Dimensions Fourth Grade Trimester #1

Theme: Interdependence 

Unit Title: The Historical Mystery of the Lost Colony of Roanoke Island

Estimated Time Frame: 3 Months

Stage 1: Desired Results

Established Goal(s): 

  • Research the historical mystery of The Lost Colony of Roanoke Island.
  • Formulate theories (explaining the Colony’s disappearance) that are supported by student gathered evidence and based on critical thinking and reasoning.
  • Learn and utilize the essential skills of the Inquiry-Based Learning Process.
  • Incorporate theories and supporting evidence to create a “historical fiction choose-your-own-adventure mystery” (ant farm) wiki written in the first person.

Understanding(s):
Students will understand that 

  • Sound theories are built upon evidence, accurate information, and critical reasoning.
  • Survival, safety and quality of life are impacted by decisions made by leaders.
  • Cohabitating cultures are interdependent. (Decisions and actions of one culture often affect both cultures.)
  • We can learn from historic events and historic interactions among and between cultures to improve the success of future interactions.
  • Geography and weather can play critical roles in creating new communities and colonies.


Essential Question(s):

  • What happened to the lost colony of Roanoke Island? 
  • What makes for a “good” theory? 
  • What does a colony need to survive?
  • How does leadership affect the success of a colony?
  • How were the parties interdependent?
  • How did the parties’ interactions affect outcomes? (What kind of relationship did the colonists and Native Americans have?)
  • How can history impact the future? How did this historic event impact future interactions between Colonists and Native Americans? How could the knowledge of this event have helped make future colonies, such as Jamestown, successful?
  • How do geography and weather play a role in creating a new community and way of life? How do geography and weather affect a colony’s survival?

Students will know… 

  • The essential factors a colony needs to survive.
  • The important facts and information related to the colony on Roanoke Island.
  • Elements of the genres of mystery and historical fiction




Students will be able to… 

  • Identify important information and use this information to pose new questions.
  • Review and utilize primary resources to gather information and draw conclusions about cultures and events.
  • Utilize what they have learned to make connections as to why a (community) colony can fail to survive.
  • Identify information as significant and relevant in order to formulate plausible and well supported theories as to what happened to the lost colony of Roanoke Island.
  • Use their knowledge of the elements of the mystery and historical fiction genres to create an original written work (wiki).

Stage 2: Assessment Evidence

Performance Task(s):

  • Student evaluation of theories utilizing student created rubric.
  • Student presentation of a valid theory with supporting evidence.
  • Student development of “Theory and Evidence Graphic Organizer.”
  • Student creation of an “Ant Farm” wiki in which theories and supporting evidence are woven into a historical fiction writing piece.

Other Evidence:

  • Inquiry Circle Discussion
  • Written Conversation or Sustained Silent Discussion. (In response to an inquiry question students exchange a series of one minute writings in a small group)
  • List of student theories that show evidence of creative and critical thinking (originality, flexibility, fluency, synthesis and analysis).

Stage 3: Learning Plan

See draft of unit framework below with suggested                                              .                          

learning activities.

Common Core Standards Alignment

Common Core Standards:

  • Interpret information presented visually, orally, digitally, or quantitatively and explain how the information contributes to an understanding of the text in which it appear.
  • Explain events, procedures, ideas or concepts in historical, scientific, or technical texts, including what happened and why, based on specific information in the text
  • Write opinion pieces on topics or texts supporting a point of view with reason and information
  • Text Types and Purposes: 3 Write narratives to develop real or imagined experiences or events using effective technique, distinctive details, and clear event sequences  (orient the reading by establishing a situation and introducing a narrator and or characters, organize an event sequence that unfolds naturally; use dialogue and description to develop experiences and event or show responses of characters to situations; use a variety of transitional words; provide a conclusion that follows from the narrated experiences or events
  • Conduct short research projects that build knowledge through investigation of different aspects of a topic
  • Draw evidence from literary or informational texts
  • Engage effectively in a range of collaborative discussions on grade 4 topics
  • Paraphrase portions of texts read
  • Add audio recordings, digital displays to presentations

Production and Distribution of Writing: 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Speaking and Listening

Comprehension and Collaboration: 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

NYS Standards Alignment

NYS Social Studies Concepts:

  • The colonists depended on and modified their physical environment, cultural environment and social environment
  • Cultural change and diffusion occurred as a result of encounters between cultures

NYS Social Studies Process Skills

  • Compare and Contrast
  • Identify Causes and Effects
  • Infer and Draw Conclusions
  • Evaluate ideas
  • Distinguish Fact and Opinion
  • Make decisions
  • Handle different opinions, interpretations
  • Place events in chronological order
  • Interpret timelines
  • Read maps, legends, symbols (physical, political, resource) –regions, resources and products, resources,
  • Interpret using three kinds of information

Day 1: Launching the Inquiry Notebook through an introductory lesson on “The Mystery of the Lost Colony of Roanoke Island

Days 2 & 3:

-Home Connection- Design communication poster http://thelostcolony.org/education/Learning%20Contract.pdf

(Learning Contract)

Day 4:

At the end of each class students are invited to free write in inquiry notebooks. This writing may include student self-reflection of learning and setting of goal(s) for next class. Students may share their writings during the closure of the lesson.

Refine Project Goal as: Develop and support a theory explaining the mystery of what happened                 to the lost colony on Roanoke Island. (Chart goal.)

Day 5:

       

Day 6:  What to Research?  Facilitate students in “Thinking about Important Ideas” in order to guide their research

Day 7: Develop a Research Plan  

Day 8: How do we find and organize important information within our resources?

Day 9: Guiding Students in Creating and Carrying Out their Plan for Inquiry & Research

Inquiry Circle Discussions: Day 10, 11 &12

Day 10: Facilitate Student Thinking about Their Research Through Inquiry Circle Discussions

At the end of each class students are invited to free write in inquiry notebooks. This writing may include student

self-reflection of their learning for the day and goal(s) for next class. Students are invited to share their writings during the closure portion of the lesson.

Day 11: Socratic Questioning

 

Day 12: Facilitate Student Thinking about Their Research Through Inquiry Circle Discussions

At the end of each class students are invited to free write in inquiry notebooks. This writing may include student self-reflection of their learning for the day and goal(s) for next class. Students are invited to share their writings during the closure portion of the lesson.

Day 13 Student Development of Established Goal / Product  

 

Day 14: Student Sharing Out of Learning

Part 2 : Creating a historical fiction mystery ant farm (choose your own adventure) Wiki written in the first person.

Day 15: Immersion into Mystery Writing
Essential Questions:

Day16: Immersion into Historical Fiction  
Essential Questions

Day 17: Using Mapping Software to Plan a Wiki

Essential Questions

Day 18, 19, 20, 21, & 22 - Students Create Wikis 

http://calvert.wiki.ccsd.edu/Wikis+in+the+Classroom

http://www.ahistoryteacher.com/necc2006/

http://4th-dimensions.wiki.ccsd.edu