Lesson+2+-+Exploring+Diverse+Cultures+Using+the+AGOPPE+Research+Model

//Lesson 2 – Exploring Diverse Cultures Using the AGOPPE Research Model//
 * Lesson Title**:


 * Grade Level**: 5th

//Students will use the AGOPPE Research Model to learn about unique aspects of a diverse culture (food, clothes, music, architecture, etc.).//
 * Objective**:

Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective.
 * Standards**
 * [|Maryland state curriculum] **
 * Social Studies, Grade 5: **//**Standard 2.0 Peoples of the Nation and the World **//

//W.5.7 // Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 * [|Common Core Standards] **
 * //Research to Build and Present Knowledge //**

Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry.b. Locate, organize, analyze, synthesize, and ethically use information from a variety of sources and media.
 * [|ISTE NETS Student Standards] **
 * //3. Research and Information Fluency //**

//1.1 Skills // 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
 * [|Maryland state curriculum] **
 * //1. Inquire, think critically, and gain knowledge //**

//1. 2 Dispositions in Action // 1.2.6 Display emotional resilience by persisting in information searching despite challenges.

//1.3 Responsibilities // 1.3.1 Respect copyright/intellectual property rights of creators and producers.1.3.5 Use information technology responsibly.

//1.4 Self-Assessment Strategies // 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.1.4.3 Monitor gathered information, and assess for gaps or weaknesses.1.4.4 Seek appropriate help when it is needed.


 * Time Allotment**: 45 minutes


 * Materials**:
 * Promethean Board (or chart paper if board is unavailable)
 * Class set of computers with internet access (either computer lab or laptop cart)
 * Inanimate Alice Episode 2 []
 * Subscription to CultureGrams (provided by MCPS)
 * AGOPPE research model in poster or handout form []
 * Graphic Organizer to guide student inquiry []
 * Pencils

//Introduction/Warm-Up Activity://
 * Lesson Procedure**:
 * Explain how travel has often inspired writing, both non-fictional narrative writing (journals of true events) as well as fictional writing (creating stories that are set within the place of travel).
 * Share Inanimate Alice video Episode #2 (Italy) to show an example of a digital story that has used a specific country as the setting.
 * Explain to students that today they will be picking a country, one that they have traveled to before or one that they would like to travel to in the future, and they are going to gather information about the country. They will use the information that they gather to create their own fictional or narrative digital story with the country as the setting.

//Main Lesson Activities including Student Assignments:// //Closure://
 * Explain that students will be using the AGOPPE model to help guide research. (Students are familiar with this model from projects done in prior grades, as well as projects done earlier in the school year.) Post or hand out AGOPPE model and quickly reviews steps. Explain that in today’s lesson, students will only be completing the A and G steps.
 * To begin the A step, ask students what an author might need to know about the country that their story is going to be set in before they can begin to write. Using Promethean Board (or chart paper if not available), record students’ questions and prompt for expansion when needed. Student generated questions may include: Do most people live in the country or city? What do people look like? What do the people wear? What types of food are typical? What is the weather like? What do homes and buildings look like? What do people in the country do in their free time? What sports are popular? Etc.
 * After recording these questions, hand out and go over the graphic organizer which will help students gather their information.
 * Introduce students to CultureGrams by modeling how to use the website to find information for a model country and put that information into the graphic organizer.
 * Remind students that as they explore countries and after they pick one, they should keep in mind that they can use the photos and audio clips from CultureGrams in their Photo Story 3 digital storytelling project.
 * Assist students with logging in. Allow students 5 minutes of exploration to become familiar with the site and pick their own country for their story’s setting, then direct students to begin the G step of gathering information into the graphic organizer.
 * Students use the CultureGram site to gather information and record it into their graphic organizer. Walk around computer lab to answer any questions, assist with any problems, and re-direct students when necessary. (For additional information, see “Accommodations and Extensions” below.)
 * Regain student attention when there are 5 minutes remaining in the class. Allow students to pair-share with a neighbor about 1 or 2 of the most interesting things that they learned about their research country.
 * Students log off their computers, gather materials, and return to class where they will turn in their graphic organizer for teacher review.*
 * Depending on student progress, students may need additional time with the computers to complete the assignment. This will be assessed by the teacher based on the completeness of the graphic organizers.


 * Assessment**:

Students will be formatively assessed through the use of the graphic organizer. The teacher and LMS will be looking for completeness and accuracy of content. The students’ progress on the work will determine if additional time is necessary in the computer lab (or with the laptop cart). A formal grade will not be given until graphic organizer is complete.

There are two versions of CultureGrams, the “World Edition” and the “Kids Edition.” The “Kids Edition” is written for younger children or student with a lower reading level. Advanced 5th grade readers can use the “World Edition”, while less advanced readers, such as the student with the IEP and the ESOL student, can use the “Kids Edition.” A paraeducator will accommodate the student with an IEP with the reading of CultureGram content. During independent research time, the teacher and LMS will check in regularly with the two students who are on behavior contracts. The teacher and LMS will also check in with ESOL student to make sure that she understands vocabulary. It may be helpful for the ESOL student to conduct research on her home country as this would assist any culture barriers. No accommodations are needed in this lesson for the student with a 504 plan.
 * Accommodations and Extensions:**