1 / 12

The Civil War Melita Hadley, Mike Rodgerson , Serena Franklin & Kristine Rodriguez

The Civil War Melita Hadley, Mike Rodgerson , Serena Franklin & Kristine Rodriguez. UNDERGROUND RAILROAD. MUSICAL PERFORMANCE. RESEARCH PROJECT. STRATEGIES. KWL CHART. Math. MUSIC. READING. Collect Data. MAIN IDEA AND DETAILS. READER’S THEATRE. CIVIL WAR: RECONSTRUCTION. Compare.

twyla
Download Presentation

The Civil War Melita Hadley, Mike Rodgerson , Serena Franklin & Kristine Rodriguez

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Civil WarMelita Hadley, Mike Rodgerson, Serena Franklin & Kristine Rodriguez

  2. UNDERGROUND RAILROAD MUSICAL PERFORMANCE RESEARCH PROJECT STRATEGIES KWL CHART Math MUSIC READING Collect Data MAIN IDEA AND DETAILS READER’S THEATRE CIVIL WAR: RECONSTRUCTION Compare FIELD TRIP COMPREHENSION Contrast FLUENCY SCIENCE FAIR EXHIBIT Assessment RESEARCH, REPORTS, DISCUSSIONS

  3. Summary Math Lesson Overviewby Mike RodgersonEDE 6206 Spring 2010My lesson as it relates to our interthematic unit is a math lesson about comparing and ordering numbers. This is a real world skill that can be used by students throughout their academic careers and on into the real world. My lesson uses real world data collected by the students from on line data bases. The students collect various data about the number of soldiers killed in specific battles and in the war as a whole. Through active learning, the students will compare the number killed in one battle with the number killed in other battles. The students will use individual white boards to show their understanding of which number is larger..

  4. Science Summary Science Lesson Overviewby S. Melita Hadley, B.S.Students will review different diseases that confronted the Civil War soldiers and how the medical personnel addressed their care. Students will learn that bacteria related deaths totaled more than battle wound deaths. Students will research the different disease states by visiting various web sites, reviewing reports, conducting research, collaborating and discussing medically related issues pertinent then and now in and outside of class. Students will gain a better understanding on how simple hygiene protocols can prevent disease and death. Students will make a field trip to a local Civil War Museum. The ITU will culminate with student groups presenting posters and science projects on disease states, medical technology & knowledge sharing, and how working together can alleviate suffering. It is the hopes of this instructor, that students will be motivated to learn more about their world and how they can make it better for all humankind.

  5. Major Concepts • Math • Number Order • Data Collection • Greater than, Less than • Social Studies • Communities • Jobs: Grocery Store, Post Office, Pet Care • Needs and Wants • Language Arts • Letter, Narrative, and List Writing • Comprehension • Reading Environmental Print • Letters and Sounds • Science • Disease: Bacteria • Discover & Research • Medical Technology • Working Together

  6. Sunshine State Standards Science by S. M. Hadley: * SC.G.1.3.3 The student understands that the classification of living things is based on a given set of criteria and is a tool for understanding biodiversity and interrelationships. * SC.H.1.3.1 The student knows that a scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. * SC.H.1.3.2 The student know that the study of the events that led scientists to discoveries can provide information about the inquiry process and its effects. *SC.H.1.3.6 The student recognizes the scientific contributions that are made by individuals of diverse backgrounds, interests, talents, and motivations. *SC.H.3.3.6 The student knows that no matter who does science and mathematics or invents things, or when or where they do it, the knowledge and technology that result can eventually become available to everyone. *SC.H.3.3.7 The student knows that computers speed up and extend people’s ability to collect, sort, and analyze data; prepare research reports; and share data and ideas with other. FELE *SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa. FTCE *SC.K.N.1.1: Collaborate with a partner to collect information. *SC.K.N.1.2: Make observations of the natural world and know that they are descriptors collected using the five senses. *SC.K.N.1.3: Keep records as appropriate -- such as pictorial records -- of investigations conducted. *SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features. *SC.K.N.1.5: Recognize that learning can come from careful observation.

  7. Daily Schedule • Science by S. M. Hadley • DAILY Schedule: Collaborative ITU “CIVIL WAR – BEFORE, DURING, & AFTER” • SOUTHEAST4 ACADEMY: 8th Grade Students 8:00 AM to 10:00 AM • Monday • Disease States of Civil War Soldiers: Study of Germs & Bacteria • Tuesday • Complete and Review Disease States of Civil War Soldiers: Germs & Bacteria • Microscope Manipulation • Wednesday • Medical Contributions from the Civil War: Hygiene, medical methods, medical tools/inventions, knowledge sharing • Research • Comparisons to current world events • Thursday • Working Together during the Civil War: Solving today’s health related problems by understanding our past; using research and technology when evaluating, observing and solving health-related problems in their current world; medical organizations • Comparisons to current world events • Friday • Wrap up/Review/Discuss Level I: Medical Science: Civil War – Before, During and After”

  8. Weekly Schedule

  9. Media List • Books • Overhead Projector & Smart Board • Computers • Internet Access • Pre-selected Websites • Videos • Computer Video Clips • DVDs

  10. Culminating Activities Science: Students will break off into three groups. Three groups will be assigned one of three outcomes: 1) Bacterial Disease and Civil War Soldiers, 2) Medical Technology & Knowledge Sharing Then and Now, 3) Working Together to Alleviate Suffering – Then and Now. Each group will create a science project/poster for presentation at the annual science fair.

  11. Science Assessments by S. M. Hadley • The students will be able to perform the following by the end of the school year (August through May term) with 70% degree of accuracy/completion: Rubric in percentages = 100%, or A+· 5% Name the three most prevalent disease states of Civil War soldiers. COGNITIVE· 5% Describe symptoms of each disease state. PSYCHOMOTOR· 5% Use a microscope to view germs, bacteria and viruses. PSYCHOMOTOR · 5% Written Exam. Explain the life cycle of germs, bacteria, viruses. COGNITIVE, AFFECTIVE· 5% Compile a picture/graphic journal of germs, bacteria, viruses. COGNITIVE, AFFECTIVE· 5% Identify, compare and contrast medicines/treatments/procedures used during the Civil War and with current/modern medicine. AFFECTIVE·5% List, compare and contrast education levels of Civil War Physicians and Modern Doctors. AFFECTIVE·10% Conduct research and write reports. COGNITIVE·5% Determine impact of “working together” to alleviate suffering during Civil War and how this compares to current war efforts. COGNITIVE·5% List medical organizations/societies formed during the Civil War. COGNITIVE·5% State if these organizations/societies exist today. AFFECTIVE·5% Participate in a field trip. AFFECTIVE, COGNITIVE, PSYCHOMOTOR·30% Participate in a science fair. AFFECTIVE, COGNITIVE, PSYCHOMOTOR·5% Each student will give a presentation. COGNITIVE, AFFECTIVE, PSYCHOMOTOR

  12. References & Websites • SCIENCE (S. M. Hadley) • http://www.civilwarhome.com/casualties.htm • HTTP://WIKI.ANSWERS.COM/Q/WHAT_DISEASE_CAUSED_THE_MOST_DEATHS_DURING_THE_CIVIL_WAR&ALREADYASKED=1&RTITLE=WHAT_CAUSED_DEATHS_DURING_THE_CIVIL_WAR • http://wwwnc.cdc.gov/travel/yellowbook/2010/chapter-2/travelers-diarrhea.aspx • HTTP://WWW.EARTHLIFE.NET/PROKARYOTES/DISEASE.HTML#2 • http://videos.howstuffworks.com/hsw/8501-how-to-use-a-microscope-single-lens-vs-compound-video.htm • HTTP://EN.WIKIPEDIA.ORG/WIKI/DIARRHEA • http://en.wikipedia.org/wiki/Dysentery • http://en.wikipedia.org/wiki/Typhoid_fever • http://images.ask.com/pictures?q=bacteria&qsrc=8&o=0&l=dir • http://www.cellsalive.com/cells/3dcell.htm • http://www.encyclopedia.com/topic/bacteria.aspx • http://www.healthhype.com/microorganisms-types-harmful-effects-on-human-body-pictures.html • HTTP://WWW.ATSU.EDU/FACULTY/CHAMBERLAIN/WEBSITE/GALLERY.HTM • MARTINELLO, M. L., COOK, G.E. (2000). INTERDISCIPLINARY INQUIRY IN TEACHING AND LEARNING. UPPER SADDLE RIVER, NEW JERSEY. • ROBERTS, P.L., KELLOUGH, R.D. (2008). A GUIDE FOR DEVELOPING INTERDISCIPLINARY THEMATIC UNITS, 4TH ED. UPPER SADDLE RIVER, JEW JERSEY

More Related