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Valley City State University

Teaching for Learning (TLC) Template

Revised August 10, 2013

General Information

UNIT AUTHOR

First and Last Name

KKaryn Bomstad

Electronic Portfolio URL (if applicable)

Email contact

[email protected]

UNIT OVERVIEW

Unit Title

Lewis and Clark Simulation

Content Area

English Language Arts and History

Grade Level

4th

TLC Requirements

PLANPlanning Instruction and Assessment

Purpose: Describe your plans for the learning segment and explain how they are appropriate for the students and content you are teaching. Demonstrate your ability to select, adapt, design, and organize curriculum, instruction, and assessment to help diverse students learn and meet the standards for the curriculum content as well as develop academic language related to that content. (InTASC #7 Planning for Instruction)

A. Unit Foundation

1. Unit Summary(connects with Rubric 1 in Planning)

My unit is a 15-day social studies unit on Lewis and Clark. Students are placed in Corps groups to participate in a simulation of the expedition that the Corps of Discovery traveled along the Missouri and Columbia Rivers to the Pacific Ocean. Students will have daily rotating roles where they will practice a wide-set of skills. These roles include the Captain who is in charge of collecting Expedition and Penalty cards (which are used to reward positive behavior and quality work or disciplined for negative behavior or unacceptable work), moving the teams pirogue on the map, calculating latitude and longitude, and assisting group members as needed, the Journal Writer who researches the solution for the Daily Dilemma and writes a journal entry about their groups decision, Lewis and Clarks decision, and how the two decisions are alike or different, the Interpreter who creates a postcard to send to Thomas Jefferson telling about the geography of their current location along with information about the Native American tribe that lives in the area, and the Private who chooses a Corps task which range from arts and crafts, essays, speeches, and much more that they must complete.

2. Standards to be met (List and write out. Identify source: National standards, state standards, core standards, etc.) (connects with Rubric 1 in Planning)

National Standards for History

Standard 1: Chronological Thinking

Standard 2: Historical Comprehension

Standard 3: Historical Analysis and Interpretation

Standard 5: Historical Issues Analysis and Decision Making

NCTE Standards for the English Language Arts

Standard 1: Students read a wide range of print and non-print texts to build an understanding of text, of themselves, and of the cultures of the United States, and the world, to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.

Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.

Standard 4: Students adjust their use of spoken, written, and visual language to communicate with different audiences for a variety of purposes.

Standard 6: Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Standard 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and sysnthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

Standard 8: Students use a variety of technological and informational resources to gather and synthesize information and to create and communicate knowledge.

Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

For purposes of my TLC I am going to focus on the bolded standards. Since this is a lengthy unit, there are a wide-variety of standards that this simulation meets.

3. Objectives/Learning outcomes (based on above standards) (connects with Rubric 1 in Planning)

Standard 2: Historical Comprehension

The students will to the best of their ability be able to recognize the purpose of the expedition made by Lewis and Clark and the Corps of Discovery.

The students will to the best of their ability be able to recall essential geographical, political, and biographical information about the Lewis and Clark expedition.


The students will to the best of their ability be able to identify important information while listening and reading about various subjects involved with the Lewis and Clark expedition (Thomas Jefferson, Sacajawea, Native American tribes, etc.)


The students will to the best of their ability be able to create various projects (Corps Tasks) under the categories of: Communication Tasks, Writing Tasks, Writing and Art Tasks, Art and Craft Tasks, Mapping Tasks, and Research Tasks.

Standard 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

The students will to the best of their ability be able to use various sources to collect information about real-life situations that the Corps encountered and synthesize the information into a journal entry.

The students will to the best of their ability be able to collect information from numerous texts to analyze and explain the geography and demographics of a specific area in the form of a postcard.


The students will to the best of their ability work with a group in a variety of settings that include discussions, cooperation with daily tasks, and leadership roles.

4. Academic Language to be emphasized (List and define in student-friendly terms) (connects with Rubric 4 in Planning)

Cache: A hold or similar hiding place use by pioneers or explorers for storing provisions and other necessaries in the wilderness.

Cartographer: Someone who make maps or charts.

Celestial: Of, or pertaining to the sky or the heavens.

Compensation: The pay someone receives for an act.

Corps: A body, or persons acting together or in a common situation.

Espontoon: A thrusting weapon or spear, approximately six feet long.

Expedition: A journey undertaken by an organized group of people with a goal.

Fauna: Animals of a particular region.

Flora: Plants of a particular region.

Hemisphere: A half of the Earth.

Interpreter: A person who translates from one language to another.

Keelboat: A large, flat boat.

Latitude: The imaginary lines on the Earth that measure the degrees north and south of the equator.

Longitude: The imaginary lines on the Earth that measure the degress east and west of the prime meridian.

Pirogue: A long narrow canoe made from a single tree trunk.

Portage: The carrying of boats and supplies overland between two waterways.

Prime Meridian: The imaginary line that divides the Earth into the Eastern and Western hemispheres

Ravine: a deep narrow canyon with steep sides.

Tributaries: Streams that flow into a larger stream or other body of water.

5. Unit questions

a. Essential overarching or big idea questions (connects with Rubric 1 in Planning)

What is the purpose of the Lewis and Clark expedition and why is it significant to United States history?

b. Questions for students (developed using Blooms taxonomy, Kaplans icons for depth and complexity, English Learner Oral Language Questioning Techniques, etc.) for all levels of thinking (connects with Rubric 4 in Planning)

You may come across words that are unfamiliar to you, why do you think this is?

How could we describe the location where we live?

What is the imaginary line that runs through the middle of our globe?

Who remembers what a cartographer is?

What are the imaginary lines that run from the North Pole to the South Pole called?

Who decided to make the same decision as Lewis and Clark and steal the canoe?

Who decided to pay the high price for the canoe?

Why did you make the decision that you did?

What were the names of the co-captains of the Corps of Discovery?

Who was the president at the time of the journey?

What was the name of the great expanse of land west of the Mississippi River that the President bought from France?

On what river did most of the journey take place?

Where did the Lewis and Clark expedition begin?

Who was hired as a Hidatsa interpreter? Who was his 16 year old wife?

In what present day state did the Corps of Discovery spend the winter of 1804?

What did they name their winter home?

What kind of boats did the Corps use for travel?

What is the name of the Fort the Corps built near the Pacific Ocean?

Who was Chief Cameahwait?

What was one of the main things Clark did on the expedition?

In what present-day state did the Corps spend the winter of 1805?

Approximately how long did it take Lewis and Clark to return home?

Name three Native American groups the Corps encountered on their journey?

How might American be different today if Lewis and Clark had not explored the Louisiana Territory?

What personal characteristics were important for the members of the Corps of Discovery?

What explorers or heros in your lifetime are similar to Lewis, Clark, and their fellow expeditioners?

Who are they?

How are they similar?

How might their actions, like those of the Corps of Discovery, change the course of history?

If you were President of the United States today, what land might you offer to purchase, and why?

In your opinion, what were the most important contributions that the Lewis and Clark Expedition made to America?

Cite three examples to prove teamwork and cooperation was important to the Corps of Discovery.

When did cooperation help your own team succeed?

What was your favorite role to play in the simulation? Why?

What Corps Task was your favorite? Why?

Why was it significant that Sacajawea and York were allowed to vote about where to set up a winter camp?

-

1. Complete the context for learning form (Appendix A)

2. Describe what you know about your students.

a. Describe what students know, what they can do, what they are learning to do (e.g., prior knowledge, key skills, developmental levels).

Prior to beginning our unit, the students knew very little about Lewis and Clark. Based on their scores on the Pre-Test, they had not had any previous exposure to any information regarding Lewis and Clark or the expedition. Most students were relatively knowledgable about Sacajawea and a few of the Native American tribes, but their knowledge did not go far beyond the basics.

b. Describe your students language development, including abilities to understand and produce oral and written language in English.

All students in the class are proficient in English. The levels of reading and writing vary greatly in this class.

c. Describe students social and emotional development (e.g., relationships with each other; abilities in self expression, collaboration, etc.).

The students in this class are very social and have a difficult time focusing when instruction is a bit more relaxed. Being that this simulation is centered around a great deal of independence, the students struggled a bit at the beginning. This unit also involves a lot of teamwork and they had difficulty with cooperation and collaboration skills prior to this simulation.

d. Describe family/community/cultural assets (e.g., cultural norms, student interests, relevant experiences and resources).

The community was a suburban area with access to all resources and necessities. All students lived either with both parents, one parent, or adoptive parents. Their families were all, for the most part, supportive and encouraging of their students. This group of students had varying interests which mostly centered around sports, video games, reading, and drama.

e. Describe subgroups and individual requiring differentiated instruction (SPED, Title 1, ELL, Gifted and Talented, etc.).

There were several students who received reading services and one student who received math services, although none qualify as special education. There were also students who had high abilities, but would not be classified as gifted and talented. Because of the independence of this simulation, there were no needs for differentiated direct instruction, however I did assist certain students more often when it was needed.

3. Describe how this knowledge influenced your planning.

a. Describe how this knowledge influenced your choice of strategies to engage all students.

Based on what I knew about this group of students, I made accomodations to the simulation to help fit their needs. I placed more emphasis on areas that they struggled to understand. For example, I decided to read a picture book about the expedition of Lewis and Clark at the end of our simulation to allow students to hear all of the details and facts in one sitting. Because they had learned parts each day of the simulation, they never had an exposure to the entire story before. This allowed me to explain essential parts in detail as we were reading. Before beginning this unit I also knew the struggles we may encounter with cooperation and collaboration. This guided my choice of groups. It also helped me know that I would need to supervise the discussions and work time more closely, especially at the beginning of the unit. I made sure to emphasize the expectations each day so that students would have a reminder of what their behavior and work should look like.

b. Describe how this knowledge influenced your choice of strategies for scaffolding academic language. (Rubric 4 in Planning)

I knew that the students would come across words that there were unaware of which is why I encouraged the use of their glossaries that were provided at the beginning of the simulation as well as the use of dictionaries. I wanted the students to take charge of their learning and not rely on me. This simulation required them to use skills that most other lessons do not, and I wanted to help them learn and grow as much as possible. For certain academic language that was essential to their success, I would spend time ensuring they understood. One specific example of this is from our lesson about latitude and longitude. I wanted to provide students with visuals and helpful tactics to remember the terms.

c. Describe how this knowledge influenced your choice of activities for differentiating instruction.

The layout of this simulation did not allow for much room for differentiation, but I made sure that there were areas that I could differentiate. The students were informed that they could earn extra expedition cards for work that went beyond expectations. This would include exceptional work on a task or the use of our academic language in journal entries. This option allowed excelling students to push themselves. For developing students, I ensured that they were understanding their tasks by monitoring their work and providing help as needed. I also gave specific feedback to help students see exactly what they needed to do to improve.

C. Instructional Technology and Materials to be used in Unit (Section C connects with Rubric 1 in Planning)

a. Technology to be used by the teacher (hardware, software, websites, etc.)

ActivBoard

Document camera

iPad

b. Technology to be used by the students (hardware, software, websites, etc.)

This simulation did not require any use of technology by the students. Both my cooperating teacher and myself thought that this would provide students with a wonderful learning experience about how to use books to do research because the Internet has become our primary source. There was one particular instance where I allowed a student to use the computer to research specific information that neither of us could locate in one of the book resources.

c. Materials and supplies

Folders labeled with team names

Journals labeled with team names

Index cards

Lined paper

Blank paper

Cardboard/Cardstock (white and various colors)

Clay (fast-drying) (various colors)

Construction paper (various colors)

White construction paper (12x18)

Craft sticks

Toothpicks

Glue

Masking Tape

Measuring tape

String

Colored pencils/crayons/markers

Paint (various colors)

Paint brushes

Large brown paper bags

Beads

Cord or lanyards

Graph paper

Cardboard tubes

Straight pins

Tape

Rice

Funnel

Containers for art materials

Baskets/Bins for folders and journals

d. Other resources

Books/Resources:

Sign language

Thomas Jefferson

Corps of Discovery

Biographies of Corps members

Poetry

Song lyrics

Louisiana Purchase

Sacagawea

Pirogues

Clothing of Corps members

Newfoundland dogs and Seaman

Plants

Animals

Monticello (Jefferson)

Fort Mandan

Fort Clatsop

Flag of 1795

Native Americans

Atlas

D. Assessment Tools and Criteria (all of Section D connects with Rubric 3 in Planning)

1. Explain your thought process for planning a post-assessment, a pre-assessment, and at least one formative assessment within the learning segment.

I knew that I wanted to include the pre-test and a post-test as my pre-assessment and post-assessment because I wanted to ensure that the students had retained the knowledge from the simulation. Being that this unit is incredibly hands-on and independent, it is difficult to be sure that the students are receiving the critical information that they need to meet the objectives. By using a pre-test and a post-test, I was able to see their growth from the beginning to the end. My other main focus was to assess throughout the entire duration of the unit. This simulation lasted for 15 class periods and so formative assessments were necessary so that I was able to know the students were on track and making progress. The formative assessments were the daily tasks that the students had which included journal entries about the solution to the Daily Dilemma, creating postcards to Thomas Jefferson about the geography and demographics of their location, using latitude and longitude to determine their location, or creating an art project, writing piece, mapping task, or speech. These items were all collected to be graded and students would be given feedback to help them understand anything that they did wrong or did not fully comprehend.

2. Provide samples of the assessments you will use.

a. Sample pre-assessments

b. Sample formative assessments

Rubric for journal entries:

Vocabulary Activity

Corps Tasks

c. Sample post assessments

3. Describe how you will use formal and informal assessments in order to monitor growth and provide feedback for students toward meeting the objectives.

Through the use of formal assessments I will be able to see where I need to focus my teaching at the beginning of the unit. By seeing what students already know and the areas that they are lacking in I am able use my instruction to focus on the most essential pieces for the specific group of students that I am working with. By using formal assessments at the end of a unit I am able to see how much growth my group of students has made, and where they may still be struggling. If there is an area that seems to be a source of difficulty for the majority of students, I know that this is something that I need to reteach. This also helps me to continue to improve my teaching each time I teach this unit or lesson. By using informal assessments I am able to constantly know where each of my students are at. This helps me to provide additional support to the students who need it and also to push the students who are understanding every aspect.

4. Describe any modifications or accommodations you have planned in the assessment tools to allow students with specific needs to demonstrate their learning.

Being that I did not have any students who qualified for special education services, there were no accomodations that were made for the assessments. If I would have had a student who qualified for accomodations there are a few pieces I would have altered to fit their needs. This would depend on the area of need for the particular student but some options of accomodations would be to include a word bank on the pre-test and the post-test, to provide additional resources for the daily tasks, and/or allow the student to respond to questions or writing tasks orally.

E. Classroom Management Considerations (supports Rubric 6 in Implementation Section)

1. Detail the management strategies and procedures that will support the implementation of this unit.

There were various classroom management strategies that were implemented throughout this unit. The classroom had original procedures that the students were familiar with. This included the use of a clip chart where students would either clip up or clip down according to their behavior. Another classroom procedure was the use of money. Positive behavior would be rewarded with various amounts of money depending on the behavior, while negative behavior would result in the student having to give money back to the teacher. I also used chants to gain the attention of the class. Macaroni and cheese! (Everybody freeze) and 1-2-3, eyes on me (1-2, eyes on you) were two attention-getters that were helpful, especially when the class was busy throughout the classroom working on their various tasks. The expedition also supplied a type of classroom management. The simulation included Expedition Cards which were awarded to groups for successful completion of daily tasks and also for any exceptional work or behavior. It also included Penalty Cards which were given out for negative or off-task behavior, incomplete or missing work, and/or uncooperative behavior within a group.

F. Lesson Plans (connects in various ways with Rubrics 1-4 in Planning)

1. Provide lesson plans for 3-5 days of your unit.

Day 1

Lewis and Clark

Day 1: Introduction

Standards:



Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.

Objectives:

Introduce the purpose and process of simulations

Assess students background knowledge of Lewis and Clarks Corps or Discovery

Begin research on the Corps of Discovery

Increase vocabulary relevant to the expedition

Materials:

Document Camera

Student Resources (books, maps, etc.)

Student Dictionaries class set

Pre-Test class set

Voyage Vocabulary worksheet class set

Procedure:

1. Ask students to define the word simulation: the imitation or reenactment of an object or situation

Allow for answers and then describe the Lewis and Clark simulation briefly:

Meriwether Lewis and William Clark were two brave men who ventured across the unknown North American continent. They journeyed with a crew of 32 members including themselves. One woman accompanied these brave men; her name was Sacajawea. President Jefferson arranged for them to make the expedition to find an all-water route to the Pacific Ocean and to explore land purchased from France in a deal called the Louisiana Purchase. No one had ever traveled the way they were to travel.

2. Continue explaining that students will form groups called Corps and they will participate in challenges and activities similar to those of Lewis and Clarks Corps of Discovery. Through completing their daily responsibilities, they earn Expedition cards to travel westward across the continent.

3. Tell students you are interested in finding out what they know about Lewis and Clark. Explain that this will not be used for a grade; it is only being used to guide your teaching (this will help reduce anxiety). Distribute the pre-test.

4. Allow students as much time as needed to complete the pre-test. Students who finish should work on other homework or read silently.

5. Collect the pre-test.

6. Show students where the resources are located. Explain that they will use these for many of their tasks.

a. Ask: You may come across words that are unfamiliar to you, why do you think this is?

Answers vary: The vocabulary and spelling were very different two hundred years ago.

7. Tell students they will must find at least one word from the resources, related to the expedition, that they do not know. They need to define it and research its use.

8. Explain the steps of the Vocabulary Voyage.

9. Distribute Vocabulary Voyage and allow students to explore the resources and complete the worksheet.

10. Collect Vocabulary Voyage.

11. Discuss the purpose of the simulation, how long it will last, and some of the tasks they will complete.

a. We are doing this simulation to learn more about Lewis and Clark and their expedition across the United States. We are finding out whether their task to find a waterway connecting the Mississippi River and the Pacific Ocean was successful or not.

b. Our simulation is going to last for about 15 class periods.

c. There are a variety of tasks that you will complete as you go. Some of these tasks include:

Learning words in sign language

Creating a model of a keelboat

Writing a biography about a corps member

Making a rainstick

Creating a map of 1803

12. Tell students that during the next lesson, they will review the Student Guide and the simulation rules, roles, and responsibilities in greater detail.

Assessment:

I will review the students pre-tests to see how much they already know about this unit. These will not be taken for a grade; I am only using them to help direct my teaching.

Reflection:

Did I have the materials ready to teach the lesson?

Did I use the most effective strategies I could have to help all my students learn?

How could I improve this lesson in the future?

How can I improve my teaching and my students learning when I teach in the future?

Day 2

Lewis and Clark

Day Two: Simulation Rules and Procedures

Standards:



Objectives:

Form cooperative groups (Corps)

Introduce the simulation and the rules for a successful experience

Build student knowledge regarding Lewis and Clark and the importance of their expedition

Begin earning Expedition Cards

Materials:

Document Camera

Student Resources as many as possible

Student Guides one per group

Know Before You Go! Questions class set

Corps folders

Procedure:

1. Divide students into their groups these Corps will remain the same for the entire simulation. Allow students 5-7 minutes to come up with a team name.

2. Distribute the student guides and have students follow along as you read through it with them display on the document camera.

3. Have students put their student guides away. Distribute the Know Before You Go! Questions and have students complete the questions independently.

a. These questions will be graded and used to award Expedition Cards to Corps that have earned all 3s.

b. As students are working, write team names on Corps folders.

4. Review the questions and any additional information from the student guide that needs to be clarified for students.

5. Distribute Corps folders and briefly cover what is included tasks and jobs will be explained more thoroughly during the next class period.

These are to be stored in a basket in the room to avoid lost or ruined folders.

Assessment:

Students Know Before You Go questions will be evaluated to check for understanding of the procedures and requirements of the Lewis and Clark simulation.

Reflection:

Did I make the procedures for the simulation clear for my students?





Day 3

Lewis and Clark

Day Three: Map Skills and Expedition Readiness

Standards:

National History: Standard 3: Historical Analysis and Interpretation



Objectives:

Learn and apply geographical terms: latitude, longitude, hemisphere, continent, equator, prime meridian, and cartographer

Practice plotting latitude and longitude or different locations.

Review the general geography of the world in relationship to the students location.

Understand the correct way to write latitude and longitude.

Practice completing the Captains Log.

Materials:

Document Camera

Student Resources

Globe one

Atlas one per Corps

Corps Folders

Classroom Map one

Latitude and Longitude Challenge

Lewis and Clark Map class set

Model Captains log one per Corps

Pirogue one per Corps

Procedure:

1. Ask students how we can describe where we live:

Our street address, city, state, country, continent, and our hemisphere.

2. Discuss hemispheres point to the equator and explain that hemi means half.

Equator northern and southern hemisphere

Prime Meridian eastern and western hemisphere

3. Explain that cartographers have found a way to pinpoint the exact location of any place on the earth.

Latitude and longitude imaginary lines on a map discuss the directions they run.

Latitude:

Often called parallel lines because they are parallel to each other when they are drawn on a globe.

They looks like they run horizontally.

Measure distances north and south of the equator.

Longitude:

Lines that run from the North Pole to the South Pole.

They are not parallel because they meet at the poles.

Measure distance east and west of the prime meridian.

4. Display the Lewis and Clark map on the document camera:

a. Students take turns identifying lines of latitude demonstrate 47 degrees north first.

Latitude is always written first

It includes a degree mark and direction either north or south of the Equator.

b. Students take turns identifying lines of longitude demonstrate 101 degrees west first.

Longitude is always written second

It also includes a degree mark and the direction either east or west of the prime meridian.

5. Have students gather with their Corps distribute the Latitude and Longitude Challenge. Students should use an atlas to complete the assignment.

This should be completed as a group

These need to be turned in for grading only one sheet with the team name needs to be turned in.

6. Display the Model Captains Log and explain proper completion.

All students will act as the Captain and practice filling in the Model Captains Log.

For the actual Expedition phase, the Captain will draw all the Expedition and Penalty cards earned from this preparation stage and record the total mileage on the Captains Log.

Display the Lewis and Clark map

Ask students to find the latitude and longitude of Fort Mandan as a team explain that it is no longer standing but they can use a location close to where researchers believe it stood one student records tis on the map.

7. Review the parts of the journal responses

Refer to the Journal Writer page in the Student Guide

Refer to the rubric.

8. Explain any other essential information and answer questions.

Tell students that tomorrow the Expedition begins!

Assessment:

I will grade the students latitude and longitude challenge to ensure they understand how to use the lines of latitude and longitude to determine their location.

Reflection:

Did I help students understand the terms hemisphere, latitude, and longitude?





Day 4

Lewis and Clark

Day 4: Beginning the Expedition

Standards:

National History: Standard 2: Historical Comprehension






Objectives:

Begin the simulation, carefully comprehending procedures, roles, and responsibilities

Complete Corps Tasks and other responsibilities to earn Expedition Cards

Build team spirit and cooperating

Materials for each Expedition Day:

Document Camera

Student Resources numerous

Globe - one

Atlases one per Corps

Student Guides one per Corps

Corps Folders one per Corps

Journals one per Corps

Captains Log one per Corps

Daily Dilemmas one per Corps

Task Cards one of each card per Corps

Tips for Corps Task Projects one per Corps

Pirogues one per corps

Index Cards numerous

Classroom map one

Corps Task Materials numerous

Procedure:

1. Divide students into groups and distribute Corps folders and journals

2. Review the rules and procedures of the simulation with the entire class.

a. Explain and model the routine for the simulation spend time explaining now to avoid confusion and ensure independence in future days.

3. Show the students where the Task cards, materials, and resources are located.

4. Direct students to select roles for today. Remind them that the roles change daily, so todays Captain is tomorrows Journal Writer, etc any arguments will cause penalty cards and teachers choice of roles.

5. Display the Captains Log on the document camera Todays Captain should record the names of each Corps member in the appropriate box on the Captains Log under Day One.

6. Announce the number of Expedition Cards each Corps has earned thus far.

Captains must record this and any Bonus or Penalty cards earned on the log.

7. Call the Captains one at a time to draw the total number of Expedition Cards (including Bonus Cards) their Corps earned.

8. Call on a few Captains to help model and review the process of recording and adding miles earned by the cards.

9. The Captain needs to check in with the teacher and then move his/her groups pirogue on the classroom map and record the same progress with a marker on the groups Lewis and Clark map.

10. Introduce and read the first Daily Dilemma.

11. Remind students that even though the Journal Writer records the response to the Daily Dilemma, all members must share in the discussion of the situation and come to some agreement as to the appropriate solution/response.

Collaboration should be limited to 5-10 minutes The Captain can assist the Journal Writer with research after completing all Captain duties.

12. Review the expectations and guidelines for Corps Task Projects

Students must pick a task within 3-5 minutes and check it with the teacher.

13. Release students to work on their role responsibilities

14. If time allows, Privates can present their tasks if needed/wanted.

15. Last ten minutes of class should be used to discuss the correct response to the Daily Dilemma allow one or two Corps to share their responses as well as the process their groups experiences in trying to come to a consensus.

16. Instruct students to clean up for the day

Postcard, Captains Log, and any Tasks should be put inside the folders and turned in.

Journal turned in as well.

All work is to be graded to award Expedition Cards for the following class period.

17. Answer any questions students may have.

Assessment:

Students daily task will be evaluated to check for comprehension. Students will also be evaluated on their cooperation and collaboration with their team.

Reflection:





Day 5-12

Lewis and Clark

Days 5-12 The Expedition

Standards:

National History: Standard 2: Historical Comprehension






Objectives:

Continue cooperative work in simulation roles

Earn Expedition Cards through successfully completing Corps tasks

Expand student knowledge and skills surrounding the Lewis and Clark expedition

Materials for each Expedition Day:

Student Resources

Globe one

Atlases one per Corps

Student Guides one per Corps

Corps Folders one per Corps

Daily Dilemmas one per Corps

Task Cards

Index Cards numerous

Classroom Map one

Corps Task Materials numerous

Procedure:

Ask students to gather with their Corps

Yesterdays Captain passes the job onto the yesterdays Private. The Private then moves the names down the Captains Log and tells Corps members their new roles for the day.

Return their folders, journals, and any corrected projects during this time.

Remind students of the new roles and responsibilities review if needed.

Read the Daily Dilemma and encourage group discussion and brainstorming. Allow 5-10 minutes for discussion journal writers record. Encourage use of creative and descriptive writing.

Announce how many Expedition Cards have been earned for each Corps Captains come up to collect.

The Captain then totals the mileage while their group reads any teacher feedback and plans todays activities.

After checking with the teacher, the Captain moves the pirogue to its new location on the class map and group map.

Provide time for students to work monitor and assist as needed find out if any students need to present at the end of the period (adjust work time as needed)

Allow ten minutes at the end of class to discuss the solution to the Daily Dilemma encourage sharing and discussion from the Corps.

At the end of the period, all work needs to be placed in the Corps folders and returned to the basket.

Check work and award any Expedition cards give any Penalty cards as well.

Assessment:

Students daily task will be evaluated to check for comprehension. Students will also be evaluated on their cooperation and collaboration with their team.

Reflection:





Days 13-15:

The last three days of the Lewis and Clark simulation will be spent doing culmination activities.

Quiz Game: Students will participate in a Jeopardy style quiz game to help them review the information they have learned over the course of the expedition. This will also help them in preparation for their post-test.

Debriefing: Students will participate in a discussion about what they have learned throughout the simulation. Questions will be posed for the students to respond to orally.

Welcome Home: The team that traveled the most miles will be announced. Students will receive a Certificate of Completion to signify their hard work throughout the simulation. We will also have a class treat to celebrate their success.

Post-Test: Students will complete a post-test to determine how much knowledge they have gained throughout this unit.

2. Explain how key learning tasks are sequenced in the learning segment to build connections from prior knowledge to new knowledge. Include how you will help students make connections between and among prior and new content knowledge and reasoning strategies to deepen student learning.

The order of my learning tasks is done in a specific way to best help the students learn and retain the information. By consistently reviewing information that we have discussed previously, students will have multiple exposures. This will enable them to better understand the content. Throughout the Lewis and Clark simulation, I made sure to discuss the Daily Dilemmas with students the following day so that they would discover the definite answer and be able to hear the thought process of other groups, as well as my own thoughts. I also did my best to connect our Lewis and Clark content to other areas of their learning. One example of this is that I would connect some of the information we were discussing with their recent studies of Native American tribes. In addition to this, I would show students different strategies while they were working on tasks or researching.

G. Overall Reflective Commentary on Planning(connects in various ways with Rubrics 1-4 in Planning Section)

1. Communicate what you learned about planning and the role of planning in teacher effectiveness.

Throughout the planning of this unit, I learned a variety of things. Planning is essential to the success of a lesson, but we also need to be prepared for things to not go as planned. There are many different events that can cause us, as teachers, to have to alter a lesson. In this unit there were multiple times where I needed to switch up activities to better fit the students or work around fire drills or other unexpected events. I also learned the importance of assessment. Without assessing our students, we are unaware of how effective our teaching is. It is not our job to dump information on our students and hope that they grab hold. Instead, we need to make sure we are supplying our students with quality instruction and altering our teaching to fit our students needs. Assessments allow us to see where our students are excelling and where they need additional support. In addition to this, I learned more about the value of questions. By asking our students questions throughout the duration of our lessons, we require them to think on a deeper level about the content we are teaching. By asking them insightful questions we allow them to look at the information in varying ways which will help them to be more successful.

karynbomstad.myefolio.com - tlc.… · web viewdescribe your plans for the learning segment and...

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