First Grade Unit Plan

Louisiana - Then and Now First Grade Unit Plan

Name of Project:  Louisiana - Then and Now

Duration: April 23 - May 18

Subject/Content: ELA/Math/Science/Social Studies

Grade Level: 1

Overall Driving Question: How has Louisiana changed over the last 200 years? Let's look at Louisiana - Then and Now!

Cluster Guiding Question:  Family Life - How has family life changed over the last 200 years? (K-1)

CCSS (Common Core State Standards):

ELA

Reading Standards for Literature K-5
Grade 1 students:
Key Ideas and Details
1. Ask and answer questions about key details in a text.
2. Retell stories, including key details, and demonstrate understanding of their central message or lesson
3. Describe characters, settings, and major events in a story, using key details.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe its characters, setting, or events.
Range of Reading and Level of Text Complexity
10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Reading Standards for Informational Text K-5
Key Ideas and Details
1. Ask and answer questions about key details in a text.
2. Identify the main topic and retell key details of a text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Integration of Knowledge and Ideas
7. Use the illustrations and details in a text to describe its key ideas.
Range of Reading and Level of Text Complexity
10. With prompting and support, read informational texts appropriately complex for grade 1

Reading Standards: Foundational Skills (K-5)
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
g. Recognize and read grade-appropriate irregularly spelled words.
Fluency
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Writing Standards K-5
Text Types and Purposes
2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Production and Distribution of Writing
5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening Standards K-5
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Presentation of Knowledge and Ideas
4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1and 3 on page 26 for specific expectations.)
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Vocabulary Acquisition and Use
6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

MATH

Grade 1
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Add and subtract within 20.
1. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations.
1. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Number and Operations in Base Ten
Extend the counting sequence.
2. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Understand place value.
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones-called a "ten."
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Measurement and Data
Measure lengths indirectly and by iterating length units.
3. Order three objects by length; compare the lengths of two objects indirectly by using a third object.
4. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Tell and write time.
5. Tell and write time in hours and half-hours using analog and digital clocks.
Represent and interpret data.
6. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Geometry
Reason with shapes and their attributes.
7. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes that possess defining attributes.
8. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Major Products & Performances

Competition:  "Tell us About the Past - Win the Present!"

Class Competition Guidelines Printer Friendly Contest Guidelines

Competition Rubric  Printer Friendly Rubric

Each teacher will assist his/her class in submitting a class Presentation of Learning (POL) display that has been developed by the students of his/her class. The displays will be featured during the School Showcase to take place May 14th - May 17th. The class POL display may include but is not limited to: tri-fold display board designed by the class with pictures to illustrate their work on the project; displays of individual and group products produced during the project; digital artifacts and/or products produced during the project, etc. The class POLs will be judged at the school level and a school winner will be chosen in each cluster (K-1, 2-3, 4-6). Each class that is a school winner will be featured in the district Virtual Showcase. The school winners will compete in a district contest and the winners of this contest will receive a set of five iPods as a reward.

School Competitions:

• Each school will be responsible to host a Louisiana: Then and Now Showcase (May 14-17).
• A judging committee of the principal's choice will be established. (Suggestions include: school librarian, assistant principal, guidance counselor, curriculum coordinator, instructional practitioners, retired teachers, etc.)
• Rubrics will be provided to classes in advance so they will understand what characteristics will be judged.
• School contest winners must be decided by Thursday, May 17th.
• There will be a school winner for each cluster (K-1; 2-3; 4-6).
• Each class that is a school winner will be featured in the district Virtual Showcase.
• Each class that is a school winner will participate in the district contest.

Group/Class:

1. The students will make an addition and subtraction book using Louisiana symbols.
2. Create a class map showing the location where students' grandparents were born.
3. Create a class book using the students' illustrated story of where the live and things they do with their family.
4. Use Flip video camera to record students telling stories of something they did with their family.
5. Class Cookbook that is comprised of an individual recipe from home that the teacher and/or student types or hand prints on one page and the student illustrates on a second page.
6. Create a class pictograph to show family pets.
7. Students will create group posters of Things They Can Buy - Then and Now.
8. The students will work in groups to create a model of a Louisiana habitat using a shoebox, a cereal box or other similar box.
9. The students will work in groups to build Louisiana animal/animals for their habitat out of modeling clay.
10. The student will draw a picture of an animal in its habitat and use speech balloons to tell a story. The teacher will record students reading their story to the class using a Flip video camera or iPod.

Individual

1. The students will each create a family tree.
2. The students will write and illustrate a story about their family.
3. The students will make an addition and subtraction book page using Louisiana symbols.
4. The students will create a pictograph of family members by drawing stick figures.
5. The students will use their fingerprints to create a picture of their family or themselves.
6. The students will draw a picture of where they live and write a story of something they do at home with their family.
7. The students will measure the area of a Louisiana map by counting and gluing objects to cover the map.
8. The students will create a model of My Plate to show healthy food choices.
9. The students will construct a PoBoy from construction paper.
10. The students will write a Star Student article about their partner.
11. The students will write and illustrate a story about a pet.
12. The students will use two-dimensional and/or three-dimensional shapes to design a house for a pet, such as a dog or cat.
13. The students will create addition and subtraction story problems using pets in their stories.
14. The student will draw a picture of an animal in its habitat and use speech balloons to tell a story.
15. The student will draw a picture of a bee or alligator and list 3 facts about it.
16. The students will complete a Venn diagram to compare and contrast the bald eagle and pelican.
17. The students will make a collage map of Louisiana using pictures of animals that live in the state.

NOTE:  Although not specifically written into the Unit Plan, web tools such as Storybird, StoryJumper, Tux Paint, Drawing for Children, KerPoof, Little Bird Tales are ideal mediums for Kindergarten and First Grade Students to use for drawing and writing.  We encourage the use of these tools throughout the project.

Entry Event: Overview of Louisiana Bicentennial (1 or 2 day)

Louisiana Bicentennial Website
http://www.louisianabicentennial2012.com/  

Louisiana Bicentennial Desk Reference
http://www.louisianabicentennial2012.com/userfiles/file/resources/DeskReference.pdf  
This is a pdf file that everyone should download/save to their computer's desktop, as it will be used throughout the project-based learning unit. By saving it on the desktop, it will be convenient for future reference and use.

Calendar of Activities

Week One
Notes: The first week will begin with the entry event on the Louisiana Bicentennial. Following this, activities will focus on helping students gain mastery of reading, speaking and listening skills, writing, and math skills. Week One will focus on family - then and now. Me and My Family Tree by Joan Sweeney will be used in the first week of the unit. One copy of the book has been purchased and is located in each school library for use by Kindergarten and First Grade. The book will need to be shared. There are also copies for checkout at the Ouachita Parish Public Library.

The teacher will complete the First Grade Unit Checklist for each student as he/she completes each activity.

Procedures for Week One - Family

All Subjects
1. Inform students that they will be learning about the 200th Anniversary of Louisiana Statehood (Louisiana's 200th Birthday!) through a unit entitled Louisiana - Then and Now. The teacher will use the SMART Notebook Lesson K-1 LA Bicentennial.

ELA

  1. On SMART Board, brainstorm family member vocabulary. This should include all possible family members that students have. (The vocabulary should be reviewed each day.)
  2. Watch LPB Video, such as What is a Family? (What Is a Family?. Prod. 100% Educational Videos. 100% Educational Videos, 1997. Discovery Education. Web. 19 March 2012.
  3. Teacher reads aloud the story, Me and My Family Tree, by Joan Sweeney. The teacher will ask questions about the story. Teacher will question students about characters, setting, illustrations and events in the story. Students will answer.
  4. The teacher will review the family tree assessment rubric with the students.
  5. The students will make their own family tree. The students will work with a partner or small group, assisting each other. They will draw a tree with a trunk. They will then tear strips of green and brown construction paper to glue on their family tree. They will be given circles on which to draw their family members and cut out. They will glue the circles on the tree and label their family members. The students will present and discuss their family tree with the class. For grading purposes, the Family Tree activity will be scored with the Family Tree Assessment.  An example of the finished product is provided.
     
  6. The students will read Patty's Family Sketches, in the Storytown Reader, Book 5, page 140. The teacher will assist with vocabulary as needed. The teacher will ask questions about the story. Teacher will question students about the characters, illustrations, setting and events in the story. Students will answer.
  7. The student will write a story about their family and illustrate. They will share with the class when completed. For grading purposes, the teacher will use the assessment rubric.

    NOTE: The teacher will ask the students to bring a recipe in their own words for the following week's activities.

Math

  1. The teacher will explain that Louisiana is 200 years old and we are going to be counting to 100, which is half of 200. The teacher will use the hundred boards in SMART Notebook as the students count to 100 by ones, fives and tens. The student will complete the Connect the Dot Notebook Activity.
  2. The teacher shows a number of objects on the SMART board or document camera. (The teacher will use tens and ones manipulatives.) The students will count aloud by tens and ones, and write the numeral. Pictures of family members should be used as the manipulatives.
  3. The students will make an addition and subtraction book using Louisiana symbols. The students will be divided into groups. Each child will write a math story problem and then illustrate using the state symbols. Each child will create 4 stories. (Paper will be divided in half like a hamburger. They will work on both sides.) The student will share their stories with the class. Story Problem Assessment
  4. Teacher will give a brief history of clocks on a SMART Notebook lesson. Teacher will tell story problems involving time using the story Patty's Family Sketches in the Storytown Reader. Teacher will call on students to use clocks on the SMART Board to show the time.
  5. The teacher will show a pictograph of her family members (stick figures) on the SMART Board using Pictograph Form. The students will work with a partner to create one pictograph using member of both students' families using the Pictograph Word Document. The students will draw their family members. This can be used as a formative assessment. The pairs will share their pictograph with the class.  Stick Figure Pictograph Assessment

Science

  1. The teacher will show the LPB CyberChannel video: Your Genes: Why You Look the Way You Do. Prod. Colman Communications. Colman Communications, 1994. Discovery Education. Web. 20 March 2012. .
  2. The teacher will have the students discuss traits that they get from their parents or grandparents.
  3. The teacher will discuss inherited traits (earlobe attachment, tongue rolling, cleft chin, dimples, handedness, eye color, hair color, hair type), using page 3 of the pdf document at the following web address as a guide: http://learn.genetics.utah.edu/content/begin/traits/activities/pdfs/Inherited%20Human%20Traits%20Quick%20Reference_Public.pdf. Another resource is page 2 of the following pdf document: http://learn.genetics.utah.edu/content/begin/traits/activities/pdfs/Traits%20Trivia_Public.pdf.
  4. The teacher will show the LPB CyberChannel video: How We're Different and Alike. Prod. Colman Communications. Colman Communications, 1994. Discovery Education. Web. 20 March 2012. .
  5. The teacher will explain to students that everyone's fingerprints are different. The students will create their family using fingerprints (little finger for baby, thumb for daddy, etc.) and/or use their thumbprint to create picture of themselves. The teacher will use an ink pad (s) for the students to stamp their fingerprints.
  6. The students will work in groups to compare their thumbprints.
  7. The students will share their pictures with the class. Fingerprint Family Assessment

Social Studies

  1. The teacher will ask the students to find where their grandparents and parents were born. (This will be used for tomorrow's activity.)
  2. The teacher will show LPB CyberChannel Video: Small Farms. Prod. 100% Educational Videos. 100% Educational Videos, 2002. Discovery Education. Web. 19 March 2012.  The teacher will relate the video to then and now as Iowa is part of the Louisiana Purchase. The teacher will ask the students questions about the video.
  3. The students will ask their parents where their grandparents where they were born. The students will use this information to create a class map showing where the grandparents were born. The teacher will use the K-1 Grandparent Map Activity on the SMART Board. The students will come to the SMART Board and (with guidance from the teacher) make a dot on the approximate place where their grandparents was born. (Use http://maps.google.com to find small towns.) The teacher will save the Notebook or print it for the showcase.
  4. After the map is completed, the teacher will lead a discussion about which state most of them come from, which state has the least, etc.
  5. The students will draw a picture of where they live. They will then write a story of something they do at home with their family. The teacher will compile them into a book. Family Story Assessment
  6. The students will tell a story of something they did with their family. Each school has access to a Flip Video camera and a set of iPods which the teacher can use to make a recording and submit for the Virtual Showcase. These resources are housed in the library for teacher use.
  7. The teacher will brainstorm with the students the way they get to their favorite place (car, train, bus, plane). Then the teacher will ask the students to think about how people got from place to place 200 years ago (wagon, walking, horseback, train). The student will draw a picture of how families traveled then and now. (This can be done on a folded piece of paper. They can draw then on one half, and now on the other half.) Family Travel Assessment

Week Two

Notes:
Following this, activities will focus on helping students gain mastery of reading, speaking and listening skills, writing, and math skills. Week Two will focus on family activities - then and now. Chef Creole and Today is Monday in Louisiana by Johnette Downing will be used in the first week of the unit. One copy of each book has been purchased and is located in each school library for use by Kindergarten and First Grade. The books will need to be shared. There are also copies for checkout at the Ouachita Parish Public Library.

Procedures for Week Two - Family Activities

All Subjects
April 30 - Happy Birthday, Louisiana!! Activity - Any of these activities can be used as an assessment.

ELA

  1. The students will brainstorm family activities vocabulary in a SMART Notebook. The teacher will write the words. (The vocabulary should be reviewed each day,)
  2. The teacher will read Chef Creole by Johnette Downing. The teacher will ask questions about the story. Teacher will question students about characters, setting and events in the story. Students will answer.
  3. The teacher and students will sing the song (book) to the tune of "The Bear Went Over the Mountain" or use the video (Chef Creole) to sing the song.
  4. The teacher will have asked the students to bring a recipe in their own words for this week's activities. The student will tell the recipe to the teacher and the teacher will write the recipe. The student will draw a picture of the recipe. The recipes and drawings will be compiled in a class Recipe Book.
  5. The teacher will show the LPB CyberChannel Video: All About Families. Prod. Colman Communications. Colman Communications, 1999. Discovery Education. Web. 20 March 2012. . The teacher will discuss activities the families on the video did. The teacher will ask the students to tell some of the activities they do with their family. The teacher will show the K-1 Family Picture Activity of the family in the 1800s. The teacher will lead the discussion to things families did 200 years ago. The teacher will help the students generate ideas of things children did 200 years ago. The teacher will ask the students to draw a picture of activities that families may have done 200 years ago. The teacher will compile the pictures into a book.
  6. The students will write a story about their favorite food they cook with their family. The students will read/retell their stories when completed. Favorite Foods Story Assessment
  7. The students will read the story, "The Missing Cake", by Sandra Widener, Storytown Reader, Book 4, page 100. The teacher will ask questions about the story. Teacher will question students about characters, setting, illustrations and events in the story. Students will answer.

Math

  1. The teacher will divide her class into partners. The teacher will provide an outline map of Louisiana for students to measure perimeter of Louisiana using non-standard units of measure (such as paper clips, marshmallows, Teddy Grahams, beans, macaroni, etc.). The students will glue their measuring tools around the perimeter of the state. The students will record their measurements at the bottom of the map. The students will glue their measuring instrument on the paper next to the measurement. This may be used as a formative assessment
  2. The teacher will again divide her class into partners (taking care to have different partners). The teacher will provide an outline map of Louisiana for students to measure the area of the map using non-standard units of measure (use objects they can glue on the map such as paper clips, marshmallows, Teddy Grahams, beans, macaroni, etc.). This may be used as a formative assessment.
  3. The teacher will initiate a discussion about family pets. The students will create a class pictograph using the number and kind of pets in their family using a SMART Notebook. After creating the pictograph, the teacher will ask question about the pictograph (such as how many more dogs that cats?, which column has the least number, which column has the most,, etc.). The teacher will save the SMART Notebook as one of the class projects.
  4. The teacher will initiate a discussion about how people got from one place to another 200 years ago (walking, horseback or by wagon). The teacher will lead the discussion to exercise and walking in Louisiana. The teacher will guide the discussion toward feet. The student will trace the outline of their foot twice on a sheet of paper and cut out and label with their name. The teacher will collect one of the foot cut outs and put aside for a later activity. The students will sort the foot cut out according to length.
  5. Working with a partner, they will measure their own foot cut out using non-standard units of measure. Working with a partner, the students will use the foot cut out to measure each other, things in the classroom, and then the perimeter of the room.
  6. Working with a partner, the students will find an object in the classroom that is about the same length as their foot cut out. The teacher will record on the SMART Board after the students have found the objects. If time allows, they will find an object shorter than and longer than their foot cut out.  The student will complete the Foot Cutout Assessment.

Science

  1. The teacher will read Today Is Monday in Louisiana, by Johnette Downing as an introduction to Louisiana foods.
  2. The teacher will conduct a brainstorming activity talking about food, then and now. The teacher will ask such questions as: Where did people in Louisiana get their food 200 years ago?, How do people get their food now?, Do we eat the same foods as they did 200 years ago?, etc.)
  3. The teacher will discuss My Plate for healthy eating with the students.  The teacher will use the Choose My Plate Website as a reference:  http://www.choosemyplate.gov/.  For an example picture of Choose My Plate, visit http://www.choosemyplate.gov/images/MyPlateImages/JPG/myplate_green.jpg.  For further information on getting started with My Plate, visit http://www.choosemyplate.gov/print-materials-ordering/getting-started.html
  4. The teacher will show the LPB CyberChannel video: MyPlate: Dietary Guidelines for Elementary Students, (MyPlate: Dietary Guidelines for Elementary Students.  Prod. Learning Zone Express.  Learning Zone Express, 2012. Discovery Education. Web. 20 April 2012. http://www.discoveryeducation.com/.)  
  5. The teacher will discuss with the students the importance of eating healthy foods.  The teacher may want to have the students view the Schooltube video about healthy eating http://www.schooltube.com/video/fd71e0cc87224be4ae04/Garrett%20Healthy%20Eating%20Rhyme
  6. The students will use construction paper as their placemat, a paper plate, and pictures of foods they like to eat by drawing pictures; cutting pictures from magazines, catalogs, sale papers, etc.; or printing pictures from the internet. The student should keep in mind the healthy eating habits that they saw while on the My Plate website. Students will display and discuss their food choices with the class. My Plate Assessment
  7. The teacher will brainstorm with the students foods grown in Louisiana, such as okra, rice, sweet potatoes, corn, peas, tomatoes, peaches, strawberries, blueberries, peppers, etc. The teacher will then show the matching activity on the SMART Board which shows foods grown in Louisiana and foods not grown in Louisiana. The students will drag the pictures of things that grow in Louisiana to the picture of the Louisiana map.
  8. The students will fill an empty water or soda bottle with the Louisiana food, rice, to make maracas. The teacher will play some Louisiana music and the students will shake the maracas in time to the music.
  9. The teacher will lead a discussion of the history of foods, such as okra, http://aggie-horticulture.tamu.edu/archives/parsons/publications/vegetabletravelers/okra.html. Another food that can be discussed is the poor boy, http://www.poboyfest.com/history.
  10. The students will construct a PoBoy from construction paper. (Similar to the picture in the book: Today is Monday in Louisiana.) PoBoy Checklist

Social Studies

  1. The teacher will use the KWL chart on the SMART Board to determine what Louisiana symbols the students know and want to know (K column and W column).
  2. Then the teacher will show the SchoolTube video: "Give me Louisiana", Kinder Elementary School: http://www.schooltube.com/video/b76219ef08b046e5ab65/Give%20Me%20Louisiana. (6 minutes)
  3. The teacher will refer back to the KWL chart. The teacher will show that the L column is blank. The teacher will assign the students to groups of 4 or 5 students. The teacher will assist the groups as they complete the L column of the chart on chart paper. Then the groups will take turns completing the L column on the SMART Board.  The teacher will save as an artifact for the Virtual Museum. 
  4. The students will view the Teaching Channel video: Our Selves, Our Classroom, Our Families, Teaching Channel,
    https://www.teachingchannel.org/videos/our-selves-our-classroom-our-families?fd=1.
  5. After viewing the video, the teacher will show the Star Student article (https://www.teachingchannel.org/download/p/resources/document/resource/3801/StarStudent_Article.JPG) and tell the students they are going to write articles about each other. The teacher will divide the students in pairs. The teacher will ask the students to pretend they are the Star Student. The students will work in pairs to interview each other and write an article using the information they obtained. The teacher will gather the articles and create a booklet. The booklet can be used for reading activities and Class Project.
  6. The teacher will show the LPB CyberChannel video: (Cultural Celebrations from around the World. Prod. 100% Educational Videos. 100% Educational Videos, 2005. Discovery Education. Web. 21 March 2012. . (3 minutes)
  7. The teacher will lead a discussion about goods then (200 years ago) and now. The teacher will lead the discussion toward price of things then and now. The teacher should point out that many businesses accepted goods as payment. The teacher can use the following website as a resource: http://www.foodtimeline.org/foodfaq5.html. The teacher will use this resource when the students make their posters.
  8. The teacher will divide the students into groups of 3 - 5. The students will make a poster. On the poster they will put things they can buy then and now with an allowance of a dollar. The students will divide the poster in half. Half will show then, half will be show now. The students will choose items of interest to them. The students will decorate their poster by drawing pictures; cutting pictures from magazines, catalogs, sale papers, etc.; or printing pictures from the internet. They will label the items with the price. Price Poster Assessment

Notes: Following this, activities will focus on helping students gain mastery of reading, speaking and listening skills, writing, and math skills. Week Three will focus on Louisiana Animals - then and now.

Week Three

Procedures for Week Three

ELA

  1. The teacher and students will brainstorm animals that live in Louisiana. Animal names will be used for vocabulary.
  2. The teacher will read aloud "Young Flash the Deer", by Thornton W. Burgess (http://www.childrensbooksonline.org/Young_Flash_the_Deer/pages/01_Young_Flash_the_Deer.htm). The teacher will ask questions about the story. Teacher will question students about the characters, setting, illustrations and events in the story. Students will answer.
  3. The teacher will lead a discussion about the animals in "Young Flash the Deer", calling attention to animals that would live in the wild. Then lead the discussion to animals in the story that might be a pet (rabbit). The teacher will assist the students in brainstorming animals that can be pets. The teacher will ask the students if they think that people had the same pets 200 years. A resource for the teacher to use is: http://www.britannica.com/EBchecked/topic/453505/pet.
  4. The students will write and illustrate a story about a pet.  Pet Story Assessment
  5. The students will read their story to the class.
  6. The student will read "Duke's Work", by Sandra Widener, in the Storytown Reader, Book 5, page 16.  . The teacher will ask questions about the story. Teacher will question students about characters, setting, illustrations and events in the story. Students will answer.
  7. The teacher will show the LPB CyberChannel video: Reading Rainbow: Martha Speaks. Prod. Smarterville. Smarterville, 1995. Discovery Education. Web. 22 March 2012.
  8. The teacher will read aloud the poem, The Little Turtle, by Vachel Lindsay, in the Storytown Reader, Book 5, page 51.
  9. The teacher will show the poem using the document camera. Students will take turns circling the naming words (nouns) and underline the action words (verbs).

Math

  1. The teacher will show the story, "Young Flash the Deer". The teacher will help the student count the number of Louisiana animals in the story.
  2. The teacher will show the LPB CyberChannel video: Real People, Real Math: Grades K-02: Choosing a Pet. Prod. 100% Educational Videos. Discovery Education, 2006. Discovery Education. Web. 22 March 2012. . The teacher will pause the video between segments to do the appropriate math activities with the students. Segment 2, cost of the pet: The students will work in groups to find the costs of taking care of the pets. The teacher can show pet store websites (Petco: http://petco.com/, Petsmart, http://petsmart.com/) and/or sale papers, catalogs for the students to use to find the costs. Segment 3, Space for the pets: The students will work in their same groups to draw and cut out the animal's cage, bowl, etc. on bulletin board paper, construction paper, etc. They will try to find spaces that the animal's home will fit in the classroom. Segment 4, Time for pets: The students will work in their same groups to show times for their daily schedules using a clock or the SMART Board.  View Segment 5, Bar Graph. The teacher will show the bar graph on the SMART Board. The students will take turns marking the pet(s) they have at home on the bar graph. Each group will decide what animal they will get. The students will share their findings with the class.  The teacher will save the bar graph as an artifact for the Virtual Museum.
  3. The student will work with a partner in this activity. The students will use two-dimensional and/or three-dimensional shapes to design a house for a pet, such as a dog or cat. If possible the teacher will take pictures of the houses or the student may draw a representation of the house. The students will share their designs with the class. Assessment
  4. The students will create addition and subtraction story problems using pets in their stories. The students will work with a partner to create and illustrate their stories. The students will share their stories with the class. The teacher will make the stories into a book.  Pet Story Problems Assessment
  5. An additional resource to use is the IXL website: http://www.ixl.com/. This website is divided into activities by grade level.

Science

  1. The teacher will show the LPB CyberChannel video: Forest Habitats. Prod. 100% Educational Videos. 100% Educational Videos, 1999. Discovery Education. Web. 21 March 2012. . The teacher will use a chart to determine what animals from the video live in Louisiana and which do not.
  2. The teacher will show the LPB CyberChannel video: Habitats: Homes for Living Things. Prod. 100% Educational Videos. 100% Educational Videos, 2000. Discovery Education. Web. 20 March 2012.  (Segments: Introduction, Forest Habitat, Pond Habitat)
  3. The teacher will brainstorm a list of Louisiana animals using SMART Notebook.
  4. The teacher will lead a discussion about habitats of animals found in Louisiana using the brainstorming list. The teacher will show pictures of 3 of the habitats found in Louisiana: Marsh, Prairie, and Forests. The teacher and students will discuss the 3 habitats and ask students to name which animals live in each.
    http://microbiology.usgs.gov/image_gallery_katrina_marsh.html
    http://blogs.voanews.com/tedlandphairsamerica/tag/lake-charles/
    http://www.ldaf.state.la.us/portal/Offices/Forestry/tabid/63/Default.aspx
  5. The students will work in groups to begin creating a model of a Louisiana habitat using a shoebox, a cereal box or other similar box. LA Habitat Checklist.
  6. The teacher will show the following LPB CyberChannel video about bee families: A Busy Home: Examining a Bee Hive. Prod. Louisiana Public Broadcasting. Louisiana Public Broadcasting, 1995. Discovery Education. Web. 19 March 2012. . The students will view the video. The teacher will share and discuss the website on the history of Louisiana honey bee. (http://www.shgresources.com/la/symbols/insect/) with the students.
  7. The teacher will show the following LPB CyberChannel video about alligators: Alligator Farm. Smarterville, 1986. Discovery Education. Web. 19 March 2012. . The students will view the video. The teacher will ask questions about the video. Resources for Alligator information. Article on alligator being endangered: http://www.dailycomet.com/article/20111219/ARTICLES/111219654. World Book Article: "Alligator.", World Book Kids., World Book, 2012. Web.
    The teacher will show the LPB CyberChannel video: The Jeff Corwin Experience: Louisiana: Swampy Ecosystem. Prod. Tigress Productions. Animal Planet, 2005. Discovery Education. Web. 20 March 2012. .
  8. The student will work in groups to build Louisiana animal/animals for their habitat out of modeling clay.
  9. The student will draw a picture of an animal in its habitat. The student will use speech balloons in their habitat drawings to tell a story. Each school has access to a Flip Video camera and a set of iPods which the teacher can use to make a recording of students reading their story to the class. This will be submitted for the Virtual Showcase. These resources are housed in the library for teacher use. Animal in Habitat Drawing Assessment
  10. The student will draw a picture of a bee or alligator and list 3 facts about it. Assess?

Social Studies

  1. The teacher will discuss bald eagles, the national bird, which lives in Louisiana. The teacher will view an Eagle webcam at one of these websites:
    http://www.wvec.com/eaglecam
    http://outdoorchannel.com/Conservation/EagleCam.aspx
  2. The teacher will point out that eagles live here. The teacher will ask the students if we would see more eagles 200 years ago or now. Ask the students to explain why.
  3. The teacher will discuss the pelican, the state bird. The teacher will show the news clip, http://current.com/1si0o4c, which shows pelicans being cleaned up after the Gulf oil spill. The teacher will point out that 200 years ago, there would not have been an oil spill. There was no oil drilling or a need for oil to run machines, cars, etc. The teacher will ask the students if we would see more pelicans 200 years ago or now. The students will explain why.
  4. The teacher will show pictures of a bald eagle and a pelican. The students will use a Venn diagram to compare and contrast the two animals. The teacher will use the websites for informational purposes: http://www.statesymbolsusa.org/Louisiana/bird_brown_pelican.html and http://www.statesymbolsusa.org/National_Symbols/Bird_bald_eagle.html.
  5. The teacher will have the students draw and/or describe a trip where they could see other Louisiana animals. Animal Trip Drawing Checklist.
  6. The teacher will take the students for a walk around the campus, looking for animals. The students will make notes (drawings) of any animals they see. After returning to the classroom, the teacher will facilitate a discussion about animals they saw, pointing out any animals that could have been seen, but weren't. The teacher will show pictures of animals found in Louisiana on the SMART Notebook.
  7. The student will work with a partner to make a collage using an outline map of Louisiana. They student will fill in the map using animal pictures cut from magazines, newspapers, sale papers, or printed from the internet. Students will share their collages with their classmates and display in the classroom.

Notes: Final Summative Assessment Checklist

Week Four

Notes: Week Four will be presentation week. The presentation may be at the end of the week in order to finalize any projects that need to be finished. Presentation will be finalized by the teachers at each school, but MUST include a presentation of learning (product showcase). Suggestions are listed below.

Procedures for Week Four

1. Louisiana - Then and Now Showcase
Have a large room divided into two halves (Louisiana-Then and Louisiana-Now). The student products created during the activities of this unit would be displayed in the proper area of the room.
2. Louisiana - 200 Years of History Timeline
In conjunction with all of the grades at the school, create one long timeline around the gym/multipurpose room/cafeteria that reflects the historical events and products created by all grades that participated in the Louisiana-Then and Now unit. Parents and community member can view the display while students tell about their products, show their podcasts, sing historical songs/battle songs, etc.

Assessments

Formative Assessments

Summative Assessments (End of Unit)

Final Summative Assessment Checklist

Resources

Equipment:

iPods - One set per school
Flip Videos - One per school
Computers/Laptops

Materials:
Templates/diagrams/assessments as noted in unit plan
Paper
Colors/colored pencils
Ink pad
Paper plates
Modeling clay
Boxes
Materials for measuring: rice, beans, teddy grahams, marshmallows, etc.
Materials for collages: old magazines, newspapers, etc. to cut out animal pictures
Glue/Glue Sticks

Field Trips

Below is a linked list of possible field trips.  The list includes historical attractions in North and Central Louisiana.   These field trips could be a virtual tour or real world field trips.  Please remember when taking students on a field trip that the purpose of the tour or trip is "Louisiana:  Then and Now."  Plan the trip so that students will be able to interview or hear from officials the history of the attraction.  Please video the children while they are interviewing or talking to the officials.  Assigning them questions and letting them work in groups may facilitate a better interview.   It might be possible to check out the iPods from the school so the students could take pictures or videos. 

Upon returning from your field trip have students write a paragraph or an essay about the trip particularly in reference to what they have learned about "Louisiana:  Then and Now."  Or you may choose to assign them drawings or models to help illustrate what they have learned.  You may want to ask each group to make a presentation to the class about what they have learned.  Allow them to be creative with their presentation.  If possible let them use technology such as the iPods, digital cameras, etc. to help them with their presentation.  Students may be able to use Animoto, Voki, or other Web 2.0 websites to help them prepare their presentations.  When the students make their presentations have other students video the presentations.  Please remember to submit all videos and digital photo albums to the Virtual Showcase so they can be posted online.

Field Trip List

The teacher should review the list of trips and decide which trips would be best suited for the appropriate grade level theme.

Additional Resources:
LPB CyberChannel Video:  Louisiana Purchase.  Prod. 100% Educational Videos.  100% Educational Videos, 2001. Discovery Education. Web. 19 March 2012. .

LPB CyberChannel Video:  Book Reviews: The Kids' Family Tree Book, What a Family!, and Seven Brave Women.  Prod. Smarterville.  Smarterville, 2006. Discovery Education. Web. 19 March 2012. .

LPB CyberChannel Video:  Reading Rainbow: Dinosaur Bob and His Adventures with the Family Lazardo.  Prod. Smarterville. 1989. Discovery Education. Web. 19 March 2012. .

LPB CyberChannel Video:  Diversity Elementary: Families.  Prod. Entertaining Diversity.  Entertaining Diversity, 2001. Discovery Education. Web. 19 March 2012.

LA Picture Perfect - Vermilion Parish Schools - http://www.vrml.k12.la.us/Picture_Perfect/Default.html

Celebrating Louisiana's Birthday - Vermilion Parish Schools

East BatonRouge Parish Library

If links are broken, please email Nancy Hodges at nancy.hodges@mcschools.net.