Title - Presidential Mystery Quest
Project Authors
Emily Jones - Meridith-Dunbar Elementary; Temple ISD; emily.jones@tisd.org
Brad Barbour Raye-Allen Elementary School; Temple ISD; brad.barbour@tisd.org
Nicolasa Sarmiento- McBay Elementary School; Mexia ISD; nsarmiento@mexia.k12.tx.us
Robyn Peeples - Kopperl ISD - robyn.peeples@kopperlisd.org
Janet Watson - Teague ISD - watson.janet57@gmail.com
Subject Area
Social Studies
Language Arts
Intended Grade Level
Second Grade
Description
This project will focus on developing students' reading, writing, research and collaborative group work skills. It is intended to require use of only printed resources and prior knowledge (not Internet) about American Presidents. Technology may be used in presentation and research prior to presentation.
Learner Outcomes
Michigan Content Standards
Language Arts
R.IT.02.04 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.
R.CM.02.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge, connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.
R.CM.02.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.
R.MT.02.06 determine which resources contain appropriate information for the intended task using teacher/student generated criteria.
W.PR.02.01 set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.
S.CN.02.02 explore and use language to communicate effectively with a variety of audiences and for different purposes including questions and answers, discussions, and social interactions.
L.CN.02.03 listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to the comments of peers and respond on topic adding a connected idea.
Social Studies
Standard V.2 Conducting Investigations
All students will conduct investigations by formulating a clear statement of a question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypotheses, reporting results both orally and in writing, and making use of appropriate technology.
Texas Essential Knowledge and Skills
Language Arts
2.3 Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to:
(C) Students will ask and answer relevant questions and make contributions in small or large group discussions
(D) Students will present dramatic interpretations of experiences, stories, poems, or plays
2.9 Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to:
(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);
(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
2.12 Reading inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to:
(D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions
Social Studies
2.5 Geography. The student uses simple geographic tools such as maps, globes, and photographs.
2.17 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts;
2.19 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Time
This project would require a week or so to prepare your presentation of the clues, and a 60-90 minute video conference with your partner class.
Preparation
Each class will decide on their President and clues of the following categories (1 each):
geographic location, early childhood, terms served, political party, personal interest.
It is recommended that small groups be in charge of development of clues to hold individuals responsible and teacher can gather participation grades. The classes will need to decide, or assign, tasks during presentations.
Welcome and Introductions
Clues Presentations - could be 5 different groups
Time Keeper for solving clues
Each class will prepare their presentation of clues to the partner class. Criteria of presentations:
1 visual for each clue
involvement of every student in presentation
Ideas for presentation of clues: Skits, Interviews, Songs, News Casts
When preparing have students draft out presentations, practice dry runs, then record final drafts on note cards.
Materials
maps, text books, reference books
markers
posters
props
costumes
Videoconference Agenda
60-90 Minutes
5 min. - Welcome and introductions: Each class shares their location and brief information about their school.
Visuals: Use document camera or PowerPoint to share a few local pictures of interest.
15 min. - Clues Presentation: Each class share a 5-7 minute presentation of clues.
Visuals: Skit, iMovie illustration, or PowerPoint with digital pictures, posters with large letters.
20-30 min. - Silence on the videoconference: Each class works busily to solve the mystery President.
20 min. - Answers and Discussion. Each class presents their solution and discusses the answer with the other class. Students can ask each other questions regarding the problem solving process and content. If extra time, students may enjoy asking each other questions about their respective locations and schools.
Post Activities
Word Search/ related activity sheets
Journal reflections about content learned and process
Extended readings of Presidents
Assessment & Evaluation
Journal reflections and oral discussion-teacher observations
Record facts learned about each President presented (illustrate when appropriate).
Implementation Plans
This project is designed for point to point and can be used at any time during year, or as an extension for President's Day. The lead facilitator could be Campus Technology Facilitator or classroom teacher of one of the participating schools.