Grade Level: 1st
Lesson Topic: Statue
of Liberty
Subject:
Social Studies
Whole Group:
30 minutes
Standard: 1.1.3
Identify American songs and symbols and discuss their origins.
Lesson Objective: When
given a group of American symbols, students will determine which symbol is the Statue of Liberty and give an example of its importance. (Application)
Materials/Media:
·
Computer already open to Earthcam of the statue
·
White paper
·
Pencils, markers, crayons
·
Glue
·
Models of the Statue of Liberty
·
Crown (premade)
·
Facts on paper (precut)
·
The Statue
of Liberty; A Gift from France
Motivation: I
will show the students the live video of the views from and of the Statue of
Liberty. One of the videos shows the harbor and the boats sailing across the
water. Another shows the ground from the top of the statue. The final video
shows the statue from a distance across the harbor.
Goal for Learner: (make
sure to post the objective) Today we
are going to learn about one very important American symbol, the Statue of
Liberty. We are going to learn the different parts of the Statue of Liberty and
why it is an important American symbol.
Procedure:
New Information:
The teacher
will split the students into groups of five (23 students, five groups, three
groups of five and ) Cooperative
Learning. The students will be told the expectations about sharing the
models; each student will get a chance to hold the model. The teacher will give
each group a model of the statue. The students will examine the model of the
Statue of Liberty. The teacher will prompt the students’ investigation with the
following questions, one for each group: Where do you think the Statue is
located? What do you think the statue is made of? Where did the statue come
from? Why is it important? The groups will also be asked to describe the
statue. The teacher will then call the attention back to the front of the room
and collect the statues. The teacher will ask the students what they observed.
The teacher will write the observations in a chart (example below). After the
chart is filled out the teacher will go though the students observation and
explain their importance as well as adding any other important information (as
follows). For the information the students do not state the teacher will pull
out the book, The Statue of Liberty,
and show the pictures while explaining the information on the page.
·
The statue is made of copper. Copper turns green
when it gets old.
·
France gave the statue to America because our
countries are allies/ friends. France gave the statue to America exactly 100
years after the Declaration of Independence. On the tablet she is holding it says July IV
MDCCLXXVI, which means July 4, 1776. The day and year are written in roman
numerals, which are a different form of numbers. That is the year the
Declaration of Independence was made.
·
The Statue of Liberty wears a crown with seven
points on it to symbolize the seven continents and seven oceans. The teacher
will show the students a map of the world with the seven seas and continents
labeled.
·
·
The statue is wearing a robe like the Roman
goddess of freedom because the statue is an American symbol of freedom.
·
It is an important symbol of freedom because when
people in the past moved to America one of the first things they saw was the
Statue of Liberty. Those people wanted to live in America because they would be
free. The word liberty means freedom. That is why the Statue of Liberty is an
American symbol of freedom.
Chart:
Description
|
Purpose
|
Importance
|
Made of copper
|
Gift from France
|
In New York
|
Crown
|
Symbolizes freedom
|
People moving to America see it
|
Wears a robe
|
Liberty means freedom
|
|
Holds a tablet
|
||
Holds a torch
|
Nonlinguistic
Representation
Modeling: The teacher will hold up the book The Statue of Liberty. While I was reading this book, I read a very
interesting fact. I read here that the person who created the Statue of Liberty
was named Federic Bartholdi. I think that is a very interesting fact because he
must have been a very good artist to create such an important statue.
Guided Practice: Can a few students tell me an interesting fact
about the Statue of Liberty? Why is that fact interesting to you? Remember
facts are things that are true. The teacher will call on several students to
answer the question. The teacher will have an example crown and write the facts
on a crown so the students can see.
Check for Understanding:
·
What are the parts of the Statue of Liberty?
·
How do the parts of the statue symbolize
freedom?
·
How is the Statue of Liberty related to France?
Practice/ Application: Students will get a crown made out of a
paper plate. They will also receive a set of facts and pictures on small pieces
of paper. These materials will all be premade. Students will write their name
on the back of the crown. The students will select the facts that are true and
glue them on to the points of the crown. There are six facts for each of the
points with the middle point labeled “Statue of Liberty.”
Instructional Strategy: Cooperative Learning and Non-linguistic representation
Accommodations:
Low Ability: Reading written
text aloud so that students that struggle with reading can complete the work, students
will be placed into groups and be able to learn from their peers.
High Ability: Students can work
more independently. Students will be asked to think more deeply about their
responses to teacher questions.
Closure: Can anyone tell me what we have learned about the Statue
of Liberty? We have learned that the statue was a gift from France and is a
symbol of freedom in America. Can you list the parts of the Statue of Liberty?
The parts are the crown, torch, tablet, and robe. It is important to know the
things we have learned about the Statue of Liberty because we live in America.
The statue is a symbol of the country we are a part of.
Evaluation: The students
will be evaluated on the completion of their crown activity.
Rubric:
Reteach lesson
|
Review important details
|
Mastery
|
Student chose 0-2 facts correctly.
|
Student chose 3-4 facts correctly.
|
Student chose 5-6 facts correctly.
|
Extension: The students will write about why the Statue of Liberty
is important to them as people in America. The students may also draw a picture
of the statue once they have written about why it is important to them.
Sources:
Informational
Sources:
(2014). The
Statue of liberty facts. Softschools.com.
retrieved from: http://www.softschools.com/facts/us_national_landmarks/the_statue_of_liberty_facts/513/
This resource includes
valuable facts about the statue of Liberty that students need to know to
understand the importance of this symbol.
(2015). Statue of
liberty cams. Earthcam. Retrieved from: http://www.earthcam.com/usa/newyork/statueofliberty/?cam=liberty_torch
This resource includes
live videos of what is happening at the Statue of liberty in real time. The
videos include views from the statue and of the statue. The students will be
able to view these videos to get a good idea of what the statue looks like.
Talley, C. The Statue of liberty; A gift from france. New
Jersey. Pearson.
This resource includes many facts
about the statue and can be used to supplement instruction.
Instructional Resources:
Creating a
Symbol. National parks service. Retrieved
from: http://www.nps.gov/stli/forteachers/upload/Celebrating-a-symbol-FINAL.pdf
This resource from the
National Parks service is a lesson plan for teachers who are taking their
students to the Statue of Liberty. The resource gives several examples of
activities to do with students to learn about the statue.
Hastings, L.,
Smith, B. (2005). Symbols of freedom. Core
Knowledge Foundation. Retrieved from: http://coreknowledge.org/mimik/mimik_uploads/lesson_plans/514/Symbols%20of%20Freedom2.pdf
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