Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Lewis and Clark |
Author(s): William Vetter |
| Grade Level: 5th |
School Address: Memorial Park School, East Bacon Street, Waterville |
| Subject Area: Social Studies/ELA |
School Phone/Fax: (315)841-3700 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
"Think-pair-share" will be utilized as a vehicle in conceptualizing the theme that people with certain skills and personalities, working together, were essential for the success of the Expedition.
Learning Experiences
Declarative Knowledge
| What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
| Students will view selected clips of Ken Burn's "The Journey of the Corps of Discovery" in order to build a base of knowledge from which they can expand. Students will learn specific attributes that individuals brought to the Corps. Students will understand the purpose and time frame of the Expedition. Students will see that the population of the United States migrated in a, generally speaking, East to West pattern. Children will make maps that will follow the general path taken by the Expedition. A timeline will be made that will parallel the progress of the trip. Preparation for success. Children will see that Lewis and Clark had to consider what needed to be taken on their trip. Results of the Expedition for America. The children will read about and analyze the outcomes of the Expedition. |
Clips of the PBS video will be shown. The topics are as follows: 7:00-18:15 (Jefferson's note to Congress, NW Passage, picking of Lewis and Clark, Supplies bought, Louisiana Purchase, Jefferson's desires for the nation, comparison to astronauts). An Internet site will be utilized to find biographic sketches on members of the Corps of Discovery. This information will be compared and added initiating activity. Pages 51-58 of UNDAUNTED COURAGE, by Stephen Ambrose; pages xxvi-xxxii of THE JOURNALS OF LEWIS AND CLARK by DeVoto; and pages 13-16; 22-23 of THE INCREDIBLE JOURNEY OF LEWIS AND CLARK by Rhoda Blumberg will be reprinted for use as group reading for background information. Children will use map pieces that delineate, and depict acquisition in the continental US Children will utilize the web site at http://www.nps.gov/lecl/ to create the path of Lewis and Clark on their own blank US map outlines. A timeline will then be constructed based on information taken from the site http://www.lewisclark.net/timeline/index.html The children will read experts from UNDAUNTED COURAGE pp.87-90. These pages will give some indication as to what and how many supplies were appropriated for the excursion. A film clip on Expedition (Burns) will be viewed by the students. Historians will discuss the trip's outcomes. (3:17:30 relationship with the Natives; 3:29:30 results of the trip) Also, pp.125-126 (THE INCREDIBLE JOURNEY) and "Lewis and Clark" NATIONAL GEOGRAPHIC, October 1998 (pictures and drawings) will be copied for viewing by the students. |
The "Before, During, and After" strategy will be employed in groups of four. II#. "KWL" charts. III#. "Envelope Please" will be utilized. IV#. Link strategy. V#. A sequential graphic organizer will be used. VI#. Five Words-Three Words. VII#. Wordsplash. VII#. Central Idea Graph. IX#. |
Describe what will be done.
Three large index cards will be given to each student. The first will encompass what the child already knows about this topic (prior to viewing), including what was learned from the initiating activity. Also, any lingering questions may be listed at this time. The second card will be used to jot down important ideas or possibly answer any questions that were posed on the first card. The third card will be used to prioritize the important themes of each video clip. At this same time, the foursome will compile their results and write a brief summary of the film clip. Peer editing will be utilized. Summaries will be read to the class and the main ideas will be posted on a wall chart.
Starting with the chart, students will write down traits and skills that they deem to be very important to such a trip. Reference to the "initiating" chart can be made.
A web site at National Georgraphic.com will be the source for information. Students will link through to "Lewis and Clark", then "Meet the Explorers" (Inside the Corps) or "The Corps" (Biographies). Pairs of students will draw two names out of a hat and find traits of each individual.
Portraits of the Corps member will be made. Underneath the picture, the students will list important characteristics that they feel their personality "brought to the table" for the corps.
The initiating chart will be upgraded for both positive and negative traits. A "rogues gallery" of Corps members will be placed on the bulletin board.
Students and the teacher will read the above passages (with portions of the reprints highlighted for the first two books because of reading level). The following questions will be posted in advance, then individually placed in enveloped randomly: When was the Louisiana Purchase completed? From whom was this territory bought? When did the expedition begin? Why was Jefferson so interested in this territory? What did Jefferson want to learn from the expedition?
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The word "migration" will be written on chart paper. Students will then list ideas that come to mind based upon this term. Groups of 2 or 3 students will share and compare their thoughts. Next, the children will be asked to recall shared ideas about "migration". This term will now be related to human movement in the USA Map pieces (from p. 230 SS, THE UNITED STATES YESTERDAY AND TODAY published by Silver Burdett and Ginn) will be passed out to pairs of students. These seven pieces comprise mainland US. The students will arrange the pieces to form the familiar US landform. Again, the term "migration" will be mentioned and students will, on paper, compare and contrast why humans and wildlife move and how direction is determined.
Students will use the first web site to take regional information (the path of the Expedition) and transfer this path to a US map. Relative distances within the US will be noted through the use of scale. On this same map, the student will note location along the trip and relate dates and events (at least 5). The second mentioned web site will assist the student here. The important events will be noted on the map by number at the appropriate locations. attached index cards will briefly describe such events. Finally, pairs of children will together choose two of their most important events that would be worthy of making headlines back east had the Expedition been able to communicate their progress. a headline will be scripted that speaks of such important events from the timeline. Two subheadings will give added details. (PROCEDURAL #2, #3 MUST BE DONE WITH THE CLASS FIRST)
Children will use "Five Word" to respond to the question, "What were some of the necessary items for the Lewis and Clark Expedition?" From there, groups of three or four will decide on the three items they deem to be the most needed. The whole class will compile a "final" list for a wall chart (ten items??). "Wordsplash" will include the following terms: tobacco, whiskey, medals, hats, jackets, airgun, gunpowder, Rush's Thunderclappers, Seaman. Pairs of students will attempt to make an association with the main topic listed in the middle of the paper (Journey of Lewis and Clark). The associations (significance) will be written in complete sentences. The students will also discuss, as a class, the usefulness of each item, possible amounts, and the ability to transport these goods.
Upon listening, reading, and discussing, the children will break into groups of four. Each child will write a statement that discusses one outcome of the Expedition that they see as being important. The four will collectively discuss their ideas and attempt to list the "top four" on their graphic organizer. The class will then attempt to come to a consensus on four or six major outcomes for a bulletin board based on the graphic organizer.
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Children will learn how to produce lead bullets. Taking facts about events to create headlines (min ideas) and subheadings (major details). Students will learn how to reach a certain web site by way of the Internet site via a Netscape browser. |
A cycle graph will be utilized not only to show the steps in the process, but to also demonstrate the repetitive nature of fabricating a product in volume. X#. Examples of current, or famous headlines from newspapers as models will be used. Also, a modified Arch Diagram will enable the students to organize an event. "The Tale of the Polar Bear" will be the source for creation of a first headline and subheading. XI#. Flow charts will be available to each student. They will fill out each step as it is demonstrated using a projection from a computer monitor. Steps will also be written on construction paper and will be placed on the front wall as each step is discussed. "Envelope Please". XII#. |
The following information and guidelines will be set up: 1. Safety with this hands-on activity has to be stressed. The class will brainstorm important rules which will be prominently displayed in the room. *gloves *goggles *secure work area *knowledge of toxicity of lead (not known in 1803!) 2. Melt lead pieces in a pan over a heat source (hotplate). 3. Remove a skim impurities (slag) by skimming wooden spoon. 4. Carefully pour a small amount of lead into a mold. Let cool for a couple of minutes. 5. Release bullet to cool in a safe area. 6. Trim flaws with a small file, and store for future use. Following discussions could cover the problems and time factors incurred and relate these experiences to the Expedition. 1. Front pages of newspapers showing historic events will be shared with the class (such as landing on the moon, the Titanic, or VJ Day). The class will be encouraged to discuss how the headline stands out and how the subheading(s) give even more information. Also, a discussion will take place that will cover how these headlines are actually composed. That is, only critical words and short phrases are employed.** |
**2. Pairs of children will be given a passage (Oct. 1998 National Geographic P.85) which talks about the Expedition's first encounter with the prairie dog. Using the arch diagram, the children will attempt to compose a headline that might be written. (These will be based upon a group activity in which a list of details from the article will be written on an overhead) 3. Newsprint will be cut to size (13"x2" for the main heading, 6"x1" for subheadings). The children will be told that space will limit the wording. 4. Children will share their headlines on the wall and the class will discuss accuracy and interest of the headlines.
The following steps will be shown on the projector as well as on poster paper. Students will fill out their flow charts at this time. 1. Log on using the launcher or your password. 2. Click on "Netscape". 3. Click on the address bar and erase that which is shown by using the "delete" button. 4. Type http/www.yahooliganz.com and press "return". 5. Find "bookmark" at the top of the screen and add this sight to your computer by clicking on "add bookmark". This will make finding the sight easy each time you wish to use it. 6. Find areas to surf that might give information concerning Lewis and Clark. 7. Click on the "x" in the upper right hand corner of the screen to close out from the sight. 8. Open up "Netscape" again and use your bookmark for "Yahooligans" to save time. 9. Using "Envelope Please", each student will be asked a specific question about utilizing the Internet web site. For example, "How would you bookmark a sight for future use?" Another could be, "What woul d happen if you click on the "x" at the upper right hand corner of the screen?" Answers will be written down and returned within the envelope.
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Migratory flow of population in the US from east to west. Groups of four will create a board game based on the Expedition. A rubric will be used that will assess both the entertainment value and accuracy of depicting the Expedition. |
Comparing Classifying Inductive Reasoning Deductive Reasoning Error Analysis Analyzing Perspectives Constructing Support Abstracting Other: |
Working in pairs, the children will create a topographical model of the US An outline of the US (on a board) will be supplied to the students. Upon the board, the children will be asked to show, three dimensionally, natural barriers that had to be overcome by those moving west (Appalachians, Rockies, Great Plains, Mississippi River…). Clay or paper-mache would be a suitable substance to utilize here. Students will be reminded to show the Appalachians in relative size to the Rockies (1:2 ratio). Labels of neighboring bodies of water and countries should be placed (by use of index cards) in the correct locations along the edges of the model. These will help to demonstrate the limitations upon the directions taken by the migratory population. Children will, upon completion of their model, pour water at the eastern end of the continent and observe the general pattern of progression. Each group is responsible to write a chronological narrative essay which will describe their observations of the model through use of a cause-effect graphic organizer. XXIII#. Also, the children will deduce what influences may have caused the general east-west flow of people in the 19th century. The rubrics (grades 3-5) for deduction and chronological narrative (hybrid) will be used. XIV#. The pairs of children will share their essays and the class will attempt to arrive at the main reasons for the general path of migration. These main reasons will be posted on a chart for the wall of the classroom. ** |
**Groups will be asked to create a board game. "Chutes and Ladders" or a similar game could be used as a model. The theme of the game will be "The Incredible Journey of Lewis and Clark". A. One die is used to determine progress. B. The trip will be comprised of 20 to 30 squares. C. Cardboard will be used as the backing for the game. D. Hardships and good fortune should be incurred during the game. These possibilities will be brainstormed by the class and ideas will be posted. E. Alternative routes will be made available to the player. G. The adventure must be a round trip from St. Louis to Fort Clatsop. The first one back to St. Louis wins. H. Appropriate markers will be designed for the game. I. Drawings will show places along the trip. J. Events with cards of chance (good and bad) will be used. K. The game should be realistic in nature and demonstrate the group's general knowledge of such a trip. L. Grades will be based upon historical accuracy a s well as entertainment value (layout). XV#.
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
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| Elements Scale |
Historical Facts |
Presentation |
Sequence and Conclusion |
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| Weights |
1:1 |
1:1 |
1:1 |
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| 4 |
Accurately displays many important sites and the path of the Expedition |
Neat, colorful, easily read, uniquely shows information |
States clear chronology of the trip to its clear conclusion |
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| 3 |
Shows some events/problems and the general path of the Expedition |
Neat with some color and is easily read |
Events are in order with an adequate finish to the trip |
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| 2 |
Shows some of the important locations and events of the trip, but has some inaccuracies |
Somewhat confusing, a bit hard to follow |
Order of events is incorrect; the finish is inconclusive |
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| 1 |
The game shows many inaccuracies or is lacking in important information |
Unclear; hard to play or follow |
No sensible order to the trip and lacking a meaningful ending to the trip |
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NOTE: Rubric or other performance assessment instruments may be used.
Have You Considered These Yet?
Learn to Learn Skills:
Assessment Modifications:
Unit Schedule/Time Plan:
Written Overview: