Please
complete this form and submit with your submission videos.
This information provides program context for the certification
review and serves to assure that you have included these
elements in your program planning and preparation.
Describe your group: (i.e., group
name/age/grade/special circumstances)
The group that participated in the program was
a fourth grade class from a public elementary school.
Describe how your program was curriculum-based
and identify or list the group's pre-determined learning
and/or educational objectives. (Be specific
-- the reviewers cannot assess your submission without
this information. List only those learning objectives
that were relevant to your presentation on the video.
See "Key Submission Points" in the Submission
Guidelines.)
Their educational objectives are outlined in the
Texas Essential Knowledge and Skills (TEKS) curriculum
as established by the Texas State Board of Education.
My session with the class included these fourth grade
TEKS objectives:
(4.2) History. The student understands the causes
and effects of European exploration and colonization
of Texas and the Western Hemisphere.
A) summarize reasons for European exploration and settlement
of Texas and the Western Hemisphere;
B) explain when, where, and why the Spanish established
Catholic missions in Texas.
(4.9) Geography. The student understands how people
adapt to and modify their environment.
A) describe ways people have adapted to and modified
their environment in Texas, past and present;
B) identify reasons why people have adapted to and modified
their environment in Texas, past and
present, such as the use of natural resources to meet
basic needs; and
C) analyze the consequences of human modification of
the environment in Texas, past and present.
Briefly describe what pre-visit preparation
was completed by the group to prepare them for the site
visit/presentation and begin the sequence of learning?
(i.e., introductory reading material, worksheets,
briefings, activities, goal-setting)*
As part of their pre-program activities, the class
received a copy of the park film to view and discuss
in class. They also received a copy of “A Kid’s
Guide to Mission Concepcion” which they read and
discussed in class. The purpose of the use of these
materials was to introduce students to the mission idea
and to the important players in the mission development.
Additionally, the teacher led the students through a
classroom activity called “To Preserve and Protect.”
The objective of the activity was to prepare the students
for their visit to the park and to instill an appreciation
of the role the NPS plays as caretaker to American history,
culture, and environment.
Briefly describe what post-visit activity or
follow-up was planned and/or accomplished by the group
after this visit/presentation to affirm learning or
extend the learning experience? (i.e. follow-up
activities, reports, role-plays, tests, integration
with additional learning units)*
As a post-program activity, the teacher had the
students complete journal entries about their visit
to the missions. The teacher was provided with prompting
questions to help students focus on their visit. The
students also completed a creative writing assignment
about the missions. The objective of the activity was
to have students reiterate the purpose and creation
of a Spanish mission.
*It is not necessary to send/attach
program materials, such as teacher guides, student activity
handouts, etc, as these will not be considered in the
review. Your description of the sequence of learning
activities is sufficient to provide program context
for the reviewers.
