My name is Concepcion Marin. I have taught Science and Social Studies in the Spanish Immersion Program for 10 years at Craig Middle School



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My name is Concepcion Marin. I have taught Science and Social Studies in the Spanish Immersion Program for 10 years at Craig Middle School. I teach the core subjects in Spanish to 6th, 7th and 8th grade American students. Our program runs from K-12. I usually teach the content area subject in connection with the other subjects because, I always tell my students that we are a product of our culture and everything that we learn and do is connected.
I am planning to contact a school in Barcelona (Spain) or Mallorca and be able to start a distance learning program. I plan for my students to exchange information with youngsters in Barcelona or a city in Mallorca about trade in the past, present and the future. Also they will share commonalities and differences in their daily life, all in the Spanish language.
The students will have a “Big Question” like “What is the connection between Technology, Geography, History, Science and Trade in the Catalonian region?” and through active exploration the students will be able to use critical, logical, and creative thinking to answer questions of personal interest about Spain and Catalonia in particular. I want for the students to choose a course of action and carry out the procedures of the investigation. They need to gather and record data through observation and instrumentation to draw appropriate conclusions about trade through the history of a specific area of the world. We will start with a hands-on experience and later make sense of the experience. I need for the students to be actively engage, to explore, to explain and elaborate and then be evaluated.
This interdisciplinary unit will encourage the students to use communication in Spanish, manipulation, and problem-solving skills to increase their awareness and interest in Science and Social Studies as part of every society and culture. Success in learning can best take place when the students are actively and thoughtfully immersed in the learning process.
Some of the behaviors that I expect to observe are:

  • Students acting as researchers and investigators.

  • Students taking responsibility for their own learning.

  • Students working in groups

  • Students using higher-order thinking skills.

  • Students showing interest in science and social studies.

  • Students making decisions as to how to communicate and present their work.

  • Students demonstrating their science and social studies understandings and abilities in a variety of forms.

The students will be evaluated on: Knowledge, comprehension, application, analysis and synthesis of the interdisciplinary materials researched.


I know that these units will enhance my students knowledge of a part of Europe that used to be an Empire compared to what is today United States. They will be able to draw comparisons and also, they will be able through technology to interact with youngsters the same age and socioeconomic status.

Core Unit: Why Do we Gotta Do This Stuff, Mrs. Marin?

A unit on Science, Technology Geography, History and Trade.
Unit Overview:
This unit combines the Earth Science, Historical and Physical Features and Reading and writing broad fields. Students will acquire an understanding of Land Formation, Geography, Sea Trade and how technological inventions affect people and cultures through the ages.

The study of Sea Trade in Catalonia gives students another perspective of Spain, allowing them to examine documents and evidence of trading which existed on the Mediterranean a long time ago and still is going strong. In this unit, students should be able to gain an understanding of how scientist and historians can work together and also make inferences from indirect observations.


Related Units:
In 6th Grade Science students learn about weather, oceans, tides, technology and inventions and the world in spatial terms.
In 6th Grade Social Studies students learn about Historical Knowledge, Places and Regions, Physical Systems, Environment and Society, Individuals, Society, and Culture.
In 6th Grade Spanish Language Arts students learn Writing applications and comprehension and analysis of text.
Common essential Learning Foundational Objectives Which Should Be Emphasized:


  1. Provide evidence of Spain and Catalonia location and physical features.

  • Locate on a World Map, Spain, Catalonia, the Mediterranean

  • Explain how the weather affects the climate of the different regions and the people of Catalonia in particular

  • Explain the roll of the Mediterranean Sea as a natural resource and as an economic source that influenced and continue to influence the people of Catalonia and Spain.




  1. Describe the History of Spain and Catalonia in particular

  • Examine the different phases of its history: golden Age, Decline and Recovery.

  • Research trade along the coast since Greek and Roman times.

  • Compare Catalan traders with the ones from Genoa and Venice and look at their maritime code used at the 14th century. See the relationship between trade in the medieval Catalonia, the creation of new technologies and the new powerful merchant and burgher classes.

  • Explain the centralizing policy of the Spanish Kings, the shifting of the trade routes with the consequent loss of commercial income, pirate attacks, and recurring plagues and famines as factors of change

  • Examine how Spain and Catalonia broadened its horizons beyond traditional trade markets

  • Analyze the changing perceptions of the country and its products through history.

  • Look and the global presence of Spain and Catalonia after the traditional isolation post Franco’s Era.




  1. Recognize how inferences are made.

      1. Explain how History and Scientific evidence can be used to make inferences about different countries and cultures.

      2. Explain and write how inferences about Spain, Catalonia and trade are made.


Indiana’s Academic Standards:

Science:6.1.1,6.1.6,6.1.9,6.2.9,6.3.11,6.3.12,6.3.13,6.3.14,6.3.15,

Social Studies:6.1.1,6.1.6,6.1.9,6.2.9,6.3.11,6.3.12,6.3.13,6.3.15,6.3.16.

Spanish Language Arts:6.2.3,6.2.4,6.3.1,6.3.7,6.3.8,6.5.4,
Suggested Activities: “Where Are We?” Before sophisticated navigational tools and techniques existed, explorers had a tough time finding their way and they learned from mistakes. Once we are situated, they will identify Spain as a Peninsula and will look at maps from space. The students will describe the coastlines from above, from a bird’s-eye view. How could the peninsulas be mistaken foe islands? As a navigator, how could you plot your course to correct a mistake?. These are questions that will give the students food for thought and will allow them to come up with more questions on their own to research.

        1. The students will investigate biographies of first explorers, navigators and tools of the trade (Magnetic Compass, Astrolabe, Sextant, Radar Image, GPS Device. How this entrepreneurs were faced with this problem in the earliest days of sea voyaging. See how they worked around it, and how the necessary tools came into being through the scientific method.

        2. Weather or not”. Thanks to satellites weather mapping is becoming more precise. Weather maps provide a forecast for an area and give scientists enough information to predict climate changes in a specific area or on a global scale. The students will collect weather maps of the Mediterranean Sea and Spain for a week and will ask the question Is there information you think should be added to the map to make more sense?

        3. Students will locate a globe and a calculator and will plot our longitude here in Indiana and later in Barcelona (Spain).Students will research some of the cartographic techniques used throughout history and review how early map forms compare with the computer assisted designs used today.

        4. A Map of Your Head”. Blow up a balloon about the size of your head. Cover the balloon with papier-mache and let it dry. Then draw a picture of your face on the papier- mache. Does it look like you? Now, select one of the projections from the page that I am giving you (globe gores, Robinson Projection, Sinusoidal, Van Der Grinten, Mercator Projection) Pop the balloon and then carefully cut your paper head to match the projection you have chosen. Lay the paper head flat on a table. Any flat map is an awful distortion of reality. Share your map with your classmates.

        5. As a culminating activity for the Mapping Lesson, We will have our own treasure hunt. Students will develop a map based on local geography and on the scale that they determine. They will have to identify landmarks, practice distance conversions and direction reading


Lesson 2


  1. Independent Learning: Students can discover for themselves the context of knowledge by actively participating in a virtual field trip to Spain. First hand evidence extends resource based learning to actual field experience. This gives students an accurate sampling of activities that historians and scientists undertake when doing on-site information gathering. A Geographer and historian will be invited to come and speak to the students in the class.

  2. Students will read documents related to the history of Catalonia and Trade. They will research information looking at the internet at the Spanish-Catalonian museums and archives. An excursion such as this, in spite of the distance, is a experience that students will remember long after they complete their formal schooling.

  3. Students will examine the documents and they will reflect and make inferences. They will have to find the relationship between maritime laws, international laws and trade. How come, Barcelona became a trade center? and what kind of trade they allowed? How was the Mediterranean important for all the cultures that surrounded the sea? Will be some of the initial questions and, then the students will answer to their own questions.

  4. Students will look at information on trade before the civil war and after. They will examine the information and will draw a graph with the trade trends. The students will have to reflect on why Spain became an isolated country and how United States helped them to become again part of the global economy.



  1. The students will be able to twin their class with a class in Barcelona or Mallorca and will correspond back and forth exchanging information on current economic trends, trade in both countries. Students will develop a better understanding of people from different backgrounds and cultures.

  2. An economist will be invited to be a guest speaker.

  3. As a culminating activity, students will be ask to make an oral presentation to the other classes and to write a report on how Science, History and Technology are all related and are the bases for society and culture.


Personal and Social Values and Skills: In a project like this students work cooperatively with others. They learn how to research individually and later share responsibility for the work done. Since the school is an Spanish Immersion Program, all the work is done in Spanish which will enrich the students vocabulary orally and in writing. Also will help them with the application of grammar mechanics in a different language.

Assessment:

Past scientific knowledge should be viewed in its historical context and not be degraded on the basis of present knowledge



  • Anecdotal records.

  • A rubric listing specific criteria.

  • Independent student investigations.

  • Student Portfolio interpreting progress.

  • Oral Presentation

  • Written report with illustrations, slides, pictures, power point etc



Appropriate Grade Levels: 6-7

Implementation Time: One Class Period (48 to 60 minutes) per lesson

Materials needed:


  • Computers with Internet access

  • Writing materials, crayons, markers etc

  • Geography textbooks and other reference materials on ancient history topics

  • Electronic encyclopedia

  • Newspapers

  • A globe or large world map

  • Individual atlas

  • Foil paper

  • Masking tape, glue, 12 –inch pieces of string, rulers, black felt tip pens.

  • Large balloons

  • Construction paper



Learner Outcome (s): What will happen for students as a result of these lessons?


  • Students will explore the Internet, using Web sites to gain information and answer questions they have been asked and questions that they had asked. Students will apply information they have learned in other lessons and will summarize what they have learned on a final project.

  • Students will explore some of the places around the world where goods were and are traded. They will increase their understanding of geography by identifying places on a map and then expressing information about it in words, pictures, and models.

  • Students will describe and assess the circumstances surrounding a major historical event from the ancient world by using the internet and other resources to research its location, people, and repercussions; and write a news article that summarizes and draws conclusions from a historical event.

  • Students will explore the reasons people trade. They will increase their understanding by identifying tangible items that have been traded. They will then summarize what they learned through a written report.

  • Students will explore how goods are moved around the world. They will increase their understanding by engaging in scientific labs to demonstrate how ships float, how they are loaded, salinity of the water etc, and creating models of ancient and new ships that have to float and carry some goods.

  • Students will be able to interact and exchange information with a school in Spain (or different country) through a Long Distance Program or via e-mail.


Academic Skills:
Communication: Students will demonstrate listening and observation skills to gain understanding; and they will practice communicating ideas clearly and effectively.
Writing: Students will demonstrate writing skills by summarizing their understanding of what they have learned.
Students will create multiple paragraph expository compositions to engage the interest of the reader and state a clear purpose. Also they will develop the topic with supporting details and precise verbs, nouns, and adjectives in the targeted language(in my case Spanish) to paint a visual image in the mind of the reader.
Students will be able to use a variety of effective and coherent organizational patterns, including comparison and contrast.
Reading Comprehension: Students will connect and clarify main ideas, identifying their relationship to other sources and related topics.
Students will be able to clarify understanding of texts by creating outlines, logical notes, summaries, or reports.
Thinking and Analysis skills : Students use a variety of maps and documents to identify physical and cultural features of countries to explain the growth of economic systems.
Students frame questions that can be answered by historical study and research.

Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.


Students explain the central issues and problems of the past, placing people and events in a matrix of time and place.
Students recognize interpretations of history are subject to change as new information is uncovered


Social Studies/Geography: Students will gain practice using maps and other geographic information to gather facts. They will then demonstrate their ability to summarize this information and to communicate it to others.
Students analyze the geographic, political, economic and social structures of Spain in terms of: The connection between geography and the development of trade in a particular region of Spain, including patterns of trade and commerce among Spain and the wider Mediterranean region.
Science:

To acquaint students with the concept that the Earth is a dynamic ever changing planet.


Students will become familiar with density, salinity and flotation concepts.
Students will become familiar with weather patters and the relationship among weather, climate and how affects society.
Students will become familiar with and be able to use vocabulary associated with oceans and with legends and myths
Math: Students will add, subtract, multiply, and divide, estimate values, demonstrate their understanding of the concepts of area and volume, and simulate an example of how mathematics and the metric system are used in everyday life.
Technology: Students will use organizational features of electronic text like databases, keyboard searches, email addresses etc, to locate information.
Students will compose documents with appropriate formatting by using word processing skills.
Students will be able to use Power Point, Learning Distance, Digital cameras and other devices to collect graphics and data.
Assessment:
This lesson plan will help students strengthen their listening, reading, math, science and writing skills demonstrating their ability to effectively seek, interpret and summarize information obtained through different sources .Also will allow the students to demonstrate ability to respond to expository writing prompts.
EVALUATION CRITERIA
(3) Accomplished (2) Developing (1) Beginning

Writing (Grammar)

(3) Writing has hardly any spelling or grammar mistakes. There is a clear beginning, middle and ending to the report.


(2) Writing has some spelling or grammar mistakes. It’s hard to tell where the beginning, middle and ending of the report is.


  1. Writing has many spelling or grammar mistakes. No clear beginning, middle or ending.


Writing (Content)

(3)Writing shows that the student understands the nature and extent of trade in the Mediterranean during history, and has been able to infer the route of trading vessels and the cargo from the research material available to him/her.




  1. Writing shows that the student has an idea of the nature and extent of trade in the Mediterranean during history, but is not clear about the routes of the trading vessels or the cargo from the research material available to him/her.




  1. Writing shows that the student does not understand the nature and extent of trade in the Mediterranean during history and has not been able to use the research material available to him/her to infer the route or the cargo of the trading vessels.



Compilation of the final report on a Power Point, display board etc

(3) Report looks organized and clearly presented. It successfully supports and clarifies the student’s oral presentation.




  1. Report is somewhat organized, but needs a little more work. It fails to support and clarify some parts of the oral report.




  1. Report is not organized and it fails to support and clarify the student’s oral presentation.

Oral Presentation

  1. Student sustains audience interest and attention with effective rate, volume, pitch, and tone. Student successfully transmits the important points of the report, supports opinion with evidence, and uses his/her visuals effectively.




  1. Student has some difficulty sustaining audience interest and attention, successfully transmits only some of the important points of the report, leaves some opinions unsupported with evidence, and does not make adequate use of his/her visuals.

(1) Student does not sustain audience interest and attention. Student’s important points are confused, there is little supportive evidence, and does not make adequate use of his/her visuals



Lab and Writing in Science- Rubric


  1. Concepts are used correctly

  2. Concepts are supported with accurate details.

  3. The student uses appropriate information in the writing.

  4. Visuals such as drawings or diagrams are used well to support the writing.

  5. Higher order thinking such as association, integration, synthesis, analysis, and/or evaluation is evident.

  6. Appropriate vocabulary, language mechanics, and complete sentences are used.

  7. References, if needed, are properly made.

  8. The writing is organized and focused.

  9. The purpose of the lab is clearly carried out.

  10. The writing is neat and presentable.



Grading Criteria for the Vessel Model


  1. Creativity

  2. Accuracy, use of the metric system.

  3. Can float for at least 3 minutes.

  4. Details

  5. Effort

  6. Neat and well put together

  7. Labels

  8. On time

  9. Group Cooperation

  10. Individual work


Assessing Your Work
Student Name-----------------------






Exceeds Expectations

Meets Expectations

Does Not Meet Expectations

Score

Points Earned

3

2

1 or 0




Factual Information

All information correct

Most information correct

Little or not information correct




Argument

Clear argument

Adequate argument

Inadequate or missing argument




Scientific Context

Excellent scientific context/development

Adequate scientific context/development

Poor sense or missing scientific context/development




Variety of Sources

Excellent variety of sources; excellent use of relevant materials

Adequate number of sources; adequate use of relevant materials

Inadequate number of sources, inadequate use of relevant materials.




Discussion/Detail

Excellent discussion/detail

Adequate discussion/detail

Vague/shallow discussion/detail




Depth of Insight/Analysis

Impressive depth of insight/analysis

Adequate depth of insight/analysis

Unexceptional insight/analysis




Form and Style

Effective introduction

Adequate introduction

Weak or missing introduction




Transitions

Smooth transitions

Adequate transitions

Awkward or missing transitions




Organization

Clear organization

Adequate organization

Confusing or weak organization




Spelling and Grammar




Correct grammar, no spelling mistakes

Incorrect grammar; many spelling mistakes




References in footnotes and Bibliography




Correctly credits references

Incorrectly credits references




Conclusions

Effective conclusion

Adequate conclusion

Weak or missing conclusion














Total Score






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