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    The Things We Are Day 3

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    api-361050686
    This 3rd grade social studies lesson plan outlines a 3 hour field trip to the Ellensburg Museum of Culture and Environment. The goals are for students to recount stories from diverse cultures, distinguish their own point of view, and report on a topic with relevant details. Objectives include comparing experiences to artists, understanding different cultures, and creating a video explaining what they learned. Students will tour museum exhibits, take notes, and create a video discussing their takeaways about community and culture.

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    The Things We Are Day 3

    Uploaded by

    api-361050686
    29 views3 pages
    This 3rd grade social studies lesson plan outlines a 3 hour field trip to the Ellensburg Museum of Culture and Environment. The goals are for students to recount stories from diverse cultures, distinguish their own point of view, and report on a topic with relevant details. Objectives include comparing experiences to artists, understanding different cultures, and creating a video explaining what they learned. Students will tour museum exhibits, take notes, and create a video discussing their takeaways about community and culture.

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    This 3rd grade social studies lesson plan outlines a 3 hour field trip to the Ellensburg Museum of Culture and Environment. The goals are for students to recount stories from diverse cultures, distinguish their own point of view, and report on a topic with relevant details. Objectives include comparing experiences to artists, understanding different cultures, and creating a video explaining what they learned. Students will tour museum exhibits, take notes, and create a video discussing their takeaways about community and culture.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    29 views3 pages

    The Things We Are Day 3

    Uploaded by

    api-361050686
    This 3rd grade social studies lesson plan outlines a 3 hour field trip to the Ellensburg Museum of Culture and Environment. The goals are for students to recount stories from diverse cultures, distinguish their own point of view, and report on a topic with relevant details. Objectives include comparing experiences to artists, understanding different cultures, and creating a video explaining what they learned. Students will tour museum exhibits, take notes, and create a video discussing their takeaways about community and culture.

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    © All Rights Reserved
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    You are on page 1of 3

    DAY 3

    Grade: 3rd Grade


    Topic: Social Studies
    Title: The Things We Are: Community, Culture, and Environment
    Total Time Allotted: 3 hours

    Goals

    RL.3.2
    Recount stories, including fables, folktales, and myths from diverse cultures; determine the
    central message, lesson, or moral and explain how it is conveyed through key details in the text.

    RL.3.6
    Distinguish their own point of view from that of the narrator or those of the characters.

    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.

    Objectives

    Students will be able to compare their experiences to the experiences of the artists in the
    exhibits
    Students will be able to view and understand different cultural backgrounds
    Students will be able to create a completed notebook of community and culture
    Students will be able to create a video explaining the most meaningful part of the unit in
    their own words

    Pre-requisite Knowledge or Skills

    Students can define culture and community


    Students can compare and contrast
    Students can take notes based on an activity

    Materials/Equipment/Supplies/Technology/Preparation

    Bus for transportation


    Volunteers (already set up and filed)
    Community and Culture Notebooks
    Pencils/pens
    Backpacks
    Water (X1 for each student)
    o I will provide from the store
    Computer/Webcam
    Pictures of the museum
    Visual calendar with pictures of museum for Joshua

    Procedure

    Anticipatory Set/Motivation/Hook

    I will explain to students that we are going to the Ellensburg Museum of Culture and
    Environment. I will tell students that during morning circle we will discuss what the museum is
    like, what we will see, what we will look for.

    Teaching Step-by-Step

    1. Students will gather around the group circle


    2. I will ask students to discuss what weve learned about the last two days
    a. Students will discus their community activity
    b. Students will discuss their culture activity
    3. I will explain how community and culture has a different meaning for everyone
    4. We will go around in a circle and everyone will share the item they brought from home
    and explain what it is and why it has meaning to their community and culture
    a. I will go first and I will share my purple flowered teacup that my grandma gave
    me for graduation of college and explain the meaning behind it
    5. At 9:30 when volunteers arrive we will transition to getting ready to load on the bus
    6. Students will pack their items (if they wish) and their Community and Culture Notebooks

    Group Application

    1. When we arrive at the museum we will take a tour of the The Things We Carry
    2. I will ask students to look at the different exhibits and explain that each of the objects
    hold memories to someone just like each of the students objects hold a memory to them.
    3. Students will use the Observation Worksheet and follow the question prompts.
    Students will answer questions and take notes during the visit (e.g., objects, cultural
    representations, community representations, their favorite exhibit, their least favorite)
    4. For example, one item in the exhibit is a fishing knife. A student might make a
    connection that this person has a Native American culture and uses fishing as a life-
    source
    5. When we return back to the school we have a short discussion about what we observed
    and what connections students made

    Independent Application

    Once students have completed their notes on their Community and Culture Notebook,
    they will create a 2-5 minute video in ASL discussing their take-away from this unit.
    E.g., students can explain their cultural piece from them and why it has meaning, students
    can draw conclusions from the exhibit and what they found most meaningful, etc.
    Closure

    1. We will review our classroom community definition. After weve finished the unit I will
    ask if students want to add or change anything to it. I will explain that we have learned
    why culture and community is important.
    2. To conclude students will take turns signing the classroom community definition in
    support of maintaining an inclusive, diverse, and respectful classroom community.

    Meeting Varying Needs

    Brandon has limited language so I will work supplemental with him one-on-one to get
    some ideas from him about community. If he needs more support I will use visual aides
    like books, videos, and pictures to expand on culture and community.
    Jennifer has a pace-maker and cannot walk for long periods. During the field trip I will
    assign a one-on-one aid with her and provide a map of benches in the museum for them
    to take breaks as needed.
    Joshua has autism and needs to be reminded throughout the week that we will be taking a
    field trip. I will show him pictures of the museum so he will become familiar with the
    plan before we leave. He will have a one-on-one aide with him at the museum.

    Assessment

    Formative Assessment

    As students explain their item that represents their culture and community, I will take
    notes on various understandings of the assignment. If students do not understand the goal
    of the assignment, I will work with them one-on-one to get more of an explanation.
    Volunteers and student aides will circulate around the museum with students and ask
    specific questions related to the exhibits and note if students are making connections

    Summative Assessment

    Students will produce a 2-5 minute ASL video explaining what they took away and
    learned from this unit
    Students will produce a fully-completed Community and Culture Notebook

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