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Lesson Plan


		Lesson Information


		Objectives
		Assessment


		Resources
		Materials
		Vocabulary
		Procedures
		Day Plans
		Enrichment Options


		Teacher Reflection

Stage 1
Identify Desired Results

Catchy Title: The House that Technology Built
Theme/Topic of Lesson: Students research how technological advances have changed everyday household items
Time Commitment: 3, 60-minute class periods/blocks
Subject Area(s):
Social Studies - Technology and civilization
Grade Level(s): 4
Standards Alignment:
Class Challenge Question: What are some ways in which technology has impacted our daily lives?
Overview:

We all go through our daily lives using objects without even knowing how they became a part of our lives. How many of us stop and consider why we eat with something called a fork? How about each morning when we comb our hair? Do we wonder what people did to get the knots out before combs and brushes were invented?

In this unit, students will be challenged with the task of acting as a museum curator. Using a section of Thinkport's Maryland Roots Interactive, they will focus on creating an online exhibit about the history of household objects. Students will learn about items that were used in 17th century Maryland homes and will discover how these items have changed over time. There is a particular focus placed on the impact that technological advances have had on certain household objects regarding how they have changed over the past few centuries. Students will be responsible for researching, identifying and presenting important information about various objects and will work as a class to build a virtual exhibit.

Some experience with using computers is helpful for students to navigate through the Internet sites. Students should also have a basic understanding of goods, services and consumption. Teacher should be familiar with these concepts and comfortable teaching students using the Internet.

Stage 2
Determine Acceptable Evidence

Learning Objectives:

The Students will:

Gather information about the history of various household objects
Use relevant sources on the Internet to conduct research
Work cooperatively in groups
Make meaning from text by identifying key findings and significant information
describe how changes over time in technology affected the production of household items

Assessment
Students will be assessed based on the scoring rubric (Handout #4) which includes:

-Participation in the discussion of household objects and in working with groups to select object
-Participation in research and note-taking
-Completion of Handout #2: My Item, Then and Now
-Presentation Skills and Information

Note that although students are working in groups for most of the lesson, they will be assessed individually. The teacher will need to pay particular attention to individuals as they interact w/ their group members, conduct research and present their findings.

A total of 20 points is recommended.

Stage 3
Plan Learning Experiences

Resources

Other Technology	LCD Projector or SmartBoard Any technology that will allow the teacher to project Thinkport's interactive so that the entire class can see it at once will do.
Other Technology	Computers with Internet Access Six student computers plus one teacher computer is ideal.
Internet Sites	Thinkport's Exploring Maryland's Roots Interactive
	http://mdroots.thinkport.org/default_flash.asp
	History of Different Eating Utensils
	http://inventors.about.com/library/inventors/blbleating.htm
	History of Kitchen Appliances
	http://inventors.about.com/library/inventors/blkitchen.htm
	History of Plates
	http://www.worldcollectorsnet.com/magazine/issue14/iss14p4.html
	History of Pottery
	http://www.channel4.com/learning/main/netnotes/sectionid100664160.htm
	History of Toilets
	http://inventors.about.com/library/inventors/blplumbing.htm
	History of Lightbulb
	http://inventors.about.com/library/inventors/bllight.htm
	How Light Works
	http://science.howstuffworks.com/light.htm
	Information about Electricity
	http://encyclopedia.thefreedictionary.com/electricity
	History of Candles
	http://www.candles.org/Candlemaking/
	History of Hair Care
	http://www.costumegallery.com/hairstyles.htm

Materials

Per class
householdobjects_thenandnow_sample_handout3  (View)
householdobjects vsc objectives  (View)
as determined by instructor
householdobjects_thenandnow_handout2  (View)
Per Student
householdobjects_resourcelist_handout1  (View)
householdobjects_scoringrubric_handout4  (View)
-Pens/pencils

-Notebook paper

Vocabulary

curator - the superintendent of a museum, art gallery, etc.
archeologist - one who specializes in archeology which is the study of the life and relics of ancient peoples
historians - a writer of or specialist in history

Procedures

This lesson is structured with the class divided into 6 groups (ideally no more than four students in a group). Each group will choose an artifact that will go into a online exhibit using Thinkport's Exploring Maryland's Roots interactive. There are 24 items to choose from in the Household section which is the area students will focus on in this activity. With this many options, each group should be able to find one object that they would like to conduct their research on, but note that everyone in the group must concur.

Given the diversity of activities in this lesson, groups should be formed heteroegenously by skill level relative to using technology, as well as general reading/writing abilities. The recommended groupings for students would be to use the H-M-M-L model.

Students will begin the unit by discussing the role of a curator and reviewing the various household items featured in the Create Your Own Museum section of Thinkport's Exploring Maryland's Roots interactive. They will then be broken up into groups to conduct research using the Internet. It is especially important in this lesson that the teacher review Handout #1: Resources List before beginning the lesson. All of the resources have been selected keeping in mind that this is a lesson for 4th graders -- they are relatively short and written in clear language. However, since reading levels vary widely at this age, it is recommended that teachers review this carefully and adapt the resources to be appropriate for the class. It is also imperative that the class work well in groups. Groups will research one object of choice indepth, and present their findings to the class as they build the virtual museum.

This lesson will tap into students’ understanding of how technology changes how and why we use certain items throughout our day. This lesson requires that students know how to do basic Internet research, including controlling the mouse and working with the keyboard. Knowing how to highlight text, as well as copy and paste text will be useful as well. Students should also have a knowledge base about the concepts behind goods and services/production and consumption. This basically means that students should just be aware of the fact that there are people who make and manufacturer the various products we use in our lives and that these products change over time with technological advances. Skill and knowledge assessment can be conducted informally through a brief conversation with students about their understanding of goods and services production and consumption. A more formal assessment such as a survey is optional. Teachers should already have basic understanding of their students computer skill level. It is highly recommended that if students are not at the level suggested, ample practice time is given to students prior to conducting this lesson, since you don't want the use of technology to be the focus here.

This lesson allows visual learners to explore the graphics and images on the Exploring Maryland’s Roots interactive. Students with a strong kinesthetic intelligence will enjoy controlling the mouse and keyboard while dragging and dropping objects into the online exhibit, as well as when conducting research. Students with a strong interpersonal intelligence will benefit from the group work. Finally, students with a strong mathematical-logical intelligence should be able to identify sequences and patterns that take place over time in regards to technological advances.

1: Preparation
Daily Challenge Question: What are some ways to find out about the history of objects?
60

Set-up Directions:
Before beginning this lesson, review all of the web sites provided on Handout #1: Resource List to make sure they are working. Also, read through all of the content on the web sites to make sure it is appropriate for students’ reading level. Check to see that Thinkport’s Exploring Maryland’s Roots interactive plays properly on the computer students and the teacher will be using http://mdroots.thinkport.org/default_flash.asp

Have a sense of how the class will be divided into groups and also have copies of Handout #4: Scoring Rubric available for students to review. Finally, have hard copies of the interactive printed out in case the Internet connection goes down.

Bookmark sites ahead of time on students' computers if possible to save time accessing the site.

Teacher Presentation & Motivation:
Begin the lesson by saying, “Today we are going to work together to create a museum exhibit. How many of you have ever been to a museum?” Gauge the students’ familiarity with museums and ask what museums the students have been to and what they saw there. Ask: "What is a virtual musuem?" You may want to show an example or two of virtual museums (optional) such as: http://2k.si.edu/ or
http://projects.cbe.ab.ca/ict/2learn/mmspeight/museumconnections/html/virtualpioneermuseum.htm

Explain that the class is going to build a virtual museum exhibit about everyday household items that were used in 17th century Maryland and that are still, in some form, used today. Explain that the idea of the exhibit, however, is to show how these objects have changed over the years due to technological advances. Provide an example. Ask students, “How do you think people washed their clothes before washers and dryers were invented?” The answer should be along the lines of the idea that people used to pound clothes with rocks or rub them with sand and wash the dirt away in streams. (This fact comes from: http://inventors.about.com/library/inventors/blwashingmachines.htm) (5-10 minutes)

Activity 1 - The Interactive
This activity should take about 30 minutes.

The teacher will lead students through the Interactive to show available objects for research, and how access more information about them with the ultimate goal of creating a virtual museum and then explore/discuss the various household items.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
With the computer connected to a LCD projector or SmartBoard, go to Thinkport’s Exploring Maryland’s Roots interactive: http://mdroots.thinkport.org/default_flash.asp. Click on The Colony Grows option on the right, and then the Create a Museum option on the left.

Next, click on “Read Important Information about the interactive” (http://mdroots.thinkport.org/interactives/createamuseum/help.asp) Read this aloud with the class.

Close the browser window, and click on "Begin the Interactive". Read the information that pops up in the window but remind the students that as you explained earlier, they will just be focusing on the household objects.

Click on the Household button on the right side of the page. Begin the lesson by going through each of the 24 household items with the class as a whole. The items include: spoon, bowl, plate, mug, glassware, keys, pintel, chamber pot, curtain rings, candlestick, pot, comb, key, plate, window, table glass, lock, slipware, tiles, jug, utensils, milk pan, pottery.

*Special note: The teacher should discourage students from picking the pintel, keys or tiles explaining to students they really haven’t changed all that much. Please note that there are no resources provided for these items on Handout #1: Resource List so if students are going to have the option of choosing these, additional resources will need to be identified.

Instruct students to take notes on particular objects they find interesting (these notes will be referenced when the break into their groups)

Have a brief discussion about each of the objects, many of which fall into the same category. Go through all of the objects and ask for a student volunteer to read the caption under the object. Ask students if they still use these objects and if they think they have changed at all? Also, explain to students that if they choose to focus on the spoon for instance that they should not just read about the spoon but that they should also read about utensils in general. The same thing applies for students who pick the mug. Explain that they shouldn’t just focus on the mug but should read about the history of pottery. Students who choose the milk pan should read about how we make butter now since that is what the milk pan was ultimately used for in the 17th century.
*Special note: The web sites identified on Handout #1: Resource List should help the teacher figure out what categories the various items could fall under

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will be responsible for learning about the various household items available to them for research.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will further explore objects and choose an object to research in the next activity.

Break students into their groups for the next activity.

Activity 2 - Selecting an Item
Once the students have a clear sense of the purpose each of the items served in 17th Century Maryland, each group should go to the computer and review the items one more time. Get everyone's attention and quickly demonstrate how students can scroll through items.

Explain to the students that in their groups they need to decide on one item that they are going to put in the museum exhibit. They should understand that they are going to need to research information about the history of this item using the Internet so that they can write a description for the exhibit. Encourage students to pick something that they are interested in finding out more about, but they must come to group consensus.

Walk around the room and make sure that each student in the group's voice is heard. Encourage them to take turns on the computer scrolling through items and referencing the notes they took during the class discussion.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Student groups at each computer will access the same site that was displayed on the LCD projector:

- http://mdroots.thinkport.org/
- Choose appropriate bandwidth
- Select The Colony Grows
- Select Create Your Own Museum
- Select Begin the Interactive / Click Start
- Select Household on the left and scroll through items

Student groups will select an object to further research.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will scroll through all 24 items and as a group, come to consensus about which one they want to further explore

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Student groups will add their chosen object to the virtual museum and then conduct further research on their object.

Activity 3 - Building a Virtual Museum
The class should regroup for this activity and the teacher should go around the room and have one student from the group come up to the main teacher computer and add the item to the online exhibit. Model how the student can add the item to the exhibit by dragging and dropping it into the online exhibit. Explain that at this time they are going to leave the box that says, “Write a description for this item” blank because first they are going to do research. Each group should verbalize, however, why they thought it would be interesting to research the item they have chosen.

Wrap Up:
Tell students that when they go home tonight they should notice how many household items they use and if they know the history behind them.

2: Research
Daily Challenge Question: What is the role of a curator at a museum?
60 minutes

Set-up Directions:
If possible, place an electronic copy of Handout #1: Resource List on each computer so that students can just click on the links for their items (this can be done by saving the file on a floppy disc or CD and copying it onto each computer). If an electronic file can not be placed on the computer, have enough copies of Handout #1: Resource List for each group and also try to bookmark the web sites on the computers before the lesson. Keep in mind that if the web sites are not bookmarked, then the students will have to type in the urls which could take a bit of time.

Have enough copies of Handout #2 and Handout #3 for students.

Teacher Presentation & Motivation:
Begin today’s activity by talking to students about the role of curators in a museum. The teacher should say, “Who knows what a curator is?” If no one knows, explain that a curator is in charge of putting together exhibits at a museum. Students should understand that part of a curator’s job is to do a lot of research about items they are going to exhibit. Tell students, “Today you are all curators!”

Activity 1 - Students as Curators
Begin this activity by distributing a copy of Handout #2: My Item, Then and Now to each student. Next, read the questions aloud with the group. The teacher can also review Handout #3: My Item, Then and Now Sample which demonstrates how this activity was completed researching the history of buttons. Once it is evident that students understand what they are responsible for, they should be assigned to computers and must work together to research the history of the item they added to the exhibit. The teacher can suggest that the students divide up tasks (two students navigate the computer, while the other two take notes) and switch roles in between. Let the students know when 30 minutes have gone by. Students should also be reminded that they must place an emphasis on researching how technology has changed the production and use of their item. Walk students through the steps of how to find resources (either using the electronic copy placed on their computer or by referring to the hard copies they have received.) The students should use the entire class period to conduct their research and should be reminded that the teacher will be collecting Handout #2: My Item, Then and Now from each student. Let students know that tomorrow they will be sharing the information they gather with the class so they should think about who will provide which details to the class during the presentation session. (60 minutes)

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students will use the Internet to research household objects.

Instruct students to return to the site from the previous day.

- http://mdroots.thinkport.org/
- Choose appropriate bandwidth
- Select The Colony Grows
- Select Create Your Own Museum
- Select Begin the Interactive / Click Start
- Select Household on the left and scroll through items

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will be responsible for finding out about the history of household objects regarding the impact technology has had. They will fill in Handout #2 as they conduct their research.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will use the information they gather to contribute to the creation of an online exhibit of household objects.

Wrap Up:
If students do not complete their research during the class period, they should be instructed to finish it for homework. They should also be reminded that they will be presenting the information tomorrow so if they have not already done so, they need to decide who in each group will be responsible for sharing which sections of information.

3: Creating an Exhibit
Daily Challenge Question: Why is the act of researching important when putting together an exhibit?
60 minutes

Set-up Directions:
The teacher should make sure the class is arranged in a manner that will allow for students to make direct eye contact with class members and be well heard. He/she should also make sure that Thinkport's Maryland’s Roots interactive online museum works on the main teacher computer being used to display the interactive.

Teacher Presentation & Motivation:
The teacher should tell the class that today they will all be teaching each other about the objects they learned about. Say to class, “Now that you have worked so hard on finding out about the object you placed in our online exhibit, it is time to share the information and teach us.”

Activity 1 - Presentation / Building an Exhibit
The Maryland’s Roots online museum interactive should once again be displayed for the entire class to see using either an LCD projector or SmartBoard.

- http://mdroots.thinkport.org/
- Choose appropriate bandwidth
- Select The Colony Grows
- Select Create Your Own Museum
- Select Begin the Interactive / Click Start
- Select Household on the left and scroll through items

During this activity, the class will share the information they found out about each of the items. Each of the six groups should have 5-7 minutes to present information about their item.

Remind students that they all need to participate in sharing information. The students should first tell the class which item they have researched (the teacher can either drag the item into the museum or allow a student from the group to do it). The students then explain what they have learned about the item while the teacher types the information into the “Write a description for this item” box. (The information does not need to be typed verbatim). Once the information is entered, the teacher clicks on the “Add Your Description” button. The teacher can then either click on the “Preview Your Display” button to see the text that was just entered or tell students that you are going to enter all of the text and then preview it.

Once all of the items and the descriptions have been added, click the “Finish My Museum” button. You will be prompted to add a museum name so have the students come up with something they like. At this point you can also print the exhibit and make copies for the students.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The teacher will use the the same procedures from the day before to create the musuem, the teacher will work with students to build the museum as each group presents their findings.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will be presenting research on their objects as the teacher builds the museum; students should be instructed to take notes about other objects.

Wrap Up:
Discuss with students the importance of the research that they gathered. What might be some ramifications of putting together an exhibit if the curator does not conduct research (inaccurate information, poorly organized).

Students should be asked to think about what other items in their house they would like to find out more about. They can even be given the opportunity to receive extra credit by actually conducting the research.

The teacher should collect the Handout #2 worksheets from each of the students for assessment.

Enrichment Options

Community Connection
Students can create a quiz and test their communities knowledge about the various items researched.

Field Experiences
-Students can take a trip to a museum that has a related exhibit on household artifacts.

-Students can invite a curator to visit the classroom

Cross-Curricular Extensions
Science: This lesson could be used in a science class as well since the focus is on how technological advances impact objects

Art: Students can design a new invention and draw what the item/product would look like.

English: Students can use the information they collected during the research phase of this project and write a essay about what they learned.

Stage 4
Teacher Reflection

As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?

Author: Robyn Steinhause
Modified by: Donna Schnupp