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VITAL INFORMATION

Subject(s):

History, Social Studies, Geography, Creative Writing

Topic or Unit of Study:

The seven natural wonders of the world

Grade/Level:

4-5

Objective:

After visiting the hotlist websites, the students will be able to recognize all seven natural wonders of the world. They will be able to locate every 'wonder' and become an expert on one of them.

Summary:

The students will research the seven natural wonders of the world. They will be able to locate each one and describe it. They then will take the information they have learned and creative write about a wonder of their choice.

IMPLEMENTATION

Learning Context:

The students have been studying about the earth. In this lesson they will be able to focus in on certain natural occurrences, rather than in general. By creative writing they will begin to use the information they have gathered and personalize it.

Procedure:

Introduction: (5 minutes)
What have we learned so far about the earth?
What do you know about it?
How are things formed naturally on Earth?
What is erosion?
What are the ways erosion can occur?
What kind of natural land forms are there?
Can you think of any specific land forms by name?

I am going to give you a list of web sites that I want you to explore. These web sites are all about the Seven Natural Wonders of the World. Go through the web sites and gather information about each natural wonder. I want to know where they are located, what they are, and two or three interesting facts about each one.

Media Center Work: (45 Minutes)
1. The students will get a hot list of web sites where they can find information about the Seven Natural Wonders of the World.

2. The students may only access the web sites provided on the hot list, and any link found on the web sites for this activity.

3. The students will use a provided handout to record the name of each natural wonder, what it is, where it is located, and two or three interesting facts about each one.

4. The students will have 45 minutes to do research online. They may ask the librarian/media specialist or teacher for help.

Creative Writing (Journal):
(10 minutes)
5. The students will work in groups of four, sharing any information they have learned.

(30 minutes)
6. Each student will choose one natural wonder that interests them.

7. They will begin the writing process we learned earlier in the year. (First brain-storming about the topic and then they may begin writing.)

Sample Student Products:

Collaboration:

Students will work collaboratively & individually. Students will work in groups of 4.

Time Allotment:

1 class period. 1.5 Hrs per class.

Author's Comments & Reflections:

The time alloted may need be changed if the students are writting fluidly durring the creative write. Do not stop the students if they need more time.

Also, this lesson can be carried out into a full writing process assignment. (Brainstorm, write a first draft, revise, second draft, revise, final copy.)

MATERIALS AND RESOURCES

Instructional Materials:

Attachments

Natural Wonders Internet Research This handout, or one similar, may be used by students to aid/direct their internet research.
HOTLIST This is a list of websites for the students to use.

Resources:

Materials and resources:
Handout, paper, pencil
Technology resources:
Netscape, Word
The number of computers required is 1 per student.

STANDARDS & ASSESSMENT

Standards:

USA- AASL- American Assc. of School Librarians: Info. Literacy Standards for Student Learning (old)

• Area : Information Literacy
From Chapter 2, "Information Literacy Standards for Student Learning," of Information Power: Building Partnerships for Learning by American Association of School Librarians and Association for Educational Communications and Technology. Copyright 1998 American Library Association and Association for Educational Communications and Technology. Reprinted by permission of the American Library Association.

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently

Standard 3: The student who is information literate uses information accurately and creatively

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) (old)

• Grade : Grades 3-5

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright � 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int�l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

Performance Objective 1: Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)

Performance Objective 4: Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)

Performance Objective 5: Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

Performance Objective 8: Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

MI- Michigan Curriculum Frameworks

• Subject: English Language Arts

• Standard (OUTDATED)1,2,3: Meaning and Communication
All students will read and comprehend general and technical material.
All students will demonstrate the ability to write clear and grammatically correct sentences, paragraphs, and compositions.
All students will focus on meaning and communication as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts.
The essence of the English language arts is communication--exchanging and exploring information and insights. We are meaning-makers who strive to make sense of our world. We use the English language arts in every area of our lives, not just the classroom. They help us deal with other people in the world around us. Listening, speaking, viewing, reading, and writing are naturally integrated in our attempts to communicate. We continually improve our understanding by using our past experiences, the circumstances in which we find ourselves, and what we are hearing, reading, or viewing. Only when we understand or when we are understood are we communicating--only then are we using the English language arts.

• Grade EE - Early Elementary

Performance Benchmark 1: Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. Examples include using more than one of the language arts to create a story, write a poem or letter, or to prepare and present a unit project on their community.

• Subject: Social Studies

• Strand II: Geographic Perspective
Students will use knowledge of spatial patterns on earth to understand processes that shape human environments and to make decisions about society. Knowledge of geography enables us to analyze both the physical features and the cultural aspects of our world. By helping us understand relationships within and between places, a geographic perspective brings an understanding of interdependence within local, national, and global communities. Over time and in varying contexts, students construct an increasingly sophisticated geographic perspective organized by the following themes:

Standard II.1: Diversity of People, Places, and Cultures
All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements. The mosaic of people, places, and cultures expresses the rich variety of the earth. Natural and human characteristics meld to form expressions of cultural uniqueness, as well as similarities among peoples. Culture is the way of life of a group of people including language, religion, traditions, family structure, institutions, and economic activities.

Assessment Plan:

The student will be evaluated according to the attatched rubric.

Assessment/Rubrics:

Rubrics
Seven Natural Wonders of the World

The Seven Natural Wonders of the World!