1. Lesson Description 2. Classroom and Time Management 3. Materials and Teacher Preparation 4. Assessment 5. Technical Skills Guide  1. Lesson Description Period of time required for lesson: 6 days, 55-minute each day Overall goal of the lesson: The goal of this lesson is to have students create an online newsletter that explores underlying influences on the formation of the states. Students will discover how immigration, ethnicity and the economy impacted development of the states. Using research they have previously done on this topic, students will create an online document that presents their work. Rationale for the lesson: This lesson is designed to meet the social science standards for the fifth grade. The lesson also teaches students technology skills appropriate for this grade level Student academic outcome objectives: Students will be able to: understand and create logical and organized expository text on the three primary factors shaping the states appraise, support, and demonstrate how immigration, ethnicity, and economic standing influenced the states examine, compare, and choose one determining factor among economy, ethnicity and immigration that shaped the states discuss the different geographical features that influenced the formation of the states and their capitals Student social outcome objectives: Students will be able to: assume specific roles in working together to produce a newsletter collaborate within those roles Student technical skills outcome objectives: Students will learn how to use StarWriter for Web publishing to: create a title (or "main menu") link page for their group's writing develop hyperlinks to pages on their own site as well as to remote sites format a document in a way appropriate for Web publishing create a "Webography" (Web bibliography) to share their research sites; change font size and style use spell check use color and graphics for emphasis upload files to their school intranet or Internet Web site Prerequisite Social Skills: Students should know how to: assume different roles and work together in a collaborative setting share information that will contribute to the overall success of a group listen to and understand other students1 ideas about the final product Prerequisite Technical Skills: Students should know how to: recognize basic interface features of StarOffice 5.1 log on to their computer network reboot in case of system failure create a new text document and save it to the appropriate folder open an existing document from the appropriate folder print a document navigate in a document by using the keyboard use the mouse use basic pull-down menu commands under File and Edit use word processing software, including importing images, cutting and pasting text, and anchoring images use email Back to Top  2. Classroom and Time Management Group Management: Students will work in heterogeneous groups, with each group responsible for the overall layout and content of its Web site, as well as feedback and peer editing of the articles. Technology Management: Students should have a common work folder where they have read and written privileges for collaboration graphs Students should work on one computer to collect Web site URLs for their Webography The Web site will be coordinated from one computer Students will edit the content of their section of the site using StarWriter Students will use the research and articles they created when learning word processing (Module 4 lesson) and further format and clean up previously developed articles Students will design their Web site on paper and decide on the order in which the links will appear on the main menu Students will decide on file names for each of the articles being developed Students will select graphics to incorporate on their pages and place them Time Management: Day Event 1-2 Students form groups, assign roles, and receive directions on research procedures. Students outline the main page of the Web site they are developing and assign articles. Students are to follow up previous research and write down: the URLs for all sites used in research, the date of publication, name of the page author, and affiliation of the author, when available, the email address of the Webmaster or author of the Web sites to be used in the Webography 3 Students compose email to the authors/Webmasters of the sites they are using in the Webography. The teacher reviews these letters before they are sent. They include: a description of the project, an introduction to the school and classroom, a request for permission to link to the site, a request for permission to use graphics from the site, an explanation of how long these Web pages will be online, who will view them and the purpose of the assignment 4-5 Students create their Web pages using StarOffice 5.1, and then upload the pages to the school intranet or Internet Web site 6 Students respond to any email feedback sent to them by parents, other students and community members; the teacher reviews emails before they are sent Back to Top  3. Materials and Teacher Preparation As included with the Technical Skills Guide. Back to Top  4. Assessment Students will be graded on both their individual and group work. Teachers should conduct Internet research, organize bookmarks for the students and create a folder for graphics. Back to Top  5. Technical Skills Guide -StarOffice (zipped - 400 Kb) Back to Top