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Intel Teach Program

Essentials Course

Unit Plan Template


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Unit Author
First and Last Name

Sarah Weatherby

District or Organization

Warsaw R-9

School or Location Name

North Elementary

City, State

Warsaw, MO

Unit Overview
Unit Title
Living Museum
Unit Summary
In this unit, students will research a historical figure that has contributed to society through leadership,
science/inventions, art, sports, being first, courage, or other. At the end of the research, each student
will memorize a speech about their person and become that person in a living museum that will be
shared with friends and family.
Subject Area
Writing
Public Speaking
Grade Level or Target Audience
3rd
Approximate Time Needed
15 days/ 50 minute sessions
Unit Foundation
Targeted Content Standards and Benchmarks (Training/Organizational Benchmarks)
CCSS.ELA-Literacy.W.3.7- Conduct short research projects that build knowledge about a topic.
CCSS.ELA-Literacy.SL.3.4- Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Student/Learner Objectives (Learning Outcomes)
By the end of the unit, the student will know the following information about their historical person:
*Birth/Death-how
*Quote
*6 interesting facts
*time-line of 6 events in their life
*5 words to describe their person
*2 life lessons they have learned
The student will memorize a paragraph explaining the life and importance of their historical person.

2008 Intel Corporation. All Rights Reserved. Used by Permission via eMints
Revised for WWU MED T&T Revised 10/23/2013

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Intel Teach Program


Essentials Course

Curriculum-Framing Questions
Essential
Question

Who are some historical figures that have made a significant impact in our
world?
What impact has your person made?

Unit
Questions

Why is that important?


When was your person born? When did they die and how? What quote have they
said that was significant? What are 6 interesting facts about your person? What
are five descriptive words to describe your historical figure? What are two life
lessons you took away from your research?

Content
Questions
Assessment Plan

Assessment Timeline

Before unit work begins

Display a

Students work on projects,


learning activities, and
complete tasks

Brainstorm as a Students will be Students will

photograph from
a previous years
group of
students at the
living museum.
Ask the students
if they know who
some of the
people are. Ask
who they are
and why they
are famous.

class on the
Famous People
page to add
people to the
sections:
Leadership/Explor
ation,
Science/Invention
s, Art, Sports,
Other.

required to type
out their
interesting facts
to their peers
with the format
of, Did you
know that.
This will ensure
they are telling
facts about their
person and not
a random
sentence.

After project work / learning


activities are completed

Students will

create a timeline
online that tells 6
major events
that occurred in
their persons
life. They will
present to the
class and the
teacher can
assess how they
are doing.

Students will

dress up as their
historical person
and present their
poster with all of
their facts and
information on
display.

recite a prepared
speech to the
public pretending
as though they
are the actual
historical person.

Assessment Summary
Before we begin the unit, a day will be taken to explain the overall unit and all that will be involved in
the research of their person and what the final product will look like. I will display a previous image of
students that have dressed up in previous years and use that as a conversation starter to see how
much knowledge my current students have of historical figures. This will also get students thinking of
who they would want to be and who they would best be able to dress as for the museum. Then, the
teacher will display the Famous People page on the Promethean Board and have students give
suggestions on people that could be added to the list.
In the middle of the unit, students will be finding interesting facts during their research time. They will
be required to check with their peers as to whether the facts they have found are indeed facts and not
random sentences they find in their book. Also, students will create an online timeline that will be
presented to the class. The teacher will be able to assess each student while presenting to check that
2008 Intel Corporation. All Rights Reserved. Used by Permission via eMints
Revised for WWU MED T&T Revised 10/23/2013

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Intel Teach Program


Essentials Course

they are following directions and on the right track.


By the end of the unit, students will dress in an outfit according to what their person would have worn.
They will complete a poster with their collected research and display it along with other artifacts they
want shown. During the museum, they will recite their speech giving visitors a quick synopsis of their
person and why they are famous.
Unit Details
Prerequisite Skills
To begin this unit, students will need basic researching skills of reading and writing. They will need to
be able to form sentences and memorize facts to present a speech.
Instructional Procedures
Day 1: Today will be spent introducing the project and getting the kids excited about the unit! Have the
students brainstorm out loud a few famous people that they know of and then display a picture of
previous students that are dressed up from a living museum. If a picture is not available, show a
picture of a historical figure and ask if they know their name.
Day 2: Take out the Famous People page and begin brainstorming people to each section of the page
one by one. Let the students begin explaining their thinking on who each person is. If they give a
current person, tell them to try thinking of someone else or who is retired. Play Animated Hero
Classics from Discovery Education: www.discoveryeducation.com. The choices of people include:
Benjamin Franklin, Marie Curie, Harriet Tubman, Abraham Lincoln, Florence Nightingale, Christopher
Columbus, Joan of Arc, Helen Keller, Wright Brothers, Alexander Graham Bell, Beethoven, Leonardo
DaVinci. I would advise playing one of these movies each day of the Living Museum Unit. They are
around 28 minutes long.
Day 3: This day will be used purely for research and building knowledge. Have students select their
person they have chosen to research about and dress up as. Allow them to explore the school library
for books or take a trip to the public library, if feasible. Have students visit www.ducksters.com,
www.kidsfront.com, www.mrnussbaum.com, or www.gardenofpraise.com, to view their person and
begin developing deeper background knowledge of their figure.
Day 4: Begin by having the students complete the first page of the packet by drawing a portrait of their
person. They can color the portrait and look at pictures from their book and website to help. Then
they need to find the dates for when they were born and died.
Day 5/6: Have students turn to their interesting facts page. Tell students that they will be finding
interesting facts about their person. This can be difficult for students to do as they struggle with
realizing what interesting means, rather than just stating a sentence they find in their book. To help
with this, have students pull out their chromebooks and goto Todaysmeet.com in the chatroom you
have selected for their group to go to. With their group, they are going to find interesting facts, but
before they record it on their packet, they have to type it out by saying Did you know that. If the
fact does not make since by forming it into a question or does not sound interesting, then it is not an
interesting fact! Have the students take turns doing this and responding with a yes or no or that is
not an interesting fact, then they can put their facts down on paper.
Day 7: The next task is to complete the time line organizer. Students need to create a timeline
organizer that uses six major events that occurred in their figures life. They can use their books or
web articles to do so. Record the 6 events on the table in the packet.
Day 8: Have students take out their timeline and go to
http://www.softschools.com/teacher_resources/timeline_maker/ on their chromebooks. They will then
input their 6 events into the table and create a timeline. For the second half of the lesson, they will
present their timeline to the class. The teacher will assess how each student is progressing and make
changes if needed.
2008 Intel Corporation. All Rights Reserved. Used by Permission via eMints
Revised for WWU MED T&T Revised 10/23/2013

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Intel Teach Program


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Day 9: Students will complete the In Five Words portion of the packet. They will need to choose 5
descriptive words about their person and use an example from their research to prove it. When that is
complete, students can goto www.wordle.net to create a Wordle image to share with their peers.
Day 10: On this day, students will need to write on the Read All About___ page. They will write a
paragraph explaining why their person is so famous today. They need to include details and 5
sentences.
Day 11: Students will find a quote from their person to add to Quotable Quote. If they are struggling
with finding one from their research, they can search for one using a search engine online. Next, they
need to reflect on what they have learned and put down two life lessons that they have learned from
this person. Also, fill out the Resources section and have them write down any book, website, or
resource tool that was used.
Day 12: Now it is time to take their packet and put their information on display on their Biography
Poster Report. Remind the students that this will be on display for all of the viewers to see and will
need to be NEAT and easy to read!
Day 13: If they have finished their poster, they now need to create a speech for the living museum.
Their speech needs to include a greeting stating who they are, their birthdate, brief family background,
why they are famous, 1 or 2 interesting facts, and when/how they died. An example is shown in the
student resources section. These speeches need to be practiced until memorized. When they believe
they have finished memorizing their speech, have them practice saying it without help onto
www.vocaroo.com. When they are satisfied with their recording and how they sound, they are
finished.
Day 14: Students will need to bring their costumes in for a dress rehearsal for the Living Museum.
They will stand in their spot with their poster next to them and a sticker on their hand for viewers to
push as they come by. The students in the school will be the ones to view them today as practice.
Day 15: LIVING MUSEUM DAY! For one hour, the living museum will be open for any family, friends,
and teachers to come view. Students will stay in character for the entire hour and give their speeches
to every visitor that come to push their hand and listen.
Accommodations for Differentiated Instruction
Special Needs
Students

Special needs students will need extra support in and out of the
classroom. They will need help researching and writing down what they
find. The speech will need to be shortened and brief enough for them to
remember the main points. Accommodations will be made to any student
with an IEP.

Nonnative
Speakers

ESL teachers will be available to translate for students that do not speak English
as a first language. They will help with the research portion of the project and
the speech creation.

Gifted/Talented
Students

Gifted and talented students may always take this project one step further by
finding additional facts, events, descriptive words, lengthier speeches. Further
research can be done for students that are capable of doing so.

Materials and Resources Required For Unit


Technology Hardware (Click boxes of all equipment needed)

2008 Intel Corporation. All Rights Reserved. Used by Permission via eMints
Revised for WWU MED T&T Revised 10/23/2013

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Intel Teach Program


Essentials Course

Smart Phone

Digital Camera

Response Devices

Computer(s)

Printer

Video Camera

Mobile Devices

Projection System

Video Conferencing Equip.

Chromebook/Laptop

Scanner

DVD Player

Internet Connection

Audio Tools (microphone,


headsets, etc.)

Other

Technology Software (Click boxes of all software needed.)


Database/Spreadsheet

Video Tools

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software

Multimedia

Presentation Software

Web 2.0 Tools

Image Editing

Audio Editing

Web 3.0 Tools


Other Online Tools

Computer Operating
System Required

Mobile Device OS Required


Compatible Web Browsers

Other
Technology
Integration

Technology will be integrated by using it for research purposes, word


processing for their speeches, and recording audio to playback themselves
reciting their speeches.

Printed Materials

Biographies from the Public and School Library.

Supplies

Biography Poster Report Amazon, Costumes for Living Museum (home and
school).

www.ducksters.com, www.kidsfront.com, www.mrnussbaum.com,


Internet Resources / www.gardenofpraise.com, www.todaysmeet.com,
Online Tools / Mobile http://www.softschools.com/teacher_resources/timeline_maker/, vocaroo.com,
Apps /Specific
discoveryeducation.com
Software Needed

Other Resources

Teachers, parents, students and family are all invited to come to the Living
Museum at the end of the unit to listen to the speeches that are given by the
historical figures.

Additional Unit Information

Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks
of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

2008 Intel Corporation. All Rights Reserved. Used by Permission via eMints
Revised for WWU MED T&T Revised 10/23/2013

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