Pre-Assessment: Journal Prompt The teacher will give the students the following journal prompt for the pre-assessment of this unit. The teacher will write the prompt on the board or display it on the overhead or LCD. The students will have about 30 minutes to complete the pre-assessment. Journal Prompt: “Imagine you are traveling in a wagon train across the Oregon Trail. Write a letter to your best friend back home describing what life is like on the Oregon Trail. Think about: What did you leave at home? What did you bring with you? What problems did you run into along the trail? “ Title of Lesson: Lesson 1~What is Migration? Name: ___Stephanie Cameron_______________ Course:__ECMT 6030________ School: ____________________________________ Grade Level: 4th grade Teacher’s Signature: ________________________________________Date:__April 5, 2010___ Time Frame: 1 ½ hour GPS (Georgia Performance Standards)/National Standard SS4H6: The student will explain westward expansion of America between 1801 and 1861. a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns). : Human systems. The students should:
Understand the characteristics, distribution, and migration of human populations on Earth's surface. Understand the processes, patterns, and functions of human settlement. Goals: The students should understand the concept of migration. Objective: Using a concept development chart, the students will define the concept of migration. The grade will be based on the completion of all four steps on the concept development chart; Characteristics, Examples, Non-examples, and Definition. Essential Vocabulary Arctic: adj. extremely cold; frigid n. A region between the North Pole, and the northern timberlines of North America and Eurasia Blubber: n. the thick layer of fat between the skin and the muscle layers of whales and other marine mammals, from which oil is obtained. Excessive body fat. Gazelle: n. any of various small, swift antelopes characteristically having a slender neck and annulate horns. Krill: n. the collection of small marine crustaceans that are the principal food of baleen whales. Lichens: n. fungus that grows with algae, resulting in a crust like or branching growth on rocks or tree trunks Mammals: n. any of various warm-blooded vertebrate animals, including humans, characterized by a covering of hair on the skin and, in the female, milk-producing mammary glands for nourishing the young Migrate: v. to move from one country or region and settle in another. n. (people and animals) seasonal or periodic movement. Migratory: adj. Characterized by migration; undergoing periodic migration. Norway lemmings: n. any of various small, thickset rodents from Norway inhabiting northern regions and known for periodic mass migrations that sometimes end in drowning. Thompson’s gazelles: n. a small gazelle of eastern Africa, having a broad black stripe on each side of the body. Materials/Equipment:
Let’s play hide and seek. (Children play hide and seek and then exit.) Narrator: The next day they left the campsite and traveled until they reached the Kansas River. Burnett and the men began ferrying wagons across the river. Wagons were first patched with tar and often they removed the wheels so that the wagons would float like boats. Rules were made but the plains brought out the worst in a man. Mark: Burnett, Burnett! Thomas Smith stole our only cow. He says it was wandering about and it is now his. Burnett: Come along. Smith, where did you get this cow. Smith: I found it and now it is ours. Burnett: You know we have rules and you didn’t adhere to them. You will have to leave the wagon train. Smith: I can’t! Our baby needs milk and we didn’t have any. Our cow died! Burnett: If you would have asked I’m sure Mark would have shared, but you didn’t. We will give you milk but you will have to turn back now.
CATEGORY 4 3 2 1 Content - Accuracy At least 5-6 accurate facts are displayed on the poster. 3 -4 accurate facts are displayed on the poster. 2 accurate facts are displayed on the poster. Less than 1 accurate facts are displayed on the poster. Graphics & Photographs All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Props/Artifacts Student uses several props or artifacts(could include costume) that show considerable work/creativity and which make the exhibit better. Student uses 1 prop or artifact that shows considerable work/creativity and which make the exhibit better. Student uses 1 prop which makes the exhibit better. The student uses no props/ artifacts OR the props chosen detract from the exhibit. Knowledge Gained Student can accurately answer all questions related to facts in the poster/exhibit and processes used to create the poster. Student can accurately answer most questions related to facts in the poster/exhibit and processes used to create the poster. Student can accurately answer about 75% of questions related to facts in the poster/exhibit and processes used to create the poster. Student appears to have insufficient knowledge about the facts or processes used in the poster/exhibit. Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others. Bibliography American History (2009). Retrieved June 28, 2009, from About.com: The New York Times Company. Web site: http://americanhistory.about.com/library/weekly/aa090901a.htm
Bureau of Land Management National Historic Oregon Trail Interpretive Center. Retrieved June 28,2009 from End of Oregon Trail Interpretive Center website. Website: . Cabildo-The Louisiana Purchase (2009). Retrieved June 28, 2009, from Louisiana State Museum. Web site: The California Gold Rush (2009). Retrieved June 28, 2009, from Kidport Web site: http://www.kidport.com/RefLib/UsaHistory/CalGoldRush/CalGoldRush.htm Carlson, Laurie (1996). Westward Ho! An Activity Guide to the Wild West. Chicago, IL: Chicago Review Press. Dirtmeister: Simple Machines (2009). Scholastic. Retrieved June 28, 2009, from Scholastic.Website: End of Oregon Trail Interpretive Center. Retrieved June 28, 2009, from Clackamas Heritage Partners, Historic Oregon Country. Web site: Georgia Performance Standards Frameworks for Science-Grade 4 (2007) Retrieved June 28, 2009, from Georgia Department of Education Web site: Historical Development of the California Trail (1999). Retrieved June 28, 2009, from Trails West, Inc. Web site: Levine, E. (1986). If You Traveled West in a Covered Wagon. New York, NY: Scholastic, Inc. Louisiana Purchase (2008). Retrieved June 28, 2009, from Gateway New Orleans Web site: Mapping on the Trail (2008). Retrieved June 28, 2009, from Smithsonian Institution and EdGate Web site: http://www.edgate.com/lewisandclark/mapping_on_trail.html