Wednesday (day 3 of a unit on immigration) Immigration Stations



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Name: Jill Turner Subject: Social Studies

Grade level: 3rd Grade
WEDNESDAY (day 3 of a unit on immigration)

Immigration Stations

  • Instructional Objectives

    • SWBAT analyze reasons of why people immigrate.

    • SWBAT recognize that countries’ migrations often occurred in trends.

  • Standards

    • 6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people.

    • 6.1.4.D.17 Explain the role of hysterical symbols, monuments, and holidays and how they affect the American identity.

    • 6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.

  • Materials

    • Chart on page 87

    • Reasons for immigrating… poster

    • Black melting pot

    • If…then… worksheet

    • Vocabulary foldable worksheet

    • Four- and Eight-Tab Foldable Directions

    • Paper

    • Markers/pens/pencils

    • SmartBoard

    • Kooshball PowerPoint

  • Method/Sequence

    • Strategies

      • If/then statements – practice drawing conclusions

      • Koosh ball

      • Foldable

    • Content

      • Chart page 89

      • Vocabulary found on pages 74-94

    • Differentiation

      • Some students may be overwhelmed by too much information presented on one sheet. For example, the “If…then…” activity may have too many options present. So, Juliette will complete this activity in two sections. She will be given one worksheet initially with only three if…then… options. When that has been completed, she will receive the second worksheet to complete the following three sentences. This should eliminate her being overwhelmed from too much text on one page.

      • The “If…then…” worksheet as is will be beneficial for Bob and Diana. Bob has an extensive knowledge of Social Studies since it is a passion of his. Diana will benefit from the sentence structures being laid out for her.




    • Summary

      • The teacher will direct all of the students onto the carpet. The students will also be told to bring their Venn diagram homework from the previous night.

      • The teacher will prompt the lesson by reviewing the poster board from the previous day that is entitled “Reasons for immigrating…” The teacher will mention things in particular such as the Irish potato famine and religious persecution in England. The teacher will ask the students what they notice about situations such as these. The teacher will take a 1-minute thinking break.

      • The teacher will then select some students to voice what they notice about these situations.

      • The teacher will add onto the students’ answers and explain that often, groups of people in a certain country would immigrate in trends to America.

      • The teacher will collect everyone’s homework assignments in the black melting pot again.

      • The teacher will show the students the chart on page 87, which will be also provided in a large poster on the board. The teacher will emphasize that these times were when it was common for members of the specified countries to immigrate to America – these immigrants were not limited to those times.

      • The teacher will then allow students to comment if any of the times when their ancestors immigrated fall into the trends for their country of origin.

      • The teacher will then explain the different centers. Students will be divided up into three predetermined groups. The centers will last for 15 minutes each. The centers will include

        • If…then…

          • Students will be provided with an “If…then…” worksheet in which they will cut out different boxes and match up the proper “if” box with the proper “then” box. There will be six sentences formed.

        • Vocabulary foldable

          • Students will be create an Eight-Tab foldable to practice their vocabulary words. Students will write the word on the exterior side of the flaps and the definitions will be written inside the flap. The definitions will be provided for the students on a worksheet provided.

        • Kooshball

          • Students will practice their vocabulary words using a Kooshball SmartBoard activity. The students will throw the Kooshball at one of the circles on the main screen. The color ball that they hit will represent a vocabulary word. The definition of that word will then appear. The student will then make an educated guess as to what the vocabulary word is. The student will then progress in the activity to see what the correct word is. The students will all rotate taking turns playing the activity.

    • Closure

      • The teacher will have the students meet on the carpet. The teacher will explain the homework, which is to complete any centers that have not been completed yet. The students will also be instructed to practice using their Vocabulary foldable. The teacher will tell the students that the following day they will be playing an Immigration game as a class.

    • HW

      • Complete If…then… worksheet and the Vocabulary foldable if not completed during the designated center.




  • Assessment

    • The students will be assessed based on the products that they create during their centers. These will include the “If…then…” worksheet, vocabulary foldable, and Kooshball answers.



Times When Many Immigrants Came



Time Period

Where Many Were From

Before 1820

United Kingdom, countries of Western Africa such as those now known as Ghana, Togo, Benin, Nigeria, and Cameroon

1820 – 1860

Ireland, Germany, United Kingdom, France, Canada

1861 – 1890

Germany, United Kingdom, Ireland, Canada, Norway/Sweden

1891 – 1920

Italy, Austria/Hungary, Russia, United Kingdom, Germany

1961 – 1990

Mexico, Philippines, Canada, Korea, Cuba

Name: ___________________________________________ Date: ______/______/______


If…Then

An “If…then…” statement is a statement that shows the relationship between two events. Cut out the boxes below and paste them on the following page to form six complete “If…then…” statements.





If a famine occurs in Ireland

then they would begin the process to become an American citizen.

If someone’s family and friends immigrate to America

then citizens of that country may immigrate to America for better opportunities.

If an immigrant enters Ellis Island

then the person recognizes that America is a group of diverse people.

If someone is experiencing financial problems


then the person might seek a job in America.

If someone refers to America as “The Melting Pot”

then the person is immigrating on the west coast of America.

If someone immigrates to America through Angel Island

then the person may follow them to America.

Name: ___________________________________________ Date: ______/______/______


If…Then

An “If…then…” statement is a statement that shows the relationship between two events. Cut out the boxes below and paste them on the following page. Please complete the activity using these three boxes first. Then, you may go on and repeat the activity with the three sentences on the following page.





If a famine occurs in Ireland



then they would begin the process to become an American citizen.

then the person recognizes that America is a group of diverse people.




If someone is experiencing financial problems





If an immigrant enters Ellis Island


then citizens of that country may immigrate to America for better opportunities.



If someone’s family and friends immigrate to America


then the person might seek a job in America.




If someone refers to America as “The Melting Pot”

then the person is immigrating on the west coast of America.




If someone immigrates to America through Angel Island

then the person may follow them to America.


Name: ___________________________________________ Date: ______/______/______






















































Vocabulary


        • Opportunity – a chance for something better to happen

        • Immigrant – a person who moves into a country and lives there

        • Custom – a way of doing things – page 79

        • Ethnic Group – a group of people who have the same culture

        • Ancestors – relatives who lived long ago

        • Symbol – an object that represents something else

        • Citizen – an official member of a community

        • Migration – moving from one part of a country to live in another part




This page is courtesy of Dinah Zike’s Foldables Book.KOOSHBALL

Home page:



Vocabulary Definitions and Words:


A chance for something better to happen


Opportunity




A person who moves into a country and lives there


Immigrant




A way of doing things


Custom



A group of people who have the same culture


Ethnic Group



Relatives who lived long ago


Ancestors



An object that represents something else


Symbol



An official member of a community


Citizen



Moving from one part of a country to live in another part


Migration



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