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|Project Overview |

|Name of Project: |Local Pride: Tully Then and Now |Duration: 6 week |

|Subject/Course: Social Studies |Teacher(s): Erika Baritell, Beth Lancer, Leandra Reinhard, Chris |Grade Level: 3rd |

| |Scully-Smith | |

|Other subject areas to be included, |ELA |

|if any: | |

|Identifying Standards to be Assessed |

|Project Idea: |3rd grade students investigate the history of the Village of Tully. They will generate questions, utilize experts (ie. town historian), use primary sources, websites to answer|

|Summary of the issue, challenge, |questions and generate additional questions. They will also take a walking tour of the town to decide on the building/place they will research further. Teachers will decide |

|investigation, scenario, or problem: |the TOP 15 places in Tully to offer students voice and choice as to what they will research. Presentation of research to the Senior Citizens Luncheon on Tuesday. Timeline |

| |will be displayed in a public forum (Post Office, Diner, historical society etc). The final grade culminating product will be a grade 3 historical book on Tully’s history to |

| |further expand upon the 2 current books in print (1975, 2008). The book will become part of the school and public library and historical society. (Maybe classroom library |

| |too). Buildings to research: schools Elem/Jr-SR HS, Masonic Temple, St. Leo Church, Firehouse, Train Station, Scoops N’ More, Shopping Plaza, Laundry Mat, Encore Video, M&T |

| |Bank, Four Corners, Elm Street Diner, Dr. Edinger, Tully Free Library, Post Office, Dentist Office, Sweet Basil, Municipal Building, |

|Driving Question: |How can we, as local historians create a resource book of the changes that have taken place in our community? |

|Philosophical or Debatable | |

|Product-Oriented | |

|Role-Oriented | |

|Guiding Questions: |-Why and how do communities change over time? How do they adapt? |

| |-Why are building built and other torn down? |

| |-What is the history of our community? |

| |-How can we research and present facts learned accurately to a public audience? |

| |-How can we use written and oral stories to further our research? |

|CCSS to be taught and assessed: |Informational Reading - Key Ideas and Details: |

| |CCSS.ELA-Literacy.RI.3.1 |

| |Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |

| |CCSS.ELA-Literacy.RI.3.3 |

| |Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time,|

| |sequence, and cause/effect. |

| |CCSS.ELA-Literacy.RI.3.5 |

| |Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. |

| |Integration of Knowledge and Ideas: |

| |CCSS.ELA-Literacy.RI.3.7 |

| |Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events|

| |occur). |

| | |

| |Writing for Information: |

| |CCSS.ELA-Literacy.W.3.2 |

| |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

| |CCSS.ELA-Literacy.W.3.2.a |

| |Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. |

| |CCSS.ELA-Literacy.W.3.2.b |

| |Develop the topic with facts, definitions, and details. |

| | |

| |Production and Distribution of Writing: |

| |CCSS.ELA-Literacy.W.3.4 |

| |With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing |

| |types are defined in standards 1-3 above.) |

| |CCSS.ELA-Literacy.W.3.5 |

| |With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate |

| |command of Language standards 1-3 up to and including grade 3 here.) |

| |CCSS.ELA-Literacy.W.3.6 |

| |With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. |

| | |

| |Research to Build and Present Knowledge: |

| |CCSS.ELA-Literacy.W.3.7 |

| |Conduct short research projects that build knowledge about a topic. |

| |CCSS.ELA-Literacy.W.3.8 |

| |Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. |

| | |

| |Speaking & Listening - Comprehension and Collaboration: |

| |CCSS.ELA-Literacy.SL.3.1 |

| |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas|

| |and expressing their own clearly. |

| |CCSS.ELA-Literacy.SL.3.1.a |

| |Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under |

| |discussion. |

| |CCSS.ELA-Literacy.SL.3.1.b |

| |Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under |

| |discussion). |

| |CCSS.ELA-Literacy.SL.3.1.c |

| |Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. |

| |CCSS.ELA-Literacy.SL.3.1.d |

| |Explain their own ideas and understanding in light of the discussion. |

| |Presentation of Knowledge and Ideas: |

| |CCSS.ELA-Literacy.SL.3.4 |

| |Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. |

|Additional Standards to be taught and|Standard 1, Key Idea 2 Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections|

|assessed: |and interactions of people and events across time and from a variety of perspectives. |

| |Performance Indicators--Students will: Elementary |

| |gather and organize information about the traditions transmitted by various groups living in their neighborhood and community |

| |recognize how traditions and practices were passed from one generation to the next |

| |distinguish between near and distant past and interpret simple timelines |

| |Standard 4-Key Ideas 1 2 |

| |Economics: use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated |

| |institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem |

| |through market and nonmarket mechanisms. |

| |CCLS: SS |

| |3.1b Globes, maps, photographs, and satellite images contain geographic information. Maps often have a title, |

| |legend or key, compass orientation, author, date, grid, and scale. |

| |¬ Students will compare geographic information found in photographs and satellite images with other |

| |representations of the same area and identify differences for at least one of the selected world |

| |communities |

| |3.3 Geographic factors often influence where people settle and form communities. People adapt to and modify |

| |their environment in different ways to meet their needs. |

| |3.3a Geographic factors influence where people settle and their lifestyle. Some factors are more suitable for |

| |settlement while others act as a deterrent. |

| |Grades K‐8 Page 41 |

| |¬ Students will examine the geographic factors of each selected world community including physical |

| |features and climate, noting how certain factors are likely to support settlement and larger populations. |

| |¬ Students will investigate the lifestyle of the people who live |

| |Time, Continuity, and Change |

| |3.4 Each community or culture has a unique history, including heroic figures, traditions, and holidays. |

| |3.4a People in world communities use legends, folktales, oral histories, biographies, and historical narratives to |

| |transmit cultural histories from one generation to the next. |

| |¬ Students will examine legends, folktales, oral histories, biographies, and historical narratives to learn |

| |about the important individuals and events of each selected world community. |

|Identify Learning Targets and/or ”I |I can identify keywords and details from a text that support the main idea of the text. |

|can…” statement |I can ask relevant questions to gather information for my research. |

| |I can introduce a topic clearly. |

| |I can group supporting facts together about a topic in an informative/explanatory text. |

| |I can use text, formatting, illustrations, and multi-media to support my topic. |

| |I can develop the topic with facts, definitions, details, and quotations. |

|Academic Vocabulary: |Community, change, timeline, history, historian, economy, |

| |Relevant, introduce, |

| |

|21st Century Competencies to be |Collaboration |X |Creativity & Innovation | |

|taught and assessed: | | | | |

| |Communication (Oral Presentations) |X |Other | |

| |Critical Thinking | | | |

| | | |Presentation Audience: |

| |Group: |Grade Level timeline- As a grade level, students will add their places (date of change) to a class timeline. |Class: |X |

|Major Products & | | | | |

|Performances | |Small LIKE research Groups (3/4) share their individual paragraphs and picture to create the official page for the book. The | | |

| | |use of critical friend protocol prior to the final draft to add to book | | |

| | | |School: |X |

| | | |Community: |X |

| |Individual: |Pairs in each class pick one of the 15 choices to research. Using the “HUGS” graphic organizer to gather information. From |Experts: | |

| | |the research individual students write a basic paragraph using peer-critique prior to their final draft of their research. | | |

| | | |Web: | |

| | | |Other: Senior Citizens & public |

| | | |spaces of book |

|Project Overview |

|Entry event to launch |Students in pairs will explore the book The Years Between” to peak their interest in the history of Tully. (Maybe use the guided discovery format) as they explore the book. |

|inquiry, engage students: | |

|Assessments |

|Resources |On-site people, facilities: |Town historian, Tully historical society bldg |

|Needed | | |

| |Equipment/Software: |Computer- internet, camera |

| |Materials: |“The Years Between: The Tully Centennial July 4,5, 1975”, Tully historical site; |

| |Community resources: |Walking tour |

| |Websites: | |

| |

|Reflection |

|Methods |

|Project: Tully History |

| |

|Major Product(s) and Presentation |Knowledge and Skills Needed by Students |Scaffolding / Materials / Lessons to be Provided |

|Student needs to complete |to successfully complete culminating products and |by the project teacher, other teachers, experts, |

| |performances, and do well on summative assessments |mentors, community members |

|Class Timeline of the history of |Read/Listen for information | ( |SS Lesson: Use the Years Between book. Independently view pages for |

|buildings and land in the village of |Using Text features | |information and group discussions on facts found in the text |

|Tully |Ex. Photos and captions | |The Accordion graphic Organizer; Whole and small instruction |

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|Individual Writing Research | | | |

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| |Citing sources | |Graphic organizer based on visual representation of given resources. Ie. |

| | |( |two books, interview |

| |Written piece of the Timeline (Building and Dates) to create the Table of Contents of the| |Filling in a template build as a class and grade level |

| |grade level book |( | |

| |Research | | |

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| |Peer Critique | | |

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|Group Page for book | |( | |

| |Final Draft |( |Critical Friends |

|PROJECT CALENDAR |

|project: |Time Frame: |

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|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|PROJECT WEEK ONE |

|-Entry Event |Team folders | | | |

|-Driving Questio | | | | |

|-Team Develop (team builders) | | | | |

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|Team Contracts | | | | |

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|PROJECT WEEK TWO |

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|PROJECT WEEK THREE |

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|PROJECT CALENDAR |

|project: |Time Frame: |

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|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|PROJECT WEEK FOUR |

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|PROJECT WEEK FIVE |

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|PROJECT WEEK SIX |

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