Assignment+5

=//Students will understand that…//= What characteristics do role models have in common? ** || Different inventors or role models in our world. The elements of a biography. How to research a person using preselected sites, databases and text materials. The changes have been made to our world over time. || =Students will be able to…= Research a person of their choice using a variety of media. Create a biography about their famous person, including biography elements. Explain why he/she selected this role model or inventor. Create a slideshow about their person. ||
 * **Title of Unit:**
 * Biography Unit** || **Subject/Course:**
 * Social Studies** ||
 * **Topic:**
 * People who are in a famous person wing** || **Designer:**
 * Tiffany Evans** ||
 * ** Stage 1- Desired Results ** ||
 * ** //Established Goal(s):// **
 * The students will be able to explain the contributions made by a person they have researched, and why this person was chosen. ** ||
 * ** //Enduring Understandings:// **
 * How life has benefitted from having inventors. **
 * Individuals impact others in positive and negative ways. **
 * There have been many important role models throughout history. ** || ** //Essential Questions:// **
 * What contributions has this person made? **
 * What makes a person a role model? **
 * What made you chose this person? **
 * How has this person made an impact on you, me or others?
 * =Students will know…=
 * ** Stage 2 – Assessment Evidence ** ||
 * ** //Performance Task(s):// **
 * First, students will research their inventor or role model using preselected sites and databases, as well as books. Then, students will use their notes to create a written biography about the person. **
 * Students will then create a slideshow using pictures/minimal text on animoto about the inventor/role mode, or, students can c **** reate a wanted poster about this person, including important biographical information, interesting facts/inventions and other pertinent information. There will be a rubric given to the student after he/she has chosen **
 * Each students will also write a reflection. This reflection will be a letter explaining how this role model/inventor has had a positive impact on him/her. **

Students will write a reflection in their journal about the research process they took, what they found easy, difficult, and who they would research further after listening to other students share and why. **
 * Other evidence:** ||
 * ** Stage 3 – Learning Plan ** ||
 * ** //Learning Activities:// **
 * Students will select a person to research. **
 * Students will research a person using the computer and text materials. **
 * Students will take notes during their research process. **
 * Students will find pictures pertaining to their person they are researching. **
 * Students will create a biography about this person using the information found.

|| Grade 7 Biographies/People Anticipatory Set**: The students will watch a video about an inventor and then an idol using brainpop. The LMS will show the students a tutorial of how to use a podcast online that was created by the LMS. Then, the LMS will model the functions of a podcast for the students, to remind them of how to use the podcast (this is a skill students already have, so its a review). The LMS will answer any questions students have, and will also have the steps outlined on the board incase students need to see the steps written down, or need to read them again. The students will work with a partner to create a podcast about themselves; who they are. Students will have a time limit for their podcast, and will work together in creating the podcast. The students will share their podcasts with each other, either in small groups or as a class, depending upon time. The students will discuss with each other what information about the person they were watching was important to understanding who that person is. What information do we need? What information should we not include? The students will create their own podcast, using the written biography they have created to speak about the person they researched. These podcasts will be shared with the class at the end, or on another day, and other students will be able to write down facts about an interesting person they heard about that was presented by another student, and why they thought this person was presented well, or other information they would have liked to have known. This will be written in their journal, and will be shown to the teacher to show that students were actively listening and responding to the other student's work in the class.
 * Lesson Plan
 * Instructions/Modeling**:
 * Guided Practice:**
 * Closure**:
 * Independent Practice**: