Immobilier Realiste. (2018) Les projets de condos les plus ... · Web viewGeography, Humans, and...

Molloy CollegeDivision of Education

Duncan Fraser Dr. SheehanEDU 509 4/18/18Grade: 3rd Montreal vs. RVC Social Studies

INSTRUCTIONAL OBJECTIVES

After learning how to determine if evidence is a fact or opinion and how to assess credibility,

students will evaluate the validity of the reasoning and the relevance and sufficiency of evidence

through a history mystery. Students will write arguments to support the claim, “Are the residents

of Montreal happier than then residents of Rockville Centre?” using valid reasoning and

relevant and sufficient evidence. Students must include at least 3 pieces of relevant and

sufficient evidence from the history mystery to support their answer. Students will be graded

based on a teacher designed checklist and must obtain a score of 3/4.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

New York State Social Studies Standards

Geography, Humans, and the Environment

3.3 Geographic factors often influence where people settle and form communities. People

adapt to and modify their environment in different ways to meet their needs.

3.3a Geographic factors influence where people settle and their lifestyle. Some geographic

factors make a location more suitable for settlement, while others act as deterrents.

Students will investigate the lifestyle of the people who live in each selected world community

and how the lifestyle has been influenced by the geographic factors.

Indicator: This will be evident when students are able to investigate and compare how

the lifestyles of the residents of Montreal and Rockville Centre impact their relative

levels of happiness.

Development, Movement, and Interaction of Cultures

3.5 Communities share cultural similarities and differences across the world.

© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16

*edTPA academic language

3.5a The structure and activities of families and schools share similarities and differences across

world communities.

Students will compare and contrast the structure and activities of families and schools in each

selected community with their own.

Indicator: This will be evident when students are able to compare the happiness levels of

residents of Montreal with the happiness levels of the residents of Rockville Centre.

National Social Studies Standards and Themes

Culture: Social studies programs should include experiences that provide for the study of

culture and cultural diversity, so that the learner can:

a. explore and describe similarities and differences in the ways groups, societies, and cultures

address similar human needs and concerns

Indicator: This will be evident when students examine the evidence in the history

mystery to determine if and why Montrealians are happier than the residents of Rockville

Centre.

Individual Development & Identity: Social studies programs should include experiences that

provide for the study of individual development and identity, so that the learner can:

e. identify and describe ways family, groups, and community influence the individual’s daily life

and personal choices

Indicator: This will be evident when students discuss why the evidence made them feel

that individuals that reside in one of the locales are happier than the residents of the other.

NCSS C3 Inquiry Arc

Dimension 3: Students will work toward conclusions about societal issues, trends, and events by

collecting evidence and evaluating its usefulness in developing causal explanations.

Indicator: This will be evident when students evaluate the usefulness of evidence in the

history mystery to answer the compelling question. © Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16*edTPA academic language

Dimension 4: Students will draw on knowledge and skills to work individually and

collaboratively to conclude their investigations into societal issues, trends, and events and will

present their information, portions and findings.

Indicator: This will be evident when students work collaboratively to conclude their

investigations from the history mystery and present their findings to the class.

New York State Next Generation English Language Arts Learning Standards

3rd Grade Reading Standards

Key Ideas and Details

3R1: Develop and answer questions to locate relevant and specific details in a text to support an

answer or inference. (RI&RL)

Indicator: This will be evident when students are able to use specific details from their

envelope to explain how they decided which locale has happier residents.

Integration of Knowledge and Ideas

3R8: Explain how claims in a text are supported by relevant reasons and evidence. (RI&RL)

Indicator: This will be evident when students are asked to explain their group’s

reasoning for how they classified their evidence, including whether each piece is a fact or

opinion.

Social Studies Practices: Habits of Mind

A. Gathering, Interpreting, and using Evidence

2. Recognize and effectively select different forms of evidence used to make meaning in social

studies (including primary and secondary sources such as art and photographs, artifacts, oral

histories, maps, and graphs).

Indicator: This will be evident when students recognize and effectively select credible

evidence in the history mystery to write arguments to support their claims.

INSTRUCTIONAL RESOURCES



SMARTboard Mystery PowerPoint 4 History Mystery Envelopes Poster paper (graphic organizer) Document finder worksheet Supporting claims handout Credibility cheat sheet Teacher grading checklist Tape Happy Homework Happy Music Video: https://www.youtube.com/watch?v=y6Sxv-sUYtM

MOTIVATION (Engaging the learner(s)*)

Students will be shown a picture from Scooby Doo and told that they are going to be detectives

today. Their mission is to solve a mystery “Are the residents of Montreal happier than then

residents of Rockville Centre?”

DEVELOPMENTAL PROCEDURES(including Key Questions)

1. Students will be shown a picture of Scooby Doo & his friends and be told they are going

to be detectives. (Who do you see in this picture? What kind of job do you think they do

(inferring)?)

2. The students will discuss their homework from last night.

3. Students will review the historical thinking strategies they learned yesterday. (How can

you think like a historian? Why do you think it is important to think like this?)

4. The students will review the difference between a fact and an opinion. [A fact is a

statement that can be proven true. An opinion is an expression of someone’s feelings and

you can’t prove an opinion.] (If a statement starts with ‘I think’ is it going to be a fact or

an opinion? Today is Wednesday. Fact or opinion?)

5. Discuss what it means to be credible vs. non-credible. Another word for this is

believability – how believable a statement is. [Sometimes information is presented as a © Molloy College, Division of Education, Rockville Centre, NY 11571


fact, but you can prove it isn’t true or that it is unlikely to be true. This is an example of

something that isn’t credible.] (How can we determine if the information we are reading

if real (sourcing)? Can we believe everything we read (context)? Is it possible for some

articles to be more credible than others (corroboration)?)

6. The teacher will discuss the rules of the lesson with the students. (Why are rules

important?)

7. Students will participate in a history mystery where they will work in groups of 4 to

determine if evidence is fact or opinion and credible or not. (What kind of information do

you see in the envelope (close reading)? Is this piece of information a fact or an opinion?

If this is an opinion, is it one you can believe? Who/what is the source? Is the source

believable?)

8. Students will be assigned a job responsibility while working in their groups; Distributor,

organizer, leader or communicator.

9. In groups students will order the evidence from least to most convincing on a provided

graphic organizer. (Is there evidence that is more credible than others (Monitoring)?

How do you determine credibility of evidence (contextualizing)? Why did you find this to

be the most convincing evidence?)

10. Students will create a claim whether the residents of Montreal are happier than the

residents of Rockville Centre using evidence from the history mystery. (What conclusion

did the evidence lead to (inferring)? Do you agree with the evidence presented in the

envelopes? Is there a reason to question your findings (monitoring)?)

11. The teacher will ask each group a question regarding the documents they analyzed, for

them to share with the class. (What was your most credible/believable piece of evidence?



Did you have more evidence supporting Montreal or Rockville Centre? What is a

conclusion we can make based on these documents?)

12. The teacher will distribute and discuss the homework for the night

13. To close the lesson, the students will review the compelling question: Are the residents of

Montreal happier than the residents of Rockville Centre? Students will share their written

claims to support this question with the class. (What were your findings from the history

mystery? What did the evidence tell you? What was your most credible piece of evidence

(monitoring)? How do you know this?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Collaboration

Indicator: This will be evident when students work together to solve the history mystery.

Discussion

Indicator: This will be evident when students discuss with each other the evidence

presented in the history mystery.

Mystery Strategy

Indicator: This will be evident when students use the provided evidence to solve the

mystery question, “Are residents of Montreal happier than residents of Rockville Centre?”

ADAPTATIONS (Exceptionality*)

The students that struggle to stay focused will be dispersed among the groups working at

the front of the room, closer to the teacher and be given silent signals when needed



The students who struggle socially will be able to pick which group they work in during

the history mystery. When the teacher circulates, those students will be asked a question

to make sure they are actively engaging with their group.

The student who struggles with writing will be given the option to write, type or record a

flipgrid to answer their claim.

DIFFERENTIATION OF INSTRUCTION

Auditory Learners:

In order to adapt for the auditory learners, they will be able to listen to the class discussion

before the history mystery. They will also be able to listen to their peers when working together

during the history mystery.

Visual Learners:

The visual learners will be able to visually look at the evidence in the history mystery. The

students will be able to use the given graphic organizer to organize their evidence from least to

most credible.

Kinesthetic Learners:

The kinesthetic learners will be able to move around the classroom when working with their

groups. They will have to place the evidence from the history mystery onto the graphic organizer

from least to most credible.



ASSESSMENT (artifacts* and assessment [formal & informal]*)

Teacher will assess students homework from the night before.

Teacher will assess students understanding of historical thinking strategies throughout the

discussion

Teacher will assess how the students interact during group work.

Teacher will assess the presentation of the findings from the mystery based on a

checklist.

INDEPENDENT PRACTICE

Students will listen to the song Happy By: Pharrell Williams. They will pay close attention to the

chorus of the song. After listening to the song they will answer the questions on their “Happy

Homework”. Students will answer questions about what happiness means to them, and does

happiness mean something different to the residents of Montreal and the residents of Rockville

Centre. Students will be asked to justify their answer.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention

For the students who struggled during the lesson, the teacher will work with them on determining

what evidence is factual and what evidence is opinion. The students will be given multiple



opportunities to practice assessing fact vs. opinion. Once students have proved to be capable of

making this distinction, the teacher will work on explaining credible evidence. The students will

be given multiple opportunities to practice determining evidence credibility. The students will be

given a cheat sheet for them to refer to when checking evidence for fact vs. opinion and

credibility. This cheat sheet will walk the students for what to look for in the document. The

students will then be able to read the evidence and better be able to analyze them in order to

answer the compelling question.

Academic Enrichment

In order to further the lesson, for the students who excelled during the lesson, they will be

challenged to find two sources to add to our mystery. They will have to find a document that can

be used as evidence to further support their findings from the mystery. Students will need to

determine if the evidence is credible enough to be used as valid evidence to support their

findings.



REFERENCES

Baldervan. (2018) Montreal Snow. https://www.walldevil.com/montreal-snow-wallpaper-38252/

Braswell, Kristin. (2018). Montreal is Canada's city for every kind of traveler.

https://www.cnn.com/travel/article/montreal-city-for-everyone-canada-travel/index.html

Immobilier Realiste. (2018) Les projets de condos les plus importants à Montréal

https://www.immobilier-realiste.fr/projets-condos-importants-montreal/

Korb, Priscila. (2016) South Side High School Ranked 2nd Best on Long Island https://patch.com/new-

york/rockvillecentre/south-side-high-school-ranked-no-15-new-york

Statista. (2017). National Hockey League - number of Stanley Cups won by team from 1915 to

2017. https://www.statista.com/statistics/280259/stanley-cup-champions/

Weather Underground. (2018). Rockville Centre, NY.

https://www.wunderground.com/weather/us/ny/rockville-centre/11570

Williams, Pharrell. (2013). Happy (Official Music Video).

https://www.youtube.com/watch?v=y6Sxv-sUYtM

Wikipedia. (2018). South Side High School (Rockville Centre, New York).

https://en.wikipedia.org/wiki/South_Side_High_School_(Rockville_Centre,_New_York)#Sports



Name:____________________________________ Date:__________________________

Supporting ClaimDirections: After solving the mystery with your group, create a claim that supports your findings from the mystery. Be sure to include at least 3 pieces of evidence that support your answer. Use your document findings worksheet for help!

Mystery Findings:

______________________________________________________________________________

______________________________________________

Supporting Claim:



Are the Residents of

MontrealHappier Than the Residents of Rockville

Centre?

Dear Students,Enclosed is some evidence to help you

solve the happiness mystery. It is your job to work together to determine if the evidence provided is a fact or an opinion. You must also decide if it is credible or not. You must work together to order the evidence onto the graphic organizer from least to most convincing. Your job in this mystery is to determine if the residents of Montreal are happier than the residents of Rockville Centre, based on the evidence provided.

Once the mystery is solved, be sure to create your own claim to support your answer to the mystery. Record you claim on the supporting claim handout and be sure to include at least three pieces of evidence to support your reasoning.

Happy

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

__________________________________________________________________________

Job Responsibilities

On each student’s document findings worksheet there will be a colored dot in the top corner. That dot will correspond with a job responsibility when it comes to work in their groups.

Job Name Job Responsibility

Document Distributor

(Green Dot)

In charge of distributing the documents for all group members to view and examine

Document Organizer (Blue Dot)

In charge of placing the documents onto the graphic organizer

Group Leader (Red Dot)

In charge of managing the group; time management (2 minutes to observe, 3 minutes to discuss per document). In charge of making sure

everyone fulfills their job

Great Communicator (Orange Dot)

In charge of sharing the groups findings with the class during the class discussion



Dear Students,Enclosed is some evidence to help you

solve the happiness mystery. It is your job to work together to determine if the evidence provided is a fact or an opinion. You must also decide if it is credible or not. You must work together to order the evidence onto the graphic organizer from least to most convincing. Your job in this mystery is to determine if the residents of Montreal are happier than the residents of Rockville Centre, based on the evidence provided.

Once the mystery is solved, be sure to create your own claim to support your answer to the mystery. Record you claim on the supporting claim handout and be sure to include at least three pieces of evidence to support your reasoning.

Happy

Name:_______________________________________________

Happy HomeworkDirections: Listen to the song Happy by Pharrell Williams, pay close attention to the lyrics of the chorus (they are written below). Use the chorus of the song to answer the questions below.

Happy By: Pharrell Williams(Chorus)

Huh, because I'm happyClap along if you feel like a room without a roof

Because I'm happyClap along if you feel like happiness is the truth

Because I'm happyClap along if you know what happiness is to you

Because I'm happyClap along if you feel like that's what you wanna do

1. Pharrell Williams says, “Clap along if you know what happiness is to you”. What does happiness mean to you? What makes you happy?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Does happiness mean something different to the residents of Montreal and the residents of Rockville Centre? How do you know? Justify your answer.

______________________________________________________________________________________________________________________________________________________



_________________________________________________________________________________________________________________________________________________Name: _________________________________

Document Findings

Directions: A. After reviewing each document, circle which location the document

supports (Montreal or Rockville Centre). B. Circle whether the document is telling you a fact or an opinion.C. Circle Yes or No, if you think the document is believable or not.D. Then on the lines provided write down what the document is telling

you about that location.

1. Montreal or Rockville Centre

Fact or OpinionIs this believable? Yes or No

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Montreal or Rockville CentreFact or OpinionIs this believable? Yes or No

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Montreal or Rockville CentreFact or Opinion



Is this believable? Yes or No

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Motivation

As a motivation, students will be shown a picture of Scooby Doo and his gang and be

told that today they are going to be detectives. As detectives their job today is to solve

the mystery, “Are the residents of Montreal happier than the residents of Rockville

Centre?” Students will be asked what kind of people do you see in this picture? What

kind of job do you think these people perform? What do you notice about what they

are wearing?



Credibility Cheat Sheet

1. Is this a fact or an opinion?a. Fact= A statement that can be proven true b. Opinion = You can’t prove an opinion. It is what

someone thinks.2. Where did the document come from?3. Who is the Author?

a. Could the author be biased?© Molloy College, Division of Education, Rockville Centre, NY 11571


4. Is the document believable?5. Does the document have bias?6. Are there any mistakes in the document?

Teacher Grading Checklist

Students create a claim stating whether Montrealians or RVCers are happier. YES NO

Students include at least 3 pieces of evidence to support their answer. YES NO

Students use relevant and valid documents to support their answer. YES NO



Students write in complete sentences using Standard English grammar YES NO

Documents to Include in the History Mystery

1) Facebook post from an Rockville Centre resident stating how wonderful life in RVC.

2) Tweet from Canada’s Prime Minister bragging about Montreal.



Life in RVC is great! I just won my fifth soccer game in a row! Go Cyclones! I wouldn’t want to live anywhere else

3) The Montreal Canadiens have won an NHL leading 24 Stanley Cups4)5)6)

3) Montreal weather facts.

Montreal has 247 sunny days, on average, each year.

Montreal averages 40 inches of rain per year.

In an average year, it snows 59 times in Montreal.

In a typical year, Montreal gets 82.5 inches of snow. That’s almost 7 feet of snow!



Montreal is my favorite city in Canada! It has great weather and the best hockey in the world!

4) RVC weather facts.



5) Facts about Montreal’s sports scene.



Rockville Centre averages 170 sunny days per year.

RVC gets about 4 feet of rain each year.

On average, it snows 23.6 inches each year in RVC.

6) RVC sports fact.

The Rockville Centre Lady Cyclones have won 17 girls soccer state championships in the last 25 years.

7) Article highlighting the quality of RVC’s high school. Reporting of the U.S. News and World Report rankings.



Montreal’s NHL team is The Canadiens

They’ve won an NHL record 24 Stanley Cups.

Montreal once hosted the winter Olympics.

Schools

South Side High School Ranked 2nd Best on Long IslandU.S. News and World Report has just released its 2016 rankings of the best public high schools in the nation and South Side is among them.By Priscila Korb, Patch Staff | Apr 19, 2016 11:08 am ET | Updated Apr 19, 2016 11:40 pm ET

U.S. News and World Report has just released its 2016 rankings of the best public high schools in the nation and South Side High School is among them, coming in at No. 2 on Long Island and No. 15 in the state.

"The U.S. News rankings include data on more than 21,000 public high schools in 50 states and the District of Columbia," states U.S. News & World Report.

National Ranking

109- South Side High School, Rockville Cen8) Article from CNN highlighting various cultural features that make Montreal a fun city to

visit.© Molloy College, Division of Education, Rockville Centre, NY 11571


https://patch.com/users/priscilakorb

https://patch.com/new-york/rockvillecentre/schools

Kristin Braswell, for CNN • Updated 31st March 2018

(CNN) —

Artists, world-renowned chefs, romantics and fashion lovers travel here and thrive alongside the city’s 1.65 million inhabitants.

If you love colorful street art, take a stroll on cobblestone streets.

Montreal has more than 100 art and music festivals each year, many of which draw an international crowd.

If you like towering limestone buildings or chefs that use of local ingredients, Montreal may be just the destination for you.



Montreal is Canada's city for every kind of traveler

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