U.S. Presidents

Author: Christopher Kato  02/07/2008 09:32:00 AM EST		 TaskStream - Advancing Educational Excellence

VITAL INFORMATION
Subject(s):
American Studies, Elementary, History, Library/Information Sciences, Social Studies, Technology
 
Topic or Unit of Study:
United States Presidents
 
Grade/Level:
3-4
 
Objective:
Students will research for information on a selected U.S. President using a hot list.

Students will research for images of their President using a hot list.

Students will create a brief powerpoint presentation on their President using Microsoft Powerpoint.

Students will present their U.S. President presentation to the rest of the class.
 
Summary:
Students will use a hot list to research for information and create a powerpoint displaying the life of a U.S. President.
 
IMPLEMENTATION
Learning Context:
This is the first lesson in a unit on U.S. History. The next lesson will be on the election process.
 
Procedure:

Day One:

Read Smart About the Presidents (Smart About History).

Discuss with students what they already know about certain U.S. Presidents.

Students will select a president to study. If students are unsure who to select, the teacher may select a president for them.

Take the students to the computer lab, where the media specialist will show them how to use the hot list.

Day Two:

Hand out floppy disks to the students.

Take students to the computer lab, where they will begin their research on their selected president.

Review with students how to use Microsoft Powerpoint.

Review with students how to save images to their floppy disks.

Collect the floppy disks.

Take students back to the classroom and sicuss what they found in their research.

Day Three:

Hand out floppy disks to students.

Take students to the computer lab where they will begin work on their powerpoint presentations.

Remind students to save their presentations.

Take students back to the classroom.

Collect floppy disks.

Day Four and Five:

Hand out floppy disks.

Take students to the computer lab where they will present their presentations.
 
Differentiated Instruction:

The computer lab is set up for students with physical disabilities. The classroom aid with assist students with learning disabilities.

 
Sample Student Products:

This lesson has not been taught yet so there are no student examples.

 
Collaboration:
Students will work individually.
 
Time Allotment:
5 class periods. 40 Min. per class.
 
Author's Comments & Reflections:

Remember to make appointment with media specialist to reserve the computer lab (for 5 days).

 
MATERIALS AND RESOURCES
Instructional Materials:
Attachments
  1. 1. Hot List
  2. 2. Evaluation
 
Resources:
  • Materials and resources:
    Smart About Presidents (Smart About History) by Jon Buller
  • Technology resources:
    PowerPoint
  • The number of computers required is 1 per student.
  • Reserve Computer Lab for 5 days
 
STANDARDS & ASSESSMENT
Standards:
USA- AASL- American Assc. of School Librarians: Info. Literacy Standards for Student Learning
• Area : Information Literacy
From Chapter 2, "Information Literacy Standards for Student Learning," of Information Power: Building Partnerships for Learning by American Association of School Librarians and Association for Educational Communications and Technology. Copyright 1998 American Library Association and Association for Educational Communications and Technology. Reprinted by permission of the American Library Association.
 Standard 1: The student who is information literate accesses information efficiently and effectively.
 Standard 2: The student who is information literate evaluates information critically and competently
 Standard 3: The student who is information literate uses information accurately and creatively

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)
• Grade : Grades 3-5

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

 Performance Objective 1: Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
 Performance Objective 2: Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)
 Performance Objective 4: Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)
 Performance Objective 6: Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)
 Performance Objective 7: Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)
 Performance Objective 8: Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

MI- Michigan Grade Level Content Expectations
• Subject : ENGLISH LANGUAGE ARTS
• Grade : THIRD GRADE
• Strand : SPEAKING
• Topic : Spoken Discourse
 Expectation : S.DS.03.04 Plan and deliver presentations using an effective informational organizational pattern (e.g., descriptive, problem/solution, cause and effect), supportive facts, and details reflecting a variety of resources, and varying the pace for effect.
 
Assessment/Rubrics:
Rubrics
  1. Rubric for U.S. Presidents