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Lessonplan history


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Lessonplan history

  1. 1. Template for Technology-Enhanced Lesson Plans<br /><ul><li>History of Our CommunityCommunities Thematic Unit, Lesson 4Susan Ferdon, authorBoise State University / DPS109Lesson Overview:In this lesson, students will explore this history of the Deerfield Area. An active historical society has been instrumental in retaining and restoring historic buildings and archiving documents. Students will learn about the Historic Village that is adjacent to school, as well as experience what it was like for children to live in those early days.Curriculum Subject(s) and subject areas/topics:Estimated duration:Grade Level:Social Studies, PE, Art1st day - 90 minutes30-45 minutes, once a week, for Blogging/SkypeKindergartenCurriculum Goal(s):Illinois Learning Standards:Social Science14A: Understand and explain basic principles of the United States government. 14.A.EC Recognize the reasons for rules.14D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. 14.D.EC Develop an awareness of roles of leaders in their environment. 16A: Apply the skills of historical analysis and interpretation. 16.A.EC Recall information about the immediate past.17A: Locate, describe and explain places, regions and features on the Earth. 17.A.ECa Locate objects and places in familiar environments. 18A: Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. 18.A.EC Recognize similarities and differences in people.Physical Development and Health19A: Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities. 19.A.ECa Engage in active play using gross motor skills.19.A.ECb Engage in active play using fine motor skills.19B: Analyze various movement concepts and applications. 19.B.EC Coordinate movements to perform complex tasks. 19C: Demonstrate knowledge of rules, safety and strategies during physical activity. 19.C.EC Follow simple safety rules while participating in activities.20A: Know and apply the principles and components of health-related fitness. 20.A.EC Participate in developmental activities related to physical fitness.20B: Assess individual fitness levels. 20.B.EC Exhibit increased endurance.Fine Arts25A: Understand the sensory elements, organizational principles and expressive qualities of the arts.26.A.ECd Visual Arts: Investigate the elements of visual arts.25B: Understand the similarities, distinctions and connections in and among the arts.26.B.EC Describe or respond to their own creative work or the creative work of others.26A: Understand processes, traditional tools and modern technologies used in the arts. 26.A.ECd Visual Arts: Participate in the visual arts.26B: Apply skills and knowledge necessary to create and perform in one or more of the arts. 26.B.EC Use creative arts as an avenue for self-expression.Social/Emotional Development31: Develop and awareness of personal identity and positive self-concept.31.A.ECb Exhibit eagerness and curiosity as a learner. 31.A.ECc Exhibit persistence and creativity in seeking solutions to problems. 31.A.ECd Show some initiative and independence in actions. 31.A.ECe Use appropriate communication skills when expressing needs, wants and feelings. 32A: Perform effectively as an individual.32.A.ECa Begin to understand and follow rules. 32.A.ECb Manage transitions and begin to adapt to change in routines. 32.A.ECc Show empathy and caring for others. 32.A.ECd Use the classroom environment purposefully and respectfully. 32B: Perform effectively as a member of a group. 32.B.ECa Engage in cooperative group play. 32.B.ECb Begin to share materials and experiences and take turns. 32.B.ECc Respect the rights of self and others. 32.B.ECd Develop relationships with children and adults. Lesson Objective(s):Objectives:Understand the difference between fiction and non-fictionUse prior knowledge to comprehend informationDevelop concept of self, family, school and communityDevelop safe movement in physical activitiesDemonstrate control through games, dance and physical activitiesExplore and experiment with different art mediums and strengthen fine motor skillsDevelop the ability to listen with discriminationNational Educational Technology Standards for Students: · Communicate information and ideas to multiple audiences using a variety of media and formats· Interact, collaborate and publish with peers· Practice safe, legal, and responsible use of information and technology· Exhibit a positive attitude toward technology that supports collaboration, learning, and productivityLesson Procedure:Motivational – Preparatory activities: Preparatory Activity: Deerfield Historic VillageYouTube: Synopsis:In this video we see footage of the Historic Village in Deerfield, which is on property adjacent to our school. We see the Casper Ott cabin, which is the oldest structure in the county, and the Little Red Schoolhouse, where district 4th graders simulate what a school day was like in our community150 years ago. Also included is a trip to the locate cemetery and information about one of the communities earliest inhabitants. A brief history of our community is included. The SafeShareTV link is to an edited version which omits the discussion of ways communities are dealing with the growing deer population.View video.Discussion: Did you recognize anythingInformation presentation and information processing (analysis/synthesis) activities: Informational Activity: Deerfield Area HistoryeBook: Digital Archives, Deerfield Area Collection: historic images of Deerfield in this eBook, History of Our Community. 26 of the 59 images in this collection were used in the eBook (see Appendix). As images are viewed, discuss changes in the community over time and similarities between past and present. To view the eBook, open browser, enter URL (bookmark for future use and place link on wiki and teacher Website/blog), then click “READ.” The eBook may be viewed “as is” or click on “view large” in the menu bar below the book viewer. Click on the arrow or page corner to view the next page. Copyright information for eBook images:“All materials made available through IDA must be in the public domain or the contributing institution must have the copyright owner's permission to make the material openly available. Each contributing institution is responsible for maintaining documentation of ownership and/or digitization rights for their digital collection(s).”Informational Activity: Transportation Helps Communities GrowView these History Channel videos (Smithsonian Web site) to learn how transportation has helped communities grow. The video player is quite small, so it is recommended that teachers select the High bandwidth Windows Media Player version then download it as a QuickTime movie. The QuickTime player can be enlarged by dragging the bottom corner.Transportation History, 1800-1900 Technology, 1800-1900 Infrastructure, 1800-1900 Video: Deerfields Bakery – Family Baking Since 1886 YouTube: Synopsis:Video presents images and information about Deerfields Bakery, whose main store is in our community. Still images and on-screen text tell the story of this family owned bakery. Image and sound quality is excellent and images and text are sharp in full-screen viewing. All information is present with text, so teacher will need to lower the volume, to be easily heard over the background music, and read the information to the class. Application activities: Application Activity: Log Cabin ProjectLike the Skyscraper Project in Lesson 3, Comparing Communities, the Log Cabin Project can be used for children to practice cutting and gluing skills. Students use paper scraps or construction paper to cut paper strips (logs) for their log cabin. Select a background color, cut strips, then lay them on top of each other to build your cabin. Leave empty spots for windows and doors (draw with pencil on background paper). Like a real log cabin, the edges will be uneven. Use black crayon as the mud to fill in the gaps.Materials for this project: blue construction paper brown and green construction paper scraps glue scissors example/model of finished product books and illustrations of log cabins Cut: Teacher model first - hold paper in one hand and scissors in the other. Scissors point away from you, turn paper (not the scissors) for curves and corners. Logs that are about as wide as two of your fingers is a good size. If logs are too narrow, it takes too long to build you cabin. Too much time spent cutting, will mean less time available to layout the design and glue the pieces down.Layout: With background page and cutouts under the document camera, teacher demonstrates laying out the picture. Start at the bottom and work your way up – glue, place, glue, place, etc.Add details as time allows – grass, trees, sun, birds, etc. Students may color or cut and glue paper shapes.Discussion: Did you notice that some kids finished their cabins sooner? If you were a pioneer, you had to live outside until your home was built. What can we do to make the job go faster? (bigger logs, help each other, etc.)Additional ideas and tips for this activity can be found at: Activity: Children's Games games that children played in pioneer times, as found on The Dalles Web site, linked above. Discussion: Have you played any of these games before? Where did you learn them? Have you ever seen other children play games like these? Which games are your favorite? Jumping Rope first became popular at about the time settlers came to Deerfield. Many boys liked to count to see how many times they could jump without missing, and many girls like to jump to rhymes. Count (up to 30) as teacher or volunteer jumps rope.Choose a jump rope rhyme and learn to say it with a steady beat.Practice jumping to a steady beat.Learn to jump rope: Using two-footed jump, twirl rope around slowly, allowing ample time to jump over it. Once behind, swing it around again. Gradually increase speed until motions become seamless. Skilled jumpers can try one-footed jumps and/or keep track of how many times they jump without missing.Divide the class. Half says rhyme while the other half jumps (say rhyme if possible). Switch.Introduce additional games as time allows; possible center activities with 3rd grade buddies or parent volunteers the first time around. Activities can be revisited for additional practice, played indoors on inclement weather days, at recess, or in PE. Cat's Cradle builds fine motor skills and sequential memory and checkers provides the opportunity to develop thinking skills, pattern recognition (recognizing when to jump the opponent), and strategizing. Like Cat's Cradle and Checkers, Dominoes is great for indoor play. Dominoes will strengthen counting and matching skills. Jump Rope Rhymes: kids’ games: activities: Activity: Children in the CommunityWatch and listen to learn about what life was like for children in the early days of our community:Watch this video to see kindergarten children playing at school.Video:Kindergarten Ball Game 1904URL: MEPG format and when movie is playing, right click to download as QuickTime movie. This will enable you to enlarge the viewer. Also, the streamed video stops and starts – playing video with QuicktTme download provides much smoother playback.Listen to this song to hear what it was like to go to school in a Little Red Schoolhouse (just like the one next to our school). Song:In the Little Red Schoolhouse, by Billy Jones and Ernest HareURL: the Web site opens, click on the “PLAY” button then on the down arrow on Jukebox player. The song is on the second screen.Review Activity: Visit the Historic VillageTake a walking tour of the Historic Village that is just across the parking lot from Kipling School. As you visit each location, have students recall something they have learned about the history of our community. If time allows, bring along jump ropes and other games that children played in the early days of our community.Assessment/Evaluation:(Please provide a clear description of the methods and/or techniques that will be used in order to accurately determine whether or not students have mastered lesson objectives.)Accommodations:(Please include accommodations for this lesson for the following special needs populations • Students with Cognitive Difficulties • Students with Physical Difficulties • Students with Sensory Difficulties • At-Risk Students • Gifted and Talented Students) Materials, Resources and Equipment:(Pease indicate in bulleted list format all the materials, resources and equipment that have been used or will be used for the implementation of the lesson plan.) Materials:Resources:Historic Village: History, 1800-1900 Technology, 1800-1900 Infrastructure, 1800-1900 Bakery: Rope Rhymes: kids’ games: Ball Game Board/screenAdditional Links:Deerfield Area Historical Society Web site: Restoration of the Casper Ott Log Cabin: County Discovery Museum: </li></ul>Lesson Plan Template retrieved from (PDF has been converted to a word document)<br />Appendix<br />Images/links used for eBook: Click on image to view Web page.<br />The Ott Farm (1885)Antes House (1870)The Antes House, located one-half block west of the train station on Deerfield Road, became Deerfield’s first apartment buildingWaukegan Road, near SE corner (1893)Logging (1890s)Knaak Pharmacy (1890s)Deerfield Grammar SchoolStudents (1895-1900)Gastfield Children (1900)Harvesting hay at the Rockenbach Farm (1900)House on Elm Street (1901)Downtown, NE corner (1907)Train at Deerfield Station (1908)Mail (1909)Deerfield’s first car (1909)Looking north on Deerfield Road, from St. Paul’s steeple (1910)School (1910)Horse-drawn School Bus (1912)Interior, Antes General Store (1912)Downtown NE corner and horse (1915) Downtown, SW corner (1915)School Bus (1921)Brickyard workers (1920)Oldest unchanged corner in downtown Deerfield (1948)<br />