5 25 841 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/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/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/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/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/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/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/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/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/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/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/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/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/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/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/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/4fd8648826bc58ed8e06f5ffbe892ed5.tif 69ef243255cb0b513dffc5a83e0f63f3 https://omeka.utrgv.edu/files/original/ed8d9c4389274339e155b325a4da5156.tif d0bbaf4669f69513d55e4b5cf5f087a4 https://omeka.utrgv.edu/files/original/3489bd56ffc6314b2699cb712523258a.tif 505512134839853ad89bb1f530f3bc25 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 2004 Title A name given to the resource Birding Guide Subject The topic of the resource Local Wildlife Birds Nature Animals Description An account of the resource Descriptions of 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 (2004). <em>The Rio Grande Valley 2004 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-021 BirdingAndButterflies-022 BirdingAndButterflies-023 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/46d21c5de2067435c260b9719a18a309.tif 9079a55ee94ef8525756eab0f41e7269 https://omeka.utrgv.edu/files/original/cf966851ec7189a528fe65a13ffcab20.tif 9842b57364950a68435e177a28b5c2c1 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 2004 Title A name given to the resource The Birding & Butterfly Guide 2004 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 (2004). <em>The Rio Grande Valley 2004 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-024 BirdingAndButterflies-025 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/2b26f66baa29826b9710e4874e3021ce.pdf da1c4b4ffe4a87382b5e48efd5b66bd4 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 Language A language of the resource English 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 Case Set For Jan. 31 Subject The topic of the resource Peonage Racism Crime Case Description An account of the resource An article regarding a peonage case that was moved to the end of the month in January. The case involves the Sheriff Raymond Teller. The case was originally set for January 10. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives 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 1927-01-08 1927 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 (1927, January 8). Peonage Case Set For Jan. 31. <em>Brownsville Herald, </em>p. 1. 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 Text Identifier An unambiguous reference to the resource within a given context BrownsvilleHerald-19270108-PeonageCaseSet 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 newspaper peonage primary source Raymondville Willacy County https://omeka.utrgv.edu/files/original/9fa69d3ca1db9580bd5631b6eba1fad3.pdf 352e699223af480a0470b218e7e09d29 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 Language A language of the resource English 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 Investigation To Be Second Made in Case Subject The topic of the resource Peonage Racism Crime Case Description An account of the resource A newspaper article about how police officers and Sheriff Raymond Teller were released out of jail by paying $1,500 bonds. They were expected to court the following Monday of this publication. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives 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 1927-01-09 1927 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 (1927, January 9). Investigation To Be Second Made in Case. <em>Brownsville Herald,</em> p. 1. 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 Text Identifier An unambiguous reference to the resource within a given context BrownsvilleHerald-19270109-HabeasCorpus 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 newspaper peonage primary source Raymondville Willacy County https://omeka.utrgv.edu/files/original/ebd189428117d81d488023045143e950.pdf 1efffc12009723640b113387131b3a1b 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 Language A language of the resource English 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 Hearing on Habeas Corpus Application Being Held At Raymondville Today Subject The topic of the resource Peonage Racism Crime Case Description An account of the resource Newspaper article regarding Sheriff Raymond Teller and seven other officers involved in the murder of a family of 5 Mexicans. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives 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 1927-01-10 1927 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 <span>(1927, January 10). Hearing on Habeas Corpus Application Being Held At Raymondville Today. </span><em>Brownsville Herald, </em><span>p. 1.</span> 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 Text Identifier An unambiguous reference to the resource within a given context BrownsvilleHerald-19270110-HabeasCorpusAppli 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 peonage primary source Raymondville Willacy County https://omeka.utrgv.edu/files/original/3b04ccf4a38095ed8aef5064a7289610.pdf 5b86d8329010e3986a5cd69e513ade87 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 Language A language of the resource English 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 Submit More Testimony In Willacy Case Subject The topic of the resource Peonage Racism Crime Case Description An account of the resource The newspaper article is about a testimony given by the daughter of a family that was assassinated by 8 police officers, including Sheriff Raymond Teller. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives 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 1927-01-11 1927 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 (1927, January 11). Submit More Testimony In Willacy Case. <em>Brownsville Herald, </em>p. 1. 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 Text Identifier An unambiguous reference to the resource within a given context BrownsvilleHerald-19270111-MoreTestimony 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 peonage primary source Raymondville Willacy County https://omeka.utrgv.edu/files/original/ed141035df015972e727dcf2b32f6be9.pdf 668e6c64d59b978f9d8aece11a7c0357 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 Language A language of the resource English 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 Willacy Case May Continue Rest of Week Subject The topic of the resource Peonage Racism Crime Case Description An account of the resource A newspaper article regarding the assassination of 5 Mexican citizens by 8 police officers including Sheriff Raymond Teller. The article talks about what happened during court and several witnesses who testified. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives 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 1927-01-12 1927 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 (1927, January 8). Willacy Case May Continue Rest of Week. <em>Brownsville Herald, </em>p. 1-2. 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 Text Identifier An unambiguous reference to the resource within a given context BrownsvilleHerald-19270112-WillacyCaseMayContinue 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 peonage primary source Raymondville Willacy County https://omeka.utrgv.edu/files/original/ebb15ea573a83c0ce4ae7db562c3f673.pdf 51e0269a55f0c6df435443392c12d4a8 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 Language A language of the resource English 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 Defendants Request Proceedings Be Continued Regardless of Grand Jury Action Subject The topic of the resource Peonage Racism Crime Case Description An account of the resource A newspaper article regarding the Willacy County case, where 5 Mexican Citizens were assassinated by police officers including Sheriff Raymond Teller. In the article, the judge postponed the hearing because he was feeling ill and did not set a date to continue with it. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives 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 1927-01-13 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 (1927, January 8). Defendants Request Proceedings Be Continued Regardless of Grand Jury Action. <em>Brownsville Herald, </em>p. 1-2. 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 Text Identifier An unambiguous reference to the resource within a given context BrownsvilleHerald-19270113-IllnessAgainHaltsHearingWillacyCase 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 peonage primary source Raymondville Willacy County https://omeka.utrgv.edu/files/original/691e2887e45414c66104255bf76f4a97.pdf 04bf9d1a55feee0e3c5ad24fbf84cf7b 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 Language A language of the resource English 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 Willacy County Grand Jury Recesses Until Wednesday Subject The topic of the resource Peonage Racism Crime Case Description An account of the resource A newspaper article about how police officers and the Sheriff Raymond Teller were not rendered before January 24 due to grand jury being recessed. The officers were involved in the killing of 5 Mexican prisoners. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives 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 1927-01-15 1927 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 (1927, January 15). Willacy County Grand Jury Recesses Until Wednesday. <em>Brownsville Herald, </em>p. 1. 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 Text Identifier An unambiguous reference to the resource within a given context BrownsvilleHerald-19270115-WillacyCountyRecessWednesday 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 peonage primary source Raymondville Willacy County