PROJECT DESIGN: OVERVIEW page 1
Name of Project: Native American Museum Curation
Subject/Course: Social Studies/ELA
Significant Content
(CCSS and/or others)
Duration: 4 Weeks
Teacher(s):n Katrina Ercole, Joanne
Loudermilk
Grade Level: 4
SS 4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Iroquois
(Haudenosaunee) and Algonquian-speaking groups, inhabited the region that became New York. Native American Indians
interacted with the environment and developed unique cultures. (Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV)
4.2a Geographic factors often influenced locations of early settlements. People made use of the resources and the lands around them to meet their basic needs of food, clothing,
and shelter.
➢ Students will examine the locations of early Native American groups in relation to geographic features, noting how certain physical features are more likely to support
settlement and larger populations.
➢ Students will investigate how Native Americans such as the Iroquois (Haudenosaunee) and the Algonquian speaking peoples adapted to and modified their environment to
meet their needs and wants.
4.2b Native American groups developed specific patterns of organization and governance to manage their societies.
➢ Students will compare and contrast the patterns of organization and governance of Native American groups such as the Iroquois (Haudenosaunee) and Lenape, including
matrilineal clan structure, decision-making processes, and record keeping with a focus on local Native American groups.
4.2c Each Native American group developed a unique way of life with a shared set of customs, beliefs, and values.
➢ Students will examine Native American traditions; job specialization the roles of men, women, and children in their society; transportation systems; and technology.
➢ Students will examine contributions of Native Americans evident today.
Grade 4: Social Studies Practices: A. Gathering, Using, and Interpreting Evidence; B. Chronological Reasoning and Causation; C. Comparison and Contextualization; D.
Geographic Reasoning; E. Economic Systems; F. Civic Participation
Common Core Learning Standards for ELA:
READING FOR INFORMATIONAL TEXT
RI 4. 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to
time, sequence, and cause/effect.
RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it appears.
RI4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
WRITING:
W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W4.8 Recall relevant information from experiences or gather relevant information from print and digital sources: take notes and categorize information, and provide a list of
sources.
SPEAKING AND LISTENING:
SL4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
SL 4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
SL 4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
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21st Century
Competencies
(to be taught and assessed)
Collaboration: Rubric:
X
Creativity and Innovation
http://files.ocmboces.org/PBL_resources/Assessing/BIE%2035%20Collaboration%20Rubric%20CCSS%202013.pdf
Communication
Other:
Critical Thinking
Project Summary
(include student role, issue, problem
or challenge, action taken, and
purpose/beneficiary)
Through in-depth inquiry, students will act as historical museum curators to design an exhibit to demonstrate their
knowledge of different NYS Native Americans. The Iroquois and the Algonquian tribes will be the main focus of
the research. Within collaborative groups of 4-5, individuals will have voice and choice to research different aspects
of both tribes such as: (Housing/Geography, Tribal structure, Clothing, Food, Customs, Beliefs and Values).
Individuals will work in a "jigsaw" fashion and become "experts" within the area of choice, but may work with other
"experts" from other groups who are researching the same aspects. Two Museum exhibits will be created and
students will serve as docents as means to present their learning.
Driving Question
How can we as museum curators create an exhibit that shows the history of Native
American life in NYS?
Entry Event
Clip from the Night at the Museum from DVD and a simulated Entry Document
Product(s) and/or
Performance(s)
Individual:
Specific content and competencies to be assessed:
Museum artifact with written explanation
(Visual narrative for artifact & Speaking
Docent narrative for public audience)
SS 4.2 Native Americans
RI 4.3, 4.7, 4.9
W 4.2, 4.4, 4.5, 4.6, 4.7, 4.8
SL 4.1, 4.4, 4.5 (Group Oral Presentation
Rubric)
Team:
Specific content and competencies to be assessed:
Group Museum and Docent Presentations
SS 4.2 Native Americans
W4.8
SL 4.1, 4.4. 4.5
21st Century: Collaboration
PROJECT DESIGN: OVERVIEW
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Public Audience
Local Native Americans, Parents, and School. Other 4th Grade classes
(Experts, audiences, or product
users students will engage with
during/at end of project)
Resources Needed
On-site people, facilities: Possible visit by a local native american
Equipment: Chrombooks, iPads
Materials: 4th Grade curriculum, additional texts, websites
Community Resources:
Local Native Americans
Reflection Methods
(Individual, Team,
and/or Whole Class)
Journal/Learning Log: Daily or Weekly Team work logs
X
Focus Group
Whole-Class Discussion
X
Fishbowl Discussion: Docent practice and feedback
X
Other: Collaboration Rubric, Group Oral Presentation
Rubric, Module Protocol for Peer Conferencing
X
Survey
Notes:
Peer editing will further allow students to provide feedback and revision on each other’s writing using the past ELA Module lessons on peer
conferencing. (See module protocols)
a
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PROJECT DESIGN: STUDENT LEARNING GUIDE
Project: Native American Museum Curation
Driving Question: How can we as museum curators create an exhibit that shows the history of Native American life in NYS?
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
content & 21st century competencies
needed by students to successfully
complete products
to check for learning and ensure
students are on track
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
INDIVIDUAL
Product:
Museum artifact
with written
explanation
(Visual
narrative for
artifact &
Speaking Docent
narrative for
public audience)
SS 4.2 Native
Americans
RI 4.3, 4.7, 4.9
W 4.2, 4.4, 4.5,
4.6, 4.7, 4.8
SL 4.1, 4.4, 4.5
SS4.2: I can explain how NYS Native American tribes
interacted with their environment and developed unique
cultures.
●
●
●
●
oral presentation to class
paragraph for docent presentation
visual narrative for artifact
quizzes throughout unit
●
●
●
teacher model
presentation rubric
rubric for evidence based writing
RI4.3: I can explain events, ideas and historical concepts from
an informational text and use the text to support my
explanation.
●
●
●
●
notes from research
exit ticket
final paragraph about artifact
visual narrative for artifact
●
●
small group instruction
mini lesson on note taking
●
●
●
●
●
note taking sheets
rough draft
teacher conference
peer review
visual narrative for artifact
●
paragraph writing review from
previous ELA lessons
rubric for evidence based writing
●
●
●
●
note taking sheets
rough draft
paragraph for docent presentation
summary of resources
●
●
●
●
fish bowl protocol
class discussion
teacher observation
●
RI4.7: I can interpret information that is presented orally and
visually.
RI4.9: I can combine information from two texts on the same
topic to write or speak about the subject.
W4.2: I can write an informative piece* which examines a
topic where I:
a " introduce a topic and group related information and
include formatting and illustrations when helpful
b " use facts, definitions, details, and quotations to develop
the topic
c " use linking words to connect ideas within categories and
d " provide a concluding statement or section
W4.4: I can produce piece of writing that is appropriate for
fourth grade tasks, purposes, and audience.
W4.5: I can use guidance from my peers and adults to plan,
revise, and edit my writing.
W4.6: I can use digital tools to produce and publish my
work. I can use the internet and collaborate with my peers in
my writing.
W4.7: I can conduct a short research project to build
knowledge about a topic.
W4.8: I can use provided sources to find information, take
notes on sources, and categorize my notes.
- I can provide a list of sources used for a research project.
SL 4.1: I can prepare for a class discussion and participate by
responding to things others say.
-I can follow agreed upon rules for class discussions and
carryout my assigned roles.
-I can ask questions to clear up my confusion about a
presentation.
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●
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paragraph writing review from
previous ELA lessons
rubric for evidence based writing
Librarian lesson on Internet research
review of discussion norms from
previous ELA lessons
-I can make comments that contribute to a discussion.
-I can explain my own ideas and understanding as they
connect to the discussion.
SL 4.4: I can speak clearly and audibly while reporting on a
topic or telling a story or experience in an organized manner.
SL 4.5: I can add audio recordings or visual displays to
enhance a presentation.
●
museum docent presentation
●
●
teacher model
presentation rubric
PROJECT DESIGN: STUDENT LEARNING GUIDE
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
content & 21st century competencies
needed by students to successfully
complete products
to check for learning and ensure
students are on track
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
TEAM Product:
Group
Museum and
Docent
Presentations
SS 4.2 Native
Americans
W4.8
SL 4.1, 4.4. 4.5
21st Century:
Collaboration
SS4.2: We can explain how NYS Native American tribes
interacted with their environment and developed unique
cultures.
●
●
●
section of museum exhibit
written reports
topic presentation to class
●
●
Presentation by museum docent
rubric for group oral presentation
SL 4.1: We can prepare for a class discussion and participate
by responding to things others say.
-We can follow agreed upon rules for class discussions and
carryout my assigned roles.
-We can ask questions to clear up my confusion about a
presentation.
-We can make comments that contribute to a discussion.
-We can explain my own ideas and understanding as they
connect to the discussion.
SL 4.4: We can speak clearly and audibly while reporting on a
topic or telling a story or experience in an organized manner.
SL 4.5: We can add audio recordings or visual displays to
enhance a presentation.
●
topic presentation to class
●
●
rubric for group oral presentation
teacher model
●
topic presentation to class
●
●
rubric for group oral presentation
teacher model
We Can Collaborate and work together
effectively to get the work done for the project.
(See 21st Century Rubric for Collaboration)
●
group chart for “Looks Like”
●
●
mini lesson/class discussion
collaboration rubric
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Day(s)
Lesson / Activity
Materials
1
Entry event - clip from “Night at the Museum”
Letter to introduce project
“Need to Know” for curator/museum
DVD
Letter
chart paper
2
Finish “Need to Know” for curator/museum
Create “Need to Know” for N.A. in NYS
chart paper
3
Sharon Dec - guest speaker
4
Form project teams
Expectations & contract
1 contract / group
Collaboration rubric
Guided Rdg groups - pgs 6-10 If You Lived
with the Iroquois (introduction)
5
Mini lesson - note taking pgs 84-85 SS
textbook
note taking sheets
Guided Rdg groups - pgs 6-10 If You Lived
with the Iroquois (introduction)
6 -9
Research
Guided Rdg groups - If You Lived with the
Iroquois pgs. specific to topic
Shared doc w/ websites
Chromebooks
iPads
Worksheets w/ additional
information
9
Research assessment (self and teacher)
Rubric
10
Mini lesson - Creating an outline from notes
Select artifact for museum - done at home
whiteboard or chart paper
11
Complete outline
Begin presentation
Google slides or Powerpoint
Anchor chart from ELA -
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12
13-14
ELA - paragraph writing
paragraph writing
Paragraph writing
Finish presentations
Google slides or Powerpoint
Present topic information to class
Google slides or Powerpoint
Outline for class
15
Setup museum
17
Setup museum
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