3rdGradeLocalHistoryLesson

Author:JakePhelps
Datecreated:10/29/20153:50PMPSTDatemodified:12/10/20164:01PMPST

LESSONOVERVIEW
Subject(s)

SocialStudies

Topic/unitofStudy&time
allotment

LocalHistory

Grade/Level

Grade3

Objective

Studentswilllearnaboutthecommunitythattheyarefromandhowitstarted.Studentswillalsobeabletoidentifyhow
thecommunityhaschangedovertheyearsfromwhenitwasestablisheduntilthepresentday.

Summary

Studentswillresearchtheircommunityusingmaps,photographs,etc.andcreateagraphicvisualizinghowthe
communitystartedandhowitisinthepresentday.

IMPLEMENTATION
LearningContext

Theunitthatthislessontakesplaceinisaboutcommunities.Studentsunderstandthatdifferentpeoplearefrom
differentcommunitiesandthatnotallcommunitiesarethesameastheir'sis.
ThepreviouslessonshavecoveredwhatcommunitiesareandaboutNativeAmericancommunitieslocatedneartheir
owncommunity.
Thelessonsfollowingthiswilldiscusshowthecommunityhaschangedthroughtimeaswellashowboththephysical
andculturallandscapesofCaliforniaaffectcommunities.

TeachingStrategies

Studentledbrainstormingonboard
Adaptations:
ELL
Directionsforthisassignmentwillbewrittenupontheboardandwillstaythereforthedurationofthelesson
alongwiththebrainstorm.Iwouldgivethemapremadehandoutofwordsthatcouldbementionedduringthis
lessonthatsomeEnglishLearnersmaystrugglewith.TheEnglishLanguageLearnerswillalsobegivenan
alternativeassignmentforhomework.Theywillnotdoawriteupandthenextdaywhentheotherstudentsare
sharingtheirwriteupstheELLstudentswillgivetheteacheranoralpresentationabouttheircommunity.
SNS
Thedirectionsbeingontheboardaswellasvocabularywordswillalsobenefitstudentswithspecialneeds.As
wellashavingtheseaccomodationsIwillhavespecialneedsstudentshaveaworksheetforhomeworkinsteadof
havingtowriteawriteupabouttheircommunity.Theywillfillinthisworksheetwithinformationabouttheir
communityanditwillhelpguidethem.
GATE/HighAchiever
TheGATE/HighAchieverstudentsinmyclassroomwillbeaskedtocompletethesameassignmentbuta
morerigorousversion.Thesestudentswillhavealistofmorecomplexwordstoincludeintheirwriteup.Aswell
asthistheywillfocustheirwriteupsmoreonhowthecommunitywasdevelopedthanhowtheircommunityis.

TimeAllotment

1classperiods.45Mins.perclass.

SampleStudentProducts
Author'sComments&
Reflections

PROCEDURE
AnticipatorySet

Theteacherwillbeginthelessonbyshowingstudentsphotographsoftheircommunity,bothfromthepastandthe
presentasthey(theteacher)discussesthehistoryoftheircommunity.Theteacherwillthenleadthestudentsina
brainstormontheboardaboutaspectsoftheircommunitythatstoodouttothem.

Modeling

1.Studentswillfacethefrontoftheclassroomastheteacherdiscussescommunitiesandshowsimagesoftheir
communitybothinthepastandinthepresent.
2.Theteacherwillaskthestudentstobrainstormfocuspointsoftheirowncommunityastheywritethemontheboard.
3.Theteacherwillwalkaroundtheclassroompassingoutpaperandexamplestothestudentsastheyexplainthatthe
studentswillbedrawingtheircommunitiesinthepastandpresent.
4.Studentswillindividuallydrawtheirownrepresentationoftheircommunityfocusingonpartofthecommunitytheylike
most.
5.After20minutesthestudentswillallcometogetherandsharetheirartworkwiththeirclassmates.

GuidedPractice

Thestudentswillbegivenexamplesofpreviousstudentswork,oneateachtable,togetideasofwhattodrawandto

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brainstormwhiletheyworkontheirownvisualrepresentationoftheircommunityinthepastandpresent.Theteacher
willbewalkingaroundwhilethestudentsareworkingonthistomakesurethestudentsareclearonwhattodoand
answeranyclarifyingquestionsthestudentsmayhave.
IndependentPractice

Thestudentswillworkontheirownwithouttheteacher'sguidance.Theywillusetheinformationtheteacherhelped
themgatherthroughtheirpersonalbrainstormsaswellastheclassbrainstorm.Theywillcombinethiswithwhatthey
seeinthepastexamplestocreatetheirownpieceofartworkrepresentingtheircommunity.

Closure

Theteacherwillconcludethislessonbyreviewingwhatwaslearnedduringthelesson.Theywillgooverkeyfeaturesof
communitiesandwhichofthesefeaturesarepresentintheirowncommunities.Theywillalsoaskthestudentstodoa
followupbrainstormonwhatthestudentslearned.

FollowUp

Tofollowupthislessonstudentswillwilllearntodifferentiatedifferentperiodsoftimeandhoweventsduringthese
differentperiodsoftimehavechangedtheircommunityandarecurrentlychangingtheircommunity.

MATERIALSANDRESOURCES
InstructionalMaterials

Computerandprojector
Pencilandmarkers
Whitepaper

Resources

STANDARDS&ASSESSMENT
Standards

CACaliforniaK12AcademicContentStandards
Subject:History&SocialScience
Grade:GradeThree
Area:ContinuityandChangeStudentsingradethreelearnmoreaboutourconnectionstothepastandthewaysin
whichparticularlylocal,butalsoregionalandnational,governmentandtraditionshavedevelopedandlefttheirmarks
oncurrentsociety,providingcommonmemories.EmphasisisonthephysicalandculturallandscapeofCalifornia,
includingthestudyofAmericanIndians,thesubsequentarrivalofimmigrants,andtheimpacttheyhavehadinforming
thecharacterofourcontemporarysociety.
SubStrand3.3:Studentsdrawfromhistoricalandcommunityresourcestoorganizethesequenceoflocalhistorical
eventsanddescribehoweachperiodofsettlementleftitsmarkontheland.
Standard3:Tracewhytheircommunitywasestablished,howindividualsandfamiliescontributedtoitsfounding
anddevelopment,andhowthecommunityhaschangedovertime,drawingonmaps,photographs,oralhistories,
letters,newspapers,andotherprimarysources.

AssessmentPlan

Theteacherwillusetheirpostlessonbrainstormtogaugewhatstudentslearnedinaninteractivewaythatencourages
studentstoshare.Theywillusethisinformationtoalterthelessontobebetterforfuturepresentations.
Theteacherwillbestampingthestudentsworktomakesuretheydiditandtheygetasenseofaccomplishment.Aswell
asstampingthestudentsworktheteacherwillbecollectingalloftheassignmentsandgradingthemcheckingfor
literacyskillsnecessaryforthirdgradeandwillshowthestudentswhereandhowtheycanimprovetheirliteracyforthe
nextassignment.

Assessment/Rubrics

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