Title:  Would you like to meet a famous Canadian?

Week Long Lesson

Grade 5

Statement of Intent:

Prior Knowledge: 

Students have background knowledge about famous people within the United States and what makes someone famous (athlete, scientist etc).  Some of the students may know of a few famous Canadians but will learn more about famous Canadians throughout this assignment.

Concepts:

• Categorize
• Locate
• Famous
• Expectations
• Research

Generalizations:

• Taking small groups of information and categorizing them helps organize information
• Expectations will be established at the beginning of the lesson
• A person who has done things that stand out in his or her countries history can make this person famous
• Having questions prepared during research will help you locate facts easier within information

Goals

Students will:

• Learn about how famous people are categorized
• Create a sample poster to refer to when creating there own famous Canadian poster
• Discuss expectations for the famous Canadian project

Objectives

Students will:

• Discuss if anyone has ever met a famous person and talk about why theses people are famous
• Create a list of what people do to become famous
• Come up with questions the students want to find out about their famous Canadian
• As a group, create an example poster to refer to while creating their own poster
• Locate information in packets, books, and magazines to create our example poster
• Discuss what the expectations for the remainder of the week will be

Rationale:

New York State Standards for Mathematics, Science and Technology

Standard 5 – students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

            Students:

• Use the computer as a tool for generating and drawing ideas
• Model and simulate the design of a complex environment by giving direct commands.

National Standards for Social Studies
Key Idea IV – Individual Development & Identity

            Social studies programs should include experiences that provide for the study of individual development and identity so that the learner can:

·        Explore factors that contribute to one’s personal identity such as interests, capabilities, and perceptions

·        Work independently and cooperatively to accomplish goals

Key Idea VIII – Science, Technology & Society

            Social Studies programs should include experiences that provide for the study of relationships among science, technology and society, so that the learner can:

·        Identify and describe examples in which science and technology have changed the lives of people, such as a homemaking, childcare work. Transportation, and communication

New York State Social Studies Standard

Standard 2 – Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

            Key Idea 3 – Study of the major social, political, and religious developments in world history involves learning about the important roles and contributions of individuals and groups

Students will:

o       Gather and present information about important developments in world history

New York State Language Arts Standards

Standard 1 – Students will read, write, listen and speak for information and understanding

            Key Idea 1 – Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written and electronic sources

                        Students will:

o       Gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams

o       Select information appropriate to the purpose of their investigation and relate ideas from one text to another

o       Select and use strategies they have been taught for note-taking, organizing, and categorizing information

o       Ask specific questions to clarify and extend meaning

Standard 4 – students will read, write, listen and speak for social interaction

            Key Idea 1 – Oral communication in formal and informal setting requires the ability to talk with people of difference ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations

                        Students will:

o       Listen attentively and recognize when it is appropriate for them to speak

o       Take turns speaking and respond to others’ ideas in conversations on familiar topics

o       Recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations

New York State Standards for the Arts

Standard 1 – Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts

            Key Idea – Visual Arts #1 – Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors.  Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works or art.  Students will use a variety of mart materials, processes, mediums, and techniques and use appropriate technologies for creating and exhibiting visual art works.

                        Students will:

o       Experiment and create art works, in a variety of mediums based on a range of individual and collective experiences

o       Develop their own ideas and images through the exploration and creation of art works based on themes, symbols and events

o       Understand and use the elements and principles of art in order to communicate their ideas

Procedures

Introduction:

1. Hand out an index card to each student as they enter the class and have the students write down what people do to become famous
   1. Once they write down the idea they will come up and tape their card to the board.
   2. If more specific ideas come up, as a class we will categorize the ideas under one broad category.

                                                               i.      Basketball player, baseball player = athletes

Introductory Lesson:

1. Ask the students if anyone ever met a famous person.
   1. If anyone raises their hand, ask the student who they have met and what they are known for
   2. As a class, what category this person would go under? 
   3. Relate to the list we created on the board.
2. As a class we will brainstorm (Using Inspiration software) what types of questions you would want to know about a famous person
   1. Name
   2. Birthday/where born or live
   3. What they did to become famous
   4. Accomplishments

                                                               i.      Write the questions on the board

3. Break the students up into small groups and they will go through different types of materials, for example magazines, prints out from the internet and books, to find information about a famous person within the United States; Michael Jordan.
   1. This will help guide the students through the process they will need to do when researching their famous Canadian
4. Give the students about five minutes to work in pairs to find answers to the question designated to their group. Give the students materials to look through along with paper to take notes on.
5. After the five minutes is up have the students bring their notes and make a circle on the floor to organize the poster as a class.
6. Discuss how the poster can be organized and begin to create a visual the students can use to refer back to while creating their posters.
7. Tell the students they will create a poster on a famous Canadian and we will be doing research tomorrow and have time to organize our notes on Wednesday and create our posters.

Monday Closure:

1. The students will return to their seats and each student will choose from a bag that there famous Canadian will be and what website they will use when doing their research.
2. We will talk about how Tuesday we will use the laptops to research information about your famous person.
3. Talk with the students and ask what was learned today.
4. Have the students state the expectations back to me for the rest of the week.

Student 3 Day Project:

            On Tuesday, the students will be using computers (click here for web links), books, and magazines for researching information on their famous Canadian.  Demonstrate to the students how to cut and paste into a word document to be able to print out their facts that they find along with a picture. The students will have the whole class period to find information and take notes on their famous Canadian using the handout (click here for printable handout).

On Wednesday, the students will be organizing their information into a poster like the class did on Monday.  If more research time is needed, the students will be able to use the computers and print resources again to find more information for their famous Canadian.  A limited time on the computers will be given on this day due to the allotted time given the day before.

On Thursday, it will be a presentation day.  Each student will have to get up in front of the class and present their famous person to the class so everyone can learn about different Canadians that made an impact within Canada.

Assessment:

            During this lesson the students will be having different discussions about famous people and what you may want to know about them.  As the students come up with ways that people are famous, they will write down their ideas and tape them to the board.  Give each student positive reinforcement for their ideas they shared with the class.  The students will brainstorm and come up with different questions they may want to know about a famous person.  During this lesson there will be many opportunities for the students to participate during the activity.  Call on students and listen to their answers and will make a mental note of those who have participated.  As the student’s work in groups to come up with facts about the famous United States person, go from group to group to see if the students need any help coming up with ideas and also to guide them in the right direction to find good information.  Also make sure the students are finding the information their group was assigned.  If they have trouble finding it with the materials give them, will help them get started and leave them once they begin to find facts that will be helpful for our class example.  While the students are working within their groups observe the interaction among each other.  Encourage participation by everyone in the group.

              If everyone participates in the activity listens, pays attention, and works together in their groups the class will receive a four on their class card for Social Studies which will help towards their marble party.  Each class is given number grades during their time with each teacher.  If they obtain a 4 the students add a marble to their collection once they reach 100 marbles they receive a marble party for good behavior.

Teacher Reflection:

• Did the lesson flow from one activity to another?
• Was there enough time for each activity?
• Were the goals stated accomplished during the lesson?
• What new goals were achieved?
• What can I do differently to make this lesson better?

Materials:

Index cards

Lined paper

Information on Michael Jordan

Poster paper

Markers

Computers

Web links for famous Canadians

Books and Magazines if available

References:

Air Jordan #23 - A Michael Jordan Tribute: Jordan’s Biography: http://www.23jordan.com/bio1.htm

Bauer, D.  Sports Illustrated: Michael Jordan:  A Tribute.  Time Inc:  1999.

Jordan, M.J. For The Love of The Game:  My Story.  Crown Publishers:  New York, 1998.

Jordan, M.J.  I Can’t Accept not Trying:  Michael Jordan on the Pursuit of Excellence.  Harper Collins:  New York, 1994.

National Council for Social Studies.  Curriculum Standards for Social Studies.  Maryland: 1994.

New York State, Learning Standards for Mathematics, Science, and Technology.  Revised Edition: Albany, 1996.

New York State, Learning Standards for English Language Arts.  Revised Edition: Albany, 1996.

New York State, Learning Standards for Social Studies.  Revised Edition:  Albany, 1996.

New York State, Learning Standards for the Visual Arts.  Revised Edition:  Albany, 1996.