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Jamie's Project Plan

Page history last edited by PBworks 15 years, 4 months ago

My page 

Project Plan Template

~comments in green ~jk

General Information:

  • Teacher(s) name: Jamie Nicholsen    

  • Contact info: nicholsen_j@4j.lane.edu    

  • Title: Migration Stories

  • Grade Level(s): 5th grade 

  • Content Area: Social Studies 

  • Time line: unknown



Standards (What do you want students to know and be able to do? What knowledge, skills, strategies do you expect students to gain?):

  • Content Standards:

    Connections to the National Geography Standards:

    • Standard 1: "How to use maps and other geographical representations, tools, and technologies to acquire, process, and report, information from a spatial perspective"
    • Standard 9: "The characteristics, distribution, and migration of human population on Earth's surface"
    • Standard 10: "The characteristics, distribution, and complexity of Earth's cultural mosaics"

     Oregon State Standards: Social Sciences: Geography:

      • SS.05.GE.05 Identify patterns of migration and cultural interaction in the United States.
      • SS.05.GE.05.01 Understand how physical geography affects the routes, flow, and destinations of migration.
  • NETS*S Standards (21st C. Skills):

    • Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. 
    • Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.


Overview (a short summary or project sketch including assignment or expected or possible products): 

In 5th grade students analyze human migration and U.S. regions. I am thinking that I can get students to be highly engaged learning about migration in conjunction with gaining some basic knowledge about the different U.S. Regions. I would like students to work together to look at the movement of people throughout time, why they migrate to our Northwest region, and specifically our community. These imprints on a region include its ethnic make-up, spoken languages, religious institutions, traditions, architectural styles, local food, music, clothes, and other cultural markers—all clues to the past, present, and future of that area and generations of its people. Thus, an essential part of understanding a region is its migration story. Students will  understand key concepts of human migration through the examination of maps and migration patterns. Students will research and document the impact of migration on a region's cultural landscape. They will examine migration patterns on a global and national scale as a class and then apply that understanding to telling a migration story about their own community. [I see below you talk about interviews... how does that fit in here?] Then connect with and learn about a different region and their culture through ePals. Students will work in collaborative groups to tell their community migration story through maps, photos, and interviews.

This is a thorough sketch. It's clear what you will do.

Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions or activities you can use to get students thinking about the topic or to generate interest about the topic? What questions can you ask students to help them focus on important aspects of the topic?): 

Essential Question: How do patterns of migration make a region unique? Great. I'm challenged to imagine this in grade 5  language... still thinking... How much of who we are is where we are? Still working... Per your treatment below, I might also suggest "What many things does it mean to be "American"?


To engage students in the migration topic, ask them if they have ever heard the phrase "the great American melting pot."  Discuss what the phrase means (it emphasizes integration or assimilation of immigrants in U.S. culture), and introduce some other phrases that have been used to describe the United States, such as "salad bowl" (which emphasizes pluralism or multiculturalism), or "kaleidoscope" (which emphasizes that both the immigrants and society adapt and change). Explain that all these labels highlight the important role immigration has played in U.S. identity and culture. Explain to students that this project will focus on the movements of large groups of people to and from places, and the reasons for those movements.  Well done. This is an insightful and nuanced treatment of the issue-- What does it mean to be an American?

Focus Questions:

  • What are some different types of human movements?
  • Why do people move? Ask students to think about the forces that drive human migration.
  • From which continents are the most people leaving?
  • To which continents are the most people moving?
  • What are some patterns of migration in North America? In the United States?
  • Why do you think these patterns are happening?
  • How do the ancestry patterns of your class compare to those on the "Past Moves, Present Patterns" map? What is this?

  • Do more people from certain countries immigrate to one area than another because their ancestors did? Why do you think this is so? More fundamentally, Why do people move?

  • How do you think communities with different ancestry and migration patterns are different from one another?
  • What factors might contribute to these patterns?
  • Students compare and contrast information. What are some similarities among the people interviewed? Differences? What patterns do students notice?
  • Why is it important to study migration.
  • What can we learn about ourselves from this kind of information?
  • Why is it important to preserve and pass on this information to future generations?
  • Do past migration patterns help us predict the future? (extrapolation)

Assessment Plan (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do?): 

Before project begins:

-a class discussion about essential questions surrounding this project.

-complete a KWL chart

-journaling: Students will use a composition book to record questions and ideas about the essential questions.



Students work on projects and complete tasks:

-project checklist: students will use this to keep their project focused and on schedule

-project rubric: Students will refer to their rubric throughout their work on this  project

-questioning: Students will use a composition book to record research, write down questions, and ideas

-conferences: I will meet bi-weekly with students to discuss their projects and progress


Formative Assessment

-Daily monitoring student work

-Students will reflect on learning and discoveries on a class blog.  Topics: process? what is working? What would they do differently? is technology enhancing project. What are they learning about human movement, their community, and migration patterns? Have they learned personally about their community or family?

-Participating class discussion


Final Assessment

Students will share their learning with other students who are studying  similar topics and are a part of this migration/region project.

Final Reflection of their learning through writing and rubrics.


Resources (What do you need in order to carry out this project? Think: Human resources, material resources, technologiesHow does technology support students learning? What technology tools and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content?):

Human Resources: 

Lane Historical Society, UO Natural History Museum-- earliest Oregonians, local historians, technology specialist, community members, students and teachers from other schools


Material Resources:


  • composition books

Technoloy Tools:

C.O.W- for students to do research on the internet, perform all tech. opperations

Class Wiki Space - for students to collaborate in teams within the classroom, students to collaborate with other schools that have joined our regions project

Class Blog- for students to share thoughts, aha's, and questions, reflections

Research sites - listed on delicious, National Geographic

iMovie, Comic Life to share the story


Instructional Plan

  • Preparation (What student needs, interests, and prior learning are a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)

    Foundations for learning:

    Student interests-local history, family history, human movement

    Prior Learning: Students should have a basic understanding of our community, the concept of migration, basic understanding of human movement and the effect it has on our ever-chaning world.


    Student needs: Basic geography skills, Reading/understanding maps is a prerequisite skill to drawing/explaining through maps, which I imagine is part of their charge. I'd give kids time to explore tons of maps. Maybe set up a maps center with some prompt cards as a buffer activity. basic computer skills, some group work experience


    I will assess most of these prior learning pieces through class discussions, KWL, and journal reflections.

    Some students may have trouble finding information out about their family history, which could be discouraging for the learning processes ahead.


  • Management (How and where will your students work? Classroom, lab, groups, etc?):

          Students will work in groups. Each person in the group will have a different role. They will begin each work session with a short planning/focus meeting and end each work session with a reflection. In the reflection, a rubric will help students assess their performance for each group work session. one possibility Students will access their calendar to stay on track during research process and see what deadlines they need to meet. Group work will happen in the classroom where students have access to laptops and various resource materials. A small portion of this project will be completed in the computer lab.

  • Instruction and Activities (What instructional practices will you use with this lesson? How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities and tasks will your students complete? How will they build knowledge and skills?):


Instructional Practices: jigsaw, whole group mini lessons,Think Pair Share, conferencing, small group work, teacher modeling


Teacher role: facilitate learning and class discussions, deliver just-in-time lessons, help students stay on timeline, provide resources and answer questions, assessing


Students' roles: learners as well as teachers, fulfill their specific group role, complete assigned tasks and participate in group discussions

Technology: assessment, reasearch, modeling, collaboration

Activites: KWL, journaling, conferencing, write reflections, explore community history, discussions

Build Knowledge and Skills: research, group work, class discussions, teacher modeling, student sharing


  • Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichmentWhat assistive technologies will you need to provide?):

         Teach through different learning styles, students brings strength to their group work (ie. if good at technology that is the group role),

         Learn inde: teach calendar, self evaluation, time management skills

         Learn with others: peers reviews, reflection on group work and a rubric, problem solving skills

        Enrichment: explore a topic more in depth, bring in more/different technology, be an expert in some area (ie. technology, math (graphing, analyzing data), etc.) Keep kids talking this up at home. Ask them what they discuss-- push for full participation in at-home thinking/family discussion


Closure and Reflection: (What lessons did you learn? What can you do better next time?  What went well and why?  What did not go well and why? How would you approach this project differently?  Ideas from the NCRTEC lesson plan:

  • In what ways was this project effective?

  • What evidence do you have for your conclusion?

  • How would you change this project for teaching it again?

  • What did you observe your students doing and learning?

  • Did your students find the project meaningful and worth completing?


    Well done, look forward to hearing how this turns out. I see similar elements in your and Crista's projects and that can only help kids get into the routines of projects (very efficient). I set up a visit with a local geographer (involves beer) about visualizing migration. I hope we can all put our heads together on this.






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