Lesson #1: Investigating Media
Lessons Page
Date of Lesson: Mon 19 & Tues 20 April 2010
Teacher: Alexis
Grade Level: 3rd
Subject Area: Social Studies
Time Needed: 40mins.
Class Size: 16
Topic: Investigating Media
UW-Madison Standards Addressed:
· Standard #3: Demonstrates Sophisticated Curricular Knowledge -- Teachers understand the central concepts, assumptions, tools of inquiry, ways of reasoning, uncertainties, and controversies of the disciplines that they teach to students.
· Standard #7: Understands and Adapts to Multiple Forms of Communication -- Teachers understand and adapt to students’ multiple forms of expressing and receiving experiences, ideas, and feelings.
· Standard #11: Uses Technologies -- Teachers appropriately incorporate new and proven technologies into instructional practice. They understand the major social, cultural, and economic ideas surrounding their implementation.
· Standard #12: Accommodates All Students -- Teachers design educational environments and use instructional practices that accommodate students’ achievements, strengths, challenges, interests, and ways of learning.
· Standard #15: Understands Legal Rights and Responsibilities -- Teachers understand the legal rights and responsibilities of professional educators.
MMSD Standards Addressed:
· Behavioral Sciences #4: Explain how the media may influence behaviors, opinions, and decisions.
NCSS Standards Addressed:
· V: Individuals, Groups, and Institutions.
· VII: Production, Distribution, and Consumption.
Materials Needed:
· Magazines
· Newspapers
· Pamphlets
· Photography
· Television
· Radio
· Recent television and radio broadcast
· Video of phone media usage
· Computer with media websites
· Books
· Pictures of billboards from the area
· Copies of the worksheet or every student at every station
Objectives – SWBAT:
· Discover the various types of media used by people in their community and sometimes nationally or worldwide.
· Notice that within certain types of media there are differing viewpoints and opinions.
· Reflect upon what medias they use.
· Reflect upon how those medias help them as individuals or groups.
· Reflect upon what media they use for which purpose and why.
Context:
The students are just beginning a unit on media and its effects on the populations that consume certain medias. This beginning unit will be a basic stepping stone to discovering media and its various parts and aspects.
Essential Questions:
· What types of media are there?
· What is media?
· Why do we have media?
· Is there a better way to present media we've investigated?
· Where do we find media?
· What does it look like? Sound like? Feel like?
Lesson Opening:
· Have a discussion with students as to what they think the media is and what different types of medias they know about. Turn this into a KWL chart of what they know, what they want to know, and what they have learned (at the end of the unit).
· From here the students will play Four in a Steamboat in order to gather into groups of four.
Procedures:
· There will be four different stations set up with four different types of medias: print media (including magazines, newspapers, pamphlets, photography), electronic media (including television and radio), and new age media (including phones and computers), alternative media (including photography, books, and billboards)
· At each station there will be a worksheet for the students to fill out (See Worksheet #1).
· The students will rotate around each station after exploring the materials for 20 minutes.
o The print media station will have child appropriate magazines, newspapers from various locations, and pamphlets from organizations.
o The electronic media station will have a television playing recent news broadcasts from various stations, and radio news broadcasts from different radio sources such as NPR or other opinionated radio operations.
o The new age media station will have an article or video about cell phones and texting/internet usage on capable phones, and a computer with news websites already brought up for them to investigate.
o The alternative media station will include famous photography that the students may be familiar with, books on the same topic from different sources and pictures of billboards that can be found around their area.
Closure:
· Once the students are done we will have a class share of what their favorite types of media were not only because of quality but because of content.
o Here we will discuss more formally and concretely the different types of media, their purposes, and why people use certain medias.
· Exit Slip: The students will fill out an exit slip answering three questions: “What is media? Why do we have media?” and sneak peek: “What is propaganda?”
Special Considerations:
· It’s important to know that some of the students may be at a very basic level of experience with different types of media. For this reason, it will be very important to discuss thoroughly the different types of media, their uses (the way you use them to inform yourself) and why we use media. Also, monitoring these students at the stations to make sure they understand each media.
· Twenty minutes may not be enough time for the students to complete the worksheets at each of the stations so they will have another opportunity to finish their worksheets as we discuss each of the stations as a group.
· As we talk about the media types I will be conscious to denote whether I am talking about print media or new age media etc.
Assessment:
· I will informally assess the class’ perception of media through the beginning of their KWL chart – what they have told me they already know.
· I will informally assess the student’s individual growth and learning of each type of media as they write down one new thing they learn about each media on their worksheets.
· I will informally assess the students beginning understandings of media through their worksheets, what they tell me about media opinions and how medias are used.
· I will informally assess the students understanding of propaganda before that lesson to see where they are at and what points will be the most important to highlight.
· I will be performing a summative assessment of their understanding by making continual observations and addressing any issues that arise.
Lessons Page
Date of Lesson: Mon 19 & Tues 20 April 2010
Teacher: Alexis
Grade Level: 3rd
Subject Area: Social Studies
Time Needed: 40mins.
Class Size: 16
Topic: Investigating Media
UW-Madison Standards Addressed:
· Standard #3: Demonstrates Sophisticated Curricular Knowledge -- Teachers understand the central concepts, assumptions, tools of inquiry, ways of reasoning, uncertainties, and controversies of the disciplines that they teach to students.
· Standard #7: Understands and Adapts to Multiple Forms of Communication -- Teachers understand and adapt to students’ multiple forms of expressing and receiving experiences, ideas, and feelings.
· Standard #11: Uses Technologies -- Teachers appropriately incorporate new and proven technologies into instructional practice. They understand the major social, cultural, and economic ideas surrounding their implementation.
· Standard #12: Accommodates All Students -- Teachers design educational environments and use instructional practices that accommodate students’ achievements, strengths, challenges, interests, and ways of learning.
· Standard #15: Understands Legal Rights and Responsibilities -- Teachers understand the legal rights and responsibilities of professional educators.
MMSD Standards Addressed:
· Behavioral Sciences #4: Explain how the media may influence behaviors, opinions, and decisions.
NCSS Standards Addressed:
· V: Individuals, Groups, and Institutions.
· VII: Production, Distribution, and Consumption.
Materials Needed:
· Magazines
· Newspapers
· Pamphlets
· Photography
· Television
· Radio
· Recent television and radio broadcast
· Video of phone media usage
· Computer with media websites
· Books
· Pictures of billboards from the area
· Copies of the worksheet or every student at every station
Objectives – SWBAT:
· Discover the various types of media used by people in their community and sometimes nationally or worldwide.
· Notice that within certain types of media there are differing viewpoints and opinions.
· Reflect upon what medias they use.
· Reflect upon how those medias help them as individuals or groups.
· Reflect upon what media they use for which purpose and why.
Context:
The students are just beginning a unit on media and its effects on the populations that consume certain medias. This beginning unit will be a basic stepping stone to discovering media and its various parts and aspects.
Essential Questions:
· What types of media are there?
· What is media?
· Why do we have media?
· Is there a better way to present media we've investigated?
· Where do we find media?
· What does it look like? Sound like? Feel like?
Lesson Opening:
· Have a discussion with students as to what they think the media is and what different types of medias they know about. Turn this into a KWL chart of what they know, what they want to know, and what they have learned (at the end of the unit).
· From here the students will play Four in a Steamboat in order to gather into groups of four.
Procedures:
· There will be four different stations set up with four different types of medias: print media (including magazines, newspapers, pamphlets, photography), electronic media (including television and radio), and new age media (including phones and computers), alternative media (including photography, books, and billboards)
· At each station there will be a worksheet for the students to fill out (See Worksheet #1).
· The students will rotate around each station after exploring the materials for 20 minutes.
o The print media station will have child appropriate magazines, newspapers from various locations, and pamphlets from organizations.
o The electronic media station will have a television playing recent news broadcasts from various stations, and radio news broadcasts from different radio sources such as NPR or other opinionated radio operations.
o The new age media station will have an article or video about cell phones and texting/internet usage on capable phones, and a computer with news websites already brought up for them to investigate.
o The alternative media station will include famous photography that the students may be familiar with, books on the same topic from different sources and pictures of billboards that can be found around their area.
Closure:
· Once the students are done we will have a class share of what their favorite types of media were not only because of quality but because of content.
o Here we will discuss more formally and concretely the different types of media, their purposes, and why people use certain medias.
· Exit Slip: The students will fill out an exit slip answering three questions: “What is media? Why do we have media?” and sneak peek: “What is propaganda?”
Special Considerations:
· It’s important to know that some of the students may be at a very basic level of experience with different types of media. For this reason, it will be very important to discuss thoroughly the different types of media, their uses (the way you use them to inform yourself) and why we use media. Also, monitoring these students at the stations to make sure they understand each media.
· Twenty minutes may not be enough time for the students to complete the worksheets at each of the stations so they will have another opportunity to finish their worksheets as we discuss each of the stations as a group.
· As we talk about the media types I will be conscious to denote whether I am talking about print media or new age media etc.
Assessment:
· I will informally assess the class’ perception of media through the beginning of their KWL chart – what they have told me they already know.
· I will informally assess the student’s individual growth and learning of each type of media as they write down one new thing they learn about each media on their worksheets.
· I will informally assess the students beginning understandings of media through their worksheets, what they tell me about media opinions and how medias are used.
· I will informally assess the students understanding of propaganda before that lesson to see where they are at and what points will be the most important to highlight.
· I will be performing a summative assessment of their understanding by making continual observations and addressing any issues that arise.
Lessons Page
