MyEd is update to date with marks of assignments received as of 2 pm May 19th (this does not include the Inventions project) Please check to make sure I haven't missed anything. Send in missing assignments.
At home learning Spring 2020
INDUSTRIAL REVOLUTION
Textbook: Global Transformations, Chapter Seven
At home learning Spring 2020
INDUSTRIAL REVOLUTION
Textbook: Global Transformations, Chapter Seven
At Home Learning - Week of April 27th (do lesson 1 & 2)
Day One:
1. Start with the Revolution Unit sheet. Have students record three things that they already know about the Industrial Revolution and three things they wonder.
2. State that this revolution is the one that affects us the most out of the four revolutions we've studied. Ask why. Look around. What examples/legacies of the IR are around us? What around us hasn't been affected by the IR? You will have to answer this question on this weeks Google Form. Its harder than you think, i challenge you to come up with something.
3. Look at the different parts of the British Empire and read (this is the info you need to put in the following chart) about them to take notes/fill out chart.
1. During this activity have a picture of the entire British Empire on the board. What do you notice about the empire? What comes to mind when you hear this statement: The sun never sets on the British Empire" (the empire is so vast and that is always at least one place on earth that has the sun shining on it and belongs to the British Empire. Can you imagine having to gain and maintain control of something to vast and how hard that would be?)
Day One:
1. Start with the Revolution Unit sheet. Have students record three things that they already know about the Industrial Revolution and three things they wonder.
2. State that this revolution is the one that affects us the most out of the four revolutions we've studied. Ask why. Look around. What examples/legacies of the IR are around us? What around us hasn't been affected by the IR? You will have to answer this question on this weeks Google Form. Its harder than you think, i challenge you to come up with something.
3. Look at the different parts of the British Empire and read (this is the info you need to put in the following chart) about them to take notes/fill out chart.
1. During this activity have a picture of the entire British Empire on the board. What do you notice about the empire? What comes to mind when you hear this statement: The sun never sets on the British Empire" (the empire is so vast and that is always at least one place on earth that has the sun shining on it and belongs to the British Empire. Can you imagine having to gain and maintain control of something to vast and how hard that would be?)
Day Two: week of April 27th
Google Forms: Please complete by noon May 1st
- Agricultural Revolution PPt and guided notes. Include a mini-lesson on Punnet squares and selective breeding.
- Then students will watch a PPt that introduces some of the inventions that were developed during this time. Notes.
- Take students on field trip to examine lasting legacies of the transportation improvements from the IR. You can do this on your own: find a gravel road. Look down along it and try to describe the shape of the roadway; is it really flat? are any section higher or lower/ why may that be? How old/heavily used is the road? As long as the road isnt heavily used/old the highest point should be in the middle with it sloping to the sides - why would this be? (so water can run off the road) If its older the lowest points may be the tire tracks and the other points would be higher; how can this be a negative thing? can get stuck in the pooling water-> mud. Now kneel down and and dig a little ways, maybe 3 inches down. What do you find on the top versus at the bottom? Ideally it should be smaller rocks at the top, crush under neath and dirt at the bottom. Would would this be? What does it let water do? (drain down) This system of roadways was developed during the IR and has been used since.
Google Forms: Please complete by noon May 1st
At Home Learning - Week of May 4th
Day Three:
1. Recap yesterday's field trip about transportation.
Students will try to predict the top ten inventions of all time. Then show students the list.
2. Next have students follow the PPt on Work and Technology. Notes. Students will complete a walk and talk about half way through to discuss topics learned so far in today's PPt. Continue with the rest.
Day Three:
1. Recap yesterday's field trip about transportation.
Students will try to predict the top ten inventions of all time. Then show students the list.
2. Next have students follow the PPt on Work and Technology. Notes. Students will complete a walk and talk about half way through to discuss topics learned so far in today's PPt. Continue with the rest.
Day Four: Week of May 4th
1. PPt on the Affects of the IR on Society with guided notes.
2. Show the page about Luddites and their actions against the IR.
3. Show videos about Child Labour in the IR & Turning Points in History: IR.
4. Complete the Sweat Shop Simulation Web Quest. (optional but please take a quick look at least, its effective if you complete it)
5. Have students check their clothing for "made in..." tags. Create a list on the board of where their clothing is from. Brainstorm why our clothing comes from these countries mostly compared to Canada and/or the US. Show a clip of Made in Bangladesh (optional but a good one)
6. Sum it all up with Crash Course's video on the IR.
7. Watch a video, Fashion's Dirty Secrets. This will highlight the effects of the fashion industry on our world ( a whole lot more polluting than most people will believe)
Google Form: to be completed by noon Friday May 8th
1. PPt on the Affects of the IR on Society with guided notes.
2. Show the page about Luddites and their actions against the IR.
3. Show videos about Child Labour in the IR & Turning Points in History: IR.
4. Complete the Sweat Shop Simulation Web Quest. (optional but please take a quick look at least, its effective if you complete it)
5. Have students check their clothing for "made in..." tags. Create a list on the board of where their clothing is from. Brainstorm why our clothing comes from these countries mostly compared to Canada and/or the US. Show a clip of Made in Bangladesh (optional but a good one)
6. Sum it all up with Crash Course's video on the IR.
7. Watch a video, Fashion's Dirty Secrets. This will highlight the effects of the fashion industry on our world ( a whole lot more polluting than most people will believe)
Google Form: to be completed by noon Friday May 8th
At Home Learning - Week of May 11th: complete lesson 5
Day Five:
Please complete the Google Form when you're done your Invention Project/ by noon Friday May 22nd.
Day Six: Skip this for at home learning.
1. Present Invention Project: in a science fair set up, half the class will have their projects on display. The other half will be given time to walk around looking at their peer's projects and ask questions. Such as: what was the impact of the invention? Why was it significant? What surprised you? Then the students will switch roles.
2. After both halves have had a chance to look around, have 2 appreciations given for each student. Such as: nice medium of knowledge, good understanding, thanks for teaching me something.
3. Students will complete their self and peer assessments and hand in.
4. Complete their Cause and Effect sheet for the 4 revolutions.
Day Five:
- Introduce the Inventions Project, with exemplars. Student Version. See the slide show above for pictures of the posters and the science fair set up. Students finished it off with a few moments to share their appreciations with each other regarding the wonderful work done. Student Examples.
- Visit Mrs. Berrisford in the library to learn how to properly create a standard "References" list for future projects. Note the directions on the right hand side of the page for APA style. The quick guides are great for help but I want to run through a few of the online citation help websites with you as there are some hints and things to remember: look for a video coming soon about that.
Please complete the Google Form when you're done your Invention Project/ by noon Friday May 22nd.
Day Six: Skip this for at home learning.
1. Present Invention Project: in a science fair set up, half the class will have their projects on display. The other half will be given time to walk around looking at their peer's projects and ask questions. Such as: what was the impact of the invention? Why was it significant? What surprised you? Then the students will switch roles.
2. After both halves have had a chance to look around, have 2 appreciations given for each student. Such as: nice medium of knowledge, good understanding, thanks for teaching me something.
3. Students will complete their self and peer assessments and hand in.
4. Complete their Cause and Effect sheet for the 4 revolutions.
Day Seven: At Home Learning, Week of May 22nd - June 5th 1. Complete their Cause and Effect sheet for the 4 revolutions. 2. Revolutions Project. Inquiry questions: watch this video about creating inquiry questions: inquiry questions video 3. Students will chose a modern day (1970 and on) revolution (or revolutionary event) and examine the effect of CHANGE that event has had. Students will be able to choose their own medium to demonstrate their learning. **The guiding pre-questions are due Friday May 29th 4. Click here for a quick guide on how to create citations in the APA format. A great tool to use is citation machine. But please make sure you always double check the info that it was able to pull up as often it is missing pieces that you are easily able to add in. If you have any questions about citations, please ask me. Student Examples. 5. This project will be assess on some strands from each criterion. 6. This is due Friday June 5th. Google Form due June 5th by noon. |
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Day Eight:
1. After a a few days in the lab we are wrapping up our Revolution Unit. We will most likely have another day or two in the lab.
2. Students will play a Kahoot! game to review and wrap up the unit.
Day Nine: Skip this for at home learning
1. After a a few days in the lab we are wrapping up our Revolution Unit. We will most likely have another day or two in the lab.
2. Students will play a Kahoot! game to review and wrap up the unit.
Day Nine: Skip this for at home learning
- Final wrap up: Make sure all wonder questions have been answered and remove from wonder wall.
- Students should be prepared to share out their Revolutions Project.
- Students will take out their unit outline which has the guiding questions on it. They will pick one of these to answer in a paragraph format touching on all four the topics that we have examined. Due at the end of the week.
- Reminder that Thursday April 25th we are going tree planting at the Enowkin Center, please have your permission forms in.