students will compose, revise and edit text. Students will communicate through multimedia. Students will use communication technology to interact with others. 3. Focusing Questions for Unit (Related Questions)

4. Key Concepts for Unit Equator Global Global Citizenship Hemisphere Poles Quality of Life Relative Location 5. Specific Learning Outcomes for Unit Knowledge: How does daily life reflect quality of life in the communities (e.g., employment, transportation, roles of family members)? How does access to public services affect the communities? (e.g., schools,

hospitals, libraries, transportation systems)? What are the traditions, celebrations, stories and practices in the communities that connect the people to the past and to each other (e.g., language spoken, traditions, customs)? How is identity reflected in traditions, celebrations, stories and customs in the communities? How is cultural diversity expressed within each community? Where, on a globe and/or map, are the communities in relation to Canada? What are the main forms of technologies, transportation and communication in the communities? Attitude: Students will appreciate similarities and differences among people and communities: demonstrate an awareness of and interest in the beliefs, traditions and customs of groups and communities other than their own Skill: evaluate ideas and information from different points of view compare and contrast information from similar types of electronic sources, such as information collected on the Internet correctly apply terms related to time, including past, present, future create and use a simple map to locate communities studied in the world use cardinal and intermediate directions to locate places on maps and globes apply the concept of relative location to determine locations of people and places apply the terms hemisphere, poles, equator use technology to organize and display data in a problem-solving context

Formative Criteria Participation: class work, project work, pasanka eggs, perogy making, Ukranian Dancing, partner work and class discussion Completion: Unit booklets, pasanka eggs, diary entries, e-pal letters, accornian books Depth of Understanding: ability to go beyond recitation of facts and to expand on concepts taught in class

Assessment Evidence Summative Tasks Diary Entry in Students Online Blogs: see attached rubric Accordion Book Summative Performance Task: see attached rubric

*Further assessment information and is embedded into the individual lesson plans. Please refer to these for more information regarding assessment practices and criteria.

Graphic Organizer: See the next page for a day-by-day web of the series of lessons for this unit (modeled after the Alberta Education sample template).

Lesson 1: KWL Chart to gauge prior knowledge and interests; PowerPoint Virtual Tour and Stations Activity

Lesson 2: Map Activity: Group work Atlas Scavenger Hunt

Lesson 3: Historical Ukraine Lesson, Pasanka Eggs Art Lesson

Lesson 15: Unit Culmination: Wrap up with KWL Charts returned and finished and Perogy Making

Lesson 4: Cultural Dance and Music with Guest Performer/Speaker on the topic of Contemporary Ukraine

Lesson 14: Good copy work on Accordion Book

Lesson 5: Continuation of Contemporary Ukraine: News article and Diary Entry

Lessons 13: Outlining and Rough Draft Work on Accordion Book

Ukraine: Past and Present: Creating Global Connections

Lesson 6: Finish Diary Entry and post to Student Blogs

Lessons 11-12: Accordion Book (Summative Performance Task) Research

Lesson 7: Brainstorming Questions for Ukrainian Class

Lesson 10: Accordion Book (Summative Performance Task) Overview and exemplars

Lesson 9: E-pal Letters

Lesson 8: Web Conferencing Day

Sample Worksheets from the Unit Workbook

KWL Chart from Lessons 1 and 15. In Lesson 1, students will fill in what they already know and would like to know about Ukraine. In Lesson 5, students will fill out what they learned throughout the unit. From: creately.com

Venn Diagram from Lessons 3 and 5 Comparing and Contrasting Historical and Contemporary Ukraine From: Math-Aids.com

Ukranian Eggs Idea Sheet and Template from Lesson 3. Idea Sheet from: spoonflower.com Template from: nerdlyhome.com

Summative Task Project Sheets/Checklists and Evaluative Rubrics

Accordion Book Checklist and Rubric

Student Check List:

Please look over the following points before handing in your good copy!!

Title Page: Book has a title and has your name on it Table of Contents Page: Page provided by teacher is pasted into
your book

Page 1: All location information is included: capital city, continent,

a picture of a map of Ukraine

Page 2: Traditions and Customs page includes at least two

Ukrainian traditions or customs and a picture

Page 3: Lists two public services in an Ukrainian community (e.g.,

a school, hospital, library, or transportation systems)

Page 4: Page includes information about cultural diversity in the

Ukraine and a picture

Page 5: Page has at least 3 pieces of information about the

physical geography of Ukraine (bodies of water, landforms climate, etc.)

Page 6: Page has information on similarities and differences

between Canada and the Ukraine

Page 7: Page has at least one interesting Fact about the Ukraine
found during reseach (not from class)

Topic
Location Information

Not Getting Well

Quite Yet
Two or more of the following are missing: the capital city, continent, or a picture of a map of Ukraine One or fewer pieces of information are provided about traditions and customs in the Ukraine

There
One of the following is missing: the capital city, continent, or a picture of a map of Ukraine Two pieces of information are provided about the physical geography of the Ukraine

Done
The capital city, continent, and a picture of a map of Ukraine are all included

Traditions and Customs

Public Services

Cultural Diversity

Physical Geography

Three or more pieces of information are provided about the physical geography of the Ukraine and a picture relating to a Ukranian tradition or custom is also included No information One piece of Two pieces of about public information information services in the about public about public Ukraine is listed services in the services in the Ukraine is listed Ukraine is listed No information Only a picture Both a picture about the or one piece of and a piece of cultural information is information diversity of the provided about cultural Ukraine is listed relating to the diversity in the cultural Ukraine is diversity of the included Ukraine One or fewer Two pieces of Three or more pieces of information are pieces of

Canada and the Ukraine

Interesting Fact

information are provided about the physical geography of the Ukraine No information about the similarities or differences between Canada and the Ukraine No interesting fact is provided about the Ukraine specifically

provided about the physical geography of the Ukraine

information are provided about the physical geography of the Ukraine Only one At least one similarity or similarity and difference one difference between Canada between Canada and the Ukraine and the Ukraine is listed is listed An interesting A new, fact about the interesting and Ukraine is relevant fact provided, but is about the not new Ukraine is information included gained through research

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Diary Entry Project

Dear Class,

Your task for this assignment is to write a diary entry from the point of view of either a person living either in historical Ukraine or contemporary Ukraine. It is your choiceyou may choose one or the other. In your diary entry, you must include the following information: 1. What life is like for you in the Ukraine 2. What you and your family do for a living 3. Which city or town are you from in the Ukraine 4. What the physical geography is like where you live 5. One cultural tradition or custom that you celebrate Feel free to be creative with your diary entry. You may wish to give your diary entry a story line or include additional information. Make sure that the information you include is accurate. Remember to refer to your Unit Booklets for information that we have already discovered about the Ukraine. Once you have finished writing your rough draft, please see Miss Little before continuing on to typing your good copy on a computer. Your diary entry will be uploaded to your blog portfolio. Rubric for Marking:

You have two or more sentences describing life in the Ukraine accurately. What you and You have no You have one You have two your family do sentences sentence sentences for a living describing describing accurately what you and what you and describing a your family do your family do job related to Criteria Life in Ukraine

You have no sentences describing life in the Ukraine.

You have one sentence describing life in the Ukraine.

for a living.

for a living

Ukrainian city You either do not mention which town or city you are from or list a town or city that is not in the Ukraine Physical You do not Geography mention what the physical geography is like

n/a

a good or service discussed in class. You mention that you are from a town or city that is actually in Ukraine You have two or more sentences that accurately describe the physical geography of the Ukraine You have two or more sentences accurately describing an Ukrainian tradition and/or custom

You have one sentence describing the physical geography

Traditions and/or Customs

You do not have any sentences discussing a tradition or custom

You have one sentence describing a Ukrainian tradition or custom