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P R O J E C T

Name of Project: Subject/Course: Other Subject Areas to Be Included, if any: What Was It Like, Grandpa? Social Studies

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Duration:
Teacher: Jasmine Boykin 11 sessions 3rd Grade

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Grade Level:

Project Idea Summary of the issue, challenge, investigation, scenario, or problem: Driving Question CCSS to be taught and assessed:

Students will collaboratively work in groups to create a presentation/documentary. The presentation/ documentary will have students compare and contrast their lives with their ancestors lives. Students will also make inferences by analyzing pictures and artifacts. How might life be different without modern conveniences?
SS.O.3.5.3 compare and contrast present cultures to the cultures of people of other historical time periods (e.g., source of food, clothing, shelter, products used).

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Additional Standards to be taught and assessed:

SS.O.3.5.4 make historical inferences by analyzing artifacts and pictures. SS.O.3.5.10 organize information from various reference sources to prepare short reports and presentations RLA O.3.3.3 create an age appropriate media literacy product that reflects understanding of format and characteristics

VA O.3.1.5 use materials, tools, and technology in a safe and responsible manner

21st Century Competencies to be taught and assessed:

Collaboration Communication (Oral Presentation) Critical Thinking

YES Creativity & Innovation YES Other: YES

YES

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Major Products & Performances

Group:

Groups conduct online and offline research. Groups review information from research and interviews then compile data. Groups will work together collaboratively to research time periods Groups will video record their presentations and submitted them to be judged by the judges (teachers, principal, community member, etc.)

Presentation Audience Presentation Audience: Class School

Y
Y Y

Class School Community Experts

Individual:

Students will interview a grandparent or an elder in their family to research how things were different when they were young Students will critique their group mates and evaluate each other on how much work was contributed by each member of the group

Web Other:

P R O J E C T
Entry Event to launch inquiry and engage students: Assessments

O V E R V I E W

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A local historian visits the class. He/she explains that daily life has changed dramatically in the last 100 years. In order to preserve the past, he/she is asking students in the class to create a presentation/documentary comparing and contrasting their lives with their ancestors lives. The presentations/documentaries will be passed on to next years class and to future classes.
Formative Assessments (During Project) Quizzes/Tests Journal/Learning Log Preliminary Plans/Outlines/Prototypes Rough Drafts Online Tests/Exams Summative Assessments (End of Project) Y Y Practice Presentations Notes Checklists Concept Maps Other: Y Other Product(s) or Performance(s), with rubric:______________________________________________
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Y Y Y Y

Written Product(s), with rubric:


____________________________________________________

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Oral Presentation, with rubric Multiple Choice/Short Answer Test Essay Test

Peer Evaluation Self-Evaluation Other:

Resources Needed

On-site people, facilities: Equipment: Materials: Community resources:

Principal, other teachers, and history teachers computers, Microsoft Word and/or PowerPoint, data projector, Flip video camera pencils, paper, project rubrics, learning logs, picture and/or artifacts from earlier historic periods (e.g. tools and clothing) senior citizens and/or grandparents; history professor; public librarians; historical societies

Reflection Methods

(Individual, Group, and/or Whole Class)

Journal/Learning Log Whole-Class Discussion Survey

Y Y

Focus Group Fishbowl Discussion Other:

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