Audience This unit is designed for use
in a fifth grade classroom to last over a period of a week. Target students
are approximately 10 years old.
Rationale Exploration is not only part
of every society; it is one of the basic attributes of human nature. Study
of past exploration enables students to learn from the experience of others
by recognizing their contributions, as well as the dangers they faced.
The Lewis and Clark Expedition is appropriate because of the importance
it played in the history of Missouri.
Goal(s) Students will be able to identify
the major events of the Lewis and Clark Expedition and the importance of
this expedition to modern society.
Objective(s)
identify major events of the Lewis
and Clark Expedition
develop a menu, supply list, and
budget for a mini expedition
use navigation tools and a map
to effectively navigate a route
recognize the music and art from
America in the early 1800s
1.8: organize data, info,
and ideas into useful forms for analysis or presentation
1.9: identify, analyze, and
compare the institutions, traditions, and art forms of past and present
societies
2.3: exchange information,
questions, and ideas while recognizing the perspectives of others
2.4: present perceptions
and ideas regarding works of the arts, humanities, and sciences
4.1: explain reasoning and
identify information used to support decisions
CA6: participating in formal
& informal presentations and discussions of issues and ideas
FA2: knowledge of the principles
and elements of different art forms
FA3: knowledge of the vocabulary
to explain perceptions about and evaluations of works in dance, music,
theatre, and visual arts
FA4: knowledge of interrelationships
of visual and performing arts and the relationships of the arts to other
disciplines
FA5: knowledge of visual
and performing arts in historical and cultural contexts
Objectives:
1. Analyze art from America
in the early-1800s. Compare and contrast it with art around the world in
that era and art in America now.
Materials: copies
of different art in America in the early 1800s, America now, and the world
in the early 1800s, overhead projector
Procedures:
1. Put different samples of
art on the overhead projector.
2. As a class, discuss characteristics
and themes.
3. Compare and contrast the
different pieces of art.
4. Students will chart comparisons
and contrasts on their own paper.
Questions:
1. Why do you think there
is so much diversity between the art across the years or across the cultures?
2. How is the "spirit of exploration"
evident in the American art?
Assessment: notebook
Board
Game Review
Missouri Goals and Standards:
1.8: organize data, info,
and ideas into useful forms for analysis or presentation
2.1: plan and make written,
oral, and visual presentations for a variety of purposes & audiences
2.3: exchange information,
questions and ideas while recognizing the perspectives of others
4.6: identify tasks that
require a coordinated effort and work with others to complete those tasks
SS2: knowledge of continuity
and change in the history of Missouri, the United States and the world
SS5: knowledge of the major
elements of geographical study and analysis (such as location, place, movement,
regions) and their relationships to changes in society and environment
FA1: knowledge of process
and techniques for the production, exhibition, or performance of one or
more of the visual or performed arts
Objectives:
1. Design a board game for
reviewing information
Materials:
posterboard
markers
scissors
Procedures:
1. Divide students into groups.
2. Students will write review
questions based on what theyve learned about the Lewis and Clark Expedition.
3. Students will design and
create a board game with the review questions.
4. Groups will rotate and "play"
the different board games.
Questions: (none)
Assessment: group
evaluation
Class
Reading/Journal
Missouri Goals and Standards:
1.5: comprehend and evaluate
written, visual, and oral presentations and works
CA1: speaking and writing
standard English (including grammar, usage, punctuation, spelling, capitaliztion)
CA2: reading and evaluating
fiction, poetry, and drama
Objectives:
1. Listen to a passage for
understanding.
2. Describe feelings in writing.
Materials: Streams
to the River, River to the Sea by Scott ODell
Procedures:
1. Instructor will read aloud
a section of Streams to the River, River to the Sea by Scott ODell.
2. Students will journal their
responses/feelings to the passage.
Questions: (none)
Assessment:
notebook
Create
a Product
Missouri Goals and Standards:
1.8: organize data, info,
and ideas into useful forms for analysis or presentation
1.9: identify, analyze, and
compare the institutions, traditions, and art forms of past and present
societies
2.1: plan and make written,
oral, and visual presentations for a variety of purposes and audiences
2.3: exchange information,
questions, and ideas while recognizing the perspectives of others
2.5: perform or produce works
in the fine and practical arts
CA6: participating in formal
and informal presentations and discussions of issues and ideas
FA1: process and techniques
for the production, exhibition, or performance of one of more of the visual
or performed arts
Objectives:
1. Create a product to enhance
cross-country wagon travel.
Materials: posterboard,
markers
Procedures:
1. Divide students into groups.
2. Students will create a product
to enhance cross-country wagon travel.
3. Students will write a page-long
speech stating why their product is necessary and how it will ease travel.
4. Students will construct
an advertisement for their product and present their advertisement to the
class.
Questions:
1. What are some luxuries that
we have today that would have eased travel during Lewis and Clarks time?
Assessment: copies
of the speech and advertisement will be placed in their notebook
Dont
Rock the Wagon
Missouri Goals and Standards:
1.8: organize data, information,
and ideas into useful forms for analysis and presentation
3.6: examine problems and
proposed solutions from multiple perspectives
3.8: assess costs, benefits,
and other consequences of proposed solutions
CA6: participating in formal
& informal presentations and discussions of issues and ideas
MA1: knowledge of addition,
subtraction, multiplication, and division; other number sense, including
numeration and estimation; and the application of these operations and
concepts in the workplace and other situations
MA4: knowledge of patterns
and relationships within and among functions and algebraic, geometric,
and trigonometric concepts
Objectives:
1. Determine weights of various
objects.
2. Convert weights from metric
to English.
Materials: objects
to weigh, kilogram scale
Procedures:
1. Discuss supply lists and
menus that students generated.
2. Divide into groups.
3. In groups, students will
weigh various objects from their supply lists--some objects will have weight
provided already--and will also weigh themselves.
4. Students will add weights
together and then convert to English measurements to determine how heavy
their supplies are.
5. Given a specific amount
of weight that each wagon can carry, students will determine how many wagons
they will need on their mini-expedition.
6. Students will present their
findings to the class.
Questions: (none)
Assessment:
group evaluation
notebook
Folk
Music
Missouri Goals and Standards:
1.8: organize data, info,
and ideas into useful forms for analysis or presentation
1.9: identify, analyze, and
compare the institutions, traditions, and art forms of past and present
societies
2.3: exchange information,
questions, and ideas while recognizing the perspectives of others
2.4: present perceptions
and ideas regarding works of the arts, humanities, and sciences
4.1: explain reasoning and
identify information used to support decisions
CA6: participating in formal
& informal presentations and discussions of issues and ideas
FA2: knowledge of the principles
and elements of different art forms
FA3: knowledge of the vocabulary
to explain perceptions about and evaluations of works in dance, music,
theatre, and visual arts
FA4: knowledge of interrelationships
of visual and performing arts and the relationships of the arts to other
disciplines
FA5: knowledge of visual
and performing arts in historical and cultural contexts
Objectives:
1. Identify characteristics
of American music in the 1800s and now, as well as world music in the
1800s.
Materials:
tape player, tapes with samples of American folk music in the early
1800s, American music now, and world music in the early 1800s
Procedures:
1. Listen to sample of music
from present-day America.
2. As a class, discuss characteristics
and themes.
3. Listen to other samples
(America and world in early 1800s).
4. As a class, discuss characteristics
and themes.
5. Compare and contrast the
three in a chart on the board.
6. Students will also chart
comparisons and contrasts on their own paper.
Questions:
1. Why do you think there is
so much diversity between the music across the years or across the cultures?
2. How is the "spirit of exploration"
evident in the American folk music?
Assessment:
notebook
Group
Research
Missouri Goals and Standards:
1.2: conduct research to
answer questions and evaluate information and ideas
1.4: use tech tools &
other resources to locate, select, and organize information
1.5: comprehend and evaluate
written, visual, and oral presentations
1.7: evaluate accuracy of
info and reliability of sources
1.8: organize data, info,
and ideas into useful forms for analysis or presentation
2.1: plan and make written,
oral, and visual presentations for a variety of purposes & audiences
2.3: exchange info, questions,
and ideas while recognizing perspectives of others.
CA1: speaking and writing
standard English
CA3: reading and evaluating
nonfiction works and material
CA4: writing formally and
informally
CA5: comprehending and evaluating
the content & artistic aspects of oral and visual presentations
CA6: participating in formal
& informal presentations and discussions of issues and ideas
SS2: knowledge of continuity
and change in history of Missouri, US, and the world
Objectives:
1. Identify main characters
and events of the Lewis and Clark Expedition.
2. Present information about
the Lewis and Clark Expedition to the rest of the class.
Materials: (none)
Procedures:
1. Divide students into 4 groups.
(a) background: people and
purpose
(b) the trip across--May 14,
1804 through July 25, 1805
(c) the trip across--July 25,
1805 through September 23, 1806
(d) the trip back
2. Take students to library.
3. Discuss reference tools
and search engines--what to use and how to find it.
4. Allow time for students
to research in groups and plan presentation.
5. Return to classroom.
6. Student presentations (inform
students that they will need to take notes on presentations).
Questions:
1. What was the most interesting
thing you learned about the Lewis and Clark Expedition?
2. What might you have done
differently?
Assessment:
Notes will be placed in their
Lewis and Clark notebook (which will be given a grade at the end of the
unit).
Students will complete a
group evaluation for each member of their group. They will receive a grade
based on an average of scores from their peers.
Hats
(Social Skills Building)
Missouri Goals and Standards:
1.9: identify, analyze, and
compare the institutions, traditions, and art forms of past and present
societies
2.3: exchange information,
questions and ideas while recognizing the perspectives of others
3.1: identify problems and
define their scope and elements
3.3: develop and apply strategies
based on ones own experience in preventing or solving problems
3.6: examine problems and
proposed solutions from multiple perspectives
3.7: evaluate the extent
to which a strategy addresses the problem
4.1: explain reasoning and
identify information used to support decisions
4.3: analyze the duties and
responsibilities of individuals in societies
CA6: participating in formal
and informal presentations and discussions of issues and ideas
Students will take turns wearing
different "hats" to discuss different questions--white: neutral, objective,
facts & figures; red: emotional view; black: negative view; yellow:
positive, optimistic, hopeful view; blue: cool, integrates all thinking;
green: creative, risk taking.
As a class, discuss what happened
in the groups.
Questions:
1. Should the United States
have expanded its territory? Why or why not?
2. What should we have done
concerning the people who were there first (the Native Americans)?
3. What should our future policies
be, as a nation, regarding expansion?
Assessment: group
evaluation
Illustrated
Books
Missouri Goals and Standards:
1.2: conduct research to
answer questions and evaluate information and ideas
1.4: use tech tools &
other resources to locate, select, and organize information
1.8: organize data, info,
and ideas into useful forms for analysis or presentation
2.1: plan and make written,
oral, and visual presentations for a variety of purposes & audiences
2.5: perform or produce works
in the fine and practical arts
CA1: speaking and writing
standard English
CA3: reading and evaluating
nonfiction works and material
CA4: writing formally and
informally
CA6: participating in formal
& informal presentations and discussions of issues and ideas
SS5: knowledge of the major
elements of geographical study and analysis (such as location, place, movement,
regions) and their relationships to changes in society and environment
FA1: knowledge of process
and techniques for the production, exhibition, or performance of one or
more of the visual or performed arts
SCI3: knowledge of characteristics
and interactions of living organisms
Objectives:
1. Students will illustrate
and bind their own book of animals found in North America.
Materials:
heavy construction paper, old National Geographic magazines and science
textbooks, markers, colored pencils, crayons, tagboard (3 different sizes
for hinged book cover), thick, colored electrical tape, heavy duty stapler
Procedures:
1. Discuss importance of Lewis
and Clark Expedition to knowledge of new wildlife.
2. Discuss different wildlife
that Lewis and Clark may have encountered on their journey.
3. Students will construct
a table of contents for animals they wish to include in their books.
4. Allow time for students
to individually research their different animals, using their textbook
or other books in the classroom, and write up a paragraph for each on notebook
paper.
5. Students will create illustrations
for their book, using their choice of medium (collage, pencil, marker,
etc).
6. Students will cut out paragraphs
and illustrations and paste to construction paper.
7. As a class, students will
bind their books, using the hinged book cover format.
Questions:
1. What are some animals that
you think Lewis and Clark encountered on their journey?
2. Why was it important for
them to bring back information about the wildlife they encountered?
Assessment:
neatness, binding
Jefferson
Rap
Missouri Goals and Standards:
1.8: organize data, info,
and ideas into useful forms for analysis or presentation
2.1: plan and make written,
oral, and visual presentations for a variety of purposes and audiences
2.3: exchange information,
questions, and ideas while recognizing the perspectives of others
2.5: perform or produce works
in the fine and practical arts
CA6: participating in formal
and informal presentations and discussions of issues and ideas
FA1: process and techniques
for the production, exhibition, or performance of one of more of the visual
or performed arts
FA2: knowledge of the principles
and elements of different art forms
Objectives:
1. Prepare a rap that describes
the Lewis and Clark Expedition
Materials: (none)
Procedures:
1. Divide students into groups.
2. Students will develop a
rap to President Jefferson, describing "their trip" on the Lewis and Clark
Expedition.
3. Students will perform their
raps for the class.
Questions: (none)
Assessment:
copy of the rap will be placed in their notebook
Mini-Expedition
Missouri Goals and Standards:
3.1: identify problems and
define their scope and elements
3.2: develop and apply strategies
based on ways others have prevented or solved problems
3.5: reason inductively from
a set of specific facts and deductively from general premises
3.8: assess costs, benefits,
and other consequences of proposed solutions
4.5: develop, monitor, and
revise plans of action to meet deadlines and accomplish goals
4.7: identify and apply practices
that preserve and enhance the safety and health of self and others
SS4: knowledge of economic
concepts (including productivity and the market system)
MA1: knowledge of addition,
subtraction, multiplication, and division; other number sense, including
numeration and estimation; and the application of these operations and
concepts in the workplace and other situations
HPE2: knowledge of principles
and practices of physical and mental health
Objectives:
1. Given a total amount of
"money," determine a budget for a week-long expedition.
2. Prepare a supply list and
make necessary adjustments to remain within budget.
3. Evaluate various advertisements
to determine best buy.
Materials:
newspaper ads from different stores in the area (students will be encouraged
to bring in their own)
Procedures:
1. Divide students into pairs.
2. Given a total amount of
"money" with which to work, students will determine a budget for their
trip.
3. Students will compile a
menu for four people on a week-long expedition.
4. Students will determine
supplies needed for their expedition.
5. Students will use newspaper
advertisements to determine best deal for their supplies and will prepare
a list of their supplies (with the prices) to compare to their budget.
They will make adjustments, if necessary.
Questions:
1. What were some of the problems
you faced as you prepared your supply list?
2. What kind of adjustments
did you make to your list in order to stay within budget?
3. What do you think it was
like to try to plan for a 2 and a half year expedition?
Assessment:
group grade based on whether or not budget adds up to correct total, whether
or not they are within budget, and appropriateness of supplies
Nature
Survival
Missouri Goals and Standards:
1.8: organize data, info,
and ideas into useful forms for analysis or presentation
2.1: plan and make written,
oral, and visual presentations for a variety of purposes & audiences
2.3: exchange information,
questions and ideas while recognizing the perspectives of others
4.6: identify tasks that
require a coordinated effort and work with others to complete those tasks
SS2: knowledge of continuity
and change in the history of Missouri, the United States and the world
SS5: knowledge of the major
elements of geographical study and analysis (such as location, place, movement,
regions) and their relationships to changes in society and environment
FA1: knowledge of process
and techniques for the production, exhibition, or performance of one or
more of the visual or performed arts
Objectives:
1. Identify items in nature
that can be eaten for survival.
Materials:
"survival foliage"
Procedures:
1. Lecture on plants and animals
that can or cannot be eaten.
2. Students will create a chart
of items, where they can be found, nutritional value, and preparation.
3. Divide into groups.
4. Students will prepare a
survival meal (but not eat it!!!).
Questions:
1. What would it be like to
depend on the land for your meals?
2. When might survival training
be beneficial?
Assessment:
chart in notebook
Navigation
Missouri Goals and Standards:
1.8: organize data, information,
and ideas into useful forms for analysis or presentation
2.3: exchange information,
questions, and ideas while recognizing the perspectives of others
3.5: reason inductively from
a set of specific facts and deductively from general premises
3.8: assess costs, benefits,
and other consequences of proposed solutions
4.3: analyze the duties and
responsibilities of individuals in societies
4.6: identify tasks that
require a coordinated effort and work with others to complete those tasks
CA6: participating in formal
& informal presentations and discussions of issues and ideas
SS7: knowledge of the use
of tools of social science inquiry (such as surveys, statistics, maps,
documents)
MA1: knowledge of addition,
subtraction, multiplication, and division; other number sense, including
numeration and estimation; and the application of these operations and
concepts in the workplace and other situations
MA4: knowledge of patterns
and relationships within and among functions and algebraic, geometric,
and trigonometric concepts
Objectives:
1. Demonstrate appropriate
use of compass to read a map.
2. Construct a map.
3. Figure conversions between
English and metric units.
Materials:
Lewis and Clark map, overhead projector, 4 yardsticks,
4 compasses
Procedures:
1. Place Lewis and Clark map
on an overhead projector.
2. Discuss features of map.
3. Divide into 4 groups.
4. Each group will create a
map using metric units.
5. Collect maps.
6. Discuss metric to English
conversions, and complete examples on the board.
7. Re-distribute maps among
groups.
8. Each member of the group
will convert the metric units on their map to English units. Students will
compare answers and re-work until all answers agree. They will transfer
their answers to the map.
9. Collect metric to English
conversions.
10. Discuss use of a compass.
11. Groups will go outside
to the school courtyard and use a compass and yardstick to follow the course
on their map. They will plot starting point, ending point, and landmarks.
Questions:
1. How did you feel as you
read your maps and followed its directions?
2. What do you think it was
like for Lewis and Clark to travel across uncharted territory and create
a map while they went?
3. Who were the different people
needed to make up a good team of explorers? Why do you think those jobs
were important?
4. Should the United States
switch to metric measurement? Why or why not?
Assessment:
group evaluations--students
evaluate contribution of each member in their group. Take the average.
individual grades for metric
to English conversions (no points if work not shown, partial credit for
work and incorrect answer, full credit for work and correct answer)
map will be placed in notebook
Newspaper
Article
Missouri Goals and Standards:
1.4: use technological tools
and other resources to locate, select, and organize information
1.5: comprehend and evaluate
written, visual, & oral presentations and works
1.6: discover and evaluate
patterns and relationships in information, ideas, and structures
1.8: organize data, information,
and ideas into useful forms (including charts, graphs, outlines) for analysis
or presentation
2.1: plan and make written,
oral, & visual presentations for a variety of purposes and audiences
2.2: review and revise communications
to improve accuracy and clarity
4.1: explain reasoning and
identify information used to support decisions
4.5: develop, monitor, and
revise plans of action to meet deadlines and accomplish goals
CA1: speaking and writing
standard English
CA2: reading and evaluating
fiction, poetry, and drama
CA4: writing formally (such
as reports, narratives, essays) and informally (such as outlines, notes)
Objectives:
1. Prepare a newspaper article
about the Lewis and Clark Expedition.
2. Use computer to compile
a class newspaper.
Materials:
current newspaper article
computer w/ publications
program
overhead projector w/ equipment
to hook up to computer
Procedures:
1. Read current article from
the local paper to students.
2. Discuss elements of a newspaper
article (setting, figurative language, etc.) and process of publication
(rough draft, editing, final draft, publication)
3. Ask students to name important
events in the Lewis and Clark Expedition. Write list on the board.
4. Students will draw individually
for an event.
5. Allow time for students
to write an article about their event.
6. Students will exchange articles
to proof-read, first with the person in front of them and then with the
person behind them.
7. Students will revise their
own articles.
8. Collect articles.
9. Students will take turns
typing their article into the computer. Students who are not typing will
start their animal illustrated book.
10. Hook computer up to an
overhead projector, and as a class, determine layout for newspaper. Set
up newspaper format with title, date, and headings. Import articles into
their appropriate places. After class, I will print the paper and make
copies for each student.
Questions:
1. What are the elements of
a newspaper article?
2. What separates an interesting
article from a not-so-interesting one?
3. Name a key event from the
Lewis and Clark Expedition.
Assessment:
articles will be graded based on inclusion of key elements, grammar, and
punctuation
Role
Playing
Missouri Goals and Standards:
1.5: comprehend and evaluate
written, visual, and oral presentations and works
CA1: speaking and writing
standard English (including grammar, usage, punctuation, spelling, capitalization)
CA2: reading and evaluating
fiction, poetry, and drama
Objectives:
1. Identify events of the
Lewis and Clark Expedition from various perspectives.
Materials:
names of participants in Lewis and Clark Expedition
Procedures:
1. Students will gather in
one large circle group.
2. Students will take turns
drawing from different characters in the Lewis and Clark Expedition.
3. Students will role play
events of the expedition and their responses to those events.
4. Discuss as a group the feelings/responses
of the students.
Questions:
1. How did you feel as (character)?
2. What feelings do you think
(character) felt?
Assessment: (none)
Shoes
to Shuttles
Missouri Goals and Standards:
1.8: organize data, information,
and ideas into useful forms for analysis and presentation
1.9: identify, analyze, and
compare the institutions, traditions, and art forms of past and present
societies
3.6: examine problems and
proposed solutions from multiple perspectives
3.7: evaluate the extent
to which a strategy addresses the problem
3.8: assess costs, benefits,
and other consequences of proposed solutions
CA6: participating in formal
& informal presentations and discussions of issues and ideas
SS5: knowledge of the major
elements of geographical study and analysis and their relationships to
changes in society and environment
MA1: knowledge of addition,
subtraction, multiplication, and division; other number sense, including
numeration and estimation; and the application of these operations and
concepts in the workplace and other situations
MA3: knowledge of data analysis,
probability, and statistics
MA4: knowledge of patterns
and relationships within and among functions and algebraic, geometric,
and trigonometric concepts
MA6: knowledge of discrete
mathematics (such as graph theory, counting techniques, matrices)
SCI8: knowledge of impact
of science, technology and human activity on resources and the environment
Objectives:
1. Recognize differences in
transportation in America from the early-1800s to the present.
2. Organize information into
a graph.
Materials:
graph paper
Procedures:
1. Discuss modes of transportation
in America through the years.
2. Lecture, while students
take notes on type of transportation, when it "appeared," and speed of
travel.
3. Divide students in groups.
4. Students will figure the
length of time the Lewis and Clark Expedition would have taken for each
mode of transportation.
5. Students will organize information
into a graph.
Questions:
1. How has transportation
changed through the years?
2. What are some of the pros
and cons of the different modes of transportation?
3. Do you think the technology
in transportation has been beneficial? Why or why not?
4. What do you think the future
holds in the area of transportation?
Assessment:
notebook
Terrain
Map
Missouri Goals and Standards:
2.1: plan and make written,
oral, and visual presentations for a variety of purposes & audiences
2.5: perform or produce works
in the fine and practical arts
3.5: reason inductively from
a set of specific facts and deductively from general premises
SS5: knowledge of the major
elements of geographical study and analysis (such as location, place, movement,
regions) and their relationships to changes in society and environment
SS7: knowledge of the use
of tools of social science inquiry (such as surveys, statistics, maps,
documents)
FA1: knowledge of process
and techniques for the production, exhibition, or performance of one or
more of the visual or performed arts
FA2: knowledge of the principles
and elements of different art forms
Objectives:
1. Develop a 3D map of the
Lewis and Clark Expedition.
Materials:
posterboard, paint (tempura, watercolor), clay, overhead
projector, Lewis and Clark map
Procedures:
1. Place map on overhead projector.
2. Discuss terrain of the areas
crossed by Lewis and Clark.
3. Give each student supplies
and create maps as a class.
4. After maps harden, students
will paint them.
Questions:
1. What different terrain/conditions
did the Lewis and Clark party face?
2. How would the terrain have
affected traveling conditions?
Assessment:
participation grade
Time
Line
Missouri Goals and Standards:
1.8: organize data, information,
and ideas into useful forms for analysis or presentation
SS5: knowledge of the major
elements of geographical study & analysis and their relationships to
changes in society & environment
Objectives:
1. Identify key events of
Lewis and Clark Expedition in chronological order.
Materials:
butcher paper, markers
Procedures:
1. Students will each be given
a strip of butcher paper and markers.
2. Students will construct
a time line, indicating the important dates of the Lewis and Clark Expedition
in order.
Questions: (none)
Assessment: notebook
Trek-A-Thon
Missouri Goals and Standards:
1.8: organize data, info,
and ideas into useful forms for analysis or presentation
2.1: plan and make written,
oral, and visual presentations for a variety of purposes & audiences
2.3: exchange information,
questions and ideas while recognizing the perspectives of others
2.6: apply communication
techniques to the job search and to the workplace
SS4: knowledge of economic
concepts (including productivity and the market system) and principles
(including the laws of supply and demand)
FA1: knowledge of process
and techniques for the production, exhibition, or performance of one or
more of the visual or performed arts
Objectives:
1. Design a commercial to
raise money.
Materials: (none)
Procedures:
1. Divide students into groups.
2. Students will pretend that
they are trying to raise money for the Lewis and Clark Expedition.
3. Students will design a commercial
to raise money.
Questions: (none)
Assessment:
group evaluation
copy of the script will go
in their notebook
Unit
Evaluation
Missouri Goals and Standards:
1.8: organize data, info,
and ideas into useful forms for analysis or presentation
2.1: plan and make written,
oral, and visual presentations for a variety of purposes and audiences
2.3: exchange information,
questions, and ideas while recognizing the perspectives of others
2.5: perform or produce works
in the fine and practical arts
CA6: participating in formal
and informal presentations and discussions of issues and ideas
FA1: process and techniques
for the production, exhibition, or performance of one of more of the visual
or performed arts
FA2: knowledge of the principles
and elements of different art forms
Objectives:
1. Gather statistics, and
graph the results.
Materials:
graph paper
Procedures:
1. Discuss activities that
students enjoyed most over the past week.
2. List activities on the board,
and tally the votes per activity.
3. Students will graph the
data and figure the mean, median, and mode.
Questions:
1. Which of the activities
over the past week did you enjoy the most? Why?
Assessment:
graphs will be collected and graded for accuracy and elements
Young
Authors
Missouri Goals and Standards:
1.10: apply acquired information
and ideas to different contexts in the school, the workplace, and everyday
life
2.2: review and revise communications
to improve accuracy and clarity
CA4: writing formally and
informally
Objectives:
1. Write a short work of historical
fiction from the Lewis and Clark era.
Materials: (none)
Procedures:
1. Students will write a short
story based on their "experiences" on the Lewis and Clark expedition. They
may choose to be a real character or make up one.
2. Allow time for students
to edit their own work.
3. Students will write a final
draft of their story.
4. Volunteers will share their
story with the class.
Questions: (none)
Assessment:
Students will receive a
grade based on grammar, punctuation, minimum length, and appropriateness
to the time period.
Assessment
Group Evaluation:
1. Contribution: (possible
15 points)
facilitated group progress
by remaining on task
assisted group members when
possible
worked with all group members
2. Value of Contributions (possible
10 points)
demonstrated thought and
reasoning
did his/her fair share of
the work
3. Attitude (possible 15 points)
showed a positive attitude
listened to others
was objective and open-minded
Book Evaluation:
1. Creative approach (10 points)
2. Grammar, punctuation, spelling
(45 points)
3. Clean appearance (13 points)
4. Illustrations appropriate
to text (15 points)
5. Title page--title name,
author, date (2 points)
6. Binding is attractive (15
points)
Notebook Evaluation:
1. Creative approach--shows
variety (20 points)
2. Indicates discoveries/learning
(15 points)
3. Critical thinking is evident
(35 points)
4. Well-organized (20 points)
5. Everything included (60
points)
6. Grammar, punctuation, spelling
(50 points)BACK
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