A Journey Through a Child's Eyes
A. Students will work in groups and use the
internet to find 10 facts on specified topics.
B. Students will create a horn book that contains the 10
C. Students will orally present their book pages.
Topic: Exploration of Colonization
Standard: Compares and contrasts early colonial
settlements in the New England, Middle Atlantic and Southern Colonies
- physical features
- settlers' country of origin
- settlers' motivations
- forms of government, and
- use of natural resources.
Standard: Uses research techniques with teacher guidance
television (for teacher demonstration of internet search)
computers with internet access (for students)
crayons or colored pencils (if needed)
- Students will use the computer to research specified topics.
Step One: Introduction
"How many of you would like to have lived in
the colonial days? Do you think that the children of colonial
times had as much fun as children of modern times? Well today,
you are going to be put into groups to research a few topics and make a
decision on whether you think the children in the colonial days had fun
in their childhood or if it was all work and no play. The topics
that you will research today will not only pertain to children, but to
the adults of colonial times as well. It is important for you to
research these topics, for the simple fact that the colonial times are
the roots to many of our heritages. You will be able to see how
things have changed but yet stayed the same. The first topic that
you will have the option of researching will be the types of food that
people ate in colonial days. Another topic that will be available
for you to research will be the toys or games that children, as well as
adults, played or used for entertainment during colonial times.
The third topic that you can research will be the different types or
ways of schoolings that were available to colonial children and
adults. After you research your chosen topic, you, along with
your group members, will assemble a horn book. You will then
share your group project with the class."
What different types of foods were eaten during colonial times?
What kind of toys/games did the children or adults play with or use for
entertainment during colonial times?
What different types or ways of schoolings were available to colonial
children and adults?
Estimated time: 5-7 minutes
Two: Teaching the Primary Learning Outcome(s)
(1.) Teach the content
relevant to the primary learning outcome(s)
Part 1: Collaborative Activity
The teacher will divide the students into 3 groups. The
teacher will assign each group a topic of research. The topics
are as follows:
The teacher will instruct the students that they
assemble into their groups. The teacher will suggest that the
students pick an organizer for the group. The organizer will have
the responsibility of deciding which facts the group will use.
The teacher will also inform the group that the organizer will be
responsible for making sure that each group member contributes at least
two facts to the book. The teacher will then inform the students
that they also need to select one group member to type their part of
the book. Each member will be responsible for writing or typing
their facts on a sheet of paper but only one group member will type
page containing all of the facts. The teacher will inform the
students that each topic will represent one chapter of the book,
therefore each group will have to have at least 10 facts on their
topic. The teacher will tell the students that they can use some
of the facts that have been discussed in class, but a majority of their
facts need to be new. The teacher will enlighten the students on
the fact that the topics are topics that have been discussed very
briefly and the purpose of research is being done to inform the
students of the proper information on each topic. The teacher will tell
the students that they are going to be using the internet to help with
their research. He/she will inform the students that there are
numerous websites pertaining to the colonial times, but he/she has
chosen several for them to view to assist them in finding the proper
information. The teacher will then model using the internet and
finding a fact that would be appropriate for the book. The
teacher will then instruct the students to begin their lesson.
The teacher will have the following websites displayed or written on
the board for the students to refer to:
Schooling for children
The teacher will remind the students that, as they work, each
member is to contribute two facts. He/she will also inform the
students that they need to turn in their two facts typed or written on
a piece of paper to verify their participation.
(2.) Check for understanding
before going on.
The teacher will check for understanding before going on by asking the
students questions. The following questions will be asked:
1. What are the topics that will be researched?
2. How many facts are required from each group as a whole?
3. How many facts are required from each individual student?
4. Who will be responsible for picking the facts that will be
5. Will everyone type all of the facts and turn it in or will
there be a person from each group responsible for that?
(3.) Provide practice and
feedback related to the Primary Learning Outcome(s)
The teacher will give each group a word, idea, or a topic other than
the three for the book to practice pulling up on the internet.
The teacher will observe each group going through the process of
pulling up a website pertaining to the topic she gave them, gathering a
fact about the topic, and documenting a fact about the topic.
When the teacher sees that the group is on the right track of
completing the assignment, he/she will allow the group to proceed with
their research. The teacher will tell the students that as they
gather their facts, they can proceed with typing them on Microsoft
Word, a program that the students will have had previous experiment
with. As the students proceed to complete their assignment, the
teacher will remind them that this book will be one that will be
available to the entire class. He/she will also suggest that the
students be as creative as possible. The teacher will suggest
that they add clipart to their pages or illustrate the page after it
has been printed. He/she will tell the students that the more appealing they make their chapter, the
more interesting it will be.
Part 2: Presentations
After the groups have finished their pages for the book, each group
will share their pages with the class. The teacher will collect the
groups' pages and assiss them. The pages will then be compiled
into a book and put in the class library where it will be available as
a reference to the students. They will be allowed to check it out
to read in class or to take home to read.
Estimated time: 1 - 4 hours (can
be divided up into several days of work)
The teacher will review orally some of the important facts about the
research topics. The teacher will inform the students that
through their research, they have discovered the foods, toys and games,
and the schooling opportunities that children and adults had available
to them during their time. The teacher will remind the students
that that particular time period was a very important time period for
our nation and that knowing that particular information about that time
would better help them relate to the lifestyles back then. The
teacher will then point of the important fact that time and technology
have both changed so much that the students were able to access the
internet and retrieve informational material about happenings that were
over 200 years ago.
the Primary Learning Outcome(s) (PLOs)
students will use the internet to research and find facts on a specific
topic. The assessment will occur in Step 2 #1, as well as at the
end of the lesson, using a Collaborative Activity Rubric
- <>The students will create a horn book containing 10
facts on a specified topic. The assessment will occur in Step 2
- The students will present their finished project. The
assessment will occur during Part 2- The Presentation.
The facts that each group presents can be recreated on a
prowerpoint presentation and then presented to another class.
Students can partner with other having more advanced
skills. Ask the students to record a summary of the information that
they have learned in their notebooks.
For students with exceptional needs changes can be made
in instruction and teaching delivery to enhance student participation
Collaborative Activity Rubric (group)
researched and Group Participation
member of group contributed at least 2 facts about their topic.
member of the group created at least 2 pages for the horn book..
was neat and creative.
presented at least 2 horn book pages.
used correct grammar and spoke clearly.
1. What was a
a. A book that contained recipes
A book that contained the pieces of paper with the alpahbet, lord's
prayer, and symbols.
c. A book that conatined colorful pictures.
d. A book that contained
different descriptions of horns.
2. Discuss interesting facts that you found
out about your topic of choice.
Rubric to Assess
3 or more facts