Summer Haury

Changes in the Community

Changes in the Community Lesson Plan #2

Essential Questions Standards of Learning (be sure to include integrated standards here too) How have buildings, jobs, transportation, and population changed over time? Why do some things change? Virginia SOL History 2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population. NCSS Theme Time, Continuity, and Change Studying the past makes it possible for us to understand the human story across time. Virginia SOL Writing 2.12 The student will write stories, letters, and simple explanations. a) Generate ideas before writing. Virginia SOL Oral Language 2.3 The student will use oral communication skills. a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond The students will be able to 1. Identify things that change 2. Write about one thing that changed and say why it changed 3. Orally construct sentences that say what they know about change and what they want to know about change Teacher Materials: SMART Board Video: http://www.youtube.com/watch?v=TssZ9Uma1-w KWL chart If You Lived in Colonial Times by Ann McGovern Student Materials: Post its Writing utensils Exit Slips- halved notebook paper Introduction (10 minutes): Hook1. Show http://www.youtube.com/watch?v=TssZ9Uma1-w on the SMART Board. In the video, the kid president meets Barack Obama. 2. Ask students, If you became the president, what would you change about our country? 3. Have three students share their ideas. Link1. Say, Yesterday we explored different changes in our own lives. Turn and talk to a partner about one change you have noticed in your life. 2. Have three students share their ideas. 3. Say, Today, we are going to be looking at changes over time in our community.

Objectives

Materials

Procedures (introduction, instructional strategies, summary/close)

Summer Haury

Changes in the Community

Instructional Strategies (40 minutes): 1. The class will create a K-W-L chart about changes. 2. The questions will be: What do you know about changes in transportation, jobs, population, and buildings? What do you want to know about changes in transportation, jobs, population, and buildings? 3. Tell the students that on another day they will fill out the last column: What did you learn about changes in transportation, jobs, population, and buildings? 4. The students will have the opportunity to write their ideas on a post it before contributing to the class discussion. 5. BRAIN BREAK! Students will get up and move: http://www.youtube.com/watch?v=bYEBlQ_xH1E (Switch, Change, Rotate) 6. Read aloud the book If You Lived in Colonial Times by Ann McGovern. 7. During this time ask the students to pause and visualize what is happening in the story. First, model how to visualize and then ask students to share what they are visualizing as the text is read. Summary (10 minutes): 1. Exit Slip: Say, While reading the book we learned that many things changed from then to now. Write about one thing that changed and say why it changed. 2. Students will go back to their seats and write for 5-7 minutes. Formative Assessment Objective 1: The students will be identifying things that change in the KWL chart whole group discussion and as they write their exit slips. Objective 2: The students will be writing about a change on their exit slip and explaining why they think that thing changed. Objective 3: The students will participate in the whole group discussion. 1. English Language Learners: Students will have the option of writing on a post it Differentiation before contributing the class discussion. These students can share their ideas with another student who speaks the same language or a student who can translate their ideas. 2. Multiple Intelligences: This lesson suits the linguistic learner who will be able to speak to a partner and share in a whole class forum. The bodily-kinesthetic learner will be able to move during the brain break. Also, the interpersonal learner will benefit from participating in class discussion. 3. Learning Styles: This lesson is designed for each learning style- auditory, visual, and kinesthetic. Students will be viewing a video, listening to a story, writing, and contributing in a class discussion. 4. Students with Special Needs: These students may need to move around more during the read aloud or class discussion. 5. Extensions: Students can continue to add to their own KWL charts. Students can reread the book ...If You Lived in Colonial Times and discuss or write about the differences they notice between colonial times and current day. Students can write a letter to a child their age that lives in colonial times to tell them about life in the year 2013.

Summer Haury Technology Integration (if applicable)

Changes in the Community

Tbe SMART Board will be utilized throughout this lesson. During the introduction, the students will be watching a YouTube video on the SMART Board. The teacher can also use the SMART Board to create a K-W-L chart.

Summer Haury

Changes in the Community

Summer Haury

Changes in the Community

Resources
KWL Chart: http://mywarriorkids.files.wordpress.com/2012/02/kwl-template-copy1.jpg