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Michigan Explorers 2
Project Overview Part 1: Define
Teacher(s) Name(s):
Name of Project:
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Michigan Explorers |
Duration:2 weeks
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Subject/Course:
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Social Studies |
Grade Level:
3rd |
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Other subject areas to be included, if any:
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Techonology
Language arts
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Project Idea
Summary of the issue, challenge, investigation, scenario, or problem:
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Students will learn about the European explorers that came to Michigan and how they affected the history and people of our state. Students will investigate why they came here and what their purpose was. They will learn about their contributions' good and bad in helping to shape the history of Michigan. Students will create a museum box to display the information they learned about their explorer and artifacts they may have discovered to help understand the history. |
| Driving Questions |
How did Eupropean explorers affect the history of Michigan? |
| Content and Skills Standards to be addressed: |
3-H3.0.1 Identify questions historians ask in examining the past in Michgian (e.g., What happened? When did it happen? Who was involved? How and why did it happen?) 3-H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michgian. 3-G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors.) H
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T+A |
E |
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T+A |
E |
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21st Century Skills
to be expliscitly taught and assessed (T+A) or that will eb encouraged (E) by projectwork, but not taught or assessed:
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Collaboration: Students will work to locate, analyze and present information with teams. |
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Other: |
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| Presentation: Students will present a online project using Museum Box to inform others on the effect the European explorers had on the history of Michigan. |
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| Critical Thinking: Students will decide what information is relevant and important to their assigned explorer. Then they will decide hoe to organize this in their project. |
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Presentation Audience: |
| Culminating Products and Performances |
Group: Studentw will gather information and write about their findings. They will creat a museum box project to display and present their findings to the class. |
Class: |
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| School: |
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| Individual: Test or quiz, descriptive writing. |
Experts: |
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| Web: |
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Part 2: Design
| "Grabber" to launch inquiry & generate interest: |
Artifact Hunt |
Students in small groups |
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Whar were the roles of explorers? What does it take to be an explorer? Do you have what it takes? Students will complete an activity given artifacts and discussing who might be interested and when or what they were used for. Object: Getting them to think as an explorer and puzzle out their artifacts. |
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| Assessments: |
Formative Assessments:
(Checkpoints during Project)
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Quizzes/Tests |
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Other: |
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Summative Assessments:
(End of Project)
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Written Product(s), with rubric:
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Other Product(s) or Performance(s), with rubric: Oral presentations with rubric |
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Peer Evaluation |
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Self-Evaluation |
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Other: |
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Debriefing
Methods
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(Individual, Group, and/or Whole Class) |
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Jorunal/learning log |
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Whole class discussion |
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Other: |
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| Resources Needed |
On-site people, facilities: |
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| Equipment: |
Computer lab, website, online inages |
| Materials: |
Physical pre-selected artifacts, textbook, The Mitten, Michigan History for Kids Magazine |
| Community resoruces: |
Skype with personal from history museum |
Project Teaching and Learning Guide
| Project: |
Course/Semester: |
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Knowledge and Skills Needed by Students
to successfully complete culminating products and performances, and do well on summative assessments
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Scaffolding/Materials/Lessons to be Provided
by the project teacher, other teachers, experts, mentors, community members--Describe the active teaching needed to support learning
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| Students will need basic knoweldge of European explorers and what brought them here. |
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Using Michgian text book as a group we will read and take notes on explorers |
| Students will need an introduction to research/note taking |
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This will be done by teacher modeling. A form will be created to assist in organization. Students will be expected to have some knowledge of each explorer as well as their assigned project. |
| Students will use museum box to create and present their projects to the class. |
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Teacher will model how to use application using an explorer not assigned. |
| Students will use a rubric throughout the process to ensure that they are meeting project requirements. |
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Teacher will model the use of the rubric throughout the process. |
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Project Calendar (Project should be 1 or more weeks)
Project Start Date:
| Week(s) |
MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
| One |
Grabber Day: Artifact hunt |
Introduce European explorers using text book. |
Highlight key people: Christophre Columbus, Samual de Champlain, Etienne Brule, Jean Nicolet, Jacques Marquette |
Outline project what is expected. Establish teams and assign explorers |
Begin researshing explorers focusing on how they affected Michigan History |
| Two |
Continue researching
Introduce Museum box online project
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Continue researching and working on project. |
Continue researshing and working on porjects |
Finalize projects and practice presentations |
present projects. |
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Michigan Explorers 2
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