Name: Jill Turner Subject: Social StudiesGrade level: 3rd Grade

WEDNESDAY (day 3 of a unit on immigration)

Immigration Stations

Instructional Objectives

o SWBAT analyze reasons of why people immigrate.

o SWBAT recognize that countries’ migrations often occurred in trends.

Standards

o 6.1.4.D.13 Describe how culture is expressed through and influenced by

the behavior of people.

o 6.1.4.D.17 Explain the role of hysterical symbols, monuments, and

holidays and how they affect the American identity.

o 6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may

reflect more than one culture.

Materials

o Chart on page 87

o Reasons for immigrating… poster

o Black melting pot

o If…then… worksheet

o Vocabulary foldable worksheet

o Four- and Eight-Tab Foldable Directions

o Paper

o Markers/pens/pencils

o SmartBoard

o Kooshball PowerPoint

Method/Sequence

o Strategies

If/then statements – practice drawing conclusions

Koosh ball

Foldable

o Content

Chart page 89

Vocabulary found on pages 74-94

o Differentiation

Some students may be overwhelmed by too much information

presented on one sheet. For example, the “If…then…” activity may

have too many options present. So, Juliette will complete this activity

in two sections. She will be given one worksheet initially with only

three if…then… options. When that has been completed, she will

receive the second worksheet to complete the following three

sentences. This should eliminate her being overwhelmed from too

much text on one page.

The “If…then…” worksheet as is will be beneficial for Bob and Diana.

Bob has an extensive knowledge of Social Studies since it is a passion

of his. Diana will benefit from the sentence structures being laid out

for her.

o Summary

The teacher will direct all of the students onto the carpet. The

students will also be told to bring their Venn diagram homework from

the previous night.

The teacher will prompt the lesson by reviewing the poster board

from the previous day that is entitled “Reasons for immigrating…”

The teacher will mention things in particular such as the Irish potato

famine and religious persecution in England. The teacher will ask the

students what they notice about situations such as these. The teacher

will take a 1-minute thinking break.

The teacher will then select some students to voice what they notice

about these situations.

The teacher will add onto the students’ answers and explain that

often, groups of people in a certain country would immigrate in trends

to America.

The teacher will collect everyone’s homework assignments in the

black melting pot again.

The teacher will show the students the chart on page 87, which will be

also provided in a large poster on the board. The teacher will

emphasize that these times were when it was common for members

of the specified countries to immigrate to America – these immigrants

were not limited to those times.

The teacher will then allow students to comment if any of the times

when their ancestors immigrated fall into the trends for their country

of origin.

The teacher will then explain the different centers. Students will be

divided up into three predetermined groups. The centers will last for

15 minutes each. The centers will include

If…then…

o Students will be provided with an “If…then…”

worksheet in which they will cut out different boxes and

match up the proper “if” box with the proper “then” box.

There will be six sentences formed.

Vocabulary foldable

o Students will be create an Eight-Tab foldable to practice

their vocabulary words. Students will write the word

on the exterior side of the flaps and the definitions will

be written inside the flap. The definitions will be

provided for the students on a worksheet provided.

Kooshball

o Students will practice their vocabulary words using a

Kooshball SmartBoard activity. The students will throw

the Kooshball at one of the circles on the main screen.

The color ball that they hit will represent a vocabulary

word. The definition of that word will then appear. The

student will then make an educated guess as to what the

vocabulary word is. The student will then progress in

the activity to see what the correct word is. The

students will all rotate taking turns playing the activity.

o Closure

The teacher will have the students meet on the carpet. The teacher

will explain the homework, which is to complete any centers that have

not been completed yet. The students will also be instructed to

practice using their Vocabulary foldable. The teacher will tell the

students that the following day they will be playing an Immigration

game as a class.

o HW

Complete If…then… worksheet and the Vocabulary foldable if not

completed during the designated center.

Assessment

o The students will be assessed based on the products that they create during

their centers. These will include the “If…then…” worksheet, vocabulary

foldable, and Kooshball answers.

Times When Many Immigrants Came

Time Period Where Many Were FromBefore 1820 United Kingdom, countries of

Western Africa such as those now known as Ghana, Togo, Benin, Nigeria, and Cameroon

1820 – 1860 Ireland, Germany, United Kingdom, France, Canada

1861 – 1890 Germany, United Kingdom, Ireland, Canada, Norway/Sweden

1891 – 1920 Italy, Austria/Hungary, Russia, United Kingdom, Germany

1961 – 1990 Mexico, Philippines, Canada, Korea, Cuba

Name: ___________________________________________ Date: ______/______/______

If…ThenAn “If…then…” statement is a statement that shows the relationship between two events. Cut out the boxes below and paste them on the following page to form six complete “If…then…” statements.

If a famine occurs in Ireland then they would begin the process to become an American citizen.

If someone’s family and friends immigrate to America

then citizens of that country may immigrate to America for better opportunities.

If an immigrant enters Ellis Island

then the person recognizes that America is a group of diverse people.

If someone is experiencing financial problems

then the person might seek a job in America.

If someone refers to America as “The Melting Pot”

then the person is immigrating on the west coast of America.

If someone immigrates to America through Angel Island

then the person may follow them to America.

Name: ___________________________________________ Date: ______/______/______

If…ThenAn “If…then…” statement is a statement that shows the relationship between two events. Cut out the boxes below and paste them on the following page. Please complete the activity using these three boxes first. Then, you may go on and repeat the activity with the three sentences on the following page.

If a famine occurs in Ireland

If someone is experiencing financial problems

If an immigrant enters Ellis Island

then they would begin the process to become an American citizen.

then the person recognizes that America is a group of diverse people.

then citizens of that country may immigrate to America for better opportunities.

If someone’s family and friends immigrate to America

If someone refers to America as “The Melting Pot”

If someone immigrates to America through Angel Island

then the person might seek a job in America.

then the person is immigrating on the west coast of America.

then the person may follow them to America.

Name: ___________________________________________ Date: ______/______/______

Vocabulary Opportunity – a chance for something better to happen Immigrant – a person who moves into a country and lives there Custom – a way of doing things – page 79 Ethnic Group – a group of people who have the same culture Ancestors – relatives who lived long ago Symbol – an object that represents something else Citizen – an official member of a community Migration – moving from one part of a country to live in another part

This page is courtesy of Dinah Zike’s Foldables Book.

KOOSHBALLHome page:

Vocabulary Definitions and Words:

A chance for something better to

happen Opportunity

A person who moves into a country and

lives thereImmigrant

A way of doing things

Custom

A group of people who have the same

culture

Ethnic Group

Relatives who lived long ago

Ancestors

An object that represents

something else

Symbol

An official member of a community

Citizen

Moving from one part of a country to live in another part

Migration