History Ancient Greece – Virtual Field Trip Aut

EDUC 5993: Exceptional Learners & Differentiated Education

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THINK SHEET. Do this before you plan /please do this page and include with your lesson Curriculum Area (s): History Ancient Greece – Virtual Field Trip

Authors: Kristen Brown

Grade Level: 10 Authors Contact: Time Required: 90 Minutes Overview: 15 Minutes Virtual Field Trip: 65 Minutes Closure: 10 Minutes

Instructional Groupings: • The Introduction to the lesson will be done as a

whole-‐group discussion • The Main Activity is mixed ability grouping as

students can create groups of 2 or work individually (students can choose their own partner)

• Final Assessment Project can be groups of two or individually

Standards: List the provincial standards/curriculum outcomes that you are using in this lesson. ü Demonstrate understanding of their own and others' cultural heritage ü Demonstrate an understanding of the achievements of Greek architecture and/or sculpture. ü Describe the pleasures and challenges of daily life in the Greek city-‐states.

Materials, media and resources list • http://ancientgreecetrip.weebly.com/ (virtual fieldtrip website) • http://acropolis-‐virtualtour.gr/ (Acropolis tour website) • Computer lab / laptops • Smart Board • Column Note taking sheet • Choice Board & Rubric • Pencil

Overview: Where is Greece located on a map? What is the Capital? Students will locate that Greece is in Europe. Athens is the Capital of Greece and is where the Acropolis is located. What is the climate in Greece? Students will pack an imaginary suitcase and determine that the climate is much warmer then where we live. What is one thing that Greece is most known for? Ancient Greece is known for their amazing architecture – this will be the focus of the lesson as students will take a virtual fieldtrip around the Acropolis located in Athens, Greece. Universally designed and Differentiated

ü All students will have their own computer and on the website it describes the steps for the virtual field trip on the first page. Students who are visual / textile learners will benefit from having the steps in front of them. We will discuss the steps prior to the activity for auditory learners.

ü Students having their own laptops will allow them to move at their own rate ü The teacher will demonstrate to the students how to get to the Weebly site and will show them

how to properly use it on the Smart Board. ü Students are able to choose to work individually or in pairs and have a choice on which

assignment they want to complete ü Students will complete a column note taking sheet (Dodge)


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Additional Modifications: ü Teacher can choose to do the virtual field trip entirely as a class and discuss as they travel to

each monument ü Packing the suitcase can be done in a prior class and become a visual / kinesthetic activity as well

by getting students to draw, write or make an artifact box on what they are going to bring on their fieldtrip

The video that I watched revealed the importance of teaching to the skills of your students in a relaxed and comfortable classroom. The teacher likes to use Netbooks in class because she believes that it is more effective than the traditional paper and pencil approach. She believes that with netbooks students are more engaged with the content and become more interactive.

ü http://www.montgomeryschoolsmd.org/departments/hiat/udl/examples/examp006.shtm As a result of this lesson students will…. KUD –(Wormeli 2006) Understand

1. Students will understand the climate / atmosphere of ancient Greece 2. Students will take a virtual field trip to explore the ancient monuments (Propylaia, Parthenon,

Erechtheio & Athena) built on the Acropolis 3. Students will demonstrate their ability to differentiate between the 4 temples by completing

their worksheet Know:

1. Students will know where Greece is located on a map

2. There are 4 main temples on the Acropolis in Greece

3. Students will know the reason behind each monument being built and the year it was built

4. Students will know at least 3 facts about each monument

5. Students will get to take a closer look at each monument to see different angels and different materials used to

Do (Skills) 1. Students will complete a worksheet to

demonstrate their knowledge on the temples

2. Students will represent the application of skills by creating a final assignment on one of 4 temples using the choice board provided

Steps in lesson Pre-‐Assessment: (What will your pre-‐assessment look like?) The class will begin with a whole-‐group discussion about activating prior knowledge on Ancient Greece. The teacher will then put up a Map of Greece and students will try to locate it (Appendix). The teacher will explain that they will be going on a virtual field trip to the Acropolis of Greece using http://ancientgreecetrip.weebly.com/ (appendix for screenshots). The class will have a discussion to pack their suitcases to see what they need to bring on their trip. Use picture of climate on Smart Board to show the students the weather. This is a hook activity to get students engaged in the learning. Next, the class will participate in watching an “in-‐flight movie” to simulate being on an airplane and taking off, again this is to hook the students to the lesson.


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Students will then log onto their computers and with guided support will arrive at their destination of Greece. When they have virtually arrived, they will have the opportunity to explore 4 monuments of the Acropolis. They will use the Column Note taking handout (Dodge) (appendix) to capture at least 3 facts about each monument. The instructions are listed on the website for students to refer to at any time (see appendix for screenshots of website) Closure Activity/Wrap up and or formative assessment. Provide options for building skills/practice and apply information from lesson. Students will be asked to choose an assignment from the choice board (Dodge) (appendix) and based on their choice they will create a project on one of the four monuments that they have learned about today. They will be expected to find as much research as possible on this monument and will have the next two classes to do so. Also see attached rubric in appendix *Be sure to model an example project from a previous year or done by you to show students*

Post-‐Assessment: How will you use this data to inform your next learning experience? After the students are complete their formative assessment they will fill out an exit card (Dodge) that asks them:

1. What was your favourite thing about this assignment? 2. What changes would you make? 3. Would you go on another virtual fieldtrip? Where would you go?

*Collect this data to see if your lesson was successful and if it is worth doing again in the future – if students would like to go on another fieldtrip take their ideas into consideration and see if they fit into curriculum goals for another unit*


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Instructional practice review. Review your lesson. Have you included these Key points? Reference your lesson

• Integrated curriculum ü The overview integrates History & Language Arts

• Student choice ü Students can choose to have a partner or to work individually ü Students can choose which temple to focus their main assignment on ü Choice board for student to choose assignment that suits them

• Flexible groupings ü Whole-‐group discussion during introduction (Dodge) ü Choose to work in partner or individually

• Differentiated instruction ü Students are able to choose which assignment they want to pursue in the end

for their final mark ü Modification: The lesson can be done as an entire class by putting the virtual

fieldtrip on the Smart Board and walking through it together as a class ü Modification: teacher can assign partners based on mixed-‐ability (Dodge)

• Differentiated Assessment ü Rubric attached ü Modification: can be adapted to fit any of the student projects

• Assessment for learning/class profiles/strategic teaching ü Student assessment is based on their monument project which is a choice

project ü Students have a column note taking worksheet to provide guidance while on

the field trip (Dodge) • Technology

ü Picture of a Map, YouTube Video, Virtual Field Trip Lesson, Acropolis Tour ü Laptops / Computers for every student / pair of students

• Discipline based inquiry ü Students will use prior knowledge to determine what they must pack in their

suitcase to go on the Trip • Meta-‐cognition/ self regulation assessment for learning

ü Students will work on the column note taking while doing the activity • Understanding by design/ essential understandings

ü Global awareness – students will know where Greece is situated on a map ü Structure of monuments – students will see the difference in 4 Monuments

• Social and academic inclusion of students with exceptionalities ü All students have the opportunity to participate and the freedom to choose a

partner or to work individually ü Students can choose any activity on the Smart Board (can choose to present

their final product or not)


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Appendix:

Maps of Greece


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Climate:

Column Note Taking Worksheet:


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Choice Board:


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Rubric:


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Website Screen Shots: (http://ancientgreecetrip.weebly.com/)


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History Ancient Greece – Virtual Field Trip Aut

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