Lesson Plan #4

Grade: 4th Grade Social Studies Strand: History

Submitted By: Jordyn Barber

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #4 - History

B. Summary of the Lesson Plan:

submitted by: Jordyn Barber

Students will be using the quadrant method to look at old pictures of their school and clearly depict what they see in the photograph and understand how this relates to history. This lesson uses the Integrating Language Arts and Social Studies textbook Strategy 6 Personally Relevant History (p. 40-47). C. Basic Information: Grade Level: 4th Grade Time to Complete this Lesson: Approximately 50 minutes. Groupings: whole group during direct instruction and discussions of the values of photography and history, individual work during assessment, and small groups (partners) during examination of second photograph using quadrant method and when taking photographs

D. Materials: Pictures of Henderson, Nevada from the past

Old yearbooks from Henderson, Nevada (same school students attend) A few cameras for class
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan #4 - History

Paper and pencils for all students ELMO Scissors E. Objectives: o NV State Social Studies Standards o

submitted by: Jordyn Barber

H3.4.1 Compare and/or contrast their daily lives with children in Nevadas past. H3.4.1 I can compare and/or contrast my daily life with the children in Nevadas past.

Student-Friendly Standards

F. Vocabulary Photograph noun, a picture made by a camera History noun, the study of past events Quadrant noun, one part of something that is evenly divided into four parts

G. Procedure: 1. Discuss with students the value of photography and its contributions to history. 2. Pull up a picture of their school in the past (from school yearbook) for students to see and discuss what the picture shows. As they discuss, teacher will record comments. (Picture will be displayed using the ELMO). 3. Teacher will discuss how to look at a picture using the four quadrants method as a way to analyze what the picture is really about. Teacher will physically divide the picture into four quadrants. 4. Individually pulling up each quadrant, starting with quadrant one (upper-left), proceed to the second quadrant (upper-right), analyze third quadrant (lower-left), and end with the fourth quadrant (lower-right). Lead class to consider how what students saw when they viewed the picture as a whole has been refined and expanded as they examined each section. 5. Guided questions: o o o o What do you see? Use lots of detail in your descriptions Are there trees, roads, cars, houses, churches, monuments, or buildings in the picture? Can you guess about what year or time period the photograph was taken? Why did you guess as you did? Does the image look familiar like any place you already know?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #4 - History

submitted by: Jordyn Barber

6. Tell class what the picture actually depicts and show a visual of how it looks today. Lead a discussion on about how and why the change has occurred. Was the change due to human interaction or even natural disasters that occurred? 7. Group students and give each student an old photograph of a different location or neighborhood in the community. Examine this photograph using the quadrant method as students try to figure out the location.

8. As a class share each groups best guess, and then teacher reveals the actual locations depicted. 9. Discuss how the students lives would have been differently from their own if they were going to school here at the time the picture was taken. Compare/Contrast how their lives would have been different. 10. In the same grouping allow students to take pictures of school and area surrounding school for students to look at in the future. Discuss how this is part of history and how students might use them in the future. 11. When students are done taking pictures ask students the difference that they see between each set of pictures. Compare and Contrast the old photographs with their own and discuss why these changes have occurred. H. Assessment: What will you use to measure student understanding? Students will independently write a short story about being alive during the time of the photograph (each group will get an old photograph from the school yearbook) and if they lived during this time how they think their life would have been different. Students will explain what they think would have been the same and what about their life would have changed. Explain how you will know students understand the concepts from the lesson. Students will show understanding by clearly depicting the comparisons and differences they think they would have went through if they lived during the time of the photograph versus the time period they are living in. I. Closure: Quick discussion of using comparing and contrasting to evaluate how things are similar or different. Also discuss how photographs play a large part in history and how photographs impact students lives in school when studying history.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I believe comparing and contrasting would be the easiest concept to teach students because they are constantly analyzing many things. They will learn to really look at photographs and compare and contrast without much thought into in. 2. Which part will be most challenging for you to teach?
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan #4 - History

submitted by: Jordyn Barber

I think teaching students to put themselves in the shoes of the people in the photograph and putting themselves in the time period of the photograph will be difficult to teach. Students sometimes have a hard time using imagination. 3. How will you follow up or extend this lesson? I would follow up with this lesson with a review lesson comparing and contrasting another set of pictures. 4. What can you do for students who dont grasp the concepts? For students who do not grasp the concept I will pull them into a small group and teach them to analyze the picture using metacognition. I will walk them through the thought process of analyzing the photo and comparing and contrasting it with my own life. 5. Which part of the lesson, if any, do you think might need to change? I believe it may be hard to find photographs of some schools because the school may be brand new. I would have to use pictures of the community or nearby communities, which may be difficult to find. I think my lesson may also take too much time and need to be shortened in some way. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was analyzing what I wanted to use and how I would use the information in my procedures. I had to sift through all the information and decide what I wanted to use and how I would change certain parts to fit my standard and assessment better. 7. Explain the strategy from Integrating Language Arts & Social Studies t hat you included in this lesson plan. I used strategy 6 Personally Relevant to History in my lesson. The lesson uses old photographs to help students understand the importance of photography in history. I used this to show students the difference in their communities and how the lives of children in the past compare or contrast to their own.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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