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7.08 Cooperative
Learning - Southern Colonies
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Plan Author: David Riddick
Date Created: 2/13/2003 7:41:05 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Social Studies
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Goal(s):
Students will have an appreciation of cooperative grouping to explore the
life and times of the Southern Colonies during the 1700's.
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Concept(s):
Students will learn cooperative grouping encourages academic learning and
support for researching facts and details.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Creating and Maintaining Effective
Environments for Student Learning
TPE: E. Creating and Maintaining Effective Environments for
Student Learning
CSTP Description: Teachers create physical environments that engage all
students in purposeful learning activities and encourage constructive
interactions among students. Teachers maintain safe learning environments
in which all students are treated fairly and respectfully as they assume
responsibility for themselves and one another. Teachers encourage all
students to participate in making decisions and in working independently
and collaboratively. Expectations for student behavior are established
early, clearly understood, and consistently maintained. Teachers make
effective use of instructional time as they implement class procedures
and routines.
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• CSTP Key Element : Establishing a climate that promotes fairness and
respect.
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 Question : model and promote
fairness, equity, and respect in the classroom?
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CA- California K-12 Academic Content
Standards
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• Subject : History & Social Science
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• Grade : Grade Five
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• Area : United States History and Geography: Making a New Nation
Students in grade five study the development of the nation up to 1850,
with an emphasis on the people who were already here, when and from where
others arrived, and why they came. Students learn about the colonial
government founded on Judeo-Christian principles, the ideals of the
Enlightenment, and the English traditions of self-government. They
recognize that ours is a nation that has a constitution that derives its
power from the people, that has gone through a revolution, that once
sanctioned slavery, that experienced conflict over land with the original
inhabitants, and that experienced a westward movement that took its
people across the continent. Studying the cause, course, and consequences
of the early explorations through the War for Independence and western
expansion is central to students’ fundamental understanding of how the
principles of the American republic form the basis of a pluralistic
society in which individual rights are secured.
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• Sub-Strand 5.4: Students understand the political, religious,
social, and economic institutions that evolved in the colonial era.
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Standard 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.
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Objective(s):
Cognitive: Students learn cooperative grouping allows for cooperative work in
examining what the Southern Colonists of the 1700's experienced in terms of
sight, tastes, smells, hearing, and touch.
Observable behavior: Students will engage in a class discussion on what they
believe the Southern Colonists smell, hear, taste, feel, and see. Utilizing a
criterion rubric, students continue researching information from the
Internet, Encylcopedia, Textbook, Library, and handouts on the colonies.
Criteria: Given a rubric, students will create "Did You Know Facts"
of the Southern Colonies during the 1700's, by creating a chart of facts and
details, and scoring a 3 or 4 on the established criterion chart.
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Prerequisite Background Skills/Knowledge:
Students are aware that the colonies developed from the early exploration of
English colonists in the 1600's. Students understand the first English
settlement was Jamestown, Virginia in 1607. This endeavor was composed of
wealthy landowners seeking greater wealth. The success of Jamestown lead to
the expansion of this settlement and to the development of colonies in the
south.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes from the resource materials place them in
their Social Studies journal.
Reading: Students read from the Social Studies textbook, handouts, library
books.
Vocabulary: Colonies, colonial times, agriculture, resources, plantation,
plowing, indentured servants, slavery, cotton, tobacco.
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Materials:
1) Pencil & Paper
2) Markers - red, green, blue
3) Transparencies
4) Transparency pen
5) Butcher paper
6) Social Studies textbook
7) Southern Colonies handout
8) Computers - Internet - "Google"
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with the lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Social Studies to be the first volunteers to share what they know about
Jamestown.
Procedure: Body
Input:
1st: Point out the standards we are working on (posted).
2nd: Establish a sense of academia by reviewing vocabulary for this lesson,
and deepen their understanding by allowing students to demonstrate their
knowledge of the words.
3rd: I will check their prior knowledge for understanding on how the first
English settlement in the south was Jamestown, Virginia in 1607. This
endeavor was composed of wealthy landowners seeking greater wealth. The
success of Jamestown lead to the expansion of this settlement and to the
development of colonies in the south.
4th: Using our 5 senses, we will discuss what the class thinks the Southern
Colonists smell, hear, taste, feel, and see.
5th: I will introduce the criterion rubric for the cooperative group
assignment. I will model how to diagram "Did You Know Facts" on
butcher paper in categories of the senses. Students will call out facts and
tell what category of the 5 senses they belong.
5th: Students will create their own "Did You Know Facts" about the
Southern Colonies. Utilizing a rubric, students will chart information on a
butcher paper covering at least three facts for each of the 5 senses.
6th: Within each group, students will branch out and research information
using the Internet, Encyclopedia, Textbook, Library, and handouts on the
Colonies.
7th: Students will share their cooperative group charts, "Did You Know
Facts," with the whole class.
6th: To elicit higher level thinking, students will discuss their
presentations in a grand conversation and explain how their facts relate to
the 5 senses.
Guided Practice:
I will model how students should correct one another in cooperative groups. I
must create a climate that promotes fairness and respect by modeling
appropriate interactions.
I will describe how students can learn and challenge one another
appropriately in a cooperative learning group.
To check for understanding, I use non-verbal hand cues to assess for confusion
and clarification.
Independent Practice:
Students will research facts and details for their "Did You Know
Facts."
Students will work in cooperative groups of 3 or 4 to chart facts and details
of the Southern Colonies using the 5 senses.
High achieving students will be allowed to expand their understanding by
writing a Point of View statement and debating their Points of View on the
Southern Colonies with a Point of View from a New England Colonist.
Procedure: Close
To close the lesson students will share words that gave them difficulty. In a
grand conversation, we will discuss the times and values of the Southern
Colonists.
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Assessment:
A rubric will be utilized to determine student proficiency by scoring a 3 or
4 on the established criterion chart.
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Assessment/Rubrics:
Rubrics:
Southern Colonies - 5 senses
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Reflection:
The objective of the lesson was achieved. Students were able to demonstrate
proficiency of researching details and facts of the Southern Colonies by
scoring at least a 3 on the established criterion rubric. I correctly
anticipated the positive engagement and cooperation the students exhibited in
this lesson. I was able to refrain from too much teacher talk. I was able to
scaffold enough information about what was expected of them and access
student prior knowledge. The students were familiar with the technique of
finding facts that tie into the 5 senses. Students have become quite
proficient at organizing themselves to work in cooperative groups, delegating
tasks to one another.
However, I was too open-ended in the facts I allowed to be categorized in the
5 senses. Students made loose connections to the 5 senses even thought they
were not really covered by the senses. For example, students wanted to list
unanswered questions they had about the southern colonies. I told them to
place these questions in the “feelings” section of the chart because it dealt
with their emotions. This was a bit of a stretch and negated the true sense
of touch delineated on the rubric.
If I were to teach this lesson again I would have allowed for a section
entitled, “Random Facts and Feelings,” for students to place questions and
facts that don’t fit under the 5 senses categories. This lesson was on task
and grade level appropriate in instructing grade level information of the
southern colonies.
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