Lesson Plan
Name: Brittany Crutcher
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Date: Spring 2015
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Grade: 5th Grade
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Lesson Title
Journey Box: U.S. Census
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Lesson Context (stand-alone lesson or part of a unit of study)
This lesson is about the U.S. Census and what that means to students,
families, and the government.
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Identify the learning targets/objective(s) addressed by this lesson.
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To be able to understand what the Census is
and how it impacts America.
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Connect the learning targets/objectives(s) to the state curriculum
documents.
KY Standard 2.15
Students can accurately describe various forms of government and
analyze issues that relate to the rights and responsibilities of citizens in
a democracy.
The Census is a responsibly that all Americans have to complete in
order to promote democracy and fair government dispersal.
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Describe the pre-assessment(s) used to establish all students’
baseline knowledge and skills for this lesson.
Students will be asked how they would gather data in order to see
what Americans were like across the country. Then we would talk about some
ideas as a class, pros and cons of their ideas.
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Describe how you will differentiate instruction to accommodate
students’ identified learning strengths and needs.
Gifted students will be able to demonstrate knowledge by assisting classmates
who have questions about the material.
Struggling students will be able to seek assistance from other
students and teachers.
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Is there anything that you would like observed specifically during
the lesson?
I would like you to observe my classroom management, how I deal with
interrupts and misbehavior, and overall performance.
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Lesson Outline
Lesson Objectives/Targets
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Formative Assessment Process
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Instructional Strategies/Activities
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Objective/Target:
After reading Everybody Counts!
Created by the 2010 Census board students will understand the importance
of a Census.
Critical Vocabulary:
Census
America
Ethnicity
Survey
Government
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Assessment Description:
Students explore the online journey box in order to answer questions
and learn about the Census and why it is important.
Differentiated Assessment:
Struggling students can work with gifted students to promote
peer-to-peer understanding.
Gifted students will produce more refined answers to discussion based
questions and are encouraged to research to broaden their understanding.
Student Self-Assessment:
Students can use their classmates, teachers, and classroom resources
to check that their responses to DBQs are correct.
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Strategies/Activities:
Students will participate in a class discussion and explore journey
boxes.
Students will list to the story Everybody
Counts! and be able to explain how a census is submitted.
Differentiated Activities:
Gifted students are encouraged to do additional research and go above
and beyond given very detailed responses to DBQs.
Struggling students may seek assistance with unknown areas of the
journey box or when they are confused, but most come up with responses to
DBQs individually.
Media/Technology/Resources:
Journey Box http://journeyboxuscensus.blogspot.com/
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Lesson Procedures
Describe the sequence of strategies and activities you will use to
engage students and accomplish your objectives within this sequence.
1.
Gather the class’s attention.
2.
Do a pre-assessment. Ask students to write
down how they would gather data and compile it to create a picture of what
American’s across the country look like and how they lived.
3.
After a few minutes of independent writing have
the students meet in groups of 3-4 and discuss what their strategy for
collecting the data was.
4.
Then have the groups share their ideas to the
class. Discuss the pros and cons of the different strategies.
5.
Ask the class if anyone knows how we do it in
America? Discuss what the Census is.
6.
The read the book Everybody Counts! although it is a picture book explain how it
has some valid examples of what is important about completing a census.
7.
Ask questions when done reading about what the
students learned. Write responses on the board.
8.
Then have them expand their knowledge of the
Census by completing the journey box activity.
9.
Give each student a computer and have them
complete the journey box projects and answer the DBQs. This can happen over a
number of days.
10.
When the class has completed the assignment
come back together as a group and discusses what they learned. Why is a
census important? Why do we have the
Census?
11.
Then have them do a writing assignment where
they write what they learned about the Census, describe whether they think
the census is a good idea, and what they would change if they were in charge
of the census board.
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Describe the differentiated strategies designed to meet the
identified strengths and needs of your students.
Gifted students will work with other classmates in order to learn by
teaching.
Struggling students have a chance to work with other students and
teachers who can provide support and answer questions about the material.
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Identify the questions you will use to promote thinking and
understanding. This section should
outline the who, what, when, and where of the instructional strategies and
activities.
Why is the book Everybody
Counts! important? What does it tell us about the Census? What did you
learn about the Census? Is the census valued? Should we continue the census?
Do all Americans complete the census? Why or why not do you think?
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Communication with
Students and Parents/Guardians
Describe how you plan to communicate learning results to students and
parents/caregivers that provide a clear and timely understanding of learning
progress for lesson objectives.
I will communicate learning results with papers sent home, progress
reports, and parent-teacher conferences.
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