Class: Guam History
Unit: Culture
Topic: Ethnic/Race Origins and Population (Who is born on Guam and who is born outside of Guam). (continued from previous lessons where students were exposed to some ethnic/race population tables from the Guam Census 2000)
Level: High School
Duration: 2 days – Block schedule
Content Standard: GPSS Social Study: Culture: 1.HS.5, 1.HS.7, 1.HS.8, and 1.HS.9
TESOL Standard (1997): Grades 9-12 Goal 2.1, 2.2, 2.3, 3.1, 3.2, & 3.3
OBJECTIVE:
Content Objective
· SWBAT
- list the major ethnic/race origins that represent the population of Guam.
- associate the right figure of population with each of the ethnic/race origins.
- create an informational table based on the data gathered from the -resources.
- develop a graph based on the created table
- create a PowerPoint presentation
- assess presentations using a rubric
Language Objectives:
· SWBAT
- present and discuss their findings within small groups
- explain their designed graph to the whole class
- describe their designed graphs
- work together to write a page summary of their projects
- negotiate among them to assign different roles in their small groups.
Key Concepts: The goal of this activity is to give the students the ability to explore the use of Microsoft software by using excel and word processing software and powerpoint to complete the project.
Vocabulary: graph, table, percentage, association, race, ethnic, representation, origin, sets, values.
Student Learning Strategy: Teacher will address all learning styles as students work in cooperative groups to complete the project.
Supplemental Materials: computers, paper, pencils,
Motivation/Building Background: (connection to students lives and prior knowledge)
Vocabulary development: Students (either in groups or individually) are to identify all polysemous words and list them all with meanings.
Presentation: After a short introduction of the lesson of how to use the Microsoft excel to create a table and graph of Guam’s ethnic population representations, the students will be working in cooperative groups. The teacher walks around for monitoring students progress. The project requires communication and interaction between group members.
Practice/Application: Teacher explains to students: Students, choose a cooperative group of 3-4 members. Each member is responsible for a specific task (reporter, recorder, time keeper, assistance for all tasks).
Extension (optional activity)
Arrange a filed trip to school library to research more information on each of the major ethnic groups found in the Guam’s population count.
Interview fellow students or local citizens from the different ethnic groups to gather more information about them.
Review/Assessment: Students will present their power point presentation to entire class. Project is evaluated based on the Project Outcome Rubric on the next page.
Project Outcome:
OBJECTIVES
CRITERIA
Excellent - 5 Good - 4 Fair - 3 Poor -1
Unit: Culture
Topic: Ethnic/Race Origins and Population (Who is born on Guam and who is born outside of Guam). (continued from previous lessons where students were exposed to some ethnic/race population tables from the Guam Census 2000)
Level: High School
Duration: 2 days – Block schedule
Content Standard: GPSS Social Study: Culture: 1.HS.5, 1.HS.7, 1.HS.8, and 1.HS.9
TESOL Standard (1997): Grades 9-12 Goal 2.1, 2.2, 2.3, 3.1, 3.2, & 3.3
OBJECTIVE:
Content Objective
· SWBAT
- list the major ethnic/race origins that represent the population of Guam.
- associate the right figure of population with each of the ethnic/race origins.
- create an informational table based on the data gathered from the -resources.
- develop a graph based on the created table
- create a PowerPoint presentation
- assess presentations using a rubric
Language Objectives:
· SWBAT
- present and discuss their findings within small groups
- explain their designed graph to the whole class
- describe their designed graphs
- work together to write a page summary of their projects
- negotiate among them to assign different roles in their small groups.
Key Concepts: The goal of this activity is to give the students the ability to explore the use of Microsoft software by using excel and word processing software and powerpoint to complete the project.
Vocabulary: graph, table, percentage, association, race, ethnic, representation, origin, sets, values.
Student Learning Strategy: Teacher will address all learning styles as students work in cooperative groups to complete the project.
Supplemental Materials: computers, paper, pencils,
Motivation/Building Background: (connection to students lives and prior knowledge)
Vocabulary development: Students (either in groups or individually) are to identify all polysemous words and list them all with meanings.
Presentation: After a short introduction of the lesson of how to use the Microsoft excel to create a table and graph of Guam’s ethnic population representations, the students will be working in cooperative groups. The teacher walks around for monitoring students progress. The project requires communication and interaction between group members.
Practice/Application: Teacher explains to students: Students, choose a cooperative group of 3-4 members. Each member is responsible for a specific task (reporter, recorder, time keeper, assistance for all tasks).
Extension (optional activity)
Arrange a filed trip to school library to research more information on each of the major ethnic groups found in the Guam’s population count.
Interview fellow students or local citizens from the different ethnic groups to gather more information about them.
Review/Assessment: Students will present their power point presentation to entire class. Project is evaluated based on the Project Outcome Rubric on the next page.
Project Outcome:
OBJECTIVES
CRITERIA
Excellent - 5 Good - 4 Fair - 3 Poor -1
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