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Lewis and Clark Lesson Plan

Name: Linda Lavinder Tavares A. Description of Lesson Plan Academic Subject(s): Social Studies Grade Level(s): Third Standards Integrated into the Lesson Plan: Student Content Standards:
Standard 5.0 History

Topic D. Acquire Social Studies Information Indicator 1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied Objectives 1. Gather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sites 2. Read and obtain information from texts representing diversity in content, culture, authorship, and perspective 3. Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, interviews, and oral histories Indicator

2. Engage in field work that relates to the topic/ situation/ problem being studied

Objectives 1. Gather data 2. Make and record observations 3. Design and conduct surveys and oral histories

Topic G. Answer Social Studies Questions Indicator

1. Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

National Educational Technology Standards for Students (2007): 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. Learning Objectives for Lesson Plan: The students will investigate technology in order to develop research skills through the use of print and non-print media. The students will take notations in order to categorize information. The students will read in order to disseminate factual details. The students will peer edit in order to evaluate work. The students will investigate historical people using non-print media in order to produce and communicate information by creating original works. Featured Technologies The activities will center on the use of the computer lab with 25 desk top computers. The students will utilize the computers while being guided by the teacher who will use the Smart Board to display information and engage student learning. Continuing lessons may include the use of laptop computers in the classroom environment. Other Necessary Materials: Website for web quest activities Website for links to printable resource Science backboard Prerequisite Student Skills The students will be familiar with using computer systems.
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The students will have spent approximately 20 minutes classroom time investigating the web quest website prior to beginning assignment The students will have had prior experience reading An option to creating a backboard would be to use Kidspiration software to generate and organize information. If this option is chosen, students need to be familiar with the software prior to this lesson.

Brief Overview of Lesson: The class as a whole will create a Power Point slide presentation on women in history. The class will work in teams and each team will contribute 1 to 2 slides to the presentation. Each team will choose one woman in history to research. 1. The students will use online resources and work in cooperative groups to investigate and synthesize biographical information pertaining to a famous event in history. 2. The students will work in cooperative teams utilizing print and non-print materials to create graphic organizers and culminating in a project display. 3. The students will share knowledge gained through the composition of a back board presentation as the culminating activity. 4. The students will present their back board whole-group. The audience will be parents, administrators, and teachers. Teacher To Teacher: This project can be completed and assessed using only the back board and the presentation may be omitted if time is restricted. This lesson will require several sessions to complete. The assessment can be on-going as well as summative. If time permits, an option to the back board would be to use a software program such as Kidspiration to complete the organizer (kidspiration.com). Procedures/Activities: Anticipatory set: 1. Explain: Since we are studying the unit about Adventures, we are going to learn about two famous explorers in American History. Does anyone know who Lewis and Clark were? Do you know why they are famous? 2. What kind of information do you think you would find using the internet? 3. Brainstorm: Share information about a famous adventurers in history using the Smart Board. Display a photo of Lewis and Clark and Sacagawea. 4. Ask: How many of you have ever seen a Sacagawea dollar? (Illicit discussion about why she might have her image on American currency). Does anyone know who she is? 5. Explain: Lewis and Clark were famous explorers who were asked to explore the uncharted areas of North America by the president of the United States in 1803. Relate lesson to prior knowledge and display map of United States and photo of Thomas Jefferson. Ask: How far do you think it might be to get from Iowa to the Pacific Ocean? 6. Using the Smart board, navigate the website in order to display information. 7. Have students practice navigating web quest in conjunction with teacher. Explain: Today we are going to begin learning about these famous men in history by reading informational text on-line and going on a scavenger hunt in search of information. When we finish with our investigations and all of our information has been
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gathered and corrections are made, we will create a back board presentation to share with members of our class, other teachers and parentseven the principal and vice principal! Begin the lesson by grouping the students in pairs and by sharing information using the Smart Board. Visit the following website that contains a teacher created web quest. Explicit instruction--Day One: 1. Show students how to read the introduction, task and process of the web quest and how to navigate the links. Express the importance of being safe online and explain they are only to visit the sites with the information. Demonstrate how to use the back button (arrow) to return to the home page if needed. While you are reading you will be answering questions listed on the site and writing answers on a separate student handout. Approximate time: 20 minutes. Day Two: 2. Pass out question worksheet for Part 1 to each student. Have students write the answers as they read and visit the links imbedded in the questions. Save the information and use to complete the project. Walk around to assess understanding. As a wrap up, discuss answers. Approximately 45 minutes. Day Three: 3. Pass out the 5 index cards and colored pencils students will use to complete Part 2 of the project: naming 5 discovered animals or plants, illustrating and writing a caption for each. 4. Have student print out the maps for Part 3 of the project and use to create a map showing the travels of Lewis and Clark. Approximately one hour. Day Four: 5. Have students begin creating their 10 important events from the timeline. Pass out small poster board for students to use. They may write the date and the sentence that includes a brief description of the events. 6. Students will use the illustrations of the animals and plants discovered by Lewis and Clark, their created timeline, the map they created and their informative sentences to create a back board display. Have students position and glue materials working together in their group of 4 students. Walk around to monitor participation and answer questions. Approximately one hour. Closure: 1. As closure to the lesson, have the class take part in a discussion on using computers to perform research and how it differs from using books. Pass out an exit slip asking students to write one thing they learned about using computers to research famous historical figures. 2. Invite parents and faculty members to visit the Media Center to view our projects.
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Student Assessment and Evaluation: Informal on-going assessment will take place during the investigation and organizing of information. While students are working to find information, the teacher will walk around, ask pertinent questions, guide students in their studies. Points will be given based on cooperation, involvement with the lesson. This observation is important to maintain student focus and ensuring they stay on-task. The teacher is looking for students to be: 1. engaged in partnered discussion of the information found on the website, 2.) recording and discussing pertinent information on the worksheets 3.) comprehension of the material. Summative assessments will include completion of: 1. The worksheet and should include complete sentences. 2. Completion of the Map indicating the states and the route Lewis and Clark travelled during their expedition in 1805. 3. Final project back board displaying all pertinent information. Feedback will be provided at each stage to ensure student understanding of expectations. Final grade will include information presented on the presentation board. Mid-course corrections which may need to be made include omitting required information if it is not applicable or available on the website. Students who finish early on any day are encouraged to visit the sites that show photographs of the important landmarks visited by Lewis and Clark. Students may want to include extra information not required on the organizer and should be allowed to include this information. Due to personality differences, early in the project, changes might need to be made to the grouping of students. D. References National Geographic: Lewis and Clark This is a Lewis and Clark site that contains information about the adventures of Lewis and Clark. Elementary Students may visit the Go West Across America virtual expedition. National Geographic. (n.d.), Retrieved July 3, 2009 from http://www.nationalgeographic.com/lewisclark/ National Park Service: United States Department of the Interior. Photos of famous Lewis and Clark landmarks. National Park Service. (n.d.), Retrieved July 2, 2009 from http://www.nps.gov/lecl/photosmultimedia/photogallery%2Ehtm? eid=76782&root_aId=35#e_76782 Enchanted Learning Website, a comprehensive teacher resource site containing lessons, lesson plans and resource materials. Enchanted Learning. (2007), Retrieved July 5, 2009 from http://www.enchantedlearning.com Public Broadcasting Service: Online resources for history and factual information.
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Public Broadcasting Service. (2008), Retrieved July 4, 2009 from http://www.pbs.org Lewis and Clarks Historic Trail, a webquest created by Yankton Daily Press & Dakotan. Lewis and Clarks Historic Trail. (n.d.), Retrieved July 5, 2009 from http://www.lewisclark.net/index.html Maryland Voluntary State Curriculum. The voluntary state curriculum is a document that was developed by educators and aligns with the Maryland Content Standards. This site displays information regarding what students in every grade need to know and should be able to do across all content areas during their educational careers from grades Pre-K through grade 12. Maryland Voluntary State Curriculum (1997-2008). School Improvement in Maryland. Retrieved July 3, 2009, from Mdk12 at http://mdk12.org/ NETS for Students 2000 (2007). ISTES Educational Technology Standards for Students. Retrieved July 3, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_f or_Students_2007.htm

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