Louisiana Plantations
Developed by: Pam Masters pmasters@ ebrpss.k12.la.us
and Estelle Stockett estelle.stockett@lpsb.org



Overview
 Students will learn about Louisiana plantations
and life on a plantation through interactive internet and technology activities.

Subject/Area : Social Studies                                                                         
Grade Level :  3-4
cotton.jpg


  
                                                                                                                   

Links to Detailed Information



Site developed by Pam Masters and Estelle Stockett                


Top of  site                        





Purpose

The student will :
Top of site                


Materials/Resources

 Top of site                   


Time/Class Management


 Top of site               


Activities

Day One
Students visit plantation sites on the Internet Hunt Page . Then the students use the information provided by the plantation homes they visited to complete the crossword puzzle. As they visit the different plantations they use a graphic organizer to help them record important facts about each plantation. Students copy and paste five pictures of their favorite plantations onto their personal floppy disk as they explore the different sites.


Day Two
Students tape a transparency of  the Louisiana map template to the top of the monitor (plastic part not the glass!) and use it to draw the outline of the shape of  Louisiana in one of their paint programs (i.e.: Kid Pix, Claris Works,etc). They then use the paint program to draw in the Mississippi River, and Sabine River and label them. Then they label the area for the Gulf of Mexico. Then using a shape of their choice the students label the map to show the location and name of these cities: Shreveport, Monroe, Alexandria, Lafayette, Lake Charles, Baton Rouge and New Orleans. Then students paste the five pictures of their favorite plantations they saved on their floppy disk into their correct location on the map and label them.


Day Three
The students will access the site   http://www.eatel.net/~meme/Plantations.html
Students will scroll down to the bottom of this site. They will click on the link to Louisiana Plantations .The students will elect one of the plantation pictures and click on it. Students will then click on the e-mail a postcard button. The students will create a plantation poster to send to someone on the class e-mail list.  The students are to write to the person about what they learned about Louisiana Plantations on their virtual tour of Louisiana Plantations.


Day Four
The students have toured many of the plantation homes during this unit. During this lesson the students will create a rough draft for a travel brochure for a selected plantation. Students will access the plantation links . The students will select one of the plantation homes to create a tour brochure for it. The students will complete the "Rough Draft for the Plantation Tour Brochure".

Day Five
Students will use the rough draft they completed the day before to complete a tour brochure for their selected plantation.  Students will use the brochure template to create their brochure. Technology skills that must have been taught to students before this lesson would include how to cut and paste picture from the Internet and how to save a picture to a file to use in a document. 


 Top of site             


Student Products

 Top of site              


 Extensions/Related Activities
  • Students in small groups plan trips to 3-4 plantation homes. In groups, students use maps to plan the shortest routes and then calculate the mileage to the plantations they chose. Finally as a group, students find the cost of the total trip including the cost of gas, admission fees, lunch and souvenirs etc.
  • Create a virtual field trip web site after carrying out a real field trip to a plantation.
  • Students create a 3-D diorama of a working plantation.
  • Students choose one plantation and create a Power point presentation to tell other classmates about it.
 Top of site               

 


Evaluation

Top of site               



Louisiana Content Standards Addressed

Louisiana Content Standards


 H-1A-E1 Demonstrating an understanding of the concepts of time and chronology (1, 3, 4)
 H-1B-E1 Describing and comparing family life in the present and the past (1, 2, 3, 4, 5)
 H-1D-E2 Describing the social and economic impact of major scientific and technological advancements (1, 3, 4)
 CE-1VA-E2 Exploring techniques and technologies for visual expression and communication (2, 3)
 G-1A-E3 Constructing maps, graphs, charts, and diagrams to describe geographical information and to solve problems (1, 3, 4)
 G-1B-E1 Describing and comparing the physical characteristics of places, including land forms, bodies of water, soils, vegetation, and climate (1, 3, 4)
 G-1B-E2 Identifying and describing the human characteristics of places, including population distributions and culture (1, 3, 4)
 G-1B-E3 Describing how the physical and human characteristics of places change over time (1, 3, 4)
 G-1D-E4 Describing the use, distribution, and importance of natural resources (1, 2, 3, 4, 5)
 ELA-4-E5 Listening and responding to a wide variety of media (e.g., music, TV, film, speech) (1, 2, 3, 4, 5)
 ELA-4-E2 Giving and following directions/procedures (1, 4)
 ELA-4-E1 Speaking intelligibly, using standard English pronunciation (1, 4)

Technology Strategies:

 K-4 Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools, digital cameras, graphing software) for communication, presentation, and illustration of thoughts, ideas, and stories (e.g., signs, posters, banners, charts, journals, newsletters, and multimedia presentation.) (1, 3, 4)
 K-4 Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences. (1, 3)
 K-4 Gather information and communicate with others using telecommunications (e.g., email, video conference, internet) with support from teachers, family members, or peers. (1, 4, 5, 6)
 K-4 Evaluate electronic information for accuracy, relevance, appropriateness, ,comprehensives and bias. (2, 4, 5)
 K-4 Use technology resources to assist in problem solving,  self directed learning, and extended learning activities. (2, 4)
 5-8 Use multimedia tools and desktop publishing to develop and present  computer generated objects for directed and independent learning activities. (1, 3)
 5-8 Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences. (1, 3, 4)
  Top of site                     


Additional Resources/Notes
Useful Internet Sites
http://pelicanpub.com/c-hunter.htm


 Top of site                  



Site developed by:

 Pam Masters fleur1.gif
     
and

 Estelle Stockett  fleur1.gif                  




Rubrics for  Plantation Postcard


Louisiana Postcard Rubric
Name: ________________________ Teacher:
Date Submitted: ____________ Name  of Plantation: ___________________

 

 
Criteria
Points

4
3
2
1
 
Main/Topic Idea Sentence
Main/Topic idea sentence is clear, correctly placed, and is restated in the closing sentence. Main/Topic idea sentence is either unclear or incorrectly placed, and is restated in the closing sentence. Main/Topic idea sentence is unclear and incorrectly placed, and is restated in the closing sentence. Main/Topic idea sentence is unclear and incorrectly placed, and is not restated in the closing sentence.
____
Supporting Detail Sentence(s)
about Plantations
Paragraph(s) have three or more supporting detail sentences about plantations. Paragraph(s) have two supporting detail sentences
about plantations.

Paragraph(s) have one supporting detail sentence  about plantations. Paragraph(s) have no supporting detail sentences about plantations.
____
Mechanics and Grammar
Paragraph has no errors in punctuation, capitalization, and spelling. Paragraph has one or two punctuation, capitalization, and spelling errors. Paragraph has three to five punctuation, capitalization, and spelling errors. Paragraph has six or more punctuation, capitalization, and spelling errors.
____
       
Total---->
____

 

Teacher Comments :

 

 


Rubric generated by TeAch-nology.com- The Web Portal For Educators! ( www.teach-nology.com )



   Top of site                 






Rubric for Louisiana Plantation Map

Name: _____________________
Date: ___________________
Project Title: _____________________
Teacher(s):

 

Louisiana Plantation Map Rubric

Process
Below Avg.
Satisfactory
Excellent
1. Used technology properly
1, 2, 3
4, 5, 6
7, 8, 9
2. Properly organized to complete project
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
4. Acquired needed knowledge base
1, 2, 3
4, 5, 6
7, 8, 9
5. Communicated efforts with teacher
1, 2, 3
4, 5, 6
7, 8, 9
Product (Project)
Below Avg.
Satisfactory
Excellent
1. Neatness
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10

 

Teacher(s) Comments:

 

 


Rubric generated by TeAch-nology.com- The Web Portal For Educators! ( www.teach-nology.com )

  Top of site             
 


  Rubric for Louisiana Travel Brochure

Louisiana Travel Brochure Rubric
Name: ________________________ Teacher:
Date Submitted: ____________ Name of Plantation: ___________________
 
Criteria
Points

1
2
3
4
 
Organization
Sequence of information is difficult to follow.
Reader has difficulty following work because student jumps around.
Student presents information in logical sequence which reader can follow.
Information in logical, interesting sequence which reader can follow.
____
Content Knowledge
Student does not have grasp of information; student cannot answer questions about subject.
Student is uncomfortable with content and is able to demonstrate basic concepts.
Student is at ease with content, but fails to elaborate.
Student demonstrates full knowledge (more than required).
____
Grammar and Spelling
Work has four or more spelling errors and/or grammatical errors.
Presentation has three misspellings and/or grammatical errors.
Presentation has no more than two misspellings and/or grammatical errors.
Presentation has no misspellings or grammatical errors.
____
Neatness
Work is Illegible.
Work has three or four areas that are sloppy.
Work has one or two areas that are sloppy.
Work is neatly done.
____
References
Work displays no references.
Work does not have the appropriate number of required references.
Reference section was completed incorrectly
Work displays the correct number of references, written correctly.
____
       
Total---->
____

Teacher Comments:

 



Rubric generated by TeAch-nology.com- The Web Portal For Educators! ( www.teach-nology.com )

  Top of site                 


Rough Draft for the Plantation Tour Brochure

Your advertisement company has been hired to make a brochure for the

_________________________________________   Plantation.  You are to use the
(Write the name of the plantation you have chosen.)   
  
"Brochure Template" to make your brochure.  You must learn all you can about the plantation

through use of the Internet links.



Background Information about the Plantation - This section should include the some of the history of the plantation.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Persuasive Paragraph
List interesting facts about the plantations that could be used in the persuasive paragraph you will place in your brochure.  This paragraph should persuade the reader to want to come and visit the plantation.


______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



  Top of site                 
 



   

     


toolbox