Sample Kindergarten: Social Studies Lesson Plan

 Project Based Learning
Family Ties
Social Studies Kindergarten
Sample Lesson Plan

       

Title	Family Ties
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.
Power Standard:	Students will collect data to compare and contrast characteristics of generations from past to present within their community.
Content Standards & Objectives:	Objectives Directly Taught or Learned Through Discovery Identified Learning Target Evidence of Success in Achieving Identified Learning Target SS.O.K.5.1 collect data and sequence time, places, people and events as they relate to the student’s own life. Collect data from their life events. Sequence events as they relate to student. Students will gather data from the events in their lives by talking with parents. Individual Observation Daily Reflective Exit Slip Students will present gathered information as a timeline. Content Rubric Daily Reflective Exit Slip SS.O.K.5.3 research the past through stories of people, heroes, pictures, songs, holidays, customs, traditions and legends and explain the differences in other people, time and cultures. Research the past and explain differences in other people using photos, stories, and interviews with grandparents and parents. Students will give an oral presentation of the differences in people from the past. Oral Presentation Rubric Project Checklist Interview Checklist SS.O.K.5.4 identify characteristics of communities, families, and family life. Compare and contrast the characteristics of communities past and present Students will create a Venn Diagram of the characteristics of communities of the past and present. Group Observation RLA.O.K.1.13 use reading skills and strategies to understand a variety of informational resources to support literacy learning (e.g., environmental print, signs, labels, electronic resources). Use the internet and other resources to collect information of the community. Students will use the Internet and other resources to collect information about their community to use in their final project. Individual Observation Daily Reflective Exit Slip
21st Century Skills Learning Skills & Technology Tools Teaching Strategies Culminating Activity Evidence of Success Information and Communication Skills: 21C.O.PK-2.1.LS2 - Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to solve problems and communicate information. 21C.O.PK-2.1.TT4 - Student uses electronic drawing and paint programs to create graphics. Student participates in a group to locate and create pictures, clip art, graphs, tables and other appropriate objects and to insert into documents and presentations. Give students guidance, information and necessary materials to construct maps or models of their assigned community. Give students guidance and information to programs and websites to locate pictures, clip art, and/or graphics to use for projects. Group members will work cooperatively to create a map or model of their assigned section of the community and communicate information. Presentation Rubric Groups will collaborate and locate pictures, clip art, and/or graphics to insert into projects. Collaboration Rubric Group Observation   Thinking and Reasoning Skills: No Data No Data Entered No Data Entered Personal and Workplace Skills: 21C.O.PK-2.3.TT5 - Student demonstrates positive social and ethical behaviors when using technology.  Student identifies appropriate and inappropriate use of computers and describes how to work collaboratively with others when using technology at home or in school. Give guidance and directions for students to role-play positive and fair behaviors when using technology. Students will show positive social and ethical behaviors while working cooperatively. Daily Reflection Exit Slip Individual Observation
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
Driving Question:	How do past generations impact our community today?
Assessment Plan:	Major Group Products Oral presentation with maps/ models/ displays (Presentation Rubric) Project Checklist Major Individual Projects Timelines Venn Diagrams Journal writing Daily Reflective Exit Slips
Assessment and Reflection:	Rubric(s) I Will Use: Collaboration Collaboration Rubric  X Written Communication Presentation Rubric X  Critical Thinking & Problem Solving Content Knowledge Content Rubric X  Oral Communication Oral Presentation Rubric  X Other Other Classroom Assessments For Learning: Quizzes/Tests Practice Presentations Self-Evaluation Individual Observation  X Notes Peer Evaluation Group Observation  X Checklists/Observations Project Checklist Interview Checklist X  Online Tests and Exams Concept Maps Venn Diagram  Timeline X  Reflections: Survey Focus Group Discussion Task Management Chart Journal Writing/Learning Log Journal Entry X  Other Daily Reflective Exit Slip X
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 Knowledge and Skills Needed Already Have Learned Taught Before the Project Taught During the Project 1.  Behavior and consequences for group work X    2.  Gather information from various resources  X 3.  Website navigation skills  X 4.  Group responsibility and behavior  X 5.  Read and construct timeline  X 6.  Construct a K-W-L and a Venn Diagram  X
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
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.
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.
Resource Files Uploaded	Resource Files UP3502WS2.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS2.doc) UP3502WS3.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS3.doc) UP3502WS4.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS4.doc) UP3502WS5.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS5.doc) UP3502WS6.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS6.doc) UP3502WS7.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS7.doc) UP3502WS8.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS8.doc) UP3502WS9.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS9.doc) UP3502WS10.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS10.doc) UP3502WS11.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS11.doc) UP3502WS12.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS12.doc) UP3502WS13.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS13.doc) UP3502WS14.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS14.doc)

"Ten Steps to Better Student Engagement"

From Edutopia.com: Ten Steps to Better Student Engagement

Project-learning teaching strategies can also improve your everyday classroom experience.

By Tristan de Frondeville

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Project-learning teaching strategies can also improve your everyday classroom experience.

Tristan de Frondeville

Credit: Courtesy of PBL Associates

As a teacher, my goal was to go home at the end of each day with more energy than I had at the beginning of the day. Seriously.
Now, as I travel the country coaching teachers on how to successfully use project learning, my goal remains the same. And I try to teach educators the strategies they need to achieve this goal in their own classrooms.
A teacher in one of my workshops said, "When my students and I are in the flow, then I don't feel like I have to work as hard." I heartily agree. When 90 to 100 percent of my students are excitedly engaged in their tasks and asking deep and interesting questions, I experience joy, and joy is a lot less tiring than the frustration that comes with student apathy.
Project-based classrooms with an active-learning environment make such in-the-flow moments more common. Yet these same classrooms require many teacher and student skills to work well. As teachers, we can feel overwhelmed when we try something new and experience chaos instead of flow.
The good news is that the strategies for creating and managing high-quality project-learning environments are productive in any classroom, whether project learning is a central part of the curriculum or not. Here are ten ideas that you can start practicing in your classroom today to help you create more moments of flow.

Create an Emotionally Safe Classroom

Students who have been shamed or belittled by the teacher or another student will not effectively engage in challenging tasks. Consider having a rule such as "We do not put others downs, tell others to shut up, or laugh at people." Apply it to yourself as well as your students. This is the foundation of a supportive, collaborative learning environment. To learn and grow, one must take risks, but most people will not take risks in an emotionally unsafe environment.

Create an Intellectually Safe Classroom

Begin every activity with a task that 95 percent of the class can do without your help. Get your students used to the fact that when you say, "Please begin," they should pick up a pencil and start working successfully. This gets everyone on the bus. Then make sure your students know that these initial easy tasks will always be followed by increasingly challenging ones. Create rich and complex tasks so that various students have a chance to excel and take on the role of helping others.

Cultivate Your Engagement Meter

Be acutely aware of when your students are paying strong attention or are deeply engaged in their tasks. Master teachers create an active-learning environment in which students are on task in their thinking and speaking or are collaboratively working close to 100 percent of the time. Such teachers notice and measure not only when students are on task but also the quality of their engagement.
Although it may take years to develop the repertoire of skills and lessons that enable you to permanently create this active-learning environment, you can begin by discerning which activities truly engage your students. The more brutally honest you are with yourself, the faster you will get there.

Create Appropriate Intermediate Steps

The first question I ask educators when I coach them on project learning is how many of their students say, "We can't wait to do another project," versus "Oh, no! Not another project." Teachers tend to get the first response when they scaffold challenging tasks so that all students are successful.
For example, take the typical task of interviewing an adult outside the classroom. Some teachers assign the task on Monday and expect it to be done the following Monday, confident that by including the weekend, they are providing sufficient support. Other teachers realize that finding, cold calling, and interviewing an adult are challenging tasks for most young people, so they create intermediate steps -- such as brainstorming, searching online for phone numbers, crafting high-quality interview questions, and role-playing the interview -- that train all students for success.

Practice Journal or Blog Writing to Communicate with Students

Japanese teachers highly value the last five minutes of class as a time for summarizing, sharing, and reflecting. A nice way to change the pace of your class is to have students write regular reflections on the work they have done. Encourage and focus their writing with a prompt, such as "The Muddiest Point and the Clearest Point: What was most confusing about the work you did today, and what new thing was the most clear?" Use this approach to guide future lessons and activities. Consider writing responses to student journal entries in order to carry on a conversation with students about their work.

Create a Culture of Explanation Instead of a Culture of the Right Answer

You know you have created a rich learning event when all students are engaged in arguing about the best approach to the assignment. When you use questions and problems that allow for multiple strategies to reach a successful outcome, you give students the opportunity to make choices and then compare their approaches. This strategy challenges them to operate at a higher level of thinking than when they can share only the "correct" answer. Avidly collect problems and tasks that have multiple paths to a solution. As a math teacher, I create problems that have a lot of numbers instead of the usual two. For example, I can present this problem:
5 + 13 + 24 - 8 + 47 - 12 + 59 - 31 - 5 + 9 - 46 - 23 + 32 - 60
Then I can say, "There are at least three fundamentally different strategies for doing the following problem. Can you find them all?"

Teach Self-Awareness About Knowledge

All subjects build on prior knowledge and increase in complexity at each successive level of mastery. Effective learning requires that certain skills and processes be available for quick recall. Many students let too much of their knowledge float in a sea of confusion and develop a habit of guessing, sometimes without even knowing that they are guessing.

Credit: Courtesy of Tristan de Frondeville

To help students break this habit, paste the graphic at right next to each question on your assessments. After the students answer a question, have them place an X on the line to represent how sure they are that their answer is correct. This approach encourages them to check their answer and reflect on their confidence level. It is informative when they get it wrong but marked "for sure" or when they do the opposite and mark "confused" yet get the answer right.

Use Questioning Strategies That Make All Students Think and Answer

Pay a visit to many classrooms and you'll see a familiar scene: The teacher asks questions and, always, the same reliable hands raise up. This pattern lends itself to student inattention. Every day, include some questions you require every student to answer. Find a question you know everyone can answer simply, and have the class respond all at once.
You can ask students to put a finger up when they're ready to answer, and once they all do, ask them to whisper the answer at the count of three. They can answer yes, no, or maybe with a thumbs-up, thumbs-down, or thumbs-sideways gesture. That also works for "I agree," "I disagree," or "I'm not sure."
Numerical answers under ten are easy to show with fingers, but don't limit yourself to math questions. For instance, if you're teaching time management, have students let you know what their progress is halfway through the class by putting up one or more fingers to show whether they are one-, two-, or three-quarters done with the assignment, or finished. Do these exercises at least two or three times per class.

Practice Using the Design Process to Increase the Quality of Work

Students in school get used to doing work at a consistent level of quality. Unfortunately, low-performing students get used to doing poor-quality work. To help them break the habit, use a draft-and-revision process.
Many professionals use such a design process to increase the quality of their work. Engineers build prototypes, respond to critical feedback, and refine their design before going into production. Artists make sketches of big works and revise their ideas before creating their final piece. Use the design process to drive your students to produce higher-quality work than they are used to doing when they create only a first effort. Include peer evaluation as part of the feedback they receive.

Market Your Projects

When your students ask, "Why do we need to know this?" you must be ready with the best answer possible. Great projects incorporate authentic tasks that will help students in their lives, jobs, or relationships. Engage students by developing an inventory of big ideas to help you make the connections between your assignments and important life skills, expertise, high-quality work, and craftsmanship. The Partnership for 21st Century Skills provides a good starter list.
Also, search out the powerful processes and ideas experts in your own subject use repeatedly. (In math, for instance, my list includes generalizing and parts and wholes.) Keep a journal of the big ideas you've discovered simply by teaching your subject. By continually referring to these big ideas, you will encourage students to think and act like subject-matter experts and develop skills they will use throughout their lives.

Tristan de Frondeville, a former teacher who has also coached educators and written curriculum, heads PBL Associates, a consulting company dedicated to project learning and school redesign