 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Lewis and Clark Expedition
Day Three |
|
|
| Grade: 5th |
|
|
| Time: 1 Social Studies period (45 min to an hour) |
|
|
| Objective: Students will gain an understanding of the length of the Expedition trip and will gain perspective as to where in current day the expedition explored.� |
|
|
| InterestBuilding:� The students will already be or are just about to start a literature circle that is about the Lewis and Clark Expedition.� This lesson plan should be taught in conjunction, or as a companion, with the Lewis and Clark literature circle. |
|
|
Lesson Development: Day 3:�� Assign students into groups of ?specialists? in the areas of botany, zoology, Native Americans, meteorology, and geology/geography.� In the next few days, the students, in their groups, will research what the expedition discovered about their specialty as the expedition explored westward.� The students should also be introduced to the final project of researching a specific discovery that they will report about to the class at the end of the unit.
Give students time today to visit the PBS Lewis and Clark site to begin to explore all of the animals, plants, and other discoveries that the expedition made. |
|
|
| Students can use this site to search for certain journal entries from various members of the expedition about specific discoveries.� Teachers can use this chart to assist students in knowing what entries talk about what discoveries. |
|
|
| 3.� The final project in this unit will be that each student will write a journal entry about a specific discovery in their field of specialty (their group) as if they had been a part of the Lewis and Clark Expedition.� Today, students should be given plenty of time to research online at provided websites, and to make a final decision on their topic. |
|
|
Summary and Assessment: Start by allowing students to add to the L part of the KWL chart of what they learned today.� The teacher can ask review questions and if the students answer correctly, then they get to add that fact to the L part of the KWL.
Ask questions after students have picked a topic: |
|
|
|
What is your topic? Why did you pick that topic?
Have you learned something new about your topic just from the time you?ve had today to look up your topic? |
|
|
| Follow-up: |
|
|
| As you go through the rest of the Lewis and Clark unit (in Social Studies and Literature) have students keep track on a map (this map) as to where the Expedition is at the end of every lesson. |
|
|
| Needed Materials: |
|
|
|
KWL chart from previous day
Current United States map that can have things taped to it (either temporarily or permanently)?should still be displayed where it?s visible
Computers with internet access
bookmarked research sites for students |
|
|
| Integration: |
|
|
| Science: Researching all the various animals, plants, etc. that Lewis and Clark discovered on their journey. |
|
|
| Language Arts:� Students writing from a point of view that is not their own or from a time that is not their own. |
|
|
| NC Competencies: |
|
|
| Social Studies Competency Goal 4: The learner will trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries. |
|
|
| Objectives |
|
|
| 4.01 Define the role of an historian and explain the importance of studying history. |
|
|
| 4.03 Describe the contributions of people of diverse cultures throughout the history of the United States. |
|
|
| Language Arts Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. |
|
|
| Objectives |
|
|
| ����������� 4.07 Compose a variety of fiction, nonfiction, poetry, and drama using self-selected topic and format (e.g., poetry, research reports, news articles, letters to the editor, business letters). |
|
|
| ����������� 4.10 Use technology as a tool to enhance and/or publish a product. |
|
|
| Science Competency Goal 1: The learner will conduct investigations to build an understanding of the interdependence of plants and animals. |
|
|
| Science Competency Goal 2: The learner will make observations and conduct investigations to build an understanding of landforms. |
|
|
| Science Competency Goal 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate. |
|
|
| Thematic Strands:� Geography, Political Science, and History |
|
|
| References: |
|
|
| Lesson ideas from this site, also assessment questions: |
|
|
| http://edsitement.neh.gov/view_lesson_plan.asp?id=297 |
|
|
| PBS Lewis and Clark site: |
|
|
| http://www.pbs.org/lewisandclark/index.html |
|
|
| Lewis and Clark Journal Entries: |
|
|
| http://www.pbs.org/lewisandclark/archive/idx_jou.html |
|
|
| Journal Reference Chart: |
|
|
| http://edsitement.neh.gov/lesson_images/lesson297/Lewis_Clark_chart.pdf |
|
Back |
|
|
|