Teacher: Jillian Williams
Date:September 27, 2003
Grade:
Third
Subject: History
1. Learning Goal/Objectives:
Identify and describe the legacy of one of Ohio's most notable people.
2.
Student Grouping: Begin with whole group, then students will work individually, and
finally meet again in a whole group.
3. Methods: teacher directed / student
directed
4. Activities:
Opening: Begin by writing the word legacy on the
board. Talk about the meaning of this word and explain that Neil Armstrong has a
legacy. Then read the book, One Giant Leap: The Story of Neil Armstrong by:
Don Brown. As you read this book the students should be thinking about how Neil
Armstrong is similar to them. They should also listen for any facts that seem interesting
or surprising to them.
Main Activity or Activities:
1. Discuss Neil Armstrong's
legacy. Create a time line of his life as a group.
2. Have students think about
any interesting or important facts about their lives.
3. Have students create
a time line of his or her life up until this point.
4. Ask children to think about
what they would like their future to hold. How do they want to be remembered? Have
them record these predicted events on their time lines in a different color.
5.
Ask students to share their legacies, both current and future. Discuss how their
legacies are similar and different to Neil Armstrong's legacy.
6. Post the time
lines in the room.
7. Ask children to pick another notable person from Ohio and
bring in information about them. Use this to learn about the people who have made
contributions to Ohio.
8. The children could choose another person from Ohio
and write and illustrate a story about that person.
Questions to Ask:
How
does your legacy compare to Neil Armstrong's?
Who are some other notable people
from Ohio?
Closing: The children will share their stories about other notable
people from Ohio.
5. Materials: We will need large sheets of paper, markers,
and scissors.
6. Evaluation: The students will be assessed through discussion,
their time lines, and their stories. (The time lines and stories may also bring about
mini-lessons.)
7. Accommodations for Ability Levels: The time lines and stories
will be assessed based on where each individual stands. With some students you may
just be working on getting a beginning, middle, and end. With other more fluent students
you may be working on using more adjectives or correcting grammar.
8. Accommodations
for Diverse Experiences:
9. Post-Lesson Reflection:
Adapted from Pathwise
Instruction and Reflection Form by Vicki Wilson for Wilmington College