The lesson plan I will be using for this assignment is one I created for my student teaching experience in a third grade classroom with 22 students.
CCSS:
3.18- Use a variety of historical sources including artifacts, pictures, and ?documents to identify factual evidence.
3.8- Identify links of land, regions, river systems, interstate highways between Oregon and other states.
Description:
In this lesson, students explore the aspects of their town of Harrisburg, OR by viewing an online presentation. The students will look at historical and present pictures of their town while exploring and comparing the present aspects.
Learner Autonomy:
This lesson creates learner autonomy by allowing students to learn about something that is of interest to them. Students are learning about the town where they live and they get to delve deeper into the aspects of their town they are curious about.
For example, some students wondered how people crossed the Willamette River before there were bridges. Some students wondered where the oldest buildings were. Some students wondered what made this town a town.
There were many curiosities, and through this lesson, students were able to explore their towns history and satisfy their curiosity.
Active Learners:
The first parts of this lesson focus on students viewing and completing an online presentation/interactive slideshow of their town. The interactive slideshow allows the students to view how their town used to be and how it became what it is today. The slideshow offers students the ability to ask and answer questions they have and incorporate that into their learning experiences.
The later parts of this lesson include a trip to the towns museum and a guided tour. This allows students to take an active part in their learning by seeing these items in real life (as opposed to through a computer screen), touching the items (in most cases), and experiencing the types of buildings that were once available to people of this town. The museum field trip allowed for students to reflect on their learning and transfer the information they learned from the computer to real world scenerios.
The students final part of this lesson included a visit to the oldest house in Harrisburg. The students were given a tour by the owner (a mom of one of the students) who provided students (and parents) details about how and why the house was built the way it was. She offered details about Harrisburg that she had learned through her years as the homeowner and towns-person. Students were able to understand her and ask appropriate questions based on the previous interactive slideshow and museum field trip. They were able to form ideas and opinions about the town with this final piece of the lesson.
Holistic:
This lesson was holistic (as viewed above). It offered students a multi-sensory experience of their town as well as encompassing different learning styles that all fell back on one topic: Harrisburg, OR. Students viewed the online presentation, asked and answered questions, went to the towns museum, asked and answered more questions, viewed the oldest home in Harrisburg, and then asked and answered more questions.
Complex:
This lesson offered students complex thinking skills by allowing them to see how their town has transformed over the last 150 years. Students were able to see various plights that caused disruption in the town and innovative thinking that came to solve the problems.
For example, students noticed there didn't used to be a bridge that would allow the townspeople access to other nearby areas. They learned that the townspeople created ferries that allowed transportation to further civilization. They later learned that there were five different types of ferries at different locations throughout the towns history. Each ferry was more developed than before. The learned how, when, where, and why the town's bridge was developed and how it positively affected the town.
There were many other examples of things they learned that could help the students solve real world examples. When students are able to learn about the past they are able to successfully incorporate past and present ideas to apply new innovative ideas into their thinking. Students in the class were talking about how they could create a ferry that would allow them to cross the river near their home so they could get home from school faster and help the busses. They were learning to transfer this information into new areas and help more people.
Challenging Activities:
This lesson incorporated an interactive presentation that allowed students to fill in answers and learn why the answer was correct or incorrect. Although not the ideal challenge described in the book, this challenge was appropriate for this class because it offered some feedback in the beginning of the lesson. There could have been a better way to offer a challenging activity to this lesson, but there wasn't enough time to put it into play.
For example, some students wondered how people crossed the Willamette River before there were bridges. Some students wondered where the oldest buildings were. Some students wondered what made this town a town.
There were many curiosities, and through this lesson, students were able to explore their towns history and satisfy their curiosity.
Active Learners:
The first parts of this lesson focus on students viewing and completing an online presentation/interactive slideshow of their town. The interactive slideshow allows the students to view how their town used to be and how it became what it is today. The slideshow offers students the ability to ask and answer questions they have and incorporate that into their learning experiences.
The later parts of this lesson include a trip to the towns museum and a guided tour. This allows students to take an active part in their learning by seeing these items in real life (as opposed to through a computer screen), touching the items (in most cases), and experiencing the types of buildings that were once available to people of this town. The museum field trip allowed for students to reflect on their learning and transfer the information they learned from the computer to real world scenerios.
The students final part of this lesson included a visit to the oldest house in Harrisburg. The students were given a tour by the owner (a mom of one of the students) who provided students (and parents) details about how and why the house was built the way it was. She offered details about Harrisburg that she had learned through her years as the homeowner and towns-person. Students were able to understand her and ask appropriate questions based on the previous interactive slideshow and museum field trip. They were able to form ideas and opinions about the town with this final piece of the lesson.
Holistic:
This lesson was holistic (as viewed above). It offered students a multi-sensory experience of their town as well as encompassing different learning styles that all fell back on one topic: Harrisburg, OR. Students viewed the online presentation, asked and answered questions, went to the towns museum, asked and answered more questions, viewed the oldest home in Harrisburg, and then asked and answered more questions.
Complex:
This lesson offered students complex thinking skills by allowing them to see how their town has transformed over the last 150 years. Students were able to see various plights that caused disruption in the town and innovative thinking that came to solve the problems.
For example, students noticed there didn't used to be a bridge that would allow the townspeople access to other nearby areas. They learned that the townspeople created ferries that allowed transportation to further civilization. They later learned that there were five different types of ferries at different locations throughout the towns history. Each ferry was more developed than before. The learned how, when, where, and why the town's bridge was developed and how it positively affected the town.
There were many other examples of things they learned that could help the students solve real world examples. When students are able to learn about the past they are able to successfully incorporate past and present ideas to apply new innovative ideas into their thinking. Students in the class were talking about how they could create a ferry that would allow them to cross the river near their home so they could get home from school faster and help the busses. They were learning to transfer this information into new areas and help more people.
Challenging Activities:
This lesson incorporated an interactive presentation that allowed students to fill in answers and learn why the answer was correct or incorrect. Although not the ideal challenge described in the book, this challenge was appropriate for this class because it offered some feedback in the beginning of the lesson. There could have been a better way to offer a challenging activity to this lesson, but there wasn't enough time to put it into play.
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