Day+3+The+Journey+Begins

Teacher(s) Name: **Lola Battle** Thematic Unit Theme/Title/Grade Level: **Westward Expansion/The Journey Begins/5th Gr**. Wiki space address: http://ucfgr5westwardexpansionf09.wikispaces.com/ = Daily Lesson Plan Day/Title : Day 3 Wednesday/ The Journey Begins  = ||   1. The will student will understand the significance of the Lewis and Clark Expedition.
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **

2. The student will use a Venn diagram to organize and record information regarding the Lewis and Clark expedition.

3. The student will write an information/ expository essay depicting the challenges and obstacles faced by the Lewis and Clark expedition.

4. The student will write an informational report in the format of a newspaper article depicting the challenges and obstacles faced by the Lewis and Clark expedition.

  || || ** NCSS Themes ** People, places, and environments (geography) Civic ideals and practice
 * ** NCSS Theme/Sunshine State **

SS.5.A.1.1: Use primary and secondary sources to understand history. SS.5.A.6.2: Identify roles and contributions of significant people during the period of westward expansion. SS.5.A.6.4: Explain the importance of the explorations west of the Mississippi River. SS.5.A.3.2: Investigate (nationality, sponsoring country, motives, dates, and routes of travel, accomplishments) the European explorers. SS.5.G.3.1: Describe the impact that past natural events have had on human and physical environments in the United States through 1850. LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate; LA.5.4.2.3: The student will write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs; LA.5.6.2.3: The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement; and
 * Social Studies Standards **
 * Language Arts Standards **

|| Before the Lewis and Clark Expedition, Europeans knew little about what lay west of the Mississippi River. The mental maps of expedition members could not prepare them for what lay ahead; nonetheless, they met and overcame numerous challenges in the diverse habitats they encountered. In this lesson, the student will consider how they perceive geographic features and obstacles, and how expedition members might have done so.
 * ** Student Activities & Procedures **
 * //Teacher Activities/Student// ** || ** Overview: **

**A. ****Build Background Knowledge: **  1. //Yesterday we read the first five pages in __Exploring the West__, and then we discussed Thomas Jefferson, the Louisiana Purchase, and the beginning of the Lewis and Clark expedition.//

2. //Name at least three goals of the expedition. //

3. Have students take out their homework from pervious night **Exploration Worksheet** and place them on their desks. (//In my class, students are required to place their homework folders on their desks at the beginning of class.//) Quickly go around the room and check the students’ worksheets for completeness.

4. Have a whole class discussion regarding the **Exploration** **Worksheet** allow students to share a few of their results. 5. Collect homework assignment
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">6. Explain: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> that before Lewis and Clark began their journey, most of the West was unmapped, and Europeans had no idea what the West was like. Lewis and Clark's men believed they would face challenges such as mountains and wild animals, some geographers of the time thought that the expedition might encounter volcanoes, wooly mammoths, or even the Lost Tribes of Israel.

<span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 115%;">**<span style="font-family: 'Times New Roman','serif';">B.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> ****<span style="font-family: 'Times New Roman','serif';">Venn Diagram Activity ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Online Expeditions [] [] To make this transition easier, I assigned partners and computers to the students before beginning this lesson according their reading/comprehension abilities by placing a note card at each computer with the students’ names. The online expedition activities were preloaded onto the computers to save time. If there is a limited amount of computers teachers can divide the students into larger groups and have them work together taking turns answering questions, or complete this assignment as a whole group by using one computer to projecting the information onto a larger screen an have students take turns reading and answering questions. 4. After completing the expedition, the students will return to their seats. **Ask**: //Did you enjoy the expedition? What type of obstacles did you face?// // What were some of the events and people who came together to make the Lewis and Clark journey happen? Why was it important that all these events happened? //Allow the students a few minutes to discuss their experience. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;"> || || **// Books: //** // Wilt, Vicki Tyler. Exploring the West: The Amazing Journey of Lewis and Clark // // Wilt, Vicki Tyler. Teacher’s Guide for Exploring the West: The Amazing Journey of Lewis and Clark // Herbert, Janis. Lewis and Clark for Kids: Their Journey of Discovery with 21 Activities // The Girl Who Chased Away Sorrow: The Diary of Sarah Nita, a Navajo Girl, New Mexico, 1864 // Cavan, Seamus. __Lewis and Clark and the Route to the Pacific.__ World Explorer series, 1991. Stefoff, Rebecca. Lewis and Clark: Explorers of the American West. Junior World Biographies Series, 1992. Blumberg, Rhoda. [|The Incredible Journey of Lewis and Clark]. 1995. // [|Lewis and Clark] // by Lisa Wade McCormick
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 115%;">Next pass out a copy of a Venn diagram to each student, allow the students to work in groups, inform the students that they will use the information they have collected to complete the graphic organizer.
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 115%;">Invite students to create a Venn diagram showing in (cicle a) things today's students take with them when they travel (circle b) things that Lewis and Clark would have taken on their expedition (circle c) things that are common to both the Lewis and Clark Expedition and mordern-day travel ~written in the space where circles a and b intersect~
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 115%;">Allow a few minutes for students to work on assignment ask students to share some of these items they would bring aloud while they are completing the assignment
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 115%;">Draw a Venn diagram on the broad to jot down some of the student responses as the complete the assignment.
 * <span style="font-family: 'Times New Roman','serif';">C.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> ****<span style="font-family: 'Times New Roman','serif';"> Expedition Activity **
 * 1) Play the **Introduction Song** to grab students attention (only play the first 30seconds of this song) // [] //
 * 2) **Say:** //Okay class now its time for you to travel back in time to 1804-1806, you will be leading the expedition along with Lewis and Clark to explore the American Frontier. Along the way, you all will face challenges and hard choices. Are you up or the challenge? Can you help them make the right decisions?//
 * 3) **Instruct students:** to quietly walk to the computer station look for the note card with their name sit at their assigned computer with their assigned partner, type in both of their first names and begin the expedition. The teacher will observe and monitor students throughout this exercise.
 * For more advanced readers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">D. Wrap up **
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Using the Venn diagrams that the students produced and the one created on the broad **Introduce a Primary Resource** pull up the To Equip an Expedition<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> webpage. Share printouts of the two pages, or use a projector to display the computer image on a large screen where all scan see. Let students discover how many of the provisions Lewis and Clark packed were also on the lists they created. As students study the list of items Lewis and Clark took along on their expedition, **ask****:** // How many of the items are on your lists // ? //Why would each item have been important to have? Which items are you most surprised to find on the list? Which items are unfamiliar?//
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">After discussion, assign homework (Scavenger Hunt Quiz, and writing assignment)
 * == Resources/Materials ==
 * // For Lesson //**
 * // For Independent Reading //**

**//Songs://** Introduction Song //[]// Review Song //[]// // Computer(s) // // Active/Smart broad or a projector // // Dry erase markers/chalk // // Note cards // // Paper // // Pencils // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * // Supplies: //**

**//Websites://** Online Expeditions [] For more advanced readers [] // Exploration worksheet // // Venn Diagram []//
 * // Worksheets: //**

|| || **Pre-Assessment**: The expedition activity will be used as an informal pre-assessment it will be given to the students before the 2nd reading assignment //Exploring the West: The Amazing Journey of Lewis and Clark// pgs. 6-21. This will give the expedition a more authentic feel because students will be required to make decisions before learning the outcome.
 * ** Assessment **

These assignments will be given as homework, <span style="font-family: 'Arial','sans-serif';">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> A scavenger hunt quiz to assess students knowledge of the Lewis and Clark Expedition <span style="font-family: 'Arial','sans-serif';">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Writing Assignment
 * Post-Assessment: **

For the writing assignment students can chose between two assignments, a.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> The students will write an information/ expository essay depicting the challenges and obstacles faced by the Lewis and Clark expedition. The essay should address what members of the expedition learned on their journey, how it differed from what they had expected. How might they have planned their trip differently if they had had better information about what to expect? <span style="font-family: 'Times New Roman','serif';">b.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> The student will write an informational report in a newspaper article format depicting the challenges and obstacles faced by the Lewis and Clark expedition. The report should focus discoveries made by the members of the expedition, hardships they encountered, and the success of the expedition. <span style="font-family: 'Times New Roman','serif';"> || || **ESOL/SLD**: Group work Visuals Artifacts Songs Graphic Organizers Students will complete a different expedition activity that requires deeper thought and contains a more challenging word list. Students will have the option of completing the writing assignment using technology i.e. PowerPoint, storybook, etc. || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> During the reading block, we will have a whole group reading assignment of the Exploring the West: The Amazing Journey of Lewis and Clark pgs. 6-21 <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> For independent reading, students will be encouraged to select books from the list that pertain to the Westward Expansion. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> For the first half of our math lesson we will discuss the route taken by Lewis and Clark using a large floor map, and then we will calculate the distance traveled. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  Next we will engage in a bartering activity were students have to decide to trade or not to trade. Students to touch, observe, and feel some artifacts that Lewis and Clark used on their expedition i.e. compass, yarn, pictures, models etc. Some of the artifacts in the chest will be used during bartering activity. <span style="color: #3b322e; font-family: 'Arial','sans-serif';">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> We will complete a lesson on Animals and Value Classification to explore some similarities and differences between the views of the American Indians and Lewis and Clark <span style="font-family: 'Arial','sans-serif';">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Song //Grew to the West// <span style="font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Arial','sans-serif';">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Map Man game [] <span style="font-family: 'Arial','sans-serif';">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Cyber Hunt [] ||
 * == Exceptionalities ==
 * Gifted/Talented**:
 * Activity: **
 * Post- Assessment:** Writing assignment-Homework
 * == Discussion Notes == ||
 * Reading **
 * Math **
 * Science **
 * Extension/ Exam Review **