Thanksgiving Field Trip
Teacher Page

 Mrs. Haley's Fifth Grade
Dawson Elementary
Austin Independent School District
Background Information
This is a virtual field trip on Thanksgiving on the Plimoth Plantation, 1621, for fifth grade students.

Students should be comfortable with the technology used during this field trip and should have experience working independently and in a group work setting.
Classroom management should allow for movement and "Accountable Talk" to take place.

Ideally, the class would have access to a computer lab for 30 minutes everyday.  If this is the case, this field trip should take about 6 days to complete.  If you do not have daily access to a computer lab, this trip will take you up to 12 days.

This is a good link to help avoid stereotyping of Native People.
Setting Up For Learning
Before taking this field trip, create a KWL chart with your students.

What I Know
 What I Want To Know
 What I Learned




Explain to your class that their is a lot more to Thanksgiving than turkey, and stuffing.  Thanksgiving is a holiday that means diffenernt things to different people.  Not everybody remembers the first Thanksgiving with joy.  "Accountable Talk" about why this may be is appropriate at this time.
  
Let the students know that with this field trip they will be going back and time and experiencing life in the early 1620's in what is now known as Plymouth, Massachusetts .

Examine with the students the Focus Question, "Is Thanksgiving an Appropiate National Holiday?"

Everyday they will meet people and visit new places on the web.  The students are responsible for completing activities and answering questions  for each site.  Each day students will create from the questions and activities a Souvenir that will help them remember what they learned. By the end of the field trip the students will have 6 souvenirs and pages of research.  They will answer the focus question and present their position to the class.
Setting Clear Expectations
Everyday meet with the students and discuss how they can do quality work on their task.  Develop a list of criteria that they will need to meet.  This criteria is what you will use to develop your rubric.  I have included a sample rubric, but this is only a sample.  The students need ownership of their learning to make projects meaningful.  By having them help create the Criteria Chart, and developing the rubric from that chart, all students know what is expected and have the key to unlock their own learning.

Here is a sample Criteria Chart.  But please remember that this should be student generated.
1.
2.
3.
 Answer questions in complete sentences.  Use the questions as part of the answer.
Use neat legible handwriting.
Information should be accurate.  Quote your source.
Add to your chart as needed.

At the end of the day meet with the students. Have the students check their work against the Criteria Chart.
Closure and Assessment
At the end of the field trip, the students will have 6 Souvenirs and an answer to the focus question.  I feel it is important for the students to present this information to the class.  There are numerous ways to do this, however, because of time restraints, I plan an grouping the students. 
The students will vote on a piece of paper, their positon on the focus question.  Group like-minded students together in small groups of 3-4.
Each small group will then decide how to use their souvenirs and activities to present their position to the class.  Encourage creativity!  Don't forget to set clear expectations by using your Criteria Chart.
I have included some sample rubrics.  I encourage you to create your own using the student generated Criteria Chart.


Objectives

Introduction
Itinerary
Day One
Day Two
Day Three
Day Four
Day Five
Day
Six
Rubrics

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