|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Lewis and Clark Expedition | |||||||||||||||||||||||||||||||||||||||||||||||||||
| 5th Grade | |||||||||||||||||||||||||||||||||||||||||||||||||||
| http://edsitement.neh.gov/view_lesson_plan.asp?id=297 | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Grade: 5th | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Time: 1 period/day for 5 (or more) days | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Objective: Students will gain a deeper understanding of how unknown the land of the Louisiana Purchase was to the American people in the early 1800s.� They will also have an understanding of just how many discoveries were made by the Lewis and Clark Expedition as they traveled through the land. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Integrations:�� Language Arts, Math, and Science | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Teacher Background and/or Resources for Students | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Jefferson and the LA Purchase- a brief history | |||||||||||||||||||||||||||||||||||||||||||||||||||
| http://www.americanpresident.org/history/thomasjefferson/biography/ForeignAffairs.common.shtml | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Who is Merriweather Lewis? | |||||||||||||||||||||||||||||||||||||||||||||||||||
| http://www.americaslibrary.gov/cgi-bin/jb_date.cgi?month=08&day=18&x=12&y=10 | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Lesson Development: | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 1:� Start off with a KWL chart to determine what the students already know, or think they know, about the Lewis and Clark Expedition.� This is also so that you, as the teacher, will know what they are most interested in learning about the topic. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Louisiana Purchase: | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Talk to the students about how the United States came to own the Louisiana Purchase, who was involved in the selling and buying of this land: President Jefferson bought the land from Napoleon Bonaparte of France.� Show a map of the United States before Lewis and Clark began their trip and talk to your students about how no one knew what lay beyond the borders of the LA purchase.� Give students the quiz found on this website (no grade will be given, just an illustration) and talk to students after taking the quiz about how Jefferson and a majority of the American citizens thought that many of these statements were true because no one knew any better. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 2:� Display a poster-sized map of contemporary United States and hand out small cards with the following dates/locations to the students.� Explain that we are going to track the Lewis and Clark Expedition by filling in a map of the expedition.�� Ask the students to take turns placing their card(s) in the correct location on the map. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| March 14, 1804 | St. Louis, Missouri | ||||||||||||||||||||||||||||||||||||||||||||||||||
| August 3, 1804 | Omaha, Nebraska | ||||||||||||||||||||||||||||||||||||||||||||||||||
| August 20, 1804 | Sioux City, Iowa | ||||||||||||||||||||||||||||||||||||||||||||||||||
| September 25, 1804 | Pierre, South Dakota | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Oct. 24, 1804 - April 7, 1805 | Bismarck, North Dakota | ||||||||||||||||||||||||||||||||||||||||||||||||||
| April 29, 1805 | where the YellowstoneRiver flows into the Missouri | ||||||||||||||||||||||||||||||||||||||||||||||||||
| June 2, 1805 | fork in the Missouri | ||||||||||||||||||||||||||||||||||||||||||||||||||
| June 13, 1805 | Great Falls, Montana | ||||||||||||||||||||||||||||||||||||||||||||||||||
| July 5, 1805 | Three Forks, Montana; Gallatin, Jefferson, Madison Rivers | ||||||||||||||||||||||||||||||||||||||||||||||||||
| August 8, 1805 | Dillon, Montana | ||||||||||||||||||||||||||||||||||||||||||||||||||
| August 12, 1805 | border between Idaho and Montana | ||||||||||||||||||||||||||||||||||||||||||||||||||
| September 9, 1805 | Missoula, Montana | ||||||||||||||||||||||||||||||||||||||||||||||||||
| September 22, 1805 | Weippe, Idaho | ||||||||||||||||||||||||||||||||||||||||||||||||||
| October 7, 1805 | Orofino, Idaho | ||||||||||||||||||||||||||||||||||||||||||||||||||
| October 16, 1805 | conjunction of the Snake and ColumbiaRivers | ||||||||||||||||||||||||||||||||||||||||||||||||||
| November 24, 1805 | Astoria, Oregon | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Based on the current map used and the locations from this list, students should be able to figure out where their card(s) go on the map. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| *Math Integration:� Have students work in pairs or individually to calculate the distance traveled between each mark on the map and then, together, find the total distance that the expedition traveled westward. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| *Science Integration- Day 3 | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 3:� Assign students into groups of ?specialists? in the areas of botany, zoology, Native Americans, meteorology, and geology/geography.� In the net 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 4:� Students will work with other groups to place markers on their expedition map as to where and when discoveries were made by Lewis and Clark.� They should work chronologically and use the previous cards to figure out where the expedition was at the time of the discovery. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Students will continue to research a specific discovery in their ?specialty? to report on to the class at the end of the unit. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 5:� Research Day:� Students will spend the class period researching their topic for their specialty groups and begin/continue writing their journal entries for the expedition journal project. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 6 (or more): Students work on their journal projects editing, revising, and ultimately, publishing all the entries into a single book (my artifact).� The journal entries will also be published onto my website at the conclusion of the unit. | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Back | |||||||||||||||||||||||||||||||||||||||||||||||||||