LEARNING PLAN

Lesson 1: Unit Introduction Photo Analysis Topic:

Title of the lesson: Photo Analysis/Behavioral Sciences

Grade/Age level: 2nd

16 Students

Teacher Focus: How does our role affect us in our community?

Scenario: Students have some prior knowledge of what a community is based on the Iowa Core Standards
for what should have been learned in grades K and 1. However, an overview will be given to refresh their
knowledge in order to help them think and ask questions while learning how to do an image analysis using
the 5Ws graphic organizer.
Photo analysis concept and process will be introduced through modeling to the entire class.
TLW have guided practice in previously assigned groups of 4 based on the pods they are sitting in.
Iowa Core Curriculum Standards and/or Benchmarks:
Understand that a community is a group to which a person may belong (Behavioral Sciences).
Learning Targets (Use Blooms Taxonomy Wheel to choose strong verb for your measurable target):
TLW examine an image and communicate their thinking through writing (who, what, when, where, and why)
using the provided 5 Ws graphic organizer. Will be assessed on completion and effort, not accuracy through
a 5-point rubric.
Success Criteria (I Can statements):
I can examine an image and communicate my thinking through writing using a 5 Ws graphic organizer.
Procedure: (include a suggested time allocation for each part of the procedure)
a) Introduction (attention getter, anticipatory set): ~10 Minutes
A Year After the Flood, Cedar Rapids Struggles- Cedar Rapids Fire Department personnel and Army
reservists use a boat to rescue residents from flooded areas of the city on June 12, 2008
(http://content.time.com/time/nation/article/0,8599,1904991,00.html) image on Smart Board. Image should
not include details or date. Students have prior knowledge about the flood of 2008 from discussion of natural
disasters in science. Explain that this image stands as an example for community. Read news article attached
to students, will be relevant for Investigating for connections at a later date. Ask students what they
remember from learning about communities in previous years, allow for answers. Explain to students that
they will be examining the image and looking for details that would prove that this image stands for
community.
b) Steps (note technology used): List questions you will pose to start the conversation or as follow-up
Day 1: Explain/Model/Demonstrate (~30 Minutes)
Pass out the 5 Ws graphic organizer to each student so they have the visual in front of them along
with a copy of the image. Go through each W of the chart, be sure to remind them to follow along.
What do you think is happening in this photograph? Who do you think the people in this photograph
are? When do you think it was taken? Where do you think it was taken? Why do you think someone
took this photograph?
Instruct students to look closely at the photograph and share their ideas and examinations with the
people in their groups. Make sure to remind them to address each question the graphic organizer is
asking in their discussion.
After a few minutes of discussion, 5-10, ask students to share out to the class what their group has

come up with by raising their hand to participate.

When students are sharing out to the class remind them that they are using background knowledge
taught in science and previous school years about communities and this natural disaster of the Flood
of 2008.
As students discuss why this image may have been taken, remind them that these kinds of questions
are the ones that help us think critically.
Day 2: Guided/Independent Practice (~30 minutes)
Establish expectations immediatelyall group members must participate as members, one student is
the recorder, which will rotate, and that all ideas must be recorder fairly.
Students will be in the same groups of 4 as the day before, based on pods. Give each group an image
that relates to the topic of communities. When each group is ready with one pencil, the photo visible
for all members to see, give them the 5 Ws graphic organizer.
Students will work in their small groups to examine these new images while the teacher is in
proximity around the room providing guidance and answering questions when necessary.
Once all groups have completed their 5 Ws graphic organizer, have them move their rolling desks
into a circle conducive to sharing. Remind students that each member must contribute to the
presentation of their examinations from their image.
Day 3: Investigating For Connections (~50 minutes)
Refer back to the article and picture from Day 1s lesson. Read the students the first 2 paragraphs
from the article.
Ask students by a show of hands if they have ever heard the quote A picture is worth a thousand
words.
With 5 previously selected images from the day before, have the students examine the images
carefully in their assigned pod groups of 4 again. Ask the students to once again fill out the 5 Ws
graphic organizer together, with one person as the recorder and the rest as thinkers. Be sure to remind
them that everyones ideas are valid and important.
As students explore their pictures explain that every picture has its own story and now its time for
the students to tell a story. Using the 5 Ws organizer, have students craft their ideas from their
examination of their image into a one-paragraph news article explaining what the photograph is
about. Emphasize that they must have at least 5 sentences that address each W of the organizer.
Have the students present their news stories to the class. Each student should read at least one
sentence of the news article to attain maximum participation.
After presenting, read highlighted snippets from news articles with selected images to students to
compare and contrast their news articles from the originals.

b) Closure (reviewing learning, summarizing, assignments~stated as you would say to your students):
SayWhen we first began talking about communities we didnt realize that so many things can stand as
a community. In the beginning we used our background knowledge of communities to help us draw
conclusion about what a community really is. Then, using this knowledge we were able to develop our
own definition based on inferences of a community and how our role in that community may affect us.
Yesterday we figured out how to turn our 5 Ws into something meaningful and give a story to our
images. As we keep learning about communities we will use the skills we learned this week to further
understand how our role in a community may affect the way we act, talk, and what that does for our
world.
c) Assessment (How you will determine that students have met the learning targets something
measurable):
Use a 5-point rubric to assess small group analysis. The teacher should observe during small group
discussions on both days 3 and 4 to assure that all students are participating, making connections, and
examining. Assessment will be based on participation and the ability to form a story out of the 5 Ws, not
whether the information was accurate or not.
Evidence of addressing diversity: (for example: cultural, gender, linguistic, physical, religious, sexual
identity, socioeconomic, etc)
Small groups are pre-planned to ensure a diverse community. Images used in the photo analysis depict
communities from all over the world as well as different species.
Differentiation for cognitive, affective, psychomotor needs: (ability level, learning style, assistive
technology, etc.)
Have students who are strong writers and spellers be the ones to craft the news article for Day 3s
lesson.
Materials / Equipment Needed:
Cedar Rapids Fire Department Personnel Image and TIME Magazine Article
5 Ws graphic organizer
Small group images (5)
Pencil (one per group)
Smart Board
Writing Paper

Teacher Reflection: (ways you will determine the success of the learning experience for learners and for
you; changes you would make another time; subsequent shifts in your thinking)

Resources and Images

Cedar Rapids Fire Department personnel and Army reservists use a boat to rescue residents
from flooded areas of the city on June 12, 2008
Photographer: Scott Olson, Getty Images.
http://content.time.com/time/nation/article/0,8599,1904991,00.html
Rubiner, Betsy. A Year After the Flood, Cedar Rapids Struggles. TIME Magazine. 17. June.
2009. TIME. 27. Feb. 2016. *modeling example*

Ntaiya at the Kakenya Center for Excellence, a school she founded in rural Maasai village in
Kenya, in 2011.
Photographer: Phillip Andrews, National Geographic.
http://voices.nationalgeographic.com/2013/10/11/on-international-day-of-the-girl-proof-thateducation-is-power/

Ntaiya, Kakenya. On the International Day of the Girl, Proof that Education is Power.
Explorers Journal: National Geographic. 11. Oct. 2013. National Geographic. Web. 28. Feb.
2016.

Bryan Sobel, M.S. candidate in the field of horticulture, demonstrates how to break ground for a
garden bed. The students built two gardens outside the school in Barranco, a Garifuna Village in
the Toledo district in southern Belize.
http://www.news.cornell.edu/stories/2013/04/students-connect-belize-classrooms-gardenscommunities
Photographer: No Name
Cramer, Craig. Students connect Belize classrooms, gardens, communities. Cornell Chronicle.
8. Apr. 2013. Cornell.edu. Web. 28 Feb. 2016.

http://fineartamerica.com/featured/community-dance-naomi-gerrard.html
Title: Community Dance
Illustrator: Painted by Naomi Gerard
Illus. In: Fine Art America
Date Created: Apr. 20, 2010

http://blog.cincinnatizoo.org/2015/04/15/dog-log-chapter-5-the-beasts-have-been-unleashed/
Photographer: No Name
Burke, Dana. Dog Log: Chapter 5 The beasts have been unleashed! Cincinnati Zoo Blog. 15.
Apr. 2015. Cincinnati Zoo. Web. 28. Feb. 2016.

Graphic Organizer/News Article Rubric

0
1
Description
No Description
Somewhat
Who
What
When
Where
Why
Total:

2
Completed

3
Completed with
additional effort