Turn of the Century Research Project By: Tiffani ThomasGRADE: 5thTEACHER(S): Social Studies Classroom Teacher Media SpecialistCONTENT TOPIC: Famous People during the Turn of the CenturySTANDARDS FOR THE 21ST-CENTURY LEARNER Standard: 1- Inquire, think critically, and gain knowledge 2- Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3- Share knowledge and participate ethically and productively as members of our democratic society Skills Indicator(s): 1.1.2 Use prior and background knowledge as context for new learning 1.1.3 Develop and refine a range of questions to frame the search for new understanding 1.1.4 Find, evaluate, and select appropriate sources to answer questions 2.1.2 Organize knowledge so that it is useful 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning 3.1.3 Use writing and speaking skills to communicate new understandings effectively 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Benchmark(s): Grade 5 -Indicator 1.1.2 -Articulate what is known about a topic, problem or question -With guidance formulate questions about the topic - Indicator 1.1.3 -Select and use appropriate sources, including specialized reference sources and databases, to answer questions - Indicator 1.1.4 -Use multiple resources, including print, electronic, and human, to locate information - Indicator 2.1.2 -Organize notes and ideas to form responses to questions - Indicator 3.1.1 –Present information clearly so that main points are evident - Indicator 3.1.3 - Present information coherently in oral, written, and visual sequence -Indicator 3.1.4 – Use various technology tools to retrieve and organize information
Dispositions Indicator(s): 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts 2.2.4 Demonstrate personal productivity by completing products to express learning 3.2.2 Demonstrate teamwork by working productively with others Responsibilities Indicator(s): 1.3.1 Respect copyright/intellectual property rights of creators and producers 1.3.3 Follow ethical and legal guidelines in gathering and using information 1.3.5 Use information technology responsibly 2.3.3 Connect understanding to the real world 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community Self-Assessment Strategies Indicator(s): 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process 1.4.3 Seek appropriate help when it is needed 2.4.3 Recognize new knowledge and understanding 3.4.2 Assess the quality and effectiveness of the learning productCONNECTION TO STATE STANDARDS 5th grade Georgia Performance Standards SS5H3 The student will describe how life changed in America at the turn of the century. a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail. b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity). c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal. d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled. e. Describe the impact of westward expansion on Native Americans; include the Battle of the Little Bighorn and the relocation of Native Americans to reservations. Behavioral Learning Objectives: Students will successfully locate biographical information. Students will organize information using 5 W’s and an H. Students will present information to classmates via PowerPoint presentation.
OVERVIEW:In this lesson fifth grade students will research a famous person and the role or impact thathe/she had on America during the turn of the century. They will identify a famous person to beresearched, choose from several websites to explore, and gather information about the person.The students will be actively engage in a variety of activities including reading, writing andresearching individually and in groups as they use print and electronic resources to make newdiscoveries.FINAL PRODUCT: Powerpoint presentationLIBRARY LESSON(S): Research skills using internet and print material for biographical informationASSESSMENT Product Work samples: drafts, KWL chart, 5 W’s and H chart, PP story boards Student writing Rubrics/reflection Final Project Process Observations: throughout Student conferences: throughout Group discussions: group feedback Listening to student presentations Student self-questioning • Students will be given a personal KWL chart to keep jot down information as they progress through their project. • Students will use the format 5 W’s and H as they research Who (the name of the person they researched) What (what role did this person play) When (when did this take place dates) Where (did the action take place) Why (why did this take place How (how did they do this)
• Reflection/evaluationINSTRUCTIONAL PLAN • Resources students will use: chart paper and markers (to create KWL chart and 5W’s and H) instruction sheet Internet access Library access Writing Rubric Laptop projector • Instruction/activities Day 1-Direct Instruction: Classroom teacher will generate a discussion on changes in America around the turn of the century by asking questions about, famous people or events during that time. A KWL chart will be developed based on student’s responses. Teacher will read aloud general history during the turn of the century. Students will be told that to learn more about the changes in America and what important people impacted the era, they will be doing research. Students will need information from at least two sources; print and electronic. Students will choose from a list of names that they are to research as well as the group that they will be in. They will be given a personal KWL chart to jot down information as they progress through their project. Students will be provided with an instruction sheet detailing the project. Students will meet with group members to discuss how they might proceed. Day 2-Modeling and guided practice: Through a media presentation and demonstration the media specialist will model and students will use acquired skills to begin to gather information by doing a print and electronic search on what they have selected. Students are introduced to a wiki pathfinder where they will find a message board, to-do-list, and bookmarked websites with descriptions. In pairs, they explore the resources and gather information. Turn of the Century Research Project- Pathfinder http://www.pageflakes.com/default.aspx?u=34377842 Day 3 and 4-Modeling and guided practice: Once students have retrieved the information they need, the media specialist will model techniques for getting information from non fiction material and paraphrasing by putting the information into the 5W’s and H organizer. Students will use the 5 W’s and H organizer as they sift through their research Who (the name of the person they researched)
What (what role did this person play around the turn of the century) When (when did this take place dates) Where (did the action take place) Why (why did this take place) How (how did they do this) Day 5 and 6-Independent practice: Once the 5 W’s and H organizer has been completed students will create a 3 paragraph essay. The students will work in groups to apply a rubric to their writing pieces, with the classroom teacher providing final approval. Once publication is complete students will be given the ok to proceed onto the next step, the PowerPoint. Day 7-Modeling and guided practice: Media specialist will model the use of a PowerPoint Story Board. The teacher will provide a sample of what a completed PowerPoint presentation might look like. Students will be given PowerPoint story board and instruction sheet to construct a layout of their presentation. Day 8-Independent practice: Students will assess their PowerPoint presentation by working within their group to apply the rubric. The presentation will include all information collected on the 5W’s and an H’s sheet as well as any other relevant and interesting information the student wishes to include. Once all students have completed their PowerPoint slides as per rubric the presentations will begin by all students. Day 9 and 10-Sharing and reflecting: Students will work with their groups to make, organize and present their presentation.SELF ASSESSMENTSelf assessment and group member evaluation rubrichttp://delmarhistory8.wikispaces.com/file/view/Group+Evaluation+Rubric.pdfResource: Google search. Retrieved November 15, 2010REFLECTIONAfter seeing the student’s finished products, I would definitely like to do this unit again in therole of a media specialist. I am already a classroom teacher so I performed the duties from thesocial studies teacher role and collaborated with our media specialist to complete lessons.Finding class time was not difficult at all. However, finding time to go to the library was themost difficult part. I continued to teach my social studies unit like usual. Creating KWL chartsand discussing with students important people during the turn of the century is what I normallydo. In order to create this lesson, I really wanted to take it further with research and helping ourstudents get better with using internet and print material in order to find specific information. Ialso wanted students to have the opportunity to use a graphic organizer, pathfinder, and create apresentation using technology. Including the media specialist was really time consuming sincewe had to go to the computer lab and library more than once in order to gather the information
that was needed. After collecting material, the next phase was to train them on using powerpoint tools. Some of the students were familiar with the tools while others were unfamiliar. Wehad to work around the media specialist’s schedule so the days were not consecutive. When Ido this next year, I would really like for the media specialist to block off some time for us onconsecutive days so that the overall project flows with more ease. Overall, I think the studentsadjusted well to having two teachers working with them on research at the same time. Thestudent-to-teacher ratio was much more manageable as compared to doing the research projectalone. The media specialist was great in bringing her expertise to our classroom and showingthe students by modeling and demonstrating skills that were needed in order to be successfulresearchers. In the future, I plan on collaborating with our media specialist more often withfuture topics. The media specialist has a lot to offer and often times not utilized to fullpotential. I hope that the day I become a media specialist that teachers will utilize me so thatboth teachers and media specialist can expose our students to more opportunities to usetechnology and how to find information through effective researching.RUBRICS (attached)Informational Writing rubric http://www.readwritethink.org/files/resources/lesson_images/lesson782/Rubric.pdf Resource: Read Write Think 2004. Retrieved November 15, 2010Power point rubric http://library.fayschool.org/Pages/powerpointrubric.pdf Resource: Google search Retrieved Novermber 15, 2010