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                       Touring the Colonial Regions
                         
                         by:  Laura Dault and Stephani Lewis
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OVERVIEW:

Students research the different colonial regions (Southern, New England, and Middle). Each group will choose one Primary Source (artifact) as their focus. Students will then use their artifact to create an exhibit to describe what life was like in colonial times, which will then be critiqued by a museum curator and revised by the students.    

• SS Content Standard U2.1.1~Describe significant developments in the Southern colonies.
• SS Content Standard U2.1.2~Describe significant developments in the New England colonies.
• SS Content Standard U2.1.3~Describe significant developments in the Middle colonies.
• CCSS RI.5.7~Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• CCSS W5.2d~Use precise language and domain-specific vocabulary to inform about or explain the topic.
• CCSS SL.5.2~Summarize written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• CCSS SL.5.4~Report on a topic or text..., sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes.

What was life like in the Colonial regions during the 1700s?

• High Tech High 7 minute tuning
• Butterfly Revision video
• Feedback Form

• This project will be authentic for students because they will have the opportunity to share their learning with other 5th grade students, adults, and community members. ​

• Each group of students created a museum exhibit to be presented in a gallery exhibition. Exhibits could consist of a 3-D model, a slideshow, a video, or a website.

• Students chose to work in groups or alone. They could select the artifact that they wanted to learn more about. With their chosen artifact, they could choose the type of exhibit that they would like to present: 3-D model, slideshow, video, or website.

• Lakeshore Museum - students visit Lakeshore Museum to observe and research museum exhibits. Start as a whole group in the Historical area. Tell students we are starting a project where they will be choosing a colonial region and creating a museum exhibit to teach others about that region. We are here to research different kinds of exhibits… allow students time to look and take notes about what they see, reconvene and discuss and point out highlights. *Curator will be present to answer questions students may have about exhibit creation and will return to Cardinal El. to provide feedback for students on their projects.​

        ​STUDENT REFLECTIONS

     “I like learning this way because it is more fun when people aren't telling you what to do and you can just do it on your own.”  ~ Ayden

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     “I like learning this way because we had to think the same and we learned things about ourselves and we had a great time doing it.”  ~ Tukker 

• ​Reflection included whole class reflections and individual journal reflections throughout the project. At the conclusion of the project,  students complete an exit interview on a Google Form.​

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• Project Template   
• Project Planning document
• Project Card                                                   

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Meet the Educator:

Laura Dault and Stephani Lewis teach 5th grade at Cardinal Elementary, Orchard View Public Schools.

     "Project Based Learning has transformed the way we teach and think about learning. Student engagement soars when kids feel like they have ownership of their learning process!"