- Grade Focus
- Grade 5
- Age Level
- 10
- Subject
- Social Studies
- Technology Integration Activity
- Discovering the Internet, Imaging, Webpage Creation
- Estimated Time of Completion
- Recommended Time for Completion: -Research - 1 day in library media center, 1 day in the school computer lab. (Some research can be done at home) -Learn how to use the Glogster program – 1 day in the computer lab. -Create a Glogster project – 2 -3 days in the computer lab. -Present Glogster to classmates – 2-3 days in the classroom on the SMART board. *7-9 Days total (45-60 minutes a day)
Famous Virginia Historical Figures
Downloads for this lesson plan
Introduction
Title: Famous Virginia Historical Figures
Grade Focus: 4th/5th
Subject: Social Studies (Virginia Studies)
Technology Integration: Imaging, Discovering the Internet, Web Content Creation
Recommended Time for Completion: -Research - 1 day in library media center, 1 day in the school computer lab. (Some research can be done at home) -Learn how to use the Glogster program – 1 day in the computer lab. -Create a Glogster project – 2 -3 days in the computer lab. -Present Glogster to classmates – 2-3 days in the classroom on the SMART board.
*7-9 Days total (45-60 minutes a day)
Introduction
Students will study past historical figures from Virginia Studies and the characteristics that make them worthy of being important SOL figures. Then, students will create a Glogster webpage poster to present their historical figure to the class in a presentation on the SMART board.
Prerequisite Experience
Prerequisite Experience
Students need some experience with a Word Processor, typing, and ability to navigate the internet in order to retrieve information and pictures for this project. The figures that they will be studying will be learned about all throughout the school year, so you may need to recall information for them that they learned last year in 4th grade or the earlier months of the schools year.
Teacher Prep Time
Teacher Prep Time (1-2 Hours) Prior to this lesson, the teacher needs to gather books and other print resources and compile a list of websites that feature information about historical figures from Virginia Studies. You will need to schedule library time and computer lab time in order to research the historical character you choose as well as to complete the Glogster project. The teacher will need to set up an account at edu.glogster.com for the class to create individual pages for their Glogster projects. The company will send you a reply email with all of the passwords and usernames.
Review the following training videos from Nortel Learnit and Glogster for additional help in getting started on this project:
-http://nortellearnit.org/technology/Imaging/ -http://nortellearnit.org/technology/Discoveringtheinternet/ -http://nortellearnit.org/technology/webcontentcreation/ -edu.glogster.com
Materials:
• Books and Texts concerning Virginia Studies information of historical figures
• Pictures of your historical figure
• SMART Board
• Copies of multiple graphic organizers
• Computer/Laptops/Internet access -Notebook Paper -Pencil
Project
Project
Students will study past historical figures from Virginia Studies and the characteristics that make them worthy of being important SOL figures. Then, students will create a Glogster webpage poster to present their historical figure to the class in a presentation on the SMART board.Assessment/Grading
See below under "evaluate"Time Management Tips
Time Management Tips
Students will work individually researching their historical figure.
Lesson Plan Details
Engage
Engage
1. Show pictures from the social studies textbook as well as books from the library and video clips from United Streaming of important historical figures in Virginia history.
www.unitedstreaming.com2. What traits do these people share that make them important? Share with your class why the figure is meaningful. What qualities or traits do they have that you like? Over the next few days you will be studying historical Virginia figures from the past and present. These figures will be real, everyday people who have contributed to Virginia's history in some way.
Explore
Explore
1. You will choose a book from the library that contains a Virginia Studies historical figure. Read the book to yourself. At the end of the book, determine what details make this figure important to the history of Virginia.
2. Complete a graphic organizer to list details about your historical figure.
3. You will be working with reading other books and completing similar graphic organizers about the historical figures in those books. You may choose another type of graphic organizer to combine your ideas.
Explain
Explain
1. Now that you have spent some time researching your historical figure and what makes them unique, pick out another book to research further.
2. You will be allowed time in the computer lab or with the laptop cart to research your figure on different websites. You may also check out additional books from the library to gather more proof that this person is indeed a Virginia figure. (You may also visit the public library on your own time to gather more information.)
3. As you are researching your figure, take notes on your graphic organizers and notebook paper of the facts you feel are important and will be able to use in your project.
4. You should use a word processing program, such as Microsoft Word to write an informative summary about the information you read on your historical figure. Describe their life and the reasons that they are important.
Elaborate
Elaborate
1. You will visit the computer lab and learn how to construct a one page Glogster webpage poster. You will learn how to link pictures, make text boxes, and create unique formats to enhance your online poster. (edu.glogster.com)
2. You will be creating a one page Glogster webpage poster about the person you selected as an important figure in Virginia's history. Information that should be included on the page includes the person's background, occupation, explanation of why this person is an important figure in Virginia history, how they contributed to our state's history, birth and death dates (if not still alive,) and a picture. (You will have time to work on this for 2-3 class periods.)
3. The final step in your project will be present your Glogster to your classmates on the SMARTboard and present the information to help your classmates understand what you have learned and the importance of the SOL content.
Evaluate
Evaluate
Students will be evaluated by the teacher when completing their Glogster based on the rubric. The teacher will evaluate the students using a rubric based on quality and amount of information presented in Glogster, use of graphic organizers, use of the internet, and mechanics in the Glogster poster. In addition to the rubric graded by the teacher for the project, I will ask the students to evaluate themselves. Self-reflection is a life-skill that is going to follow these kids into the work force and life in general and is essential to show the students at a young age how important self-assessment is. The students will be graded on quality of work, focus on the task at hand, preparedness throughout the project, and pride in their work. The following rubric will be given to the students:
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Quality of Information | Information clearly relates to the main topic. It includes several supporting details and/or examples. | Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. | Information clearly relates to the main topic. No details and/or examples are given. | Information has little or nothing to do with the main topic. |
| Amount of Information | All topics are addressed and all questions answered with at least 2 sentences about each. | All topics are addressed and most questions answered with at least 2 sentences about each. | All topics are addressed, and most questions answered with 1 sentence about each. | One or more topics were not addressed. |
| Graphic Organizer | Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics. | Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics. | Graphic organizer or outline has been started and includes some topics and subtopics. | Graphic organizer or outline has not been attempted. |
| Internet Use | Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. | Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. | Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. | Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. |
| Mechanics | No grammatical, spelling or punctuation errors. | Almost no grammatical, spelling or punctuation errors | A few grammatical spelling, or punctuation errors. | Many grammatical, spelling, or punctuation errors. |
|
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Quality of Work | Provides work of the highest quality. | Provides high quality work. | Provides work that occasionally needs to be checked/redone by other group members to ensure quality. | Provides work that usually needs to be checked/redone by others to ensure quality. |
| Focus on the task | Consistently stays focused on the task and what needs to be done. Very self-directed. | Focuses on the task and what needs to be done most of the time. | Focuses on the task and what needs to be done some of the time. | Rarely focuses on the task and what needs to be done. |
| Preparedness | Brings needed materials to class and is always ready to work. | Almost always brings needed materials to class and is ready to work. | Almost always brings needed materials but sometimes needs to settle down and get to work | Often forgets needed materials or is rarely ready to get to work. |
| Pride | Work reflects this student's best efforts. | Work reflects a strong effort from this student. | Work reflects some effort from this student. | Work reflects very little effort on the part of this student. |
Extend
Extend
Consider these suggestions for extending the lesson:
*Create awards for your historical figure and hang them outside the classroom. (Such as "Civil War Hero" - Robert E. Lee, or "First African American Governor of the state of Virginia" - L. Douglas Wilder)
*Publish an article about your historical figure in the school newspaper or the local newspaper.
*Conduct a survey and graph what characteristics people feel are most important for historical figures to obtain.
*Record yourself with a flip-camera and give details about the person you researched. Show the presentation on the school news. You can even dress up like your historical figure for the presentation.