"Operation Immigration"

5th Grade
Stonewall Elementary
Developed by: Amy Ford, Gary Justice, Kim Sponcil

Organizer

Why do people from other countries want to come to my country, and how do I feel about it?

Academic Expectations and Demonstrators

1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

Write for a variety of purposes (e.g., expressive, transactive, imaginative) and forms (e.g., journal entry, letter, poem/story) to a variety of audiences.

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. 

2.19   Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. 

2.20  Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. 

Recognize continuity and change

Essential Questions
  1. What is Immigration?
  2. What are specific reasons people from various countries, come to the USA?
  3. What is the immigration process and how has it changed over time?
  4. How does immigration affect the USA, Lexington, and me?

SUB QUESTIONS

  1. Who came to Ellis Island?
  2. Where did they come from and why did they come to Ellis Island?
  3. What did they do when they got to Ellis Island?
  4. Where did they go once they were in the USA?

Culminating Performance

Students will create a digital scrapbook which depicts the life and journey of an immigrant to the United States of America.

Scoring Guide/Rubric

4
  • Detailed status sheet is included
  • Student communicates information in a highly organized manner (events are ordered consecutively)
  • Student correctly identifies one group of immigrants that has come to the USA
  • The scrapbook will include:
    • At least 10 slides/pages
    • All information contained in content guidelines
    • Interesting, relevant, descriptive text
    • Meaningful pictures
    • All grammar, spelling and punctuation is correct
  • Presentation or sharing of scrapbook
    • Speaks clearly and distinctly all the time, and mispronounces no words.

3
  • Status sheet includes some detail
  • Student communicates information in an organized manner (events are ordered consecutively)
  • Student correctly identifies one group of immigrants that has come to the USA
  • The scrapbook will include:
    • At least 10 slides/pages
    • Most information contained in content guidelines
    • Interesting, relevant, descriptive text
    • Meaningful pictures
    • Most grammar, spelling and punctuation is correct
  • Presentation or sharing of scrapbook
    • Speaks clearly and distinctly most of the time, and mispronounces few words.

2
  • Status sheet includes limited details
  • Information lacks organization
  • Student correctly identifies one group of immigrants that has come to the USA
  • The scrapbook will include:
    • At least 10 slides/pages
    • Limited information contained in content guidelines
    • Lack of interesting, relevant, descriptive text
    • Meaningful pictures
    • Limited amount of grammar, spelling and punctuation is correct
  • Presentation or sharing of scrapbook
    • Speaks clearly and distinctly some of the time, and mispronounces many words.

1
  • Status sheet includes limited details
  • Information lacks organization
  • Student correctly identifies one group of immigrants that has come to the USA
  • The scrapbook will include:
    • Does not contain at least 10 slides/pages
    • Very limited information contained in content guidelines
    • Lack of interesting, relevant, descriptive text
    • Inappropriate pictures
    • Limited amount of grammar, spelling and punctuation is correct
  • Unclear presentation or sharing of scrapbook

Evaluation Component:

Pre/post test using the scrapbook content guidelines.

Knowledge (Core Content)

SS-E-4.2.2 Regions are areas that have one or more physical or human characteristics in common (e.g., physical: geographical regions of Kentucky, South, Midwest, Western Hemisphere; human: Appalachia, the Cornbelt, Amish country).

SS-E-4.3.1 Human populations gather in groups of different sizes and in different locations in the world.

SS-E-4.3.2 Humans usually settle where there are adequate resources to meet their needs (e.g., areas with water, fertile land, protected land, different modes of transportation).

SS-E-5.2.2 People explored and settled America and Kentucky for multiple reasons (e.g., freedoms, opportunities, fleeing negative situations).

SS-E-5.2.3 The way we live has changed over time for both Kentuckians and Americans because of changes in many areas (e.g., communication, innovations/inventions, homes, transportation, recreation, traditions, education).

SS-E-5.2.4 The study of U.S. history is categorized into broad historical periods and eras (Land and People before Columbus, Age of Exploration, Colonization, War for Independence, the Young Republic, Westward Expansion, Industrialism, the Twentieth Century).

The ideals of equality and personal liberty (rise of individual rights, economic freedom, colonial governments, religious diversity, Declaration of Independence, Constitution of the United States), as developed during the colonial period, were motivations for the American Revolution and proved instrumental in forging a new nation.

SS-E-5.2.6 The United States, Canada, and Mexico have basic similarities and differences (e.g., indigenous peoples, immigrants, colonial backgrounds, cultural characteristics).

Technology Standards

T4.4 Locate information using the Internet

T4.4.1 Determine when Internet search may be effective

T4.4.2 Access and navigate web sites

T4.4.2.1 URL's

T4.4.2.2 Bookmarks

T4.4.2.3 Hyperlinks

T5.3 Evaluate information from the Internet

T5.3.1 Determine what information/products are copyright protected

T5.3.2 Scan for information within an Internet document

T5.7.2.1 Copy graphs/charts into various applications
(Word, PowerPoint, etc.)

T5.7.2.2 Create graphs and charts

T6.5 Create a presentation or product using application software.

T6.5.1 Choose appropriate information for purpose and audience

Skills/Abilities

Instructional/Assessment Activities

Timeline for Unit
 

Mon

Tues

Wed

Thurs

Fri

Week 1

Intro

Show Video

Draw choice from a hat/ Research (2)

Note taking

Guest Speakers

Interviews with immigrants (options/ email, face-to-face, phone,

Week 2

Class share interviews

Creating Scrapbook (2)

Writing Activity (Letter Home, Journal, Open Response)

Oral Presentations (2)

  

Week 3

          

Week 4

          

Lesson Goals

Lesson 1: PowerPoint presentation / choosing of postcards

                Objective: Student will define immigration

Description: Introduction to the unit Operation Immigration, show the intro PowerPoint slide show, each student will choose a postcard with basic guidelines for their scrapbook.

Lesson 2: "The Immigrant Experience" Video

Objectives:

Student will state five challenges that an immigrant family faces.

Based upon the knowledge gained student will develop five relevant questions to ask a guest speaker.

Description: Students will be active listeners and complete video assessment while watching the video.

Assessment:

Student created list from the video

Student created list of questions for a guest speaker

Lesson 3: Guest Speakers (early immigrant to the US)

Objective: Student will list five things that they learned from the speaker

Description: Student will be an active listener and complete list of things learned from the immigrant speaker

Assessment: "What I Learned From the Guest Speaker" using word and digital pictures

Lesson 4: Personal Interview with Immigrant (to be done as homework)

Objective: Student will gain first hand knowledge from an immigrant

Description: Student will complete question sheet by interviewing an immigrant

Assessment: See Rubric

Lesson 5: Introduce Memory Book Guidelines, begin research

Objective: Students will complete questions on the Memory Question Sheet

Description: Students will use varied types of resources to complete memory question sheet.

Assessment: See Rubric

Lesson 6: Creating the Memory Book

Objective: Student will demonstrate knowledge of the life experiences of an immigrant

Description: Student will create a digital memory book

Assessment: See rubric

Lesson 7: Guest Speaker (more recent immigrant to the US)

Objective: Student will list five things that they learned from the speaker

Description: Student will be an active listener and complete list of things learned from the immigrant speaker

Assessment: "What I Learned From the Guest Speaker" using word and digital pictures

Lesson 7: Immigration Today

Objective: Using knowledge gained in this unit each student will reflect upon how immigration affects us today

Description:

Assessment:

Critical Resources

Back to Stonewall Elementary

Back to PET Project