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4th Grade Inquiry projects

4th Grade Inquiry projects. By: Roberta Haeffele. Government. NC Essential Standards: 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution. 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders.

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4th Grade Inquiry projects

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  1. 4th Grade Inquiry projects By: Roberta Haeffele

  2. Government • NC Essential Standards: • 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution. • 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders. • 4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state. • 4.C&G.1.4 Compare North Carolina’s government with local governments. • Summative Performance Task: Debate or opinion writing prompt

  3. Compelling Question: Who really runs North Carolina? • The goal with this question is to really have students explore the branches of government at the state level and see how they check and balance each other. Most students come with the misconception that the President has the say so over everything and everyone. • By exploring this question, the hope is that they realize this isn’t the case. This is the question you are hoping to hook them with and should be referred back to throughout the lessons.

  4. Background knowledge • Students will need to have knowledge of what the levels of government are. You can remind them of what they learned about in third grade at the local level. Some may remember, some may not. • Here are resources to help them with this information: • Informative reading selection about the 3 levels of government • Access article copy: *http://www.k12reader.com/worksheet/three-levels-of-government/view/ • (This is a 3rd grade selection, but should give them a quick reminder of what they learned.) • Illustration about the 3 branches of government • *It’s at the national level so you would need to relate it back to state. • Access illustration: http://4.bp.blogspot.com/-ScGXqiuX3io/Tv0uYmik6HI/AAAAAAAAALg/0WthcnkFV44/s1600/Screen+shot+2011-12-29+at+9.31.55+PM.png

  5. Supporting Questions • As you move through the 3 supporting questions, students should begin to form an opinion of who is really in charge in North Carolina. Remind them to come back to this as you explore the supporting questions. • Finding historical sources that would fit at a 4th grade level and be relevant to the questions was difficult. You can see as we explore the sources that they are a variety of resources to help students answer the question and do not stick strictly to historical. • You can also either use laptops/Ipads or give them print outs to share. • I grouped mine and used the jigsaw method a lot. Each group had a folder for their research and I did a mixture of laptops and printouts.

  6. How to move through the supporting questions • There are a variety of ways you can move through the research of these questions. • You can group and then do a jigsaw method. • You can have some readings as independent and then hold a group discussion. • You can do a mixture of whole group reads, independent reads, and small group reads. • Regardless of how you chose to present it you should allow your students to keep notes on the graphic organizer provided or provide a similar one. You should also allow for discussion with peers prior to answering the formative tasks.

  7. Supporting Question I - GovernmentWho is the governor and what is his/her job? • Document #1 from- Website- NC Governor’s webpage- http://www.governor.state.nc.us/about • Document #2 from Website- Duties of the governor- http://ballotpedia.org/Governor_of_North_Carolina • Document #3- from- Website- Interviews with other governor’s about their duties- http://www.annenbergclassroom.org/page/the-role-of-the-governor

  8. Formative Performance Task I  • Working in groups, students will use evidence from the resources provided to complete the T-chart. Independently students should write a paragraph answering the question: What responsibilities does the governor of NC have? • Children will use these notes for later. Students should share their paragraph with their group. • These tasks are meant to determine if the students are on track to answering the compelling question and are good to take for Social Studies and Writing grades.

  9. Other Resources • http://www.secretary.state.nc.us/kidspg/gov.htm • http://ncpedia.org/government • http://www.teacherspayteachers.com/Product/North-Carolina-State-Constitution-390265 (now this isn’t free; it’s $3.00) • http://translate.google.com/translate?hl=en&sl=en&tl=es&u=http://www.ncleg.net/&anno=2

  10. Supporting Question II What is the function and purpose of each branch of NC government? • Document #1- NCGA website- http://www.ncleg.net • Document #2-3 ring Venn diagram of the three branches- http://creately.com/diagram/gxdifimz/3%2BBranches%2Bof%2BNC%2BGovernment • Document #3- Brainpop website- http://www.brainpop.com/educators/community/bp-jr-topic/local-and-state-governments

  11. Formative Performance Task II • Working in groups students will use evidence from the resources provided to complete a graphic organizer. • Working with a partner, Children will create a representation that shows what each branch does and describes the purpose for each branch. When children are finished, have them present to each other what they found out. As a group, then have children discuss these questions: • 1. What is the organizational structure of the government? • 2. Why is the government divided into 3 branches? • 3. How are local and state governments similar/different? • *Student Samples

  12. Other Resources • http://www.usconstitution.net/constkidsK.html • http://www.flocabulary.com/3-branches-of-government/ • http://www.secretary.state.nc.us/kidspg/ • http://www.brainpop.com/educators/community/bp-topic/branches-of-government/ • http://bensguide.gpo.gov/3-5/government/branches.html

  13. Supporting Question IIIIs one branch of government more important than another? • Document#1- from NCGA- http://www.ncleg.net • Document #2- website about THE LIEUTENANT GOVERNOR from http://ballotpedia.org/Lieutenant_Governor_of_North_Carolina

  14. Formative Performance Task III  • Working with a partner students will use evidence from the resources provided to complete a graphic organizer. Working with a partner, students should answer these questions in their groups. • 1. Do these sections help the governor do his/her job? • 2. How do they help? • 3. How do these sections compare to each other? • Independently, Students should write a paragraph and then share their paragraph with their group. This could also be a whole class discussion.

  15. Summative Performance Task: • Who really runs North Carolina? After researching the compelling questions, students can do one of the following (your choice): • 1. Children will have a debate and explain whose job in the government is more important and have evidence from what was learned to support this • OR • 2. write an opinion/ persuasive story about which branch is more important and use evidence to support this, which goes with the 2nd quarter writing prompt • Students can develop an opinion writing piece which answers the compelling question. Students should use their graphic organizers, notes and paragraphs from each supporting questions to help guide them through the paper. • Rubric for students to guide them through their opinion writing can be found for free at: • https://www.teacherspayteachers.com/Product/Common-Core-Writing-Rubrics-FREE-Grades-1-4-863723 (this is free!!)

  16. Government NC Essential Standards: • 4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities. • 4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina Constitution. • 4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution. • Summative Performance Task: Opinion Paragraph

  17. What does this project explore? • Compelling Question: Can Citizens have rights without responsibilities? • This government project really digs deep into the constitution of North Carolina. This is a hard task for the students. For me, it is dry reading, but make it FUN!! They need to understand the purpose of the constitution. • It explores the rights and responsibilities of citizens within our state • Obviously, a good field trip to take during this time would be to Raleigh. Try to schedule early. This is a great trip and many children will never get the opportunity to go there!

  18. Supporting Questions I What are some of the rights and responsibilities of NC citizens? • Document #1- website with reading: http://www.k12reader.com/worksheet/responsibilities-of-citizenship/view/ • Document #2- website- http://bensguide.gpo.gov/3-5/citizenship/responsibilities.html • Document #3- Preamble of NC • Document #4- Declaration of Rights of NC Constitution

  19. Formative Performance Task • Students will examine the resources provided and complete the graphic organizer provided to determine what are rights and responsibilities. • Then Examine the Preamble. Have children answer the following: • 1. What does the preamble mean? • 2. What is the purpose of starting out the NC constitution with the preamble? • 3. What basic ideas are included in the preamble? • Then children will examine the Declaration of Rights from the NC constitution. Children will become experts on two-three rights. They will learn everything they can about them, reword them into kid friendly language, and illustrate them. • These will be presented to the whole class and discussed. Afterwards, the were hung up around the room as a reference. • *Student Samples

  20. Other Resources • http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm • http://exchange.smarttech.com/search.html?q=%20citizen%20rights%20and%20responsibilities • https://prezi.com/vii6rknz5k0g/rights-and-responsibilities-of-nc-citizens/ • http://www.studyzone.org/testprep/ss5/b/citizrrrl.cfm • http://www.readinga-z.com/comprehension/close-reading-packs/pack/?id=582&grade=grade4 • http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=307&id=1712#1

  21. Supporting Question II How do our rights/responsibilities in NC compare/ contrast to the rights of other countries? • Document #1- website- http://en.wikipedia.org/wiki/Fundamental_rights_in_India • Document #2- website- http://www.humanrights.cn/zt/magazine/200402004812104351.htm- if this site doesn’t work then try this one… http://www.helplinelaw.com/law/china/constitution/constitution03.php

  22. Formative Performance Task II • Students will read the documents about rights in India and China. Children will record their findings in a three ring Venn diagram. They will compare them to NC’s. • *Student Samples • Students will read the documents about responsibilities in other countries. Children will record their findings in a three ring Venn diagram. They will read responsibilities from India and Canada and compare to citizens in NC.

  23. Other Resources • https://jr.brainpop.com/socialstudies/citizenship/rightsandresponsibilities/preview.weml • http://www.brainpop.com/educators/community/bp-jr-topic/rights-and-responsibilities/

  24. Supporting Question IIIHow are rights and responsibilities similar/different? • Document #1: Article http://www.differencebetween.net/language/difference-between-rights-and-responsibilities/ • Document #2- Exert from a blog http://sammyraquel.blogspot.com/2009/03/difference-between-rights-and.html

  25. Formative Performance Task III • Children will read both documents. They will fill in a venn diagram to compare rights and responsibilities. Children will use this to then write a comparison paragraph that shows the comparison between rights and responsibilities. They can also use the t-chart from supporting question #1 to write this paragraph. • Student Samples

  26. Other resources • http://www.studyzone.org/testprep/ss5/b/citizrrrl.cfm

  27. supporting Question #4What happens when rights/responsibilities are violated? • Document 1: • Video about Jim Crow laws- http://classroomclips.org/video/785 • Powerpoint- http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB4QFjAA&url=http%3A%2F%2Fwww.wayzata.k12.mn.us%2Fcms%2Flib%2FMN01001540%2FCentricity%2FDomain%2F1597%2FJim%2520Crow%2520Powerpoint-1.ppt&ei=7NvjVIfEBIOuggSfnoSwAw&usg=AFQjCNGcIBg83RfP4l0SQqNFB7zcEHZgHA&sig2=E-26gu6iblSiuaxiFLSBWw • Document #2 • A copy of the 23 NC Jim Crow laws

  28. Formative Performance Task Iv  • Children will watch a short clip and view the PowerPoint about the Jim Crow laws so they have an understanding of what they are. They will take notes on the Jim Crow Laws. Then they will read through in small groups the 23 Jim Crow laws in NC. • After this, they will use notes to summarize what happens when rights/ responsibilities are taken away and if this is right.

  29. Other Resources • http://www.watchknowlearn.org/Category.aspx?CategoryID=3208 • http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CE4QFjAI&url=http%3A%2F%2Famericanhistory.si.edu%2Fbrown%2Fpdf%2Fteachersguide_full_final.pdf&ei=7NvjVIfEBIOuggSfnoSwAw&usg=AFQjCNFL7Sr0QdQ9hpQ_Cqmbmga3CZGS0g&sig2=NOT85--cpZUOnGP6uSzqdA

  30. Summative Performance Task: • Children can debate about which right or responsibility is the most important and explain why using evidence from what we have learned. • Student Examples

  31. Economics • NC Essential Standards: • 4.E.2.1- Explain how personal financial decisions such as spending, saving, and paying taxes can positively and/or negatively affect everyday life. • 4.E.2.2.- Explain how scarcity of personal financial resources affect the choices people make based on their wants and needs. • Summative Performance Task :Scenario with explanation

  32. What does this project explore? • Compelling Question: Why can’t I buy everything I want? • With this project you really want students to understand their choices for spending, saving, and how taxes affect our everyday life. You also want them to understand how scarcity affects the needs and wants of people. • The compelling question would work well with partners or groups.

  33. Supporting Question I What is scarcity and how does it affect me? • Document#1- website that connects with literature: http://www.econedlink.org/lessons/index.php?lid=1139&type=educator • Document #2- website: http://www.socialstudiesforkids.com/articles/economics/scarcityandchoices1.htm • Document #3- website to practice inferencing: http://www.k12reader.com/inference/what_happens_next.pdf

  34. Formative Performance Task I  • There are 2 lessons using fables with the first document. • Present document #2. Children will read about what scarcity is and fill it in on the organizer. • Then children will read different situations and decide what will happen next.

  35. Other Resources • Brainpop video- http://www.brainpop.com/educators/community/bp-jr-topic/needs-and-wants/ • http://www.takechargeamerica.org/financial-education/teaching-resources/fourth-grade/#forthgrade • http://www.econedlink.org/lessons/index.php?lid=1139&type=educator

  36. Supporting Question 2 How does scarcity affect me? • Document #1- - Calvin and Hobbs comic: • http://www.italladdsup.org/mod4/ • Document#2- illustrated drawing: https://andreabcreative.files.wordpress.com/2013/03/personal-finance-the-big-picture-handout-1.jpg • Document#3- website with examples of scarcity: http://examples.yourdictionary.com/examples-of-scarcity.html

  37. Formative Performance Task II •   Children will view Calvin and Hobbs cartoon and other illustration. Discuss what it means and how it goes with the question. Then children will read document #3 and find three examples of a time when something was scarce. In the other column on the graphic organizer from the first question, students will tell what that means. For example a shortage of gasoline in the 1970’s means there wasn’t enough gas for everyone in the 1970’s. (Cause and effect) Finally children will summarize what they have learned by thinking about how this would affect choices people make when things become scarce.

  38. Other resources • https://www.commoncraft.com/video/saving-money-compound-interest • http://www.themint.org/ • Vocabulary cards- http://apps.federalreserveeducation.org/resources/fiftynifty/resources/EconCards.pdf#view=Fit (they will send the cards to you free)

  39. Supporting Question 3How do personal financial decisions guide what I buy and save everyday? • Document #1- Brainpop video- http://www.brainpop.com/math/dataanalysis/budgets/preview.weml • Document#2- website with different situations: • http://financeintheclassroom.org/downloads/DecisionMaking.pdf

  40. Formative Performance Task III • Children will watch the Brainpop video for an introduction to budgeting and finance. • Children will then use document #2 and assess different situations where they have to make a financial decision. Use graphic organizer to help record info.

  41. Other resources • http://tweens.feedthepig.org/tweens/download/Files/FTPTG.pdf • http://www.tdbank.com/wowzone/kids/wowza.html • http://ecedweb.unomaha.edu/lessons/lessons.cfm

  42. Summative Performance Task: • Children will be given the scenario of “Your teacher has asked you to help plan the End of the Year picnic. Your budget is $150. You have to plan food, drinks, any outside activities, and other supplies you would need to have enough for the whole class. • Children will have to budget for the picnic and provide reasoning as to why they chose the items chosen.

  43. Any questions?? • For an Electronic Version or Questions • Roberta Haeffele • rlhaeffele@wsfcs.k12.nc.us Have a great school year!!

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