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Sarah's Project Plan

Page history last edited by PBworks 12 years, 5 months ago



back to Sarah Jones

This looks great. I pasted here so I could comment in the body of the p.plan.

I'll go into your Web site for more. ~jk

General Information:

    Teacher name: Sarah Jones

    Contact Info: Willagillespie Community School in Eugene, Oregon

    Title: General Education Teacher

    Grade Level: 5 Grade

    Content Area: Social Science

    Time Line:


Content Standards:

Social Science:

      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 differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory.

      Understand the impact of individuals through the period of the American Revolution, on ideas, ways of life, or the course of events in U.S. history

       Identify and analyze cause and effect relationships in history.  



       Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

       Examine content and structure of grade-level informational text across the subject areas.

       Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.



       Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.

       Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.

       Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs ; and use precise words and fluent sentence structures that support meaning.



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 other.

Students apply digital tools to gather, evaluate, and use information.

Students demonstrate a sound understanding of technology concepts, systems, and operations.



In fifth grade social science, we study American History, focusing specifically on the colonization of America and the path to the American Revolution. Instead of just reading about the events I want students to take a closer look at the idea of freedom. Who seeks freedom, what do they seek freedom from, what is the cost of freedom, what are the responsibilities of having freedom? I believe these questions are not just relevant to history, but they are relevant to events that are occurring presently and the events that are still to come. I agree. Conflicts and strife in the world are worthy of your students' attention. How could you keep current events in front of them during this study? Have a "news wall" that kids contribute newspaper/magazine articles to? Have them read student news with an eye for stories associated with your topic (I like CNN Student News)?  Students will have to compare the quests of freedom of different groups of people to determine commonalities and differences in regards to the questions above. Students will create a, "Guide to Freedom" that describes the previous questions. They will have the creative freedom to determine the medium from which their project is derived. However, they will have to incorporate specific elements in their product.


Students will collect information in a student journal binder. Anything they want to sketch, jot down, paste, or attach that will allow them to research their topic should go in their journal.


A rubric will define core learning outcomes and guide their work.


Essential Questions

Questions Driving the Unit:

Why is freedom significant to humankind?

    -Who seeks freedom?

    -What do they seek freedom from?

    -What is the cost of freedom?

    -What are the responsibilities of having freedom?

Getting at the CCG's-- How do human movement and the quest for improved living conditions relate? Are all waves of human migration based in a quest for freedom? (I'd say not, from slave transport to the Trail of Tears, many people have moved against their will). The underground railroad is an interesting migration to freedom story, certainly... lots of primary sources to examine.



Questions Relating Unit to Students:

-What is freedom?

-Do you feel free?

-What are your freedoms?

-Do you appreciate your freedom? How?

-What would it take to lose freedom?


Assessment Plan

There are a few ways I will assess student learning and contributions to learning.


-Documentation of Student Progress-

Students will keep a student journal binder to collect research, jot down ideas, plan for the project, demonstrate progress toward deadlines, etc.


-Student Reflection of Progress and Learning-

Students will blog about what they are learning. What is the process like? What would they do differently? What is working? How does technology play into progress. What are they learning about freedom? Have you learned anything that has changed your personal outlook on freedom? etc.


-Final Project-

Students will create a guide to freedom presenting what they have learned in regards to the questions which are driving the unit. They will present the common themes their research has uncovered. Who is this guide to freedom for? I could imagine a few personas to write from and a few audiences-- a welcoming agency helping new immigrants, a juvenile justice worker wanting grafitti'ing kids to appreciate their freedoms and responsibilities, --an activist wanting to influence a law- or policymaker on a specific topic (this could be historical or current).

**These formative assessment methods will be scored based on rubrics given to students prior to disbursement into project.


-Summative Assessment-

Students will be given a written response assessment on freedom.

** This assessment method will be scored based on accuracy and some writing traits.




Technology Resources: Quest for Freedom Website, pre-approved informational sites, primary sources Looked in your Web page, these all look great. American Memories Project will be useful, blog, computer lab, web 2.0 tools, Microsoft Office tools, video camera, digital camera, iphoto, imovie, etc. 


Classroom Resources: Paper, pencils, binder, magazines, books, glue, markers, colored pencils, tables, highlighters, etc.


Human Resources: school tech specialist, war veterans, librarians, teaching partner, etc.


Instructional Plan


-Develop Student Interest: Freedom, rights, passion for something you believe in, history

-Assess Prior Learning and Student Needs: Students will need to have prior experience using the Internet to research information, iTools, Microsoft Office tools, knowledge on the exploration and colonization of America and the Revolutionary War. Many of these things will be built on throughout the year, before this project.

-I will also implement a KWL chart and Brian’s versions of it listed below:

KWHL = KW HOW am I going to learn? or HOW will I express what I learned?

KWLL = KWL What do I still need to LEARN?

KWLS = KWL What do I STILL want to know?

KWLWW = KWL WHAT do I want to know now? and WHERE might I find it?

KWLU = KWL How can I USE (apply) this info?

Working within this frame will foster the inquiry project-based environment needed to facilitate this project.



Students will work in assigned groups and take on roles to contribute to the project work. Roles will be established prior to the project and students will be familiar and comfortable to working and contributing in roles. Students will work together in the computer lab and with the COW (Computer lab On Wheels). Students will have short meetings at the start of every session to discuss individual progress, what they want to accomplish during the present work session, and how the are meeting deadlines and milestones.


Students will also be provided with a calendar that marks deadlines and milestones to meet. I will be able to monitor their progress through their journal binder and reflection blog.


I will distribute rubrics regarding progress, work habits, collaboration, and use of time, as well as knowledge and product.

Use of materials and equipment rules displayed around the room and on possible checkoff sheets for clean up.

Transition expectations practiced and enforced.


Instruction and Activities

I see my role as a facilitator and guide of learning. I believe students will be able to find information on the subject online. My job is to help them decipher and organize that information in ways that will help them achieve their project goals. I will provide the tools and training for use of technology, project management, and organization. I will use whole group instruction, small group instruction, and individual instruction to those who need it.

Students will take on small team roles of leadership that empower them to make creative choices and to take initiative for their own research, learning, application of knowledge, and project creation within the provided guidelines. They will be accountable to the team and success will rely on the effort and contribution of the entire team.

In this today’s learning, I believe students are going to need a new set of skills and knowledge different from traditional subject knowledge.  Through technology, students can find information about any subject online.  I believe it will be my job to teach them how to find reliable sources and accurate information. In addition, I will need to create opportunities for students to apply this easily accessible information. Nettrkker will be your friend here, also consider creating a Google Customized Search engine in your Web page that returns narrow (readable and targeted) results. Also: I'd spend time guiding students in forming questions so they really drive the inquiry. In doing this I am preparing them for success in careers of today’s and tomorrow’s technology. Again, my role in this project will be to facilitate the application of information retrieved from technologies into a meaningful, creative, project. It is my job to create the support structure and give the guidance to students to work together collaboratively.



Differentiation easily lends itself to this project as students will be working in small groups. I expect that students will find their own niche within the roles of their project. As a facilitator I will be able to help students individually as needs arise.


Closure and Reflection      

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?

 ~Bravo Sarah! I hope you'll share your project with teaching colleagues at WillaG.

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