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Project Plan Template

General Information:

• Teacher(s) name: Jamie Nicholsen  

   

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

   

• Title: 

• Grade Level(s): 5th grade

   

• Content Area: Social Studies

   

• Time line:

   

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:

  Oregon State Standards

  Social Sciences: Geography:

  CCG: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems).

  Understand how physical geography affects the routes, flow, and destinations of migration.

  Identify patterns of migration and cultural interaction in the United States.

• NETS*S Standards (21st C. Skills):

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. 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. 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.

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?): 

How do patterns of migration make a region unique?

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?):

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?):

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?)

   

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

• 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?):

• 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 enrichment?  What assistive technologies will you need to provide?):

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?