Unit Plan
Teacher(s) ___Elisa Pitmon_______________________________________________________________________
Subject(s)/Course(s):_Kentucky
Explorers/Social Studies _________
Grade/Level: ______4th
Grade___________
Unit Topic/Focus:
___Discovery of
Kentucky/Explorers (Daniel Boone, James Harrod,
George Rogers
Integration with other content areas (if applicable)___________________________________________________________
Estimated time for implementation:_____Five,
60 minute lessons ______________________________________
Connections to
previous/future learning: ___Adding to reasons why different groups of
people explored and settled in
|
2.20 Students understand, analyze, and
interpret historical events, conditions, trends, and issues to develop
historical perspective. |
SS-4-HP-S-1 Students will
demonstrate an understanding of the nature of history using a variety of
tools (e.g., primary and secondary sources):
a)
explain reasons that different groups of people
explored and settled in
b)
investigate the
influences/contributions of diverse groups to the culture of |
SS-04-5.2.2 Students will identify and compare the cultures of diverse
groups and explain why people explored and settled in |
Interdisciplinary, Meaningful and Authentic Connections:
History is an account of events, people, ideas, and
their interaction over time that can be interpreted through multiple
perspectives. In order for students to understand the present and plan for the
future, they must understand the past. Studying history engages students in the
lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context in order to
understand significant ideas, beliefs, themes, patterns and events, and how
individuals and societies have changed over time in
Context (Unit
Organizer): A narrative that
Objectives
– 1)Student will learn what it is like to be an explorer.
2) Student will learn on the map where the various towns and
landmarks are that were discovered.
3) Student will learn
who the major contributors were that discovered
Essential Questions (1-3
questions that guide lesson planning/focus and demonstrate):
·
What were reasons
these explorers wanted to come and settle in
o
What lured them
to our State?
o
How was
o
What were their
plans for
Culminating Activity/Assessment, A product or performance that:
|
|
CATEGORY |
Novice |
Apprentice |
Proficient |
Distinguished |
|
Knowledge Gained |
All
students in the group can accurately answer all questions related to facts in
the brochure and to technical processes used to create the brochure. |
All
students in the group can accurately answer most questions related to facts
in the brochure and to technical processes used to create the brochure. |
Most
students in the group can accurately answer most questions related to facts
in the brochure and to technical processes used to create the brochure. |
Several
students in the group appear to have little knowledge about the facts or
technical processes used in the brochure. |
|
Content - Accuracy |
All
facts in the brochure are accurate. |
8-9
of the facts in the brochure are accurate. |
7-8
of the facts in the brochure are accurate. |
Fewer
than 7 of the facts in the brochure are accurate. |
|
Attractiveness & Organization |
The
brochure has exceptionally attractive formatting and well-organized
information. |
The
brochure has attractive formatting and well-organized information. |
The
brochure has well-organized information. |
The
brochure's formatting and organization of material are confusing to the
reader. |
|
Writing - Organization |
Each
section in the brochure has a clear beginning, middle, and end. |
Almost
all sections of the brochure have a clear beginning, middle and end. |
Most
sections of the brochure have a clear beginning, middle and end. |
Less
than half of the sections of the brochure have a clear beginning, middle and
end. |
|
Sources |
Careful
and accurate records are kept to document the source of 9-10 of the facts and
graphics in the brochure. |
Careful
and accurate records are kept to document the source of 8-9 of the facts and
graphics in the brochure. |
Careful
and accurate records are kept to document the source of 7-8 of the facts and
graphics in the brochure. |
Sources
are not documented accurately or are not kept on many facts and graphics. |
|
Graphics/Pictures |
Graphics
go well with the text and there is a good mix of text and graphics. |
Graphics
go well with the text, but there are so many that they distract from the
text. |
Graphics
go well with the text, but there are too few and the brochure seems
"text-heavy". |
Graphics
do not go with the accompanying text or appear to be randomly chosen. |
Resources / Technology: Resources to be used that support teaching and
learning within the unit of study.
Outline of Daily Plans (Procedures – day 1,2,etc.)
Day
One (Monday)
·
Review previous
·
What is an Explorer? What makes
someone an explorer?
o
Define explorer listing student responses on chart paper (
o
Go to www.webster.com and
have students see definition of an explorer
·
Show map of
·
Discuss geographical aspects of the land and what drew the explorers to
this state
o
http://geology.com/state-map/kentucky.shtml
o
http://www.sheppardsoftware.com/usaweb/snapshot/Snapshot-USA-17.htm
·
Ask the students to close their eyes and pretend
they are explorers exploring
What
do you see? Is anyone with you?
What
kind of supplies do you have?
Why
did you come to
What
do you plan to do in
Day Two (Tuesday)
·
Read story from Daniel Boone by Candice F. Ransom
·
Identify famous explorers of
o
Daniel Boone http://www.americanwest.com/pages/boone.htm
o
James Harrod
http://www.factmonster.com/ce6/people/A0822834.html
o
George Rogers Clark http://www.kdla.ky.gov/resources/kygrclark.htm
·
Explain Brochure assignment and hand out rubric.
o
In groups of three you will work together to develop a brochure to
capture the information you have learned from this unit. You will list facts about explorers and make
your brochure appealing to other students and spark their interest in wanting
to learn more about
·
Send students off to begin their project and research on explorers.
Day Three (Wednesday)
·
Review students’ findings from previous day. Answer questions regarding assignment.
·
Pass out a blank map of
o
http://www.nationalgeographic.com/xpeditions/atlas/index.html?Parent=usofam&Rootmap=usky&Mode=b
·
Discuss other not so
famous explorers of
o
http://www.nps.gov/archive/cuga/walker.htm
o
Review his trail and mark
on student maps areas of today (
§
http://www.nps.gov/archive/cuga/walkrmap.gif
·
Show video Within the Shadows of Cumberland Gap so students can hear and listen to stories
from people of that time and how their stories about their settlements.
·
Send students off to
continue work on Brochure
Day
Four (Thursday)
·
Take a Virtual Field Trip
·
Finalize Brochures
·
Play Kentuckywood
Squares
Day
Five (Friday)
·
Students will present brochures to one
another and review what each other has
learned
·
New groups will be divided to bring together
all the brochures and develop a class brochure about
