1 / 17

Communities

Home page Introduction Task Process Evaluation Conclusion Teacher Page . Communities . By: Carrie D’Ambrose. Introduction . Help needed! Our community has lost important documents! Our Mayor is asking the students of PS 143 to help restore the missing documents.

loring
Download Presentation

Communities

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Home page Introduction Task Process Evaluation Conclusion Teacher Page Communities By: Carrie D’Ambrose

  2. Introduction • Help needed! • Our community has lost important documents! Our Mayor is asking the students of PS 143 to help restore the missing documents. Let’s be community helpers! Home page Introduction Task Process Evaluation Conclusion Teacher Page

  3. Task • Since our class has been learning about our community, the principal has asked our class to research our community and restore the missing documents. Home page Introduction Task Process Evaluation Conclusion Teacher Page

  4. Home page Introduction Task Process Evaluation Conclusion Teacher Page Task (continued1) Your Task is to: • Research our community by taking pictures and interviewing your classmates. • Identify your global address. • Identify your community as an urban, suburban or rural communities and explain why. • Identify community helpers and describe the jobs of different community helpers.

  5. Task (continued 2) • You will then need to take all of your information and recreate the proper documents that are missing from our community. These documents will be presented to our Principal and community officials. • Lastly, you will create a display book outlining all of your documents that will be given to our community official for their records. We will keep a copy available in our school library for the staff, students and parents to look at. Home page Introduction Task Process Evaluation Conclusion Teacher Page

  6. Process • Where do we start? • You will be assigned into groups of three, where each member of the group will have a different role. • The Map Makerwill • Use maps and different classroom charts to identify our global address. • Write a draft paragraph of any information the student has learned about Queens. • Record the information by filling it in the proper documents. Home page Introduction Task Process Evaluation Conclusion Teacher Page

  7. Process (continued 1) • The Reporter will • Interview classmates using a pre-designed questionnaire in order to research whether our community is urban, suburban or rural. • Identify our community as an urban, suburban or rural and explain why. • Record the information by filling in the proper documents. Home page Introduction Task Process Evaluation Conclusion Teacher Page

  8. Home page Introduction Task Process Evaluation Conclusion Teacher Page Process (continued 2) • The Advocate will • Identify 5 community helpers. • Write a draft paragraph about a time one community helper helped them. • Record the information by filling it in the proper documents.

  9. Process (continued 3) • Once finished researching independently take all of your information and recreate the proper documents that are missing from our community • These documents will be presented to our Principal and community officials in a display book. Home page Introduction Task Process Evaluation Conclusion Teacher Page

  10. Evaluation Home page IntroductionTaskProcessEvaluationConclusionTeacher Page

  11. Evaluation (continued 1) Home page IntroductionTaskProcessEvaluationConclusionTeacher Page

  12. Conclusion Congratulations You Did It! Way to go! I am very proud of my class for helping restore some very important document back to our community. All of your research and hard work has paid off class! As a class you were able to: research your community, Identify your global address, identify your community as an urban, suburban or rural and Identify community helpers and describe the jobs of different community helpers. Home page IntroductionTaskProcessEvaluationConclusionTeacher Page

  13. Teacher’s Page: (Introduction & Learners) • This web quest is designed as the culminating project for a third grade Social Studies Unit on Communities. It should take the students about three weeks to complete. The students will be using their prior knowledge of this unit to complete this web quest. • Prior Knowledge • Writing a global address. • Classifying a community as an urban, suburban or rural • Listing community helpers and their jobs. • Writing a paragraph. • Working collaboratively in a group. Home page IntroductionTaskProcessEvaluationConclusionTeacher Page

  14. Home page Introduction Task Process Evaluation Conclusion Teacher Page Teacher’s Page: (Standards) • New York State Social Studies Standard 3: • People, Places, and Environments • communicate about how people live, work, and utilize natural resources•draw or build maps and diagrams representing their home, school and community • locate places within the local community, New York State and United States • gather and organize geographic information from a variety of sources and display it in a number of ways • New York State ELA Standard 1: • Students will read, write, listen, and speak for information and understanding • New York State ELA Standard 3: • Students will read, write, listen, and speak for critical analysis and evaluation. • New York State ELA Standard 4: • Students will read, write, listen, and speak for social interaction. • ISTE Standard 5: • Digital Citizenship • participate in local and global learning communities to explore creative applications of technology to improve student learning.

  15. Teacher’s Page: (Process) Home page Introduction Task Process Evaluation Conclusion Teacher Page • Pre-teach each of the tasks: • Identify your global address. • Identify your community as an urban, suburban or rural communities and explain why. • Identify community helpers and describe the jobs of different community helpers. As a part of the daily lesson. Leave all class/ teacher made materials for these lessons displayed in the classroom. Remind students to refer back to this material when they are working on their individual tasks.

  16. Teacher’s Page: (Process continued ) • Pull different groups for strategy lessons as needed. • Conference with students throughout the entire process. • Be sure to set rules for group work and group your students heterogeneously! This will allow them to help and learn from each other. Home page Introduction Task Process Evaluation Conclusion Teacher Page

  17. Teacher’s Page: (Resources) • http://www.pbs.org/teachers/connect/resources/1407/preview/ • http://www.nationalgeographic.com/xpeditions/lessons/04/g35/citycountry.html • http://learningtogive.org/lessons/unit83/lesson3.html • http://teacher.scholastic.com/lessonrepro/k_2theme/communities.htm • Chantellard, Isabelle. City Mouse & Country Mouse: A Classic Fairy Tale. Abbeville Press, Inc., 1999. ISBN: 0789205130 Home page IntroductionTaskProcessEvaluationConclusionTeacher Page

More Related