Project Based Learning
Family Ties
Social Studies Kindergarten
Sample Lesson Plan
| Title | Family Ties | |||||||||||||||||||||||||||||||||||||||||||
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| Creator: | Hall, Julia juhall@access.k12.wv.us | |||||||||||||||||||||||||||||||||||||||||||
| Source: | TLI 2009 PBL Plans | |||||||||||||||||||||||||||||||||||||||||||
| Project Idea: | After reading from an old journal, students will be inspired to learn more about their family and community from that era. Students will then keep their own journal so they can pass on information about their community. Students will interview grandparents and parents to collect data from their lives. Groups of students will use the computer to research their town and how it has changed through time (they will create a display). Students will collect data and create a timeline of their life from birth to age 5. End product will be an oral presentation with a map/model/or display. | |||||||||||||||||||||||||||||||||||||||||||
| Entry Event: |
A journal was found in an old, dusty attic. A girl in your town wrote it in 1913. While reading the journal, I discovered how life was for her in a one-room school and in your town. I
thought you might enjoy reading and discovering about life of children
in your town a long time ago. After sharing the journal with the
children, members of the local historical society and representatives
from a nearby museum will be invited to speak to children about the
importance of recording information concerning important events during
your lifetime and keeping artifacts to corroborate these recordings.
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| Power Standard: | Students will collect data to compare and contrast characteristics of generations from past to present within their community. | |||||||||||||||||||||||||||||||||||||||||||
| Content Standards & Objectives: |
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| Performance Objectives: |
Know
How to collect data and sequence events
How and where to search for information
How to explain differences
How to compare and contrast
How to do a Venn diagram
How to interpret simple visuals
How to use the computer to find websites
How to show positive social and ethical behaviors
How to complete a K-W-L chart
How to work in groups
Do
Create timeline
Work on the computer
Interview grandparents and parents
Oral presentation
Create a Venn diagram
Create a map or model
Collect pictures, clip art, or graphics from computer websites
Role-play
Contribute to group project
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| Driving Question: |
How do past generations impact our community today?
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| Assessment Plan: |
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| Assessment and Reflection: |
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| Map The Product: |
Students
will create an oral presentation with maps and/or models to compare and
contrast characteristics of past generations to their present
generation within the community. They will follow the criteria listed in the Presentation Rubric to complete the project.
Product: Oral Presentation
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| Resources: |
School-based Individuals:
High school TV crew to talk about how they gather resources and presentations
School/County Technology Specialist will assist with finding websites
Technology:
Book-marked websites- local city and Historical Society websites, free clip art websites
Computer lab
Community: Newspaper
Historical society
Curator of local museumLibrarian of public libraryParents and Grandparents
Materials:
City Map
Art suppliesComputers, printers, Internet, data projector, screen or white boardChecklists Rubrics Research Folders
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| Manage the Process: |
Entry Event: Locate or create an old journal/diary with entries that portray early life in the schools and community in which you live. With Kindergarten groups, you may want to pair an older student (4th grade or up) with each student or group to help with the collection and recording of information. This project should be done during the end of the second semester of Kindergarten.
Step One: Invite
members from the local historical society, representatives from a
nearby museum, or librarian from the local library to speak about the
importance of recording information concerning important events during
their lifetime and keeping artifacts to corroborate these recordings. Students
will be able to ask questions of the presenters and the presenters may
give ideas on where and how to find information the students may need.
Step Two: The whole class will begin work on filling the K-W-L Chart before research is started. They will include things that they will need to know in order to complete the project. The
students will explore websites that pertain to their city/area as a
whole group activity using a computer with a data projector. Investigate the various websites for information needed for the students’ research. Discuss which items on the website menu will be helpful to them. Explain how to retrieve the information.
Step Three: Students will be divided into teacher assigned heterogeneous groups of four-five students. The teacher will remind students how to work in groups by reviewing the teamwork/collaboration skills necessary and discuss the Collaboration Rubric. Have high school TV crew visit and speak about how they gather information and how they present the information to others. Students will be able to ask questions of the high school TV crew. Assign one high school TV crewmember to each group to help as needed with gathering information during computer lab. Students
will gather information about their assigned section of the community
and locate pictures, clip art, and /or graphics for their projects. The materials will be placed into the research folder.
Step Four: Groups will use the information they collected to create a Venn Diagram of the characteristics of communities. These should be placed in the research folder.
Step Five: Students will collect data about their life from birth to age 5. Parents will help students collect data from home. Using the Content Rubric and the Timeline Template, groups will construct timelines. These will be placed in the research folder.
Step Six: Students will use the Interview Checklist to practice interviewing each other in the group and then will use the Interview Checklist to interview parents and grandparents about their past in school and the community. Parents will help students complete the interview checklist. Students will give an oral presentation of differences in people from the past using the Oral Presentation Rubric as a guide. The Interview Checklist will be placed in the research folder.
Step Seven: Each group should compile their research and decide on using a map/model/or display with their final project.
Step Eight: The students will practice their presentation to the class. The class will use the Presentation Rubric for the students to review before the final presentation.
Step Nine: Each student will present their final project to the class. Parents,
Grandparents, representatives from local Historical Society, local
museum, and the local library should be invited to attend the
presentations.
Step Ten: The class will complete the “What I learned” column on the K-W-L Chart. Each student will complete a self-evaluation (Collaboration Rubric, Content Rubric, Presentation Rubric) about the project. The class will also discuss their experience with the PBL lesson.
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| Project Evaluation: |
Students will complete a Daily Reflective Exit Slip. Students will write a journal entry weekly. At the end of the project, the class will discuss the project and how the community affects their lives (past, present, future). The class will also discuss these questions: How did the project go? Did you enjoy doing a project? Would you like to do another project like this one? Did you enjoy learning this way? The
teacher should keep a journal as to how the project and the activities
are going and how the students are doing throughout the time period of
the project. Then, after the project evaluation, the teacher should
compare his or her own journal notes with the comments of the students.
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| Resource Files Uploaded |
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