Internet Lesson Plan

George Washington and Abraham Lincoln Internet Lesson Plan

Ms. Schiffman's First Grade Home Page
Ms. Schiffman's Thematic Internet Lesson Plans

Sandy Schiffman
Keeling Elementary School
Date: February 2001 (Three half hour sessions)
Grade Level: First Grade
Title of Lesson: Who were George Washington and Abraham Lincoln?

State Standards:

Standard One - History
1SS-F1 Demonstrate the ability to place events in chronological sequence, with emphasis on:
    PO 2 recognizing a sequence of events
1SS-F2 Describe everyday life in the past and recognize that some aspects change and others stay the same, with emphasis on:
    PO 1 using primary source materials, including photographs, artifacts, interviews, and documents to trace the history of a family from long ago
1SS-F3 Use stories to describe past events, people, and places, with emphasis on:
    PO 1 contributions from past events and cultures
    PO 2 examples of individual action, character, and values
PO 3 descriptions of daily life in past time and different places, including roles of men, women and children
1SS-F4 Describe the stories of important American heroes and their contributions to our society, with emphasis on:
    PO 1 those who secured our freedom, including George Washington, Benjamin Franklin, and Thomas Jefferson
    PO 2 those who fought for the rights and freedoms of others, including Chief Joseph, Chief Manuelito (Navajo, the Long Walk), Abraham Lincoln, Harriet Tubman, Martin Luther King, Jr., and Cesar Chavez

Standard Two-Civics/Government

2SS-F2 Identify and describe the symbols, icons, songs, and traditions of the United States that exemplify cherished ideals and provide continuity and sense of community across time, with emphasis on:
PO 2 the significance of the national holidays and the heroism and achievements of the people associated with them, including Thanksgiving, Presidents' Day, Martin Luther King, Jr. Day, the Fourth of July, Labor Day and Veterans Day

Standards - Writing

W-F1. Use the writing process, including generating topics, drafting, revising ideas and editing, to complete effectively a variety of writing tasks
    PO 1. Generate topics through prewriting activities (e.g., brainstorming, webbing, mapping, drawing, writer’s notebook, K-W-L charts, scaffolds, group discussion)
W-F2.Use correct spelling, punctuation, capitalization, grammar and word usage, and good penmanship to complete effectively a variety of writing tasks
    PO 1. Spell high frequency words correctly
    PO 2. Punctuate endings of sentences
    PO 3. Capitalize sentence beginnings and proper nouns
    PO 4. Use standard, age-appropriate grammar and word usage (e.g., basic subject-verb agreement, complete simple sentences, appropriate verb tense, regular plurals)
    PO 5. Write legibly

Technology State Standards:

1T-R1 Communicate about basic technology components using developmentally appropriate and accurate terminology
    PO 1 Use basic vocabulary related to the use of technology
    PO 2 Identify the components of a computer
1T-R2 Use input devices and output devices successfully to operative computers, VCRs, audio tapes and other technologies
    PO 1 Demonstrate start up and shut down procedures of basic technology components
    PO 2 Use devices to complete a task
1T-F2 Demonstrate functional operation of technology components
    PO 1 Demonstrate correct ergonomic use of technology.
    PO 3 Access information sources (e.g., pre-bookmarked Internet sites)
1T-F3 Use developmentally appropriate technology resources to access information and communicate electronically
    PO 1 Operate keyboard and other common input and output devices
        (a) Use device in response to software
        (b) Use keyboard effectively
5T-F1 Recognize electronic information sources
    PO 1 Identify potential sources of information about a topic (e.g., video or cassette tapes, Web pages, CD-ROMs)
    PO 2 Locate information in a resource selected by the teacher (e.g., Web page, CD-ROM)
6T-F1 Use technology resources for problem solving, self-directed learning and extended learning activities
    PO 1 Based on a class-defined problem, use technology to:
        (a) collect data
        (b) interpret data

Academic Objectives:

Students will use their listening skills while understanding what the rules are for the use of the computer and the Internet sites.
Students will use their cooperative skills when discussing the sites and the ideas learned during the lesson.
Students will listen to the brainstorming prompts given by the teacher, buddy buzz and discuss their ideas with their partners.
Students will activate their prior knowledge based upon discussions and books read during class activities and discuss the importance of George Washington, and Abraham Lincoln. In particular, they will be able to discuss:

Who was George Washington? What did he look like?
What did George Washington do that makes him important?
What did George Washington’s home look like?
Who was Abraham Lincoln? What did he look like?
What did Abraham Lincoln do that makes him important?
What did Abraham Lincoln do before he became President?
How did Abraham Lincoln die? Why did someone shoot him?

Students will compare and contrast George Washington and Abraham Lincoln using a venn diagram.
Students will be asked to write, in a complete sentence, at least one important thing that George Washington and Abraham Lincoln did during their lives.

Technological Objectives:

Students will practice moving within Ms. Schiffman’s homepage and get to the appropriate site.
Students will practice moving from screen to screen within the Trackstar site.
Students will practice scrolling down and across using the scroll bar.
Students will correctly use the terminology when referring to different parts of the computer, screen, disk drive, mouse as well as within the Windows program itself (i.e., scroll bar, back button, home button, menu bar, etc..)

Pre-requisite technology skills

Students will know how to press the space bar to activate the computer.
Students will know how to get to Ms. Schiffman’s First Grade homepage.
Student will know how to use the mouse, scroll down and across bar, back button, know how to exit a program.

Materials

Computer, mouse, and headset
Internet connection
Access to Ms. Schiffman’s First Grade homepage
http://www.amphi.com/~sschiffm/index.html
Access to George Washington and Abraham Lincoln Trackstar
http://trackstar.hprtec.org:80/main/track_frames.php3?track_id=50431&nocache=252702984
venn diagram
Six Traits of Writing Rubric

Procedures

Teacher will review the rules of the lab with the students before going to computer class.
Teacher will direct students to access Ms. Schiffman’s First Grade homepage.

http://www.amphi.com/~sschiffm/index.html

Teacher will direct students to Star Students page.

http://www.amphi.com/~sschiffm/starstudents.htm

Teacher will direct students to go to thematic lesson section and highlight the link under February –Celebrating President’s Day (Trackstar site).
Teacher will ask the students to view the site http://earlyamerica.com/lives/gwlife/portrait.html and ask the following: Who was George Washington? Let's look at this early portrait of him. What do you see? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.historyplace.com/lincoln/lincpix/first.jpg and say the following: Who was Abraham Lincoln? Let's look at this first known picture taken in 1846. What do you see? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://score.rims.k12.ca.us/activity/presidentsday/pages/wash.htmand say the following: George Washington was our first President of the United States! What else did he do? Let's explore the pictures and try to read some of the text to find out more about him. Was he a soldier? A farmer? A statesman? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.mountvernon.org/mtour/one.asp and say the following: Where did George Washington live? Did he live in the White House in Washington, D.C.? Let's explore George Washington's home on Mt. Vernon. What were the rooms like? How are they different from the rooms in your house? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.mountvernon.org/groundstour/index.asp and say the following: Let's continue our tour of George Washington's home on Mt. Vernon by exploring the buildings and grounds around the house. Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.discovery.com/cams/monument/monument.html and say the following: Did you know that George Washington had a city and a state named after him? Can you name them? He also had a monument built in his honor. This is a current live picture of the Washington Monument, which is located in Washington, D.C. Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.nps.gov/wamo/experience/view.htm and say the following: What would you see from the top of the Washington Monument? What does Washington, D.C. look like? Let's explore the views from the Monument. Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.berwickacademy.org/lincoln/timeline.htm and say the following: Who was Abraham Lincoln? What do you know about him? Let's learn what other first graders know about Abraham Lincoln. Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://score.rims.k12.ca.us/activity/presidentsday/pages/lincoln.htm and say the following: Abraham Lincoln was the 16th president of the United States. What else can we find out? What was his mother's name? What did he like to do? What career did he do before becoming president? What did Lincoln do that was so important for many people? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.chenowith.k12.or.us/tech/cgcc/projects/bright/lincoln01.htm and say the following: Let's explore this timeline of Abraham Lincoln. What can you learn from this? Look carefully at the photographs of Mr. Lincoln. Did his pictures change over time? How did they change? What is different? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://sc94.ameslab.gov/TOUR/linmem.html and say the following: Did you know that there is a Abraham Lincoln Memorial in Washington, D.C.? Let's take a look at it. How is it different than the Washington Monument? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.serve.com/wizjd/pics/rush01_m.jpg and say the following: Here is a picture of four important people carved into a mountain at Mt. Rushmore. Can you recognize two of the faces? Who are they? Why are they important? Students will buddy buzz and discuss the questions with their partners.
Teacher will direct the students to close down the Internet.
In the classroom, teacher will lead a discussion on the similarities and the differences between George Washington and Abraham Lincoln. Teacher will create a classroom venn diagram.
In the classroom, teacher will direct the students to write a complete sentence on each of the Presidents stating at least one important thing that each had done in their lives.

Assessments

Students will be observed to see how well they listened to directions.
    Are they on the right site?
    Are they discussing with their partner facts learned in class and at the current site?
Students will be observed to see how well they work with each other.
    Are they able to help each other out in turning on/off the computer?
    Are they able to communicate the directions to each other?
    Can they solve the problems together?
Students will be observed to see how well they get around the computer.
    Are they able to turn on/off the computers?
    Are the students able to go from one site back to the previous by using the back button?
    Are the students able to use the mouse to click on the correct icons?
Students will be observed during the computer sessions and in classroom discussions to monitor if they are able to comprehend and understand the following points
    Who George Washington was and what he looked like.
    What George Washington did that made him important.
    What George Washington’s home looked like.
    The denomination of money that George Washington is on.
    Who Abraham Lincoln was and what he looked like.
    What Abraham Lincoln did that made him important.
    What Abraham Lincoln did before he became President.
    How Abraham Lincoln died and why he was shot.
    The denomination of money Abraham Lincoln is on.
Students will be observed to see if they actively participate in the classroom discussion and in the creation of a venn diagram.
Students writing samples will be assessed according to the Six Traits Plus One Writing Rubric.
Six Traits of Writing Web Site.