Kristi+Desaulniers

email address: Kristi.Desaulniers@k12.sd.us District Inservice Plan Subject area: Social Studies Grade level: Grade 4 Time frame: 3-5 periods (perhaps a PBL project??)n Lesson title: Homes Sweet (Region) Homes || Students will: How and why has/does housing change from region to region? What factors are responsible for these differences (geography of region, climate, culture, individual interests, etc.) ||
 * **Technology Integration Unit/Lesson Plan Template **(modified from MTS Lesson Plan Template) ||
 * Name: Kristi Desaulniers
 * **Brief lesson/unit Summary/Description **
 * create a folding book showing portions of three types of housing from South Dakota with one portion (bottom) showing traditional native (Native American) housing from at least one century ago, the next portion (middle) from the present, and the third portion (top) from the 'future' (Students will also need to design/sketch their through-the-ages house from an all rural or all urban location - i.e. second and third portions only will be all rural OR all urban.)
 * create a second folding book showing portions of three types of housing from a 'contrasting' region of the Midwest/North Central region, with the first portion again showing traditional native housing (If the SD book shows housing in a rural environment, the second book must also show a rural environment.)
 * find and publish an online visual image of each of the types of housing (except for the 'future' portions which can be created using technological tools or other artistic means)
 * a written description of the types of housing from SD shown in their folding books, and the compared region, with written support as to why the housing type is as it is (i.e. a sod house in SD due to lack of trees/using what resources were available) - this will be placed on the back of each of the three portions
 * (Hopefully!: Students will do VoiceThreads of their project.) ||
 *  ||
 * **Essential Questions to guide this unit/lesson and focus teaching and learning: **
 * **State Content Standard/Benchmark addressed [] **
 * **State Content Standard/Benchmark addressed [] **

4.G.1.1. Students are able to compare regions of the United States to South Dakota. ** Define regions as categorized by geographic location. Example: midwest, west, southwest

features.** * Use appropriate maps for a specific purpose, including elevation, land use-resource, road maps and mileage tables, time zones, migration/movement patterns, and population maps. || || 4.CT.1.1 Demonstrate how to use parts of Application windows and menu options.
 * 4.G.1.3. Students are able to locate major United States political
 * 
 * **State Educational Technology Standard/Benchmark addressed [] ** ||

4.CT.1.2 Demonstrate the correct use of all letters, punctuation, symbol and command keys using proper techniques.

4.IL.1.1 Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose.


 * **21st Century Skill(s)/Theme(s) addressed (see excel spreadsheet) ** ||
 * 1 GA 2 || Learn from and work collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts ||

1 FE 2 Understand the role of the economy in society

2 CI 2
 * Develop, implement, and communicate new ideas to others ||

2 CC1
 * Articulate thoughts and ideas clearly and effectively through speaking and writing ||

3 ICT 2 Use technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

4 IS 1
 * Monitor one’s own understanding and learning needs ||

4 IS 5 Utilize time efficiently and manage workload
 * **Students will understand (lesson/unit objectives): ** ||
 * * how regions differ across the U.S. with regard to geography, climate, and culture and how this can be reflected in the housing/architecture of the region ||
 * **Technology & Web 2.0 resources needed (hardware and software, websites) ** ||
 * Internet access, VoiceThread, InterWrite board ||
 * **Procedure (learning activities)/ lessons of unit ** ||
 * __Background__: In Grade 4 Social Studies, students learn about the Regions of the U.S. and South Dakota History. In SS, we learn about land and water features of each region (including landforms, climate, bodies of water) and also the 'people' of each region.(including how/when they arrived, history of the region, and present-day careers).

After our study of SD History (after the third of five region studies for the year) we will be beginning this 'through-the-ages' house project. We will begin with the SD booklet as students may have a higher comfort level starting with a region they're more familiar with. We will use resources from the website www.sdhistory.org to find examples of 'first homes'. The second home sketch will include discussion and a guest speaker (construction industry) about homes construction/design in the Midwest (materials typically used, basement/no basement, shelterbelts/why (if doing a rural design), roof pitch, etc. The third home sketch will include a discussion of the region the homeowner (student) would like to live in and research about the geography of the area to offer some starting points for their future home sketch. Students will also consider future careers and interests as they design their future home.(This may become a fold-out section where the students can show the view of one room of their choosing in their future home based on their career interest. For example, if they are interested in the outdoors, they may have a canoe for their bed and paddles as bookshelves/display areas.)

The final folding books will have the student sketches on the front of the paper, with a printed digital image of the home (first two images only) on the back and a 3-5 sentence summary of the home on the back. Students will share their projects by region so that their peers can hear about examples from the regions we've studied, or will be studying, in a more focused manner. || || Please see Procedure section above. || Self-reflection journaling Parent Panel board (2-3 classroom/community parents/Tea Historical Society members) to assess projects using rubric || www.wordle.com www.voicethread.com
 * **Strategies that can teach any student ** ||
 * Strategies used: (Discussion, Drawing, Graphic Organizers, Project-Based Instruction, Technology, Visual Aids, Visualization, Writing, Guest Speaker__)__
 * **<span style="font-size: 10pt; font-family: 'Arial','sans-serif';">Describe application of above strategy or strategies below ** ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif';">
 * **<span style="font-size: 10pt; font-family: 'Arial','sans-serif';">Assessment Method/s and description ** ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif';">Rubric - to be developed for students to assess own project upon completion and the projects of three peers
 * **<span style="font-size: 10pt; font-family: 'Arial','sans-serif';">Resource List ** ||
 * SD History websites, computer lab, guest speaker, Tea Historical Society member

paper paper fasteners || ||
 * **<span style="font-size: 10pt; font-family: 'Arial','sans-serif';">Notes: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// ** ||
 * **<span style="font-size: 10pt; font-family: 'Arial','sans-serif';">Peer Reviewer: ___ **Jeff Peterson ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif';">Comments:
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif';">Comments: