West Virginia Department of Education

?Project Title: It’s All in the Family (What’s the Past Got to Do With It?)Project Idea: Students interview elder family members about first grade memories, as well as family traditions, cultural observances, etc.??Using a variety of resources, students compare their present day first grade lives to the first grade lives of their parents’ and grandparents’, identifying impact and influences from those generations on their own.??Students organize, collect, display and analyze resulting data. Each student creates a quilt square reflecting something learned about his or her family heritage. As a culminating activity, students combine their individual quilt squares into a class quilt to be presented to the local historical society.??Entry Event: A guest volunteer from the local historical society will visit the classroom.??After a brief explanation about the historical society and its mission, (including how much we can learn from the past!) he/she will describe a project that the historical society is undertaking to find out how present day first graders are both the same and?different from first graders of past generations. He/she will read the children’s book,?Cherry Pies and Lullabies, by Lynn Reiser to the class. The story illustrates a young girl’s look at several traditions from her family life and traces them back three generations, depicting how the same traditions were observed in each generation, but in different ways, according “to the times” of that generation. Students will be encouraged to identify differences between the generations as illustrated in the book as it is read.??The guest will describe memories from his/her own first grade experience and ask children to make comparisons between their current day experiences and the guest’s memories from the past. The guest will encourage students to ask questions about his/her memories (this will “model” the interview students will later conduct themselves with their family members). The guest will seek students’ help with the new historical society project by asking that they interview their parents/grandparents about first grade memories. He/she will suggest information that the historical society might like to have, including but not limited to: calendar year of the family member’s first grade experience, school location, descriptions of first grade traditions, birthday and holiday celebrations observed during the school year, etc. The guest will announce his/her intention to return at a later date to collect the information the students have been able to gather.??Content Standards: Standards Directly Taught or Learned Through DiscoveryIdentified Learning TargetsEvidence of Success in Achieving Identified Learning TargetSS.1.15Locate and Identify West Virginia;United States; andGeographic features (e.g., mountains, bodies of water,etc.)Locate?United States?on a globe and world map?Locate?West Virginia?on a globe and a?United?State mapTeacher observation, Teacher Checklist (see below),Student correctly colored maps: World Outline Map (see below) Teacher observation, Teacher Checklist (see below),Student correctly colored maps: United States Outline Map (see below)SS.1.16 Utilize Primary Source documents and oral accounts to investigate ways communities change throughout historyDesign interview questions for collecting desired information?Conduct interview(s) with family member(s) to collect information?Organize, analyze and contrast family history from information gained through interview(s)?Use interview data to make comparisons to present-day lifeCreated interview questions Completed Interview Recording Form(s) (see below)Data collected from interview(s) Classroom discussionsClassroom Discussion Rubric (see below)Created bar graphs, Teacher Checklist (see below) Classroom discussionsClassroom Discussion Rubric (see below)SS.1.23Describe the cultural life of West Virginia as reflected in games, toys, and various art forms. Creating a two dimensional quilt piece to communicate ideas and experiences and make comparisons to present-day lifeClassroom discussionsClassroom Discussion Rubric (see below)Quilt Square Rubric (see below)ELA 1.33Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Use school?and community libraries to find and read stories which depict multi generation family members and/or cultural diversity; use family member(s) through interview(s) as a source of information; use internet/email as sources of information?Share books of interest with class?Use journals to cite books read, websites visited, etc. and make comments about themTeacher observation of books brought in to share, Teacher Checklist (see below)Completed Interview Recording Form(s) (see below)Class discussions, Classroom Discussion Rubric (see below) Teacher observation, Teacher Checklist (see below) Journals, Journal Rubric (see below)ELA 1.34Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Design interview questions?Conduct interviews?Participation in creation of bar graphs as visual communication of interview experienceCompleted interview questions Data collected from interview(s)Class discussions, Classroom Discussion Rubric (see below) Completed bar graphs, Teacher Checklist (see below)TCS. K-2.9 Research information on topics of interest through the use of age-appropriate technology and digital resources provided by the classroom teacher. Direct instruction?and partner assignments to support use of the internet as an informational resourceTeacher observation,Teacher Checklist (see below), Journals, Journal Rubric (see below)Classroom discussions,Classroom Discussion Rubric (see below)TCS. K-2.7 Communicate with others through use of technologyProvide partner support to students using email to communicate with family?membersTeacher observation,Teacher Checklist (see below), Journals, Journal Rubric (see below)Classroom discussions,Classroom Discussion Rubric (see below)DSS. K-2.9 Prepare for Post-Secondary Success Develop an appreciation for learning. Develop an awareness of the roles of familiar community members and adults. Develop and conduct interviews with familiar community members and adultsInterview questionsInterview Recording Form(s) (see below)VA.O.1.1.06?Produce two-dimensional art using a variety media to communicate ideas, experiences, and stories.Use pencils to create rough draft of two dimensional art to communicate ideas and experiences?Use a variety of media to create a two dimensional quilt piece to communicate ideas and experiencesInitial sketches of quilt pattern design,?Teacher Checklist (see below)?Completed quilt square, Quilt Square Rubric (see below)Performance Objectives: KnowWhy learning about our past is importantThe purpose and value of diaries and journals?How older generations impact the lives of successive generationsThe value of the internet/email as a resource, ( ie to interview family members who live away)Vocabulary words: generation, tradition, culture, heritage, diversity, timeline, bar graph, globe, mapHow diversity is reflected in family traditions of classmatesThe difference between a state and a countryThe difference between a globe and a mapDoHost entry event guest??Help identify what they know and need to know to complete the projectParticipate in class /group discussions and activities?Collaboratively create and use project timeline????????????Design interview survey toolConduct interview(s) with family member(s)Use internet/email as an information resourceReport interview results to classUse library as information resourceLocate?United States?(and other countries as appropriate), on a globe and world mapLocate?West Virginia?(and other states as appropriate) on a?United?State?map????????????Organize dataMake comparisons and draw conclusionsDesign and display bar graphsDemonstrate empathy for different cultures????????????Design and create rough draft of a quilt square to reflect an example of the impact of family?history/culture in their livesProduce a finished quilt squareCombine quilt squares to create class quiltParticipate in presentation of finished quilt to entry event guest from the historical societyMaintain a journal during the projectSelf assess performance and learning through the projectReflect on project completionDriving Question: How is my life as a first grader similar to and different from the lives of my parents and/or grandparents as first graders?Assessment Plan: Major Group ProductsCollaboratively designed project timelineCollaborative creation of interview questions for recording sheetsCollaboratively designed data organization, display and analysis (bar graphs, maps)Completed class heritage quiltWell prepared quilt presentation to historical society visitorMajor Individual ProductsFamily interview(s)and resulting completed recording sheet(s)Maps accurately identifying WVQuilt square rough draft sketch drawn with pencilCompleted quilt square (see rubric)Well maintained Journals (see rubric)Assessment and Reflection:Rubric(s) I will use: (Check all that apply.)CollaborationWritten CommunicationJournal Rubric (see below)Critical Thinking & Problem SolvingContent KnowledgeOral CommunicationClassroom Discussion Rubric (see below)xOtherQuilt Square Rubric (see below)xOther classroom assessments for learning: (Check all that apply) Quizzes/ testsPractice presentationsSelf-evaluationNotesInterview Recording Sheets (see below)Peer evaluationChecklists/observationsTeacher Checklist (see below)Online tests and examsConcept mapsReflections: SurveyFocus GroupDiscussionTask Management ChartJournal Writing/ Learning LogJournal Rubric (see below)xOtherMap the Product: Examine one major product for the project and analyze the tasks necessary to develop a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Do the products and tasks give all students the opportunity to demonstrate what they have learned?Product:Knowledge and Skills NeededAlready Have LearnedTaught Before the ProjectTaught During the Project1. The ability to work collaboratively with classmates (to?create interview questions).x2. ?Participation in classroom discussions.x3. The ability to conduct an interviewx4. The ability to report data from completed interview?recording sheetsxResources: School-based Individuals: Librarian - to help locate appropriate books on the major project themes:?past/present, cultural diversity, ancestry, etc.Technology Instructor - to help students search the internet safely, and provide access to an email service so students?who want to can interview, by email, those family members who live away.?Art teacher – to support the quilt making activityMath resource/support teacher – to support bar graph activitiesTechnology: students will need access to individual computer stations in order to search the internet and?email family members, as well as a compatible printer. Teacher may choose to use data projector to?project websites onto large screen for whole class view.?Helpful Websites:?Timelines:? Trees:???(family tree template) Day:??(comparing past and present generations) Diversity:??(kids travel w/Arthur)?Bar Graphs:??????(“bar grapher” activity) printable World and?United States?outline maps:?ss/mapsCommunity:Family members to serve as “interviewees”Volunteer(s) from the local historical society, or museum- to visit and launch entry event, also to receive final presentationRetired or former First Grade teachersLocal “quilter”(s) – to provide information and support about quilts and quilt making, possibly volunteer to sew quilt?squares together into class quilt.?Local library – to help locate appropriate books on the major project themes: past/present, cultural diversity, ancestry, etcLocal artist(s) – to demonstrate and/or support students as they create quilt squaresMaterials:Children’s Literature Books:?Timelines:?Get Up and Go!, Stuart Murphy??Family:????????????????Me and My Family Tree, Joan Sweeney and Annette Cable????????????????Questions to Bring You Closer to Grandma and Grandpa:?100+ Conversation Starters for?Grandparents of Any Age,??????????????????????Stuart Gustafson and Robyn Freedman Spizman????????????????Childtimes-A Three-Generation Memoir, Eloise Greenfield and Lessie Jones Little????????????????My Family, Your Family, written and illustrated by Kindergarten Children,?Westfield?School,?Sacramento,CA?Quilts:????????????????Oma’s Quilt, Paulette Bourgeois????????????????The Quilt, Ann Jonas????????????????The Patchwork Quilt, Valerie Flournoy????????????????The Keeping Quilt,?Patricia Polacco????????????????The Quiltmaker’s Gift, Jeff Brumbeau????????????????The Quilt Story, Tomie dePaulo?Diversity:????????????????People, Peter Spier????????????????We’re Different, We’re the Same, Bobbi Kates??(Sesame Street)????????????????Whoever You Are, Mem Fox (Reading Rainbow)????????????????The Crayon Box That Talked, Shane DeRolf?Bar Graphs:????????????????Bar Graphs?(Making Graphs), Bodach and Vijaya K????????????????Graphs-(All Aboard Math Reader), Bonnie Bader and Mernie Gallagher Cale????????????????Lemonade for?Sale, Stuart Murphy????????????????Graphing Activities?– Teacher Resource, Jo Ellen Moore, Evan-Moor Corp.?Art supplies:???????????????????Pencils/drawing paper for rough sketch drawings????????????????Cloth (like muslin) or paper cut into 6x6 inch squares with ???“ border on all sides for binding into class quilt????????????????Crayons, permanent markers, fabric paint – materials for illustrating quilt square?????????????????Masking or duck tape to bind quilt pieces together; cloth squares may be sewn together if possibleManage the Process: This project opens with the entry event visitor introducing the historical society’s plan to research and compare the lives of first graders today and “yesterday”. He/she will enlist the help of the students in researching and reporting information that will help the society with their project. The classroom teacher will lead the students in completing a Know/Need to Know Chart (see below). Once the class has identified what things they need to do, the teacher will facilitate their design of a simple timeline for accomplishing their goals and will post it for class reference. The next step of the project will involve students working collaboratively to create the questions they will use in their family interviews. Students may need to be reminded about expectations for working as members of a group. The classroom teacher should also provide opportunities for students to role-play conducting interviews with each other. Creation of the interview questions to be used with family members can be done in small groups, then brought together as a class to share ideas and come to consensus regarding which questions to use. Strategic group/partner assignments can be made to provide for individual needs and abilities of students. The classroom teacher will help facilitate the culminating decisions, reminding students of issues that must be addressed in the interview in order to collect the specific data asked for by the historical society (calendar year of the interviewee’s 1st grade year, geographical location of the school they attended, classroom traditions and holiday celebrations). A Family Letter (see below) can be sent home along with the Interview Recording Sheet(s) (see below), compiled from the questions the class decided to include. Students will be encouraged to interview parents and grandparents, in person, by phone and/or through email. After the interviews have been completed and the Interview Recording Sheets (see below) returned, the teacher will facilitate the students’ reporting of their data, guiding them in making observations about the information, comparing what they have learned about the past and contrasting it with present day. Students should be introduced to a globe and maps before sharing the information they gathered about school locations. They can use the globe, World Outline Map, United States Outline Map, and/or West Virginia Outline Map () to identify the different school locations reported. To assess their understanding, students can be asked to locate and color the Unites States on the World Outline Map and West Virginia on the Unites States Outline Map.(Teacher Checklist) (see below) In classroom discussions regarding other interview questions, the classroom teacher will have opportunities to draw student attention to cultural differences reflected in the information they collected (Classroom Discussion Rubric) (see below). Students may research avenues of interest resulting from these discussions through library resources and the Internet, sharing the information they learn with classmates as the project unfolds. The school librarian and technology teachers may be invited to help with student information gathering. Working with one interview question a day, the students will report their data. After discussion, students will organize the data, create a bar graph to illustrate it and draw conclusions. Bar graphs may be created by hand, with a teacher provided template, or through Internet sites listed in the resources above, (Blank Bar Graph Template. See below) If available, a math teacher may be recruited as a resource for the graphing activities. This part of the project should be paced according to student ability/needs. If reporting and discussing data takes more time than expected, the bar graph can be created the following day. Reporting and discussing the data is a very important facet of the project. These classroom discussions will provide the experience students will eventually use to create their quilt square design and also reflect upon in their journal writing. (Classroom Discussion Rubric see below) After the data has been thoroughly investigated, the classroom teacher will launch the next stage of the project by introducing the time honored craft of quilting. A local quilter may be invited to visit the class. Sharing one or more of the children’s literature selections listed above will help students understand the historical value of quilts. Drawing on what they have learned about their own families’ experiences as first graders as well as cultural traditions and celebrations they observed, each student will draw a “rough draft” pencil sketch illustration that will later be used to create a quilt square. Using the rough draft sketches, students will use a variety of media (crayon, fabric paint, permanent markers, etc.) to transfer their design to a quilt square (paper or cloth), (Quilt Square Rubric see below). An art teacher can serve as a support resource for the sketching and final quilt square part of the project. The individual quilt squares will be combined (taped, sewn, etc.) to form a “heritage quilt”. The original entry event guest will be invited back to receive the data the students collected, the bar graphs and the quilt. The class may consider donating the quilt to the school for display, (even temporarily and then dismantling so each child may keep their own square) or donating to the historical society representative. Throughout the project the teacher will refer to the Teacher Observation Checklist (see below) to track student progress. The students will also keep a journal throughout the project to record their reflections, Journal Rubric, Sample Journal Page, Sample Blank Journal Page, and Sample Journal Prompts (see below). Whole class discussion of journal prompts, before actually writing, will help students consider ideas to include in their writing. Extension activities may include: Creating a timeline using the calendar years that interviewees attended first grade (Timeline Maker see below) Completing a family tree diagram Writing a letter to future first graders describing present day experience Keeping a personal diary Researching cultural differences in the celebration of Christmas Using a Venn diagram () to compare and contrast past and present characteristicsProject Reflection and Evaluation: Classroom discussions, especially those held prior to journal writing will foster student reflection. Teacher reflection will be supported by classroom discussion, student journal entries, and assessment through the rubrics provided.Know / Need to Know KnowNeed to KnowSample Family Letter(to be sent home w/students and posted on webpage)Dear Family Members, During the month of March, the first graders will be working on a special classroom project ! This project will provide the students an opportunity to learn about history by comparing childhood memories from their family members to their own lives today. It will teach them how to collect information from conducting interviews. They will then organize and display their information in bar graphs, analyze and draw conclusions from them. The project will also introduce students to the cultural differences in school and family celebrations. The final part of the project will be the creation of a classroom quilt, each child creating one square to illustrate something learned about their family traditions. We need your help ! Your first grader has been given a homework assignment to interview one or more older family members (parents, grandparents, etc.), using the attached Interview Recording Sheet. Your help in arranging the interview for your first grader, and help in recording the answers, if needed, will be a BIG help! Family members may be interviewed in person, by phone or through email. The Interview Recording Sheets are due March 6th. If you have any questions about this assignment, please let me know either by a phone call to the school (304-***-****) or email (tchr@access.k12.wv.us). Also, if you would like to help with any of the activities we will be doing as part of this project, please let us know!Thank you for supporting your first grader!Interview Recording Sheet SAMPLE ONLY(should be tailored to reflect questions suggested by students, but should include questions that address information requested by entry event visitor)Student Interviewer:_____________________________________Family Member: _____________________ Relationship___________Interviewed ___in person ___by phone ___by email1.What year were you a first grader? __________2.Where was your school?__________________________________3.Do you remember any traditions that were celebrated at your school during your first grade year? (birthdays)__________________________________________________________________________________________________________________4.What holidays were celebrated in your school?_____________________________________________________________________________________________________________5.What are some ways they were celebrated?_____________________________________________________________________________________________________________________________6. Where any different holidays celebrated in your home?_______________________________________________________________7. How were they celebrated?_________________________________________________________________________________________________________________________________________Teacher Checklist = acceptable,+ above average, - below average, x non existentStudent Names>Completed interview recording sheetAble to locate US and WV on map/globeDemonstrating empathy for cultural diversityComplete rough draft of quilt square designCreating and analyzing bar graphsUse of internet/email for information/communicationUnderstands purpose of project timelineScore from Classroom Discussion RubricScore from Journal RubricScore from Quilt Square RubricClassroom Discussion RubricThere will be multiple opportunities throughout the project to observe and assess students with this rubric. Opportunities might include class discussions: with the entry event visitor developing project timeline classroom collaboration designing interview questions reporting, organizing/graphing and analyzing collected data from interviews book and website sharing journal entry sharing final presentation to entry event guest CATEGORY4321ParticipationStudent takes an active role, (without prompting), in classroom discussions, contributing relevant and insightful comments as well as posing thoughtful questions.Student willingly participates in classroom discussions, offering useful and relevant comments. Student responds to teacher prompts during classroom discussions, but seldom volunteers. Comments are sometimes not relevant to the discussion.Student may or may not willingly respond to teacher prompts during classroom discussions, and never volunteers. Comments are seldom relevant to the prehensionStudent comments reflect a deep understanding of the topic being discussed.Student comments indicate good understanding of the topic being discussed.Student comments indicate less than clear understanding of the topic being discussed.Student comments indicate little understanding of the topic being discussed.Respect for OthersStudent listens carefully to others, waits patiently for a turn to speak, and is respectful of other points of view.Student listens to others, rarely interrupts, and generally accepts other points of view.Student does not consistently listen to others, interrupts frequently and demonstrates little respect for other points of view.Student typically does not listen to others, interrupts frequently and/or is rude and intolerant of other points of view.Blank Bar Graph Quilt Square RubricCATEGORY4321Quilt Square communicates ideas and experiences related to family interviews50%Quilt square clearly and effectively communicates ideas and experiences related to family interviews.Quilt square communicates ideas and experiences related to family interviews.Quilt square vaguely suggests ideas and/or experiences related to family interviews.Quilt square fails to communicate ideas and experiences related to family interviews.Quilt Square rough draft sketch15%Rough draft reflects thoughtful planning and careful attention to detail.Rough draft reflects planning and attention to detail.Rough draft reflects little planning and little attention to detail.Rough draft reflects no planning and no attention to detail. Creativity15%Quilt square displays a great deal of originality and creativity. Quilt square is very unique.Quilt square displays originality and creativity.Quilt square displays little originality or creativity.Quilt square displays no originality or creativity.Student time/effort10%Student put forth extra effort and made quality use of class time. Student put forth adequate effort and used class time appropriately.Student put forth less than adequate effort and did not always use class time appropriately.Student put forth little or no effort and did not use class time appropriately.Use of materials10%Student consistently used art materials in an appropriate manner. Student adequately used art materials in an appropriate manner.Student occasionally did not use art materials in an appropriate manner. Student seldom or never used art materials in an appropriate manner.Journal RubricCATEGORY4321Focus on Topic50%Entries and illustrations reflect topics related to the project’s major themes and activities with an above average degree of understanding.Entries and illustrations adequately reflect topics related to the project’s major themes and activities,Only some entries and illustrations reflect topics related to the project’s major themes and activities.Most entries do not have a recognizable connection to the project’s major themes and activities. Complete Sentences10%Typical entries contain at least three complete sentences (with a subject and verb).Typical entries contain at least two complete sentences (with a subject and verb).Typical entries have only one complete sentence (with a subject and verb).Most entries do not contain complete sentences.Grammar and Spelling10%All sentences use proper grammar and contain no misspelled words.1 or 2 grammar/spelling errors are evident.3 or 4 grammar/spelling errors are evident.More than 4 grammar/spelling errors are evident.Punctuation and Capitalization10%All sentences have correct punctuation and begin with a capital letter.Only one sentence has missing or incorrect punctuation, or is missing a capital letter at the beginning. 2 sentences have missing or incorrect punctuation, or are missing a capital letter at the beginning.More than 2 sentences have missing or incorrect punctuation, or are missing a capital letter at the beginning.Illustrations10%Original illustrations are recognizable, detailed, and colorful.Original illustrations are recognizable and colorful.Original illustrations are attempted.Illustrations are seldom included.Neatness10%Printing is especially neat & easy to read. Journal is extremely well maintained (i.e. no doodling, bent or smudged pages). Printing is adequately neat and easy to read. Journal is adequately maintained.Printing is difficult to read. Journal is not adequately maintained.Printing is illegible. Journal is not maintained, more than one torn page, numerous smudges and/or doodling.Name______________________ My Journal Date____________What did you learn from today’s visitor ?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Name______________________ My Journal Date____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Sample Journal PromptsWhat did you learn from today’s visitor?How did your interview go?What did you learn from the mapping activity?What is one way first grade is different today than it was many years ago?What are two ways that first grade today is the same as first grade many years ago?Are you enjoying the project so far? Why or why not?What is something new you have learned?What have you worked the hardest on during the project?What is something interesting you learned about your family from this project?Would it have been fun to be a first grader a long time ago? Why or why not?How do you think first grade will change between today and when you are grown up?How would you describe what first grade is like today to a pre-schooler?5766435-454660Timeline InstructionsTo delete these instructions, click the text box and press the DELETE key.To replace text in a timeline event, click the arrow text object, select the existing text, and begin typing.To move a timeline event, drag the arrow text object to the location you want.To create additional timeline events, copy and paste the arrow text object you want, and then drag the object to the location you want.To replace dates on the timeline, click the timeline text box and use the TAB key to select the dates you want to change. To add additional dates on the timeline, point to Insert on the Table menu, and then click Columns to the Left or Columns to the Right.00Timeline InstructionsTo delete these instructions, click the text box and press the DELETE key.To replace text in a timeline event, click the arrow text object, select the existing text, and begin typing.To move a timeline event, drag the arrow text object to the location you want.To create additional timeline events, copy and paste the arrow text object you want, and then drag the object to the location you want.To replace dates on the timeline, click the timeline text box and use the TAB key to select the dates you want to change. To add additional dates on the timeline, point to Insert on the Table menu, and then click Columns to the Left or Columns to the Right.47377351945640Moved to Seattle00Moved to Seattlecenter0Timeline Title00Timeline Title14230351945640Click to replace typing00Click to replace typing34804351945640Moved to Atlanta00Moved to Atlanta51435297434019551960196519701975198019851990001955196019651970197519801985199021088353202940Married in West Virginia00Married in West Virginia37090353202940Relocated to Florida00Relocated to Florida53092353202940New job in Los Angeles00New job in Los Angeles ................
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