ALEX | Alabama Learning Exchange

Getting to Know You

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This lesson provided by:

Author:	Somer Miller
System:	Shelby County
School:	Shelby County Board Of Education

General Lesson Information

Lesson Plan ID:	4018
Title:	Getting to Know You
Overview/Annotation:	The students will go on an in-school scavenger hunt to get to know the many kinds of people that make up an elementary school community. They will work in small groups and use digital cameras to take pictures of the workers they find. By completing the scavenger hunt, the students will gain a better understanding of how we are all dependent on one another in a small community.

Associated Standards and Objectives

Content Standard(s):

Digital Literacy and Computer Science DLIT (2018) Grade: 1	R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools. Unpacked Content Evidence Of Student Attainment: Students: will type and edit letters, words, and simple sentences correctly. will use a digital tool to draw a simple picture. will insert, move, and size a digital image. Teacher Vocabulary: image cursor Knowledge: Students know: how to type letters, words, and simple sentences. how to delete letters, words, and simple sentences. place the cursor where they need to delete or add. how to draw a simple picture digitally. insert, move, and size an image. Skills: Students are able to: type, review, and edit typed text. create a simple drawing using digital tools. select, size, and place images. Understanding: Students understand that: an artifact they create using digital text, images, and drawings can be used to convey ideas and information. because the artifacts are digital, they can be edited and revised easily.
Digital Literacy and Computer Science DLIT (2018) Grade: 1	13) Create a research-based product collaboratively using online digital tools. Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources. Unpacked Content Evidence Of Student Attainment: Students: will show what they learned using a digital tool. Teacher Vocabulary: display Knowledge: Students know: how to display information they learned about a topic using a digital tool. Skills: Students are able to: work with others to display information learned about a topic on a digital platform such as a slide, a blog entry, or a video. Understanding: Students understand that: they can learn about a topic from more than one resource, for example a trade book, podcast, website, and/or video. they can show what they learned through many different digital platforms such as video, audio, and/or text.
English Language Arts ELA2021 (2021) Grade: 1	R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Research Individually Collaboratively Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Digital and electronic tools can be used for research or for writing tasks. Digital and electronic tools can be independently or with others. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 1	1. Engage in collaborative discussions about topics and texts with peers and adults in small and large groups, utilizing agreed-upon rules. Unpacked Content Teacher Vocabulary: 1. Engage Collaborative discussions Rules Knowledge: 1. Students know: The purpose of collaborative discussions about topics and texts. Agreed-upon rules for discussions. Skills: 1. Students are able to: Listen attentively to conversations about grade-appropriate topics and texts. Add to conversations about grade-appropriate topics and texts. Take turns speaking. Respond to the comments of others. Extend conversations. Converse with peers and adults. Converse in small and large groups. Ask clarifying questions. Understanding: 1. Students understand that: Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
English Language Arts ELA2021 (2021) Grade: 1	3. Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to information presented in audible, text, or digital format. Unpacked Content Teacher Vocabulary: 3. Information Clarify Audible Digital format Knowledge: 3. Students know: Questions to seek help. Questions to get information. Questions to clarify information. Skills: 3. Students are able to: Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to information presented in audible, text, or digital format. Understanding: 3. Students understand that: They can get help, learn new information, or express information they know or have learned by asking and answering questions, depending on the task at hand.
English Language Arts ELA2021 (2021) Grade: 1	42. Participate in shared research and writing projects to answer a question or describe a topic. a. Recall information from experiences to contribute to shared research and writing projects. b. Gather information from provided sources. Unpacked Content Teacher Vocabulary: 42. Participate Shared research projects Shared writing projects Question Describe Topic 42a. Recall information Experiences Contribute Shared research projects Shared writing projects 42b. Information Sources Knowledge: 42. Students know: Research and writing projects can answer a question or describe a topic. 42a. Information recalled from personal experiences can be used in research and writing projects. 42b. Information can be gathered from a variety of sources. Skills: 42. Students are able to: Participate in shared research and writing projects. Answer questions about a topic in writing. Describe a topic in writing. 42a. Recall information from previous experiences. Contribute this information to shared research and writing projects. 42b. Use strategies to gather information from provided sources to write about a topic. Understanding: 42. Students understand that: Shared research and writing projects can help answer questions or describe a topic. 42a. Information gathered from personal experiences can be contributed to research and writing projects. 42b. Information gathered from other sources can be contributed to research and writing projects.
English Language Arts ELA2021 (2021) Grade: 1	43. Use a variety of digital tools to produce and publish writing with guidance and support from adults, working both individually and in collaboration with peers. Unpacked Content Teacher Vocabulary: 43. Digital tools Produce writing Publish writing Individually Collaboration with peers Guidance Support Knowledge: 43. Students know: Digital tools can be used to produce and publish writing. Writing can be created and published individually or collaboratively. Skills: 43. Students are able to: Use a variety of digital tools to produce and publish writing. Produce and publish writing individually. Collaborate with peers to produce and publish writing. Understanding: 43. Students understand that: Digital tools are available to produce and publish writing. They can produce and publish writing alone or in collaboration with others.

Local/National Standards:

Primary Learning Objective(s):

Students will gain an understanding of the roles of people within a school setting. Students will describe ways people are interdependent by utilizing appropriate listening and speaking behaviors. During the use of digital cameras and portable digital devices, students will demonstrate proper care of the equipment. Students will produce a developmentally appropriate multimedia project.

Additional Learning Objective(s):

Students will gain cooperative learning skills through their work in small groups.

Preparation Information

Total Duration:	61 to 90 Minutes
Materials and Resources:	Students will need a teacher-created sheet (see attachment) that lists all of the roles/jobs of people in the school that the students are to locate. Clipboards for the students would be helpful.
Technology Resources Needed:	Digital Cameras - create small groups of children to share a camera or spread the first part of this activity over several days if only one camera is available. Portable digital devices - tablets, laptops, etc.
Background/Preparation:	Parent volunteers or upper-grade students who can accompany a small group would be helpful for the "hunt" phase of this project. The students will also need to be trained to use digital cameras safely and without any fear. Knowledge of the selected digital devices can be taught along with this lesson (which will lengthen the finish time), or the teacher can do mini-lessons about using the digital devices prior to this lesson.

Procedures/Activities:

1.)Talk about what a member is. Relate it to "members of a class" or "members of a family." Then introduce the idea that there are also members of our school, and we are some of those members. Have the students brainstorm some of the members of our school and list on the board. Pass out the scavenger hunt lists.

2.)Read the scavenger hunt sheet to the students. The sheet should include the following directions: "Find these people in our school. Take a picture of them and write down their names. Then ask them this question: "What is your job?" Write their answer to your question on your paper. Teacher: Make a separate sheet for each group to use. One could include: Principal, Custodian, Librarian, Lunchroom Worker, and Secretary. The other could include other members of your school such as: P.E. Teacher, Volunteer, Student, Registrar, Assistant Principal, etc. You can choose the ones you feel are important in your school. To keep it simple for kids, make the entries look as follows:
1. Principal's name______________________________
What is your job?____________________________________________

3.)Break the students up into small groups and pair with one adult or older student partner to work on their scavenger hunts. Give each group a digital camera. Be sure that there are no more than 2-3 children per group so that every child will have a turn taking a picture. Send the students out to the school with their papers, clipboards (optional), digital cameras, and pencils. Give them a time limit to stick to and have them return to the room afterward. (In some situations it might be more feasible to have one group at a time go out to take pictures while the rest of the class works on another project in the classroom. When all pictures have been taken the teacher can continue with the remaining steps of this lesson. Visits could be spread over more than one class period or day if necessary. If no partners or volunteers can be found to accompany the groups, an alternative is to invite the various members of the school community into the classroom to talk about their jobs and let the students take turns taking pictures. Another option is to take the camera with you when the class travels about the school to lunch or to P. E. and let one of the students take a picture when the various workers are encountered in the halls, cafeteria, etc.)

4.)Once all children are back to the classroom, list all of the information they found on the board. Have each group tell who they needed to find, what their names were, and what they said their jobs are in the school. Collect the digital cameras for use for the final projects.

5.)The following steps could be done in one day or on separate days, depending on your personal preference.

6.)Using word processing software, have the groups of students work together to turn their scavenger hunt information into short paragraphs. Here is an example: This is Mrs. Smith. She is our custodian. She is here to help keep our school clean. She also makes sure that we have what we need to keep the school clean.

7.)The teacher will print out the pictures for the final product. The students will make "People Posters" using the digital images and the print-outs of their writing. They will then be able to put the names with the faces in our school. Each group of students will complete one poster as a group. (The activity could be modified to allow each child to make a poster of his or her own.)

Assessment

Assessment Strategies

The teacher will collect the scavenger hunt sheets to see if the students found the people that matched their roles. The teacher will also check to see that the students answered the questions that go with the list. The teacher will assess the students' use of cameras and word processors by observing the final products.

Acceleration:	The posters can be displayed inside or outside of the classroom. After the display is removed, it can be donated to the principal to use at orientation. New students could also use the posters to get to know the people in the school.
Intervention:

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.

ALEX Lesson Plan

Getting to Know You