30 25 841 https://omeka.utrgv.edu/files/original/99e447c2f99b1e5935aa623c91c0a1a2.tif f5328ff76440ad0718a7c4108149a3cd https://omeka.utrgv.edu/files/original/7a4d78fbd4c174ce2e3dabb569384c78.tif 592b5047bdd54a93f9208c613ce9e9d7 https://omeka.utrgv.edu/files/original/4de42523729b4183729a9d3d00a200c3.tif b3c1a40596ab06b099891a4ab5c0b198 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2005 Title A name given to the resource Specialty Butterflies of the Rio Grande Valley Subject The topic of the resource Local Wildlife Butterfly Nature Insects Animals Description An account of the resource Descriptions of different butterflies that can be found in the Rio Grande Valley area. The list includes exotic types of butterflies. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource (2005). <em>The Rio Grande Valley 2005 Birding &amp; Butterfly Guide. </em>McAllen, Texas: RGV Guidebooks. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context BirdingAndButterflies-018 BirdingAndButterflies-019 BirdingAndButterflies-020 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley primary source https://omeka.utrgv.edu/files/original/1b81963b2e81553ba4d6f3cd738b0e74.tif c577b7a01f719d10c507b096df4418d3 https://omeka.utrgv.edu/files/original/2c526a19548e13b6477dd743e6d5f438.tif 33817ea6968596332c126070b368d269 https://omeka.utrgv.edu/files/original/f60f4452e5e8f0441ff2ef3ab6263eef.tif e36865cc477225e9e1e807b0ba2e576c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2007 Title A name given to the resource Specialty Butterflies of the Rio Grande Valley: 2007 Subject The topic of the resource Local Wildlife Butterfly Nature Insects Animals Description An account of the resource Descriptions of different butterflies that can be found in the Rio Grande Valley area. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource (2007). <em>The Rio Grande Valley 2007 Birding &amp; Butterfly Guide. </em>McAllen, Texas: RGV Guidebooks. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context BirdingAndButterflies-015 BirdingAndButterflies-016 BirdingAndButterflies-017 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley primary source https://omeka.utrgv.edu/files/original/e493128f69222bc7986f9723d5aa5e72.tif 6a4ab1d52085ddacc89b63307612c009 https://omeka.utrgv.edu/files/original/1f70d76646ff14a8ab1b638f261a520f.tif bf0a03445a3fea46cc5a195062f1bda7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2008 Title A name given to the resource 2008 Birding & Butterfly Guide Subject The topic of the resource Local Wildlife Butterfly Nature Insects Animals Description An account of the resource Descriptions of different specialty butterflies that can be found in the Rio Grande Valley area. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource (2008). <em>2008 Birding &amp; Butterfly Guide. </em>McAllen, Texas: RGV Guidebooks. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context BirdingAndButterflies-013 BirdingAndButterflies-014 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley https://omeka.utrgv.edu/files/original/de398f7681cee036c4b00a96d43d555e.tif b518c63ad031d118e1828a467e11c594 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2008 Title A name given to the resource 2008 Birding & Butterfly Guide: Butterfly Checklist Subject The topic of the resource Local Wildlife Butterfly Nature Insects Animals Description An account of the resource A checklist to identify the butterflies that the readers can find in the Rio Grande Valley. It also includes codes that let the users know if the butterfly is common and the occurrence. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource (2008). <em>2008 Birding &amp; Butterfly Guide. </em>McAllen, Texas: RGV Guidebooks. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context BirdingAndButterflies-012 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley https://omeka.utrgv.edu/files/original/1f1a8b351bcd25262b6b447d0874a482.tif 36ad3c1328344931837c5d7e478b1251 https://omeka.utrgv.edu/files/original/2b4ec1893fa80798d3749678e754c8a7.tif dbc595da82fe7bc8c888b1855760a763 https://omeka.utrgv.edu/files/original/a60df096f1c143e5819f8c5360c23fab.tif 9f0074e2b663e4907a6f92d4d249cb78 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2003 Title A name given to the resource Specialty Birds of the Rio Grande Valley Subject The topic of the resource Local Wildlife Nature Birding Animals Description An account of the resource Descriptions of different birds that can be found in the Rio Grande Valley. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource (2003). <em>The Rio Grande Valley 2003 Birding &amp; Butterfly Guide. </em>McAllen, Texas: RGV Guidebooks. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context BirdingAndButterflies-009 BirdingAndButterflies-010 BirdingAndButterflies-011 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley primary source https://omeka.utrgv.edu/files/original/4c1ceb96cca0fb7fe5df7d27ae64e37d.tif aef5c34488fbe631a37a5b5596ca4846 https://omeka.utrgv.edu/files/original/eb2a3d898badf14a710e7c82e62a824b.tif 8755b0802f67b5d58f708f3214abd0d8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2001 Title A name given to the resource The Rio Grande Valley 2001 Birding & Butterfly Guide Subject The topic of the resource Local Wildlife Butterfly Nature Insects Animals Description An account of the resource Descriptions of different specialty butterflies that can be found in the Rio Grande Valley area. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource (2001). <em>2001 Birding &amp; Butterfly Guide. </em>McAllen, Texas: RGV Guidebooks. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context BirdingAndButterflies-007 BirdingAndButterflies-008 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley primary source https://omeka.utrgv.edu/files/original/9bc0c0c59c880aebfbc50f1821fdbffa.tif de117310fbcbb84bef60ff3f105d41f8 https://omeka.utrgv.edu/files/original/f548f4002d57c4b9ac13ca11c529024e.tif 7df8b3a6b6dc01e3edb61c0c04d9015c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2000 Title A name given to the resource Birding & Butterfly Hotspots Subject The topic of the resource Local Wildlife Butterfly Birds Nature Insects Animals Description An account of the resource A map of hot spots where butterflies and birds can be found. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource (2000). <em>2000 Birding &amp; Butterfly Guide. </em>McAllen, Texas: RGV Guidebooks. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context BirdingAndButterflies-005 BirdingAndButterflies-006 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley primary source https://omeka.utrgv.edu/files/original/2ee06ed94946ed1b6793c083d3dc9e5c.tif eb16abcab7e886bf706fec36fa08d373 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2000 Title A name given to the resource Specialty Birds of the Rio Grande Valley: 2000 Subject The topic of the resource Local Wildlife Birds Nature Animals Description An account of the resource Descriptions of specialty birds that can be found in the Rio Grande Valley, with pictures of the birds. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource (2000). 2000 Birding & Butterfly Guide. McAllen, Texas: RGV Guidebooks. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context BirdingAndButterflies-001 BirdingAndButterflies-002 BirdingAndButterflies-003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley primary source https://omeka.utrgv.edu/files/original/8abea4a7fdc18040a70b9984f87cad71.tif b2b51374ab9846ed681887d4c83871e9 https://omeka.utrgv.edu/files/original/66208eb3f9a008eb7a2273d66f59df67.tif 50c36dad5af0f186e144c90fbce213d4 https://omeka.utrgv.edu/files/original/c5741549ff67af809daf43785f7895b5.tif 505af3411c7123ec20b75ee710888066 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Publisher An entity responsible for making the resource available The Rio Grande Valley Birding Guide Date A point or period of time associated with an event in the lifecycle of the resource 1999 Title A name given to the resource The Rio Grande Valley Birding Guide Subject The topic of the resource Birding Local Wildlife Nature Animal Description An account of the resource A description of different birds that can be found in the Rio Grande Valley. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Text Image Identifier An unambiguous reference to the resource within a given context BirdingAndButterflies-001 BirdingAndButterflies-002 BirdingAndButterflies-003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Rights Information about rights held in and over the resource (1999). <em>The Rio Grande Valley Birding Guide</em>. McAllen, Texas: RGV Guidebooks. primary source https://omeka.utrgv.edu/files/original/f6e44bdbf95022e97e7cc0c56ea4885c.pdf da311bc0c27b346001e86ea6ef08f7a7 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 7 days Standards §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (b) Knowledge and skills. (1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; §110.4. English Language Arts and Reading, Grade 2, Adopted 2017. (b) Knowledge and skills. (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; Objectives The student will be able to comprehend the significance of the patriotic holiday Veterans Day, nationwide and in their community. The student will be able to explain the importance of Veterans Day in the nation and in their community. Materials ● Introductory video ● 4-square vocabulary worksheet ● Journal ● Writing utensil ● Blank paper ● markers/ crayons/ colored pencils Lesson Plan Text Abstract The purpose of this lesson is to educate the students about patriotic holidays in the United States such as, Veteran’s Day and Memorial Day and incorporating historical events like 9/11. The lesson plans focus on a variety of material that will help students understand the importance of Veteran’s Day and how it has affected their home in the Rio Grande Valley (RGV). It starts by introducing the history of Veteran’s Day as it was established in November 11, 1947 in the state of Alabama, followed by explaining the reasoning behind the holiday (Veterans Day National Committee, 2006). It further explains important figures of the Rio Grande Valley, like Freddy Gonzalez’ life in his memorial book “When The River Dreams” (Flores, 2006). We will focus on answering the following questions, Who is a veteran?, What is Veterans Day?, When is Veterans Day?, Where is Veterans Day?, Why Veterans Day is celebrated?, and how Veterans day is relatable to the students’ lives?   Patriotic Holidays: Veterans Day The lesson plans that are documented on this paper are based on Veterans Day, as well as important people, events, and holidays that will enhance students’ comprehension on the topic. We decided to incorporate the history of Veterans Day and how it came about, as well as what it is since it is important that students become more conscious of the respect and honor that veterans shall be granted for their service. Furthermore, we will explain on a different lesson the types of military and ranking of the armed forces to educate students on the specifications the soldiers perform, depending on their different services. In addition, the students will have the opportunity to compare Memorial Day to Veterans Day since they are related, yet not the same. Plus, the students will be given the opportunity to learn and study about a local hero from the RGV, Freddy Gonzalez, to improve relevance and sentiment towards their community. Also, the students will be exposed to the 9/11 attacks, in order for them to understand the motives and reasons of civil servants going to duty, in the most recent years, as well as giving them the opportunity to find possible relatives in line of duty.Finally, students will commemorate the veterans by writing them a letter expressing their gratitude towards their service and the respect they deserve. In accordance to the base of our lessons, teaching our students about Veterans Day and incorporating relevance to the students’ community, we based our pedagogy on Vygotsky’s theory (1934). Vygotsky’s study emphasized the strong relationship between cognitive development and interaction with the environment. Specifically, community and the significance it creates across learning (McLeod, 2018). Lesson 1 - Introduction to Veterans Day Your name: Date and Time of Lesson: Ana Flores, Jacklynn Kiefer, Amanda Vega March 5, 2019 (55 minutes) Grade Level: Number of Students: 2nd grade n/a Assessment (formal and/or informal): The teacher will assess students informally by walking around the classroom, asking basic questions of said holiday, Veterans Day, testing prior knowledge before beginning the lesson, during the lesson, and after the lesson. Standards: §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (b) Knowledge and skills. (1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; Standards: §110.4. English Language Arts and Reading, Grade 2, Adopted 2017. (b) Knowledge and skills. (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; Objectives: 1. The student will be able to comprehend the significance of the patriotic holiday Veterans Day, nationwide and in their community. 2. The student will be able to explain the importance of Veterans Day in the nation and in their community. Strategies for English Language Learners and Learners with Special Needs ● ELL students will be grouped with bilingual students ● SPED students will be grouped with General Ed students in the regular classroom ● Teacher assistance around the classroom ● “Word wall” vocabulary words translations ● Teacher must be prepared with helpful visuals (images, graphic organizers, etc.) Materials and Resources ● Introductory video ● 4-square vocabulary worksheet ● Journal ● Writing utensil ● Blank paper ● markers/ crayons/ colored pencils Instructional Sequence (instructional strategies and learning tasks) ○ The purpose of this lesson is for students to learn about one of the most important and celebrated patriotic holidays in the country. The students will be able to learn the origin, purpose, and basic knowledge of Veterans Day. ● Accessing prior knowledge (5 minutes) ○ The class will engage in a discussion on their current knowledge about Veterans Day, prior to the beginning of the lesson. ● Introduce 2-minute video to class (made by teachers) ■ Questions and topics that will be discussed: ● Who Veterans Day celebrates? ● What Veterans Day is? ● When is Veterans Day celebrated? ● Where Veterans Day is celebrated? ● Why/how Veterans Day is celebrated? ● Teacher modeling (15 minutes) The teacher will introduce new vocabulary words that will be mentioned throughout the lesson in relation to Veterans Day. Along with the students, the teacher will work on a 4-corner activity for each of the vocabulary words. Vocabulary: veteran, honor, soldier Vocabulary Word Definition Sentence Picture ● Guided practice (15 minutes) Once the vocabulary has been covered along with the class, the teacher will work on the 5 Ws of Veterans Day (who, what, when, where, why/how). The students will write these important key points in their journals. ● Practice (independent, partner, group) (15 minutes) Independent: The students will be given 10 minutes write out a short story about a veteran. The students will use their imagination, creativity, and what they’ve learned about veterans, to write the short story the best way they can. Group: Within their groups, the students will exchange short stories amongst each other, and try to interpret the stories they’ve read through drawings. ● Closure (5 minutes) The students will be assigned an exit ticket to turn in at the end of class, by writing out 2-3 facts they learned about Veterans day. Lesson 2 - U.S.Veterans (Armed Forces) Your name: Date and Time of Lesson: Ana Flores, Jacklynn Kiefer, Amanda Vega March 6, 2019 (55 minutes) Grade Level: Number of Students: 2nd grade n/a Standards: §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (b) Knowledge and skills. (13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: (A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting; Standards: §110.4. English Language Arts and Reading, Grade 2, Adopted 2017. (b) Knowledge and skills. (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; Objectives: 1. The student will be able to understand the characteristics of being a good citizen, such as responsibilities of serving the country. 2. The student will be able to understand the characteristics of being a good citizen, such as participation in government and education of the armed forces of the United States. Strategies for English Language Learners and Learners with Special Needs ● ELL students will be grouped with bilingual students ● SPED students will be grouped with General Ed students in the regular classroom ● Teacher assistance around the classroom ● “Word wall” vocabulary words translations ● Teacher must be prepared with helpful visuals (images, graphic organizers, etc.) Materials and Resources ● Writing utensil ● Journal ● Soldier cut-outs ● Markers/ crayons/ colored pencils Assessment (formal and/or informal): The students will be assessed informally along their mini presentation at the end of the lesson. The teacher will walk around and observe what the students share about what they have learned. Instructional Sequence (instructional strategies and learning tasks) ○ The purpose of this lesson is for students to learn about the responsibilities of a U.S. citizen, as well as educating them about the different armed forces in the United States, that classify members as Veterans. ● Accessing prior knowledge (5 minutes) 1. Students will reflect on what they learned the day prior about Veterans day, and what they can recall from the introductory video in regard to the armed forces of the United States. ■ Questions and topics that will be discussed: ● Air Force ● Army ● Coast Guard ● U.S. Marine Corps ● Navy ○ Teacher will discuss the responsibilities of each and similarities that make members of each armed force, veterans. ● Teacher modeling (15 minutes) The teacher will model each of the armed forces with cut-outs of each member, and give a brief explanation of the responsibilities, and what makes them different from one another. ● Guided practice (10 minutes) Along with the students, the teacher will work on finding similarities amongst the five different services, finding what makes them all veterans. ● Practice (independent, partner, group) (20 minutes) Independent: The students will be given cut-out soldiers, with an assigned type of force. Students will be instructed to color their soldiers, write out in what they serve, and one fact they learned about their specified service. ● Closure (5 minutes): The students will be instructed to present their soldiers within their group. This way, the students will close off the lesson by learning what their peers learned, as well as having each student share their comprehension of the lesson during their mini presentation. Lesson 3 – What is Memorial Day? Name: Date and Time of Lesson: Ana Flores, Amanda Vega, and Jacklynn Kiefer March 6, 2019 (45 min) Grade Level: Students: 2nd grade n/a Assessment (formal and/or informal): The teacher will make informal assessment on the students as she gets them involved in the class discussions. Plus, she will monitor students’ work as well as answer any questions they have throughout. Standards: §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and §110.4. English Language Arts and Reading, Grade 2, Adopted 2017. (13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: (E) demonstrate understanding of information gathered; Objectives: 1. The student will be able to compare information taught about Veterans Day with new information about Memorial Day through a Venn diagram. 2. The student will apply Memorial Day information from the video by decorating a grave of a fallen soldier and include 3 important facts. Strategies for ELL students and Special Needs students: For ELL students and students with special needs, there will be visuals for them to guide themselves through the activities by showing a model of the end product. The video shown will be discussed as a class for further comprehension. Consistent monitoring of the teacher will be available. Materials and Resources: Video on Memorial Day facts: https://www.youtube.com/watch?v=xWn2RPr-GhE Venn diagram Grave decorating activity Projector Pencil Color pencils Butcher paper Social Studies Journal Blank paper Instructional Sequence (strategies and learning tasks): Purpose: The purpose for this lesson is for students to understand the differences between Veterans Day and Memorial Day since these two holidays celebrate similar things. Students will be able to know the importance of remembering not only the living soldiers, but also the ones who died defending their country. Accessing Prior Knowledge (5 min): students will be engaged in a class discussion involving what they learned about Veterans Day, days prior. This is to get the students thinking about the differences that exist between these two holidays. The teacher will focus on answering the following questions: What day is Veterans Day celebrated on? Who is remembered on Veterans Day? and Who is a Veteran? Teacher Modeling (5 min): After the class discussion, students will watch a video containing the facts about Memorial Day. It discusses issues like why it came about, when is it celebrated, and what events occur during this day. (https://www.youtube.com/watch?v=xWn2RPr-GhE). After they finish watching the video, students will engage in a class discussion about what they learned from the video. As a class, they will start coming up with similarities and differences between the holiday that was taught a couple of days prior (Veterans Day), and the one taught today. Guided Practice (10 min): With the video in mind, the teacher will work together with the students to create a Venn Diagram that will represent what similarities and differences Veterans Day and Memorial Day have. This will be done through a butcher paper pasted on the board so all the students can see. After the Venn Diagram is finished, the students will copy the end result on their social studies journal for future reference. The focus points will be: the different days in which they are celebrated, the people who the holidays remember (the living, deceased, or both soldiers), how the holidays were brought up, and what events occur during the day in which it is celebrated. (information for the above sections was retrieved from: Teachers resource guide honoring all who served, 2006). Independent Practice (20 min): For the independent practice, students will be given a grave in which they must decorate for a fallen soldier of the Armed Forces. This will relate to how Memorial Day was first known as “Decoration Day” with the intent of decorating the graves of those soldiers who sacrificed their lives in battle as well as remembering them. Then, the students will choose 3 different facts about Memorial Day that they learned throughout the lesson, and they will incorporate them in the center of the grave they will decorate. The intent for this is that students fully understand that Veterans Day and Memorial Day are two separate holidays, that even though they are familiar, they still have several differences. Closure (5 min): To close the lesson, students will create an “Exit ticket” where they write something they liked about the lesson, something they didn’t understand, and something that they learned. After they create it, three volunteers will read their exit ticket to the class so the teacher can reinforce any questions students have, as well as students being able to sum up what they learned and took from the lesson. Lesson 4 – Who is Freddy Gonzalez? Names: Date and Time of Lesson: Ana Flores, Amanda Vega and Jacklynn Kiefer March 7, 2019 (45 min) Grade Level: Students: 2nd grade n/a Assessment (formal and/or informal): The teacher will make informal assessment on the students as she gets them involved in the class discussions. Plus, she will monitor students’ work as well as answer any questions they have throughout. Standards: §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (4) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (C) explain how people and events have influenced local community history. §110.4. English Language Arts and Reading, Grade 2, Adopted 2017. (12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: (C) compose correspondence such as thank you notes or letters. Objectives: 1. The student will be able to implement the information learned about Freddy Gonzalez by creating a medal and giving it to someone they feel deserves it. 2. The student will be able to value the importance of the service and sacrifice performed by Freddy Gonzalez during war by creating a thank you letter. Strategies for ELL students and Special Needs students: For ELL students and students with special needs, there will be visuals for them to guide themselves through the activities by showing a model of the end product.Consistent monitoring of the teacher will be available. Materials and Resources: Book: When The River Dreams by J. Flores Projector Medal activity Butcher paper Sticky Notes Pencil Color Pencils Instructional sequence (strategies and learning tasks): Accessing Prior Knowledge (5 min): The teacher will engage the students in a class discussion where they point out the importance of veterans and the service they perform. The focus points will be: Why do they think that Veterans service is important? Do they believe that serving in the armed forces is a valuable and honorable duty? Does anyone have a family member who is a veteran? and if so, How do they feel about their service? and Who would like to be a soldier one day? Teacher Modeling (8 min): The teacher will first read a letter obtained from the book “When The River Dreams” that Freddy wrote to his mother while serving in war. After reading the letter, she will ask the students what they think about it, and infer who Freddy is and what he accomplished. After the discussion, the teacher will create a chart on the projector where she will demonstrate all the accomplishments that Freddy Gonzalez achieved (the medals he won and the reasons why he won them), as well as general information (place or birth, of death, battles he was involved in, and armed forces where he served) while finally mentioning the memorials that are found here in the RGV. Guided Practice (7 min): After learning about the life of Freddy Gonzalez, the teacher and the students will create a thank you letter as a class destined for him. The focus points the teacher will address are: Why was Freddy Gonzalez so important? Was he an honorable soldier? How do they feel that he is from the RGV? and, Why is it important to thank Freddy and acknowledge his efforts during his time of service? Independent Practice (20 min): The students will be given a medal that they must decorate/color. After doing so, they will each come up with a name for the medal and a purpose for it. They will write 2-3 sentences where they explain said purpose. Finally, they will choose someone who they want to give the medal to, and they will write 1-2 reasons why they want to award it to him/her. This will all be written in the same paper. Closure (5 min): For the closure, and as a way for the teacher to reinforce the material taught, the students will be each given a post it in which they need to write a fact learned about the life of Freddy Gonzalez. Afterwards, they will go on to the board where a piece of butcher paper will be found and they will post their fact on it. Finally, the teacher will read around 5-7 post it notes to the class, and she will clarify questions or simply learn students’ comprehension about the topic taught. 9/11 Remembrance Teacher: Jacklynn Kiefer Date: 2/23/19 Subject / Grade level: Social Studies/2nd Grade Materials: ● 911 Fact Sheet ● Pencils/Markers ● Napkins ● Red, white, and blue paint ● Construction Paper ● Computer ● Memorial Wall Virtual Tour - https://www.google.com/maps/@40.7123473,-74.0134411,2a,75y,117.33h,46.45t/data=!3m6!1e1!3m4!1saCFxtnF4hsn8xZX1YKPRVQ!2e0!7i13312!8i6656 ● 911 Hero Tour - https://www.youtube.com/watch?v=_KvRqk3bylw&feature=youtu.be NC SCOS Essential Standards and Clarifying Objectives §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012 (b) Knowledge and skills. (2) History. The student understands the concepts of time and chronology. The student is expected to: (A) describe the order of events by using designations of time periods such as historical and present times; (§110.4. English Language Arts and Reading, Grade 2, Adopted 2017. b) Knowledge and skills. (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses; Lesson objective(s): ● Students will develop a deeper understanding of what happened on 911. ● Students will become aware of why we need to remember the people that were involved in 911. ● Students will have a deeper understanding of what the word “Hero” really means. ● Students will understand the importance of Patriot Day. Differentiation strategies to meet diverse learner needs: ● The teacher will provide several different learning techniques throughout the lesson. The teacher is providing a video, a hands-on activity, and it is teaching the students orally to meet the needs of all different types of learners such as auditory learners, kinesthetic learners, and visual learners. ENGAGEMENT ● The teacher will start the lesson by asking the students: - “What does a hero mean to you?” - “What does a hero look like to you?” ● Teacher will show students a 911 Hero Tour video on YouTube. EXPLORATION ● The teacher will ask the students: “How should we pay tribute to our heroes to thank them?” ● Students create a finger painting using red, white, and blue paint to honor the heroes of 911 and write a thank you or remembrance quote on the painting. EXPLANATION ● The teacher will discuss the 911 facts. - What was the trade center? - What were the twin towers? - What happened on the day of 911? - Why did this event happen? - How can we remember what happened? - What happened after 911? ELABORATION ● Teacher will show the students a virtual tour of the memorial wall. ● Teacher will briefly discuss that a war occurred because of 911. Vocabulary - Bravery - Hero - Service - Remembrance ● This knowledge is applied to students’ daily lives because this concept discusses heroes such as firefighters, soldiers, and these are people that are in student’s daily lives. Children need to know why it’s important to honor these people for their service. EVALUATION ● Teachers will ask students to write a short paragraph on if after today’s lesson the word hero has a different meaning to them, and if so, what it means to them now. RGV Fallen Soldiers Teacher: Ana Flores, Jacklynn Kiefer, Amanda Vega Date: 2/23/19 Subject / grade level: Social Studies/ 2nd Grade Materials: ● Memorial Paper ● Pencils ● Computer – (YouTube Video & Research) ● Glue Stick ● Fallen Soldier - https://www.youtube.com/watch?v=kLDUtf2GVQA NC SCOS Essential Standards and Clarifying Objectives: §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (b) Knowledge and skills. (4) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (C) explain how people and events have influenced local community history. §110.4. English Language Arts and Reading, Grade 2, Adopted 2017. (b) Knowledge and skills. (6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (E) make connections to personal experiences, ideas in other texts, and society Lesson objective(s): ● The students will develop a better understanding how historical figures such as veterans, impacted the community. ● The students will gain respect for fallen soldiers. ● The students will develop a sense of the loss that occurs during war. Differentiation strategies to meet diverse learner needs: ● The teacher is making sure the lesson is addressed in many ways to make sure to meet the needs of auditory, visual, and kinesthetic learners. ENGAGEMENT ● The teacher will start off the lesson by asking the students to create a KWL Chart. ● The teacher will ask the students what they know about soldiers, what they would like to know about soldiers, and then at the end of the lesson they will figure out what they learned about soldiers. ● The teacher will then explain what “Fallen Soldiers” means. EXPLORATION ● The teacher will provide the students with names of fallen soldiers from the Rio Grande Valley. ● The students will do research on the names provided and will create a memorial page for the soldier. The memorial page must include a picture of the soldier, his name, when he was born, when he passed away, and what branch he was enlisted in. ● Teacher will ask students if they have any relatives or know anyone who has served in the military. ● Teacher will ask students why they think people decide to join the military. EXPLANATION ● The students will watch a video on YouTube about Fallen Soldiers. ELABORATION ● The teacher will reference back to the patriotic holidays we celebrate annually to show appreciation to the fallen soldiers. ● Certain vocabulary will be used throughout the lesson such as words like, - Patriotic - Military - Army - Let the students know that there are museums and many other special memorials dedicated to the fallen soldiers of the Rio Grande Valley. EVALUATION ● At the end of the lesson the teacher will have the students complete their KWL chart by filling in the L section. This will help the teacher determine whether or not the student comprehended the lesson. Lesson 7: Letter to Veterans Teachers: Jacklynn Kiefer, Amanda Vega, & Ana Flores Date: 2/24/19 Subject / grade level: Social Studies/2nd Grade Materials: ● Paper ● Colors ● Pencils ● Envelopes ● Computer ● Letter Writing for Kids Link https://www.youtube.com/watch?v=y2d-0dIimgY NC SCOS Essential Standards and Clarifying Objectives §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (b) Knowledge and skills. (4) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (C) explain how people and events have influenced local community history. §110.4. English Language Arts and Reading, Grade 2, Adopted 2017. (b) Knowledge and skills. (12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: (C) compose correspondence such as thank you notes or letters. Lesson objective(s): ● Students will learn how to compose a letter properly. ● Student will learn the different components of a letter. - Date - Salutation or Greeting - Body - Closing - Signature Differentiation strategies to meet diverse learner needs: - The teacher will provide a video and a hands-on activity on how to write a letter to meet the needs of auditory, kinesthetic, and visual learners. ENGAGEMENT ● The teacher will begin the lesson by showing the students a video about how to compose a letter. ● After watching the video, the students should consider - “Who will this letter be going to?” - “What words could I use to make my letter sincere?” - “Is my letter going to be formal or informal?” EXPLORATION ● Teacher will briefly go over the five stages in a letter again explaining more in depth what the children could write in the body of a letter. ● Teacher will ask students to take out a piece of paper, pencil, and crayons. ● Teacher will as the students to write their own letter to a veteran thanking them for their service. ● Teacher will pose questions such as: - “Is there anything you would like to say to the veteran?” - “What are you going to thank the veteran for?” EXPLANATION ● Teacher will ask students: - “Why do you think it’s important to thank our veterans?” ● Teacher will give a brief summary reflecting what the students have learned that week. - Freddy Gonzalez - Veterans Day - Memorial Day - 9/11 - Fallen Soldiers ELABORATION ● Describe how students will develop a more sophisticated understanding of the concept. ● Vocabulary - Compose - Formal - Informal - Closing ● Students may want to compose letters throughout their daily lives to relatives who live far away or to any family members that they may have in the military. EVALUATION ● After the lesson the students will be given an exit ticket where the students have to name the five parts that are included in a letter. Assessment 1. Who is a veteran? (BT1) 2. Why is Veterans Day celebrated? (BT1) 3. Explain the differences among the different services of the Armed Forces. (BT2) 4. Compare the two different holidays learned, Veterans Day and Memorial Day. (BT4) 5. Do you agree that serving in the Armed Forces is an honorable duty? (BT6) 6. What do you predict Freddy Gonzalez would be doing in the present if he would still be alive? Why? (BT5) 7. What influence did Freddy Gonzalez have on the Rio Grande Valley? (BT6) 8. Why is Memorial Day significant? (BT3) 9. What effect did the 9/11 attack have on the veterans of today? (BT2) 10. If you could have a conversation with Freddy Gonzalez today, what would you tell him? (BT6) References Teachers resource guide honoring all who served : Veterans Day, November 11, 2006. (2006). Washington, DC: Veterans Day National Committee, Dept. of Veterans Affairs, Office of National Programs and Special Events. Flores, J. W. (2006). When The River Dreams. Bloomington, IN: AuthorHouse. McLeod, S. (2018). Lev Vygotsky. In Simply Psychology. Retrieved from https://www.simplypsychology.org/vygotsky.html www.military.com/join-armed-forces/us-military-overview.html. https://www.valleymorningstar.com/news/local_news/at-a-glance-valley-servicemen-who-were-killed-in-war/article_041274a2-f43a-11e3-a552-0017a43b2370.html Breezinator11. (2012, February 18). Retrieved February 21, 2019, from https://www.youtube.com/watch?v=kLDUtf2GVQA (n.d.). Retrieved from https://www.google.com/maps/@40.7123473,-74.0134411,2a,75y,117.33h,46.45t/data=!3m6!1e1!3m4!1saCFxtnF4hsn8xZX1YKPRVQ!2e0!7i13312!8i6656 United, V. (2013, June 03). Retrieved February 21, 2019, from https://www.youtube.com/watch?v=_KvRqk3bylw&feature=youtu.be Youtube, Andie Worsley , Nov. 2016, www.youtube.com/watch?v=y2d-0dIimgY. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans Day Lesson Plan Subject The topic of the resource Veterans Day Soldiers Anniversaries Description An account of the resource The purpose of this lesson is to educate the students about patriotic holidays in the United States such as, Veteran’s Day and Memorial Day and incorporating historical events like 9/11. The lesson plans focus on a variety of material that will help students understand the importance of Veteran’s Day and how it has affected their home in the Rio Grande Valley (RGV). It starts by introducing the history of Veteran’s Day as it was established in November 11, 1947 in the state of Alabama, followed by explaining the reasoning behind the holiday (Veterans Day National Committee, 2006). It further explains important figures of the Rio Grande Valley, like Freddy Gonzalez’ life in his memorial book “When The River Dreams” (Flores, 2006). We will focus on answering the following questions, Who is a veteran?, What is Veterans Day?, When is Veterans Day?, Where is Veterans Day?, Why Veterans Day is celebrated?, and how Veterans day is relatable to the students’ lives? Creator An entity primarily responsible for making the resource Anna Flores Jacklynn Kiefer Amanda Vega Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1947 2001 1968 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Flores, Ana, Kiefer, Jacklynn, and Vega, Amanda. (2019). Lesson Plan for Veteran's Day. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/115 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LessonPlan-VeteransDay-FloresKieferVega https://omeka.utrgv.edu/files/original/50a17187a4215ca15ac440bfcaa77c43.pdf e0b170d880c4c89fba2ce6c4bc4a8417 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 days Standards §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (3) History. The student understands the concepts of time and chronology. The student is expected to: (A) distinguish among past, present, and future; (6) Geography. The student understands various physical and human characteristics. The student is expected to: (C) identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location. (7) Economics. The student understands how families meet basic human §110.13. English Language Arts and Reading, Grade 2, Beginning with School Year 2009-2010. (15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). Objectives The student will be able to apply their knowledge of agriculture into describing the methods of how farming has changed over time and discuss the differences between needs and wants. The student will be able to understand why people partake in agriculture, and how people used to farm and the importance of agriculture in the Rio Grande Valley. Materials · Historical photo of agriculture taking place near Brownsville, TX · PowerPoint presentation · Foldable for students · A Day without Agriculture Handout for students · Whiteboard · Timeline where students will create a small timeline individually on past/present/future Lesson Plan Text Abstract The purpose of this lesson conducted was to teach students the importance of agriculture and teach students the history of John Shary, geography and climate in the Rio Grande Valley, Texas citrus, and how agriculture shapes the Rio Grande Valley. The Rio Grande Valley is one of the richest farming areas of Texas and remains an agricultural gem with diverse, year-round production. The inspiration to create these lessons came from the agriculture the Rio Grande Valley provides. By educating our children on agriculture, we are able to tell the history on the Rio Grande Valley as it will set the foundation for settlements. With Texas being an agricultural state, the majority of our people are actively engaged in the profession of agriculture. In our public-school districts with 550,000 children, a large percentage return to the farm. Historical research has been conducted and it was found that 27% of children at seven years of age, preferred to live in the countryside, while only two percent of those at fourteen had the same desire. Adding these lessons on agriculture will create a vital interest in children and will teach children the history of citrus and how it ties to the Mission and Sharyland communities, well as the geography/climate of the Rio Grande Valley and how it plays a crucial role in producing agriculture. Furthermore, our lessons give a close look on how agriculture produces a more stable economy. Throughout the lesson, the crucial questions involve: What is agriculture? What kind of geography/climate does the Rio Grande Valley and how does this affect out agriculture? Who is John Shary? What is the Citrus Festival? Where can you find fruits and vegetables? The students will also learn how agriculture shapes economic sufficiency in the Rio Grande Valley. Within the lesson, we have incorporated subject that will contain keywords that include: climate, native, geography, sub-tropical, region, citrus, economic, reliability, irrigation, plowing, harvesting. Introduction The overall intent of this lesson is to help students understand what part of Texas that they live in, and the history behind the crops that grow in the Rio Grande Valley. The content is structured in a way that begins with teaching students about what agriculture is, a significant figure that expanding agriculture in the RGV, and how farming and agriculture end ups up in our shopping carts and benefits our economy. The students will explore ideas and take note of how places close to home have historical significance. Agriculture and farming is a way of life. For thousands of years people used it to feed their families, then communities, then expanded into a business and a way to feed the world. The harvesting, production, and manufacturing of agriculture is important for students to know because it creates job opportunities that stimulate our economy. The students will also learn about the geography and climate of the RGV. This will encourage to think about what they know and notice about the world around them. This includes the kind plants they have seen growing, the hot, humid, and dry weather we have, and what kind of fruits and vegetables we can find at our local grocery stores. When planning these lesson we took John Dewey’s ideology of learning through hands on activities into consideration. Human beings learn by doing. For children, hands on activities and interacting with their environment is a great way to learn and retain knowledge because it engages students in the lessons. Learning through experiences can also be beneficial to students because they are able to connect what they have learned to the outside world. We want students to not only recall facts but explore ideas and create foldables and participate in activities. A conceptual understanding of what they have learned is better than having students memorize information. Rubric Students will be evaluated on their performance during this lesson using the following rubric: “cooperation” portion of the rubric will be based on if the students were able to follow direction, comply with them as well as interact with peers, “accuracy,” to ensure every student was able to conduct their work with accurate information with no errors, “comprehension” to ensure the students were able to comprehend the given content based on the given history lessons for agriculture in the RGV, and “completion,” to ensure that each student was able complete the given assignments/activities in the given lessons. Rubric for Agriculture in the Rio Grande Valley: 5 4 3 2 1 Cooperation Student was able to fully cooperate through the entire duration of the lesson with peers. Student was able to cooperate through the majority of the lesson. Student was able to cooperate during parts of the lessons, but struggled at time with peers Student struggled to cooperate through the majority of the lesson with peers. Student did not cooperate with peers through the lesson. Accuracy Student was able to accurately complete all of his/her work with no errors/mistakes. Student was able to accurately complete their work with a minor error. Student was able to accurately complete their work with small errors. Student conducted many errors while completing their assignments. Student’s work was not conducted with accuracy throughout the entire duration of the lesson. Comprehension Demonstrated the lesson as well as in details/ into depth of the given lessons. Student understood the lessons without placing detail and in depth. Student understood the lesson with minor misconceptions Student grasped parts of the given lesson. Student did not comprehend the majority of the lesson Completion Student work was fully completed. Student work was completed with small/minor details not written. Missing parts of students assignments. Student work lacked many of the given components for completion. Student did not complete majority of the lesson. Lesson 1 – What is Agriculture? A Day without Agriculture Your name: Date and Time of Lesson: Clarissa Rodriguez & Cynthia Banda 2/24/19 (50 min. lesson) Grade Level: Number of Students: 1st Grade 20 Assessment (formal and/or informal): The teachers will conduct informal assessments, in which she will walk around the classroom and monitor the students understanding of the material and application in activities. The teachers when walking by will address any misconceptions and ask guiding questions as the lesson progresses. Standards: §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (3) History. The student understands the concepts of time and chronology. The student is expected to: (A) distinguish among past, present, and future; (6) Geography. The student understands various physical and human characteristics. The student is expected to: (C) identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location. (7) Economics. The student understands how families meet basic human Standards: §110.13. English Language Arts and Reading, Grade 2, Beginning with School Year 2009-2010. (15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). Objectives: 1. The student will be able to apply their knowledge of agriculture into describing the methods of how farming has changed over time and discuss the differences between needs and wants. 2. The student will be able to understand why people partake in agriculture, and how people used to farm and the importance of agriculture in the Rio Grande Valley. Strategies for English Language Learners and Learners with Special Needs ● ELL’s and SPED students will be integrated with general ed students. ● The end product will be made and can be passed among children when needed ● Utilization of visual aids and closed captioning on videos ● Monitoring will be available to address any/all misconceptions. Materials and Resources · Historical photo of agriculture taking place near Brownsville, TX · PowerPoint presentation · Foldable for students · A Day without Agriculture Handout for students · Whiteboard · Timeline where students will create a small timeline individually on past/present/future Instructional Sequence (instructional strategies and learning tasks) ● The purpose of the lesson for students ○ The purpose of this lesson is for students to learn about the importance of agriculture and will be able to receive a solid understand on what agriculture is, what it includes and how we are all affected by agriculture. ● Accessing prior knowledge (5 minutes) ○ The class will engage in thought-provoking questions to elicit children’s background knowledge ● What is agriculture? ● Hundreds of years ago, why did people farm? ● Nowadays, why do people farm? ● How could we find out about how people farmed 100 years ago? ● Do you think farming has changed over time? ○ Once the class has discussed their knowledge on agriculture, the teacher will show a video to further begin the lesson: ○ https://www.youtube.com/watch?v=NCp93xbSwWM ● Teacher modeling (15 minutes) During this portion of the lesson, the teacher will show a picture of agriculture taking place in the Rio Grande Valley (particularly near Brownsville, TX): Have students write down what they see from the picture: The teacher can self-create a PowerPoint to guide the students along What can be included in the PowerPoint: · The history of agriculture; how agriculture has changed the past of the Rio Grande Valley · the tools; working equipment · Working conditions of agriculture · Then vs. now; how agriculture has changed over time ● Guided practice (10 minutes) ○ In this part of the lesson, the teacher will create a foldable with students that will talk about agriculture; the basics and how agriculture has changed over time. (In the foldable, the teacher will address what is agriculture, where does planting and harvesting take place, why do we have agriculture, etc.). ○ The teacher will create the foldable timeline on the history of agriculture with the students and the students may follow along with the teacher. ○ The foldable will explain what occurred in the PowerPoint; but is a quick reminder for students when understanding the importance of agriculture. ○ Teacher will hand students “A Day Without Agriculture” and list the agricultural products they use in a day. Teacher will get examples and list them on whiteboard for students to see. ● Practice (independent, partner, group) (20 minutes) ○ Students will create a booklet and write a sentence/ display a picture on how agriculture has changed over time Through these activities, students will be able to identify major key points of agriculture in the RGV as well as learn the differences in agriculture now vs. back then ● Closure (5 minutes) ○ Once the groups have all finished their posters each of the students will have an exit ticket where they will write down one thing that have learned on agriculture (such as products of what they use daily). Lesson 2 – Is The Valley Really a Valley? Geography and Climate in the RGV Your name: Date and Time of Lesson: Cynthia Banda and Clarissa Rodriguez 2/24/19 (50 min. lesson) Grade Level: Number of Students: First Grade 20 Assessment (informal): The teacher is expected to monitor students and their understanding of the material. The teacher will ask high order thinking questions. Standards: §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (b) Knowledge and skills. (5) Geography. The student understands the purpose of maps and globes. The student is expected to: (B) locate the community, Texas, and the United States on maps and globes. 6) Geography. The student understands various physical and human characteristics. The student is expected to: (A) identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather; Objectives: 1. The students will be able to distinguish where the Rio Grande Valley is on a map. 2. The students will be able to recognize the Rio Grande Valley is a delta not a valley. 3. The students will be able to categorize the type of weather and climate that the RGV has. 4. The Students will be able to create a paper model of a delta. 5. The students will be able to create a geography and climate booklet of the RGV. Strategies for English Language Learners and Learners with Special Needs ● ELL’s and SPED students will be involved in the lesson and interact with general ed students. ● A checklist will be written on the board and verbal reminders will be made. ● The teacher will provide an example of the model and activities to the class. ● Expectations will be visible on the board with images. ● Consistent monitoring and teacher support will be available. Materials and Resources ● Construction paper ● Pencil ● Markers ● Stapler ● Scissors ● Glue ● Clay Instructional Sequence (instructional strategies and learning tasks) ● The purpose of the lesson for students (5 minutes) ○ Students will know where they live and where they are located in the map. The teacher will also discuss the misconception that people have of the Rio Grande Valley. It is actually a delta. In addition to that, the students will have an understanding that the RGV has a hot, humid, and dry weather and climate. ● Accessing prior knowledge (10 minutes) ○The teacher will ask students if they know what state they live in. She will also ask studetns what if they know what a landform is. The teacher will take guesses and ask students to do a think pair share, brief discussion. ● Teacher modeling (10 minutes) ○ The teacher will discuss what a delta is: A river delta is a landform that forms from deposition of sediment that is carried by a river as the flow leaves its mouth and enters slower-moving or stagnant water. The teacher will show a picture of a delta. ● Guided practice (10 minutes) ● The teacher will then explain what the word climate means: weather that a place expriences annally. ● The teacher will explain to students that the RGV has a warm fair climate. It is often hot and humid, with short winters. ● Together the students and teacher will create a booklet that the definition of landforms, and the type of landforms found in the RGV. The students will leave a space on the next page for a picture. ● The next page will have a have a definition of the word climate. Then the next page will have an example of the type of climate that the RGV has. The students will leave space on the next page for a picture. ● Practice (independent, partner, group) (15 minutes) ● Independently students will draw a picture of the a delta and color it. ● They will also draw a picture of a hot climate and color it ● With a partner the students can create a model of a delta using clay, construction paper, and other supplies available. ● In groups of 4-6 the students can present and share their models to each other. ● The teacher will monitor and walk around the room. ● Closure (5 minutes) ○ The students will each receive a post it note. The teacher will write a question on the board and read it out loud. “What kind of climate does the Rio Grande Valley have?” Acceptable answers will be “Hot” “Sunny” “Humid” or “Dry” Lesson 3 – Who Is John Shary? Your name: Date and Time of Lesson: Cynthia Banda and Clarissa Rodriguez 2/24/19 (50 min. lesson) Grade Level: Number of Students: First Grade 20 Assessment (formal and/or informal): The teacher will walk around during the lesson to ensure comprehension and students are on-task with the lesson. Towards the end of the lesson the teacher will ask the students “Who is the Father of Citrus?” and the students are expected to answer as a class “John Shary” Standards: §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (b) Knowledge and skills. (2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation; Objectives: 1. The students will be able to identify where South Texas is and where Sharyland, Texas is on a state Map. 2. The students will be able to recognize who John Shary is and the contributions he made to South Texas. 3. The students will create a foldable with information about John Shary. Strategies for English Language Learners and Learners with Special Needs ● ELL’s and SPED students will be grouped with general ed students. ● A checklist will be written on the board and verbal reminders will be made. ● A model of the end product will be provided. ● Expectations will be visible on the board with images. ● Consistent monitoring and teacher support will be available. Materials and Resources ● PowerPoint on John Shary ● Foldable including who, what, when, where. ● Paper ● Pencil ● Scissors ● Markers ● Crayons Instructional Sequence (instructional strategies and learning tasks) ● The purpose of the lesson for students ○ The purpose of this lesson is for students to familiarize themselves with the Rio Grande Valley (which is their home) and who the founder of Sharyland, Texas was. The students will find out who John Shary is and that he is the father of the Texas citrus industry. ● Accessing prior knowledge (7 mins) ○ The teacher will ask students if they know what city or what state they live in. ○ The teacher will ask the students if they have ever have eaten citrus (orange, grapefruit, lemons, limes). ○ The students will discuss the topics. ● Teacher modeling (10 minutes) ○ For this portion of the lesson, the teacher will introduce students to a map of Texas. The teacher will point out where South Texas and the Rio Grande Valley is on the map. The teacher will also state that this is the area where we live. The teacher will also zoom in on a digital map to show where we are located and how there are many cities and communities in Texas. The Teach will then explain to the Students where Sharyland Texas is. ○ The teacher will then go on to explain how Sharyland, Texas got its name. ○ On a PowerPoint the teacher will explain that John Shary came to the Rio Grande Valley in 1912. ○ He bought land in Mission Texas. ○ He felt that citrus crops were the future of Texas. ○ Explain to students what citrus is (oranges, grapefruits, lemons) ○ John Shary pumped water from the Rio Grande and irrigated the acres he bought ○ The following year he grew the first crops ○ He produced lots of citrus and sold it all over Texas ○ He died in 1945 ○ John Shary was named into the Texas Business man Hall of Fame and was also called the Father of the Citrus Industry ○ He also created a school district and the community of Sharyland was named after him ○ The teacher will show pictures of his mansion in Mission, Texas ○ The teacher will explain to students that artifacts on John Shary are now located at the UTRGV library in Edinburg Texas. ● Guided practice (15 minutes) ○ To ensure that students retain their knowledge of who John Shary is the teacher and students will work together on completing a four-flap foldable. ■ Each student will make a four-flap foldable ■ The first flap will have who: John Shary the father of Citrus ■ The second flap will be what: Grew the first commercial citrus crops in Texas. ■ The third flap will say when: 1912 ■ The fourth flap will say where: Mission, Texas and Sharyland, Texas ■ In the center of the foldable the students will draw a picture of John Shary. ■ Once the class has finished the foldable, they will glue it inside their Social Studies journal. The title of the page will be “Your Right to Vote”. ● Practice (independent, partner, group) (15 minutes) ○ The students will cut out and color a picture of a grapefruit on their own. ○ In partners they will think of words that describe John Shary and write it on the center of the orange ○ In a group the students will make paste their grapefruit onto a citrus tree ○ As a class this creates a grapefruit grove. ● Closure (3 minutes) ○ The teacher will explain to the class that all the trees in the class make a citrus grove like John Shary did in Mission, Texas. Lesson 4 – Texas Citrus Festival Your name: Date and Time of Lesson: Cynthia Banda and Clarissa Rodriguez 2/24/19 (50 min. lesson) Grade Level: Number of Students: First Grade 20 Assessment (informal): The Teacher is expected to monitor students learning through walking around the classroom. The teacher will ask questions to check for understanding. Standards: §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to: (A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and Objectives: 1. The students will be able to discuss why the citrus festival occurs in Mission, Texas 2. Students will distinguish the importance of traditions and customs in communities 3. The students will be able to create their own Texas Citrus Festival crown. Strategies for English Language Learners and Learners with Special Needs: ● ELL’s and SPED students will be included with general education students. ● A checklist will be written on the board and verbal reminders will be made. ● A model of the end product will be provided. ● Consistent monitoring and teacher support will be available. Materials and Resources: • Markers • Construction paper • Crayons • Pencils • Paper • Teachers PowerPoint • Video promo of the Texas Citrus Festival https://www.youtube.com/watch?v=3a8Fv_apqos Instructional Sequence (instructional strategies and learning tasks): ● The purpose of the lesson for students (5 minutes) ○ The students will learn new vocabulary such as customs and traditions and focus on traditions that the Mission, Texas area celebrates by taking a look at the Texas Citrus Festival. The students will connect it events that they celebrate in their communities and with their families. ● Accessing prior knowledge (5 minutes) ○ The teacher will ask students if they know what a celebration is. The teacher will also ask students to give examples of things that they celebrate. ● Teacher modeling (10 minutes) ○ The teacher will explain what a celebration and what a festival is and why people celebrate it. The history behind festivals are to celebrate a plentiful harvest. ● Guided practice (15 minutes) ○ The teacher will explain to students that back in the 1930’s John Shary and people from Mission, Texas celebrated the successful harvest of citrus (most importantly grapefruit). After that the teacher will explain that Mission, Texas has made it a tradition and has celebrated the Texas Citrus Festival for more than 80 years. Then the teacher will show students a video of what goes on during the celebrations. During the Citrus Festival they crown King Citrus, Queen Citrianna, and Princess Anna. They also have different festivities such as parade, cook out, and carnival. ● Practice (independent, partner, group) (15 minutes) ○ After showing students the different outfits and the crown that the king and queen wear, the students will create their own crown if they were crowned as King Citrus or Queen Citrianna. ○ When the students are finished, the teacher will ask students to turn to their partner and talk about how they decorated their crowns. The students will also get to wear their own crowns. ○ In a whole group the teacher will call on several students to write on the board what events they would go to if they attended the Texas Citrus Festival. The teacher will remind the students that this is a tradition that the city of mission does every year to celebrate John Shary, citrus, and the community. ● Closure (5 minutes) ○ The teacher will ask students to get out a sheet of paper and draw a picture of one that they would attend if they went to the festival and write a sentence about it underneath the picture. Lesson 5 – Let’s Go Shopping! How Agriculture Paves the RGV from Farm to Cart Your name: Date and Time of Lesson: Clarissa Rodriguez & Cynthia Banda 2/24/19 (50 min. lesson) Grade Level: Number of Students: 1st Grade 20 Assessment (formal and/or informal): The teacher will walk around during the lesson to ensure comprehension and students are on-task with the lesson. The teacher will observe students while conducting the lesson based on the money to address any misconceptions that may occur within the lesson. Standards: §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (b) Knowledge and skills. 1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to: (A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; Objectives: 1. The students will discuss the origins of the citrus festival in Mission, Texas. 2. The students will be able to identify the customs of the RGV Strategies for English Language Learners and Learners with Special Needs ● ELL’s and SPED students will be grouped with general ed students. ● Braille may be provided on the price tag for visually impaired students. ● Audio recordings may be read aloud for visually impaired students. Materials and Resources · Agriculture & The Green Economy YouTube video: https://www.youtube.com/watch?v=twGev010Zwc · Entrepreneurship: Rio Grande Valley Farmers Guide PBS Video New Mexico https://www.youtube.com/watch?v=L7_oRf114fE · RGV Farmers Market: Fresh Options to Grocery Buying YouTube Video https://www.youtube.com/watch?v=iJEL7q-o53w · Play Money · Reusable Shopping Bags · History Journal · Price tags · Writing utensils · Different food items (such as can of corn, milk carton, etc.). · PowerPoint presentation · Paper · Markers/Crayons for picture during closure activity Instructional Sequence (instructional strategies and learning tasks) ● The purpose of the lesson for students ○ The purpose of this lesson for students is to learn how agriculture that takes place in the Rio Grande Valley ensures economic sufficiency. The students may also understand how the price of goods have inflated since previous years. ● Accessing prior knowledge (5 minutes) ○ The class will engage in a discussion on their knowledge pertaining to how we buy goods at the grocery store. Most of the food at the grocery store came from the agriculture. The teacher may show students empty food containers of a variety of different items that students may understand. ■ Topics to be discussed will include: ● What food do you buy at the grocery store? ● What is the role of grocery store? ○ Do you notice the price changes on goods such as fruits? ○ Once students have discussed this information, the teacher will show the students the following video on YouTube to further show the story of Agriculture and The Green Economy (https://www.youtube.com/watch?v=twGev010Zwc) ● Teacher modeling (7 minutes) ○ For this portion of the lesson, the teacher will talk more about the economics side of agriculture; and show another video on YouTube from PBS relating specifically to the Rio Grande Valley: ENTREPRENEURSHIP | Rio Grande Valley Farmers Guild | New Mexico PBS ○ (https://www.youtube.com/watch?v=L7_oRf114fE) The teacher may also show another YouTube video on showing where does food come from on RGV farmers markets: grocery buying: RGV Farmers Market: Fresh Option to Grocery Buying ● (https://www.youtube.com/watch?v=iJEL7q-o53w) ● Guided practice (10 minutes) ○ The teacher and students will work together to complete a “plate” where students will learn the different sources of agriculture ○ The teacher can show the students how wool comes from cotton and the teacher will make connections using a Venn diagram to show students what type of agriculture belongs to each item Practice (independent, partner, group) (20 minutes) ○ For this part of the lesson, students will work in small groups and will hand students play money with reusable shopping bags ○ Students will be given a certain amount of money and must be advised to purchase things they can afford ○ On each of the items, the students will write in their history journals where each of the items come from and how much it costs (such as milk will come from cows) ● Closure (8 minutes) ○ To close this lesson, the teacher will ask students “Was it hard to make choices about how to spend your money?” explain to students the term: opportunity cost and they often bought items they needed. ○ “Besides food, what other items do families buy because they need them?” (Such as clothing, houses, and cars). ○ Each student will be provided with paper and will draw a picture/product they think their classmates would spend their money on and have them draw a picture of their invention. ○ Remind students their goal is to have their classmates buy their service and why we would buy the item. ○ Let students write their own price of an item. ○ Ensure the teacher reviewed with students that agriculture is what fuels the economy as explained in the PowerPoint and videos. Assessment 1. What is agriculture? (BT1) A. Domestication of plants for human use (such as clothing, food, animals). B. The study of the automobile and how it contributes to pollution 2. Who is John Shary? (BT1) A. Father of the Texas Citrus Industry B. American labor leader & civil rights activist 3. Can you provide an example of a source of food item that includes agriculture? (BT2) A. Soda B. Cotton 4. What was the main idea of knowing how agriculture has changed over time? (BT2) A. So we can see how the process and how quicker/ more efficient agriculture has gotten over the years B. B. So we can watch a movie in class on how the automobile industry has improved 5. What would result if placed in a climate where it never rained? (BT3) A. The crops/plants would suffer due to drought and thus, affect agriculture negatively B. The crops/plants will stay longer and thus, affect agriculture positively 6. How would you apply what you learned in the agriculture lessons when you go to the grocery store? (BT3) A. Understand that agriculture takes place beyond food and all components play a crucial role from farm to cart B. Understand that fruit can easily be produced in a factory and will not need to be in the outdoors from farm to cart 7. Can you create the Rio Grande Valley as a delta for me? (BT4) A. Creates a Valley B. Creates a delta *Student will need to create using pictures. Teacher will examine if the picture is drawn correctly* 8. What inference can you make on the climate/geography of the Rio Grande Valley? (BT4) A. That the valley is a delta and has a subtropical climate B. The valley is a valley and has an arctic climate 9. Do you think advancement of technology for agriculture will help us in the future? Elaborate why or why not. (BT5) *Student responses will vary, but here is an example of a student’s response that would be considered right/wrong. This question is up for interpretation for students and is subjective as their responses will vary. Students will need to justify their answer* A. Yes, I believe the advancement of technology will make it easier for farmers to produce fruit faster B. No it won’t 10. How would you improve the agriculture system of the Rio Grande Valley? (BT5) A. I would improve by creating better working conditions for workers and making sure that the plants are well nourished. B. I would improve by driving less cars to decrease air pollution. Answer Key: 1. A 2. A 3. B 4. A 5. A 6. A 7. B 8. A 9. A 10. A Artifacts References Academy, A. (2018, January 31). Retrieved February 22, 2019, from https://www.youtube.com/watch?v=fbOiwV3gBLg Agriculture through the Years: Then to Now. (2017, August 14). Retrieved from http://discovermonsanto.in/posts/agriculture-through-the-years-then-to-now/ Ana, R. S. (2011, August 12). South Texas agriculture: $1.6 billion and growing in four-county area. Retrieved from https://today.agrilife.org/2011/08/12/lower-rio-grande-valley-agriculture-impact-set-at-1-6-billion/ Eddie When I’m not rockin’ out with my bros. (2017, December 22). Fun Ways to Teach Kids about Agriculture. Retrieved from https://www.tidbitsofexperience.com/fun-ways-teach-kids-agriculture/ Figure 2f from: Irimia R, Gottschling M (2016) Taxonomic revision of Rochefortia Sw. (Ehretiaceae, Boraginales). Biodiversity Data Journal 4: E7720. https://doi.org/10.3897/BDJ.4.e7720. (n.d.). doi:10.3897/bdj.4.e7720.figure2f Hart, & Weldon. (2010, June 15). SHARY, JOHN HARRY. Retrieved from https://tshaonline.org/handbook/online/articles/fsh08 Knmedotorg. (2009, December 06). Retrieved February 22, 2019, from https://www.youtube.com/watch?v=L7_oRf114fE Kyle, & Jackson, E. J. (1970, January 01). Agriculture in our public schools. Retrieved from https://utrgv-ir.tdl.org/handle/2152.6/831 Proffer, E. (2012, June 22). Retrieved February 24, 2019, from https://www.youtube.com/watch?v=iJEL7q-o53w [Portrait of John H. Shary], photograph, Date Unknown; (https://texashistory.unt.edu/ark:/67531/metapth15109/), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting The University of Texas – Rio Grande Valley. Mitsuoka, Y. (n.d.). Food Doesn't Grow in the Supermarket! Retrieved from https://www.agclassroom.org/teacher/matrix/resources.cfm?rid=13 Rio Grande Valley Has Diverse, Year-Round Production. (n.d.). Retrieved from https://www.cropscience.bayer.us/news/blog/2016/april/04122016-rio-grande-valley-is-an-agricultural-gem-with-diverse-year-round-production Texas Citrus Fiesta Mission Texas TX About Us. (n.d.). Retrieved from https://www.texascitrusfiesta.org/about Tx, C. O. (2016, January 08). Retrieved February 22, 2019, from https://www.youtube.com/watch?v=3a8Fv_apqos (n.d.). Retrieved from http://www.mandela.ac.za/Cyberhunts/bloom.htm https://naitc-api.usu.edu/media/uploads/2016/10/05/myplate_goods_services_sheet_1.pdf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Agriculture Lesson Plan Subject The topic of the resource Agriculture Industries Citrus Description An account of the resource The purpose of this lesson conducted was to teach students the importance of agriculture and teach students the history of John Shary, geography and climate in the Rio Grande Valley, Texas citrus, and how agriculture shapes the Rio Grande Valley. The Rio Grande Valley is one of the richest farming areas of Texas and remains an agricultural gem with diverse, year-round production. The inspiration to create these lessons came from the agriculture the Rio Grande Valley provides. By educating our children on agriculture, we are able to tell the history on the Rio Grande Valley as it will set the foundation for settlements. With Texas being an agricultural state, the majority of our people are actively engaged in the profession of agriculture. In our public-school districts with 550,000 children, a large percentage return to the farm. Creator An entity primarily responsible for making the resource Clarissa Rodriguez Cynthia Banda Source A related resource from which the described resource is derived UTRGV College of Education EDCO3335-34 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1912 1932 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Rodriguez, Clarissa, and Banda, Cynthia. (2019). Lesson Plan for Agriculture. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/109 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mission, Texas Identifier An unambiguous reference to the resource within a given context LessonPlan-Agriculture-RodriguezBanda primary source https://omeka.utrgv.edu/files/original/175d2938d245f957fa4049a49f125291.jpg 55d6ffe7eb9b54eb1d965a65a4bcc76e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days: Girl In Carriage Subject The topic of the resource Festivals Charro Days Local Celebrations Mexican American Description An account of the resource A photograph of a girl in a carriage during the 1939 Charro Days celebration in Brownsville, Texas. The carriage is attached to a goat. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1939 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Gomez-Guillermo-03-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Rio Grande Valley Rights Information about rights held in and over the resource UTRGV History Harvest; Girl in carriage during Charro days, September 27, 2014. BD010, Charro Days: Girl In Carriage, 1939. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. Brownsville celebration charro days children festival primary source https://omeka.utrgv.edu/files/original/a97efcba7478a9f570d1f63775d98ac3.tif 5a26a42ed8fdf1bf4a624021e37a92ac Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ford Lee and Perry Steele on Hayes Street in Brownsville, Texas. Subject The topic of the resource Festivals Charro Days Local Celebrations Mexican American Description An account of the resource Two children dressed up for Charro Days. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Ford_Lee_Lockett_and_Perry_Steele_on_Hays_Street Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-27 2014 Rights Information about rights held in and over the resource UTRGV History Harvest; Children dressed with a ''charro'' costume, September 27, 2014. BD010, Ford Lee and Perry Steele on Hays Street, 2014. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. Brownsville celebration charro days children festival primary source https://omeka.utrgv.edu/files/original/978e28f711b16b809e1dae38cfabffbe.pdf 63dce1689e7a0206ac7738deada02cbe Lesson Plan A resource that gives a detailed description of a course of instruction. Lesson Plan Text Abstract The purpose for this week’s lessons is aligned to the fourth grade TEKS in social studies that students should be learning to be successful. The students will learn throughout the week about work and how economic activities can lead people and animals to migrate. As the students learn about the lifestyle and variety of butterflies that share our world they will analyze the effects of exploration, migration and limited resources in our world that cause change and help living things survive. The information and resources used in these lesson plans are composed up from the University of Texas at Rio Grande Valley - Edinburg Campus Library, and the National Butterfly Center website. These resources were gathered to create the lessons so that the students can become aware of what is available to them, around them and learn to appreciate and take care of their environment. Introduction The purpose of the weeks worth of butterflies and migration lessons is to inform students about the world that is around them, from as close as their backyard, to their school campus, even to a location that is just driving distance away from them. As the students go throughout the week they will come to know and hopefully, appreciate, the very insects that fly among us so casually. The students will not only learn about butterflies and their characteristics, but they will also learn about migration. Students will learn that it’s not only people who migrate, but it is also, birds, butterflies, and other types of animals too. These lessons will help students appreciate the life of not only themselves but of other beings we share this earth with too. Rubric Students will be evaluated throughout the week, each day, with the rubric below. The purpose of this rubric is to help the teacher understand what each child is lacking, where the child’s strengths. The teacher will also be able to use this rubric as an informal assessment tool, progress monitor, and a whole class evaluation. Lastly, the teacher will use the rubric as a form to evaluate themselves to see what method or form of teaching is in need of improvement and which can be kept. Student Name 3 2 1 Participation Student was actively engaged. Student was engaged, but still loses focus. Student did very little to no participation. Creativity Student was able to come up with original work. Student is creative, but still relies on others for reassurement. Student copied teachers and/or classmates work. Application Student applied knowledge learned. Student applies some application, but still waits for answers to be given. Student did little to no application of knowledge learned. S.S. Butterflies and Migration Lesson Plan - Day 1 Lesson Title and Duration Different Types of Butterflies 40 minutes Learner Outcomes / Objectives (Write on the board so students and visitors are aware of student learning outcome) Students will learn a few of the variety of butterflies there is. Standards (the California-adopted Common Core Standards and Career Technical Education Standards addressed by this lesson plan) Common Core searchable database: http://db.readinglions.net/commoncore/index.lasso?fa=search Career Technical Education Standards: http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Materials Needed Journals Activity sheets of different butterflies Visuals of different butterflies Book that tells about different butterflies. Differentiated Learning Needs Visual aids. Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) Teacher will read a book about different butterflies. Teaching the Lesson ➢ Modeling – how will youdemonstrate the skill or competency? ➢ Instructional Strategies – how will you deliver the lesson? ➢ Check for Understanding – how will you ensure the skill or competency is understood by the students? As teacher references the book, she will explain to class about the different types of butterflies there is in style, size, shape, color, etc. Differentiated Learning Needs Visual aids and original language key words of lesson will be given. Guided Practice / Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. Teacher will show pictures to the students of the different butterflies and students follow along and write the key characteristics of the butterflies. Differentiated Learning Needs Visual aids will be given. Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned. Students will work in partners to mix match the different butterflies to their characteristics card. Independent Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. Students will draw their favorite butterfly and write the characteristics. Differentiated Learning Needs Characteristics will be given in the students original language and English. Summarize, Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. Students will share in their groups about their favorite butterfly and compare each others butterflies. S.S. Butterflies and Migration Lesson Plan - Day 2 Lesson Title and Duration Butterflies and Moths 40 minutes Learner Outcomes / Objectives (Write on the board so students and visitors are aware of student learning outcome) Students will learn the differences and similarities between moths. Standards (the California-adopted Common Core Standards and Career Technical Education Standards addressed by this lesson plan) Common Core searchable database: http://db.readinglions.net/commoncore/index.l asso?fa=search Career Technical Education Standards: http://www.cde.ca.gov/ci/ct/sf/documents/ctest andards.pdf §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Materials Needed Activity Sheets Journals Differentiated Learning Needs Visual aids, handson. Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) Teacher will play small video of moths and butterflies, while scaffolding, and students taking notes of what they find interesting or confusing. Teaching the Lesson ➢ Modeling – how will you demonstrate the skill or competency? ➢ Instructional Strategies – how will you deliver the lesson? ➢ Check for Understanding – how will you ensure the skill or competency is understood by the students? When video ends, teacher asks students about video and will explain to students the main characteristics that sets moths and butterflies apart. Differentiated Learning Needs Handout with visuals and original language will be given. Guided Practice / Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. Teacher will role play charades of the insects characteristics, while students try to figure out whether it’s a moth or a butterfly. Students will work in groups and must raise hands as this will be a sort of game. Differentiated Learning Needs Students will be in partners. Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and Teacher goes over again the main characteristics of butterflies and moths. frustration, and to reinforce major points to be learned. Independent Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. Students will work in groups of four to make a comparison chart of the differences and similarities between moths and butterflies. Differentiated Learning Needs Students will work in partners, may use journal as reference. Summarize, Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. Students will share their findings to another group. Teacher will walk around hearing all their conversations and chiming in when needed. S.S. Butterflies and Migration Lesson Plan - Day 3 Lesson Title and Duration Migration-butterflies, birds, & people 40 minutes Learner Outcomes / Objectives (Write on the board so students and visitors are aware of student learning outcome) Students will learn about the reasons why and who migrate. Standards (the California-adopted Common Core Standards and Career Technical Education Standards addressed by this lesson plan) Common Core searchable database: http://db.readinglions.net/commoncore/index.l asso?fa=search Career Technical Education Standards: http://www.cde.ca.gov/ci/ct/sf/documents/ctest andards.pdf §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Materials Needed Activity Sheets Journals Differentiated Learning Needs Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) Teacher enacts a role about someone/something migrating. Teaching the Lesson ➢ Modeling – how will you demonstrate the skill or competency? ➢ Instructional Strategies – how will you deliver the lesson? ➢ Check for Understanding – how will you ensure the skill or competency is understood by the students? Teacher will explain to the students what migration and who migrates. Differentiated Learning Needs Handout with visuals of animals, people, destinations, and reasons with be given. Guided Practice / Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. Teacher has students explain in their groups what migration is, why migration is, and who migrates. Differentiated Learning Needs Students will work in groups and can use handouts as a reference. Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned. Teacher says a “made up” story about someone migrating and class has to answer who migrated, why they migrated and where they migrated. Independent Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. Teacher has students write a fictional story in their journals about someone who migrated. Students then share to their partner. Differentiated Learning Needs Student(s) may use handout as a reference.    Summarize, Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. Students will role play in their groups, each group will be assigned a someone migrating and why. Students will come to the front an role play, while rest of the class tries to figure it out. S.S. Butterflies and Migration Lesson Plan - Day 4 Lesson Title and Duration National Butterfly Center 40 minutes Learner Outcomes / Objectives (Write on the board so students and visitors are aware of student learning outcome) Student will learn about the history of the National Butterfly Center and how it takes a big role for butterflies. Standards (the California-adopted Common Core Standards and Career Technical Education Standards addressed by this lesson plan) Common Core searchable database: http://db.readinglions.net/commoncore/index.l asso?fa=search Career Technical Education Standards: http://www.cde.ca.gov/ci/ct/sf/documents/ctest andards.pdf §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Materials Needed Activity sheets Differentiated Learning Needs Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) Show students a small video of the NBC, then ask students questions about the place before teaching them about it. Teaching the Lesson Teacher will do an anchor chart teaching about the history of the NBC. ➢ Modeling – how will you demonstrate the skill or competency? ➢ Instructional Strategies – how will you deliver the lesson? ➢ Check for Understanding – how will you ensure the skill or competency is understood by the students? Differentiated Learning Needs Guided Practice / Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. Teacher will have students share with each other one thing they found interesting about the NBC. Differentiated Learning Needs Students will work in partners. Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned. Teacher asks students questions about any questions, concerns, or interests they may have. Independent Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. Have students (work individually) write in their journals a small fact tree about the National Butterfly Center. Differentiated Learning Needs   Students may draw in their journals and use the anchor chart of the NBC as reference.    Summarize, Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. Have students role play a tour guide, guests, and admissions person (in small groups) using the facts they’ve learned about the National Butterfly Center. S.S. Butterflies and Migration Lesson Plan - Day 5 Lesson Title and Duration Fieldtrip to the National Butterfly Center 40 minutes Learner Outcomes / Objectives (Write on the board so students and visitors are aware of student learning outcome) Students will take a fieldtrip to the National Butterfly Center. Standards (the California-adopted Common Core Standards and Career Technical Education Standards addressed by this lesson plan) Common Core searchable database: http://db.readinglions.net/commoncore/index.l asso?fa=search Career Technical Education Standards: http://www.cde.ca.gov/ci/ct/sf/documents/ctest andards.pdf §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Materials Needed Journals and pencils. Differentiated Learning Needs Flashcards of what students went over throughout the week. Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) Just before heading off to the NBC teacher will scaffold students on learned material from throughout the week. Teaching the Lesson ➢ Modeling – how will you demonstrate the skill or competency? ➢ Instructional Strategies – how will you deliver the lesson? ➢ Check for Understanding – how will you ensure the skill or competency is understood by the students? Differentiated Learning Needs Flashcards of what students went over throughout the week.. Guided Practice / Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. Students will be put into groups of two and will need to answer the questions on their journal given by teacher. Students may also put whatever they find interesting and have any questions on in their journal so when we get back to the classroom after the fieldtrip, class can have a whole group discussion Differentiated Learning Needs Students working in pairs. Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned. Whole group discussion when arrive to classroom after fieldtrip. Independent Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. Students write a reflection of what they learned, saw, liked, disliked, etc in their journals. Differentiated Learning Needs Student may draw pictures and write words. Summarize, Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. Students will share in groups of four (to each other) as teacher walks around and hears on what each kid is saying. References National Butterfly Center website: https://www.nationalbutterflycenter.org/ UTRGV Library LRGV Collection: “The Birding & Butterfly Guide 2005 Checklists, Maps, Hotspots in the Rio Grande Valley” “RGV guidebooks” Copyright 2005, The Monitor (LRGV QL683.L6 B57) “The Rio Grande Valley 2001 Birding & Butterfly Guide” HUNTCO Publishing, Copyright 2001, Brent Hunter (LRGV QL683.L6 B57) “2008 Birding & Butterfly Guide” “RGV guidebooks” Copyright 2008, The Monitor. Publisher - M. Olaf Frandsen (LRGV QL683.L6 B57) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Butterflies Lesson Plan Subject The topic of the resource Butterflies Migration Nature Description An account of the resource The purpose of the weeks worth of butterflies and migration lessons is to inform students about the world that is around them, from as close as their backyard, to their school campus, even to a location that is just driving distance away from them. As the students go throughout the week they will come to know and hopefully, appreciate, the very insects that fly among us so casually. The students will not only learn about butterflies and their characteristics, but they will also learn about migration. Students will learn that it’s not only people who migrate, but it is also, birds, butterflies, and other types of animals too. These lessons will help students appreciate the life of not only themselves but of other beings we share this earth with too. Creator An entity primarily responsible for making the resource Ashaley Zapata Source A related resource from which the described resource is derived UTRGV College of Education Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2001 2005 2008 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Zapata, Ashaley. (2019). Lesson Plan for Butterflies. https://rgvprimarysourceguides.omeka.net/items/show/106 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LessonPlan-Butterflies-Zapata Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mission, Texas butterflies migration nature primary source https://omeka.utrgv.edu/files/original/2439a3b46be9ed25b8c7afd428afead3.pdf 92cd774b8201b4dd99e87a727d3b4835 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 days Standards §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Objectives The students will learn about the economic activities in Texas. The students will learn about the birds that migrate to the Rio Grande valley. The students will learn about the foods that the birds eat. The students will learn about the habitats that the birds create to survive. Materials -Anchor Video -Map -Markers -Migrating Bird Pictures -Pen/Pencil -Paper -Exit Ticket Lesson Plan Text Abstract The resolution for this lesson is for the students to understand the economic impacts of the Rio Grande Valley. To gain the interest of the students, in this lesson the teacher will be using the topic of birds and the things that concern them to help the students develop knowledge on economics. The students will also be able to see how migration impacts the growth of Texas both in a positive and negative way. Because limited resources have a significant impact on the economic development of Texas, the students will also have an opportunity to see how those such resources have an impact in their hometown. Students will be able to see what it is like to go into a store and manage the money they have been given to buy the products they wish to have. Overall, the students will be pleasantly learning about economics and the impacts that come along with it. Introduction In this lesson, the students will be excited to talk about the economy of the Rio Grande Valley. To ensure that the students remain enthusiastic throughout the week long lesson, I will use both birds that migrate to the Rio Grande Valley and those that are native to the Rio Grande Valley as the main focal points of the lesson. By having the students look back to the topic of birds, they will unconsciously be learning about the economic development of the Rio Grande Valley at the same time. The lesson consists of great hands on activities which will keep the students engaged and ready to learn the information being provided. The lesson will flow nicely to certify the best learning outcomes for the students. Rubric To assess the understanding and performance of the students, I will be using the rubric provided below. “Organization” this will assess the student’s ability to organize their information as well as their thoughts. “Creativity” this portion will assess how well the students are able to create things using the materials provided and how well the finishing products looks. “Application” is used to assess how well the students can apply what they learned to complete the assignment and apply it to their daily life. Lastly, “Cooperation” will assess how much the students participate in the lesson throughout the week. 5 4 3 2 1 0 Organization Student was able to organize all research information and record it on paper. Student was able to organize most of the research information and record it on paper. Student was able to organize some of the research information and record it on paper. Student struggled but was able to organize a fair amount of research information and record it on paper with help from others. Student struggled but was still able to organize a small amount of research information and record it on paper with help from others. Student was unable to organize research information, even with assistance from others. Creativity Student created something original which represented unique ideas but is aesthetically pleasing. Student created something original which represented common ideas but is aesthetically pleasing. Student created something original which represented common ideas and is somewhat aesthetically pleasing. Student struggled to create something original which represented similar ideas to others and is somewhat aesthetically pleasing. Student struggled to create work, but what was created was aesthetically pleasing. Student was unable to create anything. Application Student was able to apply all the information they learned from the week and it was accurate. Student was able to apply all the information they learned from the week, but it wasn’t always accurate. Student was able to apply some information they learned from the week, but it wasn’t always accurate. Student was able to apply some information they learned from the week, but it wasn’t accurate at all. Student was not able to apply any information learned from the week but did create some work although it wasn’t related. Student was not able to apply any information learned from the week and did not create any work. Cooperation Student was willing to fully cooperate and complete all work asked of them. Student was willing to fully cooperate but only completed some work asked of them. Student was willing to somewhat cooperate and complete some work asked of them. Student was willing to somewhat cooperate but needed assistance to complete some work asked of them. Student was not willing to fully cooperate and struggled to complete any work asked of them. Student was not willing to fully cooperate and did not complete all work asked of them. Teacher: Ms. Zepeda Lesson 1: Migrating to The Rio Grande Valley Subject / grade level: Social Studies/ 4th grade Materials: Anchor Video, Map, Markers, Migrating Bird Pictures, Pen/Pencil, Paper, Exit Ticket TEKS: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Lesson objective(s): The students will learn about the economic activities in Texas. The students will learn about the birds that migrate to the Rio Grande valley. The students will learn about the foods that the birds eat. The students will learn about the habitats that the birds create to survive. Differentiation strategies to meet diverse learner needs: There will be pictures on the board dealing with the task at hand. Video shown will contain captions. Students who are ELL’s and SPED will be in a group with regular education students. Expectations will be written on the board. ENGAGEMENT • The teacher will show the anchor video provided. • After the video has finished the teacher will ask “How many of you know what a Winter Texan is?” • The teacher will then explain how Winter Texans are related to birds in the sense that both migrate. EXPLORATION • The students will be given a map of North America. The students will follow along with the teacher to complete the map. • The teacher will draw out the route that each bird takes to reach the Rio Grande Valley. • The teacher will explain how the winter Texans bring money into the valley while they are here. EXPLANATION • The students will explain why they think that the Rio Grande Valley benefits from having winter Texans stay here in the winter. ELABORATION • The teacher will ask the students if they have ever seen any of the birds that have been mentioned in the teaching. • The teacher will go over and reinforce the vocabulary words that were introduced in the lesson. EVALUATION • The students will fill out an exit ticket. • The exit ticket will ask “How are winter Texans and birds alike? Why are they important?” Teacher: Ms. Zepeda Lesson 2: Valley Hatched Subject / grade level: Social Studies/ 4th grade Materials: Brown Paper Bag, Glue, Bird Cutouts, Colors, Markers, Pencil, Two Roses and A Thorn Worksheet, Bird Pictures, Fun Facts Worksheet, Foldable, Quinta Mazatlán Pictures TEKS: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Lesson objective(s): The students will learn about the economic activities in Texas. The students will learn about the birds that migrate to the Rio Grande valley. The students will learn about the foods that the birds eat. The students will learn about the habitats that the birds create to survive. Differentiation strategies to meet diverse learner needs: There will be pictures on the board dealing with the task at hand. Video shown will contain captions. Students who are ELL’s and SPED will be in a group with regular education students. Expectations will be written on the board. ENGAGEMENT • The teacher will ask the class what type of birds they see year round. • The students will be asked about the characteristics of the birds. • The teacher will show the students pictures of birds that are native to the Rio Grande Valley, and allow them to guess the names. EXPLORATION • The students will be designing a replica of their favorite bird native to the Rio Grande Valley using popsicle sticks, glue, colors/markers, and feathers. • Students will get some papers with fun facts about different birds, they will glue the fun facts corresponding to the bird they created on the back. EXPLANATION • The teacher will ask the students for their reasoning behind the bird they chose to create. • The teacher will introduce the students to the Quinta Mazatlán Birding Center and its history. ELABORATION • The students will be given a foldable and with the help of the teacher will create a timeline dealing with the Quinta Mazatlán. • The students will be asked to go home and see how many birds they can count of a specific species. EVALUATION • The students will fill out the “Two Roses and A Thorn” paper. In that paper, the students will write down a concept that they enjoyed or learned inside each rose and write down a concept they did not like or did not understand outside the thorn. Teacher: Ms. Zepeda Lesson 3: Eat Up Subject / grade level: Social Studies/ 4th grade Materials: Bird Food Samples, Paper with Priced Bird Food, Pipe Cleaners, Yarn, Cheerios, 3-2-1 Countdown Worksheet TEKS: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Lesson objective(s): The students will learn about the economic activities in Texas. The students will learn about the birds that migrate to the Rio Grande valley. The students will learn about the foods that the birds eat. The students will learn about the habitats that the birds create to survive. Differentiation strategies to meet diverse learner needs: There will be pictures on the board dealing with the task at hand. Video shown will contain captions. Students who are ELL’s and SPED will be in a group with regular education students. Expectations will be written on the board. ENGAGEMENT • The teacher will ask the students what they believe birds eat and why they believe so. • The teacher will ask the students how much money their family spends on food a week. • The teacher will bring samples of the several types of foods that both birds which are from and migrate to the valley eat. • The teacher will allow the students to see and touch the sample foods. EXPLORATION • The teacher will assist the students in creating a bird feeder using pipe cleaners, cheerios and yarn. • The teacher will pass out a paper which contains different bird foods and their prices. • Students will be asked to choose a bird food for the bird they created the day prior. EXPLANATION • The teacher will ask the students what they can conclude about bird food prices. • The teacher will ask whether the students believe that buying bird food help the economy of the Rio Grande Valley. ELABORATION • As a class, the students will calculate how much money they spend at the store buying daily items verses adding bird food items to their grocery list. • Students will go over the vocabulary used during the lesson. (Merchandise, economy) • The teacher will inform the students how buying things at stores help the economic growth in the Rio Grande Valley. EVALUATION • Students will fill out the 3-2-1 Countdown Worksheet. They will write down 3 things they did not know prior to the lesson, 2 things they learned, and 1 thing they want to start doing with the knowledge they learned. Teacher: Ms. Zepeda Lesson 4: This Is My Home Subject / grade level: Social Studies/ 4th grade Materials: Book “Amelia Bedelia Is for the Birds”, Four Corners Worksheet, Deforestation Paper, Foam Cups, Cone Paper Cutouts, Store Paper, TEKS: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Lesson objective(s): The students will learn about the economic activities in Texas. The students will learn about the birds that migrate to the Rio Grande valley. The students will learn about the foods that the birds eat. The students will learn about the habitats that the birds create to survive. Differentiation strategies to meet diverse learner needs: There will be pictures on the board dealing with the task at hand. Video shown will contain captions. Students who are ELL’s and SPED will be in a group with regular education students. Expectations will be written on the board. ENGAGEMENT • The teacher will read the book “Amelia Bedelia Is for the Birds”. • The teacher will ask the students why they believe that the birds built their nest on the slide instead of the tree. EXPLORATION • Teacher will explain to the students a picture of deforestation and what it means for the bird’s habitat. • The teacher will assist the students in creating a bird house. EXPLANATION • Students will be asked why they believe making bird house’s helps the economy. • Students will be asked if they believe the birds nesting materials are limited resources. • Students will be asked to justify their answers. • Students will be informed that land is a limited resource because there is only a certain amount, and it cannot be grown. ELABORATION • The students will be given the “Store Paper”. • The students will be given an amount of money they are able to spend at the store, they will be asked what type of bird house they believe they can build with the money provided. • The teacher will explain why they were able to buy what they chose. • Students will be asked to count how many bird house’s they can spot out of school. • Students will be reintroduced to the vocabulary words (deforestation, limited resources). EVALUATION • The students will play four corners (the teacher will ask 3 multiple choice questions and the students will go to the corner of the room that they believe corresponds with the correct answer). • The teacher will look to the “Four corners” worksheet for the questions and answers. Teacher: Ms. Zepeda Lesson 5: Celebrate for A Cause Subject / grade level: Social Studies/ 4th grade Materials: Paper Money, Snacks, YouTube Video, Exit Ticket TEKS: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Lesson objective(s): The students will learn about the economic activities in Texas. The students will learn about the birds that migrate to the Rio Grande valley. The students will learn about the foods that the birds eat. The students will learn about the habitats that the birds create to survive. Differentiation strategies to meet diverse learner needs: There will be pictures on the board dealing with the task at hand. Video shown will contain captions. Students who are ELL’s and SPED will be in a group with regular education students. Expectations will be written on the board. ENGAGEMENT • The teacher will ask the students if they know what a birding festival is, and if they have ever been to one. • The teacher will show the Belize Birding Festival 2018 video from YouTube. EXPLORATION • The teacher will set up different stations using the student’s desk. • The students will be given paper money and will be asked to buy goods from the different stations using the money. EXPLANATION • Students will be asked how they decided to choose what to buy. • Students will be asked if they have ever handled money before. • Students will be asked if they are confident handling money in the real world and why. • Students will be told why prices of products increase or decrease. ELABORATION • Students will better understand economics because they have now experienced it firsthand. • Students will understand how they use money in their everyday life. EVALUATION • Students will fill out an exit ticket. Assessment ADD TWO ANSWERS 1. Limited resources are. (BT1) 2. Define economy. (BT1) 3. One reason that the economy is. (BT2) 4. Match the following. (BT2) Good Economy High Prices Bad Economy Regular Prices 5. Which is an example of what helps the economy grow in Texas. (BT3) 6. Limited resources are important because. (BT3) 7. One way to create a good economy in Texas is. (BT4) 8. Would you classify OIL as a limited resource? (BT4) 9. Predict what would happen if there is no more gas? (BT5) 10. In your opinion, do you believe that the people of the Rio Grande Valley should take care of their resources? Why or Why not? (BT6) Artifacts Plain Chachalaca Red Crowned-Parrot Buff-bellied Hummingbird Green Jay Altamira Oriole References Parish, H., & Avril, L. (2015). Amelia Bedelia is for the birds. New York: Greenwillow Books. History. (n.d.). Retrieved February 14, 2019, from http://www.quintamazatlan.com/about/history.aspx Brush, T. (2005). Nesting birds of a tropical frontier the Lower Rio Grande Valley of Texas. College Station: Texas A & M University Press. Bautch, K. A. (2004). Historic and current forage area locations and food abundance in relation to nesting sites for white-winged doves in the Lower Rio Grande Valley of Texas. LRGV QL696.C63 B28 2004a (Located at the LRGV Collection, University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX.) GoBelizing. (2018, November 13). Belize Birding Festival 2018. Retrieved from https://www.youtube.com/watch?v=HBD4MK53cqY Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Birding Lesson Plan Subject The topic of the resource Bird watching Wildlife conservation Birding sites Ecotourism Migratory birds Economics Description An account of the resource The resolution for this lesson is for the students to understand the economic impacts tourism of the Rio Grande Valley. To gain the interest of the students, the teacher will be using the topic of birds and the things that concern them to help the students develop knowledge on economics. The students will also be able to see how migration impacts the growth of Texas both in a positive and negative way. Because limited resources have a significant impact on the economic development of Texas, the students will also have an opportunity to see how those such resources have an impact in their hometown. Students will be able to see what it is like to go into a store and manage the money they have been given to buy the products they wish to have. Overall, the students will be pleasantly learning about economics and the impacts that come along with it. Grade 4 Creator An entity primarily responsible for making the resource Angela M. Zepeda Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335.34 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Zepeda, Angela M. (2019). Lesson Plan for Birding. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/105 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LessonPlan-Birding-Zepeda birding economy ecotourism migration migratory birds primary source https://omeka.utrgv.edu/files/original/3190e34449f5bfebe2adc67ccd14601a.pdf cea135f0a6e575e9b77f797c60d610e6 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 days Standards NC SCOS Essential Standards and Clarifying Objectives: §113.14. Social Studies, Grade 3, Beginning with School Year 2011-2012. (b) Knowledge and skills. (2) History. The student understands common characteristics of communities, past and present. The student is expected to: (B) identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation; ISTE STANDARDS: (6) Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students: (c) communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulati Objectives SWBAT: Identify ways in which people in the South Padre Island meet their needs for recreation in the past with teachers help. Identify ways in which people in the South Padre Island meet their needs for recreation in the present with 85% of teachers help. Engage and explore ways in which people in the South Padre Island meet their needs for recreation with the guidance of the teacher. ISTE Objective: Students will analyze complex ideas with the use of visual technology given with 85% of teachers help. Materials ❖ ELMO ❖ Computers ❖ Posters ❖ Markers ❖ Newspapers ❖ Fishing Rod (hands on demonstration) ❖ Small Pool ❖ Magnet Fishing Set ❖ Journals Lesson Plan Text ABSTRACT FOR QUALITATIVE (NATURALISTIC) STUDIES What were the ways in which people in the South Padre Island met their recreational needs in the 1900’s and the present? Students need to be able to locate and identify common recreational activities of their local communities in the past and the present. We will use this approach to activate students prior knowledge on the South Padre Island. By posing questions throughout the lesson students will have an active learning experience while the teacher will be the facilitator. This elementary lesson will be aligned to the 3rd grade social studies/history standards listed in the TEKS. We used South Padre Island newspapers that have been authenticated by UTRGV faculty. This lesson will be based on the South Padre Island which is part of the Rio Grande Valley region. Keywords: ● Recreational ● Tide ● Coast ● Sail ● Scuba ● Lure INTRODUCTION – WHAT & WHY? Summary : The purpose of this lesson is to help students identify common recreational activities of their local communities in the past and the present. They will first learn about the history of the South Padre Island and the first community established there with Priest Padre Jose Nicolas Balli with resources from the University of Texas Rio Grande Valley library. Using the same resources, South Padre Island newspapers, students will read about recreational activities people took part in in the 1990’s and early 2000’s. Students will then research about recreational activities that exist today in the South Padre Island to be aware of all the places that their community has to offer. By learning about this students will be familiar with what has shaped and keeps shaping the daily lives of people in the ways they have fun. Background : The South Padre Island was first inhabited by native Karankawa Indians. In 1759 the island was granted to Nicolas Balli by King Carlos 3 of Spain and later passed on to his grandson Padre Jose Nicolas Balli, which is who the island is named after. The priest shared with all the residents his teachings of Christianity and soon after the island was called “La Isla Padre” and “Isla de Santiago” by the reputation Balli had for helping everyone. Since then the Island is still know as “La Isla del Padre” or the “South Padre Island” where people keep creating traditions all involving fun things that you can do at the island. Place- Based Pedagogy The more meaningful something is to use the more we care about it and the more we are going to remember it. This also happens with the way students learn which is why we are using a place-based pedagogy of education to teach them about history/social studies recreational activities. Place based-education is teaching students about any topic, in this case recreational activities while incorporating something or someplace they know about and that pertains to their community which is the South Padre Island for this lesson. When you are going to teach students of the way people in the past met their recreational needs I find it really hard for students to understand what snowboarding or skiing is or how it works when they have never been in contact with snow. However, if you ask students of the Rio Grande Valley who has gone to the beach at the South Padre Island is very likely that everybody will pick up their hand. This is because of where we are located in and how accessible it is to the public. No matter the grade level, all students will have stories about the things they have done while being at the island and that is what teachers have to take advantage of to make a lesson meaningful and successful. This pedagogy is one of the most engaging because it gives all students the opportunity to share what they know about the topic which is when their prior knowledge is activated since they have to think about all the times they have gone to the beach and the kind of activities they have done. Every students has the chance to be the star when they narrate their experiences to the class and while they contribute to the topic all the other students get an opportunity to acquire new knowledge about something they know and enjoy doing. METHOD(s) – HOW & WHEN? Methods Name your lesson: The South Padre Island Grade level and population and subject: This is a elementary lesson and can be taught after learning about local Native Americans. It is aligned to the 3rd grade social studies/history standards listed in the TEKS. The population we are targeting are students residents of the Rio Grande Valley. Procedure: All the artifacts which include South Padre Island newspapers from August 1994 to November 12 2003, are from the UTRGV library special collections. All this material has been authenticated by the UTRGV faculty. 5 Day Lesson Plan Teacher: Anayanci Soto and Jyssania Gonzalez Date: October 1, 2018 Subject: Social Studies Grade Level: 3rd grade Materials: ❖ ELMO ❖ Computers ❖ Posters ❖ Markers ❖ Newspapers ❖ Fishing Rod (hands on demonstration) ❖ Small Pool ❖ Magnet Fishing Set ❖ Journals TEKS NC SCOS Essential Standards and Clarifying Objectives: §113.14. Social Studies, Grade 3, Beginning with School Year 2011-2012. (b) Knowledge and skills. (2) History. The student understands common characteristics of communities, past and present. The student is expected to: (B) identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation; ISTE STANDARDS: (6) Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students: (c) communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Lesson objective(s): SWBAT: ❖ 1.Identify ways in which people in the South Padre Island meet their needs for recreation in the past with teachers help. ❖ 2.Identify ways in which people in the South Padre Island meet their needs for recreation in the present with 85% of teachers help. ❖ 3.Engage and explore ways in which people in the South Padre Island meet their needs for recreation with the guidance of the teacher. ISTE Objective: 1. Students will analyze complex ideas with the use of visual technology given with 85% of teachers help. Differentiation strategies to meet diverse learner needs: ❖ In order to help English Language learners the teacher will use technology and model for students. ENGAGEMENT- (Day 1) On Monday the teacher will implement: Objective 1: SWBAT- identify ways in which people in the South Padre Island meet their needs for recreation in the past. ● The teacher will start the lesson by engaging students by asking them about their prior experiences in South Padre Island. ● The teacher will ask the students: ○ Who has gone to South Padre Island? ○ When you go to South Padre Island, do you do fun activities? What fun activities do you usually do at the beach? ● The students will talk about the activities they have done in the island. ● The teacher will then present a 2003 Newspaper, stating facts and a timeline of South Padre Island in the past. They will then read the History, and Recreational Activities section in order to give the student background information on South Padre Island. ● The teacher will read aloud the newspaper. EXPLORATION- (Day 2) On Tuesday the teacher will implement: Objective 2: SWBAT Identify ways in which people in the South Padre Island meet their needs for recreation in the present. ISTE Objective: Students will analyze complex ideas with the use of visual technology given with 85% of teachers help. ● The teacher will begin her lesson by asking the students to review what was talked about on Monday. The teacher will go over the newspaper once again and read the History and Recreation activities the people would do in the past in South Padre Island. ● The teacher will then continue to mention some recreation activities that still happens in the present. ● The teacher will then explain the following research activity that the students will take part in to find recreation activities at South Padre Island present day. Activity: ● The students will get in groups of four, and use the Internet with their parents permission. The students are to look up an recreation activity of their choice, and create a poster listing 3 reasons why we should visit that place, and a personal experience they've had in that place or that they've heard of. The students well then give a presentation on their posters to persuade the other students to visit that place in South Padre Island. ● The teacher will give an example of her poster: ● Example: A fun recreation activity I like to do in South Padre Island is go to Schlitterbahn Waterpark. 1.It is a big fun park with a lot of slides, and activities. 2. You can go with your family and friends, enjoy the day, and eat there as well. 3. You can stay the night in the Schlitterbahn Hotels. ● After the students are done researching they will present their posters to the rest of the class, then all students will vote to see what activity they would like to do on Fridays field trip to the South Padre Island. Students choices: ● Dolphin Watch ● Fishing ● Sand games ● Sports ● Look for shells (The students final vote was Fishing) The teacher will hand out permission slips for a class Field Trip/ Bay Fishing Trip to South Padre Island on Friday. Students must turn in their permission slips no later than Thursday. We will make sure that the boat, has all accommodations and that follows the Federal Laws of Section 504. EXPLANATION- (Day 3) On Wednesday the teacher will implement: Objective 2: SWBAT Identify ways in which people in the South Padre Island meet their needs for recreation in the present. ● The teacher will start the lesson by reviewing the 2003 newspaper that the class went over on Monday and Tuesday. ● While reviewing Tuesdays activity, the teacher will remind students about the activity they have chosen to do on the field trip, which is Fishing. ● The teacher will have a parent with experience on fishing come in to show the students about techniques and safety procedures when fishing.. ● The students will watch a video to see a visual example of how to fish. ● Video: https://www.youtube.com/watch?v=mKXwjRXEhbg ● The visitor well then demonstrate to the children how to use a fishing rod. Mini-Lesson: ● The teacher will give the students a mini-lesson on different types of fishing. For example deep sea fishing and bay fishing. ● In Bay fishing the water is calmer, and you are in between two lands. It is not the ocean, in South Padre Island, Bay fishing is at Port Isabel. ● Deep Sea Fishing is in ocean water, the motion of the water depends on the tides of the day. ● The teacher will show the students some Guidelines of fishing in South Padre Island: https://www.sopadre.com/complete-spi-fishing-guide/ ● The students will experience Bay Fishing on their field trip. ● The teacher will pass out exit tickets, and ask the students to name 3 things they learned that day. ELABORATION- (Day 4) On Thursday the teacher will implement: Objective 2: SWBAT Identify ways in which people in the South Padre Island meet their needs for recreation in the present. ● The teacher will begin Day 4, by reviewing with the students what they've learned during the week. ● The teacher will go over the History of South Padre Island, and the recreational events they used to do in the past. ● The teacher will then ask the students to Think, Pair, Share and write down 2 safety rules that are very important to remember when fishing. ● The teacher will demonstrate the fishing video one more time, and go over the guidelines, rules, and techniques and how to fish. ● Video: https://www.youtube.com/watch?v=mKXwjRXEhbg ● Guidelines: https://www.sopadre.com/complete-spi-fishing-guide/ Activity: ● After they watch the video the teacher will take the class outside for a fishing activity. ● The students will put their fishing skills to practice by participating in 4 different centers of hands-on activities. ● The students will make groups of 6. ○ 1st center: Students will be provided with a fishing rod which they will use to practice the safety procedures of fishing by going through the motions of how to hold, and throw a fishing rod safely without hurting others or themselves. ○ 2nd center: The students will learn how to put bait on a fishing hook, and remember that an adult must be with them at all times. ○ 3rd center: The students will practice their fishing skills by actually fishing in a small pool with magnetic toy fishes. ○ 4th center: is the same as the third center! (Students must have turned in permission slips for the 3rd Grade Bay Fishing Field Trip) EVALUATION- (Day 5) On Friday the teacher will implement: Objective 3: SWBAT Engage in ways in which people in the South Padre Island meet their needs for recreation. ● The teacher will go over the rules and safety guidelines that must be followed in the Fishing Trip in South Padre Island. ● The teacher will instruct all students about staying together or with a partner on the boat, and being supervised by a teacher or a parent volunteer at all times. ● The students will participate on the recreational activity, fishing, and implement all they’ve learn throughout the week while having fun. ● The teacher will evaluate the students engagement and their ability to following rules and fishing strategies. On Monday: ● The students will be tested over the History of South Padre Island, recreational events, and fishing by a multiple choice test. Assessments Multiple Choice Questions (10 questions) 1. Who established the first settlement on the island? a. Priest Padre Jose Nicolas Balli b. Donald Trump c. Christopher Columbus d. Hernan Cortes 2. What year was this land granted by King Charles IV of Spain? a. 1804 b. 1605 c. 2018 d. 2001 3. Which is the best answer for the definition of recreational? a. Activity done for enjoyment b. A duty from school c. Creating something again d. A summer camp 4. What is the difference between deep sea fishing and bay fishing? a. Deep sea you are underwater, bay fishing is on land b. Deep sea fishing is in the ocean, and bay fishing is between lands c. Bay fishing is in the ocean, and deep sea fishing is on land d. Bay fishing is in the ocean, and deep sea fishing is between lands 5. How would you use a fishing rod? a. You will throw it without looking around you b. Grab a the fishing rod with both hands, and follow all safety procedures c. Grab it with one hand d. Answers A and C 6. What would result if you were not safe while performing a recreational activity in the water? a. You could have an accident b. You will have fun c. You will float d. All the above 7. What is the function of lure when fishing? a. Snack for students b. To make the fishing rod look pretty c. To attract the fish d. To weight done the fishing line 8. How is horse riding related to recreational activities? a. It is a fun activity you can do on your free time b. Horses eat grass c. You can take pictures when riding a horse d. Horses can be in competitions 9. What would happen if there were no tides? a. Fish that live around the coastal areas will die b. The climate will get better c. The waves will get bigger d. All of the above 10. What is the theme in this pictures? a. Recreational activities you can do at the beach outdoor b. Recreational activities you can do at the mountains c. Recreational activities to do at the beach indoor d. Free activities to do at the beach REFERENCES / CITATIONS Google Images South Padre Parade (August 1994 to November 12, 2003). University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. F394.P6 S68 Websites: ● https://www.sopadre.com/complete-spi-fishing-guide/ ● https://www.youtube.com/watch?v=mKXwjRXEhbg Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource South Padre Island Lesson Plan Subject The topic of the resource South Padre Island (Tex. : Island) Ballí, José Nicolás, -1829 Charles III, King of Spain, 1716-1788 Tourism Recreation Description An account of the resource The South Padre Island was first inhabited by native Karankawa Indians. In 1759 the island was granted to Nicolas Balli by King Carlos III of Spain and later passed on to his grandson Padre Jose Nicolas Balli, which is who the island is named after. The priest shared with all the residents his teachings of Christianity and soon after the island was called “La Isla Padre” and “Isla de Santiago” by the reputation Balli had for helping everyone. Since then the Island is still know as “La Isla del Padre” or the “South Padre Island” where people keep creating traditions all involving fun things that you can do at the island. Creator An entity primarily responsible for making the resource Anayanci Soto Jyssania Gonzalez Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335-31 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and Archives Date A point or period of time associated with an event in the lifecycle of the resource 1759 1994 2003 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Soto, Anayanci, and Gonzalez, Jyssania. (2019). Lesson Plan for South Padre Island. Retrieved from. https://rgvprimarysourceguides.omeka.net/items/show/103 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LessonPlan-SouthPadreIsland-SotoGonzalez Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant South Padre Island, Texas Balli primary source south padre island https://omeka.utrgv.edu/files/original/aaf009883f0461f0597acc19b18b16ac.jpg e718ad8c85712610fa0251cf73975c7b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ford Lee Locket and his Mother dressed for Charro Days Subject The topic of the resource Festivals Charro Days Local Celebrations Mexican American Description An account of the resource A photograph of Ford Lee Locket and his mother. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Ford_Lee_Locket_and_his_mother Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-27 2014 Rights Information about rights held in and over the resource UTRGV History Harvest; A photograph of Ford Lee Locket and his mother, September 27, 2014. BD010, Ford Lee Locket and His Mother, 2014. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. Brownsville celebration charro days children festival primary source https://omeka.utrgv.edu/files/original/4778a5497014d81373d003e1c9d8e790.jpg f0d47e3c9aad645c077ad1bc216f94ab Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days: Children in Parade Subject The topic of the resource Festivals Charro Days Local Celebrations Mexican American Description An account of the resource A photo of Lucy Durantes and a classmate during a Charro Days parade. They can be seen in costumes. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Dorantes-Lucy-03-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Rio Grande Valley Creator An entity primarily responsible for making the resource Lucy Dorantes Rights Information about rights held in and over the resource UTRGV History Harvest; Elementary students during a Charro Days parade, September 27, 2014. BD010, Charro Days: Children in Parade, 2014. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. Brownsville celebration charro days dancing festival local event primary source https://omeka.utrgv.edu/files/original/b5696a3d0a88e6fb781cfd377dddadd6.jpg a82c50ceb7655b988593afe312ec5e87 https://omeka.utrgv.edu/files/original/f94f5c5511db487cef98d32f510b44f8.jpg 5f32481ced92a6bdc6fae840ea058907 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days: Children Celebrating Charro Days Subject The topic of the resource Events Charro Days Local Celebrations Mexican American Description An account of the resource Lucy Duurantes with classmates photographed in a parade during a Charro Days celebration. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-27 2014 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Dorantes-Lucy-01-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Rio Grande Valley Creator An entity primarily responsible for making the resource Lucy Dorantes Rights Information about rights held in and over the resource UTRGV History Harvest; Elementary students during a Charro Days parade, September 27, 2014. BD010, Charro Days: Children in Parade, 2014. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. Brownsville celebration charro days children dancing festival photographs primary source https://omeka.utrgv.edu/files/original/6eec953479018a90a08ad77ce1e4b9bc.jpg 8fd07a9c8bdf860d5be8272249d49925 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days: Couple Dancing Subject The topic of the resource Events Charro Days Local Celebrations Mexican American Description An account of the resource A picture of a couple dancing during the Charro Days celebrations. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Cruz-Elia-02-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Rio Grande Valley Creator An entity primarily responsible for making the resource Elia Cruz Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-27 2014 Rights Information about rights held in and over the resource UTRGV History Harvest; A picture of a couple dancing during the Charro Days celebrations, September 27, 2014. BD010, Charro Days: Couple Dancing, 2014. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. charro days dancing photographs primary source https://omeka.utrgv.edu/files/original/c39f81cf4a852687f0ca9f0fe7c6cd6d.pdf e549f558b39a1eee7e1250175e617f5a Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 days Standards §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to: (A) describe how weather patterns and seasonal patterns affect activities and settlement patterns; (C) explain how people depend on the physical environment and natural resources to meet basic needs; and (D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns. Objectives 1. Students will be able to describe weather patterns and how they affect activities. 2. Students will be able to explain how people depend on natural resources to meet basic needs. 3. Students will be able to identify the characteristics of different communities. Materials ● Poster Boards ● Cause-and-Effect / KWL chart ● Pencils, markers, crayons, “post-its”, paper, scissors ● Fly swatter ● Video: “Texas Citrus: Grove to Table” https://youtu.be/h56jbxUQJbQ ● John H. Shary Autobiography (http://missiontexas.us/about-mission/famous-people/john-shary/) ● Video: “Meet the Farmer” (https://www.youtube.com/watch?v=WDwnvWJiAao) ● Book: “Scenes of Texas: Citrus a proud heritage” ● News Articles: (Disease threatens South Texas citrus industry & Texas' multi-million dollar citrus industry threatened by recent cold snap) ● Social Studies Journal ● Kahoot, iPads, Dictionaries Lesson Plan Text ABSTRACT Essential Questions: ● What role did John H. Shary have in the development of citrus farming in the Rio Grande Valley? ● What impact did citrus farming have in the Rio Grande Valley? ● How did citrus farming help shape the Rio Grande Valley into what it is today? In this lesson we will be learning the Citrus Farming in the Rio Grande Valley and how it developed into the industry we have today. We will discuss in which communities citrus tree grow in and their characteristics, who John Shary was and how he utilized natural resources to grow his industry, and the effects the different weather patterns such as snow, floods, and extreme heat has on citrus farming in the community. Our research on the beginnings of citrus farming and on who John H. Shary was took place in the University of Texas at Rio Grande Valley’s library. Our information was gathered from the Special Collections and Archives rooms as well as the John H. Shary Collection. We collected photographs, newspaper stories, and articles to create our lesson. Keywords: Farming: the activity or business of growing crops and raising livestock. Employed: to hire or engage the services of (a person or persons); provide employment for; have or keep in one's service Orchards: an intentional planting of trees or shrubs that is maintained for food production Grapefruit: a subtropical citrus tree known for its sour to semi-sweet, somewhat bitter fruit Citrus: a tree of a genus that includes citron, lemon, lime, orange, and grapefruit. Crops: a cultivated plant that is grown as food, especially a grain, fruit, or vegetable INTRODUCTION – WHAT & WHY? The purpose of this lesson is to help students understand the multimillion Citrus Farming Industry in the Rio Grande Valley and how it all came to be. These are the three main points of this lesson: To learn about the characteristics of the communities where citrus trees grow in the RGV, to learn how did John H. Shary began to depend on natural resources to become the Founder Father of the Citrus Industry, and to learn how different weather patterns of the RGV can affect the citrus farming. At the end of this unit, students will be able to know that the RGV has the perfect climate for citrus farming. The Texas citrus industry first took off in the Rio Grande Valley in the late 1800s. John H Shary was a land developer and colonizer from Nebraska who became involved in the development and growth of the region after he took a tour of an orchard in 1912. In 1915, Mr. Shary planted 360 acres of citrus trees in McAllen Texas. Shary bought and subdivided 50,000 acres of citrus in the valley. Shary was correct about the soil in the Valley land. It was able to produce citrus in mass. Trees had been grown in family yards and gardens but now a larger amount of citrus was being planted. Eventually production outnumbered consumption which led Shary to realize his potential of this crop and began to market and distribute. The first carload was shipped out in 1920 by a train in McAllen. Citrus growers were successful in the valley because of their access to transportation. The railroad became the chief distributor. A second reason was the extensive irrigation system. Grapefruit roots did not grow very deep into the ground and so growers had to flood their orchards four times a year. The fertility of the soil was also a major contributor to the success. The area was considered semi-arid but new soil was brought in with each irrigation. Valley growers did not have to fertilize the land like those in Florida and California. Share then organized a chain of shipping plants, commercial packing, and large growers which is now known as the Texas Citrus Growers exchange. During the 1930s there was a flurry surrounding the citrus activity. Mission began a Citrus fiesta in 1932 to promote and celebrate citrus in the Rio Grande Valley. In 1937 the RGV Citrus exchange had become the largest juicing plant in the nation. Share had opened the path for future development transforming mission which later included McAllen and Edinburg. Place-pedagogy education Place-based pedagogy emphasizes students’ learning by incorporating their local culture, environment, and experiences within their own community (Smith, 2002). Teachers utilize place- based pedagogy to teach different concepts in social studies, language arts, mathematics, and science amongst other subjects. Place- based education engages students in real life learning experiences to deeply understand and further strengthen their connection to their community. Using place- based education creates lessons that encourages higher student engagement in the classroom and their community. It helps student recognize and address the issues surrounding the socioeconomic, environmental, as well as the opportunities presented. These real- life experiences will be the foundation for a more meaningful learning experience in the classrooms. The history of place- based education goes back to the 1890s when American philosopher and educator John Dewey argued that children learn best when they are engaged with their surrounding environment and their school curriculum allows them to make a connection of their previous experiences to their present. This approach led to the paced based pedagogy. Place- based education gives elementary students of the Rio Grande Valley the ability to be able to recognize and comprehend the unique history of their region and embrace it. It will help them being proud of where they come from while having the resources to act whenever an issue arises. METHOD(s) – HOW & WHEN? Methods Name of the Lesson: The Citrus Farming Industry in the Rio Grande Valley. Grade level and population and subject: This is an elementary lesson and can be taught as early as late October when the citrus season begins. It is aligned to the 2nd grade social studies standards listed in TEKS. This lesson can give students an opportunity to engage and explore the biggest industry in the RGV. Students can activate their prior knowledge because most of students have been exposed to citrus trees or have seen citrus crops around the RGV. Students can also construct their knowledge and making connections to academic content in a meaningful way. This also gives students an opportunity to know more about the characteristics and weather patterns of the community they live in and how people depend on natural resources to survive. Procedures: All the information and artifacts collected are from the UTRGV Special Collections and Archives. Most of the photographs have been authenticated by the UTRGV faculty. Videos and photographs of the citrus crops have been taken from the McAllen-Mission area. 5 E Lesson Plan Subject / grade level: Citrus Industry in the Rio Grande Valley / 2nd grade Materials: ● Poster Boards ● Cause-and-Effect / KWL chart ● Pencils, markers, crayons, “post-its”, paper, scissors ● Fly swatter ● Video: “Texas Citrus: Grove to Table” https://youtu.be/h56jbxUQJbQ ● John H. Shary Autobiography (http://missiontexas.us/about-mission/famous-people/john-shary/) ● Video: “Meet the Farmer” (https://www.youtube.com/watch?v=WDwnvWJiAao) ● Book: “Scenes of Texas: Citrus a proud heritage” ● News Articles: (Disease threatens South Texas citrus industry & Texas' multi-million dollar citrus industry threatened by recent cold snap) ● Social Studies Journal ● Kahoot, iPads, Dictionaries NC SCOS Essential Standards and Clarifying Objectives §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to: (A) describe how weather patterns and seasonal patterns affect activities and settlement patterns; (C) explain how people depend on the physical environment and natural resources to meet basic needs; and (D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns. Lesson objective(s): 1. Students will be able to describe weather patterns and how they affect activities. 2. Students will be able to explain how people depend on natural resources to meet basic needs. 3. Students will be able to identify the characteristics of different communities. Differentiation strategies to meet diverse learner needs: SPED: Scaffolding, extra time to complete tasks. GATE gifted: Encourage students to do research on their own to find online news articles regarding the Citrus Farming Industry in the Rio Grande Valley. Promote their critical thinking skills by asking them to reflect on their journals and Specific Learning Disabilities: Allow students to work in partners and allow them to use resources such as their electronic devices for visuals to make connections with the vocabulary words. ELL: Encourage students to use dictionaries and resources such as their electronic devices for visuals and translations. Allow them to have extra time if needed. MONDAY ENGAGEMENT: ● The teacher will begin the lesson by bringing a basket with grapefruits to the classroom. Some grapefruits will be passed around to the students. The teacher will ask them if they have tasted one before or if anyone in their families eat grapefruits activating their prior knowledge. The students will also be asked how the grapefruits feel (smooth, rough) and how they look (big, small, round). The teacher will then cut the grapefruits into pieces and allow the students to each take a piece to taste it if they want to describing how they taste (sweet, sour, bitter). Teacher will have a KWL chart in a poster board and will give out two “post-its” for students to write what they know about Citrus Farming and what they want to know. As they finish the tasting and writing on the KWL chart, the teacher will show the following video about citrus farming in the Rio Grande Valley https://youtu.be/h56jbxUQJbQ. After the video, the students will participate in a group/class discussion where they will discuss a question as a group then present their response to the class. The questions will include ‘When do citrus grow: during what season? How do they grow; what soil is needed to grow them?’ and ‘Where are grapefruits grown (in the city urban, rural setting).’ ● Once they are done presenting their responses, the teacher will ask the students to think if they know who John H. Shary was and why he was called “The Father of the Texas Citrus Industry” to be discussed the next day. TUESDAY EXPLORATION ● Students will create a gallery walk. The teacher will break the class into four groups to let them create a poster and share it with others. Each group is going to be given a topic and support materials for them to research. Students will write down important information and draw pictures in their posters for them to present. ● Group one is going to research the topic of “Who is John H. Shary?” and will be given a hard copy of his autobiography (John Shary) and some photographs of his work from the “Scenes of Texas: Citrus a proud heritage”. ● Group two is going to research the topic of “What is the Citrus Industry in the Rio Grande Valley?” and will be given information and photographs from the “Scenes of Texas: Citrus a proud heritage”. ● Group three is going to research the topic of “How does the Citrus Industry help the people of the Rio Grande Valley?” and will be given news articles and a video (Meet the Farmer) to know about a citrus farmer’s job and how the citrus industry help the economy. ● Group four is going to research the topic of “What are some threats the Rio Grande Valley’s Citrus Industry has?” and will be given with hard copy newspaper articles and photographs about diseases and weather patterns affecting the crops. (Disease threatens South Texas citrus industry & Texas' multi-million dollar citrus industry threatened by recent cold snap) ● Students will have time to work on their posters as the teacher will walk around to answer any questions. Once the time is up, the teacher will put the posters up and will give each student a number from 1 through 4. All of the students with the number 1 will go to Poster number 1 and so on. Once students are in their groups they will look at their designated poster and the person who helped create the poster will act as the teacher and will explain the information on the poster to his/her classmates. Teacher will tell the students to rotate to the next poster and they will continue until they return to their original poster. After presentations are over, students will go back to their desks and will write on their journals about what they learned today. WEDNESDAY EXPLANATION ● Displaying photographs from the, “Scenes of Texas: Citrus a proud heritage”, students will gather around the mat for a group discussion. The photos displayed will focus on the ones that have extreme weather changes occurring such as snow, rainfall, or extreme heat. The teacher will explain how farmers adapt to these weather conditions and how they protect their crops. After an explanation, the teacher will have follow up questions, asking the students to think of ways they could protect the crops from snow, what rainfall will do to the crops, and in what weather conditions the crops will prosper. ● Following up the discussion, as the students continue on the mat, the teacher will bring out a cause and effect chart. The cause and effect chart will include snow, flooding (massive amounts of rainfall), and extreme heat conditions on the left side under the causes. Students will be called on and asked “what happens to the crops during these weather conditions?, how can you protect the crops during these weather conditions?”. As the questions are being answered the teacher will write the key points of the students answers onto the chart. THURSDAY ELABORATION ● Students will create a flip book with the vocabulary words that they have learned (industry, natural resource, rural, farming, employed, orchards, grapefruit, citrus). Using the “I do, you do” technique the teacher will model how to cut the paper flaps and students will follow, handling their own scissors. The teacher will write the vocabulary word on the outside of the flap. The definition will be written down on the back of the flap, corresponding to the vocabulary word. The teacher will model and then the students will do under the teacher’s supervision. If time permits, students will draw a picture next to their definition that captures the essence of the vocabulary word. ● After the flip book, the teacher will divide the class in half. Using the vocabulary words learned, the vocabulary words will be posted in a random order on the board in a jumbled-up format. Two students, one from each group, will come up to the board and receive a fly swatter. The teacher will read the definition out loud and the first student that “smacks” the correct word will win a point for their team. In order to make it fair, the points are not seriously taken into account, it is just for the sake of the game. Throughout the game the teacher will discuss with the entire class giving them key-words or examples to remember the definition of the vocabulary word. ● In conclusion, the students will gather around the mat for a think pair share session. The topics we have discussed throughout the week will be asked in a higher order of thinking. Students will be asked, “why do you think farming is beneficial for our communities?, do you think that there will be farmers in the future?, how has farming changed the way people live from the past to the present?”. FRIDAY EVALUATION ● Students will be participating in a Kahoot! quiz game to review the information. ● Students will be given a summative assessment as a 10 multiple choice question worksheet where they will be tested on their understanding of the Citrus Farming in the Rio Grande Valley. ● Students will be given a “post-it” to write about what they learned and finish the last part of the KWL chart. Assessment 1. Who is the father of the Citrus Industry in the Lower Rio Grande Valley? 2. What is a result of a citrus crop shortage? 3. Name two activities that affect the citrus crops. 4. What is the relationship between weather patterns and citrus farming? 5. Why do you think people farm in the Rio Grande Valley? 6. How would you describe the Citrus Farming Industry? 7. If you were a citrus farmer, what would you do to protect your crop from bad weather? 8. List three characteristics of the communities where people can practice citrus farming. 9. What is the function of a good soil in farming? 10. Based on what you know how would you explain the success of the citrus industry in the Rio Grande Valley? REFERENCES / CITATIONS 1. Dick Heller Jr. Collection; ELIBR-0042, University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. 2. John H. Shary Collection; ELIBR-0002, [Box 243]. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. 3. RGV Promotional Literature Collection; ELIBR-0151, [Box 2]. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. 4. Scenes of Texas Citrus: A proud heritage. (2008). Mission, TX: Texas Citrus Mutual. 5. Smith, G. A. (2002). Going Local. Educational Leadership, 60(1), 30. Retrieved from http://ezhost.utrgv.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=7386622&site=ehost-live 6. Smith, G. A. (2002). Place-based education: learning to be where we are. Phi Delta Kappan, 83(8), 584–594. Retrieved from http://ezhost.utrgv.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rgm&AN=503872721&site=ehost-live 7. The Valley Miracle, RGV Promotional Literature Collection; ELIBR-0151, University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Citrus Farming Industry in the Rio Grande Valley Lesson Plan Subject The topic of the resource Citrus fruit industry Agriculture Promotional material Industry Description An account of the resource The Texas citrus industry first took off in the Rio Grande Valley in the late 1800s. John H. Shary was a land developer and colonizer from Nebraska who became involved in the development and growth of the region after he took a tour of an orchard in 1912. In 1915, Mr. Shary planted 360 acres of citrus trees in McAllen Texas. Shary bought and subdivided 50,000 acres of citrus in the valley. Shary was correct about the soil in the Valley land. It was able to produce citrus in mass. Trees had been grown in family yards and gardens but now a larger amount of citrus was being planted. Eventually production outnumbered consumption which led Shary to realize his potential of this crop and began to market and distribute. The first carload was shipped out in 1920 by a train in McAllen. Citrus growers were successful in the valley because of their access to transportation. The railroad became the chief distributor. A second reason was the extensive irrigation system. Grapefruit roots did not grow very deep into the ground and so growers had to flood their orchards four times a year. The fertility of the soil was also a major contributor to the success. The area was considered semi-arid but new soil was brought in with each irrigation. Valley growers did not have to fertilize the land like those in Florida and California. Shary then organized a chain of shipping plants, commercial packing, and large growers which is now known as the Texas Citrus Growers exchange. During the 1930s, there was a flurry surrounding the citrus activity. Mission began a Citrus fiesta in 1932 to promote and celebrate citrus in the Rio Grande Valley. In 1937, the RGV Citrus exchange had become the largest juicing plant in the nation. Share had opened the path for future development transforming mission which later included McAllen and Edinburg. Grade 2 Creator An entity primarily responsible for making the resource Alejandra Ledezma Melanie Maldonado Karen Aleman Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335-32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1880 1937 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Ledezma, Alejandra, Maldonado, Melanie, and Aleman, Karen. (2019). Lesson Plan for Citrust Farming Industry in the Rio Grande Valley. Retrieved from. https://rgvprimarysourceguides.omeka.net/items/show/98 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LessonPlan-CitrusIndustryRGV-LedezmanMaldonadoAleman Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mission, Texas primary source https://omeka.utrgv.edu/files/original/6e0741c65673d4d5979f6513c57ba0b9.pdf 04ce4a750748f0ef40bfc2961dc68c65 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 3 days Standards NC SCOS Essential Standards and Clarifying Objectives (1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: (A) describe how individuals, events, and ideas have changed communities, past and present; (B) identify individuals who have helped to shape communities; Objectives Students will be able to describe how the community of Brownsville has changed. Students will be able to identify the individuals who helped shape how Brownsville is today. Materials Paper Computer Internet Presentation software Pencils Lesson Plan Text Essential Questions: Where did the battle of Palo Alto take place? What weakened the Mexican army troops? Rationale: In this lesson the students will make connections on their prior knowledge of Brownsville and the new information of Palo Alto. Methods: The first step was to get authentic information using articles, maps, and photographs from the UTRGV Special Collections and Archives. After gathering the information we needed, we saw some videos and pictures of the Palo Alto battlefield to experience and make connections on what we had read. Theoretical framework: This lesson plan will be functional if you are looking for local history. Keywords: Congress, Territory, Mexican-American, Independence, Draft, Army Introduction Summary: The purpose of this lesson is to help students understand the Battle of Palo Alto which happened in the Rio Grande Valley. The Battle of Palo Alto was the first battle of the Mexican-American War. Palo Alto recalls the scenes described by soldiers in dozen of letters and diaries entries. By the students understanding the history of Palo Alto, they will gain outlook of their local history. Background: The battle that took place in Palo Alto was the first of many that occurred during the Mexican-American War. It took place on May 8, 1846 in Brownsville, Texas. The battle initiated a series of events that would change the course of history for both nations. The Mexican-American War occurred because America wanted to expand its territory across all of the North American continent as they wanted to fulfill America’s “Manifest Destiny”. Furthermore, the loss of sovereignty in its northern frontier was Mexico’s motive to fight in the war as their people had developed and settled across it since the 16th century. Mexico faced many invading forces including one led by General Zachary Taylor who later became the 12th president of the U.S. The war ended in February 2, 1848 with Mexico signing the Treaty of Guadalupe that awarded the United States an additional 525,000 square miles (land that makes up present day Arizona, Nevada, New Mexico, Utah, and Wyoming). Place-Pedagogy Education: Place-Based Education is an approach that connects learning and communities with the primary goals of increasing student engagement, boosting academic outcomes, impacting communities, and promoting understanding of the world around us. It emphasizes hands on and it is always related to real-world learning experience. The benefits of Place-Based Education are that learning is grounded in local communities and contexts, the students experience student centered and personalized learning, and it is relevant and engaging. Another benefit is that it boosts students achievement, students connect with a place, and it creates a partnership between schools and communities. The lessons can be inquiry-based and the students can gain better understanding of the world around them. Research has shown that place-based education has increased student achievement. The students use local as one of the primary resources for learning. For example, my lesson plan is on the Battle of Palo Alto. I would used place-based education by having a field trip to the battlefield so the students lesson will be more relevant. The students get to make connections with what they learned and what they will see and it broaden their educational experiences. The students will get motivated and engaged in an active learning experience. Methods Name of lesson: The Battle at Palo Alto Grade level, population, and subject: This is an elementary school lesson that can be taught to teach students how Texas came to be. This lesson is aligned to the social studies standards that are listed for third grade. Procedure: Any artifacts such as pictures, brochures, and newspapers that are used during this lesson are from the UTRGV Special Collections and Archives. Subject / grade level: History 3rd grade Materials: See powerpoint and anchor video NC SCOS Essential Standards and Clarifying Objectives (1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: (A) describe how individuals, events, and ideas have changed communities, past and present; (B) identify individuals who have helped to shape communities; Lesson objective(s): ● Students will be able to describe how the community of Brownsville has changed ● Students will be able to identify the individuals who helped shape how Brownsville is today Differentiation strategies to meet diverse learner needs: ● ELL's modification: The modifications will be available for English language learners to make sure it is clear to them what it is that the teacher wants them to demonstrate while approaching the problem in a nonrestrictive way.For ELL's the teacher will ask the students to verbally respond and record their responses; this allows them to communication with the teacher and share their understanding of the material in a way that does not create a language barrier. The teacher will read the assignment closely, use sentence stems, and model instructions and directions. ● Special Education modifications: The modifications will be provided such as extended time to read, think about, and answer questions. Special education students will be given an outline of the lesson and teacher will read out loud the directions, so the student has a better understanding of what is expected from them. The student will work with fewer items per page, will have more time to work on projects/assignments, and take frequent breaks if needed. ● GT students modifications: The modifications will be provided such as expanding their learning by asking them open ended and higher order thinking questions. ENGAGEMENT ● The teacher will show a short video on the Palo Alto Battlefield. ● The teacher will ask a higher order question and have a class discussion to activate prior knowledge. EXPLORATION ● The teacher will begin by presenting students with a PowerPoint about the important individuals that had a part in the Palo Alto Battlefield. ● The teacher will ask questions regarding the PowerPoint to keep students engaged, for recall, and build foundation for new knowledge. ● Half of the students in the classroom will be given a card with a name of an important individual that fought in the battle of Palo Alto. ● The other half of the students in the classroom will be given a card with details about an individual who fought in the battle of Palo Alto. ● Students will then be asked to calmly walk around the room to look for their peer holding the card that corresponds to their own. ● After 5 minutes students will then read what is in their cards with their partners to be evaluated on how much they learned about the individuals who helped changed the community into what it is today. EXPLANATION ● The lesson will begin by presenting students with a power point that describes the differences between the past and present day of Brownsville, Texas. ● They will then be asked to answer the following question as a class: “what do you think is different between the past and present?” ● Students will then be instructed to work in groups of 4 to make a Venn diagram that lists the differences between past and present day of Brownsville ● They will present their Venn diagram to the rest of the class ELABORATION ● The lesson will begin by asking the students what they remember about the previous two lessons: “What do you remember about the Battle at Palo Alto?”, “Who took part in the battle and what was their role in it?”. ● The students will then construct a three section foldable showcasing what they have learned the past few lessons. ● The foldable should contain information about the battle at Palo Alto on the left fold and information about the individuals who participated in the battle on the right fold. ● In the middle of the fold students will draw what they believe the battle field may have looked like in the past and then draw what it looks like in the present. EVALUATION ● Summative Assessment: 1) When did the Battle of Palo Alto happen? a. May 8, 1846 b. May 5, 1845 c. February 2, 1848 d. September 6, 1994 2) Where did the Battle of Palo Alto take place? a. Weslaco, Texas b. Austin, Texas c. Brownsville, Texas d. San Antonio, Texas 3) How would you describe what is in the picture above? a. The Mexican side is signing the Treaty of Guadalupe. b. The Mexican side is welcoming the American side to their land. c. The Mexican side and the American side are battling with each other for land. d. The American side is retreating from the battle that is taking place. 4) What summarization best describes the Battle of Palo Alto? a. The United States wanted to gain Mexico. The Mexican soldiers weren’t prepared, there poor equipment helped the United States win Mexico territory. b. Mexico refused to recognize Texas or Rio Grande River as an independent nation. Congress declared war and as a result of the war the United States gained three Mexican states. c. Mexico wanted the United States and declared war. Due to America’s soldiers poor training and equipment Mexico won the battle of Palo Alto. d. The United States fired a cannon ball towards Mexico by accident and the war began. 5)The battle of Palo Alto was part of which War? a. The Mexican-American War. b. The American Civil War. c. The Spanish-American War. d. The War of 1812. 6)What event happened in 1848? a. The Mexican-American war ended. b. Mexico surrendered. c. General Taylor passed away. d. Zachary Taylor became the 12th president of the United States. 7)Why did the battle of Palo Alto occurred? a. Mexico wanted to expand their land across the North American continent. b.The American side was afraid of losing land that they had developed since the 16th century. c. Mexico wanted to combine their land with the U.S. d. Mexico refused to recognize Texas or Rio Grande River as an independent nation. 8) What did the United States gain from the war? a. The United States won the Western part of Mexico. b. The United States gained territory in New Mexico. c. The United States gained control over three Northeastern Mexican States. d. The United States gained control over Mexico. 9)What would have happened if General Taylor had not moved a force into Texas to defend the Rio Grande border? a. He would had become President sooner. b. The Rio Grande River would had still been part of Mexico. c. Mexico and the United States would be partners. d. 10) What helped the United States from defeating Mexico? a. The United States had 200 more soldiers than Mexico. b. Mexico had poor weapons, equipment, and training compared to the United states. c. Mexico had less soldiers than the United States. d. The United States had a lot of support for other counties. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Battle of Palo Alto Lesson Plan Subject The topic of the resource Mexican War, 1846-1848 Palo Alto, Battle of (Texas : 1846) War Battle National Park Service Treaty of Guadalupe United States. Army Description An account of the resource The battle that took place in Palo Alto was the first of many that occurred during the Mexican-American War. It took place on May 8, 1846 in Brownsville, Texas. The battle initiated a series of events that would change the course of history for both nations. The Mexican-American War occurred because America wanted to expand its territory across all of the North American continent as they wanted to fulfill America’s “Manifest Destiny”. Furthermore, the loss of sovereignty in its northern frontier was Mexico’s motive to fight in the war as their people had developed and settled across it since the 16th century. Mexico faced many invading forces including one led by General Zachary Taylor who later became the 12th president of the U.S. The war ended in February 2, 1848 with Mexico signing the Treaty of Guadalupe that awarded the United States an additional 525,000 square miles (land that makes up present day Arizona, Nevada, New Mexico, Utah, and Wyoming). Grade 3 Creator An entity primarily responsible for making the resource Aisha G. Karina O. Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335-32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1846 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource G., Aisha, and O., Karina. (2019). Lesson Plan for Battle of Palo Alto Lesson Plan. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/97 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LessonPlan-PaloAlto-Gonzalez Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Mexican American War Palo Alto primary source https://omeka.utrgv.edu/files/original/9029757a01bed32d099c48984ced8764.pdf ce1c389322efadcf8af879a28a619725 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 7 days Standards §113.15. Social Studies, Grade 4 (b) Knowledge and skills (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies Objectives The learner will understand the definition of slavery. The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90% accuracy. Materials Newspaper articles Sticky notes Pencil Paper PowerPoint “Slavery” Markers Poster paper Exit ticket Lesson Plan Text Abstract The purpose of this lesson is to teach students about the evolution of the working system in the United States, and most importantly, in the Rio Grande Valley. Seven lesson plans were created in where the students will be learning about Peonage in the RGV. The first two days are based on Slavery, thus students make new connections to the new topic being taught. That way the student can have their previous knowledge activated going in to the next days, which are day three and four, in where the term Peonage will be introduced. Then the students will go into day five in where they will compare the characteristics of slavery and peonage. On day six and day seven the students will express their point of view on the topics through a series of activities. One of the activities will be to visit The Museum of South Texas History, and the last activity will be to create a proclamation about how the student would change the laws regarding the peonage system. Introduction There are several reasons for the creation of these lesson plans. Based on the fourth grade TEKS, the objective is to have the student apply their critical thinking skills to identify different points of view about the issue. It is important that the students learn about slavery and peonage because it helps them understand the differences of the work systems we have today, compared to about 150 years ago. Peonage, also known as debt slavery, was a system in which an employer would compel a worker to pay off a debt with work. Some of the cases of peonage that were heard in the RGV area were from Raymondville in the 1920s; with almost 400 illegal cases when peonage was already “prohibited. Until one created controversy. Rubric Students will be evaluated on their overall collaborative work for the unit utilizing the rubric attached below. The “Group Work” category is to evaluate how students worked with their group members in regards to support, communication, and listening to their group members. Secondly, the category “Historical role play”, focuses on how each students prepared for the role they are assigned. The third category is “Graphics organizers”, which will be used to evaluate the activities in which graphic organizers are created. Group work Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Historical role play Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. Graphic organizers All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. 3 Date: Monday - Day 1 (45 Minutes) Subject / grade level: 4th Grade Materials: Newspaper articles Sticky notes Pencil Paper PowerPoint “Slavery” Markers Poster paper Exit ticket NC SCOS Essential Standards and Clarifying Objectives: §113.15. Social Studies, Grade 4 (b) Knowledge and skills (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies Lesson objective(s): The learner will understand the definition of slavery. The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90% accuracy. Differentiation strategies to meet diverse learner needs: ●ELL students will be paired un with a proficient ELL student. ●Students will have extra time for any activity. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ●The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● The teacher will write the word Slavery on the board. ● The teacher will provide each student with a sticky note. ● The teacher will ask the student what they think the word means, and the students will write a word on the sticky and paste it on the board. ● After all students have posted their sticky note, then the teacher will guide a small whole-group discussion. EXPLORATION (10 Minutes) Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda ● The class will be divided in small groups of four students. ● The teacher will provide a section of a newspaper regarding event related to slavery here in the RGV. ● The students will discuss about the event they just read. EXPLANATION (15 Minutes) ● The teacher will present a powerpoint presentation with information regarding Slavery o The powerpoint will include a timeline of important events, facts, and court cases of slavery in the Rio Grande Valley ● The teacher will ask questions like: o What is fair? What is not? o What do you think it is like being raised without freedom? o How would you feel t if you were being mistreated? ELABORATION (5 Minutes) ● The teacher will provide each group with poster paper. ● Each group will create a web organizer map. ● Each group will write the word slavery in the middle, and write important facts they learned from the lesson. ● Each group will do a small presentation demonstrating their graphic organizer. EVALUATION (5 Minutes) ● The students will demonstrate their knowledge by completing the following exit ticket: How would you feel if slavery still existed? Subject / grade level: 4th Grade Materials: Pencil Paper PowerPoint Youtube video “Introduction of Slavery Explained for Kids” KWL chart sheet iPad NC SCOS Essential Standards and Clarifying Objectives §113.15. Social Studies, Grade 4 (b) Knowledge and skills (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies Lesson objective(s): The learner will understand the definition of slavery and its causes. The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90% accuracy. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired with a proficient ELL student. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ●The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● Teacher will let students to watch a short youtube video called “Introduction of Slavery Explained for Kids”. ● Teacher will ask questions to students about what they saw. EXPLORATION (10 Minutes) ● The students will create a KWL, individually, explaining what they they know, what they want to know and what they want to learn about the slavery period. EXPLANATION (15 Minutes) ● The teacher will present a PowerPoint explaining how the slavery system worked, including: o Cotton picking o Crop harvesting o How families were treated Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda Date: Tuesday - Day 2 o Salaries o Where families lived ELABORATION (10 Minutes): ● Students will use their electronic devices (iPad) provided by the school to investigate an important historical character in slavery. ● Students will write in a piece of a paper a small biography, the paragraph should be a summary about the character's life, and their relevance. ● Students will turn in the mini biography. EVALUATION (5 Minutes) The teacher will perform an informal assessment by walking around the classroom looking at students’ independent work. The teacher may ask the students the following questions: ● Why did you choose this person? ● Why did you think it's important to commemorate their life? Subject / grade level: 4th Grade Materials: Newspaper articles Sticky notes Pencil Papers PowerPoint Markers Poster Paper Exit ticket NC SCOS Essential Standards and Clarifying Objectives §113.15. Social Studies, Grade 4 (b) Knowledge and skills (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas; (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps ; Lesson objective(s): The learner will understand the definition of peonage. The learner will demonstrate their knowledge by creating a graphic organizer such as a bubble double map and comparing the two new terms with 90% accuracy. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired un with a proficient ELL student. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ●The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● The teacher will write the word Peonage on the board. ● The teacher will provide each student with a sticky note. Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda Date: Wednesday - Day 3 ● The teacher will ask the student what they think the word means, and the students will write a word on the sticky and paste it on the board. ● After all students have posted their sticky note, then the teacher will guide a small whole-group discussion. EXPLORATION (10 Minutes) ● The class will be divided in small groups of four students. ● The teacher will provide a section of a newspaper regarding events or a court case related to peonage here in the RGV. ● The students will discuss about the event they just read. EXPLANATION (15 Minutes) ● The teacher will present a powerpoint presentation with information regarding Peonage. o the powerpoint will include a timeline of important events, facts, and court cases of Peonage in the Rio Grande Valley ● The teacher will ask questions like: o What is fair? What is not? o What do you think it is like being raised without freedom? o How would you feel t if you were being mistreated? ELABORATION (10 Minutes) ● The students will have 2 minutes to present in groups what their section of the newspaper article was about. ● If the section was regarding an important event, the group will have to explain the occurrence. ● If the section was regarding a court case, the group will have to explain the outcome of the case. EVALUATION (5 Minutes) ● The students will demonstrate their knowledge by completing the following exit ticket: In a piece of a paper students will answer, and write to the following question: The peonage is wrong/right because _______ . Date: Thursday - Day 4 Subject / grade level: 4th Grade- Peonage Materials: Willacy Court Case Article Paper Pencil Word search worksheet Material for story Journal Sentence strips NC SCOS Essential Standards and Clarifying Objectives §113.15. Social Studies, Grade 4 (b) Knowledge and skills (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas; (D) identify different points of view about an issue, topic, historical event, or current event; Lesson objective(s): The learner will analyze the important events of the Willacy Court Case. The learner will judge the case through an interpretation of the court case. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired un with a proficient ELL student. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ●The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● The students will be given the following scenario: 10 Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda ● How you feel If you owed money to someone and now they deprive you from your liberty to work and pay them off? ● The student will write a short explanation on their journals about their feeling towards this situation. EXPLORATION (10 Minutes) ● Students will do a word search with keywords about the Willacy County Peonage Case. ● Key words such as Peonage, court, Willacy, Raymondville, Mexican, farmers, sentence, penalties, Kennedy Smith, Sheriff Raymond, etc. EXPLANATION (15 Minutes) ● The teacher will interpret the Willacy Court case, and its important events to students by reenacting the story with marionettes. ● The teacher will tell the case as a story but asking students at the same time to maintain attention. ● The teacher can bring paper characters to improve understanding of the case. ELABORATION (10 Minutes) ● The students will take the role of that of a Judge of one of the previous cases presented by the teacher. ● On their interactive journal, the students will overrule the decision of the judge, if needed, and write what they would have decided if they were to be the judge in one of the cases. EVALUATION (5 Minutes) ● The teacher will create sentence strips with facts and inaccurate facts which will be read out loud. ● The students will have to state whether the sentence is true or false, and if it is false, state why. Date: Friday Day 5 Subject / grade level:4th grade Materials: Video Peonage “Involuntary Servitude” Poster paper for the Double Bubble Map Pencil Colored pencil Markers Exit Ticket NC SCOS Essential Standards and Clarifying Objectives: §113.15. Social Studies, Grade 4 (b) Knowledge and skills (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps ; Lesson objective(s): The learner will identify the definition of slavery and peonage. The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90% accuracy. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired un with a proficient ELL student. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ●The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● Watch video What is Involuntary Servitude? What does Involuntary Servitude mean? Involuntary servitude meaning. EXPLORATION (10 Minutes) ● Students will create a chart in their journal where they have the two topics: Slavery and Peonage. Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda ● Students will use their prior knowledge , and what they have learned through the week to write facts under each topic. EXPLANATION (10 Minutes) ● The teacher will conduct a short small group discussion about Peonage and Slavery. ● The teacher may ask the students questions like the following? ● Are there any differences/similarities between these two systems? What are they? ELABORATION (15 Minutes) ● Together the classroom will create a double bubble map in where they will compare Slavery vs. Peonage. ● The students will understand the the meaning of the new vocabulary terms like, peonage, slavery, freedom, child labor, slave trade, debt, etc. ● It will show the students the evolution of the employment system, and civil rights. EVALUATION (5 Minutes) ● The students will demonstrate their knowledge by completing the following exit ticket: Slavery and peonage are similar because _____. Subject / grade level: 4th Grade Materials: South Texas Museum School bus Quick Questionnaire NC SCOS Essential Standards and Clarifying Objectives §113.15. Social Studies, Grade 4 (b) Knowledge and skills (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas Lesson objective(s): The learner will identify how slavery impacted the RGV. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired un with a proficient ELL student. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ● The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● The guide will provided a quick introduction of the South Texas Museum, including its history and the exhibition they have, as well as the expectation for the students. EXPLORATION (10 Minutes) ● The students will explore all the exhibitions at the South Texas Museum. EXPLANATION (15 Minutes) ● The teacher will further explain the exhibitions if students have any doubts. ELABORATION (10 Minutes) ● The students will visually understand how slavery affected/impacted the RGV. Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda Date: Day 6- Field trip to Museum of South Texas EVALUATION (5 Minutes) ● The teacher will provide students with a quick questionnaire about the exhibition at the Museum. ● The questionnaire will include the following questions: ● What did you think about the museum? ● Do you think people living in the RGV during Slavery were affected? ● How did the exhibition helped you clarify slavery concepts? Subject / grade level: 4th Grade Materials: Pen/pencil Proclamation worksheet Proclamation PowerPoint NC SCOS Essential Standards and Clarifying Objectives Lesson objective(s): The learner will create a proclamation to declare the importance of slavery abolishment. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired un with a proficient ELL student. ● Extra time will be given for students if needed. ● The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ● The teacher will speak in complete and concise sentences. ENGAGEMENT Students will watch a video created by the teacher. https://youtu.be/sw6cVPIVb6Q . EXPLORATION (5 Minutes) ● The teacher will guide a whole group discussion about the video they just watched. ● Students will express their opinions about the situation. EXPLANATION (15 Minutes) ● The teacher will present a PowerPoint about a Proclamation, and it will include, iits purpose, its importance, and examples. ELABORATION (10 Minutes) ● The student will be give a proclamation worksheet. ● It is important for students to express their feelings and opinions towards slavery/peonage and create their own proclamation. EVALUATION (5 Minutes) ● Students will volunteer to read their Proclamation In front of class. Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda Date: Day 7 Authentic Assessment The students will reenact the Willacy court case as a whole class. Each student will have a role related to the case, and will have to interpret to the best of their ability. The student will be responsible of researching and making connections with what they have learned throughout the lessons to the fit the role they are given. The roles will include: A judge, jury, the defence, defendant, testimonies, and the sheriffs. The students will be graded based on their knowledge of the case and their performance. References Audiopedia, T. (2017, February 08). Retrieved February 22, 2019, from https://www.youtube.com/watch?v=d88xXp-ZrFQ&t=97s Brent Campney’s research collection on race relations in South Texas; February 7, 1922.ELIBR000179, Box #1, Folder Willacy County Peonage Scene and Quintuple Lynching 1926-1927. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. E., T. (2011, July 27). Borger Daily Herald (Borger, Tex.), Vol. 1, No. 103, Ed. 1 Wednesday, March 23, 1927. Retrieved from https://texashistory.unt.edu/ark:/67531/metapth167035/m1/1/ Illustrated, H. (2015, October 08). Retrieved February 22, 2019, from https://www.youtube.com/watch?v=IUfJCh7Rd_Q Primary Sources on Peonage. (n.d.). Retrieved from https://libraries.olemiss.edu/information-literacy/2016/11/02/primary-sources-on-peonage/ . Video peonage. (2019, February 23). Retrieved from https://youtu.be/sw6cVPIVb6Q. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Peonage Lesson Plan Subject The topic of the resource Peonage Forced labor Race relations Indentured servants Social conditions Forced labor--slavery Description An account of the resource Peonage, also known as debt slavery, was used an option for farmers to control labor. The Raymondville peonage cases, which were the first of their kind in Texas history, were tried in the Nueces County federal court in January 1927. Although the practice was illegal, peonage labor was used during the early twentieth century in some counties of South Texas, where it had become common to force laborers, usually Mexican or African Americans but also whites, to work off debts owed to farmers. During times of labor shortage the practice included charging individuals with vagrancy in order to force them into labor; "friendly farmers" paid off their fines and then had the prisoners work off the debt by picking cotton, often under armed guard. Handbook of Texas Online, Alicia A. Garza, "RAYMONDVILLE PEONAGE CASES," accessed July 29, 2019, http://www.tshaonline.org/handbook/online/articles/pqreq. Grade 4 Creator An entity primarily responsible for making the resource Ana Cerda Lezly Gonzalez Melissa Cantu Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335.32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1865 1927 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Cerda, Ana, Gonzalez, Lezly, and Cantu, Melissa. (2019). Lesson Plan for Peonage Lesson Plan. Retrieved from. https://rgvprimarysourceguides.omeka.net/files/show/96 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LessonPlan-Peonage-CerdaGonzalezCantu Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Raymondville, Texas labor labor rights peonage https://omeka.utrgv.edu/files/original/97f252c644a14983062179989fc50d23.pdf 24ce2be617acdf2c6eb0f077ac9298a9 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 7 days Standards §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States Objectives • The students will: o Learn who the Karankawa Indian were. o Respect the lifestyle and culture of the Karankawa Indians. Materials • Outdoor environment • cards for extension activity • flipbook for exploration activity • colors • pencils • Cards for evaluation activity Lesson Plan Text Abstract The goal of this lesson plan is to give background information on the Karankawa tribe. These background information ranges from knowing where their territory is located, their dietary supplements, their weapons and tools, and their language and culture. To begin the week, students will be creating a foldable where they continually add information onto it throughout the week. This foldable will introduce to the students how the Karankawa’s tribe was founded, how they were physically built, and more. Next, The Karankawa’s physical traits will be described in detail to help students visualize how the Karankawas looked. The following lesson will involve students learning how the Karankawas utilized different types of tools and weapons. After, students will learn about different dietary supplements that were present in the lives of the Karankawas. Then, students will be educated on types of shelter that the Karankawa’s resided in. In addition, students will be given a wide variety of information on the Karankawa’s culture. To the end whole lesson, students will be informed on where the Karankawas are today, and what caused their current circumstances. Pedagogy Students in the Rio Grande Valley education system consists mostly of students are Hispanic. Throughout their education, they are often taught information that they can’t make a personal connection with. This has the possibility to hinder the interest of the students. An approach that that can be taken to change this phenomenon is to develop a lesson that focuses on local history. This strategy will work toward intriguing students’ interest on the topic and allow for a more engaging lesson. To further increase interest for students, it is important that worksheets are kept to a minimum, and work toward placing a bigger focus on hands on activities. The activities done during the lesson should allow teachers to assess student’s knowledge, but to get a clear understanding of how students are processing the information, a quiz over the lessons will be administered. Methods Our class gathered at the UTRGV archives to collect research for my lesson plan that can be utilized for a 5th grade classroom. The TEKS that will be used for this lesson is (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to :(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States. (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States. After conducting research, our group met on several different agreed dates to organize and format our work. During periods where we were not able to meet, we communicated through our mobile phones. History The Karankawa Indians are a tribe that resided in South Texas and were mainly located near the coastal waters of Texas. The Karankawas were discovered in 1528 by Europeans, but eventually got wiped out through war and conflict. Although they were wiped out, the Karankawas were strong mentally and physically. The males were strong hunters and were handy with their tools and weapons. The women were small in numbers and were the physical opposite of the men. The women would stay at camp and help with preparations. They would also attend to childrens’ needs if any was needed. The Karankawa’s diet consisted mostly of seafood, but also included buffalo, bird eggs, berries, grapes, nuts, persimmons. Most food eaten by the Karankawas was seasonal, so food became scarce easily thus causing their lives to be very difficult. Since food became scarce as time went on, the Karankawas had to stay mobile. Their homes were portable and were built periodically. The structures they built were called wigwam-teepees. The communicate, the Karankawas had their own language. They often used sign language since their vocabulary was very limited.   Day 1: Introduction Teacher: Jacqueline Mireles Date: Day 1 Subject / grade level: Social Studies/ 5th Materials: • KWL handout • Construction Paper/colored paper • Pencils • Stapler • Exit ticket Paper • Computers • iPad • Notebooks NC SCOS Essential Standards and Clarifying Objectives • §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States Lesson objective(s): • The students will: o Learn who the Karankawa Indian were. o Respect the lifestyle and culture of the Karankawa Indians. Differentiation strategies to meet diverse learner needs: • To meet the diverse learners, the teacher will use graphic organizers to help. The teacher will also check for understanding with these students. ENGAGEMENT • The students will watch a video on the Karankawa tribes. (The video will be the one made by our group) EXPLORATION • The students will begin working on a foldable (graphic organizer). The students will create it using the following steps: o Students will get four sheets of construction paper or colored paper. o They will line up the papers an inch from one another, and then fold till the ones on top are an inch away from the bottom ones. o The students will staple the top part of the foldable so it does not fall apart. • The first section will be filled out which explains o Where they live? o Who they are? o Where their name come from? EXPLANATION • The teacher will explain how the Karankawa tribe had different villages incorporated into their tribe. There were five and there are as follow: o The Coco o Copanes o Cujanes o Guapites o Carancaguases • The teacher will give details about each of the tribes. • The students will be taking notes on their notebooks. • Questions to ask students: o Can you discuss the differences between _____(village) and ______(village)? o Can you relate how one tribe is similar to another? o Can you name characteristics of each tribe? ELABORATION • The teacher will break the class into five groups. • Each group will be in charge of a village to locate on a map. • The groups will work together to finding their location along the Texas coast using iPads or computers. • Then, each group will present their information and find connections to places they know that are located in that area now. o For example, one tribe is near South Padre Island. Students can relate the tribes to location. EVALUATION • The students will participate in an 3-2-1 exit ticket. The students will answer: o What were three things they learned in today’s lesson? o What are two things you found interesting? o List a question(s) you still have. 5E Lesson Plan Date: Day 2 Subject/Grade Level: 5th Grade Materials: • Outdoor environment • cards for extension activity • flipbook for exploration activity • colors • pencils • Cards for evaluation activity NC SCOS Essential Standards and Clarifying Objectives: (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; Lesson objective(s): • Students will become familiar with the different types of tools and weapons the Karankawa Indians used. • Students will be to identify the names of the weapons/tools used by Karankawas. • Students will know how each tool was used effectively Differentiation Strategies to meet diverse Learner needs: • Students will use graphic organizers Engagement: • To engage students into the lesson the teacher will take the class outside and tell them to observe their surroundings. The teacher mentions that the Karankawa tribe created all their tools using natural resources. The teacher will then ask a set of open-ended questions relating to the topic. • The teacher will ask: What kind of natural resources do you see around the area? o Do you think we could craft a tool from these natural resources? o Do we gather the materials with our bare hands or is there an easier alternative? • The students will be asking/stating: o I think we see trees, rocks, and dirt, and sticks. o We can dig the dirt using a stick. • Why did they use hand crafted tools, if there so difficult to create? • After observing and forming ideas, students can share among each other what they came up with and explain to each other how they came up with those ideas. Exploration: • Students will continue to add to the foldable that was created on the first day. Students will reflect on what happened during the engagement phase and put their thoughts and ideas into words. • Students can present their info through writing and visuals Explanation: • The teacher will give introduce some key terms that relates to the topic being discussed • The terms are: Cedar Bow, lances, clubs, tomahawks, canoe, etc. • The students can ask: o What was the point of having so much weapons? o Do they have a favorite type of weapon that they preferred to use? o What materials were used to create each type of weapon of tool? o How much time was invested into crafting each weapon/tool? Elaboration: • To further check for understanding the teacher will present an extension activity that is engaging, students will be grouped in groups of 3 to 4 students. Each student will be given a set of cards that contains pictures and definitions for the words introduced to them. The cards with pictures will be colored green and the cards with the definitions will be colored blue. • The students will: o Place the cards flipped over at their workstation. o The students will flip a card of each color, and if the picture and definition match they will gather them into a pile. o If they fail, they will flip them back over. o Repeat until all cards are matched with each other. Evaluation: • To evaluate students understanding of lesson, the teacher will conduct an assessment. o Each student will be given be given four cards that are each colored a different color: blue(a), red(b), yellow(c), purple(d). o The teacher will ask a question revolving around the topic and present up to 4 answer choices. o Give students ample time to formulate a conclusion, and then verbally say “on the count to three I want see your answer choice” o When it comes time to present the answer choices, the teacher will be able to visually see how answer choices vary among the class. 5E Lesson Plan Date: Day 3 Subject/Grade Level: Social Studies/5th Materials: • Tape • Karankawa Tribe pictures • Flipbook • Colors • Exit ticket NC SCOS Essential Standards and Clarifying Objectives: 22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and Lesson objective(s): • Students will be able to identify the physical traits of Karankawa Indians. • Students will be able to identify which traits and characteristics belong to which gender. • Students will be able to identify different types of clothing that the Karankawa tribe used. Differentiation Strategies to meet diverse Learner needs: • Use graphic organizers Engagement: • While introducing the lesson to the class, there will be a mark on the wall that represents an estimated height of 6 ft and another mark that is much lower. Lying next to the mark lies a display of pictures related to the Karankawa tribe. These pictures include: Male and female Karankawa tribe members, Karankawa tribe member fishing, etc. The instructor will then pose a set of question to the students • Questions teacher will ask: • What do you think the mark on the wall represents? • What can you tell me about the pictures? o What differences do you see between male and female? • Questions that students can ask themselves: o Does the tape represent the height of the Karankawa tribe members? o Why are there two tape markers? o Does each tape represent the difference between male and females? o Why are the males wearing very little clothes? o How did they get so strong? Exploration: • Students will continue to add to the foldable that was created on the first day. Students will reflect on what happened during the engagement phase and put their thoughts and ideas into words. Explanation: • The teacher will introduce vocabulary words to the students: muscular, squat, tattoos, ornamentation, adorned. Give students a set amount of time to. • The teacher can ask: o In your own words, can you define the words I just introduced to you? o Can you give me a synonym for any of the words? o Ask your partner to see if you the same definition • The students can ask: o Did you think “x” means this? o The word “x” sounds very similar this word? o Did you get the same definition I did? o Are all of these words relate to physical traits? • After giving ample time for discussing the words, the teacher will define and explain the meaning of each word. Elaboration: • The students will create a Venn diagram that compares the similarities and differences between males and females in the Karankawa tribe. Student will use all prior information introduced to them. • Students can present the information through vocabulary, illustrations, etc. Evaluation: • Student will do an exit ticket to finish the lesson. The students will write o 3 things that they learned o 2 things they found interesting o 1 question that they want an answer to Teacher: Mr. Gutierrez Date: Day 4 Subject / grade level: Social Studies 5th Grade Materials: • PowerPoint • Paper • Pencils • Notecards NC SCOS Essential Standards and Clarifying Objectives (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and Lesson objective(s): • Students will be able to compare and contrast the foods Karankawa ate to their own. • Students will be able to understand why these were the foods the Karankawa ate. Differentiation strategies to meet diverse learner needs: • Use Graphic Organizer ENGAGEMENT • The students will be presented with a Bell ringer as the class begins asking the students to write about the foods that they like to eat. • Class discussion on what foods the students like to eat and foods that are available. EXPLORATION • Foldable showing the different foods the Karankawa ate modeled by the teacher. • Foldable will included a brief description of the food item. EXPLANATION • PowerPoint showing visuals of the foods the Karankawa ate and explanation as to why those were the food that they ate. • The teacher will also use descriptive words to help the students understand what that food item is and perhaps what it would taste like. • The teacher can ask the students questions such as: Of the foods the Karankawa ate, which would you say you like, and which do you not like, stating why or why not. ELABORATION • Students will complete a Venn-diagram comparing the foods the Karankawa ate compared to some of the food that the students personally like to eat. • The student can either write out the words if they choose, or they can draw them if they would like • The teacher will walk around the classroom to make sure the students are on task and to assist the students as needed by them. EVALUATION • 3-2-1 exit ticket. o 3 things the student learned. o 2 things the student still wants to know. o 1 thing the student has a question on. Teacher: Mr. Gutierrez Date: Day 5 Subject / grade level: Social Studies 5th Grade Materials: • Straws • PowerPoint • Paper • Pencils NC SCOS Essential Standards and Clarifying Objectives (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and Lesson objective(s): • Students will be able to describe the structure in which the Karankawa lived. • Students will be able to decide whether these structures would have been ideal to live in or not. Differentiation strategies to meet diverse learner needs: • Use Graphic Organizers ENGAGEMENT • The students will be presented with a bell ringer asking the student to describe the home they live in. • Class discussion on the place the students live using descriptive words EXPLORATION • Foldable on the homes of the Karankawa • The vocabulary "Wickiup" will be introduced to give the students the proper terms for the homes of the Karankawa EXPLANATION • PowerPoint using visual and providing description of the houses the Karankawa lived in and how they were built. • Teacher will also explain the reason why the Wickiups were useful • The teacher can ask the student questions such as how do you think it would have been like to live in these homes? Would you like it, why or why not? ELABORATION • Students will build their own wickiup out straws to get a better understanding of how these structures were made and to be in a hands-on activity. • The students can test out their built structures to see how their structures would fare against the environments. Such as by blowing air at it, by pouring a small amount of water to mimic rain • The teacher will walk around the classroom to make sure the students are on task and to assist the students as needed by them. EVALUATION • 3-2-1 Exit Ticket o 3 things the student learned o 2 things the student still wants to know o 1 thing the student still has a question on. Teacher: Ms. Mireles Date: Day 6 Subject / grade level: Social Studies 5th Grade Materials: • Common phrases and words spoken by the Karankawa • Paper • Pencil • Note Cards NC SCOS Essential Standards and Clarify (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; Lesson objective(s): • The student will be able to understand the importance of communication • The student will become familiar with common words and phrases the Karankawa spoke Differentiation strategies to meet diverse learner needs: • Use Graphic Organizer ENGAGEMENT • The teacher will start off the lesson with a bell ringer by writing the prompt on the board o “What languages do you know”. • Class discussion on the language the students know and the purpose language serves. EXPLORATION • Together as a class, the students will complete a foldable modeled by the teacher. • The foldable will include some of the words and phrases the Karankawa used. • The teacher will construct 3 sentences with the students in their foldable using the Karankawa language • The students will write 1 sentence on their own in the Karankawa language. EXPLANATION • The teacher will display the pages of Karankawa language on the board to the class. • The translation of the words and phrases will be included. • The teacher will practice saying the phrases with the whole class. • The teacher can ask the students questions such as: “How do you think you would have done communicating with the Karankawa? Do you think that they would have been able to understand you?” ELABORATION • The students will be put into pairs and practice together using the language of the Karankawa to communicate with one another. • The students will be provided with their own list of words and phrases the Karankawa used to guide them. • The teacher will walk around the class and help the students as needed. • The students will act out their conversation when they are ready to present to the front of the class. EVALUATION • 3-2-1 exit ticket: o The students will write:  3 words or phrases the student learned.  2 things the student would still like to know how to say.  1 thing the student still has a question on. Teacher: Jacqueline Mireles Date: Day 7 Subject / grade level: Social Studies/ 5th Materials: • Foldable • Exit ticket Paper • Pencils • Notebooks • Computers NC SCOS Essential Standards and Clarifying Objectives §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012 (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States Lesson objective(s): • The students will: o Learn what happened to the Karankawa Indian. o Develop an understanding of how different tribes lived in Texas o Create a project based on the different tribes. Differentiation strategies to meet diverse learner needs: • To meet the diverse learners, the teacher will use graphic organizers to help. The teacher will also check for understanding with these students. ENGAGEMENT • The students participate in a Bell Ringer based on the topic being learned on the Karankawa. o Topic: What is your prediction of what happened to the Karankawa Indians? EXPLORATION • The students will continue working on a foldable (graphic organizer). • This section will be titled “What happened to the Karankawa Indians” • The teacher will have the students follow along as the teacher tells them what to put inside the foldable. EXPLANATION • The teacher will go into detail what causes tribes to die out. The students will put these notes in their notebooks. The teacher will help the students understand that what happens to one tribe may or may not happen to another. o Vocabulary:  Missionaries  Colonist  Crisis  Disease  Raids • Questions to ask: o Can you explain to me why the Karankawa Indians were not wanted there? o What would be a different if they died out by disease? o Would some still be alive? ELABORATION • The students will participate in a project. After learning about the Karankawas, the students will work with a partner to conduct research about another tribe in Texas. Important information needed in the project is: location, traits & characteristics, shelter, and what happened to them. • The students will present this in front of the class as a presentation. EVALUATION • The students will take a quiz over everything they have learned about the Karankawa tribe. It will be a 10-question multiple choice quiz. Multiple Choice Quiz 1. Can you recall which village/groups were within the Karankawas? A.) Copanes B.) Chakrapani C.) Cujanes D.) all of the above E.) Only A & C 2. Identify the Karankawa’s houses/huts were made of? A.) animal skin B.) willow poles C.) palm leaves D.) all of the above 3. Compare how the Karankawas got around compared to today. A.) The Karankawas were able to drive cars just like people today. B.) The Karankawas used canoes while we mainly use boats. C.) The Karankawas used big boats just like the ones we used today. D.) The Karankawas rode on lot of animals to get where they needed to go. 5. If you were to analyze a picture of a male Karankawa, what would be something that stands out compared to women? A.) wore their hair in braids B.) wore their hair long and loose C.) wore a lot of clothing 6. Due to their location, what jobs did the Karankawas do? A.) Hunters B.) Gathers C.) Farmers D.) Both A & B 7. What kind of foods did the Karankawas not eat? A.) Redfish, trout, catfish, tuna, and turtles B.) Shellfish: Oysters, scallops, quahogs, and calms C.) Bison, deer, ducks, birds, bears, and panthers D.) Frogs, hares, goats, and sheep 8. Where were the Karankawas located? A.) North Texas B.) West Texas C.) South East Coast of Texas D.) Central Texas 9. Karankawas used what type of weapons for fighting? A.) Bows & Arrows B.) Guns C.) Spears D.) Hatchet 10. Which of the following explains how the Karankawas died out. A.) The Karankawas died by lack of food. B.) The Karankawas died by a Texas force. C.) The Karankawas died out by disease. Authentic Assessment: After learning about the Karankawas, you work with a partner to conduct research about another tribe in Texas. Important information needed in the project is: location, traits & characteristics, shelter, and what happened to them. HYPERLINK – Anchor Video CATEGORY 4 3 2 1 Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. References Gatschet, A. S. (1967). The Karankawa Indians: The coast people of Texas (Vol. 1). New York: Kraus Reprint Corporation. Johnson, H., & Bexley, F. (1976). Our first residents: The Karankawa Indians. Aransas Pass, TX: Biography Press. Roza, G. (2005). The Karankawa of Texas. New York: PowerKids Press. ROYALTY FREE MUSIC by BENSOUND. (n.d.). Retrieved February 22, 2019, from https://www.bensound.com/ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Karankawa Indians Lesson Plan Subject The topic of the resource Karankawa Indians Indians of North America Social conditions South Padre Island Cortina, Juan N. (Juan Nepomuceno), 1824-1894 Indigenous peoples Description An account of the resource The goal of this lesson plan is to give background information on the Karankawa tribe. These background information ranges from knowing where their territory is located, their dietary supplements, their weapons and tools, and their language and culture. To begin the week, students will be creating a foldable where they continually add information onto it throughout the week. This foldable will introduce to the students how the Karankawa’s tribe was founded, how they were built physically, and more. Next, The Karankawa’s physical traits will be described in detail to help students visualize how the Karankawas looked. The following lesson will involve students learning how the Karankawas utilized different types of tools and weapons. After students will learn about different dietary supplements that were present in the lives of the Karankawas. Then, students will be educated on types of shelter that the Karankawa’s resided in. In addition, students will be given a wide variety of information on the Karankawa’s culture. To end whole lesson, students will be informed on where the Karankawas are today, and what caused their current circumstances. Grade 5 Creator An entity primarily responsible for making the resource Jacqueline Mireles Kevin Gutierrez Julio Mendoza Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335.32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1527 1891 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Mireles, Jacqueline, Gutierrez, Kevin, and Medoza, Julio. (2019). Lesson Plan for Karankawa Indians. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/95 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource LessonPlan-Karankawa-MirelesGutierrezMendoza Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Galveston, Texas South Padre Island, Texas Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Karankawa people indigenous Karankawa native Americans primary source https://omeka.utrgv.edu/files/original/8ab169d17eed7119aa5627d65fe00351.pdf b4580038a4c014f342151915e6baf313 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RGV Primary Source Guides Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0001 Description An account of the resource <!-- Google tag (gtag.js) --> Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 days Standards §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (1) Historia. El estudiante entiende cómo los individuos, los acontecimientos y las ideas han influenciado la historia de las diferentes comunidades. Se espera que el estudiante: (A) describa cómo los individuos, los acontecimientos y las ideas han cambiado las comunidades, en el pasado y en el presente; Objectives 1. El estudiante podrá identificar los daños causados por un desastre natural. 2. El estudiante aplicara su conocimiento para comparar dos huracanes. 3. El estudiante creara su propio reporte sobre un huracán. 1. The student would be able to identify damages caused by a natural disaster. 2. The student would be able to apply their knowledge when comparing between two hurricanes. 3. The student will be able to create their own report about a hurricane. Materials • Papel a color • Pegamento • Tecnología para mostrar video • Tecnología para que los estudiantes investiguen información en grupos. • Ticket de salida 3, 2, 1 Lesson Plan Text Teacher: (Maestra) Mrs. Oneida Garcia Date: (fecha) Marzo 4, 2019 – Marzo 8, 2019 Monday Subject / grade level: (Tema/ Nivel de grado) Estudios sociales – Como prepararse para un desastre natural en el Valle de Rio Grande Materials: (Materiales) • Papel a color • Pegamento • Tecnología para mostrar video • Tecnología para que los estudiantes investiguen información en grupos. • Ticket de salida 3, 2, 1 Vocabulary: (vocabulario) • Tormenta tropical (Tropical Storm) • Categoría (Category) • Reporte climatológico (Weather report) • Tornados (Tornadoes) • Inundación (Flooding) • Daños (Damage) • Evacuación (Evacuation) NC SCOS Essential Standards and Clarifying Objectives §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (1) Historia. El estudiante entiende cómo los individuos, los acontecimientos y las ideas han influenciado la historia de las diferentes comunidades. Se espera que el estudiante: (A) describa cómo los individuos, los acontecimientos y las ideas han cambiado las comunidades, en el pasado y en el presente; Lesson objective(s): (Objetivos de la lección) 1. El estudiante podrá identificar los daños causados por un desastre natural. 2. El estudiante aplicara su conocimiento para comparar dos huracanes. 3. El estudiante creara su propio reporte sobre un huracán. 1. The student would be able to identify damages caused by a natural disaster. 2. The student would be able to apply their knowledge when comparing between two hurricanes. 3. The student will be able to create their own report about a hurricane. Differentiation strategies to meet diverse learner needs: ELL: Los estudiantes aprendices de ingles podrán entender la lección ya que es dada en español, y lo respaldaran con representación visual. ENGAGEMENT • La maestra preguntara que es un desastre natural? • La maestra mostrara un video sobre como se forma un huracán. • https://www.youtube.com/watch?v=XfEWcWVSKQo • Los estudiantes preguntaran: Como podemos evitar un huracán? Que debemos durante el huracán? Cual es la mejor manera de protegerse de un huracán? EXPLORATION • Los estudiantes investigaran sobre como se clasifica un huracán. • Buscaran información sobre la velocidad de los vientos de cada categoría. • La maestra preguntara que tan fuertes son los vientos en la categoría 3? • Aprenderán sobre los daños que causa cada huracán dependiendo de su categoría. • La maestra hará preguntas para mantenerlos enfocados, como por ejemplo: Cuanto daño hace un huracán en categoría 1? En categoría 5? EXPLANATION • La maestra explicara sobre el método que se utiliza para clasificar los huracanes y como se forman • Cada grupo tendrá la oportunidad de explicar sobre la información que encontraron • La maestra preguntara: Que podíamos hacerle a nuestras casas para reforzarlas si sabemos que viene un huracán muy fuerte? • Como podemos prevenir que entre el agua a nuestras casa? ELABORATION • Los estudiantes van a crear una representación de un huracán usando los materiales proporcionados. • Usando una hoja de papel a color, la van a doblar a la mitad en forma horizontal. En la parte de abajo crearan los círculos de un huracán, en la parte de arriba podrán escribir algo que aprendieron sobre como se forma un huracán, o cuantas categorías existen. • Los estudiantes utilizaran palabras claves del vocabulario como: Categoría, inundaciones, daños o tormenta tropical. • Es importante que los estudiantes estén informados, ellos podrán prepararse mejor en caso de un desastre natural en el Valle de Rio Grande. EVALUATION • Los estudiantes trabajaran en una hoja de papel 3, 2, 1 boleto de salida. • Escribirán tres cosas que aprendieron de la lección. • Dos preguntas o dudas que aun tengan • Una idea o algo que recordaran sobre la lección Teacher: Mrs. Oneida Garcia Date: Marzo 4, 2019 – Marzo 8, 2019 Tuesday Subject / grade level: Estudios sociales – Como prepararse para un desastre natural en el Valle de Rio Grande Materials: • Tecnología para mostrar fotografías y video • Tecnología para que cada grupo investigue que tipo de ayudas existen después de un huracán. • Marcadores • Hoja de actividad: mochila de preparación • Boleto de salida 3, 2, 1 Vocabulario: • Tormenta tropical • Categoría • Reporte climatológico • Tornados • Inundación • Daños • Evacuación NC SCOS Essential Standards and Clarifying Objectives §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (1) Historia. El estudiante entiende cómo los individuos, los acontecimientos y las ideas han influenciado la historia de las diferentes comunidades. Se espera que el estudiante: (A) describa cómo los individuos, los acontecimientos y las ideas han cambiado las comunidades, en el pasado y en el presente; Lesson objective(s): 1. El estudiante podrá identificar los daños causados por un desastre natural. 2. El estudiante aplicara su conocimiento para comparar dos huracanes. 3. El estudiante creara una lista de cosas necesarias que llevaría en su mochila en caso de un huracán. Differentiation strategies to meet diverse learner needs: Los estudiantes aprendices de ingles podrán entender la lección ya que es dada en español, y lo respaldaran con representación visual. ENGAGEMENT • La maestra mostrara varias fotografías del Huracán Beulah y un video acerca personas que contara lo vivido durante el huracán Beulah. • https://www.youtube.com/watch?v=tUUAA4RDAXs • La maestra les preguntara a los estudiantes: que ven en los fotografías? A que les recuerda? En que tiempo creen que ocurrió? Donde creen que paso? • Los estudiantes harán preguntas como: Cuando paso esto, hace cuantos años? Que podemos hacer si algo así sucediera ahora en el Valle de Tejas? Como podemos prevenir un desastre natural? EXPLORATION • Los estudiantes leerán artículos sobre Beulah y subrayaran lo que les pareció importante. • Por ejemplo: Cuales fueron los daños que causo, y que tan Fuertes eran los vientos. • La maestra preguntara: Que hubiera pasado diferente si hubiera sido solo una tormenta tropical? • Que creen ustedes que hicieron las personas? Como se prepararon? Cuando empezó la preparación? EXPLANATION • Cada grupo tendrá la oportunidad de explicar sus hallazgos y presentar sus dibujos, la maestra entonces mostrara una poster con cada clasificación. • La maestra explicara que hay maneras de prepararse para un huracán, como preparando una mochila con las cosas mas necesitadas. • Preguntara: Que son algunas cosas que llevarías en tu mochila? Y porque escogiste llevarlas? • De que manera te ayudaran a sobrevivir durante el huracán? ELABORATION • Cada estudiante trabajara individual para completar una hoja de actividad donde harán su propia mochila para una emergencia como un huracán. • Se usaran términos como : baterías, linternas, radio • Los estudiantes estarán preparados para saber que solo lo importante y necesario se puede llevar. • Usaran esta información para ayudar a empacar a su familia. EVALUATION • Los estudiantes trabajaran en una hoja de papel 3, 2, 1 boleto de salida. • Escribirán tres cosas que aprendieron de la lección. • Dos preguntas o dudas que aun tengan • Una idea o algo que recordaran sobre la lección • Tarea: Los niños tendrán de tarea preguntarle a sus padres o abuelitos si ellos conocen y tienen su propia historia del huracán Beulah Teacher: Mrs. Oneida Garcia Date: Marzo 4, 2019 – Marzo 8, 2019 Wednesday Subject / grade level: Estudios sociales – Como prepararse para un desastre natural en el Valle de Rio Grande Materials: • Copia de información sobre huracán Katrina • Papel grafico para diagrama venn • Marcadores • Actividad sobre un reporte de huracán • Fotografías de huracán Harvey, Katrina, y Beulah Vocabulario: • Tormenta tropical • Categoría • Reporte climatológico • Tornados • Inundación • Daños • Evacuación NC SCOS Essential Standards and Clarifying Objectives §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (1) Historia. El estudiante entiende cómo los individuos, los acontecimientos y las ideas han influenciado la historia de las diferentes comunidades. Se espera que el estudiante: (A) describa cómo los individuos, los acontecimientos y las ideas han cambiado las comunidades, en el pasado y en el presente; Lesson objective(s): 1. El estudiante podrá identificar los daños causados por un desastre natural 2. El estudiante aplicara su conocimiento para comparar dos huracanes. Differentiation strategies to meet diverse learner needs: ELL: Los estudiantes aprendices de ingles podrán entender la lección ya que es dada en español, y lo respaldaran con representación visual. ENGAGEMENT • Los estudiantes podrán compartir sobre las historias que escucharon de sus abuelitos o familiares en el tiempo del huracán Beulah. • Los estudiantes preguntaran: ¿Que podría ser diferente si esto ocurriera ahora? • ¿Que otras formas habría de ayuda? • ¿Que harías diferente? EXPLORATION • Los estudiantes investigaran sobre otro huracán, Katrina. • Investigaran sobre que categoría fue y los daños e inundaciones que causo. • ¿Como podemos saber si fue igual de fuerte que Beulah? • ¿Porque creen eso?? Que te hace pensar eso?• EXPLANATION • Los estudiantes trabajaran en un papel grafico para crear su propio diagrama venn. • Escribirán las similitudes y diferencias sobre los dos huracanes comparados. • Tendrán la oportunidad de compartirlo con la clase. ELABORATION • Los estudiantes escribirán su propio reporte climatológico, reportando la llegada de un huracán. • Podrán elegir el nombre, categoría, fuerza de vientos, y tendrán que incluir mínimo dos advertencias que la gente puede seguir. • Si hay suficiente tiempo algunos estudiantes serán elegidos para presentar su reporte a sus compañeros. EVALUATION • Los estudiantes escribirán en una tarjeta de salida lo que mas les gusto de lo aprendido hoy. • La entregaran al terminar la lección Teacher: Mrs. Oneida Garcia Date: Marzo 4, 2019 – Marzo 8, 2019 Thursday Subject / grade level: Estudios sociales – Como prepararse para un desastre natural en el Valle de Rio Grande Materials: • Tecnología • Biografía de Dr. Mario E. Ramírez • Papel grafico • Colores, marcadores Vocabulario: • Donaciones • Cruz roja • Voluntarios NC SCOS Essential Standards and Clarifying Objectives §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (11) Ciudadanía. El estudiante entiende las características del concepto de buena ciudadanía como lo ejemplifican figuras históricas y contemporáneas. Se espera que el estudiante: (B) identifique personajes históricos tales como Helen Keller y Clara Barton y figuras contemporáneas tales como Ruby Bridges, militares y paramédicos militares, quienes han sido un ejemplo de buena ciudadanía; e Lesson objective(s): 1. Los estudiantes identificaran quien fue Dr. Mario E. Ramírez, una persona histórica que ayudo durante el huracán Beulah. 2. Los estudiantes exploraran que tipo de ayuda existe cuando ocurre un desastre natural Differentiation strategies to meet diverse learner needs: ELL: Los estudiantes aprendices de ingles podrán entender la lección ya que es dada en español, y lo respaldaran con representación visual. ENGAGEMENT • La maestra preguntara si saben que es una figura histórica? • Como llegan a ser conocidos por tanta gente? • Conoces a alguien de tu comunidad que a ayudado a la gente? De que forma? • Hablaremos de lo que hizo Dr. Mario E. Ramírez por su comunidad. • Los estudiantes tendrán preguntas como, ¿Qué podemos hacer para ayudar después de un huracán? • ¿Qué pasa con las personas en albergues? ¿Cuánto tiempo tarda la gente en regresar a su casa? Quien te puede ayudar si estas en tu casa sin poder salir? ¿Qué pasa si no tenemos lancha? EXPLORATION • Los estudiantes van a explorar los tipos de ayudas que existen después de un huracán. • De que forma trabaja cada equipo? • Guardia nacional, marina, fuerza aérea, la cruz roja, compañías de electricidad, el ejercito de salvación. • La maestra hará preguntas para mantener enfocados a los estudiantes: • Quien ayuda en los albergues? Que lugares se usan como albergues? Quien arregla los postes de electricidad caídos? Que pasa con los enfermos? EXPLANATION • Los estudiantes explicaran los diferentes grupos de ayuda que encontraron. • La maestro explicara las ayudas que hubo durante el huracán Beulah de 1967. • Discutiremos lo que podemos hacer nosotros para ayudar. Ej. Donaciones de tiempo o dinero, donaciones de cosas. Saber que se necesita para no llevar cosas sin uso. • Seria Buena idea donar cosas de higiene? Podríamos donar si estamos lejos? Cual seria la mejor manera de hacerlo? ELABORATION • Los estudiantes harán un dibujo de un tipo de ayuda. (un electricista arreglando un poste de luz, Un bote ayudando a sacar personas de una casa inundada, un doctor revisando un paciente, un helicóptero de rescate) • Los estudiantes podrán compartir y explicar sobre lo que dibujaron y lo que representa. EVALUATION • El estudiante escribirá en su cuaderno de estudios sociales, ¿que harías tu para ayudar después de un huracán? Teacher: Mrs. Oneida Garcia Date: Marzo 4, 2019 – Marzo 8, 2019 Friday Subject / grade level: Estudios sociales – Como prepararse para un desastre natural en el Valle de Rio Grande Materials: NC SCOS Essential Standards and Clarifying Objectives §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (1) Historia. El estudiante entiende cómo los individuos, los acontecimientos y las ideas han influenciado la historia de las diferentes comunidades. Se espera que el estudiante: (A) describa cómo los individuos, los acontecimientos y las ideas han cambiado las comunidades, en el pasado y en el presente; §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (11) Ciudadanía. El estudiante entiende las características del concepto de buena ciudadanía como lo ejemplifican figuras históricas y contemporáneas. Se espera que el estudiante: (B) identifique personajes históricos tales como Helen Keller y Clara Barton y figuras contemporáneas tales como Ruby Bridges, militares y paramédicos militares, quienes han sido un ejemplo de buena ciudadanía. Lesson objective(s): 1. El estudiante podrá identificar los daños causados por un desastre natural. 2. El estudiante aplicara su conocimiento para comparar dos huracanes. 3. El estudiante conocerá los tipos de ayuda después de un huracán. Differentiation strategies to meet diverse learner needs: ENGAGEMENT • La maestro mostrara una mochila con cosas esenciales para un kit de emergencia. • Repasaremos cada articulo y de que forma nos ayudaría tenerlo con nosotros en caso de una emergencia. • La maestro explicara que al final de la lección esta mochila será rifada y un estudiante tendrá la oportunidad de llevársela a casa. • Los estudiantes preguntaran, si cada uno puede hacer su propio kit en casa con la ayuda de sus padres. EXPLORATION • Los estudiantes tendrán tiempo para repasar información sobre como se forman los huracanes, las categorías de huracán Beulah y Katrina en particular. • La maestra observara a los estudiantes para darse cuenta si están usando el vocabulario aprendido. Y si están repasando hechos importantes. EXPLANATION • La maestra usara la tecnología para repasar con los estudiantes. Esto tomara lugar como clase, mientras los alumnos toman turnos leyendo el proyector. ELABORATION • Con la información adquirida durante la semana los estudiantes completaran una actividad de secuencia, Que hacer antes de un huracán? Que hacer durante un huracán? Que hacer después de un huracán? • Los estudiantes usaran palabras del vocabulario como : evacuación, donaciones, voluntario, inundaciones. • Los estudiantes podrán usar esta información en su vida diaria, en especial en la temporada de huracanes que se aproxima. EVALUATION • Los estudiantes completaran una prueba corta individualmente para que tengan la oportunidad de demostrar lo que aprendieron durante esta semana. • La prueba consistirá en 10 preguntas por escrito. Huracanes Nombre: ____ 1. ¿ En que año ocurrió el huracán Beulah? a. 2000 b. 1980 c. 1967 d. 1955 2. ¿ Quien es una figura histórica que ayudo a la gente después del huracán Beulah? a. Dr. Juan Rodriguez b. Dr. Margo c. Dr. Mario E. Ramirez d. Dr. Jose Gutierrez 3. Como identificarías el clima justo antes de volverse huracán? a. Una tormenta tropical b. Solo lluvias c. Depresión tropical d. Un remolino de nubes 4. Como compararías los huracanes Beulah y Katrina? a. Huracán Beulah fue mas fuerte b. Huracán Katrina fue mas fuerte c. Eran igual de fuertes d. Los dos huracanes eran débiles 5. Cual seria tu entendimiento de una mochila de emergencia? a. Para llevarte tus juguetes favoritos b. Para llevar cosas esenciales que te ayuden a sobrevivir c. Para llevar tus cambios de ropa d. Para que tus cosas personales estén a salvo 6. Cuales hechos podrías elegir para mostrar entendimiento de las ayudas que existen después de huracán? a. La guardia costera rescata personas en helicóptero b. Las escuelas se usan como albergues c. Los Doctores ayudan a los enfermos d. Todas las anteriores 7. Que le recomiendas a la gente que haga durante la temporada de huracanes? a. Que estén preparados b. Que esperen el ultimo minuto c. Que abandonen sus casas toda la temporada de huracanes d. Que no escuchen el radio para no asustarse por advertencias de un huracán 8. ¿Qué podrías decir sobre una figura histórica? a. Es alguien importante que ayudo a su comunidad en tiempo de necesidad b. Son personas que querían ser popular c. Personas que trataron de ayudar solo a su familia d. Personas que toda la cuidad ya conocía 9. ¿ Que puedes concluir que hará la gente al regresar a sus casas después de una inundación? a. sacaran sus muebles a secar b. volverán a construir lo dañado c. respuestas a. Y b. d. La gente no regresara 10. Si fueran a desarrollar un plan para prepararse en caso de un huracán, Cual elegirías? a. empaca todas tus pertenencias y muévete a otra casa b. prepara un kit de primeros auxilios c. Prepara tu mochila con cosas necesarias para una emergencia, incluye primeros auxilios, agua, comida enlatada, linternas, y radio d. Esperar que los rescatistas te provean con comida y agua REFERENCES Lucy Wallace Collection; Hurricane Beulah pictures and newspapers, 1967. Box 2. ELIBR 154. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Hurricane Beulah; Big blue book, 1988. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Chansky, R. A. (2019). Teaching Hurricane Maria: Disaster Pedagogy and the Ugly Auto/ Biography. Pedagogy 19(1), 1-23. Duke University Press. Retrieval February 23, 2019, from Project MUSE database. Hidalgo County Drainage District No. 1; Spiral book, 9-22-06. ELIBR0424. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Lesson Plan Subject The topic of the resource Natural disasters Hurricane Beulah, 1967 Weather Floods Storm surges Evacuation of civilians Description An account of the resource The Valley is an area of high risk since many hurricanes form in the Gulf of Mexico; most states along the coast can be impacted by the rain and heavy winds of the storm. Emergency groups notify people in the news and other media forms on how to get prepared in case of a natural disaster. In 1967, Beulah was a category 5 with winds of 160 mph, meteorologists were following its path, and the news started advising people to take the necessary precautions and which were the areas that had to be evacuated. It is very important that people know when they must evacuate, and what to have if they are staying in their homes. It is important that we educate on the history of how other hurricanes have impacted the Valley past and present, what the damages were and how the community was able to recover from this. Students will be able to apply the knowledge gained from this lesson to be prepared for hurricane season. Students will have an understanding of how these natural disasters affect us. Creator An entity primarily responsible for making the resource Oneida Garcia Alayzza Cruz Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335-32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Garcia, Oneida & Cruz, Alayzza. (2019). Lesson Plan for Hurricane Beulah. Retrieved from. https://rgvprimarysourceguides.omeka.net/items/show/94 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Spanish Identifier An unambiguous reference to the resource within a given context LessonPlan-HurricaneBeulah-GarciaCruz Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lower Rio Grande Valley, Texas Beulah hurricane primary source