Name of Project: Family Ties
Subject: Social Studies
Grade Level: Kindergarten
Teacher: Ms. Suhailah Booker
Project Idea: Summary of the issue, challenge, investigation, scenario, or problem: 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.
Content (Concept/Understanding and Skill/Ability) Standards: Students will collect data to compare and contrast characteristics of generations from past to present within their community
Driving Question: How do past generations impact older generations?
How do past generations impact our community today?
Prerequisites Skills: 21st Century Skills, Social Studies and Geography
21st Century Skills (Information and Communication Skills):
1.1. Learning Skills and Technology Tools: 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
1.2. Teaching Strategies Culminating Activity: Give students guidance, information and necessary materials to construct maps or models of their assigned community.
Evidence of Success: Group members will work cooperatively to create a map or model of their assigned section of the community and communicate information.
1.3. Learning Skills and Technology Tools: 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.
1.4. Teaching Strategies: Give students guidance and information to programs and websites to locate pictures, clip art, and/or graphics to use for projects.
Evidence of Success: Groups will collaborate and locate pictures, clip art, and/or graphics to insert into projects.
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 ?
Work on the computer
Interview grandparents and parents
Create a Venn diagram
Create a map or model
Collect pictures, clip art, or graphics from computer websites
Contribute to group project
Computers, printers, Internet, data projector, screen or white board
New York State Standards
Standard 2: Social Studies, World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history and examine the broad sweep of history from variety of perspectives,
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local-national, and global-including the distribution of people, places, and environments over the Earth’s surface.
Mathematics, Science, and Technology
Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.
The Activity Procedure:
Introduction of the Activity:
Students will create a journal/or diary that portray their experience in their community or school. Then with kindergarten groups, students will pair with older students from 4th grade or up, to help with collection and recording information. This project should be done during the end of the second semester of Kindergarten.
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.
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.
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.
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.
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.
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.
Each group should compile their research and decide on using a map/model/or display with their final project.
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.
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.
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
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.
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
Collaboration Rubric UP3502WS2.doc
Content Rubric UP3502WS3.doc
Daily Reflective Exit Slip UP3502WS4.doc
Group Observation Checklist List UP3502WS5.doc
Individual Observation Checklist UP3502WS6.doc
Interview Checklist UP3502WS7.doc
Journal Entry UP3502WS8.doc
Oral Presentation Rubric UP3502WS10.doc
Presentation Rubric UP3502WS11.doc
Project Checklist UP3502WS12.doc