Multimedia Project Design

Project Title:

Four American Indian Cultures

Grade Level:

5th grade

Subject/Topic Area(s)

Social Studies/Writing

Designed By: JoEllen Youngblud

Date: August 1, 2000

School District: Prince George’s County

School: Marlton Elementary School

Goal:

Students will effectively review, evaluate, and select media for an identified information need through the use of electronic encyclopedic software and the internet. The students will demonstrate ability to write effectively to inform by developing and organizing facts to convey information about their topic by using the various types of technology. In this way, students will create meaning for themselves and others.

Content Standards:

Social Studies Standards

In the context of Maryland up to contemporary times, and U.S. History through 1790, at the end of grade 5, students know and are able to do everything required at earlier grades and are able to:

4.1.5.3 identify and locate physical and human characteristics of places and explain how those characteristics have affected people living there
(MLO 3.2)

1.1.5.2 find, apply, and organize information specific to social studies disciplines by reading, asking questions and observing
(MLO 1.2)

1.1.5.3 find, interpret, and organize primary and secondary sources of information including pictures, graphics, maps, atlases, artifacts, timelines, political cartoons, videotapes, journals, and government documents
(MLO 1.3)

1.1.5.12 develop effective questions to acquire information about people, events, civilizations, and other social studies concepts

7.1.5.1 describe and compare cultural characteristics of different groups of people
(MLO 6.1)

7.1.5.2 describe how cultures have developed and changed

7.1.5.4 analyze ways in which diverse groups of people adapt to the environment and modify culture over time
(MLO 6.3)

Technology Standards

Students will develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity

Students will use technology tools to enhance learning, increase productivity,

and promote creativity.

A Students will use productivity tools to collaborate in constructing

technology-enhanced models, preparing publications, and producing other creative works.

 

Writing Standards

By the end of grade 5, students know and are able to do everything required at earlier grades and:

3.5.1 Organization and Focus

1. Create a paragraph that guides and informs the reader’s understanding of key ideas and evidence and that presents effective introductory and concluding sentences, logical sequencing of ideas and transitional words.

(MLO.W.1.1, MLO.W.2.1, MLO.W.3.1)

3.5.2 Research

  1. Understand and use the organizational features of printed texts such as the preface afterward, table of contents, chapter headings, subtitles, index, glossary, and end notes to locate relevant information to accomplish writing tasks.

Project Summary:

This multimedia project will engage a group of students in a thought provoking performance task in which they will explore a Native American culture and how their environment influenced them. The students will also develop skills in the areas of reading and writing to inform. They will develop questions that will aid them in their research. They will publish their information in the form of a Power Point Presentation.

Objectives/Desired Results (What will the learners understand as a result of this project?)

The students will develop an understanding of what influenced the Anasazi, Makah, Mississippians and the Creek Native American Cultures.

The students will develop an understanding of the effects of the environment on their culture.

The students will develop an understanding of how religious beliefs reflected concerns for survival.

The students will develop an understanding of how art, ceremonies, and stories reflect the environment.

The students will develop an understanding of how modern man is influenced by the Native American culture.

The students will be able to develop a clear and informative presentation using good writing techniques.

The students will be able to develop a bibliography of their resources.

The students will be able to use the power point application to present their findings.

The students will be able to research their topic using research software.

The students will be able to use the internet to research their topic.

 

Plans for Facilitation:

The students will first brainstorm with their teacher using "Inspiration" about what they think an environment is. They will view a video, after dividing into four groups, they will discuss essential elements of the movie, and then they will develop questions that will help them in their research. They will use the electronic encyclopedia, the internet tools and library resources for their research. They will gather images and write up their information to be in included in their Power Point Presentation.

Instructional Resources:

Alpha Keyboards, MS Word, Encarta, Power Point, Winnebago Electronic Catalog, "Inspiration", America Will Be classroom text and the Video More Than Bows and Arrows and an assortment of folktales.

Type of Assessment Used (e.g. observations, work samples, electronic discussions, dialogues)

  1. Teacher Observations
  2. Samples of class notes
  3. Classroom discussion
  4. Self Evaluation
  5. Peer Evaluation
  6. Power Point Project

Scoring tool (e.g. rubric) to be used for evaluation.

Quiz:

Using a table compare the likenesses and differences of the 4 Native American Cultures as to their environment, work, food and religion.


Presentation Rubric

4. The presentation is very effective showing clear understanding of the relevant concepts. Many sources are used and presented in a clear bibliographic format. The organization of the materials is done in a method beyond this age level. The presentation is presented in a polished and thorough manner shown by evidence of excellent craftsmanship.

3. The presentation conveys a clear understanding of the relevant concepts. The information is accurately stated. Sources of information where presented in a bibliographic format. The presentation was presented in a clear and polished manner with an effective use of graphics.

2. The presentation is limited in the information presented. There was some misunderstanding of the concepts presented. Few sources are stated with little regard for the bibliographic format. The presentation was somewhat effective but there were problems with delivery and polish.

1. The presentation is ineffective and unpolished. It shows little evidence of prior research, planning, or practice. Responses reveal major misunderstandings of essential ideas and no sources of information are stated.

Class Participation Rubric
  1. The student took on a leadership role, showed empathy for the team and was willing to work cooperatively. He/she brought new ideas and a deeper meaning to the project.
  1. The student showed initiative was willing to work cooperatively and added to the discussion and content of the research and presentation.
  1. The student showed some interest but had little to add. He/she did minimal work in the research area and added little to the presentation.

1. The student showed no interest and was an unwilling participant.