Photo retrieved from: http://en.wikipedia.org/wiki/Arizona
Cover photo retrieved from: http://www.azbio.org/about-azbio/arizona-bioindustry-fact-sheet
Title/Topic: Discovering Arizona
Grade/Level: Grade 4
Related Content Standards/Objectives:
TLW research Arizona from statehood to present and create a digital timeline to display events.
4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Social Studies 04-S2C1-01
Use the following to interpret historical data:
a. Timelines – B.C.E. and B.C.; C.E. and A.D.
b. Graphs, tables, charts, and maps
Related Technology Standards/Objectives:
TLW will create a digital timeline of Arizona history from past to present by using Storybird.com.
S1C4PO1 Analyze information using digital creativity tools to create original works and express ideas.
S1C4PO2 Use digital collaborative tools to analyze information to produce original works and express ideas.
Instructional Activity:
In 4th grade, Social Studies curriculum is based around learning about Arizona, its past, present, and future. With this lesson, students will be asked to complete a project-based learning assignment. “In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations,” states Buck Institute for Education. Students will be asked to research 10 meaningful events from Arizona Statehood in 1912 till present day. Students will describe the significance of the events that they found in a written form and then create a timeline on www.storybird.com to summarize their findings.
Support for Diverse Learner:
For this project, process will be differentiated. Natalie Olinghouse states in her paper Designing Lessons for Diverse Learners in 2008, “Process: Activities in which the student engages to make sense of or master the content. Examples of differentiating process activities include scaffolding, flexible grouping, interest centers, manipulatives, varying the length of time for a student to master content, and encouraging an advanced learner to pursue a topic in greater depth.”
Students will be placed in multi-leveled groups to enhance the background knowledge, stamina, and ability; Each group will have 4 students per group. Students will each have a job within the group: researcher, documenter, fact checker, and group chief.
Students will be assessed with the following rubric:
http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDownloadFile&
Rubrics help students to know exactly what they are being assessed on and what is expected from them. Cornell University Center for Teaching Excellence states that “Rubrics help students: Understand expectations and components of an assignment, become more aware of their learning process and progress, and improve work through timely and detailed feedback.”
Resources:
Technology that will be used to deliver this lesson will be the internet sources such as www.storybird.com for students to document timelines, About Arizona for Kids: http://www.azlibrary.gov/links/kidsaz.aspx, Arizona History: http://azgovernor.gov/AZSpotlight/Kids_History.asp, and SOS for Kids: http://www.azsos.gov/public_services/kids/ . Students will also be able to use internet sites that they find if teacher approves them.
References:
Buck Institute for Education (n.d.). Project based learning for the 21st century. Retrieved from http://www.bie.org/about/what_is_pbl/
Cornell University Center for Teaching Excellence (n.d.). Using rubrics. Retrieved from http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/using-rubrics.html
Olinghouse, N. (2008). Designing lessons for diverse learners. Retrieved from http://education.msu.edu/te/elementary/pdf/Designing-Lessons-for-Diverse-Learners.pdf
Cover photo retrieved from: http://www.azbio.org/about-azbio/arizona-bioindustry-fact-sheet
Title/Topic: Discovering Arizona
Grade/Level: Grade 4
Related Content Standards/Objectives:
TLW research Arizona from statehood to present and create a digital timeline to display events.
4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Social Studies 04-S2C1-01
Use the following to interpret historical data:
a. Timelines – B.C.E. and B.C.; C.E. and A.D.
b. Graphs, tables, charts, and maps
Related Technology Standards/Objectives:
TLW will create a digital timeline of Arizona history from past to present by using Storybird.com.
S1C4PO1 Analyze information using digital creativity tools to create original works and express ideas.
S1C4PO2 Use digital collaborative tools to analyze information to produce original works and express ideas.
Instructional Activity:
In 4th grade, Social Studies curriculum is based around learning about Arizona, its past, present, and future. With this lesson, students will be asked to complete a project-based learning assignment. “In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations,” states Buck Institute for Education. Students will be asked to research 10 meaningful events from Arizona Statehood in 1912 till present day. Students will describe the significance of the events that they found in a written form and then create a timeline on www.storybird.com to summarize their findings.
Support for Diverse Learner:
For this project, process will be differentiated. Natalie Olinghouse states in her paper Designing Lessons for Diverse Learners in 2008, “Process: Activities in which the student engages to make sense of or master the content. Examples of differentiating process activities include scaffolding, flexible grouping, interest centers, manipulatives, varying the length of time for a student to master content, and encouraging an advanced learner to pursue a topic in greater depth.”
Students will be placed in multi-leveled groups to enhance the background knowledge, stamina, and ability; Each group will have 4 students per group. Students will each have a job within the group: researcher, documenter, fact checker, and group chief.
- Researcher (middle level) leads the search online or through other resources to identify facts / events of Arizona.
- Documenter (low level) notes the information being found.
- Fact Checker (low level) double-checks the research found to ensure accuracy.
- Group Chief (high level) makes sure everyone is staying on task, leads discussions on next steps, and makes sure that time is being used efficiently so that project is completed on time.
Students will be assessed with the following rubric:
http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDownloadFile&
Rubrics help students to know exactly what they are being assessed on and what is expected from them. Cornell University Center for Teaching Excellence states that “Rubrics help students: Understand expectations and components of an assignment, become more aware of their learning process and progress, and improve work through timely and detailed feedback.”
Resources:
Technology that will be used to deliver this lesson will be the internet sources such as www.storybird.com for students to document timelines, About Arizona for Kids: http://www.azlibrary.gov/links/kidsaz.aspx, Arizona History: http://azgovernor.gov/AZSpotlight/Kids_History.asp, and SOS for Kids: http://www.azsos.gov/public_services/kids/ . Students will also be able to use internet sites that they find if teacher approves them.
References:
Buck Institute for Education (n.d.). Project based learning for the 21st century. Retrieved from http://www.bie.org/about/what_is_pbl/
Cornell University Center for Teaching Excellence (n.d.). Using rubrics. Retrieved from http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/using-rubrics.html
Olinghouse, N. (2008). Designing lessons for diverse learners. Retrieved from http://education.msu.edu/te/elementary/pdf/Designing-Lessons-for-Diverse-Learners.pdf