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    Spread the word with friends, colleagues and local community members! Like + Share VRP's Facebook page. Let's link 200 VRP fans by February!  Curriculum Grants of up to $1,500 available to VRP Schools! VRP members! Your site is entitled to apply for a mini grant for the current school year. Grants may be up to $1,500. All teachers who document and publish their project on VRP's web site will receive a personal check for $250 upon publication. We have $5,000 in stipends available. more
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 Our Community's Story: Exploring the Diversity of Habitats and the Interrelationships Between Humans and Their Environment at Carpenter Park by Joelle Wheeler, Washington Village School Activity/Lesson Plan Title of Activity: Researching Washington's cultural past through the eyes of long time residents. Standard(s) Being Addressed: 4.6 Understanding of Place 6.6 Being a Historian 1.19 Research Inquiry/Focusing Questions: "What made up the cultural landscape of our community and how has it changed?" "What are some of our cultural assets?" "How did these assets shape our landscape?" "How did the landscape impact our cultural past?" Topic: Our community's ever-changing landscape and how that has impacted our cultural heritage. Materials: • Reference materials from the Town Clerk documenting past local cultural heritage. • Video-camera, digital camera, and tape recorder • Ecology notebooks • Brainstorm sheets (completed prior to Guest visits) ** See Student Generated Brainstorms Procedures: 1. Have students brainstorm "What do we Know?" "How has the landscape of Washington evolved over the years and how has this impacted humans?" 2. Have students brainstorm: "What do we want to know?" "What do we want to know about the development or changes that have occurred in Washington?" 3. Invite long-time residents into the classroom 4. Allow for long-time residents to share stories, pictures, and memories. 5. Allow students time to ask questions from Brainstorm Activities. 6. Have students display their knowledge of Inquiry/Focusing Question: "What made up the cultural landscape of our community and how has it changed." "Allow for and encourage multiple intelligence demonstration of their choice in which they address the above question." 7. Allow for students to share their multiple intelligence demonstration with classmates. 8. Discussion Group: Engage students in a discussion of the focusing question. Allow students to share thoughts and entertain any other questions they may have. 9. Assess students' acquisition of knowledge and progress toward attaining the standards. Task-Specific Assessment: • Anecdotal observations • Multiple Intelligence Demonstration • Whole class Discussion Group Generalized-Standard Assessment 4.6 Understanding of Place
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