Summer Haury

Changes in the Community

Changes in the Community Lesson Plan #1

Essential Questions Standards of Learning (be sure to include integrated standards here too) Why do some things change while others remain constant? Virginia SOL History 2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population. NCSS Theme Time, Continuity, and Change Studying the past makes it possible for us to understand the human story across time. Virginia SOL Writing 2.12 The student will write stories, letters, and simple explanations. a) Generate ideas before writing. The students will be able to 1. Identify things that change 2. Describe why things change 3. Compare two objects that show change 4. Identify things in their personal lives that have changed Teacher Materials: SMARTBoard Frayer model diagram Old phone with cord Cell phone Old computer/ or just key board Candle Light bulb Old computer Laptop Book E-reader Paper map or compass GPS Student Materials: Writing page Writing utensils Introduction (10 minutes): Hook1. On SMARTBoard, show a picture (if possible bring in real objects) of an old phone and a smart phone. 2. Talk about the differences in the two objects.

Objectives

Materials

Procedures (introduction, instructional strategies,

Summer Haury

Changes in the Community

summary/close)

Formative Assessment

3. Ask: why do you think the phone has changed? What is better about the new phone? 4. Repeat this questioning for an old computer and a iPad/laptop, a book and an e-reader, a candle and a light bulb, and paper map/compass and a GPS. Link1. Say, In science we have talked about the changing of the seasons. In our lives we see things change every day. We might not recognize change because some things change very slowly. We dont see the differences. Some things change very quickly. Today our purpose is to define change, identify change in our own lives, and think about why things change. Instructional Strategies (35 minutes): 1. As a class, fill out the Frayer Model Diagram (appendix A). 2. Start with examples, followed by characteristics, definition, and non-examples. 3. As the students give responses for each box on the diagram, talk about it and decide as a class if that response should be included on the diagram. 4. Students may need to defend their thinking. 5. Come up with a child-friendly, class definition for change. 6. The teacher will say, Now that we know a little bit about change, we are going to write about changes in your own life. Each person will get a writing page with space to write and space to illustrate your writing. Tell me about a change or changes in your life. Think about ways your family has changed or you have changed. 7. Students will work on writing page (appendix B) for 20 minutes. 8. During this time, the teacher will rotate and encourage higher thinking by asking: why did this change in your life? What happened as a result of this change? What would have happened if this didnt change? Why did this change but didnt change? Summary (15 minutes): 1. The whole class will come back to the carpet and share their writing page. 2. The students will first do a think-pair-share where they will share their ideas with a partner. 3. Next, the teacher will call on three people to share what they wrote about. 4. Then, the teacher will say, Today, we discussed things that change in our lives and in the world. We looked at a few examples of real life change. We defined change and said that it means to make something different or to become different. When you go home tonight, I want you to think about ways your family and your home has changed. Maybe, like __________, you have a new little brother in your family. Or, like _________, you have just moved to a new place. These are all important changes in our lives. Tomorrow, we are going to talk more about change, but we will be looking at changes in our community- in our classroom, our school, and the city we live in. Please go back to your tables and fill out your exit slip for social studies. You will write about the following prompt: Name two things that show change. Why do some things change? 5. The teacher will give the students 5-7 minutes to complete their exit slips. Objective 1-3: During the Frayer model diagram introduction, the students will be adding to the diagram orally by describing things that change and why they have changed. The teacher will take notes on a checklist throughout the discussion. (see appendix C) Objective 1-3: As an exit slip, students will respond to the following prompt: Name two things that show change. Why do some things change? This will be evaluated on a two point scale. If the student is able to name two things that show change and describe why things

Summer Haury

Changes in the Community

change, s/he will be given two points. If the student is able to only either name something that has changed or write about why things change, s/he will be awarded one point. If the student does not complete the task, s/he will receive zero points. Objective 4: The students will be turning in their writing pages that identify something in their lives that has changed. This will be evaluated on a two point scale. If the student is able to name something in their life that has changed and draw a picture to illustrate that change, s/he will be given two points. If the student is able to only either draw a picture or write about a change in their life, s/he will be awarded one point. If the student does not complete the task, s/he will receive zero points. 1. English Language Learners: These students will be able to see real life examples of Differentiation different inventions. The teacher will write out ideas on the SMART Board as they are given in class. 2. Multiple Intelligences: This lesson suits the verbal/spatial learner because students have an opportunity to participate in class discussion. Also, the intrapersonal learner will benefit from reflecting on their own lives before they write. 3. Learning Styles: Kinesthetic learners are considered as students are able to manipulate various examples of change, such as the two different types of telephones. Auditory learners are able to talk to a partner during the think-pair-share and also participate in group discussions. Visual learners will get to see real life examples of change and the Frayer Model Diagram on the SMART Board. 4. Students with Special Needs: These students can have the option of orally explaining their answer to the writing prompt. If additional support is needed, students can work with a partner. 5. Extensions: Students can create a model of change in their lives or in the world. For example, students can make a seasons collage. Technology Integration (if applicable) Tbe SMARTBoard will be utilized throughout this lesson. The students will help add to the Frayer model diagram that will be on the SMART Board.

Summer Haury

Changes in the Community

Appendix A

Summer Haury

Changes in the Community

Appendix B

To make or become different

Things look different They become better Easier to use Make work more efficient

change
People The Earth: seasons, night/day, weather Buildings Clothes Transportation population Constantcharacteristics of animals,

Summer Haury

Changes in the Community

Appendix C

Summer Haury

Changes in the Community

Appendix D Discussion Checklist

Identifies a change or changed object Student A Student B Student C Student D

Describes why things change

Compares two objects after change

Summer Haury

Changes in the Community

Resources Frayer Model Diagram: http://mr.nestynunez.com/wp-content/uploads/2013/09/Frayer-Model.jpg Writing Page: http://4.bp.blogspot.com/bm7heCflrpQ/TqTGCVJyoxI/AAAAAAAAAAs/5GunVJs4V3Q/s1600/WritingPrompt+ copy.jpg