Planning Guide
Creating Learner-Focused Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Communities Change Over Time |
Author(s): Rose Rivezzi |
| Grade Level: 3/4 |
School Address: Parishville
Hopkinton |
| Subject Area: social studies (local history) |
School Phone/Fax: 315-265-4642 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Connection to State Learning Standards
Content Area: Math, Science, and Technology (MST); English Language Arts (ELA); Social Sciences (SS)
Level: Elementary
| Benchmarks: • use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. |
|
Benchmarks: • present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts |
| Standard: MST 2 Information Systems #1 Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. |
|
Standard: ELA 1 Elementary Language for Information and Understanding #2) speaking and writing to aquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, consisely, and comprehensibly. |
Unit Theme: Communities Change over Time
| Standard: SS 1 History of the United States and New York #2) Important ideas, social and cultural values, beliefs, and traditions from NYS and US history illustrate the connections and interactions of people and events across time and from a variety of perspectives. |
|
|
| Benchmarks: • distinguish between near and distant past and interpret simple timelines •recognize how traditions and practices were passed from one generation to the next |
|
|
Learning
Experiences:
Declarative Knowledge
| What declarative knowledge should students be in the process of acquiring & integrating? |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| * the area where the towns of Parishville and Hopkinton are now located was wilderness up to the beginning of the 19th century * political boundaries change over time * lives of the first settlers were difficult and often dangerous * industries in an area are directly related to the resources available * technological advances change the economy and the way people live (for ex. the impact of railroads to the area or the coming of the automobile) * population of an area changes over time and this relates to other events
happening at the time |
read section IA of the local
history packet; discuss Elisha Risdon quote read section IB of the local history packet read sections II A and B and III A,B, and C read sections II C and III D timelines of the two towns |
read and record information;
illustrate graphic organizer; brainstorming graphic organizer graphic organizer interpreting a timeline interpreting a timeline and chart |
use a graphic organizer in which
to plug in the info. read; draw a picture of what they imagine the area
to have been like before settlement based on quote use a graphic organizer in which to plug in the info. read; brainstorming
about what a land speculator may do to make an area attractive to settlers use a graphic organizer in which to plug in the info. read use a graphic organizer in which to plug in the info. read illustrate a timeline for each of the two towns find correlations between what is happening in the timeline and what is
happening to the population of the town |
Learning
Experiences:
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| * students will use maps to
note changes over time * use a map to locate political boundaries then and now * write a letter or journal entry with first settler's point of view * create a topographical map of the area * use a chart or Venn diagram to compare and contrast * make a graph
* learn to use the PowerPoint computer program |
compare the Six Nations Map
from 1771 to modern day map of St. Lawrence County; look at the Sauthier map of
1779 compare and contrast the Macomb Purchase Map to a current political map of St. Lawrence County using the information learned about the hardships of the first settlers the
students will choose to write a journal entry or a letter create a map showing the resources of the two towns and the industries first
established there create a chart or Venn diagram comparing and contrasting a certain aspect of economic or social life then and now (for ex. businesses, or schools, or medicine) create a graph showing the change in population over time
many practice opportunities to become familiar with the program will be provided by the librarian and computer teacher |
compare and contrast the 2 maps;
think-pair-share on the changes which occurred over eight years think-pair-share on the changes which occurred writing and sharing of letters and journal entries use salt dough and paint, maps and the info. learned to create a topographical map of the area within 10-15 years of first settlement use their information packets to learn of the changes to be able to complete chart or Venn diagram use census information to complete a graph of their choice |
Learning
Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of...... |
What reasoning process will they be using? |
Describe what will be done. |
| Many aspects of a town's history change over time. These include schooling, transportation, communication, local businesses and industries, dress, food sources, homes, health, and leisure
|
|
|
Meaningful Use Task
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
| Students will look at a body of information and decide on the most important pieces which they will incorporate into a presentation for the community. Students will prepare slides using the PowerPoint program to aid them in their presentation. Decisions will be made on the best way to present their information visually and orally for parents and the community. |
[*] Decision
Making
|
Products/Performances A jigsaw approach will be used for extending and refining knowledge. Using the work completed from the Refining and Extending activity students will design 3-5 slides with the PowerPoint Program. These will be part of the class's overall presentation about local history to the parents and other students in the school. There is also the possibility of this being presented to students from other schools who in turn will share what they've learned about the history of their place. These slides will reflect the ability to prioritize the information learned and the ability to summarize it. An oral presentation will accompany each slide, giving more detail. To assess final learning, each group preparing a set of slides could develop one or two key questions for the class which will be presented on a final assessment. |
| Criteria for evaluation Rubrics will be used for the slide preparation and the oral presentation. The main points on which students will be evaluated will be:
|
Rubric for Extending and Refining Task:
| Elements Scale |
Information selected for presentation x4 |
Clarity of presentation |
Coordination of the oral presentation with the slides presented |
Cooperation within the group to complete the task |
| 4 |
|
The presentation was well rehearsed. A strong, clear, expressive voice was used. The audience felt you were talking to them. |
Very creative use of the slides as an aid to the presentation. Worked very independently on the project. |
The group worked effectively together, able to solve problems as they arose with very little support from the teacher. |
| |
You did three of the above very well. # _______ needed more work. |
Practice was evident. A clear voice was used. The audience usually felt you were looking at them. |
The slides were effectively used to be part of the presentation. You needed very little teacher support to stay on task. |
The group worked well together to solve problems as they arose. Some guidance and support was needed from the teacher. |
| |
You did two of the above well. # ________ and #_________ needed more work. |
More practice was needed. You were sometimes hard to understand and you needed to look at the audience. |
Some of what was said matched the slides presented. Teacher guidance was needed to complete the task. |
More work was needed in solving cooperation problems as they arose. Much teacher intervention was needed. |
| |
Much teacher guidance was needed to complete only some of the above criteria |
You did not prepare your presentation well. It was very difficult to understand. |
Much teacher guidance was needed. What was said had very little to do with the slides presented. |
Cooperation problems got in the way of the group completing the task. Teacher was needed to solve the problems. |
Rubric for Final Presentation
This product provides evidence of understanding in using the Power Point program to design slides which highlight key points to guide the oral presentation being given.
Checl one from each box and then add up the score.
| Sequence of Slides |
Key Information Bullets on Slides |
| 4 [ ] The 3-5 slides followed a logical sequence |
4 [ ] Key information was clearly bulleted on each slide |
| 3 [ ] Some help was needed to achieve a logical sequence of slides |
3 [ ] Key information was usually clear and bulleted on each slide |
| 2 [ ] There was an attempt at achieving a logical sequence to the slides. |
2 [ ] More key information needed to be presented on the slides |
| 1 [ ] No logical sequence was evident |
1 [ ] Very little key information was presented on the slides |
| Design Features of Slides |
Use of Graphics or Visuals |
| 4 [ ] Creative design features were used on each slide but did not distract from the information presented |
4 [ ] More than 2 graphics or visuals were used in the slide sequence |
| 3 [ ] Some creative design features were used |
3 [ ] 2 graphics or visuals were used in the slide sequence |
| 2 [ ] An attempt was made to use creative design features |
2 [ ] 1 graphic or visual was used in the slide sequence |
| 1 [ ] No creative design features were used |
1 [ ] No graphics or visuals were used in the slide sequence |
Unit Overview/Time Schedule:
This unit should take about 10 - 11 weeks to complete in the classroom, figuring daily work times of about 40 minutes.
• About 2 weeks prior to beginning the unit, coordinate with the computer/library teachers so that students may begin exploring and learning about how to use the PowerPoint Program during their computer and library time when more students have access to a computer.
• Weeks 1 through 3 - present the launch activities and work through the student booklet, completing the first four activities outlined under Declarative Knowledge and the first four activities outlined under Procedural Knowledge. Students are learning background information at this point, plugging it into graphic organizers, as well as reading maps and working with timelines.
• Weeks 4 to 6 - Extending and Refining - With teacher support, students will be exploring information packets on various societal and economic aspects in Parishville's and Hopkinton's history. These include such topics as schooling, homes, clothing, agriculture, etc. Key information will be recorded into graphic organizers and Venn Diagrams will help with the comparing of past and present. The remedial reading teacher and the two classroom teachers of this double multi-age classroom, will divide the students into 3 groups, each group completing three out of the nine packets. It is hoped that as each of the three packets is introduced less and less teacher assistance will be needed.
• Week 7 - Students are grouped so that each group is responsible for one of the nine packets. Using the information recorded onto the graphic organizers, students will begin to plan a PowerPoint presentation. A "slide planner" sheet will help with the planning. They will prepare 3-5 slides in a logical sequence as well as plan the oral presentation which will accompany each slide.
• Week 8 to 9 - Students will use computer and library time to actually put together the slides.
• Week 10 - Practice for the presentation which will be for the other elementary students in the school.