Courtney Gagné 1
ECE 355, Integrated Curriculum Web
Changes In Lebanon
Third Grade
Alex, Hannah, Courtney, Rachel
Courtney Gagné 2
ECE 355, Integrated Curriculum Web
Philosophy Statement
This integrated web curriculum project is a great way for children of any age to
learn about any topic. The material gets incorporated from all subjects into a clean, easy
to read format including lesson plans that cover lessons for subjects ranging from art to
math to science to literature. Our specific integrated web curriculum project relates to
third grade because third grade typically covers topics about the community. The
community is easy for third graders to relate to at that age. Most of the CT Common
Core Standards for third grade correlate to the community in some way, therefore they
enable the teachers to see where the children in their classroom should be for each given
grade.
For example, standard 1.1.9- the rights and responsibilities of citizens is a great
standard to illustrate how children should act as citizens and what their roles are in their
own community. Also, standard 1.1.6- patterns of human movement across time and
place can help children see how people ended up settling where they did and why they
decided to go there. This lesson can be on a larger scale talking about their ancestors
from years and years ago or it can relate to their own families and communities and how
they got to settle in one’s community.
The key to integrating curriculum is allowing children to see the link between all
of the subjects. Children should be able to make the connections between science and
math and should be able to connect their lives and community to a good book that their
teacher just read to them.
Courtney Gagné 3
ECE 355, Integrated Curriculum Web
Changes in Lebanon
Focus Question: How has Lebanon changed from the past to today?
Goals and Objectives:
 Point out specific changes in Lebanon lifestyle of the past and present
 Identify geographical changes of Lebanon by comparing and contrasting maps of
past and present
 Develop a broader understanding of all different types of changes and how
Lebanon has developed from the past to the present
 Imagine themselves in place of Lebanon citizens in the past and what types of
games and things they would do
 Work cooperatively in groups
 Work well independently
Methods:
 Independent assignments in writing journals
 Small group activities
 Whole group reading and class discussions
Classroom Arrangement:
 Reading area with different books for students to use for reference
 Large tables for group work
 Individual seats for independent work
 Carpet area or tables for Smartboard use- dependent on activity being used
 Gym for certain physical activities
Materials:
 Pamphlets from Lebanon Historical Society
 Long feathers for quill
 Cardboard for hornbook activity
 Paper
 Map of Lebanon (current and past)
 Smartboard- Road to Revolution game (pbs.org)
 Writing journals
 Materials for glue
(http://www.sciencekids.co.nz/lessonplans/chemistry/makeglue.html)
 Materials for hardtack
 Materials for compost (http://www.sciencekids.co.nz/projects/plants.html)
 Books
o John, Paul, George, & Ben by Lane Smith
o Yankee Doodle Boy: A Young Soldier’s Adventures in the American
Revolution by Joseph Plumb Martin
o If You Grew Up With GEORGE WASHINGTON by Ruth Belov Gross
o George vs. George: The revolutionary War as Seen by Both Sides by
Rosalyn Schnazer
 Materials for compass
 Materials for invisible ink
Courtney Gagné 4
ECE 355, Integrated Curriculum Web
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Map worksheets of New England Colonies
Jeopardy game
Courtney Gagné 5
ECE 355, Integrated Curriculum Web
Integrated Web Curriculum
Schedule
Literature
Tuesday
Read
Yankee
Doodle Boy:
A Young
Soldier’s
Adventures
in the
American
Revolution
By: Joseph
Plumb
Martin
Write
Write what
about their you predict
favorite
you will
thing they learn on the
like to do
field trip in
on the
writing
green
journal using
invisible ink
Find out
Create a
how long it timeline that
would take shows when
to travel
the colonies
like a
were
colonist
discovered
Wednesday
Read
If You Grew
Up With
GEORGE
WASHINGTO
N
By: Ruth
Belov Gross
Thursday
Have
students
read over
the timeline
of the
revolution
in small
groups or
pairs
Friday
Read
George vs.
George: The
revolutionary
War as Seen
by Both Sides
By: Rosalyn
Schnazer
Write about
what you
learned on the
field trip in
your writing
journal using
the Quill
Write a
letter
pretending
to be a
colonist
Write about
what side you
would take in
the
Revolutionar
y war and
why
Compare
population of
Lebanon from
the past to
current times
Create a bar
graph that
shows
population of
Lebanon
Science
Make a
compass
Make
invisible ink
Create their
own compost
Social
Studies
Introduce
changes of
Lebanon
Introduce
the
revolutionar
y war
Art &
Technolog
y
Make a
Quill out
of a long
feather
Sewing
activity
Field Trip:
Lebanon
Historical
Society
Museum
Draw a picture
of their
favorite thing
that they like
Create a
timeline of
major
historical
events that
occurred in
Lebanon
Identify
geographica
l changes
between
Lebanon of
the past and
present
Compare an
old map of
Lebanon to
a current
map
Create a
map that
shows
where the
Writing
Math
Monday
Read
John, Paul,
George &
Ben by:
Lane
Smith
Make glue
that will be
used for the
activity of
creating a
horn book
Color in map
of new
England
colonies
Make a horn
book
Courtney Gagné 6
ECE 355, Integrated Curriculum Web
Other
Events
Go outside
or in the
gym to
play
Battledore
and
Shuttlecoc
k
Road to
Revolution
game on
smart board
to do on the
green with
friends and or
family
Go outside or
in the gym and
play Graces
war
happened in
Lebanon
Play a
jeopardy
game on the
smart board
with
questions
regarding
what they
have
learned
Make
hardtack
(food that the
soldiers ate at
valley
fordge)
Courtney Gagné 7
ECE 355, Integrated Curriculum Web
Candidate: Alexandra Targansky
Grade Level: 3rd Grade
Teacher: Mrs. Olsen
Length of Lesson: 45 - 50 minutes
Activity: Making a quill out of a long feather
Content Standards:
English Language Arts
Reading and Responding 1.3
 Use new vocabulary from informational/expository text and literary/narrative text,
including text from a variety of cultures and communities, in own oral and written
communication. : Students will learn and understand new vocabulary words
through the discussion and through the activity
Social Studies Standard 1: Knowledge of concepts, themes, and information from history
and social studies is necessary to promote understanding of our nation and our world
- 1.2 – significant events in local and Connecticut history and their connections
to United States History – Students will be able to identify and examine
connections between events in local and regional history
o The activity of creating a quill pen will allow the students to interact
with history that went on in their own local area
Prior Knowledge/Connections:
- Since the integrated curriculum is going to introduce changes of the Lebanon
community, children will gain prior knowledge due to the previous lesson that
will be carried out in the classroom earlier on this day
- Students will also have prior knowledge due to the fact they live in the
Lebanon area
Student Learning Objectives:
- Students will be able to recreate an aspect Lebanon’s past
- Students will understand the importance of the use of a quill pen
Vocabulary:
- Quill
- Inkwell
- Colonists
Assessment:
Students will be asked to show their mastery of this activity by writing one thing
that they learned at the end of the making of the Quill pen and be able to understand how
it relates to Lebanon’s past
Materials/ Resources:
 Feathers that are 10 inches long
 Warm water
Courtney Gagné 8
ECE 355, Integrated Curriculum Web
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Soap
Timer
Scissors
Pins to clean inside of feather (teacher will do before hand)
Ink
Paper
Ruler
Technological Resources:
- http://www.historyoflebanon.org/
o This is the website in which I received the information for this activity
Learning Activities:
Instructional Strategies:
 Guidance of class discussion for initiation of the quill pen (5-10 minutes)
 Model/Demonstrate the instructions of how to create a quill pen (5 minutes)
 Model the craft that the children will be creating (25 minutes)
 Guide class discussion about what the children learned after the activity (5-10
minutes)
Grouping Strategies:
 Whole class grouping when having the discussion about the initiation and when
providing the instructions for the activity
 Small groups when engaging in the activity
 Whole class grouping when sharing what they learned from the activity
Initiation:
- In order to carry out this activity with the class, the class will need to
understand the importance of and what is a quill pen. So before this activity there will be
a discussion that includes a picture of the quill pen so that the students know what they
will be creating. In the discussion leading to this activity, the teacher will have the
important facts of a quill pen and when, why and how they were used. The teacher will
also have a done this activity prior to the class so that he/she can bring in and model an
example of what the students will be creating.
Lesson Procedures:
1. Teacher will introduce the importance of a quill pen and how and why it was used
through a short discussion so that students can have an understanding of the craft
they are going to make.
2. First the teacher will provide the groups of students will all the materials needed
for this activity at tables. Prior to handing out the feathers, the teacher will use a
pin to clean the inside of the feathers.
3. The students will first soak their feathers in warm soapy water for 15 minutes.
4. While the feathers are soaking, the students will write in their journals any
observations that they notice are occurring to the feather.
Courtney Gagné 9
ECE 355, Integrated Curriculum Web
5. Then the students will use a ruler to trim off two inches from the bottom of
feather and cut the quill at an angle.
6. Then the students will cut a small slit at the point for the ink to flow.
7. Then they will be able to dip the quill in inkwell and blot on the felt.
8. Then the students can use the quills to write.
9. Then the children can write one thing they learned when doing this activity and
discuss how it relates to the town of Lebanon, which can be shared as a class at
the end of the activity for closure.
Closure
- At the end of the activity, the students will write down on a piece of paper using
their quill pen, one important thing that they learned while doing this activity.
This will allow the students to interact with their hands on activity to explain what
they understood from it. Once the students have wrote down one thing that they
have learned, as a class discussion each child will get to share what they learned.
They will also discuss how this relates to the town of Lebanon. This will allow for
the students to hear what others have learned as well.
Intervention
- Create clear learning instructions and help the student step by step individually so
that they can participate to their best ability in the activity and obtain the
important information.
Enrichment
- Have the student write a letter as a Colonist that states why the use of the Quill
pen was so important
Reflection
- Areas of strength are the activity, but areas for improvement could be seen with the
information that is added about the importance of a Quill pen
Courtney Gagné 10
ECE 355, Integrated Curriculum Web
Assessment Rubric
Objective
Was able to discuss
how the Quill pen
plays a role in
Lebanon’s past
Was able to share
one thing that they
learned from this
activity
Almost there
Proficient
Advanced
Courtney Gagné 11
ECE 355, Integrated Curriculum Web
Candidate: Courtney Gagné
Grade Level: 3rd Grade
Teacher: Mrs. Olsen
Length of Lesson: 25 - 30 minutes
Activity: Writing about favorite thing to do at the Lebanon green
Content Standards:
Literacy Common Core Standards
 Communicating with Others- Students produce written, oral and visual texts to
express, develop and substantiate ideas and experiences.
 Listen to the opinions of others about written, oral and visual texts.
 3.2- Students prepare, publish and/or present work appropriate to audience,
purpose and task.
Social Studies Standard 1: Knowledge of concepts, themes, and information from history
and social studies is necessary to promote understanding of our nation and our world
 Standard 1.2- Significant events in local and Connecticut history and their
connections to the United States history
o Students will be creating a web that talks about significant programs that
happened locally at the Lebanon green and how these may relate to US
history
 Standard 1.5- Interaction of humans and the environment.
o Many of the activities/programs of past and present in Lebanon may
include how humans interacted with the environment (games using
geographical features of the Lebanon green, activity locations dependent
on weather…)
Prior Knowledge/Connections:
- Since the integrated curriculum is going to introduce changes of the Lebanon
community, students will gain prior knowledge about the Lebanon green due
to the previous lesson that will be carried out in the classroom earlier on this
day
- Students will also have prior knowledge due to the fact they live in the
Lebanon area.
Student Learning Objectives:
- Students will be able to explain why this activity/program is their favorite thing to
do.
- Students will understand the importance of their personal favorite
activities/programs.
Vocabulary:
- Green- in reference to a specific area in Lebanon, not the color
- Different types of activities from past and present
- Colonists
Courtney Gagné 12
ECE 355, Integrated Curriculum Web
Assessment:
Students will be asked to show their mastery of this activity by writing one thing
that they learned at the end of the making of the Quill pen and be able to understand how
it relates to Lebanon’s past
Materials/ Resources:
 Books about activities done in the past and present at the Lebanon green
 Writing journals
 Pencils & pens
 White board for web about different types of activities and programs run at the
Lebanon green
Learning Activities:
Instructional Strategies:
 Create a web of past and present activities and programs for initiation (10
minutes)
 Demonstrate writing my own favorite activity at the Lebanon green (5 minutes)
 Guide class discussion about what the students wrote about after the activity (5-10
minutes)
Grouping Strategies:
 Whole class grouping when creating the web during the initiation and for
discussion about what students wrote
 Small groups when engaging in the activity
Initiation:
- Students will need to have some background information and will bring some
background information since they are from Lebanon. There will be a discussion for the
initiation. We will also create a web during this discussion of what the students and I can
come up with for activities and programs that run at the Lebanon green.
Lesson Procedures:
1. Teacher will introduce a discussion on what programs and activities go on at the
Lebanon green.
2. The students and teacher together will create a web on the white board of these
activities, including present and past activities and programs.
3. Students will then be asked to find their writing journals/folders/paper and write
for 15 minutes about their favorite activity or program at the Lebanon green and
why.
4. During this writing time, teacher will demonstrate own writing on the same topic.
5. Afterwards students will come together at the carpet area for a whole group
discussion of what they wrote in their journals/folders/paper.
6. Teacher will listen and check off some programs or activities on the class web if
any students chose to talk about these in particular.
7. Finally, students will be asked to hand in their folders/journals/paper so that the
teacher can get a chance to individually read each response.
Courtney Gagné 13
ECE 355, Integrated Curriculum Web
8. For closure, students will be given the opportunity to talk about their favorite
activity with a partner during small group time and talk about how their
activities/programs were similar or different.
Closure
- At the end of the activity, students will be given the opportunity to talk about their
favorite activity with a partner during small group time and talk about how their
activities/programs were similar or different. They will write down these
similarities and differences and decide how their activities may have related to
Lebanon in the past or Lebanon in the present.
Intervention
- Demonstrate clearly what the students should be writing about
- Help students who are having difficulty with their writing come up with a plan by
helping them set up their ideas for favorite activity/program and reasoning
- Use a microphone for students who are deaf
- Explain clearly (along with demonstration) what students should be writing aboutblind student
- Guide students in channeling their energy, remind them that they should be
excited about what they are writing about and that they can make their writing
even more interesting by putting their excitement into it
Enrichment
- Have the students come up with an activity/program that is their least favorite or
that they do not think is beneficial to the citizens of Lebanon and why
- Have the students come up with an activity/program from the past/present
(opposite from what they decided that this activity related to) that would be their
favorite and why
Reflection
- Areas of strength are the activity, but areas for improvement could be seen where
students and teacher try to tie in activities/programs from the past
- Could improve by doing some research on the past of the Lebanon green and what types
of things Colonists of the Colonial time enjoyed doing there and how these
activities/programs differ from those of present
Courtney Gagné 14
ECE 355, Integrated Curriculum Web
Assessment Rubric:
Objective
Students will be
able to explain why
this
activity/program is
their favorite thing
to do.
Students will
understand the
importance of their
personal favorite
activities.
In Progress
Proficient
Advanced
Courtney Gagné 15
ECE 355, Integrated Curriculum Web
References

Ammon, R., & Farnsworth, B. (2004). Valley Forge. New York: Holiday
House.

Bookmaking With Kids » Hands-on History of Books: Hornbooks. (2008,
August 25). Bookmaking With Kids. Retrieved December 4, 2012, from
http://www.bookmakingwithkids.com/?p=716

Education. (n.d.). Lebanon Historical Society. Retrieved December 1,
2012, from www.historyoflebanon.org/

LIBERTY! . Chronicle of the Revolution | PBS. (n.d.). PBS: Public Broadcasting
Service. Retrieved December 4, 2012, from
http://www.pbs.org/ktca/liberty/chronicle.

Make Glue - Chemistry Activity Ideas for Kids, Fun Science Lesson Plans. (n.d.).
Science for Kids - Fun Experiments, Cool Facts, Online Games, Activities,
Projects, Ideas, Technology. Retrieved December 4, 2012, from
http://www.sciencekids.co.nz/lessonplans/

Town of Lebanon Connecticut. (n.d.). Town of Lebanon Connecticut. Retrieved
December 4, 2012, from
http://www.lebanontownhall.org/committee.htm?id=ueh5jny7

Plants Science Fair Projects for Kids - Easy Ideas, Botany, Soil, Grow Seeds.
(n.d.).
Science for Kids - Fun Experiments, Cool Facts, Online Games, Activities,
Projects, Ideas, Technology. Retrieved December 4, 2012, from
http://www.sciencekids.co.nz/projects/plant

Websites for pictures
o http://www.city-data.com/zips/06249.html
o http://www.willimanticriver.org/recreation/pg_imap_willimantic.html