Community Project Lesson Plan

Estelle Elementary School & Jean Lafitte National Historical Park’s

Traveling Trunk

Basic Information
Instructor / Lisa Rodriguez and 3rd Grade Teachers
School / Estelle
Grade Level / 3rd Grade
Subject Area / Science
Community Partner / Jean Lafitte National Historical Park and Preserve – Barataria Preserve
Project Start Date / February 25, 2010
Project Overview
Project Title
Jean Lafitte National Park Traveling Trunk
Project Description
Each homeroom in the 3rd grade will focus on a different aspect of Louisiana life and culture. Using GLEs, 21st Century and technology skills, the students will create products that can be shared with other classrooms across the country. All artifacts and activities created will be given to Jean Lafitte National Park (JLNP) to publish for traveling on the National Park Service (NPS) website.
Final Product Description
1: Palmetto - Ms. Rodriguez’s class created podcasts about the role of the palmetto in local culture. They also demonstrated how to create a woven basket and included a craft project for schools viewing the trunk. Podcasts and video were made into a movie placed in the trunk.
2: Cypress – Ms. Corcoran’s class created podcasts telling important details about the cypress tree and its ties to the Barataria area. They also submitted written and art work to support the lesson. A movie was created with the podcasts and video.
3: Opossum – Ms. Cosgrove’s class read and responded to the book Epossumondas by Colleen Salley and conducted tests to see how strong the tail of an opossum is in relation to its size. Video of their experience is included as well as an activity for other classes to try the experiment.
4: Wild Life – Ms. Krohn’s class produced podcasts and several artifacts about the animals of the local wetlands. Students created a “picture book” of the animals with facts about the habitat and habits of each. A movie was made of the students describing their artifacts for including in the trunk.
5: Jean Laftte – Ms. Alexander’s class had difficulty finding information about this mysterious pirate. Given the info found in a variety of sources, the students could not decide if he was a good guy or a not-so-good guy. The class had a “demonstration” with those opposing sides and created a video of their debate-like session.
6: Pirogues – Ms. Preuet’s class used the internet to research the use of pirogues in the marsh area. In groups, they produced replicas of the water craft using bars of soap and ice cream sticks as carving tools. A video of the process and the boats are included in the trunk.
7: Alligators – Ms. Lewis’s class wondered about the differences between alligators and crocodiles. They created podcasts, a game, an alligator modeled from an egg carton, and had an oral presentation. A video of the class activity, the model and the game are part of the traveling trunk.
Approximate Time Frame
4 weeks from introduction to pick up by TIS/NPS Ranger
Project Foundation
GLEs / 21st Century Skills
1: Identify natural resources in Louisiana and describe their uses and importance (G-1D-E4)
2: Describe earth processes that have affected selected physical features in students’ neighborhoods (e.g., rusting, weathering, erosion) (ESS-E-A1)
3: Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2)
4: Compare structures (parts of the body) in a variety of animals (e.g., fish, mammals, reptiles, amphibians, birds, insects) (LS-E-A3)
5: Identify people and their influence on the early development of Louisiana (H-1C-E1)
6: Classify manufactured products according to the natural resources from which they are made (e.g., copper wire from copper ore, plastic from petroleum) (SE-E-A4)
7: Compare structures (parts of the body) in a variety of animals (e.g., fish, mammals, reptiles, amphibians, birds, insects) (LS-E-A3) / Information Literacy
Communication and Collaboration
Creativity and Innovation
Objectives
·  Increase student knowledge and understanding of the animal and plant life in Louisiana, specifically in their area of the state.
·  Expose students to new forms of technology and have them participate in creating a product that can be shared with other students.
Assessment Plan
Assessment of GLEs
GLEs are assessed via constructed response and objective tests according to 3rd grade curriculum in place at school.
Assessment of Product
Group projects are assessed with a rubric.
Teacher Preparation
·  Pre-activity with students regarding the mission and need for NPS (prior to Ranger visit)
·  Pre-activity with each class to prepare them for the product.
·  Lesson activity date – have all supplies ready. Ranger and TIS assistance with projects.
·  Field Trip preparation – GPS units will be used for habitat scavenger hunt and Skype call from park to principal to talk about the trip.
·  Post lesson activity or assessment to gauge student learning.
·  Gather material for the traveling trunk and give to TIS and/or NPS Ranger.
Materials and Resources

Technology – Hardware

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Other Materials

·  Flip Video * Digital Camera
·  Audio Headsets * GPS Units
·  Internet Access and air card / ·  Misc art materials for the various products
·  Related books and encyclopedias both online and hard copy