ALEX Learning Activity

  

Aboard the Mayflower

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Olivia Prince
Organization:0
  General Activity Information  
Activity ID: 364
Title:
Aboard the Mayflower
Digital Tool/Resource:
Scholastic
Web Address – URL:
Overview:

This interactive website allows students to relive part of the journey to America on board of the Mayflower. The website provides pictures and details concerning hardships that were faced in and outside the vessel. Students can also tour the ship and locate up to 7 rooms the Mayflower offered.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 2
36 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2]

a. Capitalize holidays, product names, and geographic names. [L.2.2a]

b. Use commas in greetings and closings of letters. [L.2.2b]

c. Use an apostrophe to form contractions and frequently occurring possessives. [L.2.2c]

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [L.2.2d]

e. Form uppercase and lowercase letters in cursive. (Alabama)

f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.2.2e]

Social Studies
SS2010 (2010)
Grade: K
Living and Working Together in Family and Community
12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same
Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Compare and contrast schools, communication, transportation, jobs and recreation of the past and present.
Teacher Vocabulary:
  • community
  • family
  • transportation
  • communication
  • recreation
  • long ago
Knowledge:
Students know:
  • Families and communities of today participate in many of the same activities that families and communities of the past participate in.
  • Some aspects of family and community ways of life have changed over time while others have remained the same or similar.
Skills:
Students are able to:
  • Name various jobs performed by family and community members in the past and present.
  • Describe the ways schools, communication, transportation, and recreation of the past are similar and different to the ways of today.
Understanding:
Students understand that:
  • There are many similarities and differences between the ways people lived in the past and the ways we live today.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.12- Identify how everyday life has changed or remained the same over time.


Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

Unpacked Content
Strand: History
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Reconstruct a past event using various primary sources, including calendars and timelines.
Teacher Vocabulary:
  • primary sources
  • calendars
  • timelines
  • reconstructing
  • past
Knowledge:
Students know:
  • How to use a calendar.
  • How to interpret a timeline.
  • Vocabulary: primary sources, calendar, timeline, past, historical letter, artifacts
Skills:
Students are able to:
  • Read a calendar.
  • Create and use a timeline.
  • Analyze a historical document.
  • Utilize maps, photographs, and other visual historic resources.
Understanding:
Students understand that:
  • Primary sources play an important role in reconstructing the past.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.3- Use various primary sources, including calendars and timelines, for reconstructing the past.


Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify the reasons people immigrate to the United States.
  • Identify the modes of transportation people use when immigrating to the United States.
  • Describe the ways immigrants become integrated into the American culture, including the importance of both cultural unity and diversity.
Teacher Vocabulary:
  • describe how
  • describe why
  • various cultures
  • immigrate
  • describe the importance
  • cultural unity
  • diversity
Knowledge:
Students know:
  • Definition of immigration.
  • Reasons for immigration into the United States modes of transportation used by immigrants from a variety of locations.
  • Reasons for and importance of cultural unity within immigrant communities.
  • Methods of cultural integration and its importance to the American culture.
  • Vocabulary: immigration, cultures, cultural unity, diversity
Skills:
Students are able to:
  • Identify examples of immigration and the reasons people immigrate to the United States.
  • Describe methods of transportation that people use to immigrate to the United States.
  • Describe the ways immigrants integrate into the culture of the United States and the importance of creating cultural unity while celebrating diversity.
Understanding:
Students understand that:
  • People immigrate to the United States in a variety of ways for a variety of reasons and may develop a sense of cultural unity while also maintaining their cultural diversity.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.9- Describe how and why people from various cultures immigrate to the United States; recognize that people sometimes move from one place to another, how they move, and reasons why they move.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will find and collect information about a specific topic using a digital tool.
  • will use key words in a search engine to find information out about a specific topic.
  • will use search techniques, such as using a + sign or quotations, to make the search more specific.
Teacher Vocabulary:
  • video
  • text
  • image
  • webpage
  • ebook
  • search engine
  • key words
  • phrases
Knowledge:
Students know:
  • search engines use key words and phrases to find specific information.
  • devices give access to many different forms of information.
Skills:
Students are able to:
  • choose and type key words and phrases into a search engine that results in specific information pertaining to a topic when given support and guidance from an adult.
  • use + symbol which combines to words/phrases and quotation marks which tell the search engine to look for an entire phrase.
  • find information about a specific topic or to answer a specific question using a digital resource such as a webpage, ebook, and/or video.
Understanding:
Students understand that:
  • a search engine will find specific resources and information for you based on key words.
  • answers to questions can be found in many different digital resources such as a webpages, ebooks, and/or video.
  • one can focus a search by using the + symbol and quotation marks around words or phrases one wishes to search for as a whole.
Learning Objectives:

Students will be able to:

  • Utilize technology as a means of research and learning
  • Identify a timeline of Pilgrim life
  • Identify the Mayflower and recognize the path of the journey on a map
  • Identify the bodies of water the Mayflower traveled upon
  • Analyze the journey of the ship
  • Remember important dates
  • Understand hardships that were faced by Pilgrims on board
  • Recall pictures and videos seen throughout website usage
  • Compare and contrast student life with a Pilgrims
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Students will begin using the interactive website during the core of the lesson. To enhance learning the students will:

  • Analyze a timeline of the Pilgrim's life
  • Take the journey of the Mayflower and study the map provided
  • Locate places on the map in which Pilgrims faced hardships
  • Tour the Mayflower

Students will then work collaboratively to compare their life with a Pilgrim's. After, students will write letters to Pilgrims explaining the differences of their lives and will list facts they learned concerning the courage it took to make the journey across seas.

Assessment Strategies:

Students will turn in the letters they completed. They will be graded on the facts and differences listed and the accuracy of each. Students will also be graded on participation on group work as well as computer usage to research.


Advanced Preparation:

The students need to utilize the website through a computer, laptop, iPad, or any other device.The tools that students are using need to contain speakers. Not every student needs a computer, because this can be completed in pairs. If working in a lab, students will need headphones to control volume.

The teacher and students need a http://www.scholastic.com account.  This is free account.

Variation Tips (optional):

Any assistance needed by the students can be provided by the teacher. Extra time to work on the letters will be allotted for students during class.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: