ELM 351 Collaborative Learning Activity Template PDF

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Summary

Teaching students how to collaborate in elementary classrooms....

Description

Collaborative Learning Activity Template Select an early elementary (K-4) grade level. Create five small group activities aligned to state standards in social studies and the arts that develop critical thinking and problem-solving skills. Include differentiation to meet the needs of the students on the “Class Profile.” Grade Level: 3rd Grade

Social Studies Standards: 3.H1.1 Utilize a variety of sources to construct a historical narrative exploring Arizona’s cultures, civilizations, and innovations. Key concepts include but are not limited to impact of prehistoric peoples, Native Americans, Latinx, African Americans, Asian Americans, and newcomers from the United States and world on art, language, architecture, mining, agriculture, and innovations Key concepts include but are not limited to explorers, settlers, trappers, missionaries, and colonizers Key events include but are not limited to statehood Influential individuals and groups in the history and development of Arizona

Arts Standards: VA.CR.2.3c Elaborate visual information by adding details in an artwork.

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Small Group Activity 1: Make Your Own Buffalo Hide Paintings Standards-based Objectives: Students will demonstrate understanding of things that represent important events in their lives and their family's history, or draw a hide with a geometric design.

Learning Activity

Buffalo Hide Paintings, In this activity, students will learn about the culture of the Native American people of the Great Plains as they create their own buffalo hide paintings using a printable buffalo hide outline. Inspired by the Indians of the Great Plains, they will draw pictures of things that represent important

Role of Teacher

Teacher is to read a story of

. Role of Students

Students are to listen and engage in classroom discussion Paint a picture of things that represent them, pictures of their history or family’s history. Integration of The Arts during this activity will be the use of paint, paper, examining beautiful Buffalo Hide Paintings from the internet and pictures from the book.

Integration of the Arts Media or Technology Integration Differentiation

The internet will be used before activity to show a short video of Buffalo Hide Paintings. I will guide translate instructions, mix students that need help reading with students that have strong reading skills, and Students will give a short presentation of their art work and explain the details of their own Buffalo Hide paintings. Then tape the paintings on the wall after they have finished their presentation.

Formative Assessment

Small Group Activity 2: Standards-based Objectives Learning Activity

Explore Pueblo Pots

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Role of Teacher

Prepare a slide show presentation, “The Pueblo Pots,” to teach students about the Pueblo Indians and how they created pots to trade, each pot has a design that represents something significant. Instruct students how they will create and present their own pots with symbols they chose.

. Role of Students

Participate in group discussion, partner up with one peers, andDraw water design and describe how their pottery design symbolizes water. Discuss with their partner what the symbols representative and then present their pictures to the class

Integration of the Arts

Crayons, colored pencils and markers. Blank paper Interactive White Board Youtube video of Pueblo Pottery and the significance behind the symbols.

Media or Technology Integration

Students that need assistance or a better understanding will have individual time in a small group setting with teacher and translated instructions in their native language if necessary.

Differentiation

Students will give a 2 minute presentation of their drawing.

Formative Assessment

Small Group Activity 3: Standards-based Objectives: Students will demonstrate understanding of who and what the “Doll Makers” does and the significance behind the history of the different Native dolls. Learning Activity

Role of Teacher

Native Doll Makers Show video of an Native doll makers a photocopy of one doll photograph with its accompanying doll maker , place students in a group of 4-5, each group will have a different doll photocopy. Pull up U.S. map showing climatic zones and location of doll makers on interactive white board.

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. Role of Students

Integration of the Arts Media or Technology Integration Differentiation

Formative Assessment

• • •

Students are to listen closely to participate in whole group discussion take out crayons/colored pencils or markers take out items brought from home (yarn,sequence,beads,etc) that they would like to glue to their doll creation.

Students will create their own dolls out of cardboard, paper, yarn and bring any materials from home they would like to add to their dolls. • •

Media integration: Prepare an interview video of the doll makers Interactive White board.

• • •

Students will get one-on-one help from teacher direction will be read to them before going to groups grouped purposely with peers that can encourage and help them. Students will present their dolls they created and they will vote on which dolls they like for creativity.

Small Group Activity 4: Native Americans Tribe Map Standards-based Objectives: Provide students with practicing their relative location skills as well as an opportunity to tell real or imaginary stories about journeys through neighborhoods. Learning Activity

Role of Teacher

This lesson activity is about European colonization, the United States was home to hundreds of Native American tribes. To help students better understand who they were and where they lived, this Native American Tribes map helps group them into separate categories according to region (remember, there were no states back then!). • Teacher passes out template of Native American Cultural Areas • Will color-code the map for easy reference.

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. Role of Students

• •

Integration of the Arts

Explore and examine the Native American Tribe maps from the book and coloring a map. The use of markers, paint and poster boards.

Media or Technology Integration

• •

Differentiation

Listen to the story and follow directions Pick a partner to color the maps and categorize the regions.

Internet Interactive white board Students that are below grade level, will be grouped with peers that can that are at grade level. Presents their completed maps with partners and explain the details of the map they created

Formative Assessment

Small Group Activity 5: Appreciating Diversity and Differences Standards-based Objectives: Students will be able to articulate how they appreciate diversity and differences by writing a story or creating artwork. Learning Activity

Appreciating Diversity and Differences

Role of Teacher

• • • • •

Play audio book on interactive white board called, “How Children Lived A First Book of History.” showing students different designs of clothing from the past Pass out paper Ask questions about the book Pair students up in small groups

. Role of Students

Listen and have a discussion with their peers. Then create a story book of the differences between how children lived in the story compared to how they live now.

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Integration of the Arts Media or Technology Integration Differentiation

Formative Assessment

Integrating creating their own books using marker, crayons/colored pencils and looking at different clothing designs from the past on the internet. The use of internet during this activity and audio book. Students that need additional assistance will work independently with teacher to get help creating their book and be able to create a short story book. Students will read and show the pictures of the books they created if they choose to and turn them in to be graded.

© 2018. Grand Canyon University. All Rights Reserved....