Unit Plan Haly Gross EdSE 604, Teaching Social Studies and the Arts in General Education and
Special Education Grades 1-6 Professor Gura Fall 2011
Title of Unit: What Shaped New York State? A) Theme: New York State History Grade Level/Student Population Type: This class is a general education, fourth grade class of 18 students. Two of the students are ESL students, both from China. One student is considered visually impaired. Number of Sessions: 4 (3 lessons, 1 introduction) Overview of the Unit: In this unit the students will work in groups of three to research a famous event that impacted New York State’s history. In researching this event, they will be required create a 36”x 48” tri-fold size brochure that they will present and explain to their classmates in a face-to-face oral presentation. In creating this product and through oral presentation the students will learn the objectives which are aligned to the Social Studies and Arts curriculum and New York State Standards. B) New York State Social Studies Standards: STANDARD 1: HISTORY OF THE UNITED STATES AND NEW YORK - Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in the history of the United States and New York - 1.3: Study the major social, political, economic, cultural and religious developments in New York State which involves learning about the important roles and contributions of individuals and groups - 1.4.1: Consider different interpretations of key events and/or issues in history and understand differences in those accounts -1.4.2: Explore different experiences, beliefs, motives, and traditions of people living in neighborhoods, communities and states 1.4.3: View historic events through the eyes of those who were there, as shown in their art, writings, music and artifacts. New York State Art Standards: Standard 1: Creating, Performing and Participating in the Arts - Students will actively engage in the processes that constitute creation and performance in the arts and participate in the various roles of the arts
- Students will use a variety of art materials, processes, mediums, and techniques, and use of appropriate technologies for creating and exhibiting visual art works Standard 2: Knowing and Using Arts Materials and Resources - Students will be knowledgeable about and make use of the materials and resources available for participation in the arts -Students will know about the resources and opportunities for participation in visual arts in the community (library) and use appropriate materials - Students will develop skills with electronic media as a means of expressing visual ideas C) Learning Product: The learning project that students will create is a 36” x 48” size brochure on a famous event that shaped New York State history. Students will be arranged in groups of three to create one brochure amongst the three group members. D) Social Studies Content: In participating in this unit, students will cover many aspects of the Social Studies curriculum. Students will have the opportunity to study New York State History, will understand the beginnings of conducting research, will distinguish what shaped New York State and through presentation will learn to use different forms of written exposition. E) Art Skills: In participating in this unit, students will also cover many aspects of The New York State Arts Curriculum. Students will not only participate in creating their own art inside their brochures through coloring, shading and drawing, they will also participate in a lesson which deals with art in the form of primary and secondary sources. F) Scoring/Grading: As the teacher one would be able to determine if the students learned what was intended by grading their brochure based on the following rubric: (Rubric is at the end of lesson plans) G) Technology: Technology will be incorporated into this unit in many different examples. The teacher will incorporate technology during her individual lesson plans. She will show pictures of primary and secondary sources to her students using the internet. Students will also incorporate technology into their projects through internet research. The teacher will show the students how to find credible information on the internet and will also show them how to use pictures from the internet to enhance their brochures.
NARRATIVE: In this unit the students will work in groups of three to research a famous event that impacted New York State’s history. In researching this event, they will be required create a 36”x 48” tri-fold size brochure that they will present and explain to their classmates in a face-to-face oral presentation. In creating this product and through
oral presentation the students will learn the objectives which are aligned to the Social Studies and Arts curriculum and New York State Standards. Theme: New York State History; what shaped New York State? NEW YORK STATE SOCIAL STUDIES STANDARDS: STANDARD 1: HISTORY OF THE UNITED STATES AND NEW YORK - Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in the history of the United States and New York New York State Art Standards: - Standard 1: Creating, Performing and Participating in the Arts - Standard 2: Knowing and Using Arts Materials and Resources Objectives: Students will be able to work in groups of three to produce a brochure on an assigned famous event in New York State History Students will be able to understand where to find appropriate research information Students will be able to understand specific background information in order to better comprehend an event Students will be able to distinguish differences between a primary source and a secondary source
Students will be divided into groups of three to research a famous event in New York State History.
Teacher will give students their task and ensure understanding
Teacher will arrange to take her class to the library and computer lab for this lesson
` Teacher will present lesson on where to find research information (library, books, internet, encyclopedia etc.)
Teacher will implement next lesson on background information students should understand in order to comprehend an event (political/economic background, who is involved, what the times were like)
Teacher will help students differentiate between primary and secondary sources
Teacher will book computer lab for a PowerPoint slideshow
Students will present their brochures and give in written feedback
Project Based Learning Defense: 1) Students identify what to learn, how to learn it, and how to demonstrate what they’ve learned (as far as practical for age, grade level, and student population type) – Teacher sets general goals, and parameters etc. In my unit, I am not giving any of the “information” to my students. As the teacher my job is to plan and implement an experience where the students will learn and come to their own realizations of the material I want them to master. Therefore, to defend my unit it is evident I only set up the framework and parameters for my class and give the students the freedom to explore to find out everything they want to know about their topic. 2) Students work independently and/or in small collaborative groups: In my unit, students will be doing group research. They will be assigned from the very beginning of the unit to work in groups of three to produce a 36” x 48” brochure. To defend my unit, my students will be working in small collaborative groups, which is a listed element of Project Based Learning. 3) Students learn facts and skills in order to create their project’s product and or performance creates a need to know essential content and skills. Typical products (and most instruction) begin by presenting students with knowledge and concepts and then, once learned give them an opportunity to apply them. PBL begins with the vision of an end product or presentation which requires learning specific knowledge and concepts, thus creating a reason to learn and understand information and concepts. It wasn’t until Professor Gura cleared up my initial unit plan idea that I was able to properly implement this aspect of Project Based Learning. With his help, I was able to bring my unit plan back on track. To defend my unit, I was able to incorporate lesson plans that did not spoon feed content to my students. My lesson plans are strategically implemented to support my students learning, keep them on track and later on help my students reflect on what they learned. 4) Students create a product or performance that is “authentic”, that is, it serves a real purpose and is presented to a real audience. In regard to my unit, I have my students creating an authentic brochure, to an authentic audience which consists of their classmates. Some may try and argue that brochures are meant to be smaller, trying to disprove my theory that my unit is project based learning, but I believe the size of the project adds to the art curricula. It allows for the students to really implement their art skills because they have much more space to work with. 5) Students receive feedback: a. From their peers as they are working on their product and include feedback as part of their revision process, and b. From their audience, which may help them evaluate the success and importance of their work.
Throughout the unit, students will receive different kinds of feedback. First, students will receive feedback from their peers. This peer feedback will take place as students work on the projects in a group setting. Next, students will hear the teacher’s feedback as the teacher makes herself available while the students work on the project during class time. The teacher will also give written feedback as she gives back the rubric with grades, comments and thoughts. At the end of my unit after the group presents, I will have the students will out a questionnaire which deals with how they thought the project went. 6) The Product/Performance is saved, archived, and “published” (or disseminated/distributed) As the students present their projects to the class, the teacher should take pictures and potentially publish them in the school newspaper if applicable. Because this project is being constructed by three students this project cannot be sent home with one individual student from the group. Teacher could publish the pictures and send the pictures home for memories. Teacher may want to save great examples of Project Based Learning brochures for her next year’s class. 7) The student product/performance has an expressive or artistic dimension To defend my unit, there are a few artistic dimensions that are expressed through the student’s final project. First, students will be designing their oversized brochure using color and different classroom materials. Second, students will be given the opportunity to use photographs from the internet to enhance their brochures. 8) Students make significant use of technology in doing their project Students will use a ton of technology in doing their project. The teacher will give an entire lesson on what technology children may find helpful when conducting research. After the teacher gives her lesson, children are given the opportunity to explore the technology on their own terms. 9) The experience of working on the project includes a reflective, “constructive dimension” After the students present their projects to the class, they will be given a questionnaire about the project. Through this aspect of the unit students will be able to give details about what they learned through creating the project. 10) Requires inquiry to learn and/or create something new. Not all learning has to be done on inquiry, but some should. This inquiry should lead students to construct something new- an idea, an interpretation, and a new way of displaying what they have learned. Almost my entire unit allows students to create something new. The lessons I implement through my unit are only there to help students correctly find information, interpreted the time period of their event and to help students identify their event from different angles or interpretations. What they do with this information is strictly up to them. I think because each group project will be
so incredibly different, it shows the tight framework but loose directions I have implemented for the project. 11) Requires critical thinking, problem solving, collaboration, and various forms of communication. Students need to do much more than remember information. They also must learn to work as a team and contribute to a group effort. My project based learning project requires students to work together and communicate because they will be responsible to orally present as a group. Also, through group research the children are forced to split the work equally, research their piece of the puzzle and stay on task for the sake of the group. My project allows students to apply their “21st century skills.” 12) Is organized around an open-ended Challenge. These focus students’ work and deepen their learning by centering on significant issues, debate questions and/or problems. The question or challenge is directly related to the project. To defend my project based learning unit, I believe a lot of my unit and guidelines are going to be left up to the students for their own interpretation. _____________________________________________________________________________________ Session by Session Procedure/Implementation Plans (A) Unit Introduction: Teacher should introduce this Project Based Learning Unit about Famous Events That Shaped New York State History in the following way: Materials to Introduce Unit: o Famous Events in NYS History- Introduction worksheet o Famous Events in NYS History Scoring Rubric Time Required – 15 Minutes Procedure: Teacher should call students away from their desks to the back carpet. The students have assigned seats on the reading carpet. Remind them to sit in their assigned spots, and when you have quiet and everyone’s attention you will begin. Teacher should briefly introduce the unit before she hands out the introduction worksheet. She should tell the class the following: o We are about to start a brand new project based learning assignment in Social Studies & The Arts. I know most of you are unfamiliar with what this initials, but I have a worksheet here we will read together which will make understanding much easier for you. Teacher should pass out the “Introduction Worksheet.” She should give one worksheet to every student. The teacher should read the entire worksheet out loud with the students. She should make sure to emphasize the following points in the worksheet: o The theme of this unit is to clearly understand the many famous events that impacted New York State history.
As the teacher, I will be breaking your class up into groups of three to complete this project. I will also assign your group a famous event to research. Under no circumstances will we be changing groups or events. The six events the class will be researching are as follows: Henry Hudson’s Voyage September 11, 2001 Verrazano's Exploratory Sail Up Into NY Harbor Building of the Erie Canal The Statue of Liberty Ellis Island o In your group of three you and your other two teammates will be researching a famous event in NYS history. With the information you collect you will be producing a 36”x48” brochure on the event you researched. o Some may ask, “Why are we making a huge brochure?” To clarify, in creating this project we will be covering many of the New York State Standards and Learning Objectives. (Tell the students at the start of every lesson they will hear about the NYS standards and learning objectives they will cover) o In order to grade you on this particular social studies & art unit, your group presentation will be graded based on a rubric. Right now I will be passing out the rubric you will be graded on. (Pass out a rubric to each student & discuss the elements of the project that will be graded) o As you present your brochure in oral presentation form I will be taking pictures to post in the school’s monthly bulletin. Since there are three students in each group and only 1 finished product I think it’ll be fair if we don’t send the project home with one student. To finish the procedure part of the introduction, the teacher should ask if students have any questions about the project. The teacher should do her best to clarify any misconceptions. To officially start the unit, the teacher should assign students into groups with topics. Teacher should give students 5 minutes to sit, meet and discuss their project. For the remainder of the unit, the groups will have “meeting stations” around the room to give each group the use of a laptop computer and the proper amount of working space. _______________________________________________________________________
Lesson 1: Name of the Teacher Candidate: Haly Gross Lesson Plan Title: Where is information located? Grade Level: 4th Grade
New York State Social Studies Standards: STANDARD 1: HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in the history of the United States and New York - 1.3: Study the major social, political, economic, cultural and religious developments in New York State which involves learning about the important roles and contributions of individuals and groups - 1.4.1: Consider different interpretations of key events and/or issues in history and understand differences in those accounts -1.4.2: Explore different experiences, beliefs, motives, and traditions of people living in neighborhoods, communities and states Objectives: Students will be able to learn about three different resources where they can research project information Students will be able to meet for 7 minutes at the end of the lesson to collect resources or information to take out of the library
Materials: Computer with internet access Online encyclopedia or encyclopedia Library Access A librarian or computer tech. Library seating chart SMARTBOARD
Environment: This lesson must take place inside the school library Time Required: 40 Minutes Procedure: 1. Teacher should escort the entire class down to the school library. Inside the library the teacher will post a seating chart for the students to follow. In regard to the seating chart, the teacher will make sure each of the six library tables is occupied by each of the six research groups. As students are getting situated teacher should write the learning standards and objectives on the library chalk board. Once the students are seated teacher should read and explain the objectives and start her lesson. 2. Teacher is to remind students to the library and school rules.
3. Teacher will activate prior knowledge on the topic of finding information. She will ask her students, “If you have a question regarding research what are some of the best places to find information?” Teacher will prompt students and look for answers such as: a. In a non-fiction library book b. On the internet (credible site) c. A Newspaper, or encyclopedia, or an online encyclopedia. 4. Once teacher feels that student’s prior knowledge is activated teacher should direct attention to the SMARTBOARD. Teacher will tell students that in today’s session they will be focusing on using credible internet sites, newspapers, and non-fiction library books as research references for their projects. 5. Teacher will one by one (starting with internet sources) explain each of the three resources focusing on the following information: a. INTERNET SOURCES b. How to access the information (google.com) c. Understanding credible vs. non credible information d. Good websites vs. bad websites (The difference between a .org, .gov, and Wikipedia) e. Printing information for later 6. After teacher feels she clearly explained finding information via the internet, she will explain how to find non-fiction books in the library. She will address the following information: a. Point the students toward the non-fiction section. b. Understanding where the books would be located (According to the barcode & organized by the beginning letter of the last name) c. Checking out non-fiction texts from the library d. Understanding old information vs. updated information (The year the book was written & published) 7. Lastly, the teacher will implement concepts behind using a newspaper as a reference. a. Discussing that there may not be a newspaper from the actual time period, but articles written about the topic years after b. Finding newspaper articles on the internet 8. As the teacher concludes the lesson on where to find information, she will give the students seven minutes to meet to collect resources for their projects. Before the students break into groups she will remind the students to ask questions and use their time wisely. As the students work teacher should take anecdotal notes through walking around and supervising. Teacher should be ready to answer questions and be active in student learning. Assessment: Anecdotal Notes Group Number Is The Group using their time wisely? Is the group gather appropriate resources? Has the group found more than 1 resource? Overall Behavior within the group:
_________________________________________________________________________________ Lesson 2: Name of the Teacher Candidate: Haly Gross Lesson Plan Title: Background Information Necessary to Comprehend an Event Grade Level: 4th Grade New York State Social Studies Standards: STANDARD 1: HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in the history of the United States and New York - 1.3: Study the major social, political, economic, cultural and religious developments in New York State which involves learning about the important roles and contributions of individuals and groups - 1.4.1: Consider different interpretations of key events and/or issues in history and understand differences in those accounts -1.4.2: Explore different experiences, beliefs, motives, and traditions of people living in neighborhoods, communities and states Objectives: Students will be able to recognize that in order to understand an event you must see the bigger picture (political, economic, important people) Students will be able to recognize the political and economic background of their own event.
Materials: PowerPoint Presentation about “Outside factors that contribute to an event” Political & Economic / Important People Worksheet for every student A pencil for every student A clipboard for every student
Time Required: 1 hour
Procedure: 1. Teacher will have students come to the back reading carpet with a clipboard and a pencil and sit in their assigned spots. 2. Teacher will activate prior knowledge about previous lesson. a. “Boys and girls two days ago we learned how to find useful information when conducting research. Can anyone remember the three resources we studied? Very good, we learned how to pull credible information from newspapers, nonfiction text and from the internet. To build off of the knowledge we gained two days ago, today we are going to learn about the information we need to know in order to fully comprehend an event.” 3. Teacher should tell students to put their clipboards and pencils down because they are about to view a Powerpoint presentation about questions we should research in order to understand our event fully. The teacher should begin the slideshow. a. Slide 1- Learning Objectives and Standards- Teacher should read and explain the learning objectives and standards this lesson will cover. b. Slide 2- A picture of our president. Teacher should prompt students to come to their own conclusions by asking the following question. “Boys and girls, if the event you were researching was taking place in the present, why and how would this man influence the event?” (Teacher should discuss how the political background of the time period ultimately may affect the event) c. Slide 3- A picture of occupy wallstreet- Teacher should prompt students to once again come to their own conclusions by asking the following questions: “Boys and girls, do you know what this is a picture of? How would this protest or type of economy affect an event if it were taking place now? How does the economic background in society affect an event which may take place?” (Highlight ideas like a good/bad economy, jobs or no jobs, money or no money etc.) d. Slide 4- A Picture of Hitler – Teacher should prompt students to come to their own conclusions by asking the following types of questions: “Who is this a picture of? How might have he affected an event in history? Is it safe to say people in power may affect an event in history?” (Highlight how person may be good, bad, influential etc) e. Slide 5 – Conclusion: Teacher should ask the following questions: Why is it important to understand background information to fully understand an event? What types of questions should we look to answer when researching? What conclusions have you come to. It looks to me as if instead of just researching an event, you must also understand the time period the event falls within. 4. As presentation concludes, teacher will pass out “political, economic and important people” worksheet. She will instruct the students that they have approximately thirty minutes to research the political, economic and influential people that helped shape their event. Teacher will instruct students to go to their respective work stations with their clipboards and worksheets and begin to take good notes on potential research that falls under these categories only.
5. As teacher sends students to their work stations, teacher should circle and help clear up misunderstandings. Teacher should also take anecdotal notes on the way students are working as a form of assessment. Group Number Interactive During Presentation: Followed directions and got straight to work Overall behavior Outlined clear understanding of political and economic background during their time period:
_________________________________________________________________________________ Lesson 3 Name of Teacher Candidate: Haly Gross Lesson Plan Title: Primary vs. Secondary Sources Grade Level: 4th grade NYS Social Studies Standards: STANDARD 1: HISTORY OF THE UNITED STATES AND NEW YORK - Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in the history of the United States and New York 1.4.3: View historic events through the eyes of those who were there, as shown in their art, writings, music and artifacts. New York State Art Standards: Standard 1: Creating, Performing and Participating in the Arts - Students will actively engage in the processes that constitute creation and performance in the arts and participate in the various roles of the arts - Students will use a variety of art materials, processes, mediums, and techniques, and use of appropriate technologies for creating and exhibiting visual art works Objectives:
Students will be able to distinguish between primary and secondary sources Students will be able to find a secondary source through research Student will be able to draw a “mock” primary source they could potentially find from their event and include it in their brochure.
Materials: A Newspaper article A piece of an airplane A Fire Fighters Helmet A Photograph of the twin towers taken on September 12 A drawing of a little girl on 9/11 A story about 9/11 from a survivor A picture of the flag A drawing of the 9/11 memorial A piece of paper divided into eight boxes for each student
Time Required: 40 minutes Procedure: 1. Teacher will write all learning objectives on the blackboard and have the students sit in their desks (tables of 4). As the teacher writes she should discuss what today’s lesson covers in regard to learning objectives within the unit. 2. Teacher should activate prior knowledge in regard to lesson one: a. “Boys and girls almost a week ago we learned where we can find credible information which will help us with our research projects. In today’s lesson we will break this information up into even further subcategories. Today we will recognize differences between primary and secondary sources.” b. Teacher should define primary sources and go into great detail. She should explain that primary sources are sources from the time period. They are first hand sources. c. When teacher thinks students understand a primary source, she should go into detail about secondary sources. Secondary sources are sources written about or displaying an event that happened long ago. Secondary sources could be drawings of the time period, or writings about the time period years later. d. Teacher will have the students take out their piece of paper with eight divided boxes. Teacher should have the students number each box in the top left hand corner number 1 – 8. e. Teacher will explain directions to the students. The teacher will explain that she will be passing around eight sources and it is there job as a table (group of 4) to draw the object, and decide as a table if the source would be considered a primary source or a secondary source. After they each draw the object they are to label the box P for primary and S for Secondary. Teacher should explain to table that after they are finished they are to sit and wait quietly until other groups
finish. They will be told to pass the sources in a clockwise fashion around the classroom only when the teacher says, “go.” f. As students assess each of the eight sources, teacher will walk around the room for individual assessment. She will be able to see who understands the concept of primary/secondary sources and who is still unclear. She will take anecdotal notes. g. After students finish teacher will go over answers to each source. Teacher will emphasize why a mix of primary sources and secondary sources are important when researching/studying an event. h. Teacher will collect worksheet. Teacher will then have students break into research groups and head to their correct work stations. At their station they will be given directions to create their own or find a secondary source that would match their event, as well as a primary source to match their event. Teacher will remind students that this is an element of their project which needs to be displayed in their brochure in some manner. Assessment: Notes Student Box 1 Box 2 Box 3 Box 4 Box 5 Box 6 Box 7 Box 8
___________________________________________________________________________ Post Unit Assessment to be distributed to groups who have presented: Name ______________________________ List all three group members here: _____________________________________________________________________________________ How did you feel working in the group? Was work evenly divided? _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ Do you feel like an expert on your event? Describe your learning process and how you feel after presenting: _____________________________________________________________________________________ _____________________________________________________________________________________ Is there anything you would like me to know about your experience with group work? _____________________________________________________________________________________
Project Based Learning Rubric 3 Teaches the class elements of event as follows: Name of event What happened during eventWhy this is important to New York StateProject presented with all three parties contributing to presentation Clear understanding of political, economic and important people which affected their event- Represented in brochure. Visually stimulating. Used color and elements of art Discussed using at least two different resources to locate information on event Clear visuals either hand drawn or printed to depict event accurately Accurate Example of a Secondary Source either written or talked about during presentation Accurate Example of a Primary Source either written or talked about during presentation 2 1