Title of Lesson: Using Family Artifacts to Create Primary Sources
Subject: Social Studies
Grade Level(s): 3rd grade
The student will be able to identify and create primary and second sources.
The student will use library resources.
The student will identify artifacts and tools.
Time Allotted
30 minute lessons in the library during social studies, with communication arts time in the classroom to write reports
Correlation to Grade Level Expectations
Grade 3 SS 7 Knowledge of the use of tools of social science inquiry
- Identify, select and use primary and secondary sources.
- Identify and use library and media resources (electronic resources, encyclopedias, etc)
- Identify and use artifacts
Grade 3 CA IL 1 Develop and apply effective research process skills to gather, analyze and evaluate information
- Formulate keywords and questions to investigate topics
- Locate information on keywords in provided resources
D. Informally give credit for others’ ideas, images and information found in various resources
Show-Me Standards
SS. 7 In Social Studies, students in Missouri public schools will acquire a solid foundation, which includes knowledge of the use of tools of social science inquiry.
Supplies and Equipment Needed:
Graphic organizer for research
Pencils
Print set of encyclopedias
Pre-selected websites
Anticipatory Set: The teacher and librarian will motivate students and get them excited about the project by asking them if they can think of any items in their homes that might be at least 20 years or older. Students will have an opportunity to share about items they have thought about.
Lesson components:
Week 1, Monday (Day 1)
LMS will go to classrooms during social studies time and talk to students about artifacts. An artifact is anything that is 20 years or older. Teachers will explain that students will be starting a project where they will be working closely with the librarian as well as their classroom teachers. The first part of the project will involve students in interviewing a family member or neighbor about an artifact. Students will also be doing research on the artifact that they interview their family about. At the end of the project students will be asked to bring the item to school to put on display.
The librarian will explain that this week students are responsible for completing the interview part of the project. The interview will be due by Friday morning. Students will be told that late interview papers will result in not getting full points. Students who are having trouble finding someone to interview should let their teacher know, so that perhaps faculty in the school can be interviewed if necessary.
Thursday (Day 2)
The classroom teachers and the LMS will meet to discuss week two during the classroom teachers planning period.
Friday (Day 3)
The librarian will collect the turned in interviews from the classroom teachers and make a list of artifacts that students will be bringing. The librarian will check the library resources to ensure that resources are available for students varying artifacts.
The classroom teachers will be having students call home in the afternoon if the interview has not been returned.
Week 2, Monday (Day 4)
Students will come to the library during social studies during week 2. The librarian will lead a discussion on primary sources. The librarian will show students examples of primary sources found in databases. Primary sources that are selected to be shown should be interesting to young students and inspire them to want to check them out such for their own reading enjoyment (ex: The Diary of Anne Frank). The librarian will explain that students have just created a primary source by completing the artifact interview. Students will be asked to share parts of their interviews with the class. Since this is a new topic for students, this will take the entire 30 minutes. The classroom teacher will be in the library during this time to clarify and assist as needed.
Tuesday (Day 5)
The librarian will review/reteach keyword skills. Students have already completed a keyword activity in the library a few months prior to this lesson. The classroom teacher will pass out the graphic organizer (which will include a place to write what, who, when, where, why the artifact was made) that students will be using to complete research on their artifact. The librarian will pass out the rubric that will be used to evaluate students as they complete their research. Students will be working on the “what” part of the graphic organizer on Tuesday. Their goal will be to decide on a keyword for their research. The librarian and teacher will go around and assist individual students in formulating keywords. For example if the student is going to bring a necklace, they might want to search using a keyword like jewelry.
Wednesday (Day 6)
The librarian will review websites and print encyclopedia use with the students. Students have used these items about a month prior to this lesson when completing a library/computer lesson on scientists. The classroom teacher will explain a handout that will help students keep track of library resources used. Students will be writing down the website or the title of the book/encyclopedia that they get their information from. Students need to use at least one website and one book or encyclopedia.
Students will have the remainder of the time to research. The goal will be for students to work on the who, when, where, why and how part of the research.
Thursday (Day 7)
Students will continue research. If they have not finished the who, when, where, why and how parts of the research they should focus on that. Students who are finished should work on finding three interesting facts about their artifact. The librarian and classroom teacher will split up. One will work with the print encyclopedias/books and one will be available to students on computers.
Friday (Day 8 )
Students will finish research. Students who are finished with their research can assist other students who are not finished with their research.
Week 3 (Days 9 – 13)
During week 3 students will be working in their classrooms to create their written reports of the interview and research about their artifacts. They will be creating drafts, then peer editing and creating final copies. The library will be available for students who need to complete additional research due to absence, etc the week before.
Week 4, Monday (Day 14)
Students will be asked to bring the actual artifact to school on Monday of week 4. Students will be finishing up their final copies. Artifacts will be brought to the library for safekeeping.
Tuesday (Day 15)
Students will finish their final copies.
Wednesday (Day 16)
Students will set up their final copies of their interviews and their research next to their artifacts in the library.
Thursday (Day 17)
Fourth graders will be invited to the library to see the artifact museum so that students may practice standing next to their artifact and report. Parents, grandparents and neighbors are invited to come to the library after school to attend the museum of artifacts. Students will stand by their projects and be able to share information about their projects as others browse.
Content/input/explanation
During the second week of the lesson, the librarian will explain and discuss primary sources.
Modeling, “think aloud”, “talk through”
The librarian will complete a think aloud with the classroom teacher when talking to students on the first day of the project. The librarian will pretend to be the student and the classroom teacher will be the interviewee.
Re-teaching strategy
The librarian will review previously taught lessons such as keyword formulation and how to use websites and print encyclopedias to do research.
Guided Practice: Students will complete a graphic organizer to help with their research.
Evaluation: The artifact interview will be graded as either complete or incomplete. The librarian and the classroom teachers will complete rubrics for the research process.
Closure: The closure of this project will be the artifact museum.
