Field Trip to Mission San Juan Capistrano

Lorena Rodriguez4th Grade3/22/12

Introduction

• Fourth grade students have been researching and building mission models. They have learned that missions were established in Alta California in the 1700’s. California missions were built along a rout called “The El Camino Real”. Students will take a field trip to San Juan Capistrano which will allow there California mission learning to keep flourishing.

• At San Juan Capistrano students will admire the missions beauty and history.

Subject : History/ Social StudiesTopic: California MissionsGrade Level: Fourth GradeNumber of Sessions: Two SessionsLength of Session: Session 1: 7 ½ hoursSession 2: 50-60 minutes

Standards

Social Studies/ History 4.2.8 Students will discuss and describe the growth of mission during Mexican rule in California.California A Changing State 4.2.4 Describe the mapping of, geographic basis of, and economic factors in the

placement and function of the Spanish missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New Spain and Latin America.

4.2.5 Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.

Preparation and Materials: Students will be assigned to a parent volunteer and into groups of 5.• Pencil• Scavenger hunt instructions and guide• 1 digital camera per group• Folder• Map of San Juan Capistrano Mission

Activities and Procedures: At arrival at San Juan Capistrano students will be provided with pencil and folder containingScavenger Hunt instructions and map of mission. Students will be directed to walk to Father Serra’s statue where they will listen to a short presentation by one of the missions staff members. After presentation students will divide into assigned groups and will begin scavenger hunt. During the scavenger hunt students will find various sites such as;( cemetery, chapel, Father Serra’s statue, padres headquarters, eating area, statue of iron horse, symbol used on cattle, brick making area, etc.) Students will be required to write a description of every item found during scavenger hunt. At the end of the scavenger hunt students will write a one page paper on what they saw and learned during field trip. Students will use digital camera to take various pictures of items found for class book. Students will take lunch in assigned picnic area at groups choice. Students will visit Gift Shop by groups and for only ten minutes at the time group decides.

Follow- Up Activities: Each student will receive a picture of himself/herself at the Mission. The student will write a paragraph summarizing what was happening in each picture taken. The student will include facts about California history in the paragraph related to the

Conclusion:Students paragraphs will be made into a class book. It will be summary of the field trip and it will help California history come alive for the students.

Grading Rubric:5 – all answers attempted, a very complete job, good understanding of subject Evidence of attempt to go beyond minimal search for the correct answer few spelling and Language errorNo teacher help4- all answers attempted, good response to all questions, adequate search for answers but Little evidence of going beyond what is minimally required. Few spelling or grammatical Errors, minimal teacher intervention3- most answers are complete and accurate, some spelling and grammatical errors, someIncomplete sentences, errors do not make it difficult to understand the answersSome teacher intervention required2- most questions are answered, many have serious errors, somewhat difficult to understandmany spelling and grammar errors, teacher intervention throughout assignment1- incomplete assignment, poorly done, difficult to understand, many spelling and grammar errors, hard to read , teacher intervention required in most areas