Pierce,+Rebecca


 * Unit Title:** How Does Migration Impact Our World?
 * Grade Level:** Four
 * Duration:** 8 weeks

The curriculum framework at ISM is Essential Learnings and is designed to help children succeed in the 21st century world. There are 5 Key Areas in this framework: Thinking, Communicating, Personal Futures, Social Responsibility and World Futures. Each of the Key Areas is made up of four Key Elements. Each unit (Unit of Inquiry) is based upon the Essential Learnings. I’ve copied the structure of the Units of Inquiry here (see below) and have created this unit on migration to meet the goals of this framework. __Broad purpose__ __Broad purpose__ __Broad purpose__
 * __About “Standards” at__ __International__ __School__ __Manila__
 * Tuning In**
 * To find out what students already know, think and feel about the topic (understandings, misconceptions, attitudes)
 * To identify gaps in knowledge and understanding (including related language)
 * To provide students with a focus for the forthcoming experiences
 * To provide students with opportunities to become engaged with the topic
 * To ascertain the students’ questions about and interest in the topic
 * To allow students to share their personal experience of the topic
 * To help plan further experiences and activities
 * Finding Out**
 * To stimulate students’ curiosity
 * To provide new information which may answer some of the students’ earlier questions
 * To raise further questions for students to explore in the future
 * To challenge students’ prior knowledge, beliefs and values
 * To provide shared experiences for all students
 * To process and reflect upon
 * To develop research/information skills
 * Sorting out**
 * To provide students with various means of processing information and ideas arising from finding out
 * To allow for a diverse range of outcomes
 * To encourage students to begin to apply and transfer some of the information they have gained to a variety of tasks or contexts
 * To develop skills in the arts, mathematics, language and technology
 * To assist students to explore some of the feelings, values and attitudes associated with the topic
 * To create concrete records of experience and information gathered through the arts, mathematics, language and technology
 * To encourage students to review what they know as a group

__Broad Purpose__
 * Going Further**
 * To extend and challenge students’ understandings about the topic
 * To provide more information in order to broaden the range of understandings held by the students
 * To meet particular interests that have emerged during the unit
 * To revise, where necessary, some of the key understandings
 * To develop independent research skills

__Broad Purpose__ **ISM Essential Learning Key Area:** Understands the process of inquiry and uses appropriate techniques for posing questions, defining problems, processing and evaluating data, drawing conclusions and flexibly applying findings to further learning and to creating new solutions.
 * Making conclusions**
 * To explore and contemplate rich concepts (big ideas & understandings)
 * To give students opportunities to share and explain understanding
 * To summarize and provide evidence of the inquiry process
 * To provide students with vehicles for personal expression
 * To think about methods/types of thinking and purposes for learning in order to improve understanding
 * To invite understanding and caring about different perspectives
 * To explore ethical reasoning
 * To make connections and “pull it all together”
 * To make generalizations about topic and guide future learning
 * To return to guiding questions and assess the learning/understanding that has developed during course of unit.
 * To ask, “What now? What action do I want to take in response to this new understanding?

__ Lesson One:__ Using gathering grids in investigations __Lesson Two:__ Primary sources and surveys in investigations __Lesson Three:__ Using Venn diagrams to compare and contrast data __Lesson Four:__ Using charts and maps to display data (using Google Earth) __Lesson Five:__ Cause and effect (of migration) __Lesson Six:__ Using the internet in research - evaluating web pages __Lesson Seven:__ Using the internet in research – effective search terms __Lesson Eight:__ Creating characters from an historical migration (using class blog) __Lesson Nine:__ Understanding different points of view (using class blog) __Culminating Project:__ Immigration Island – character performances

**__Lesson 1__**


 * Instructional Goal**
 * Students will be able to create gathering grids as one means of conducting research


 * Performance Objectives**
 * Students will access prior knowledge about migration
 * Students will create gathering grids to be used in Lesson 2

Thirty to forty-five minutes
 * Time**

__Set induction:__ Write the following prompt on the board “How does migration impact our world?” Ask students what migration is. Copy responses on board as students brainstorm ideas. Tell students that although birds and animals migrate, we are going to focus on humans. Ask students why people migrate and record these responses. After time to discuss, allow students 15 minutes to respond to the writing prompt.
 * Instructional Activities**

__Development of Lesson:__ 1. On the board, draw a gathering grid with room to write in each box. 2. Ask students what they could use to research our question. Where can they find more information? 3. Write each response in a blank box at the top of the gathering grid. Ideas should include the internet, encyclopedias, books, magazines, people, maps, etc. 4. Next, ask students what they should research – what questions will they ask? 5. Write these responses in the left-hand column of the grid. Ideas should include “Who migrates?” “Why do people migrate?” “Where do they migrate to/from?” “When do people migrate?” “What happens when they migrate?” “How do people migrate?” 6. Draw students’ attention to the 5 W questions and point out that these questions are the vital basics to all research. 7. Explain to students that the grid they just helped to create is called a gathering grid and is one tool that researchers use when they conduct investigations. 8. Tell students that this week they will hear each of the homeroom teachers tell their own migration story. The students will use this information as “evidence” to learn more about migration. 9. Pass a blank gathering grid to each student. Have them write each teacher’s name in a blank box across the top of the grid and 5 W questions down the left-hand column.

__Closure:__ Have students create a “Migration Investigation” folder and place their grid and writing inside. Tell them that they will be learning more about research methods in the next few weeks and that they will have an opportunity to conduct their own investigation.

The pre-assessment writing prompt included in the Set Induction.
 * Writing Component**

Though students will be working individually during this lesson, all students will receive feedback during the whole class discussion of migration as well as during the creation of the gathering grid. Students who finish creating their own gathering grid early can begin designing their migration investigation folder.
 * Extension/Adaptation**

Students’ learning will be informally assessed by observing participation and responses during the whole class discussions.
 * Assessment**

**__Lesson 2__**
 * Instructional Goal**
 * Students will understand the importance of first-hand information or primary sources
 * Students will understand the use of surveys in investigations

· Students will complete gathering grids from surveying teachers
 * Performance Objectives**

Thirty to forty minutes for the initial activity. Allow twenty minutes for each of the teacher surveys.
 * Time**

__Set induction:__ Write a message (ex. Miss Pierce saw 15 pigeons attack a large grey cat that was chasing a small brown mouse with cheese in its mouth.) on chart paper facing away from the class, so no one can read it. Ask students if they’ve heard of or played the game “telephone”. Explain that we’re going to play a similar game.
 * Instructional Activities**

__Development of Lesson:__
 * 1) Begin the lesson by telling students that you have an important message that needs to be told to (fill in child’s name) but that it must be passed through everyone else before it gets to him/her.
 * 2) Start off by whispering the message into a student’s ear and have each student, in turn, whisper it to person next to them until it finally arrives to the last student.
 * 3) When it gets to the last student ask him/her to repeat it aloud. More likely than not, the message will have gotten garbled along the way.
 * 4) Turn the chart around so students can read the original message.
 * 5) Now ask students to pretend they are a newspaper reporter and that they’re looking for the scoop about the incident. Who would they want to interview to get the real story – Miss Pierce or (last child’s name)? Why?
 * 6) Explain that a “primary source” is first-hand information, whether it is from a person or from a book and is always the most accurate. Tell them that researchers try to use primary sources whenever possible.
 * 7) Introduce the term “survey” and explain that when researchers ask the same questions to many people, they are conducting a “survey” to gather data that they will analyze later.
 * 8) Explain that surveys with primary sources are great tools for research and that they will be taking surveys in their migration investigation. Have students take out their gathering grids from Lesson 1.
 * 9) Tell students that today they will be surveying you and the other homeroom teachers each day this week. As there are 6 teachers and 5 questions for each teacher, every student will have a turn to ask a survey question.
 * 10) Arrange students in groups of 5 and begin today’s survey, calling on 5 students to ask a “W” question in regards to your personal migration to Manila. Be sure to talk slowly so students have time to take notes (students will have practiced note-taking in prior or parallel lessons).
 * 11) When the survey is complete, have students compare their grids in their groups to be sure everyone’s information is complete and accurate – remind them that even the best researchers can make mistakes or leave out important details.
 * 12) Call on each group to read their notes for one of the 5 W questions. Record responses on the board, modeling accurate and efficient note-taking.

__Closure:__ Congratulate students on their investigative skills and tell them that they will continue their surveys tomorrow. Have students return their gathering grids to their folders. Repeat steps 10 and 11 for each of the other teachers. After all teachers have been surveyed, students will write a paragraph about something they learned that surprised them, and why, about one of the fourth grade teachers – they may use their gathering grid for reference.
 * Writing Component**

Students will work in groups to check one another’s note-taking and notes will be modeled and recorded on the board. Strong learners may take a leadership/mentoring role in the small group discussion and cross-check.
 * Extension/Adaptation**

Learning will be informally assessed by observation of students’ participation as well as completion of gathering grid.
 * Assessment**

**Lesson 3** · Students will be able to compare and display data visually
 * Instructional Goal**

· Students will participate in a whole class activity introducing Venn diagrams · Students will choose two teachers’ migration experiences to compare and create a Venn diagram to display their data
 * Performance Objective**

Thirty to forty minutes
 * Time**

__Set Induction:__ Set a soccer ball and a tennis ball on a table in front of the class. Ask students to consider each object and its characteristics.
 * Instructional Activities**

__Development of Lesson:__ 1. On the board, create 2 columns. Label one “Soccer Ball” and the other “Tennis Ball”. Ask students to describe each object, or to list characteristics of each. 2. Record students’ responses in the appropriate column. Responses should include shape, size, color, texture, uses, condition, etc. 3. When the lists are complete, ask students to look at the results and tell you in what ways the objects are alike. Use a different color marker to circle like terms, ie. round, used in sports. 4.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> When all the similar characteristics have been circled, point out that the remaining descriptors are the ways in which in the objects are different. 5.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Explain to students that in order for investigators to understand their data they often compare and contrast the information, just as we did. They want to see in what ways things are alike and different. They also create graphic organizers to clearly display their data. Point out that the chart we just made, while useful to us, would be difficult for an outsider to understand. 6.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Draw a Venn diagram on the board to illustrate this concept. Above each circle, write the names of two characters from a story the class is currently reading. 7.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Call on students to list traits that the characters have in common (compare) and record these in the overlapping circle. Be sure that students’ are describing the characters deeply, not just physical traits, for example – where they are from, how old they are, what their likes and dislikes are, etc. 8.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Next, ask students to name traits that are different (contrast) and record these in the space that doesn’t overlap for each character.

__Closure:__ When the Venn diagram is complete, compare the 2 charts on the board and ask students which is easier to understand and why. Ask students if they think the Venn diagram is easier to understand than a written paragraph comparing and contrasting the characters. Why? Ask students to choose two teachers and compare and contrast their migration experiences using a Venn diagram. Pass out a rubric for completing the Venn diagram to all students, along with a blank diagram.

Students will write a reflection on using Venn diagrams to display their data.
 * Writing Component**

For visual learners, the example Venn diagram will stay on the board throughout the individual activity. During the whole class activity, feedback will be given to students’ responses and characterization will be modeled. Direct assistance will be given to those students with language disabilities, during the individual activity. For students who complete the activity early, ask them to choose one of the teachers they compared and to write a letter from a family member “back home” to that teacher.
 * Extensions/Adaptations**

Student learning will be informally assessed through observation of participation in the whole class activity. Learning will be formally assessed according to the completion of individual Venn diagrams.
 * Assessment**

**Lesson 4**


 * Instructional Goals**
 * Students will be able to create charts to display large amounts of data
 * Students will be able to use maps as another way of displaying data visually


 * Performance Objectives**
 * Students will add their personal data to the class graph
 * Students will participate in whole class discussion of reasons why they have migrated
 * Students will work in small groups to create maps representing reasons for migration and where they’ve migrated from
 * Students will use Google Earth to locate countries on a world map

Lesson will be divided into 3 thirty to forty minute sessions.
 * Time**

__Set Induction:__ Students will have created a gathering grid and interviewed their parents for homework. The questions on their grids will be “What country did we migrate from?” and “Why did we migrate?”
 * Instructional Activities**

__Development of Lesson:__ 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Ask students to take out their gathering grids from their family interview. Ask how we could display this information in visual form. Students may suggest charts, graphs, maps. 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Explain to students that we are going to make a class chart to show which countries we are from and our reasons for migrating. 3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> You will have already created a bulletin board with 3 columns with the students’ names in the first column. 4.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Pass out 2 sentence strips to each student. Instruct them to write the name of the country they migrated from on one strip and their family’s reason for migrating on the other. When students have completed this information, have them stick their strips onto the chart in the appropriate columns. 5.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Once the chart is complete, pick a country from the chart and ask if anyone knows where it is. Use the students’ responses to point out that using a map or globe is really the best way to explain to someone where a place is. Explain that researchers often use maps to display their data and to help them and others to understand it better. 6.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Divide students into groups of 4. Give each group a large, blank world map and explain that they will use it to show the migration of each person in the class on their map and also the reason why. Explain that we will first focus on finding each student’s home country and write that student’s name neatly and in pencil on the country. 7.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Allow time for students to fill in names on countries they are familiar with. 8.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> At this point, students will be “stuck” since there will be countries whose locations they are unsure of. Reserve the use of the laptop cart or the use of the computer lab for students to use Google Earth to locate unfamiliar countries. 9.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> At the beginning of this activity, make sure all students are on the proper homepage for Google Earth. Explain what Google Earth is and model a search on the projector using your own state and country as an example. Allow 10 minutes for the groups to search for their own countries, as you go to each group, guiding and monitoring them. 10.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Once students are comfortable with the program, have them take turns within their groups, searching for the countries and labeling the student’s names on their maps. 11.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> When all groups have completed their maps, explain that the map is only half-done. The map tells us where we all migrated from but not our reasons. Have students brainstorm ideas on how to display that information as a whole class discussion. 12.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> If it was not suggested already, lead students to the idea of color coding the reasons. Model an example on the board, using the class chart. Choose the reason “for a job” out of the chart and tell the students that on your map you’re going to make that reason the color yellow. Then on the map, find your name and use a yellow marker to write over your name. 13.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Explain that without a key, no one will know what the colors mean. Explain that a key shows how to use the map or what the information means. Demonstrate how to make a key, using the example above. 14.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Have students work together in their groups to use the class chart to create a list of reasons why families migrate and to create a key. Tell them to list each reason only once. 15.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Have students complete their maps by color coding their maps according to their key.

__Closure:__ Let students know that their maps will be graded, as well as their participation in the group. Pass out a scoring rubric and go over it with the class.

Students will write a reflection on this activity – they may write about the class chart, using Google earth or creating the migration map
 * Writing Component**

While students are waiting for everyone to complete and post their sentence strips, they can gather into their groups and quietly discuss and compare their family interviews. The small group collaboration will accommodate a variety of learners. The class chart will serve as a visual representation of information and a reference for the mapping activity.
 * Adaptations/Extensions**

Student learning will be informally assessed through participation in the class chart and Google Earth activity. Learning will be formally assessed through the group migration map, as well as through demonstration of collaboration skills.
 * Assessment**

**Lesson 5**


 * Instructional Goals**
 * Students will understand the relationship between cause and effect
 * Students will understand the importance of cause and effect in research


 * Performance Objectives**
 * Students will work in small groups and in pairs to discuss the effects of their migration
 * Students will choose an effect to post on the class chart

Thirty minutes
 * Time**

__Set induction:__ Remind students of the teacher interviews and the “What” question on their gathering grids. The question asked teachers what happened because of their migration or what the //effects// of their migration were. Ask students if they’ve heard the phrase “What goes up must come down”. Explain that this is an example of cause and effect. Write these terms on the board. Explain that everything has a cause and an effect and that researchers study cause and effect in their investigations.
 * Instructional Activities**

__Development of Lesson:__ 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Tell students that today, they are going to consider and record the effects of their own migrations and that they will add that information to the class chart. 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Gather students into groups of 4, with each student having a number 1-4. Post 3 questions on the board, “How did it make you feel to leave your home?” “How did your leaving effect the place you left?” and “What is the effect on this new place?” 3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Have students discuss the first question in their small groups for 5-10 minutes, going to each group to guide their sharing. 4.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Next, have numbers 1 and 3 and numbers 2 and 4 pair off to discuss the second question and create a list of effects. Allow 5 to 10 minutes for this. 5.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Lastly, have numbers 1 and 4 and numbers 2 and 3 pair off to discuss the third question and create a list of effects. Allow 5 to 10 minutes for this. 6.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> When all groups have finished answering the questions, ask students to look at their lists and choose one effect that they believe has been the biggest for them and that they would like to share with the class. Have students write the effect on a sentence strip and upon teacher approval, post it to the class chart. __Closure:__ Remind students that the title of this unit is “How does migration impact our world?” Point out that by looking at our class chart we can already understand a lot about migration. We can see where people migrate from, what some reasons are (the cause), and some effects of migration. Tell students that in the next lessons they’ll have a chance to investigate historical migrations.

Students will choose one student from their small group discussion to compare and contrast how migrating made each of them feel. Students may use their journals and this writing will not be assessed.
 * Writing Component**

Individuals who finish their effect sentence strips early can brainstorm examples of cause and effect events and choose one to illustrate. Example, “It poured today and I forgot my umbrella, so I got soaked”.
 * Adaptations/Extensions**

Learning will be informally assessed through observation of small group and pair discussions, as well as students’ effect posts to the class chart.
 * Assessment**

**Lesson 6**
 * Instructional Goals**
 * Students will understand the importance of evaluating web pages
 * Students will be able to evaluate web pages for quality of content and relevance to their purpose


 * Performance Objectives**
 * Students will work in pairs to evaluate 2 web pages
 * Students will complete an evaluation checklist for each of the webpages
 * Students will write a reflection on what they learned from this activity

Thirty to forty minutes
 * Time**

__Set Induction:__ Tell students that we’ve learned a lot about our own and each other’s migrations – why we’ve migrated, where we’ve migrated from and what the effects of our migrations are. But remind them that people all over the world are migrating, not just us. In fact, people have been migrating for thousands of years. In order to really investigate migration, we have to branch out with our research.
 * Instructional Activities**

__Development of Lesson:__
 * 1) Ask students where else they could look for information. What other sources are there? Students should mention books, internet, graphs, maps, magazines, etc.
 * 2) Explain that today we are going to focus on using the internet for research.
 * 3) Use the following guiding questions to show that not all resources are equal: Would you look in a comic book for facts about gorillas? Would you choose a picture book or a book with words? What if the book had a lot of spelling mistakes? What if we had 2 books and one was written by a zoologist and the other was written by a high school student? What if one was trying to convince us to buy a gorilla and only listed the really cool things about them? Or if one wanted to put all gorillas in cages and only listed scary things?
 * 4) Once students understand your point, tell them that we have to be just as careful with webpages and websites.
 * 5) Pass out the 5 Ws of Webpage Evaluation form.
 * 6) Using a PowerPoint presentation, go through each of the questions on the checklist. The PowerPoint should include screen shots of web pages to use as examples to model evaluation. Encourage discussion during the presentation about why these questions are important and how they help to ensure the quality of the site or page.
 * 7) Next, group students into pairs to work together to evaluate two web pages. Ideas are: http://magma.nationalgeographic.com/ngexplorer/0304/articles/mainarticle.html (National Geographic for Kids article about the history of ice cream) and [|www.benjerry.com] (Ben and Jerry’s Ice Cream retail site). Assign each group a laptop to work with and have them start at the class blog. There they will find the links to the two pages that you’ve chosen for them to evaluate.
 * 8) Have the students work together to complete a checklist for each page.

__Closure:__ When students have completed their checklists, ask them to write a paragraph about which web page they would use for research and why. Pass out a rubric for the writing piece and go over it with the class.

See above
 * Writing Component:**

The PowerPoint presentation will aid visual learners. Students will work in pairs, helping one another complete the activity. For students who finish the checklists or writing prompt early, they may create a recipe for a new ice cream flavor and design (on paper) a web page to advertise it.
 * Adaptations/Extensions**

Students’ understanding will be informally assessed through whole class discussion during the PowerPoint presentation. Students’ learning will be formally assessed through the writing activity.
 * Assessment**

**Lesson 7** //Prior to this lesson students will have chosen an historical migration to carry out a personal inquiry into. They will have created gathering grids with a row of research sources and a column of questions they are seeking to answer.//
 * Instructional Goals**
 * Students will be able to search for information on the internet using effective terminology


 * Performance Objectives**
 * Students will practice using quotation marks and “and” in their internet searches
 * Students will create and implement a search strategy for their personal inquiries on migration

Thirty to forty minutes
 * Time**

__Set Induction:__ Ask students how many of them use the internet at home. Ask what they use the internet for and record their responses on the board. Note that there is a lot of information on the internet and many purposes for that information. Ask students to raise their hand if they’ve ever tried searching for something and then gave up because they couldn’t find it. Many students will raise their hands. Tell them that today they are going to learn some tricks for helping them search the internet.
 * Instructional Activities**

__Development of Lesson:__ 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Divide students into pairs and assign each pair to a laptop. Have all students start at the class blog and click on the Yahoo!Kids link. Explain that there are many search engines to choose from and that some are better for students. 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Tell students that you want to find information about bees and ask them to type bee into the search box. Ask students how many results their search returned and record the number on the board. 3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Now tell students that you don’t have the time to go through that many web pages and besides, you really only want to know about honey bees. Ask students to type in those words and again, ask how many results were returned and write that response on the board. 4.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Have students scroll through the data to be sure it really is about honey bees. Guide students to realize that the search returned all pages with the words honey and bees on it, not just “honey bees”. 5.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Introduce the concept of using quotation marks to show that you are searching for an exact phrase. Now have students type in “honey bees” and record the number of results. 6.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Observe that there are still a lot of pages to go through and that you really only want to know if honey bees can sting. Ask students what terms they might use to search for this. Allow them to brainstorm ideas, guiding them to using and. 7.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Now have students type in “honey bees” and sting to see how many results appear. Record that number on the board 8.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Now compare the number of results from the first search to the number from this last search. 9.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> At this point, pass out the search strategy form to each student. Ask them to write one question from their gathering grid at the top of the top. Model an example on the overhead – “What was it like to travel across the ocean in a boat?” 10.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Tell students that the information we’re looking for is like jewels in a treasure box and we have to find the right combination to open the lock. Explain that there isn’t just one “code” that works and different codes will bring up different results. 11.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Ask students to choose two or three words to give the main idea of the question on the board. They should choose travel, ocean and boat. 12.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Fill these 3 words in at the top of the search strategy chart. 13.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Now ask students to list similes for each of the words and fill them in the corresponding blanks on the chart on the overhead. When the chart is complete, explain to students that they have just created a list of codes or combinations to unlock the treasure box of information. 14.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Model on the projector how to type in one of these codes and note the number of results and the relevance of the results. Type in another code and do the same. Allow time for the students, working in pairs, to type the remaining codes into the search engine and note the number and relevancy of results.

__Closure:__ Have students complete their own search strategy charts for their personal inquiry questions and reiterate that the grid they’ve created is another tool for conducting research. Students will write a reflection about their learning, including evaluating websites and using search terms
 * Writing Component**

Visual learners will be accommodated through use of the overhead projector. Students will receive feedback during the whole class activity of filling in the search strategy chart. Students can use as many main ideas as their question requires, some students may only have one or two ideas, while others may have three or four. Students that complete their charts early may begin to use their combinations to “unlock” useful websites. Have students “tag” useful sites to their blog so that they may return later.
 * Adaptations/Extensions**

Student learning will be informally assessed by observation of the working search strategy chart and students’ use of it in their personal inquiry project. This chart will be formally assessed for completion and inclusion in the students’ personal migration inquiry portfolio.
 * Assessment**

**Lesson 8**
 * Instructional Goals**
 * Students will understand the importance of following blog rules
 * Students will be able to characterize and relate to a person from an historical migration


 * Performance Objectives**
 * Students will either agree with or edit the existing blog rules and then sign a blogger’s contract agreeing to follow those rules
 * Students will create character profiles and portraits based upon their migration research
 * Students will work in pairs to edit character profiles for spelling, grammar and historical accuracy
 * Students will post these profiles and portraits on their personal blogs

Three forty minute sessions
 * Time**

__Set Induction:__ Remind students of what they’ve learned so far in this unit – the tools and methods of research – surveys, gathering grids, class graph, migration map, search strategy chart and some reasons for migration and its effects on individuals, families and communities (cause and effect). Tell students that now it’s time for them to put themselves into the shoes of someone from the historical migration they are investigating. //Students will be reading historical fiction novels relating to the migration they’ve chosen to research and this, along with their research using the internet, encyclopedias and other books, will be the knowledge bank they draw from.//
 * Instructional Activities**

__Development of Lesson:__ 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Tell students that for part of their personal inquiry portfolio, they will be writing a story about the migration they are researching. The story will include all of the elements of a historical fiction story like the ones they are reading, such as a setting, problem, solution and character. Tell them that today they’re going to focus on creating their character. 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Ask the class if they’ve heard of MySpace or Facebook. Ask if anyone has seen those pages or if they or someone they know has a profile on one of those pages or a page similar. 3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Ask students what a profile is. 4.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Record their responses on the board and prompt students to list what categories are listed in profiles, such as “favorite books” or “interests” or “qualities”. 5.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Explain that these things are all used to describe a person or “characterize” them. 6.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Tell students that they are going to use the class blog to create profiles for their story’s character. Pass out a profile form to each student with boxes to fill in the information under each category. The categories will be name, age, country, family members, interests, traits, favorite foods, biggest fear, best migration memory, worst migration memory and dream for the future. 7.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Remind students that they must put themselves in their character’s shoes in order to create the profile. Allow twenty minutes for this activity. 8.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Have students work in pairs to review and edit each other’s profiles. Remind the editors that they are looking for spelling and grammar mistakes as well as historical inaccuracies. For example, a slave boy from the 1600s would not list video games under interests! 9.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Students will then review editing notes and make necessary corrections. 10.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Remind students that character traits also include what a person looks like. Allow students 15 minutes to draw portraits of their characters. You will scan these onto a removable drive to be uploaded into students’ blogs later. 11.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Assign each student to a laptop and have everyone click on the class blog. 12.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Next, ask everyone to click on “Blog rules” and go through each rule explaining why it is in place and its importance. Explain that anyone who doesn’t follow the rules will not be allowed to use the blog. 13.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Encourage discussion about the rules. Does the class agree or disagree with the rules? Do they think something should be added? If so, and if everyone agrees, add a rule. It is important that the students feel ownership over their class blog and its rules. 14.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Finally, pass out a blogger’s contract for all students to sign, stating that they have read the blog rules and agree to follow them. 15.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Now, allow students to click on their name under Blogroll and view their personal blog. 16.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Ask students to click on “Write” and then on “Page”. Now students may type in their character’s profile from their final draft of the paper profile. 17.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> When students have completed the profiles, assist them in uploading their scanned character portrait into the page.

Character profile
 * Writing Component**

This activity accommodates a variety of learning styles through its use of writing, drawing, typing and use of computers. Students will assist and encourage one another in the paired writing review. Students who complete typing their profile onto their blog early can assist others who may be having typing difficulties, by typing information the student dictates.
 * Adaptations/Extensions**

Student learning will be informally assessed through observation of the character profile and editing process. Students understanding of characterization will be formally assessed according to a writing rubric provided for the students’ historical fiction story.
 * Assessment**

//Students will be reviewing and practicing the concepts of setting, problem and solution in the Writer’s Workshop. They will be given a rubric for their historical fiction piece that addresses characterization, setting, problem and solution.// **Lesson 9**


 * Instructional Goals**
 * Students will understand that people may have different points of view about similar events and experiences


 * Performance Objectives**
 * Students will work in pairs to compare and contrast their characters by reading each other’s profiles and creating Venn Diagrams.
 * Students will post comments about their discoveries on each other’s profile pages

Forty-five minutes
 * Time**

__Set Induction:__ Refer students back to the concepts of MySpace, Facebook, xanga and similar personal web spaces. Tell students that one purpose of these pages is for people to share about themselves, like they did with their character profiles. Another purpose, however, is a place for people to communicate with one another, to share their thoughts and other information.
 * Instructional Activities**

__Development of Lesson:__ 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Hang a picture on the board and ask students to describe what is happening in the picture. Give everyone a chance to respond and jot students’ answers on the board. Count the number of different responses and point out that for one picture there were ideas of what was happening or “points of view”. 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Tell students that when we first meet someone we often compare the ways in which we are similar and different, whether we realize it or not. This helps us to understand a person and to understand their “point of view”. 3.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Tell students that today their characters are going to have a chance to meet, learn about one another and write a post on the other’s page. Arrange students in pairs and assign a laptop to each student. Pass out a blank Venn Diagram to each pair of students. 4.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Ask all students to start at the class blog. Have students click on the “Blog rules” and briefly go through the rules as a reminder. 5.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Ask students to silently read each other’s character profiles and then work together to fill in the Venn diagram, comparing and contrasting the characters. 6.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> When all groups have completed the Venn diagram, ask the class what every single character has in common. Students should see that all characters have migrated. 7.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Next, ask students if any two characters had the exact same “best migration memory” and “worst migration memory”. Most likely students will say “no”. Point out that even though all characters had experienced a migration, they each had a different point of view about it. 8.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Tell students that now that their characters have met and learned about each other, they can post a message on the other’s “Wall”. Remind students that in their post they should start off by introducing themselves (in character of course) and then comment on something they have in common and something that is different about their migration experience. Students should write a paragraph for each of these three ideas. Write this prompt on the board (showing the outline for the three paragraphs) to keep students on track. __Closure:__ Tell students that their posts will appear tomorrow so be sure to check back to read what their character’s new friend shared with them. Blog posts
 * Writing Component**

Students will work in pairs to assist and support one another in the activity. The teacher will also provide assistance while checking on each pairs’ progress. Students who finish the writing activity early can choose another profile to read and comment on (in character).
 * Adaptations/Extensions**

Student learning will be informally assessed according to accurate completion of Venn diagram and a written comment which includes a paragraph for each of the ideas discussed in the directions.
 * Assessment**

**Culminating Project** Students will participate in Immigration Island. This will be a performance for all grade four classes, in which students have the opportunity to make their migration characters come alive. Students will dress as their character and share something that reveals their point of view about migration. This may include, but is not limited to, a journal entry, a song, a drawing or painting of their experience with a description read aloud, an artifact that represents something left behind or something brought along on the migration with an explanation or reading aloud of a portion of their migration story.

After the performance, students will write a reflection on their learning during this unit. Encourage them to include their thoughts on research, challenges and success in their personal inquiries, and different points of view. Students will post their reflections on their personal blogs.
 * Writing Component**

**Post-assessment Writing** Students will write a response to the same prompt used in the first lesson to introduce the unit and assess prior knowledge, “How does migration impact our world?” Students will be scored according to a rubric which will be passed out and reviewed prior to writing.

//Note that students will be conducting a personal inquiry about an historical migration in conjunction with this unit (beginning after lesson 7). They will include in their inquiry portfolio all research tools – gathering grid, migration map, search strategy chart, timeline of events, as well as their historical fiction story and their final reflection. Rubric for portfolio assessment is not included here, as this unit is independent of students’ personal inquiries.//

**Assessment Tools** || 1 - Beginning || 2 – Developing || 3 - Accomplished || 4 - Exemplary || Required Elements || Includes no required elements, such as name, picture, title and labels || Only includes 1 or 2 required elements || Includes most required elements || Includes all required elements, such as name, picture, title and labels || Content || Does not show any similarities and differences learned || Shows very few similarities and differences learned || Shows most of the similarities and differences learned || Shows all similarities and differences learned || Content accuracy || Completely inaccurate – the information is not relevant to this project || Somewhat accurate – more than a few errors in information || Mostly accurate – a few errors in information || Completely accurate – all facts are correct || Spelling and Grammar || Many spelling, punctuation and/or grammatical errors || Several spelling, punctuation and/or grammatical errors || Only 1-2 spelling, punctuation and/or grammatical errors || No spelling, punctuation and/or grammatical errors ||
 * Rubric for Venn diagram **

|| 1 - Beginning || 2 - Developing || 3 - Accomplished || 4 - Exemplary || Required Elements || Includes no required elements, such as title, names, key and color coding || Only includes 1 or 2 required elements || Includes most required elements || Includes all required elements, such as title, names, key and color coding || Accuracy || Not accurate – there are 4 or more errors in name location and color coding || Somewhat accurate – there are 2 or 3 errors in name location or color coding || Mostly accurate – there is one error in name location or color coding || Completely accurate - all names are labeled in the correct map location and correctly color coded. || Neatness and Readability || Not readable – the key is not organized and is not easy to understand. Writing is not neat and legible. Color coding is not shown. || Somewhat readable - the key is not organized or is not easy to understand OR most writing is not neat and legible OR color coding is not clearly shown. || Readable – the key is organized and understandable. Most writing is neat and legible. Color coding is clearly shown. || Extremely readable - The key is well-organized and easy to understand. All writing is neat and legible. Color coding is clearly shown. ||
 * Rubric for Migration Map **

|| 1 - Beginning || 2 - Developing || 3 - Accomplished || 4 - Exemplary || Supporting Evidence || Provides evidence from 1 or 2 of the 5 Ws on the webpage evaluation form || Provides evidence from 3 or 4 of the 5 Ws on the webpage evaluation form || Provides evidence from each of the 5 Ws on the webpage evaluation form || Provides more than one piece of evidence from each of the 5 Ws on the webpage evaluation form || Sentence Fluency || Sentences are incomplete or unclear || Sentences are fragmented, run-on or confusing || Sentences flow and structure is varied || Sentences are complex and varied || Spelling and Grammar || Many spelling, punctuation and/or grammatical errors || Several spelling, punctuation and/or grammatical errors || Only 1-2 spelling, punctuation and/or grammatical errors || No spelling, punctuation and/or grammatical errors || || 1 - Beginning || 2 - Developing || 3 - Accomplished || 4 - Exemplary || Character || Character is hard to picture. I don’t really know anything about him/her through your writing. || I’m not sure exactly what your character looks or acts like. I wish I knew more about him/her through your writing. || Character is easy to see. I feel like I know him/her through your writing. || I know so much about how your character looks and acts that I feel like I’ve met him/her! || Setting || Setting is not developed. I don’t know “when” or “where” the story takes place. Few or no details given. || Setting is somewhat developed. I’m not sure exactly “when” or “where” the story takes place. More details needed. || Setting is clearly developed – I know “when” and “where” the story takes place. || Setting comes alive on the paper. I know exactly “when” and “where” through your use of descriptive details. || Problem and Resolution || Problem and/or resolution are unclear and not developed. || Problem is somewhat clear, though may not be developed throughout the story. Resolution is unclear at the end of the story. || Problem is introduced in the beginning of the story, is developed throughout the story and resolved at the end of the story. || Problem is clearly introduced in the beginning of the story, is thoroughly developed throughout the story and clearly resolved at the end of the story. || Sentence fluency || Sentences are incomplete or unclear || Sentences are fragmented, run-on or confusing || Sentences flow and structure is varied || Sentences are complex and varied || Spelling and Grammar || Many spelling, punctuation and/or grammatical errors || Several spelling, punctuation and/or grammatical errors || Only 1-2 spelling, punctuation and/or grammatical errors || No spelling, punctuation and/or grammatical errors || || 1 - Beginning || 2 - Developing || 3 - Accomplished || 4 - Exemplary || || ||  ||  ||  || Concept comprehension || Student demonstrates little or no understanding of the causes and effects of migration || Student demonstrates some understanding of the causes and effects of migration on individuals, families and/or communities || Student demonstrates understanding of the causes and effects of migration on individuals, families and/or communities || Student demonstrates deep understanding of the causes and effects of migration on individuals, families and communities || Personal connections || Student makes no personal connection with the topic || Student attempts to make a personal connection with the topic || Student makes personal connection with the topic || Student explores personal connection with the topic deeply and fully || Sentence fluency || Sentences are incomplete or unclear || Sentences are fragmented, run-on or confusing || Sentences flow and structure is varied || Sentences are complex and varied || Spelling and Grammar || Many spelling, punctuation and/or grammatical errors || Several spelling, punctuation and/or grammatical errors || Only 1-2 spelling, punctuation and/or grammatical errors || No spelling, punctuation and/or grammatical errors ||
 * Writing Rubric for Webpage Evaluation **
 * Writing Rubric for historical fiction piece **
 * Rubric for Post-assessment Migration Writing Piece **

__Lotta’s Progress__ by Norma Johnston __Make a Wish, Molly__ by Barbara Cohen __Baseball Saved Us__ by __The Ballad of Lucy Whipple__ by Karen Cushman __The Sky is Falling__ by Kit Pearson __Bound for__ __Oregon__ by Jean Van Leeuwen
 * Historical fiction novels relating to migration**