This lesson was created for 3rd grade. It is a two part lesson involves the students in a collaborative activity and groups presentations. In this lesson the students will used the internet resources to help them research timeline facts. The students will use the information to create a timeline of United States Constitution. The groups will present their timelines. This lesson could also be adapted for other grades.
Primary
Learning Outcome(s)
A. The students
will learn the events before, during, and after the writing of the Constitution.
B. The students
will use technology to assist them in their research.
Assessed
QCC(s)
Social Studies
Core Social
Study Skills
28
Topic: Information
Processing
Standard:
Arranges events, facts and ideas in sequence.
Social Studies
Core Social
Study Skills
25
Topic: Information
Processing
Standard:
Uses various print and non print reference sources to locate information.
Total Duration: This lesson may take a week. The first day the teacher will show a video about the history of the Constitution. The next two days the students can locate information about the Constitution using the internet sites provided and organize their information and facts. The fourth day the students will work on creating their timeline. The last day the students will present their created timelines on the U.S. Constitution.
Materials
and Equipment
paper
pencils
markers or
crayons
bulletin board
paper
research materials:
The United States Constitution video, Internet sites (intro page)
Procedures
Step 1:
Introduction
The teacher
will review the unit on the United States Constitution by showing the class
the video: The United States Constitution of America. After students
have watched the video, the teacher will assign the students into groups.
The teacher will explain to the students that this is the last lesson in
the unit on the United States Constitution. The teacher will tell the students
that the next two days they will research web sites that have information
and facts about the topic. They will record important dates and events
that took place before, during, and after the writing of the Constitution.
The teacher will tell the students that they should focus on significant
events and people. There should at least be 6 significant events recorded.
In their groups they will use this information to create a group timeline
about the United States Constitution. On the last day of the week, the
class will come together as one and present each groups timeline.
Estimated Time: Day 1
Step 2:
The teacher
will ask the students to get into their groups. The students may use all
or some of the internet sites provided on the intro page. The two web sites
that the teacher suggest the students to begin their study with are: Our
Documents and U.S. Constitution. The students may also use any other resources
they have or find.
Estimated Time: Day 2 and Day 3
Step 3:
On the fourth
day the students should have their information and facts organized into
a rough draft timeline. It is up to the group who will draw, write, etc.
At the end of the period the group should have a complete and detailed
timeline on the U.S. Constitution.
Estimated Time: Day 4
Step 4:
Closure
On the last
day the students should make any last details they may need to make to
their timeline. The teacher will draw group numbers to see what order the
groups will present. Each group will be given 7-8 minutes to present their
timelines. The groups should make sure that they give sequence of significant
dates, the people involved on those dates, and a brief description of the
significant event.
Estimated Time: Day 5
Assessment
The students
will be assessed according to how well they worked together in a group,
how their information was presented using their timelines, as well as they
adequate and accurate presentation of the information. The students will
also
be assessed on whether or not at least 6 significant events were recorded.
A rubric will be used to asses the students.
Rubric
The students
included at least 6 significant events with date, event or person, and
brief description.
___ (10-6)
Very Good ___ (5-3) Good
___ (2-0) Needs Improvement
The students
used the internet web sites correctly.
___ (10-6)
Very Good ___ (5-3) Good
___ (2-0) Needs Improvement
The students
provided adequate and accurate information about their topic.
___ (10-6)
Very Good ___ (5-3) Good
___ (2-0) Needs Improvement
The students
worked in groups cooperatively to complete the research assignment.
___ (10-6)
Very Good ___ (5-3) Good
___ (2-0) Needs Improvement
Pre/Post
Test
1. What is
one thing new that you learned through the research or presentation.
(Rubric: The
student wrote at least two things that they learned during this lesson.
The student wrote in complete sentences.)
2. Overall,
did you enjoy this unit on the Constitution?
a. No
b. somewhat
c. Yes
d. no answer
