where the lilies bloomwhere the lilies bloom · where the lilies bloomwhere the lilies bloom ......

Where the Lilies BloomWhere the Lilies BloomWhere the Lilies BloomWhere the Lilies Bloom A Study of Western North CarolinaA Study of Western North CarolinaA Study of Western North CarolinaA Study of Western North Carolina ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

An Interdisciplinary Unit An Interdisciplinary Unit An Interdisciplinary Unit An Interdisciplinary Unit Using Objectives from the North CarolinaUsing Objectives from the North CarolinaUsing Objectives from the North CarolinaUsing Objectives from the North Carolina

Eighth Grade CurriculumEighth Grade CurriculumEighth Grade CurriculumEighth Grade Curriculum

Diane Walters

ECI 511 Final Project 2003 Summer Session II Judy Lambert, Instructor

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Table of ContentsTable of ContentsTable of ContentsTable of Contents Unit Overview Page ........................................................................................................................3 Book Synopsis.................................................................................................................................5 Subject Areas’ Contribution to Unit .....................................................................................7 Word Processing Lesson Plan ................................................................................................. 10 Database Lesson Plan................................................................................................................ 13 Internet Lesson Plan..................................................................................................................... 17 Spreadsheet Lesson Plan ......................................................................................................... 20 Presentation Lesson Plan........................................................................................................... 24

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Unit OverviewUnit OverviewUnit OverviewUnit Overview Unit Title: Where the Lilies Bloom Unit Title: Where the Lilies Bloom Unit Title: Where the Lilies Bloom Unit Title: Where the Lilies Bloom –––– A Study of Western North Carolina A Study of Western North Carolina A Study of Western North Carolina A Study of Western North Carolina Suggested Grade Level: Suggested Grade Level: Suggested Grade Level: Suggested Grade Level: Eighth Grade Duration of Unit: FiveDuration of Unit: FiveDuration of Unit: FiveDuration of Unit: Five Weeks Curriculum Area Curriculum Area Curriculum Area Curriculum Area ---- Subject Area: Subject Area: Subject Area: Subject Area: Language Arts – Literary Genres/Novel Study Secondary Curriculum Area: Exploring Life Skills Curriculum Area Curriculum Area Curriculum Area Curriculum Area ---- Subject Area: Subject Area: Subject Area: Subject Area: Science – Natural Resources Secondary Curriculum Area: Social Studies Curriculum Area Curriculum Area Curriculum Area Curriculum Area ---- Subject Area: Subject Area: Subject Area: Subject Area: Math – Budgeting Secondary Curriculum Area: Exploring Life Skills : Curriculum Area Curriculum Area Curriculum Area Curriculum Area ---- Subject Area: Subject Area: Subject Area: Subject Area: Social Studies – Western NC (culture, history, geography) Secondary Curriculum Area: Art Brief Overview: Brief Overview: Brief Overview: Brief Overview: The adolescent novel, Where the Lilies Bloom, is set in the Great Smoky

Mountains of North Carolina and is a required novel of West Millbrook Middle School’s

eighth graders. The book deals with a number of topics that provide links to other areas

of the curriculum. Since the West Millbrook Technology Plan requires that at least one

time each year, teaching teams develop and teach an interdisciplinary unit that also

includes instruction in all six of North Carolina’s technology strands, Where the Lilies

Bloom, is a fitting springboard for an eighth grade interdisciplinary unit.

Instruction of this unit will be spread over a five-week period during the spring

quarter of the eighth grade year. The unit will begin in the Language Arts curriculum

area. After the students have read the first several chapters of the book, other curricular

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areas will participate in integration activities appropriate for their subject area. An

overview of each curriculum areas’ contribution to the unit is given below the book

synopsis.

A culminating activity will be held at the end of this five-week unit. The students

will hold a Where the Lilies Bloom day. On that day, students will arrive at school in

mountaineer attire and will compete in a “best costume” contest. Thanks to the assistance

of parents and local artisans, students will be given an opportunity to help make a

patchwork quilt, spin yarn and weave on a loom, while other groups will help prepare

apple desserts and will press apples to make apple cider. Throughout the day, students

will visit the team mini-computer lab to see exemplary projects from the various

technology-integrated lessons throughout the weeks of the unit. The day will end with a

cultural arts sponsored event with clogging lessons and entertainment by a fiddler.

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Book SynopsisBook SynopsisBook SynopsisBook Synopsis Roy Luther is dying. He is the father of four children. Devola, the oldest child in

the family is 18-years-old and mildly mentally handicapped. Mary Call is 14-years old

and has a strong, determined personality. She has served as a mother for the children

since their mother died. Romey, the only boy in the family is ten years old and quite

responsible though still very young. Ima Dean, five years old, is the baby in the family.

Her childhood innocence provides a stark contrast to Mary Call’s maturity,

With extreme tenacity stereotypical of Appalachian mountain people, Roy Luther

demands several promises from his fourteen-year-old daughter. First, Mary Call must

promise that she will take pride in the Luther name and teach her siblings to do likewise.

Mary Call’s second pledge is to keep the family together and refuse all offers of charity

after his death. Roy Luther expects her manage their small tenant farm and to find other

ways to provide for the family. He also requires that Mary Call promise to never allow

Devola to marry Kiser Pease, the owner of the land on which the Luthers are tenant

farmers. In Roy Luther’s opinion, Kiser Pease is ignorant which he does not believe

would mix well with Devola’s “cloudy-headedness.” Finally, Mary Call is forbidden

from calling the doctor when Roy Luther is dying and is to bury him on the mountain

without an undertaker or a preacher.

While Roy Luther lies near death, the Luther children save the life of Kiser Pease,

whom they find alone in his home, delirious and near death from pneumonia. Thinking of

her father’s impending death, and the new responsibilities of providing for the family that

will soon weigh on her shoulders, Mary Call designs a plan. She insists that in return for

the Luther children saving his life that Kiser give her deed to the Luthers’ house and the

land that they have been sharecropping for him.

After Roy Luther’s death, life becomes extremely difficult. Mary Call gets Romey

to help her take their father’s body into the mountains for a private burial. They keep his

death a secret from their sisters for a long time, afraid that they might slip and share the

information with others. Mary Call felt that as long as outsiders thought that there was a

parent in the home that the children would not be separated. A book that had belonged to

her dead mother inspires Mary Call to begin wildcrafting in an effort to earn survival

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money. Kiser Pease’s courtship of Devola continues in spite of Mary Call’s efforts to

stop it, but eventually she sees that she can take advantage of Kiser and encourage him to

bring Devola gifts that will help the whole family survive.

An extremely harsh winter pushes the Luther children to their physical and

emotional limits. As Mary Call’s determination declines, she decides that the only

solution to keeping the family together, while also keeping her promise to her father, is

for her to marry Kiser Pease. In a scene that is both tender and humorous, Mary Call

proposes to Kiser, who turns down her offer.

After realizing that Kiser is not ignorant and is truly in love with Devola, Mary

Call allows their marriage. With the help of Kiser and Devola, the three others remain in

the Luther house where they continue to earn money by wildcrafting.

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Curriculum ACurriculum ACurriculum ACurriculum Areas’ Contribution to the Overall Unit:reas’ Contribution to the Overall Unit:reas’ Contribution to the Overall Unit:reas’ Contribution to the Overall Unit:

Language Arts Language Arts Language Arts Language Arts –––– Literary Genres/Novel Study Literary Genres/Novel Study Literary Genres/Novel Study Literary Genres/Novel Study In addition to introducing students to the unique culture frequently found among

the mountain people of North Carolina, the Language Arts portion of this unit will

incorporate reading comprehension lessons, critical and creative thinking skills, literary

analysis, word study, and an assortment of writing activities that complement the above

elements.

Because this is a rather lengthy fifteen-chapter fictional novel, Language Arts will

be the only curriculum area that will need the entire five weeks to adequately cover the

subject matter. The Language Arts portion of the unit will be so comprehensive that

students will receive practice covering every single one of the 8th grade Language Arts

objectives, though many of the activities will be reinforcement to previous teaching,

rather than new instruction. Various lessons will include:

• Discussing setting • Recognizing conflict • Using context clues to determine word meaning. • Using new words in context sentences • Relating fictional events to history • Recognizing and evaluating stereotypes • Interpreting theme • Analyzing characters • Writing persuasive essays • Assuming a persona Science Science Science Science –––– Natural Resources Natural Resources Natural Resources Natural Resources The term, wildcrafting, is introduced in chapter three of the novel and will be part

of Language Arts vocabulary and discussion topics during the second week of the unit.

At that point, the science curriculum will become involved in this interdisciplinary unit.

Science lessons within this unit will include an in-depth study of wildcrafting.

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Math Math Math Math –––– Budgeting/Cost of Living Budgeting/Cost of Living Budgeting/Cost of Living Budgeting/Cost of Living

By late in the third week of the Where the Lilies Bloom unit, anchored in

Language Arts, the Math teacher will get involved. By this point, the students will

understand the difficulty that Mary Call is having in providing for the basic needs of the

family and the dire need for money to live. This will be the perfect time to reinforce a

major mathematics concept written into the middle grades math curriculum: “Students

will create and solve relevant and authentic problems using appropriate technology and

applying these concepts as well as those developed in previous years.” The math teacher

will challenge the students to research the cost of living in Raleigh and analyze data to

determine what it would cost if the student found themselves in Mary Call’s shoes –

keeping in mind, that they are not to ask for help of any kind from people on the outside.

Late in the third week of the unit, the math students will do an Internet activity,

determining the precise cost of living – groceries, home, electricity, etc. Early in the

fourth week, the math students will prepare a spreadsheet showing the cost of living for

one month.

Social Studies Social Studies Social Studies Social Studies –––– Western NC (culture, hi Western NC (culture, hi Western NC (culture, hi Western NC (culture, history, geography)story, geography)story, geography)story, geography)

Social Studies will begin studying Western North Carolina a few days after the

Language Arts classes begin to read Where the Lilies Bloom. Because there are so many

Social Studies objectives to cover relating to the Western region, the Social Studies

classes will need almost as long as Language Arts to cover the subject matter. Since the

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Social Studies classroom has a mini-lab of six computers, integration of computer

technology happens on a regular basis in this class. One of the early uses of integration

will be to research locations to visit in Western North Carolina. The students will work

on a database of locations that they began early in the school year that covers the entire

state. Information gleaned from this Internet and reference book research for the database

will be helpful as the class finishes their Western North Carolina unit. Each class will

work with their work groups of four students to research locations, share information,

help with technical issues, etc.; however, each member of class will prepare their own

Power Point presentation highlighting the wonderful things to see and do in Western

North Carolina. Regional culture and art will be included in the presentation.

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What Would You Do?What Would You Do?What Would You Do?What Would You Do?

IntegraIntegraIntegraIntegrated Lesson Plan using Word Processing Softwareted Lesson Plan using Word Processing Softwareted Lesson Plan using Word Processing Softwareted Lesson Plan using Word Processing Software

Curriculum Area:Curriculum Area:Curriculum Area:Curriculum Area: Language Arts (and Exploring Life Skills)

Subject Areas:Subject Areas:Subject Areas:Subject Areas: Writing

Lesson Title:Lesson Title:Lesson Title:Lesson Title: What Would You Do?

Suggested Grade Suggested Grade Suggested Grade Suggested Grade Level:Level:Level:Level:

Grade 8

Equipment Needed Equipment Needed Equipment Needed Equipment Needed and Availability:and Availability:and Availability:and Availability:

Technology: Reserve the computer lab for two days. Students will need access to their own computer for this assignment. Within the computer lab, the teacher will need access to an LCD projector, or the LanSchool monitor software to demonstrate the synonym feature of MS Word. Software: MS Word

Prerequisite Skills Prerequisite Skills Prerequisite Skills Prerequisite Skills in Language Arts:in Language Arts:in Language Arts:in Language Arts:

• Understanding the writing process. • Organizing writing assignments with graphic organizers. • Ability to write descriptive essays. • Understanding for the following words: conflict, nouns, and

adjectives. • Previous exposure to style and technique rubric that will be

part of their evaluation process in this assignment. Prerequisite Skills Prerequisite Skills Prerequisite Skills Prerequisite Skills In Exploring Life In Exploring Life In Exploring Life In Exploring Life Skills:Skills:Skills:Skills:

• Understanding of their own personal responsibilities with a specific emphasis on the family.

Prerequisite Skills Prerequisite Skills Prerequisite Skills Prerequisite Skills in Technology:in Technology:in Technology:in Technology:

• Creating and saving word processing documents. • Editing skills with the soft copy, such as spell check, inserting,

deleting, and moving text.

Learning Objectives Learning Objectives Learning Objectives Learning Objectives in Language Arts:in Language Arts:in Language Arts:in Language Arts:

3.02 Define the use of the problem-solution process by evaluating problems and solutions within various texts and situations.

Learning Objectives Learning Objectives Learning Objectives Learning Objectives In Exploring Life In Exploring Life In Exploring Life In Exploring Life Skills:Skills:Skills:Skills:

5.02 Determine strategies for coping with challenges.

Learning Objectives Learning Objectives Learning Objectives Learning Objectives in Technology:in Technology:in Technology:in Technology:

3.2 Use WP/DTP for assignments/projects.

Instructions:Instructions:Instructions:Instructions: Summary of lesson: After reading chapter one, the students will discuss the chapter, then use word processing software to prepare a

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one-page word processed essay that evaluates how they would respond to one of the promises that Roy Luther asked Mary Call to make. On the day prior to visiting the computer lab lead a class review of the events that occurred in chapter one. • In chapter one, we learn that Roy Luther has asked Mary Call

to make several promises. Even from this early point in the story, we know that one promise will be extremely difficult to keep. She is to let him die quietly, without calling a doctor. After his death, she is to not call an undertaker or preacher, but instead, she is to take his body up on the mountain they call, “Old Joshua,” and bury him there.

• Mary Call does not ask him how she is supposed to get him there, because she does not want to embarrass him. She knows that she will have to place his body into Romey’s child-sized wagon.

• Let class discuss how this might take place. Be sure that there is some discussion about extreme difficulty of taking a heavy, dead, adult body in a small wagon up a high mountain.

• Be sure that the students understand that there is no money available to pay for help.

• Help them understand that asking for help, and letting another adult know that their only living parent is dead could lead to something Mary Call was extremely concerned about – the separation of the children to different homes, either through foster homes, or adoption.

• Since the Exploring Life Skills objective relates to developing strategies for coping with challenges, the teacher should help the student relate Mary Call’s challenges to challenges that these students face. (Peer pressure, not having as much allowance as other kids, struggling with schoolwork, etc.)

• Pass out a rubric that outlines the expectations of an essay they will be writing. The expectations will include content items listed below, along with style and technique items that they have been exposed to in previous assignments.

• At this point, introduce the essay topic, “What Would You Do?” (How would you cope with the challenges that Mary Call faced?) o Students are to imagine that they are in Mary Call’s shoes

and describe challenge that she experienced. (Point out that this challenge is an internal conflict – literary terminology,)

o Students are to explain what they would have done when Roy Luther died.

o Would they have kept their promises? Why or why not? • Would they have involved other people? Siblings?

Neighbors? Why or why not? • What kind of burial would they have given Roy

Luther? • Students may follow the five-paragraph essay format, but are

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not limited to five paragraphs. • They must have an introduction paragraph, at least three

paragraphs explaining how they would have coped with these challenges, and a final summary/conclusion paragraph.

• Any time remaining on the day prior to visiting the computer lab should be spent doing a graphic organizer. (The teacher should suggest that students include descriptive phrases in their graphic organizer to help the following day with the writing process.)

• Day one in the computer lab will be working on a rough draft of the assignment.

• Fifteen minutes before the end of class, ask the students to locate an adjective or noun in their rough draft that has been used more than once.

• Using the LCD projector, show the students how to use the thesaurus function of MS Word by hovering over the word they want to change, right click, scroll down to synonyms, and locate a synonym to replace the overused word.

• Suggest that tomorrow, before they print their final copies, that they should see if there are other words that would be more effective if replaced by a synonym.

• Students are to print their rough draft and pencil in edits/corrections for homework.

• On day two in the computer lab, the students should complete their essay.

• Time should be spent proofreading and editing the soft copy. • Those who finish early should design an attractive cover,

experimenting with fancy, but readable, fonts, and inserting clip art.

Evaluation of Evaluation of Evaluation of Evaluation of Language Arts:Language Arts:Language Arts:Language Arts:

• Rubric mentioned previously that evaluates “Problem/Solution” content requirements, style, and technique.

Evaluation of Evaluation of Evaluation of Evaluation of Exploring Life Exploring Life Exploring Life Exploring Life Skills:Skills:Skills:Skills:

• Logical strategies for coping with problems evaluated through class discussion as well as demonstrated in the written assignment.

Evaluation of Evaluation of Evaluation of Evaluation of Technology:Technology:Technology:Technology:

• Printed essay with few errors.

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Wildcrafting Wildcrafting Wildcrafting Wildcrafting –––– A Unique Way of Using Our Natural Resources A Unique Way of Using Our Natural Resources A Unique Way of Using Our Natural Resources A Unique Way of Using Our Natural Resources

Integrated Lesson Plan using Database SIntegrated Lesson Plan using Database SIntegrated Lesson Plan using Database SIntegrated Lesson Plan using Database Softwareoftwareoftwareoftware

Curriculum Area:Curriculum Area:Curriculum Area:Curriculum Area: Science (and Social Studies)

Subject Areas:Subject Areas:Subject Areas:Subject Areas: Natural Resources

Lesson Title:Lesson Title:Lesson Title:Lesson Title: Wildcrafting – A Unique Way of Using Our Natural Resources

Suggested Grade Suggested Grade Suggested Grade Suggested Grade Level:Level:Level:Level:

Grade 8


Technology: Seven computers in the media center. Software: Database Software

Prerequisite Skills Prerequisite Skills Prerequisite Skills Prerequisite Skills in Science:in Science:in Science:in Science:

• Students will be familiar with the concepts of population dynamics and the way that population affects our natural resources.

Prerequisite Skills Prerequisite Skills Prerequisite Skills Prerequisite Skills In Social Studies:In Social Studies:In Social Studies:In Social Studies:

• The students will be studying Western North Carolina as the final region in the state; therefore, they will already be familiar with the relative location of places throughout the state.

• Students will be familiar with North Carolina’s topography and geography.


• Students will have created and worked with (sorted/filtered, etc) databases several times in their middle school experience.

Learning Learning Learning Learning Objectives Objectives Objectives Objectives in Science:in Science:in Science:in Science:

2.04 Analyze practices that affect the use, availability, and management of natural resources:

Learning Learning Learning Learning Objectives Objectives Objectives Objectives in Social Studies:in Social Studies:in Social Studies:in Social Studies:

1.3 Analyze ways North Carolinians have modified, used, and adapted to the physical environment

Learning Learning Learning Learning Objectives Objectives Objectives Objectives in Technology:in Technology:in Technology:in Technology:

3.4 Create/modify and use databases relevant to classroom assignments.

Instructions:Instructions:Instructions:Instructions: Background: • The study of wildcrafting will take approximately two weeks

and will begin after the students have been exposed to the concept of wildcrafting in the novel through their Language Arts class.

• Since a major focus of this science/technology/social studies lesson relates to data collection and research, the science

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teacher will reserve a section of the media center for three days. There the students will have access to reference books, library books, and the Internet for research.

• Prior to this unit, the teacher will e-mail for permission to make copies of “Wildcrafting for Beginners” (http://www.herb.com/fea/wildnew.htm) from Howie Brounstein’s Web site ([email protected]). This is a short text that includes a simple introduction to wildcrafting and a section on wildcrafting stewardship (rules that have a focus on looking at these wild plants/herbs in a way that will conserve/preserve these natural resources. These rules fit precisely with the science learning objective. Since this article first appeared in a free publication, I have little doubt that the author would freely allow copying for educational purposes.

• Though copies could be used based on Fair Use, receiving permission would be wise. Also, it could provide a mini-lesson to the students in copyright as the Wildcrafting lesson is introduced. (The students should be able to view the e-mail request, as well as the permission received back by e-mail – this will likely make a significant impression in the students’ copyright education.)

Instructions: • On the day prior to the first day in the library, the students will

read Brounstein’s Wildcrafting for Beginners, which includes the Wildcrafting Checklist. Having been well exposed to wildcrafting stewardship concepts in the novel, all of the students should feel as though they are already somewhat familiar with the subject.

• The teacher should use herbs and wild plants discussed in the novel as a way to expose the students to things that they should research. Discuss: foxglove, ginseng, goldenseal, Virginia snakeroot, and the lobelia herb.

• Discuss that each of these can be used for medicinal purposes, and that the “medicines” come from different parts of the plant (Sometimes the root, sometimes the stem, sometimes the leaves, sometimes the flowers, and sometimes the fruit.

• Discuss the fact that some of these items are rare, and therefore, much more expensive than others.

• Introduce the assignment – Students will spend the next several days in the media center researching various plants and herbs used in wildcrafting. The students will gather specific information that will be placed into a single database for classroom use.

• Remind the students that planning a database is one of the most important steps. Why? Because it make a collection of data useful! Since we don’t want to waste our time collecting jumbled information that is hard to organized, we need to decide exactly what things are important for us to know about herbs and other plants that can be “wildcrafted.”

• Ask the students to take five to seven minutes to discuss with

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their teams the elements that should be included in a wildcrafters’ database.

• Key step in this database lesson – designing the database. After the groups have met, gather the students back together as a group. The last 12-15 minutes of the period should be deciding as a class the categories that they will research and include in their database. Suggestions: ! Common Name ! Latin Name ! Medicinal Use, i.e. what it treats ! Other uses, e.g. culinary, beverages, etc. ! Part of plant used ! Range ! Habitat ! Appearance ! Price

• Make a list of the categories that the students decide should be included in the database, and distribute as a handout when the students arrive at the media center the next day.

• So that there is little to no duplication of effort, the teacher will distribute a list of herbs/plants for each team to research. Since the plants discussed in the novel are already somewhat familiar to the students, these plants should be spread throughout the list so that each team is assigned at least one or two plants that are already familiar.

• As mentioned in the beginning, teams should use all forms of reference materials in the media center – including the Internet. (The teacher should list a few web sites to help them start their search, but should encourage the students that they should use reference books as well!)

• If one of the teams finishes the research early, allow a student from that team to create the database using the categories previously determined. The database should be saved to the “share” directory in addition to the student’s home directory, so that it will be safely located in two places.

• Any time remaining in the media center, while some groups are finishing research and others have finished can be spent in inputting the data. (Note that only one computer will be used for input since our desire here is to create a large database that can be saved and later made “shareable” on the share directory so that all students can eventually manipulate the data through searches, sorts, etc.

• It is important that each student personally input at least three records into the database. Though planning the database and designing one that is relevant to the science and social studies curriculum was the main focus, we should not neglect the importance of giving students experience in data entry either. (See example page at end of lesson. Also see Wildcrafting database file.)

• Following the database development, a homework assignment

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should be for each student to develop three questions that can be answered through filtering or sorting the database.

• After the research and data entry is complete, time should be spend in class and small group discussion and activities helping the students tie in their new knowledge of wildcrafting to the importance of managing our natural resources (science objective) and discuss that some North Carolinas have turned to cultivating plants that have been traditionally found in the “wild” (social studies objective.)

Evaluation of Evaluation of Evaluation of Evaluation of Science:Science:Science:Science:

Participation in class and small group discussion demonstrating an understanding of the importance of conserving our resources.

Evaluation of Evaluation of Evaluation of Evaluation of SocialSocialSocialSocial Studies: Studies: Studies: Studies:

Participation in class and small group discussion demonstrating an understanding of how North Carolinians have used and adapted to their natural environment. (Wildcrafting, cultivation of plants through farming, etc.)


Completion of database. Each person successfully inputting records. (Later, they will be evaluated on the ability to sort and filter, when the teacher can reserve a day in the computer lab.)

Sample page from Database:

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What Would iWhat Would iWhat Would iWhat Would it Take for Me to Survive on My Own?t Take for Me to Survive on My Own?t Take for Me to Survive on My Own?t Take for Me to Survive on My Own?

Integrated Lesson Plan using a Web ActivityIntegrated Lesson Plan using a Web ActivityIntegrated Lesson Plan using a Web ActivityIntegrated Lesson Plan using a Web Activity Reference site:

http://www.raleighlocksmith.com/wmms_cic/webquests/budget_intro.htm CurriCurriCurriCurriculum culum culum culum Area:Area:Area:Area:

Math

Subject Subject Subject Subject Areas:Areas:Areas:Areas:

Math and Exploring Life Skills – The Cost of Living/Budgeting

Lesson Lesson Lesson Lesson Title:Title:Title:Title:

What Would it Take for Me to Survive on My Own?

Suggested Suggested Suggested Suggested Grade Grade Grade Grade Level:Level:Level:Level:

Grade 8

Equipment Equipment Equipment Equipment Needed and Needed and Needed and Needed and Availability:Availability:Availability:Availability:

Technology: Internet connection, LCD Projector connected to teacher laptop, projection screen. The mini lab (14 computers with internet connection) in the media center will be scheduled for two research days. (Students will be working in pairs) Software: Internet browser software & word processing software.

Prerequisite Prerequisite Prerequisite Prerequisite Skills Skills Skills Skills in Math:in Math:in Math:in Math:

The student should be proficient with: • Estimating and computing with rational numbers. • Compare, order, and convert among fractions, decimals (terminating and

non-terminating), and percents. • Solve problems involving percent of increase and percent of decrease.

Prerequisite Prerequisite Prerequisite Prerequisite Skills Skills Skills Skills In Exploring In Exploring In Exploring In Exploring Life Skills:Life Skills:Life Skills:Life Skills:

The student should understand the basics of good nutrition, along with the fundamental concepts surrounding managing personal and clothing resources.

Prerequisite Prerequisite Prerequisite Prerequisite Skills Skills Skills Skills in in in in Technology:Technology:Technology:Technology:

The student should be proficient with: • Accessing the Internet, reading web pages, using hyperlinks, returning to

previous pages, and doing simple searches. • Understanding how to minimize a screen, and open a blank document so

that notes can be taken on a separate document. (Saving and storing that document in the student’s home directory.)

Learning Learning Learning Learning ObjectivesObjectivesObjectivesObjectives

1.12 Analyze problems to determine if there is sufficient or extraneous data, select appropriate strategies, and use an organized approach to solve using

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Objectives Objectives Objectives Objectives in Math:in Math:in Math:in Math:

calculators when appropriate.

Learning Learning Learning Learning Objectives Objectives Objectives Objectives Exploring Exploring Exploring Exploring Life Skills:Life Skills:Life Skills:Life Skills:

1.01 Analyze ways to manage personal and material resources to achieve goals.

Learning Learning Learning Learning Objectives Objectives Objectives Objectives in in in in Technology:Technology:Technology:Technology:

3.9 Conduct online research and evaluate the information found as to the validity, appropriateness, content, and usefulness.

Instructions:Instructions:Instructions:Instructions: • This lesson will take place late in week three of the team’s Where the Lilies Bloom unit. This web activity takes the students through a research phase for calculating a survival budget. (The budget will be prepared early in week four of the plan, also in the math classroom.)

• Because the full computer labs are in extremely high demand at our school, this activity will be done in two-man teams, and therefore the mini lab in the Media Center has an adequate number of computers.

• This lesson will take place over two days. • The Language Arts class will still be reading and discussing/doing

activities related to Where the Lilies Bloom. The Science classes will be finished with their portion of the unit.

• This web activity will be the first time that the math classes have become involved. The teacher will have introduced the activity briefly in the closing portion of the previous day’s lesson, and will have facilitated a brief class discussion on the difficulty of a teenager providing the necessities of life for her family.

• Because of this previous day’s introduction, the students will go straight to the Media Center mini lab, thus saving time.

• The students should sit briefly at the group of tables near the mini lab so that the teacher can present the objectives of the activity.

• http://www.raleighlocksmith.com/wmms_cic/webquests/budget_intro.htm • Project on and projecting the above site. The teacher will project the first

page of the web activity and will discuss the assignment, pointing out the tremendous importance that the teams keep meticulous records of their research. Since each of the computer buddies will need their own copies of the information gleaned from research, records should be kept on the computer for ease in printing/reproducing.

• After this foundation is laid, the students should quickly move to their pre-assigned computers and start working.

• Instructions within the web activity are self-explanatory. • The teacher should move from one group to the next observing the

students, thus ensuring that they are carrying out the assignment properly. • The teacher should listen to student discussion and input additional

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thoughts as needed, taking care to allow the students to facilitate their own thought processes, rather than the teacher taking over.

• The grocery shopping research will take the most time by far, but the entire web quest should easily be finished in two days.

• Students who finish early should start planning their spreadsheet, but should not start creating the spreadsheet.

Evaluation Evaluation Evaluation Evaluation of Math:of Math:of Math:of Math:

• The teacher should informally observe the students activity, ensuring that they become competent to work through data, discarding extraneous information not related to the budgeting process.

• The teacher should also review items on the shopping list, ensuring that the students are comparing unit weights and prices, and are selecting the items with the best value.

Evaluation Evaluation Evaluation Evaluation of of of of Exploring Exploring Exploring Exploring Life Skills:Life Skills:Life Skills:Life Skills:

This evaluation will be entirely through informal observation. This entire research process is leading the student to develop and analyze ways to manage personal and material resources. Successfully completing the Web activity will indicate success in meeting this objective.

Evaluation Evaluation Evaluation Evaluation of of of of Technology:Technology:Technology:Technology:

Successful completion of web activity, including the printout of the research showing that they gleaned relevant information from the internet.

Screen Print of Web Activity Introductory Page:Screen Print of Web Activity Introductory Page:Screen Print of Web Activity Introductory Page:Screen Print of Web Activity Introductory Page:

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What Would it Take for Me to Survive on My Own?What Would it Take for Me to Survive on My Own?What Would it Take for Me to Survive on My Own?What Would it Take for Me to Survive on My Own? Integrated Lesson Plan using Spreadsheet SoftwareIntegrated Lesson Plan using Spreadsheet SoftwareIntegrated Lesson Plan using Spreadsheet SoftwareIntegrated Lesson Plan using Spreadsheet Software

Curriculum Area:Curriculum Area:Curriculum Area:Curriculum Area: Math Subject Areas:Subject Areas:Subject Areas:Subject Areas: Math and Exploring Life Skills – The Cost of

Living/Budgeting Lesson Title:Lesson Title:Lesson Title:Lesson Title: What Would it Take for Me to Survive on My Own? Suggested Grade Suggested Grade Suggested Grade Suggested Grade Level:Level:Level:Level:

Grade 8


Technology: LanSchool Monitoring teacher station and lab software. 28 computers in the computer lab Software: MS Excel or MS Works Spreadsheet

Prerequisite Skills Prerequisite Skills Prerequisite Skills Prerequisite Skills in Math:in Math:in Math:in Math:

The student should be proficient with: • Estimating and computing with rational numbers. • Compare, order, and convert among fractions, decimals

(terminating and non-terminating), and percents. Solve problems involving percent of increase and percent of decrease.

Prerequisite Skills Prerequisite Skills Prerequisite Skills Prerequisite Skills In Exploring Life In Exploring Life In Exploring Life In Exploring Life Skills:Skills:Skills:Skills:

The student should understand the fundamental concepts surrounding managing personal resources.


Students will know how to create a spreadsheet, adjust columns, input data, etc, but may need a refresher lesson on inputting formulas.

Learning Objectives Learning Objectives Learning Objectives Learning Objectives in Math: in Math: in Math: in Math:

1.12 Analyze problems to determine if there is sufficient or extraneous data, select appropriate strategies, and use an organized approach to solve using calculators when appropriate.

Note that the Web activity lesson focused on the first portion of this objective, while this spreadsheet lesson will focus on organization and the calculating functions of electronic spreadsheets.

Learning Objectives Learning Objectives Learning Objectives Learning Objectives in Exploring Life in Exploring Life in Exploring Life in Exploring Life Skills:Skills:Skills:Skills:

1.01 Analyze ways to manage personal and material resources to achieve goals.

Learning Objectives Learning Objectives Learning Objectives Learning Objectives in Technology:in Technology:in Technology:in Technology:

3.6 Create/modify and use spreadsheets to solve problems related to content areas.

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Instructions:Instructions:Instructions:Instructions: • This lesson will only require one day in the computer lab, though a few students may not finish.

• Students should report directly to the computer lab rather than the classroom to maximize time in the lab.

• As soon as the tardy bell rings, the teacher should begin the lesson. (Most students will arrive prior to the tardy bell and will login to their computers. Latecomers can look on to other computers while their computers are logging in. It is imperative not to waste any time.

• Using the LanSchool broadcast function; show the students the model spreadsheet.

• Before revealing the formulas in the formula bar, ask the students to discuss what they see: ! Groceries listed first ! Quantity for groceries ! Price per item ! Column for week’s grocery cost ! Column for monthly costs ! Column for annual costs

• Discuss the components of a formula. • What is the first symbol keyed in a formula? “=” sign • Remind students that they do not have to key in the cell

reference in a formula, but can use the “point and click” method.

• Remind students of the function of the auto-sum key and ask them to point out places where the auto-sum key could be used. (Adding columns of groceries together)

• Point out that the auto-sum will also work in cells E26 and F26.

• Remind students that formulas can be input into successive cells through drag and drop, or copy and paste.

• Though the above seems lengthy, it can be discussed in five to seven minutes.

• The remainder of the class time will be spent with the students creating their own spreadsheets.

• Pass out the spreadsheet “sample” that does not show items or numbers, but does remind the students of the format and the cell locations where they will be inserting formulas.

• If students have not already retrieved their research numbers from the web activity, they should do that now.

• Move through computer lab assisting as needed and observing students to ensure that all are being successful.

• Students who finish early can experiment with

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background colors, text color changes, inserting a clip art image, etc.

• Only a few students will not finish in one class period. Give those students media center passes to go to the media center to work during the half period before or after lunch the following day.

• On a following day, lead a culminating class discussion regarding the high cost of living. Remind them that they were living without telephone, or many other luxuries of life; there was not money for movies or fast food. The food that they were buying was inexpensive and they would likely get tired of eating the same types of food for long periods of time. Allow the students to have some freedom in the direction of this “survival budget” discussion as long as the topics are constructive.

EvaluatioEvaluatioEvaluatioEvaluation of Math:n of Math:n of Math:n of Math: Visual check for proper use of formulas in the spreadsheet. Evaluation of Evaluation of Evaluation of Evaluation of Exploring Life Exploring Life Exploring Life Exploring Life Skills:Skills:Skills:Skills:

Check for spreadsheet logical consideration of needed groceries and frugality.


Printout of completed spreadsheet.

ScScScScreen print of the spreadsheet model for lesson:reen print of the spreadsheet model for lesson:reen print of the spreadsheet model for lesson:reen print of the spreadsheet model for lesson:

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Example of student handout to facilitate individual spreadsheet design:Example of student handout to facilitate individual spreadsheet design:Example of student handout to facilitate individual spreadsheet design:Example of student handout to facilitate individual spreadsheet design:

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North Carolina is My Home: North Carolina is My Home: North Carolina is My Home: North Carolina is My Home:

Great Places to Visit in the MountainsGreat Places to Visit in the MountainsGreat Places to Visit in the MountainsGreat Places to Visit in the Mountains Integrated Lesson Plan usiIntegrated Lesson Plan usiIntegrated Lesson Plan usiIntegrated Lesson Plan using Presentation Softwareng Presentation Softwareng Presentation Softwareng Presentation Software

Curriculum Curriculum Curriculum Curriculum Area:Area:Area:Area:

Social Studies

Subject Subject Subject Subject Areas:Areas:Areas:Areas:

Social Studies and Art

Lesson Lesson Lesson Lesson Title:Title:Title:Title:

North Carolina is My Home: Great Places to Visit in the Mountains

Suggested Suggested Suggested Suggested Grade Grade Grade Grade Level:Level:Level:Level:

Grade 8

Equipment Equipment Equipment Equipment Needed and Needed and Needed and Needed and Availability:Availability:Availability:Availability:

Technology: LCD Projector connected to teacher laptop, projection screen. Digital camera. Scanner. (All available for checkout from the media center.) Two days in the classroom mini-lab with 6 student computers. Three days in one of the school’s computer labs with 28 computers. . Software: PowerPoint; photography software for cropping, image blending, etc.

Prerequisite Prerequisite Prerequisite Prerequisite Skills Skills Skills Skills in Social in Social in Social in Social Studies:Studies:Studies:Studies:

• Familiarity with the North Carolina geography in the coastal plain and the piedmont.

• An understanding of cultural differences throughout the state. • Historical knowledge of the state from the period of exploration and

colonization through the present day. Prerequisite Prerequisite Prerequisite Prerequisite Skills Skills Skills Skills In Art:In Art:In Art:In Art:

• Critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.

• Growing ability to interpret meaning from art pieces. • An understanding the culture and history affect art.

Prerequisite Prerequisite Prerequisite Prerequisite Skills Skills Skills Skills in in in in Technology:Technology:Technology:Technology:

• Familiarity with the Power Point software. • Ability to use Power Point templates. • Ability to insert clip art.

Learning Learning Learning Learning Objectives Objectives Objectives Objectives in Social in Social in Social in Social Studies:Studies:Studies:Studies:

1.2 Describe the physical and cultural aspects of North Carolina places.

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Learning Learning Learning Learning Objectives Objectives Objectives Objectives in Visual in Visual in Visual in Visual Art:Art:Art:Art:

5.01 Demonstrate an understanding that the visual arts have a history, purpose and function in all cultures

Learning Learning Learning Learning Objectives Objectives Objectives Objectives in in in in Technology:Technology:Technology:Technology:

3.3 Research, create, publish, and present projects related to content areas using a variety of technological tools.

Instructions:Instructions:Instructions:Instructions: Note: • Our first database lesson plan in ECI 511 was designed to be used

in the initial days of this Where the Lilies Bloom unit. That lesson plan had a companion web site: http://www.raleighlocksmith.com/wmms_cic/webquets/NC_places.htm. This web activity page was designed to be used throughout the school year as the social studies classes gathered information about places to visit in N.C. The previous database lesson will provide much needed background and supplemental information to today’s PowerPoint presentation lesson.

• This presentation will be the final activity of the Social Studies portion of the Where the Lilies Bloom unit and will be done during the final week of the entire unit. (The Language Arts class will be concluding their study of the book during this week as well.)

• At least one week prior to the beginning of work on this presentation, the students will be asked to collect photographs from any NC mountain trips that they or their family have taken. These photographs may be scanned and used in the group presentations.

Instructions: • This is a five-day activity. • On day one, the teacher will show an exemplary presentation from a

previous year so that the students get a visual idea of how to design their final project.

• Also on day one students will be given a rubric outlining the assignment requirements: ! Title Page slide with student’s name. (Title is: “Great Places to

Visit in the NC Mountains” or a more creative name.) ! At least two slides each of four different locations within the

mountains. • Photograph of each place to visit.

! Of the four locations: • At least one must have historical significance. • At least one must highlight mountain culture and

mountain art/crafts. ! Each location should note the nearest town/city, along with the

county that it is located.

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! Two-three points of interest about each location must be included in the presentation.

! Presentation should also include a Reference page using MLA citations.

! Students can use templates, or may design their own background and layout.

! This totals AT LEAST ten slides. ! On the first two days of this lesson, students will work with

their work groups of four to research locations, share information, help with technical issues, such as using the scanner to scan mountain photographs, or to take digital photographs of each other; however, each member of class will prepare their own Power Point presentation highlighting the wonderful things to see and do in Western North Carolina. Regional culture and art will be included in the presentation.

• During these two days, each student will determine at least four locations in the NC Mountains that they would like to highlight in their presentation. Even though they have previously spent time researching locations for their database, they need time to analyze all of the locations that they have studied and finish any research details necessary for their time in the computer lab.

• Students will be allowed to use the six classroom computers for research, and will be given media center passes as needed for reviewing reference material, using the scanner, etc.

• Some of the students may choose to include their own photograph on the title page, thus they will be allowed to use the digital camera.

• By the third day of this activity, the students should be organized and ready to start designing their presentation.

• Students will report directly to the computer lab for these three days.

• By the time that they go to the lab, they should thoroughly understand the project and should need little discussion or presentation from the teacher.

• The teacher should roam the class continually to ensure that students are making progress.

Evaluation Evaluation Evaluation Evaluation of Social of Social of Social of Social Studies:Studies:Studies:Studies:

! Slides highlighting (and identifying) geographic locations. ! Cultural/art slide ! Oral presentation of slide show will indicate that the students have

grasped the learning objectives. Evaluation Evaluation Evaluation Evaluation of Visual of Visual of Visual of Visual Art:Art:Art:Art:

! Inclusion of slide with art/craft location to visit. ! Oral presentation will reflect an understanding that local culture

will affect the art of the area.

Evaluation Evaluation Evaluation Evaluation of of of of

! Completed project that includes all elements of the rubric.

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Technology:Technology:Technology:Technology:

What Would it Take for Me to Survive on My Own? What Would it Take for Me to Survive on My Own? What Would it Take for Me to Survive on My Own? What Would it Take for Me to Survive on My Own? Analyzing the Cost of Living Analyzing the Cost of Living Analyzing the Cost of Living Analyzing the Cost of Living

Budgeted Items QTY Single Price One Wk Cost Monthly CostGroceries:

gallon of store brand plain milk 2 2.99$ 5.98$ 25.71$ loaf of store brand wheat bread (sale) 3 1.79$ 5.37$ 23.09$

1 30-count carton of eggs 1 2.89$ 2.89$ 12.43$ 8 oz. block of cheddar cheese 2 1.59$ 3.18$ 13.67$

Lowes Foods Refried Beans 2 0.79$ 1.58$ 6.79$ Lundberg Brown Rice - 2 lb bag 1 1.59$ 1.59$ 6.84$

Mild Salsa 16 oz. 1 2.69$ 2.69$ 11.57$ store brand creamy peanut butter 28 oz. 1 2.59$ 2.59$ 11.14$

Lowes Foods Strawberry Preserves 32 oz 1 2.69$ 2.69$ 11.57$ 10 pack - soft tacos 2 1.79$ 3.58$ 15.39$

lettuce 1 1.29$ 1.29$ 5.55$ tomato 1 0.40$ 0.40$ 1.72$

cucumber 1 0.50$ 0.50$ 2.15$ salad dressing- ranch 1 1.69$ 1.69$ 7.27$

Hanover Beans and Potatoes 39 oz 2 1.55$ 3.10$ 13.33$ Approximate Grocery Total 39.12$ 168.22$

Clothing: $20Rent: 400.00$ Electricity: 100.00$ Water/Sewer: 16.00$

Total $536

Sample to copy and use for handout:

What Would it Take for Me to Survive on My Own? What Would it Take for Me to Survive on My Own? What Would it Take for Me to Survive on My Own? What Would it Take for Me to Survive on My Own? Analyzing the Cost of Living Analyzing the Cost of Living Analyzing the Cost of Living Analyzing the Cost of Living

Budgeted Items QTY Single Price One Wk Cost Monthly CostGroceries:

list item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula here

list item qty $? formula here formula herelist item qty $? formula here formula herelist item qty $? formula here formula here

Approximate Grocery Total formula here formula here

Clothing: $ ?Rent: $ ?Electricity: $ ?Water/Sewer: $ ?

Total $ ?

Annual Cost

308.57$ 277.09$ 149.12$ 164.09$ 81.53$ 82.04$

138.80$ 133.64$ 138.80$ 184.73$ 66.56$ 20.64$ 25.80$ 87.20$

159.96$ 2,018.59$

240.00$ 4,800.00$ 1,200.00$

192.00$ 6,432.00$

Annual Cost

formula here Design Notes:formula here Grocery heading, clothingformula here Rent, Electricity, and formula here Water/serwer - Left alignformula hereformula here Grocery List - Right alignformula hereformula here $ format, columns C,D,E,&Fformula hereformula hereformula hereformula here

formula hereformula hereformula hereformula here

formula hereformula hereformula hereformula hereformula here

where the lilies bloomwhere the lilies bloom · where the lilies bloomwhere the lilies bloom ......

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