By Dawn Wright, December 16, 2009
- City of Neighborhoods
- Language Arts
- Social Studies
Standard 1. Level I. Uses the general skills and strategies of the writing process
6. Uses writing and other methods (e.g., using letters or phonetically spelled words, telling, dictating, making lists) to describe familiar persons, places, objects, or experiences
Standard 7. Level I. Uses reading skills and strategies to understand and interpret a variety of informational texts
3. Summarizes information found in texts (e.g., retells in own words)
Standard 1. Level Pre-K. Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
1. Understands that maps can represent his or her surroundings
Standard 4. Level I. Understands the physical and human characteristics of place
1. Knows the physical and human characteristics of the local community (e.g., neighborhoods, schools, parks, creeks, shopping areas, airports, museums, sports stadiums, hospitals)
Grades K-4 History
Standard 1. Level I. Understands family life now and in the past, and family life in various places long ago
2. Understands family life today and how it compares with family life in the recent past and family life long ago (e.g., roles, jobs, schooling experiences)
Standard 1. Level II. Understands and applies media, techniques, and processes related to the visual arts
1. Knows the differences between art materials (e.g., paint, clay, wood, videotape), techniques (e.g., overlapping, shading, varying size or color), and processes (e.g., addition and subtraction in sculpture, casting and constructing in making jewelry)
2. Knows how different materials, techniques, and processes cause different responses from the viewer
3. Knows how different media (e.g., oil, watercolor, stone, metal), techniques, and processes are used to communicate ideas, experiences, and stories
4. Uses art materials and tools in a safe and responsible manner
Students will be able to:
- ask questions to find out someone’s school experiences and find out if the school has changed
- create a map of the school based on their interview of a student at the school
- teacher-created interview questions
- construction paper
- form shapes
- interview: a formal consultation usually to evaluate qualifications
- map: a representation usually on a flat surface of the whole or a part of an area; a representation of the celestial sphere or a part of
- question: an act or instance of asking
1. Teacher will introduce what is an interview, and teacher will model it.
2. Teacher will share a brief history of students’ town and share pictures of the school’s students from the past.
3. Teacher will ask Before, During and After questions to maintain students’ attention and comprehension.
4. Teacher will ask students if they know someone at home who graduated from their school.
5. Teacher will xxplain to students they will interview someone that graduated from their school.
6. Teacher will do shared reading with the questions, so students can be prepared. The interview questions will be sent ho me with the students to complete.
(Note: If a student does not have a family member to interview, they may interview someone in school the following day. These students will be paired with a sixth grade student to help them write and ask questions.)
1. Students will share some their interviews.
2. Teacher will explain what is a map, and why we have them.
3. Teacher will show the students some maps, and the teacher will model how to create a map.
4. Students will then think about how to create their map, based on the answers from the interview they conducted.
5. Each student will create a draft map, which the teacher will proofread.
6. Then the teacher will give the students materials to create their maps.
7. To conclude there will be a museum walk of the maps and the students will view each others maps and tell the rest of the class about his/her map.