Lindzey+O'Brien

= = =**Lesson Plan #1**= = =

2.02 Analyze similarities and differences among families in different times and in different places. 2.03 Describe similarities and differences among communities in different times and in different places. 4.02 Use appropriate source maps to locate communities. 6.03 Identify the impact of technological change on communities around the world. || Creativity and InnovationStudents demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology.Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Instructional Objectives : Students will compare and contrast different communities such as the community in “The Little House on the Prairie”. || How have these differences/similarities affected us now? How have advances in technology improved communities? || 1 hour |||| Instructional Activities The entire unit can be built around the concept of communities. Several of the 3rd grade social studies goals pertain to communities and how they have changed over time. The students can compare and contrast the following topics: themselves and Laura, their family and the Ingalls family, and their community to the one in the book. The students can gain a greater appreciation for the ways our communities have transformed and advanced over time. Several graphic organizers can be used to facilitate this topic throughout the unit, including Venn Diagrams, Mind Maps, and Timelines. A KWL chart can be created to illustrate what knowledge the class has about communities and what they want to know about communities. As the class acquires new facts about communities, they can be added to the learned column. A Venn Diagram can be used to compare and contrast communities during the pioneer times and communities today. It can also be used to compare and contrast technology then and today, families then and today, and each student can compare and contrast themselves to Laura. Technology: The SMARTBoard could be used for graphic organizers. There are also various websites to show and interact with related to this topic. For example, Google Earth could be used to show where we live in relation to where Laura grew up. || Materials and Resources: Graphic Organizers and SMART Board || Accommodations and Extensions: Allow students to share experiences with one-another to help those students with limited background knowledge. Allow some students (challenge) to create their own graphic organizers with the use of computer software programs. Back-Up Plan: If class discussion is not going the way it should, intervene and give suggestions and guide the discussion more. || With this being the activating lesson of this unit, I will not be giving an actual assessment yet. Evaluating with simply come from the class discussion of filling out graphic organizers/level of participation. LESSON REFLECTIONS AND NOTES: 2nd lesson will include “Survival/Adaptation/Environment” of Little House on the Prairie 3rd lesson will include “Technology/American Indians” of Little House on the Prairie Sum up with… as a class, how can we be a better community in our own classroom? ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Little House on the Prairie |||| Related Lessons: Communities/How can we better our own classroom community? ||
 * Grade Level: 3rd |||| Unit: Social Studies Book Project ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S :
 * ==ACTION== ||
 * Before-Class Preparation: Have graphic organizers ready for use. ||
 * During Class How are we alike/different from the pioneers of the past?
 * Time
 * Note student groupings, environmental modifications needed, etc: Students can be grouped in small groups to develop venn diagrams and then meet at a class to discuss them. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be monitored during class discussion and the filling out of the graphic organizers.
 * Ongoing Assessment(s): Students will be monitored during class discussion and the filling out of the graphic organizers.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:


 * =Lesson Plan #2=

= Daily Lesson GAME Plan = || 2.02 Analyze similarities and differences among families in different times and in different places. 2.03 Describe similarities and differences among communities in different times and in different places. 4.02 Use appropriate source maps to locate communities. 4.04 Compare how people in different communities adapt to or modify the physical environment to meet their needs. 6.03 Identify the impact of technological change on communities around the world. 7.03 Explore the role of selected fictional characters in creating new communities. || Creativity and InnovationStudents demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology.Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
 * Lesson Title: Little House on the Prairie |||| Related Lessons: Communities/How can we better our own classroom community? ||
 * Grade Level: 3rd |||| Unit: Social Studies Book Project ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives : Students will compare and contrast different communities such as the community in “The Little House on the Prairie”. || 1 hr For Two Days
 * ==ACTION== ||
 * Before-Class Preparation: Make sure technology/websites is ready/working ||
 * During Class ||
 * Time

Total Of Two Hrs. |||| Instructional Activities Soon after the Ingalls family leaves their little house in the big woods during the first chapter of the book, they must learn to adapt to the changing environments in order to survive. While reading the book, the class can discuss what the Ingalls must do in order to survive. For example, they must hunt for their food, trade deer fur for necessary items, build their house and stable, plant their own garden, and design their own furniture. The family must also travel near rivers and streams so they will be able to have access to water. An activity that can be used is having the students determine what the family must pack in their wagon. Since the trip will take several months, the family must plan ahead. Students could work in small groups to come up with ideas, pretending that they are the Ingalls family. They will need to take into consideration the clothes they will wear as well as the items they will need to acquire food and other necessary goods. This activity leads into a webquest found at the following web address. Also, at this website there are many other resources that can be used in this unit.

[] || Materials and Resources

SMART Board and laptop cart ||
 * Note student groupings, environmental modifications needed, etc: When students begin working on the webquest, they will work in partners. I will partner them high/low to help my ESL students as well as my students with limited technology skills. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): While students are working in groups to brainstorm “what to pack?”, I will walk around the room to observe dialogue and participation. Also, during the webquest activity, I will walk around and monitor progress and ask questions to determine whether they are on task and understanding the webquest.
 * Ongoing Assessment(s): While students are working in groups to brainstorm “what to pack?”, I will walk around the room to observe dialogue and participation. Also, during the webquest activity, I will walk around and monitor progress and ask questions to determine whether they are on task and understanding the webquest.

Accommodations and Extensions: For my higher level students I could have them create a time line on the laptops. A time line can be used to illustrate how the Ingalls built their home on the Prairie and adapted to their environment (built a barn, fence, well, etc.). They could determine how long it took the family to get settled and the sacrifices they had to make before accomplishing their tasks. They could also determine the order in which they accomplished each task and speculate why they accomplished them in the order that they did.

Back-Up Plan: If laptops are not working or students are struggling in partners, do the webquest as a class on the SMART Board. || Assessment will come from the webquest rubric found on the above web link. **Great lesson Lindzey. You should include your room observations as a means of informal assessment. Cathy**
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Another assessment idea would be for each student to create a “survival kit” for our classroom community; relating it to academics and social/behavior skills. Students would think about the required “tools” in order to survive 3rd grade. Students can use podcast or video recording for this assignment.

LESSON REFLECTIONS AND NOTES: As I reflect on the last two lesson plans, I think that they could easily last for 5 days worth of Social Studies lessons when you break each lesson down. || 2.02 Analyze similarities and differences among families in different times and in different places.2.03 Describe similarities and differences among communities in different times and in different places.4.02 Use appropriate source maps to locate communities.4.04 Compare how people in different communities adapt to or modify the physical environment to meet their needs.6.03 Identify the impact of technological change on communities around the world.7.03 Explore the role of selected fictional characters in creating new communities. || Creativity and Innovation Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
 * =Lesson Plan #3=|||||||| = Daily Lesson GAME Plan = ||
 * Lesson Title: Little House on the Prairie |||| Related Lessons: Communities/How can we better our own classroom community? ||
 * Grade Level: 3rd |||| Unit: Social Studies Book Project ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: With your students in mind, think of the potential applications of digital storytelling for your content and decide how you will use digital storytelling in your lesson. ||
 * ==ACTION== ||
 * Before-Class Preparation: ||
 * During Class ||
 * Time

1 hour a day for a week |||| Instructional Activities One way that I could use digital storytelling in my content unit would be during instruction/independent reading to help my lower learners that are having difficulty with reading the actual text. Digital storytelling can fill that gap between the various reading levels in my classroom. Another way to use digital storytelling would be to have my higher level students create their own digital story depicting our classroom community and compare/contrast it to the Ingalls community. This would be using digital storytelling as an extension or challenge type project. I could also use digital storytelling for sharing our concern/message about communities. The class could create a digital story to be shared amongst our school. || Materials and Resources

SMART Board, Appropriate software, Video tools ||
 * Note student groupings, environmental modifications needed, etc: small group (group high and low learners together) ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): assist when needing help with digital storytelling or technology issues
 * Ongoing Assessment(s): assist when needing help with digital storytelling or technology issues

Accommodations and Extensions: The way of grouping students.

Back-Up Plan: Have students create a PowerPoint with similar topic. || I would evaluate based on their understanding of the assignment and use of technology tools.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: ||