Allie Norley & Kristen Swift

Allie Norley & Kristen Swift

Name of Lesson: Chipman Culture Center

Grade Level: 3rd

Standards/Objectives

MD.SS.2.1.A

STANDARD 2.1: History

Topic A: History

Indicator: Students will use historical thinking skills to understand how individuals and events have changed society over time.

Objectives:

·  Students will be able to distinguish between past, present, and future time.

·  Students will be able to compare community life now to community life in the past.

·  Students will be able to describe people, places and events in the past.

·  Students will be able to interpret a variety of print and non-print sources of information about the past.

Materials

·  Chipman Culture Center PowerPoint

·  Projection screen

·  The Little House

·  White poster board with an outline of Chipman Center

·  Various magazines

·  Popsicle sticks

·  Cellophane wrap

·  Colored paints

·  Small craft woodchips

·  Construction paper

·  Scissors

·  Glue

Launch

Day 1:

To begin the lesson, the teacher will read the story The Little House by Virginia Lee Burton, to the entire class. The students will discuss and list on the board the many changes and additions that were made around the little house throughout the story. After creating the class list, the students will watch a PowerPoint introducing the history and many changes made in and around the Chipman Cultural Center from the time it was built to the present. The students will listen as a taped recording follows along with the PowerPoint.

Explore

Day 1:

After viewing the PowerPoint, the students will come together as a class to compare and contrast their newly formed knowledge of the Chipman Cultural Center with the little house from the story. The teacher will draw a large Venn diagram on the board. Students will refer back to the book The Little House and the PowerPoint to compare and contrast the different types of construction that grew around the structures through out the years. For example, the Chipman Center and the house from the story are both located in the countryside. In contrast, the house moved back to the countryside where as the Chipman Center remains in its permanent location. Students will also discuss the construction of both places to gain an understanding of how communities change over time and the effects that those changes may have on the structures and people.

Summarize

Day 2:

Students will refresh their memory of the Chipman Center by reviewing the section on the PowerPoint that highlights the changes within the Chipman Center. The students will discuss the reconstruction changes made to the house from the story when it was finally transported back to the countryside. The students should recognize that the house received new shutters, pink paint, and windows during the reconstruction. After discussing the reconstructions made to the house from the book, the students will think back to the PowerPoint and brainstorm the many components of reconstruction made to the Chipman Center over the century. Next, the students will clear off their desks and break into groups of four. The teacher will pass out a variety of arts and crafts materials to each of the groups. After the groups have looked through their various materials, they will be given a white poster board with an outline of the Chipman Culture Center. The students will work together in their groups to recreate the outside structure of the Chipman Center, as it would look after all of the reconstructions (presently). The students will be given time to share their projects as a class and then to hang them on the wall of the classroom.