Subject: o Idaho History Photo Blog Learning About Lewiston Stated learning goal o After selecting a photo from

m the classroom blog, students will visit the location and write a paragraph about its historical significance, sharing their research on the class blog. Rationale o During the fourth grade, students focus on state history in social studies. Depending on where one lives, the area may be filled with history or possibly not. Children living in this particular area are surrounded with a rich, deep history dating back thousands of years and more recently, the Corps of Discovery. Students learning about local history will, develop a greater awareness of the community and its founders. Learning about ones community will hopefully instill a sense of pride. This project is intended to teach the students about the many historical sites located within a ten-mile radius. Learning Objective The learner will be able to: 1. Select a photo from one of the twenty available on the class blog.

2. Analyze the photo, recognizing where it was taken. 3. After identifying the location of the photo, the student will visit the location of the photo with a parent/guardian. 4. Compile notes using the graphic organizer provided. 5. Write a paragraph using the graphic organizer, explaining the historical significance of the location. 6. Using the Learning About Lewiston rubric (Appendix A), students will proofread their paragraphs making sure to meet all criteria. 7. Students will share paragraph with their teacher who will assess using the Learning About Lewiston rubric (Appendix A). 8. Students will post the final paragraph, after assessment has been made, beneath the photo selected to research. 9. Peers will comment on information shared or new information learned.

Focusing on quality not quantity, a single blog has been created for the fourth grade. Students will post all of their entries on the class blog, which will be carefully managed and monitored by the teacher. For this activity, students will select one of the twenty photos available on the classroom blog of a historical site located within the city of Lewiston. After identifying and visiting the site, the students will complete their research using a graphic organizer. A Herringbone graphic organizer (Appendix A) will be provided to assist the students in the collection of data. Using the graphic organizer, the students will write a paragraph explaining the historical significance of the location. The paragraphs will include the 5 Ws + 1 H (who, what, where, why, when, how). Using the Learning About Lewiston rubric (Appendix B), students will proofread their paragraphs making sure to meet all criteria before submitting it for assessment. The teacher will assess the paragraph using the Learning About Lewiston rubric (Appendix B). Students will make corrections as necessary prior to posting on the class blog. When the final draft is ready for publishing, students will post their research paragraphs beneath the photo of their choice The students will be assessed according to the Learning About Lewiston rubric (Appendix B). Below is the anticipated activity timeline o School begins August 28, 2013. o The first student blogs will be posted September 2, 2013. Daily subject posts will be drafted prior to the closing routine, which occurs at 3:45 p.m. Students drafting these posts will be selected according to random drawing. o The photo blogs will begin no later than September 8, 2013. Time must be provided for the students to select a photo, conduct research, and post the research. Students will be required to complete at least one photo blog per quarter. Prior to any blogging activity, all students who participate in this activity will have returned the Acceptable Use Policy signed by their parents/guardians. This blogging activity is only one part of the entire blogging experience planned for the students during the school year. The students will also post blogs on books they have read along with posting comments about math, English/language arts, science, and religion.

Appendix A

The Herringbone
Place the name of the historical site in the space provided. Use the branches of the herringbone to gather supporting details of the site. Remember the 5 Ws + 1 H (who, what, where, when, why, how).

Supporting Details

Historical Site

Supporting Details

Appendix B

Learning About Lewiston Rubric

Teacher Name: Ms. Holthaus Student Name: ________________________________________

CATEGORY Introduction (Organization)

4 The introduction is inviting, states the main topic and previews the structure of the paper.

3 The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

Accuracy of Facts (Content)

All supportive facts are reported accurately. The conclusion is strong and leaves the reader with a feeling that they understand what the writer is \"getting at.\" Writer makes no errors in grammar or spelling that distract the reader from the content.

Conclusion (Organization)

Almost all supportive facts are reported accurately. The conclusion is recognizable and ties up almost all the loose ends.

2 The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. Most supportive facts are reported accurately. The conclusion is recognizable, but does not tie up several loose ends.

1 There is no clear introduction of the main topic or structure of the paper.

NO facts are reported OR most are inaccurately reported. There is no clear conclusion, the paper just ends.

Grammar & Spelling (Conventions)

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. Writer makes several errors in capitalization and/or punctuation that catch the reader\'s attention and greatly interrupt the flow.

Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

flow.