Researching Colonies Lesson
Tori Kessel
March 11, 2015
Grade 5
Length: 60 min
Title/Theme/Focus: Introducing the report and using textbooks and ipads to research their
specified colony for our colonial research report.
Common Core Standards:
RI.5.1- Quote accurately from a text when explaining what the text says when drawing inferences
from the text.
RI.5.3 Explain the relationships or interactions between two or more concepts based on specific
information in the text.
RI.5.7 Draw on information form multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or solve a problem efficiently.
CA Social Science Standard:
5.4 Students understand the political, religious, social, and economic institutions that evolved in
the colonial era.
1. Understand the influence of location and physical setting on the founding of the
original 13 colonies, and identify on a map the locations of the colonies and of the
American Indian nations already inhabiting these areas.
2. Identify the major individuals and groups responsible for the founding of the various
colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams,
Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford,
Plymouth; John Winthrop, Massachusetts).
3. Describe the religious aspects of the earliest colonies (e.g., Puritanism in
Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in
Pennsylvania).
Essential Lesson questions:
How can I use my resources to effectively research and find information about a topic?
Learning outcomes/objects:
Students will be able to use the index and table of contents in their textbook to find information
applicable to answer their desired questions and topic, choosing the most important
information which best applies to and answers the question.
Students will be able to identify their colony and colonial region and establish basic background
knowledge on the colony which will launch them during their report.
Vocabulary:
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Colony
Colonial region
Settlement
Index
Climate
Natural resources
Assessment: Student’s individual colony reports, which they are working on during this time,
will be a culminating assessment at the end of the unit (in about 2 weeks). Today, assessment
will be through constant circulation, looking specifically that students are answering the
questions being asked, searching the correct key words and in the correct places. Additionally, I
want to see students are working towards solving their own problems and questions through
reading directions carefully.
Materials:
-Colony packet for each student (already given)
-Colony folder for each student (already given)
-Colony and region for each student (they have already chosen their colony)
-15 textbooks
-15 iPads
-Helpful tips sheet on document camera
Room Environment:
-Students are at their desks, but will be utilizing technology and resources which are in the back
of the classroom. There will be some movement when initially getting the resources and more
movement when switching the resources from one set to the other.
Modifications for Diverse Learners:
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English Language Learners: Some ELs have and will continue to struggle with research,
though we have done it multiple times. Scaffolding and careful expectations of what they
need to know will help. Brainstorming and modeling before what they can use for
resources to answer questions, and modeling a good answer will help. Providing them
with reference sites and places them next to a high EL or EO high.
Multiple Intelligences: This lesson uses explanation, multiple resources and technologies,
and independent work with opportunity for collaboration. Verbal explanation combined
with written directions, interdisciplinary skills being established through researching a
grade level topic, and encouragement to watch and read to gain information specifically
answering required topics.
Special needs: Four of our students with IEPs will be in resource time with Ms. Rankin at
this time. Two students who have severe behavioral issues and IEPs will be with us. For
these two students, they are already strategically placed to be in a position where they
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are less distracted. Checking in with them after giving directions will be essential that
when they begin, they begin on task. Other students who are low readers will need help,
and a table partner can turn to them and read them the question. I will be checking on
E, J, N, AR, and D regularly throughout the time to make sure they are actually answering
the questions asked. These students will be most successful with the textbooks because
iPad use for research is too overwhelming for them, but often they just copy or plagiarize
any material with the word in it when it is referring to the question. Reread questions
and answer is key for this group. I will facilitate that by having them reread their answers
out loud to me.
GATE: Doing research is wonderful for differentiation because more advanced students
can go deeper and quicker on their own accord, answering questions more fully and
deeply as desired and able. I will also monitor GATE students for doing their best word
and thoroughly answering questions, at times GATE students will be able to help or
clarify for a table partner who needs help.
Instructional Procedure:
1) Anticipatory Set: Everybody stand up! We are stepping into our colonies research power
hour today. So in preparation, everybody on the count of three whisper your colony out
loud to me. Now whisper your colonial region your colony is in. Awesome, we’re
already on our way.
2) Prepare with class for research: Make sure everyone has their packet and colony and
folder and name and colony. Have partners check each other, have leaders check table.
3) Guided Preview: Three minute look over of the project on your own, look for what you
will need to do, what you will need to find out.
Partner talk-what did you notice about the report?
Group guide through project on document camera with me- here are the things I need
to point outThree steps: You can work on parts 1 and 2 today. It is ok of you don’t do it in order,
actually, you might find yourself adding a little bit here and a little bit there and then
keep adding a little more as you go throughout.
4) Instruction Practices/Preparing for research:
Talk about resources: Today we are using textbooks and ipads and we are rotating. Go
through how to do research in a textbook- use table of contents and index. Show table
of contents on overhead, where might be a good place to start? Tell your partner where
and where you found that, 1 min, person who is closer to where I am standing now, go
first. Cold call on a student to the correct chapter.
How to do research on an ipad, I have these helpful tips for the iPad (put up helpful tips
paper on screen). We are all working on following DIRECTIONS and READING directions
to solve our own problems. This will help us. Read out loud tips student by student.
5) Modeling: Show example of bad search on iPad, have students point out mistakes, show
example of good search.
Give clear directions of how this is going to work-20 min each thing. You are working
independently, though, it is AWESOME to see students help each other with the task, but
the key words there are help with the task, not distract or not work. Mrs. Galbraith and
both are coming around but we want to see you taking your time to read the questions,
directions, instructions and questions and choosing the best information to pull out.
NOT JUST COPYING.
We’re going to call you over table by table to go back and get right to work. While
other students are getting their things, you should be looking at your packet and
thinking about how you can answer your questions and what your plan for research is.
What are you doing while you are waiting for your iPad or book?
6) Independent Practice:
Call table by table to get resources and return to desk.
Students work at desks for 20 min, I circulate, take questions, note errors, push students
to better research, ask questions of the students.
After 20 min, I call the class for attention. Put down ipads, close books.
I tell them how we will switch, we’re switching with our numbers at the table in back or
front of us, so person 6 at table 6 will switch with person 6 at table one. What happens if
there is not a person to switch with? Put the iPad or book back and get what you need
from the back.
Have one student model switching. On go students switch, countdown to working. 20
min.
7) Closure: Call students attention to close. Make notes of any whole class positive or room
for improvement comments we notice.
Return materials table by table, choose two leaders to monitor books and ipads.
Students put their folders away in class basket.