Name: Ashley Thorson

Date: October 25, 2016

Curriculum/Course: Social Studies

Grade level: Fourth Grade

Materials: Each students exhibit (with index card, and paper),
Time/Period: one hundred thirty minutes PowerPoint slide with pictures of each exhibit piece, computer with
over a two day period.
projector. Space with enough chairs for each attendee. Tables, and
tape for exhibits.
Background to the activity: Each student was able to pick out a topic that interested them involving Michigan.
With these topics students were to create an exhibit related to their topic to put on display in the museum.
Examples could include but are not limited to: posters, maps, fictional letters/diaries, models, and dioramas.
Leading up to this point students have researched and also written papers on their topic to help prepare them for
their two and a half minute presentation. Some of the students will not have an exhibit that correlates with a date
due to their topic choice, so their exhibit will be in a separate section. However every student will help put together
the correct timeline.
Audience: classmates, parents, guardians, and school officials
Standards:
4 H3.0.9: Create timelines (using decades after 1930) to sequence and describe important events in Michigan
history; annotate with connections to the past and impact on the future.
CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at
an understandable pace.
3-5-2.CC.3: use a variety of media and formats to create and edit products (e.g., presentations, newsletters,
brochures, web pages) to communicate information and ideas to various audiences
4 P4.2.2: Participate in projects to help or inform others.
CCSS.ELA-LITERACY.SL.4.1.B: Follow agreed-upon rules for discussions and carry out assigned roles.
Objectives ( I can statements):
-I can properly participate in discussions by keeping my eye on the speaker, and rising my hand when I wish to
speak.
- I can create a project for the purpose of educating others.
- I can use a variety of media to create and present information to an audience.
-I can present my topic to my peers while supporting with facts that make sense.
-I can work together with my peers to assist in putting events in the correct sequence to create a Michigan timeline.
Introduction/Hook:
Weve been working on our exhibits for a while now. Todays the big day to show off our work! Lets start by
setting up our exhibits.
Steps in the lesson:
1. Setup (fifteen minutes): Students will be allotted ten minutes to decide the correct order of the exhibits
through discussion. They will write the order on the board. Once they believe they have the correct order
the instructor will review. If correct they will place their exhibits in that order. If its incorrect they will
review and revise until it is completed correctly. Students will be expected to tape their index card to the
table, and have their paper next to the exhibit as well.
2. Practice (twenty minutes): The instructor will remind the class of the requirements for their presentation.
Students will partner up and practice their presentation.
Day Two
3. Presentation (sixty minutes): Students will be allotted two and a half minutes apiece to present their topic to
the attendees (parents, guardians, and school officials). Their exhibit will be on display on the PowerPoint
behind them. Students are expected to state the name of their exhibit, why they picked it, the date and
location if appropriate, and four key facts about their topic. They will be judged based on the rubric below.
Closure Activity/Wrap up:

Attendees will have the opportunity to walk around to look at all the exhibits. The attendees will be encouraged in
advance to ask questions from at least two students while they are observing. Students will be expected to stand at
their exhibit to talk to anyone who may be curious about their exhibit. (thirty minutes)
Assessment (Formative, Summative, Performance based):
Students behavior will be observed when participating in discussions. They will also be formally assessed using
the rubric below.
Differentiation:
What will I differentiate? Content Process Product
How /will I differentiate? For readiness By interest Learning profiles

Ability level

Affect

Group: Students will have the opportunity to discuss amongst their peers and adults which is helpful for
interpersonal and linguistic learners. Students are able to see the different exhibits before placing the events in
order which will assist spatial learners. Each child is able to create a presentation on a topic that they chose based
on what they are interested in. For this reason each students presentation and final product will be different. This
can help ensure their investment in the project and allow students to work within their abilities without the stress of
having to conform to one way of doing something
Accommodation/Modification:
Specific Students/Group:
One student has an anxiety disorder and has difficulties presenting in class. She will be allowed to present her
exhibit to the instructor, as well as one other school official she is familiar with.
Another student has slight issues with her vision and therefore will be placed closer to the front of the room. She
will also be provided with materials printed off in larger print and will have access to the computer with the larger
screen. Lastly she will have access to a book magnifier with a LED light. Many people of low vision have issues
with florescent lighting creating glares which makes it more difficult to read.
Another student has ADHD, and has difficulties staying still for extended periods of time. A small semi-soft ball
will be given to the student to fiddle with throughout the presentation. The student will also be given a seat at the
end of the aisle on the far left or right side to allow him to stand up and pace towards the back if needed.

This lesson can be for social studies and language arts. The students are working together to create a timeline for a
social studies aspect, however the presenting of the exhibit requires listening and speaking skills from language arts.
It also touches on art because many of the students created posters for their exhibits.

Preparation

Proficient
(3pt)

Needs slight
improvement
(2pt)

Needs improvement
(1pt)

Student had none of the

requirements
(0pt)

Had all
materials

Was missing one item

Was missing two or more

items

Student had none of the

required materials

Introductio
n

Time
Facts
Setup

Student stated
his/her name,
the name of
the exhibit
and why they
chose it.
Filled the
required time
Had four
relevant facts
Student setup
the exhibit
correctly

Student gave two of the

Student gave one of the
following: his/her
following: his/her name, the
name, the name of the
name of the exhibit and
exhibit and why they
why they chose it.
chose it.
Student was 45
seconds short
Had three relevant
facts

Student was a minute or

more short
Had one relevant fact

Student did not give any

of the introductory
information

Student did not present

Had no relevant facts
Student did not set up
exhibit.