Lesson Plan Guide

Teacher Candidate: ReTonya P. Watson Grade and Topic: Grade 3, Social Studies Mentor Teacher: Carmen Weaver Date: 2-Feb-2014 Length of Lesson: 30 minutes for 2 days__ School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: The historical era project is derived from the TN state standard 5.0. This lesson in history involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. LESSON OBJECTIVE:
1. Given a textbook or electronic encyclopedia, the student will select and describe an animal, person, and event from 4 different eras in history using a graphic image to represent that era with a three of three on the scoring rubric. 2. Given a computer and word processing software, the student will create a 5x5 table transferring the previous collected information under each label with a three of three on the scoring rubric. 3. Given the completed assignment, the student will choose one of the historical eras and present them to the teacher and the class with a two of three on the scoring rubric. Student Participation: The goal of this exercise is for the students to comprehend and express their understanding of historical eras and the components selected in writing and images

STANDARDS ADDRESSED: State/District, Common Core Standards TN Social Studies - 3.5.01 Identify major people, events, and issues in Tennessee, United States, and world history. a. Identify the heroic deeds of characters from state, national, and global histories. b. Identify historical figures that helped to shape regions. ISTE Standard(s) 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media MATERIALS: 1. Planning Sheet

2. History Textbook 3. Computer 4. Online Encyclopedia: a. Britannica: http://www.britannica.com/ b. Encyclopedia.com: http://www.encyclopedia.com/ 5. Online Clipart: http://office.microsoft.com/clipart/default.aspx?lc=en-us 6. Microsoft Word 7. Writing Utensil
Technology Integration:

In this exercise the students will use one or both of the online encyclopedias as resources of the information that they collect, as well as the source for clipart images. The word processing software will be used to type, format, and add images to the Historical Era table. Once the student has completed their assignment, they will save and submit the finished project to their class dropbox. After the student has submitted the assignment in the dropbox BACKGROUND and RATIONALE: Student will demonstrate comprehension of each selected historical era by selecting and describing an animal, person, event, and visual representation of each era. Academic language is not addressed in IDT 3600 This lesson is a continuation of TN social studies standard 5.0. We will build on the information gathered in this exercise as we continue to analyze and explore all aspects of history to the present time. I am aware that the lesson will be differentiated for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson. PROCEDURES AND TIMELINE: Introduction: Begin by teaching students the foundations of research. Present a quick overview on how to comprehend the research that is found. Demonstrate and refresh the students memory on how to create a table in Microsoft Word. Teach a lesson on different historical eras. Procedures: Prior to the Computer (30 minutes) Teacher Procedures: 1. After the Introduction, give the students the historical era planning sheet and textbooks. 2. Instruct the students to use the textbook to research two of the historical eras and transfer the information to the planning sheet. Student Procedures:

1. Students will research the eras using the textbook and complete two eras of their Historical Era planning sheet by briefly describing an animal, person, and event from the eras they choose. They will then compose a list of key words they will use in searching images to represent era.

At the Computer Day One (30 minutes): Teacher Procedures: Student Procedures:

1. Have students open the Internet browser 2. Direct students to the online encyclopedia websites. 3. Direct the students to research the final two eras and transfer the information to the planning sheet. 4. Monitor and assist as needed

1. Open the Internet browser 2. Go to the online encyclopedia websites. 3. Type in the search box on the website the historical era of their choice. 4. Transfer the information about an animal, event, and person to the planning sheet. 5. Write on the planning sheet keywords that describe each era.

At the Computer Day 2 (30 minutes):

Teacher Procedures: 1. Have students open Microsoft Word. 2. Have students open the Internet browser. 3. Direct students to insert a five column and row table into the word document. 4. Direct students to label each column with the terms: Historical Era, Animal, Person, Event, and Image. 5. Direct Students to transfer the information they gathered on the historical era planning sheet to the table under each appropriate column in Microsoft Word. 6. Direct students to the Microsoft Clipart Gallery website. 7. Advise students to refer to the keywords they previously wrote down to describe each era when selecting a clipart image to represent the each era. 8. Monitor and assist as needed

Student Procedures:

1. 2. 3. 4.

Open Microsoft Word. Open the Internet browser Go back to Microsoft Word Add the following title: Historical Era Project 5. Below the title, Insert a five-column five-row table 6. Add the following column names: Historical Era, Animal, Person, Event, and Image. 7. Transfer the information gathered on the historical era planning sheet to the table under each appropriate column in Microsoft Word. 8. Go the Clipart website 9. Use the previously written down key words to locate an image for the first era 10. Use pull-down menu to copy the image 11. Go to Image column in the Word document 12. Paste the Picture 13. Save work 14. Repeat items 7-13 for the remaining historical eras. 15. When all phrases are finished, correct any spelling errors using spell check 16. Upload the finished assignment to the class dropbox

17. Print a copy

After the Computer (50 minutes) Teacher Procedures: 1. Place the students names on a sheet of paper. 2. Cut the sheet of paper in slips by the names and place them in a hat. 3. Pull a name from the hat. 4. Have the student individually present one of their historical eras and explain each category. 5. Grade the student based on the scoring rubric. 6. Have to student to turn in the assignment after presentation.

Student Procedures:

1. After name is called present one of the four historical eras from the assignment to the class. 2. Explain the information in each category on the table from the assignment. 3. Turn in assignment to teacher after presenting.

Closure: After the completion of the assignment, each student will present to the class one of the historical eras that they chose. After the student makes the presentation the student will be graded on the presentation to the class.

ASSESSMENT EVIDENCE:

Historical Era Rubric

Criteria

Very few or none of Graphic images the selected represent each of the four graphics represent historical eras the concepts of the historical era The description for Description of the selected very few or none of animal, person, and the selected categories event. demonstrates an appropriate understanding of each concept. Presentation The presentation does not demonstrate an understanding of the historical era the student chooses to present.

Some of the All of the selected graphics selected graphics clearly or somewhat clearly clearly represent represent the the concepts of concepts of the historical the historical era. era. The description for some of the selected categories demonstrates a fairly appropriate understanding of each concept. The presentation demonstrates a somewhat vague understanding of the historical era the student chooses to present The description for all of the selected categories clearly demonstrates why each animal, person, and event is an appropriate representation of each concept. The presentation demonstrates a clear understanding of the historical era the student chooses to present

MODIFICATIONS: I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

STUDENT EXAMPLE:
Era: Pre-Historic Animal: Dinosaur: the main dweller on earth. They owned and dominated the land. Person: Cave Man: the beginning of humans. They were the first form of us and out lived the dinosaurs. Event: Discovery of fire: the source of heat used to keep warm and cook so that they could eat. Used in present time Image:

Medieval

Birds: a symbol of religion and new life. Used in many of the churches.

Knights: the protectors and honorable men in the kingdom. The ones who fought the wars and protected the royal family.

Magna Carta: the document that influenced constitutional laws. This limited the power and rule of England.

Ice Age

Mammoth: the large elephant like animal. The mammal with thick fur to keep warm. The fur was used for coats in the ice age. They are now extinct.

Turkana Boy: the skeleton found of an 8 year old boy. The first human with long legs and short arms like us.

Making of tools: some of the first tools that we still use today were created. The hammer was invented in this time.

Colonial

Horse: the primary means of transportation during the colonial era. Livestock also played a major role with grazing farm land.

King James: the king that sent explorers. The explorers discovered America and started colonies.

The discovery of America: The country that we live in is established. We began to live in colonies.