develop researching skills via the Internet.
Students will be
able to describe many different elements of a castle.
gain an appreciation for castle architecture.
expand their creativity in designing their own castle.
this classroom atmosphere lighthearted!
Walk in with
costume from introductory lesson.
that your name is Lady Whinesalot and you need a castle built immediately.
Since you have heard that your students are competent castle builders, you
are relying on them to build you a great castle.
Break them up
into groups of four or five, give them a list of
castle “specs,” and tell them that these
are all components that you need in your castle, and, therefore, they
should make sure to include them in their castle plan.
Give them a
hint that if they do not know what a certain term means (and it is okay if
they don’t know very many of them), they need to make up a definition for
the term and then incorporate that idea into their castle plan.
groups about ten minutes to come up with a plan and then return their
attention to the front.
volunteers to present their castle plans to you and the whole class in hopes
that you will choose them to build your castle.
True to your
name--Whinesalot, make sure to whine about the different definitions that
are incorrect or about the castle specs that you do not see incorporated in
Then ask the
class what they think is the importance of researching a project before
beginning. (Anticipate answers like “Then we know what we’re doing.”)
Explain to the
class that they will become expert castle builders today, but they will be
researching castles before they begin the real building. Also, tell them that
the “specs” on the sheet you handed out are the same terms they will learn in
their castle-building project.
Tell them each to
bring paper and a pencil, gather them up, and bring them to the computer lab.
Write out the website they need to go to on the
board and then instruct them to type that down to reach the Castle Builder web
begin, ask them where Wales is located (because that is where they’re building
their castle). After they answer correctly, have them click on the website’s
first link together to show them a map of Wales and have them locate
From there, allow
the students to work at their own pace. As they are working pass out graph
paper for them to use to draw the blue print spoken of in Step 4. Tell them
when they reach Step 5 to let you know. Walk through the computer lab and
answer questions that come up.
As the students
complete the guided research, allow them to return to the classroom and start
their castle-building project under the supervision of the aide.
When all the
students have completed the research, return to the classroom and offer
guidance where requested.
attention to the front. Let students know that you realize this is a very big
art project and it may take a long time. Because of this, tell them that next
week’s art project will not be as extensive, and, therefore, they will have
two weeks to work on this castle project.
Pass out the
castle terms sheet to the students again and remark that this time those words
probably look easier. Tell them that they should write one sentence about
each term and how they included it into their castle design.
them that the baron who gave them this castle-building assignment will be at
the festival at the end of next week, so their castle must be completed and
displayed so the baron can see their work.
Basic: Complete castle building project by next week Friday and fill
out the castle terms sheet to be handed in.
Extension: Journal about some reflection questions: Why do we no
longer have structures like castles? Why are they no longer necessary? Do you
think castles will ever be needed in the future? Explain.
participation and interest.
terms worksheet and formally record a score based on completeness.
good time use and effectiveness of Internet research.
rubric, evaluate castle projects based on
displaying creativity, research done, and fulfilling baron’s requests.