ELM 350 GCU Project Based Learning

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timer Asked: Jan 30th, 2019
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Question Description

Project-based learning allows students to develop knowledge and skills in a real-world context across multiple content areas. Following this model requires critical thinking and fosters positive interpersonal communication skills.

The purpose of this assignment is to creatively utilize the project-based model to teach across academic subject areas.

Review the Social Studies and the Arts Mini-Unit Plan Benchmark Assignment you completed in Topic 7.

Expand your completed Social Studies and the Arts Mini-Unit Plan to include a grade-wide project that includes social studies, the arts, and at least one other academic subject area. In a 500-750 summary describe this project.

Be sure to include:

  • Real-world application
  • Learning objectives for all subject areas
  • All related and culminating activities
  • Time, space, and other resources required

GCU College of Education LESSON PLAN TEMPLATE Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Kathy Messmer 4th Grade 1/27/2019 Social Studies Immigration history of California I. PLANNING Lesson summary and focus: Classroom and student factors: National / State Learning Standards: Students will learn about the immigrant history of California. “I have 16 girls and 14 boys. Most of the students in my class are at grade level in reading. There are a couple of students that are ELL students. There are a couple of students who are below grade level reading” (Messmer, 2017). “4.4.3 Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those that came; the countries of origin and their relative locations; and conflicts and accords among the divers groups” (California Department of Education, 2000). “5.1 Dramatize events in California history” (Visual and Performing Arts Content Standards for California Public Schools, n.d.). Specific learning target(s) / objectives: Teaching notes: Students will be able describe the importance Students will learn where did the immigrants, who of immigrants in shaping California. came to California between 1850 and 1900. Students will learn what contributions immigrants had on shaping California. Agenda: Formative assessment: 1. I will ask students what the word heritage I will be walking around looking at the students means to them. answers to the questions and also looking to see if anyone is needing extra help. 2. I will ask students to get out their social studies notebooks. Students will write down the words and definition. I will go over the vocabulary and give the correct definition. 3. Students will answer the following questions. Which ways did immigrants helped America with their hard work and cultural diversity? What are some lasting cultural impacts from immigrants that are still visible in California today? 4. Students will listen to the “The Disaster of the Irish Potato Famine: Irish Immigrants Arrive in America” 5. Students will be paired up in groups of four each group will pick a country and highlight the contributions from that country Page 1 of 6 to California culture. Then give a presentation to the class. 6. Students will write down and describe what the typical day on the trail. What were the roles of each family member, and how were travelers able to have downtime and entertainment on the trail? 7. Students will take on the role of a settler on the trail. Students will work with each other to act out the tasks of a day on the trail. Include details with your interpretation of how being a settler on the trail would make your feel. 10. “Close (10 mins)”(Messmer, 2017). Academic Language: Genealogy heritage frontier culture historians Instructional Materials, Equipment and Technology: Grouping: Key vocabulary: Function: Form: “Students will go over the academic language” (Messmer, 2017). I will ask students who can tell me what one of the words are and can they give me the definition of that word. Students will write down and describe what a typical day was like on the trail. I will model an example of a day on the trail worksheet. Student notebooks, Whiteboard, overhead projector, worksheets, pencils, erasers, paper, markers, scissors, color pencils, construction paper, and glue sticks. Maps of the United States, Map of the world, Map of immigration patterns, newspapers, and Chromebooks. “I will be using whole group, small group instruction, and student pairing” (Messmer, 2017). II. INSTRUCTION A. Opening Prior knowledge connection: Anticipatory set: I will ask students does anyone know about their heritage. I will ask students if anyone knows if their family is keeping track of genealogy. I will talk about the importance of knowing where your family came from. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation Page 2 of 6 1. “I will greet the 1. “Students will students at the come in and sit door and ask them down in their to have a seat at seats”(Messmer, their desk” 2017). (Messmer, 2017). 2. Students will 2. “I will be listen while I explaining the explain what the objectives that we agenda is for the will be doing in day. class today” (Messmer, 2017). 3. Students will answer the 3. I will ask question what students what does does the word the word heritage heritage mean. means to them. 4. “Students will 4. I will ask get out their students to get out History notebooks their social studies and start to write notebooks. down vocabulary Students will write words and what down the words they think the and definition. I word means.” will go over the (Messmer, 2018). vocabulary and give the correct 5. Students will definition. answer the questions on the 5. I will ask paper that is students to answer handed out to the following them. questions. Which ways did 6. Students will immigrants helped listen to the story America with their The Disaster of hard work and the Irish Potato cultural diversity? Famine: Irish Immigrants Arrive What are some in America lasting cultural impacts from 7. Students will be immigrants that paired up in are still visible in groups of four California today? each group will pick a country and highlight the “Some of the students who are struggling will be asked to come back and sit at a table with me” (Messmer, 2017). For my English language learners (ELL): I will provide vocabulary support to students with special needs. I will help students identify words that are unfamiliar and work with them on vocabulary strategies, such as using context clues as they work through the text. For students that finish early they can work on their group assignment. They can work writing assignment. They can listen to California as I Saw It: First-Person Narratives of California's Early Years, 1849 to 1900 They can do a crossword puzzle about immigrants. Page 3 of 6 6. I will have students listen to “The Disaster of the Irish Potato Famine: Irish Immigrants Arrive in America” 7. I will have students pair up in groups of four each group will pick a country and highlight the contributions from that country to California culture. Then give a presentation to the class. 8. I will have students write down and describe what the typical day on the trail. What were the roles of each family member. How were travelers able to have downtime and entertainment on the trail? 9. Students will be split up into groups and work on settler on the trail. contributions from that country to California culture. Then give a presentation to the class. 8. Students will write down and describe what the typical day on the trail. What were the roles of each family member, and how were travelers able to have downtime and entertainment on the trail? 9. Students will take on the role of a settler on the trail. Students will work with each other to act out the tasks of a day on the trail. Include details with your interpretation of how being a settler on the trail would make your feel. 10. Students will answer questions from today’s lesson. 10. Close and recap about what we talked about today. III. ASSESSMENT Page 4 of 6 Summative Assessment: Closure: Homework: “Students will complete a one-paragraph reflection on what would have been the most difficult part of being an immigrant coming to California. Think about why immigrants came to the U.S. in the first place, as well as all the experiences immigrants had upon arriving in the United States. Make sure to state your claim and provide reasons and evidence to support it and students will also have a quiz” (Messmer, 2018). Differentiation: For my ELL students and other students that are struggling they can do an oral presentation of what the most difficult would be being an immigrant coming to California. For the quiz I will read the question to the student and he can give me the answer verbally. I will ask students to give a concept that they learned today and go over the homework assignment. Students will be talk with a family member and they will find out about that family member and construct a timeline of the person’s life. They will begin with their birth date and select 5-7 other major events. Page 5 of 6 References California Department of Education. (2000, May 18). History–Social Science for California Public Schools. Retrieved from https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf Messmer Kathy, 2017 Retrieved from Research-Based Methods and Strategies of Teaching Mathematics Grand Canyon University Phoenix, AZ Messmer, Kathy, 2018 Retrieved from Methods and Strategies of Teaching and Integrating Social Studies and the Arts Grand Canyon University Phoenix, AZ Visual and Performing Arts Content Standards for California Public Schools. (n.d.). Retrieved from https://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf Page 6 of 6
GCU College of Education LESSON PLAN TEMPLATE Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Kathy Messmer 4th Grade 1/27/2019 Social Studies Immigration history of California I. PLANNING Lesson summary and focus: Classroom and student factors: National / State Learning Standards: Students will learn about the immigrant history of California. “I have 16 girls and 14 boys. Most of the students in my class are at grade level in reading. There are a couple of students that are ELL students. There are a couple of students who are below grade level reading” (Messmer, 2017). “4.4.3 Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those that came; the countries of origin and their relative locations; and conflicts and accords among the divers groups” (California Department of Education, 2000). “5.1 Dramatize events in California history” (Visual and Performing Arts Content Standards for California Public Schools, n.d.). Specific learning target(s) / objectives: Teaching notes: Students will be able describe the importance Students will learn where did the immigrants, who of immigrants in shaping California. came to California between 1850 and 1900. Students will learn what contributions immigrants had on shaping California. Agenda: Formative assessment: 1. I will ask students what the word heritage I will be walking around looking at the students means to them. answers to the questions and also looking to see if anyone is needing extra help. 2. I will ask students to get out their social studies notebooks. Students will write down the words and definition. I will go over the vocabulary and give the correct definition. 3. Students will answer the following questions. Which ways did immigrants helped America with their hard work and cultural diversity? What are some lasting cultural impacts from immigrants that are still visible in California today? 4. Students will listen to the “The Disaster of the Irish Potato Famine: Irish Immigrants Arrive in America” 5. Students will be paired up in groups of four each group will pick a country and highlight the contributions from that country Page 1 of 6 to California culture. Then give a presentation to the class. 6. Students will write down and describe what the typical day on the trail. What were the roles of each family member, and how were travelers able to have downtime and entertainment on the trail? 7. Students will take on the role of a settler on the trail. Students will work with each other to act out the tasks of a day on the trail. Include details with your interpretation of how being a settler on the trail would make your feel. 10. “Close (10 mins)”(Messmer, 2017). Academic Language: Genealogy heritage frontier culture historians Instructional Materials, Equipment and Technology: Grouping: Key vocabulary: Function: Form: “Students will go over the academic language” (Messmer, 2017). I will ask students who can tell me what one of the words are and can they give me the definition of that word. Students will write down and describe what a typical day was like on the trail. I will model an example of a day on the trail worksheet. Student notebooks, Whiteboard, overhead projector, worksheets, pencils, erasers, paper, markers, scissors, color pencils, construction paper, and glue sticks. Maps of the United States, Map of the world, Map of immigration patterns, newspapers, and Chromebooks. “I will be using whole group, small group instruction, and student pairing” (Messmer, 2017). II. INSTRUCTION A. Opening Prior knowledge connection: Anticipatory set: I will ask students does anyone know about their heritage. I will ask students if anyone knows if their family is keeping track of genealogy. I will talk about the importance of knowing where your family came from. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation Page 2 of 6 1. “I will greet the 1. “Students will students at the come in and sit door and ask them down in their to have a seat at seats”(Messmer, their desk” 2017). (Messmer, 2017). 2. Students will 2. “I will be listen while I explaining the explain what the objectives that we agenda is for the will be doing in day. class today” (Messmer, 2017). 3. Students will answer the 3. I will ask question what students what does does the word the word heritage heritage mean. means to them. 4. “Students will 4. I will ask get out their students to get out History notebooks their social studies and start to write notebooks. down vocabulary Students will write words and what down the words they think the and definition. I word means.” will go over the (Messmer, 2018). vocabulary and give the correct 5. Students will definition. answer the questions on the 5. I will ask paper that is students to answer handed out to the following them. questions. Which ways did 6. Students will immigrants helped listen to the story America with their The Disaster of hard work and the Irish Potato cultural diversity? Famine: Irish Immigrants Arrive What are some in America lasting cultural impacts from 7. Students will be immigrants that paired up in are still visible in groups of four California today? each group will pick a country and highlight the “Some of the students who are struggling will be asked to come back and sit at a table with me” (Messmer, 2017). For my English language learners (ELL): I will provide vocabulary support to students with special needs. I will help students identify words that are unfamiliar and work with them on vocabulary strategies, such as using context clues as they work through the text. For students that finish early they can work on their group assignment. They can work writing assignment. They can listen to California as I Saw It: First-Person Narratives of California's Early Years, 1849 to 1900 They can do a crossword puzzle about immigrants. Page 3 of 6 6. I will have students listen to “The Disaster of the Irish Potato Famine: Irish Immigrants Arrive in America” 7. I will have students pair up in groups of four each group will pick a country and highlight the contributions from that country to California culture. Then give a presentation to the class. 8. I will have students write down and describe what the typical day on the trail. What were the roles of each family member. How were travelers able to have downtime and entertainment on the trail? 9. Students will be split up into groups and work on settler on the trail. contributions from that country to California culture. Then give a presentation to the class. 8. Students will write down and describe what the typical day on the trail. What were the roles of each family member, and how were travelers able to have downtime and entertainment on the trail? 9. Students will take on the role of a settler on the trail. Students will work with each other to act out the tasks of a day on the trail. Include details with your interpretation of how being a settler on the trail would make your feel. 10. Students will answer questions from today’s lesson. 10. Close and recap about what we talked about today. III. ASSESSMENT Page 4 of 6 Summative Assessment: Closure: Homework: “Students will complete a one-paragraph reflection on what would have been the most difficult part of being an immigrant coming to California. Think about why immigrants came to the U.S. in the first place, as well as all the experiences immigrants had upon arriving in the United States. Make sure to state your claim and provide reasons and evidence to support it and students will also have a quiz” (Messmer, 2018). Differentiation: For my ELL students and other students that are struggling they can do an oral presentation of what the most difficult would be being an immigrant coming to California. For the quiz I will read the question to the student and he can give me the answer verbally. I will ask students to give a concept that they learned today and go over the homework assignment. Students will be talk with a family member and they will find out about that family member and construct a timeline of the person’s life. They will begin with their birth date and select 5-7 other major events. Page 5 of 6 References California Department of Education. (2000, May 18). History–Social Science for California Public Schools. Retrieved from https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf Messmer Kathy, 2017 Retrieved from Research-Based Methods and Strategies of Teaching Mathematics Grand Canyon University Phoenix, AZ Messmer, Kathy, 2018 Retrieved from Methods and Strategies of Teaching and Integrating Social Studies and the Arts Grand Canyon University Phoenix, AZ Visual and Performing Arts Content Standards for California Public Schools. (n.d.). Retrieved from https://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf Page 6 of 6
Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Kathy Messmer 4th Grade 1/27/2019 Social Studies Transcontinental Railroad I. PLANNING Lesson summary and focus: Students will be introduced to the transcontinental railroad. They will learn that the railroad was initiated by engineer Theodore Judah and will learn about the contributions of Chinese and Irish workers to its construction. Classroom and “There are 16 girls and 14 boys. Most of the students in the class are at grade level student factors: in reading. There are a couple of students that are ELL students. There are a couple of students who are below grade level reading” (Messmer, 2017). National / State “4.4 Students explain how California became an agricultural; and industrial Learning power, tracing the transformation of the California economy and its political and Standards: cultural development since the 1850s” (California Department of Education, 2000). Specific learning target(s) / objectives: Teaching notes: Students will be able to tell what the transcontinental railroad was. Students will be able to tell what role Chinese and Irish workers play in the construction of the transcontinental railroad. Students will be introduced to the transcontinental railroad. They will learn that the railroad was initiated by engineer Theodore Judah and will learn about the contributions of Chinese and Irish workers to its construction. Agenda: Formative assessment: 1. Teacher will ask students has anyone ridden a train? 2. Teacher will ask students to take out their Social Studies notebook and start writing the vocabulary on the board. 3. Teacher will have students give their answers if they know what the vocabulary words mean. After that Teacher will write down the vocabulary definition on the board. 4.Teacher will ask students if anyone knows who is Theodore Judah is? 5. Teacher will have students watch a video about the transcontinental railroad. 6. Teacher will ask students why did the transcontinental railroad lead to the end of the Pioneer Era. 7. Teacher will have students get ready for Railroad Trivia using Kahoot!. 8. Teacher will have students do label train parts. Teacher will walk around the room and listen to the answers with the think-pair-share questions. Page 1 of 5 9. Teacher will have students pair together for a think-pair-share. The question will be how did Theodore Judah get the money for his project the transcontinental railroad? 10. Teacher will have students go back to their seats and work on a collage of images that relate to the transcontinental railroad. (Pictures will be provided by teacher) 11. Recap and close. Teacher will ask students a question on the whiteboard Do you think that building the transcontinental railroad had a positive or negative effect on the people. Students will share a few of their answers. Academic Language: Key vocabulary: Form: Teacher will ask students to take out their Social Studies notebook and start writing the vocabulary on the board. Teacher will have students give their answers if they know what the vocabulary words mean. After that, Teacher will write down the vocabulary definition on the board. avalanche investor steam shovel trestle yellow fever Instructional Materials, Equipment and Technology: Grouping: Function: Students will do an I model an example assessment quiz and question and give an answer a question in example answer for paragraph form. students. The question will be Whether working for the Central Pacific Company or the Union Pacific Company, employees found themselves working in dangerous conditions. What kinds of hazards did railroad workers experience as they were building transcontinental railroad? Student notebooks, Whiteboard, overhead projector, worksheets, pencils, erasers, paper, markers, scissors, color pencils, construction paper, and glue sticks, a map of the transcontinental railroad, pictures of the transcontinental railroad, newspapers, and Chromebooks. “I will be using whole group, small group instruction, and student pairing” (Messmer, 2017). II. INSTRUCTION A. Opening Prior knowledge connection: I will ask students how many of them have ridden a train before. I will ask students how do they think that railroad tracks are made? Page 2 of 5 Anticipatory set: Students will understand how and who made it is possible for people to ride on trains for coast to coast. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do 1. “I will greet the students at the door and ask them to have a seat at their desk” (Messmer, 2017). Students Do 1. Students will come in and take their seats. 2. Students will listen to what we will be doing in class. Students will answer question if they have ever traveled on a train. 2. “I will be explaining the objectives that we will be doing in class today” (Messmer, 2017) I will ask 3. Students will take out their students a question if they have Social Studies notebook and start ever traveled on a train. writing vocabulary and what they think the definition of the word is. 3. I will have students get out If they did not get the correct their Social Studies notebook. definition, they will write the I will go over vocabulary correct definition. definitions. 4.Students will answer if they 4. I will ask students if anyone know who is Theodore Judah. knows, who is Theodore Judah is. 5. Students will watch video about 5. I will have students watch a the Transcontinental Railroad. video about the Transcontinental Railroad. 6. Students will answer why the transcontinental railroad led to the 6. I will ask students do they end of the Pioneer Era. know why the transcontinental railroad led to the end of the 7. Students will play Railroad Pioneer Era. Trivia. 7. I will have students play Railroad Trivia. 8. Students will color and label parts of a train. 8. I will have students label a train and its parts. 9. Students will do their thinkpair-share question. How did Theodore Judah get the money for his project the transcontinental railroad? 9. I will have students pair together for a think-pair-share. The question will be how did Theodore Judah get the money for his project the transcontinental railroad? 10. I will have students work on a collage of images that Differentiation 3. “For my English language learners (ELL) and students who did not understand the vocabulary words : I will provide vocabulary support to their needs. I will help students identify words that are unfamiliar and work with them on vocabulary strategies and pictures to help them understand the word” (Messmer , 2018). For students who finish early will be able to finish their collage if they are not done. For Students who finish early they can do a file folder train game. Students who finish early can also take a virtual field trip back in time to the... Transcontinental Railroad. 10. Students will work on their transcontinental railroad collage. 11. Students will share answers about the question on the whiteboard Do you think that Page 3 of 5 relate to the transcontinental railroad. building the transcontinental railroad had a positive or negative effect on the people and why? 11. Recap and close. I will ask students a question on the whiteboard Do you think that building the transcontinental railroad had a positive or negative effect on the people. Students will share a few of their answers. III. ASSESSMENT Summative Assessment: Closure: Homework: Differentiation: Students will complete a paragraph writing in For my ELL students and answering questions. other students that are 1.Identify some of the challenges faced by the Central struggling they can do an Pacific in building the transcontinental railroad. oral presentation of what 2.Students will explain why Chinese and Irish impact the transcontinental immigrants chose to take such dangerous railroad had on the past and jobs? present. 3. Students will compare and contrast what impact the transcontinental railroad had on the past and present. 4. Students will do a cause and effect worksheet for the Chinese Exclusion Act of 1882. They will be given questions, they will be given a cause, and they have to write what the effect was. For example: The U.S. Congress passed the Chinese Exclusion Act of 1882 what was the effect. Students will tell me one concept that they learned from class today. Students will answer the question in paragraph form. 1. Who was Theodore Judah? Explain his role in building the transcontinental railroad. Page 4 of 5 References California Department of Education. (2000, May 18). History–Social Science for California Public Schools. Retrieved from https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf Messmer Kathy, 2017 Retrieved from Research-Based Methods and Strategies of Teaching Mathematics Grand Canyon University Phoenix, AZ Messmer, Kathy, 2018 Retrieved from Methods and Strategies of Teaching and Integrating Social Studies and the Arts Grand Canyon University Phoenix, AZ Page 5 of 5

Tutor Answer

shellyt
School: Boston College

Attached.

Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title

4th Grade
1/31/2019
Social Studies, Arts, and Social Science.
Division of Labor
I. PLANNING

Lesson summary and focus:
Classroom and student
factors:

National / State Learning
Standards:

Students will be introduced to the division of labor and determine the
advantages and disadvantages.
The classroom contains sixteen girls and fourteen boys. While most
students are at par with the grade level reading, less than five are below
grade level reading with some that are ELL students (Paige & MagpuriLavell 2017).
W.6-8
• Students should understand different contexts of the history or
social science and rationalize the context of the lesson.
• They should connect the writing to reading with the information
provided in the lesson.
• They should analyze, defend, and support claims depending on
the discipline-specific content. (Swanson et al. 2016)

Specific learning target(s) / objectives:




Students will be able to explain the
division of labor.
Students will be able to tell the
advantages and disadvantages of the
division of labor....

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Anonymous
Tutor went the extra mile to help me with this essay. Citations were a bit shaky but I appreciated how well he handled APA styles and how ok he was to change them even though I didnt specify. Got a B+ which is believable and acceptable.

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