Wisconsin—A Thematic Unit

GoalsStudents will be able to verbalize the importance of mapsStudents will be able to identify and describe characteristics of different types of maps

Lesson 1

MaterialsMap of the worldIndividual mapsFlashcards of vocabularyPush pinsString

Activity 1 Students list all the different kinds of maps they have ever seen or used. A road map

A political map A shaded relief map A topographic map A map showing products from a State or region A map showing the weather (either in the newspaper or on television) A map on a television news program A map showing the routes of an explorer A map showing how different States voted in an election A map featuring the agricultural products of different States or regions

Using social studies textbook or a variety of texts, students work in groups for 5 to 10 minutes to look through their textbooks. They list the kinds of maps they find on their activity sheet.

Why are there are so many different kinds of maps? (The conclusion they should come to is that you can't display everything about a place on one piece of paper. So for a map to communicate clearly, it must show a limited number of things.)

Students look at the information poster and map packet pages. "We are going to use this information to help us understand some of the major kinds of maps."

Students look at the large photograph of Salt Lake City and environs.

Students describe what they see. Direct the comments to make sure they notice a variety of geographic features-the mountains, the city, highways, the State capitol building, etc.

Students look at different maps on the poster. Say, "Here are several different maps of the Salt Lake City area. Each shows a different thing."

Students write down one or two things that they can learn from each of the maps. (The next lesson focuses on specific skills needed to read, understand, and use maps.)

Lesson 2

GoalsStudents will be able to locate and identify geography words on a map MaterialsMap of the worldIndividual mapsFlashcards of vocabularyPush pinsString

Warm-Up

Students will be asked to look at a map to identify their country of origin. Then they will be asked several background knowledge questions to test general knowledge:

What continent is it on? What ocean is by it? What hemisphere is it in?

Activity 1: vocabulary introduction

Introduction of main vocabulary words: continent, hemisphere, north, south, east, west, map, ocean, sea, lake, river, country, capital, world, earth, globe, map, prime meridian, equator, tropic of cancer, tropic of Capricorn, longitude, latitude,

T: This is a continent. (2x—pointing on map)T: What is this? T his is a continent. (2x—pointing on map)T: What is this?S: This is a continent.

Activity 2: Non Verbal Student Response

T: Show me a continent.S: student points to a continent

Activity 3: Dual Choice

Using vocabulary flashcards, ask students the following:

T: Is this a continent or a country?S: This is a continent

Activity 4: Verbal Response

T: What is this?S: This is a…

Activity 5: Labeling MapStudents label world map with vocabulary flashcards, pins and strings.

Activity 6: Individual workStudents receive a copy of the world map and label the vocabulary words that they’ve learned.

Goals

Students will use directional words to identify places on a map Lesson 3

MaterialsIndividual world mapsLarge world mapQuestions for map/Reading

Warm-Up

Students are asked to locate and identify vocabulary words on the world map.

Activity 1: Where is… with dual choice

Teacher models student response to use with directional words: north (ern), south (ern), east (ern), west(ern) of/hemisphere

T: Where is Russia? Is it in the northern hemisphere or the southern hemisphere?S: It’s in the northern hemisphere.

T: Where is Canada? Is it north of the United States or south of the United States?S: It’s north of the United States.

Activity 2: Verbal Response

T: Where is Australia?S: It’s in the southern hemisphere.

Activity 3: Student pairs with verbal response

S1: Where is Italy?S2: It is south of France.

Activity 4: Student assessment—informal

Students are asked questions about the vocabulary on the board. They are asked to locate items and state where they are located in relation to another object.

Activity 5: Reading

Students receive a list of questions they need to answer using their directional words, the map vocabulary words and their world map.

GoalsStudents will be able to identify and locate longitude and latitude on a map and on a goalStudents will be able to use longitude and latitude to locate places on a map

Lesson 4

Materials neededActivity Sheet #2Map PacketGlobe

Warm Up—Review of Directional words

Using a spinning compass, students locate a place on a map. They spin the compass. Wherever it lands, they need to locate what is _____ direction from their place on the map.

Activity 1: Understanding latitude and longitude

Review latitude and longitude. Students will be using their topographic maps.

T: "Points of latitude and longitude are imaginary lines created by map-makers to allow them to pinpoint any place on the globe or map."

Students find the latitude and longitude markings on the topographic map.

Students answer these questions and fill in their answers on Activity Sheet #2:

In what direction do latitude lines run? (Answer: east-west)

Longitude lines? (Answer: north-south)

What are the latitude and longitude of Salt Lake City? (Answer: 40° 46' N, 111° 53' W)

Activity 2: More on latitude and longitude. (use a globe).

Students follow Salt Lake City's latitude line around the globe. Students find two or three other cities found at roughly the same latitude. (Possible answers: Beijing, China; Ankara, Turkey; Madrid, Spain)

Students follow the longitude line. Students find a capital of a Canadian province that is closest to the longitude of Salt Lake City. (Answer: Edmonton, Alberta)

Following the longitude line south on the globe, which country does it pass through before reaching the Pacific Ocean? (Answer: Mexico)

Lesson 6

GoalsStudents will be able to locate and identify geographical vocabulary words on map of USAStudents will be able to locate and label vocabulary words on map of USA

MaterialsWorld map for labelingMap of the United StatesIndividual maps of the United StatesStringTapeFlashcards of vocabulary wordsCompass spinnerColored pencilsMap Quiz

Warm-up: review of longitude and latitude

Using a spinning compass, students locate a place on a map. Then they find the longitude and latitude lines for the place.

Activity 1: Quiz on map words

Students receive a blank map with vocabulary words to locate on their map.

Activity 2: Vocabulary introduction

Introduction of vocabulary words pertinent to the United States

State, capitol, city, county, continuous states, island, peninsula, Great Lakes, town, village, rural, urban, borders, regions, , the West, the South, the Southwest, the Plains states, the Midwest, the Northeast, New England states, mountains,

Use non-verbal student response, dual choice, and verbal student response to build vocabulary knowledge.

Activity 3: Map labeling

Students receive individual maps of the United States to label the new vocabulary words. Students create a legend to describe what they labeled on their map.

Color the 5 Great Lakes blue. Label them..Trace the path of the Mississippi river from it’s source to the mouth in blue.Draw black triangles where the Rocky Mountains, the Appalachian Mountains, the Cascades and the Sierra Nevada mountains are.Put a yellow star at our nation’s capital.Finish coloring the states in the Midwest purple.Color the states in the South orange. Label the region on your legend.Color the states in New England red. Label the region on your legend.Color the states in the West brown. Label the region on your legend.Find and label the Rio Grande on your map. Trace it in blue. Find and label the Missouri, Red and Ohio Rivers on your map.Locate and label the Sonora desert.Locate and label 5 major U.S. cities.

Questions for Map

Answer the following questions using your vocabulary words and your world map for help. Each question is worth 1 point (20 points total).

1. In what continent is the United States? North America2. What hemispheres are Africa in? Northern and Southern3. What direction is Canada from Mexico? North4. Name the continents in the northern hemisphere. North America, Europe, Asia, Africa5. List two countries in Asia. China, Russia6. Give the names of two island in Europe. England, Ireland, Scotland7. What state is a peninsula in the United States? Florida8. What continents does the equator go through? Africa, South America, Asia9. What continent is a country and an island? Australia10. How many oceans are there? 411. What are the names of the oceans? Atlantic, Pacific, Indian, Arctic12. List the names of two seas in Europe. Black and Mediterranean Sea13. Name a major river in the United States. Mississippi, Missouri, Ohio14. In what direction would you travel to go from Paris, France to Rome, Italy? South15. What is the difference between a map and a globe? one is a flat rectangle and the other is round16. Does Longitude go east/west or north/south? North/South17. Does Latitude go east/west or north/south? East/West18. Name two different types of maps. Political, topographical, physical, economic, resource19. How can maps help you? Give you more information about a topic; find your way20. Name two pieces of information you can find on a map. Key, title, grids, compass

Lesson 7

GoalsStudents will be able to locate and identify geographical vocabulary words on map of USAStudents will be able to identify parts of and use a legend on a mapStudents will be able to use direction words to locate places on map of USA

MaterialsMap of the United StatesIndividual maps of the United StatesQuestions for map/readingMap of Wisconsin

Warm-up: Where is…with dual choice and student response

T: Where is Florida? North or south of Georgia?S: It’s south of Georgia.

T: Where is California?S: It’s south of Oregon (or it’s north of Mexico).

Activity 1: True or False A test on background knowledgeWe live in Wisconsin.Detroit is the capitol of Wisconsin.Lake Superior east of WisconsinLake Michigan is north of Wisconsin.The Mississippi River is west of Wisconsin.Monroe is in Green County.Three lakes border Wisconsin.Illinois, Minnesota, Michigan and Iowa border Wisconsin.Wisconsin has a peninsula.There’s a river called the Wisconsin River.

Activity 2: Using a legend Students receive a map of Wisconsin. The map contains symbols for different products produced/grown in Wisconsin. Students answer oral questions about the products.

T: What part of Wisconsin grows….?S: The north (or south, etc.)

T: Where do they raise….in Wisconsin?S: In the north (south, etc.)

Activity 3: Labeling a map of WisconsinStudents receive a map of Wisconsin. They receive a list of items to locate on the map. T hey make their own legend to correspond to their labeling.

Label the capital of Wisconsin.Label the state.Trace and label the Mississippi River.Color and label the Great Lakes.Label the states surrounding Wisconsin. Locate their capitals.Locate and label 5 major cities in Wisconsin.Outline and color Green County green.Find and label Monroe.

Locate and label the Door County Peninsula.Lesson 8

GoalsStudents will be able to use aural information to research on a state in the USAStudents will use graphic organizers to increase comprehension and aid in note taking MaterialsInternet treasure hunt page Listening activityChart paperMarkersIndividual KWL charts

Warm Up: Grouping and CategorizingStudents look at their vocabulary words and put them in groups according to type. Give example of a category: Water: lakes, rivers, oceans, seas Landforms: mountains, hills, canyons

Activity 1: Brainstorming on WisconsinWisconsin KWL chart—What do you know? Want to know? Have learned? Students brainstorm things they know about Wisconsin under the following categories: government, people, counties, businesses, tourism/things to do, physical features, sports/teams, weather, animals,

Fill out K and W on chart

Listening: About WisconsinWisconsin became the 30th state in the United States on May 29, 1848. The capitol city is Madison. The state bird is the robin and the state song is On Wisconsin. There are 5, 3663, 675 people living in Wisconsin. The states bordering Wisconsin are Iowa, Illinois, Michigan and Minnesota. Lake Michigan is on the eastern border of Wisconsin and Lake Superior is on the northern border of Wisconsin. The largest city in Wisconsin is Milwaukee. The Milwaukee Brewers are a professional baseball team and the Milwaukee Bucs are a professional basketball team. The Green Bay Packers are a professional football team.

When did WI become a state? How many people live in Wisconsin? What states border Wisconsin? What are the three professional sports teams from WI? What is the largest city in WI? What is the capitol of WI?

Fill out more information on the KWL chart.Revise questions under the “want to know” column.

Activity 3: Internet search on WisconsinStudents work together to find information about Wisconsin in a “treasure” hunt. Students use brainstorming questions from KWL chart to guide their treasure hunt on the internet.

Use the following websites: http://www.ipl.org/div/stateknow/wi1.html, http://www.roadsideamerica.com/map/wi.htmlhttp://www.enchantedlearning.com/usa/states/wisconsin/http://www.50states.com/http://www.factmonster.com/states.html

Wisconsin Treasure Hunt

Use the following websites to find information about Wisconsin. http://www.ipl.org/div/stateknow/wi1.html, http://www.roadsideamerica.com/map/wi.htmlhttp://www.enchantedlearning.com/usa/states/wisconsin/http://www.50states.com/http://www.factmonster.com/states.html

Answer these questions and add your own! Use your KWL chart to help you think of more questions.

1. What is the state?

2. What is the capitol?

3. What does the state flag look like? Attach a photo

4. When did it become a state?

5. What is the state motto?

6. What are 3 major cities in the state?

7. Who is the governor of the state?

8. What is the state bird?

9. What is the state flower?

10. What are the major types of businesses for the state?

11. Give a brief history of the state including who first lived there and why settlers move there.

12. What are some favorite tourist attractions for the state?

13. What are the different ethnicities in the state?

14. Does the state have any natural features like lakes, rivers, mountain ranges, canyons, forest, etc?

If so, what are they?

15. What Wisconsin city would you like to learn more about?

Lesson 9

GoalsStudents will be able to use aural information to discover missing informationStudents will be able to categorize information into a paragraph using main idea and supporting detail sentences MaterialsSong and lyrics to On WisconsinFact sheet on MonroeChart paperMarkers

Warm Up: Listening

Listen to On Wisconsin. Pass out lyrics with lines missing. Students fill in blanks. Listening done three times: one to listen without writing, one to write and a third to recheck information. Word bank can be given.

http://www.badgerband.com/music/onwis.html

Official State Song On, Wisconsin! On, Wisconsin!Grand old Badger state!We, thy loyal sons and daughtersHail thee good and great.On, Wisconsin! On, Wisconsin!Champion of the right."Forward," our motto - GodWill give thee might!

Activity 1: Organizing InformationCategorizing information on Wisconsin: With original categories from previous day, add information learned about Wisconsin onto chart paper.

Activity 2: Writing InformationUsing “Wisconsin is an interesting state.” As a main idea sentence, students write about different aspects of Wisconsin. Students help order the paragraph in logical order. i.e. statistics, physical features, cities, government, tourism, etc. Students help choose important details. Use erasable sentence strips to write down their sentences

Activity 3: Summarizing information Students receive fact sheet of information on Monroe, WI. They categorize the information into set groups. Then they write a short paragraph using the main idea “Monroe is an interesting city.”

http://www.wisconline.com/counties/green/

Listening Activity for On Wisconsin

On, _______________ On, ____________!Grand old Badger ___________!We, thy loyal _________ and __________Hail thee good and ___________.On, ___________! On, ____________!Champion of the ____________."Forward," our _________ - GodWill give thee ___________!

Fact Sheet on Monroe, WI

Monroe, known as the Swiss Cheese capital of the USA, is the county seat of Green County, Wisconsin, United States. The population, mainly Swiss-Germanic, was 10,843 at the 2000 census. The city is located partially within the Town of Monroe. A portion is also within the Town of Clarno.

Monroe is home to the The Swiss Colony, Monroe Truck Equipment, the Monroe Clinic, the Minhas Craft Brewery, brewers of Mountain Creek Classic Lager, Rhinelander Original, Hi Test Malt Liquor, Rock Head Malt Liquor, Wisconsin Club, Huber, and Berghoff beer. Monroe also is the home to the only current cheese factory in North America which makes Limburger cheese (Chalet Cheese Factory). Other attractions, dealing mainly with the city's history and culture, are the Green County Courthouse; the Historic Downtown Square; Turner Hall of Monroe, the only Turner (gymnast) Hall of Swiss origin left in the United States; the Ludlow Mansion; the Green County Welcome Center; the Honda Grand Prix Balloon Rally; and the Monroe Arts Center. Once every two years in September, Monroe celebrates its dairy heritage with a festival known as 'Cheese Days'.

Notable people Nathan Farragut Twining, Chief of Staff, United States Air Force Merrill B. Twining, General, United States Marine Corp Ken Behring, former owner, Seattle Seahawks Manjit and Ravinder Minhas, co owners of * the youngest commercial brewery owners in the

world. Founded in 1845, * is the second oldest and 15th largest Brewery in USA, producing over 100 million cans and bottles of premium ale and lager beers, old fashioned super premium Blumers sodas and the iEnergy Energy drink, These products are sold throughout USA, parts of Canada and exported to countries including Japan

Tommy James, musician, Tommy James & the Shondells Mauro Magellan, musician, The Georgia Satellites Pat and Tory Schutte, Creators, Demolition Derby Drivers Association

Geography

Monroe is located at (42.598913, -89.641019) . According to the United States Census Bureau, the city has a total area of 4.3 square miles (11.2 km²).None of the area is covered with water.

Education

The Monroe School District is the largest school district in Green County, containing around 2,700 pupils, and having an open enrollment procedure. The school district maintains the Monroe High School, home of the Cheesemakers in the Badger Conference, the Monroe Middle School, Abraham Lincoln Accelerated Learning Academy, Parkside Elementary School, and Northside Elementary School. In addition to regular schools, the district also has an alternative high school and middle school, as well as a virtual school. Monroe also has St. Victor Catholic elementary school. The Monroe School District's headquarters are on the 3rd floor of the Monroe Public Library.

Recreation

Monroe is well known for its large parks throughout the area. The largest of them include Twining Park, where the city's Swiss bandshell is located, Recreation Park, home to the city swimming pool, and Honey Creek Park, the new location of a skate park. Numerous other parks abound. The city is the eastern starting point for the Tri-County "Cheese" Trail, a 47-mile multi-purpose recreational path, and the Badger State Trail, a new bicycle and pedestrian only trail for summers and ATV/snowmobile for winters (depending on the snow conditions). The first extends from Mineral Point, WI to Monroe, while the latter services the

stateline to Madison, WI and connecting to the Badger State Trail, which is a continuation of the Jane Addams Trail in Illinois. Both are former railway corridors.

Demographics

As of the census of 2000, there were 10,843 people, 4,710 households, and 2,826 families residing in the city. The population density was 2,498.5 people per square mile (964.6/km²). There were 4,943 housing units at an average density of 1,139.0/sq mi (439.7/km²). The racial makeup of the city was 97.72% White, 0.35% Black or African American, 0.34% Native American, 0.31% Asian, 0.54% from other races, and 0.73% from two or more races. 1.46% of the population were Hispanic or Latino of any race.

There were 4,710 households out of which 29.0% had children under the age of 18 living with them, 47.1% were married couples living together, 9.4% had a female householder with no husband present, and 40.0% were non-families. 34.5% of all households were made up of individuals and 16.5% had someone living alone who was 65 years of age or older. The average household size was 2.25 and the average family size was 2.91.

In the city the population was spread out with 24.5% under the age of 18, 7.5% from 18 to 24, 27.9% from 25 to 44, 21.5% from 45 to 64, and 18.6% who were 65 years of age or older. The median age was 39 years. For every 100 females there were 90.1 males. For every 100 females age 18 and over, there were 85.7 males.

The median income for a household in the city was $36,922, and the median income for a family was $47,361. Males had a median income of $32,050 versus $22,112 for females. The per capita income for the city was $21,657. About 2.4% of families and 5.4% of the population were below the poverty line, including 4.3% of those under age 18 and 8.1% of those age 65 or over.

Monroe, Wisconsin Profile: Wikipedia. Jan. 20, 2009. http://www.city-data.com/cityw/Monroe-WI.html

Lesson 10-14

GoalsStudents will be able to employ software to create a brochureStudents will be able to use print and non-print sources to research information on a topicStudents will be able to organize information using graphic organizersStudents will be able to interpret visual information to create categories

MaterialsBrochures from different towns/countiesTravel Brochure rubricPublisher surveyNote cards

Warm upS. talk with a partner and discuss two new things they learned about Monroe. Partners talk for 1 minute then switch to a different partner. Rotate one more time. S. share their answers with the class.

Activity 1T. shows several different brochures to S. for them to look at. T. asks S. to note similarities and differences between the brochures. T. notes responses on the board. T. then asks S. to fill out short anticipation guide survey to determine background knowledge on use of publisher.

Activity 2 T. models use of publisher. All S. on computers. Depending on results of survey depend on how much time T. needs to take to introduce or refresh the use of publisher. Take as much time as needed to properly instruct publisher so that all S. are able to use it.

Activity 3Introduction of travel brochure project. T. explains project and passes out travel brochure rubric. S. use computers or go to the library to choose their county of choice. If S. hesitating with choice, T. can assign a county. Allow 1-2 research days for this assignment and 1-2 days for assembling it into brochure format.

Activity 4S. take notes on categories based on what they observed in brochures. T. hands out note cards for S. to take notes on. S. show note cards to T. at end of each day. When note cards are complete, T. and S. meet to discuss organization/layout of brochure. S. maps out ideas and begin writing rough copy of brochure. Two peers check S. brochure once before printing.

Activity 5S. have the opportunity to display their work for their peers. T. has placed comment cards by each person’s brochure for S. to write something they liked and an area of constructive criticism.

Publisher Survey

1. I know what the publisher icon looks like.

2. I know how to open publisher.

3. I know how to open a blank brochure.

4. I know how to change the headings on the brochure.

5. I know how to change the color scheme on the brochure.

6. I can import pictures.

7. I can use word art to create titles and headings.

8. I can resize pictures using the arrows around the picture or heading boxes.

9. I can open a text box.

10. I can navigate between the two pages of the document.

Travel BrochureChoose a county in Wisconsin. Using the Internet or print sources, create a brochure that includes the following information:

1. Historya. Include first settlers 0 1b. Date county was established 0 1

2. Statisticsa. Population of county 0 1b. Border counties 0 1c. Location of county 0 1d. Major cities in county 0 1

3. Tourism and Recreationa. Two festivals or events to visit 0 1b. Two things to do on the weekend 0 1

4. Industrya. Major industry 0 1b. Listed rural or urban 0 1

5. Natural featuresa. Description of State parks, rivers, lakes, etc. 0 1b. Description of topography

i. What does your county look like? 0 16. Weather

a. Describe weather during four seasons 0 17. Directions to your county from

a. Madison, WI 0 1b. Chicago, IL 0 1

8. Hotels and Motelsa. Two different locations to stay at 0 1

i. Includes address, phone and price9. Places to eat

a. Includes two places to eat 0 1i. With address and phone

10. 5 pictures with citationPicture 1 0 1Picture 2 0 1Picture 3 0 1Picture 4 0 1Picture 5 0 1

Lessons 15-16

GoalsStudents will be able to use a graphic organizer to categorize informationStudents will be able to use aural input to take notes in outline format Students will be able to perform mathematical conversions to measure information on a large scale timelineStudents will be able to interpret information from a timeline to answer comprehension questions

MaterialsRulers Large rolled paperMarkersInformation on geologic time periodsListening/Cloze/Information GapNote cardsOutline format partially filled in

Warm-Up: Making a timeline Given certain information, students make a timeline of events in a person’s life. T. models using her life as example. Then T. provides information for another individual. Using T.’s model, S. create timeline.

Activity 1: Making personal timelineWhat events happened in your life that are important? T. references personal timeline to point out important events that occurred. T. references the second timeline that S. did as practice and points out important events. T. and S. categorize the information to find a common theme that would help S. in creating their own timeline. S. then put their own information from birth to present date.

Activity 2: How old is the earth?T. reviews how to use outline format. T. elicits responses on how to use the note taking system: what types of information to put in column A or B, etc. T. provides several categories on outline already for S. to take notes on: T. gives very scripted notes on earth’s history. Listening—taking notes—on different periods in earth’s history.

Activity 3: Using a rulerT. reviews with S. the parts of a ruler, the measurement guidelines and the vocabulary for the American measurement system. Words: inch, foot, yard, mile. Equivalencies: 12”=1’, 3’=1yd, 1760yd=1mildT. passes out rulers for measuring practices found at: http://www.theteachersguide.com/printouts.htmhttp://www.abcteach.com/Math/ruler.htm

Activity 4: Making earth’s timelineT. explains that the earth’s life is very long and to visually represent it, S. will be making a timeline for the earth to represent the billions of years of its existence. T. tells S. that ¼ inch equals 1 million years ago. T. also gives S. that there are 1000 million in 1 billion. S. need to figure out how many feet of paper they need using the conversions given. Then S. create a timeline on their paper. Each group of S. receive pack of cards with geological time periods and important events of that era or period listed on it. S. map out their timeline and then paste their note cards on the timeline.

S. then answer the following questions using the timeline:Follow up questions: When did man first appear? When did mammals first appear? When did birds first appear? When did the Alps form? When did glaciers cover the earth? What Era do we live in now? What was the first era? When did dinosaurs appear? When was the age of fishes? What was the first era? When were the Rocky Mountains formed? When was the coal age? When did cone bearing trees appear? When did grains and grasses develop?

Earth’s HistoryThese can be used for notes, as a cloze activity, an information gap activity and/or a jigsaw. Use at teacher discretion. More information can be found at: http://en.wikipedia.org/wiki/Geologic_timescale http://en.wikipedia.org/wiki/Geologic_timescale

The earth is very old. It is over 4.5 billion years old. It’s so old that there are different words scientists use to talk about how old it really is. One word is super eon. A super eon is made up of many eons. An eon is divided into eras, which are divided into periods. Periods are then divided into epochs and epochs are divided into ages. When talking about the earth’s history, most people start with eras, instead of eons or super eons.

The era we live in now is the Cenozoic Era. This era started 65 million years ago and continues to today. Sixty five million years ago, earth had a tropical climate. Modern plants and large mammals appeared. About twenty-eight million years ago, the earth experienced a cool-down. Animals and plants evolved rapidly and the earth formed polar ice caps. About seven million years ago, the earth was in an ice age and very early man appeared. Then about .126 million years ago, modern man evolved and large mammals died out. Eventually, the last ice age occurred and human civilization developed and flourished.

The Mesozoic Era happened over two hundred fifty -seventy million years ago. During this time, dinosaurs appeared on land, as did first mammals and crocodiles. Later on, about one hundred sixty four million years ago, first lizards and birds appear. Dinosaurs died out about seventy million years ago, when flowering plants and new insects appeared.

The Paleozoic Era happened five hundred forty – two hundred fifty million years ago. During this time, early invertebrates evolved, along with the first green plants and fungi. Life becomes more complex as more life appears in the oceans, like fish and mollusks. Later on, seed bearing plants populate the land and ocean life becomes more evolved. About three hundred twenty million years ago, the first primitive trees and vertebrates appear on land. Winged insects appear about three hundred million years ago and so do reptiles.

The eons before the Paleozoic Era were the Proterozoic, the Archean and the Hadean. These eons saw the beginning of the earth and moon, the appearance of single celled organisms and massive geological formations.

Outline Format

I. Earth’s Agea.b. Earth’s time periods

i.ii.

iii.iv.v.

vi.II. Cenozoic Era

a. Time Periodi.

b. Climatei.

c. Lifei.

ii.d. Changes on Earth

i.ii.

III. Mesozoic Eraa. Time period

i.b. Life

i.ii.

iii.iv.v.

vi.vii.

IV. Paleozoic Eraa. Time Period

i.b. Life

i.ii.

iii.iv.v.

vi.vii.

viii.ix.

V. Other Eonsa.b.c.

i. Events1.2.3.

Lesson 17

GoalsStudents will be able to identify definition for various math symbols

Students will be able to read math word problems and identify the operation words to complete the problemStudents will be able to use a map to locate distances and solve word problems

MaterialsMath vocabulary cardsWord problemsIce age trail mapColored pencils

Warm Up: Vocabulary IntroductionT. introduces vocabulary words for different math symbols. T. creates five categories on the board with mathematical symbols at the top of the column. T. writes the following words randomly on the board: more, less, equal, divide, multiply, times, go into, add, subtract, plus, minus, makes, all together, in all, total, sum, quotient. S. fill in words that the know and then use context clues to figure out the placement of the rest of the words.

Activity 1: Writing the wordsS. practice writing the operation words by changing numbers/problems into written words and vice versa.T. provides several examples for S. to work with.

6+7= 2X4= 6/3=etc.

The following websites are also helpful.http://www.teach-nology.com/worksheets/math/word/http://math.about.com/od/wordproblem1/Worksheets_for_Word_Problems_Various_grades.htm

Activity 3: Ice Age Trail Mathhttp://www.iceagetrail.org/maps.htmhttp://www.iceagetrail.org/PDF/DaneGreen250_2-07.pdf

T. uses the Ice Age trail maps to answer the following questions. T. models underlining the operational words and then writing the symbols needed to complete the problems. S. finish the rest.

1. How many miles is the Ice Age Trail in Green County and Dane County all together?2. How many more miles is the trail in Dane County than in Green County? 3. If Sam walks from Alban to Monticello and then from Monticello to New Glarus, how many total

miles did he walk?4. The Sugar River path is 4 times longer than the trail by the Brooklyn State Wildlife area. If the

trail at the Brooklyn state Wildlife Area is 10 miles long, how long is the trail by the Sugar River? 5. John wants to walk from Indian Lake County Park to Lodi Marsh Wildlife area. John only walks

10 miles before he gets tired and stops. How much more does he need to walk to get to the Lodi Marsh Wildlife area?

Students use their maps to create three of their own word problems using the above vocabulary.

Lesson 18

GoalsStudents will be able to describe objects using adjectives and place adjectives into proper order using adjective placement rules

MaterialsAdjective cardsVariety of objectsAdjective worksheet

Warm-up: What is an adjectiveIntroduction of using descriptive adjectives. Describe people, places, things, ideas, (nouns)What adjectives do you know? List on board. Where do adjectives go?

Activity 1: Types of adjectivesT. provides categories for different adjectives. S. categorize adjectives that they named in warm-up into these categories. T. and S. then brainstorm to add further adjectives to the categories. T. then gives several examples of multiple adjective use for S. to determine the order of the adjectives. S. then practice ordering adjectives by giving different adjectives for S. to use.

Activity 2: Describe the followingStudents receive several objects and a list of adjectives. They match adjective cards to descriptions. Example cards: table, bird, chocolate. Example adjectives: long, small, sweet. S. then use people/things in class to match objects with adjectives.

Activity 2: Guess the descriptionUsing adjectives, students try to identify an object based on descriptors. Roles switch so students try to fool each other. Example: This is something that is hard, square and plastic. What is it? Answer: A computer monitor. T. gives several models and then has S. partner up to write and guess descriptions.

Activity 3: What is your environment? Or Where am I?Define environment. Working together, students describe the classroom. Then they describe their home/room. Finally, students receive the name of a place in the school that they need to use adjectives with to describe. S. trade descriptions with partner to guess.

HWAdjective placement worksheet

Lesson 19

GoalsStudents will be able to use graphic organizers to aid in comprehensionStudents will be able to identify and give characteristics of carnivores, omnivores and herbivoresStudents will be able to categorize vocabulary into common features

MaterialsAnimals. Longman Science. New York: Pearson Education, 2006. pp 60-71Venn diagramOxford Picture Dictionary pages Flashcard vocabulary wordsSpider map

Warm-up: Use what you know page 64T. gives several common animals for S. to give traits. S. use adjectives to describe the animals. Then S. categorize the animals into common groups (mammals vs. reptiles, etc.). S. then create spider chart to write down their responses of commonalities.

Activity 1: Animal FlashcardsT. introduces several new animal vocabulary words by using the silent to verbal response method.

Activity 2: Preview of Animal Vocabulary page 62-63

S. then group animals into common groups and put them onto their spider chart using the commonalities to categorize them. T. introduces three new vocabulary words: herbivore, carnivore, and omnivore. T. places an animal into each category and then has S. think about what their diet consists of. If S. struggle, T. gives other animals for each category until S. can define what carnivore, herbivore and omnivore are.

Activity 3: Animals of Wisconsin T. has S. work in groups to discuss different types of herbivores, carnivores and omnivores found in WI. S. use flashcards, Oxford Picture Dictionary and own experiences to come up with three categories of animals in WI.

Lesson 20

GoalsStudents will be able to identify and use vocabulary words in oral conversation and written workStudents will be able to employ graphic organizers to increase comprehension

Materials Two column note chartLongman Science book, Unit 2 page 66-67Animal FlashcardsSpider map from lesson 14Web Map

Warm upReview of animal flashcards by categorizing them into carnivores, herbivores and omnivores

Activity 1: Questioning with think aloud T. introduces reading strategy questioning to aid in comprehension while reading pages 66-71. T. models questioning by reading a passage of text aloud for a think aloud (text chosen at teacher discretion). T. models areas of confusion in text and asks questions about ideas or words not understood. Example: What does this word mean? Why did these people do this? T. then directs S. attention to the comprehension questions on page 67, 69, and 71 to use for questioning the text. S. write down the questions in a two column note format to use during active reading.

Activity 2: Active reading, pages 66-71T. and S. read pages 66-71, using questioning technique to find answers to S. questions. T. stops along the way for clarification, restatement of main ideas from S. or redefinition of key vocabulary words. T. also keeps questioning notes with S. while reading.

Activity 3: Review main ideasT. and S. discuss traits of animals using web map to organize ideas. T. focuses on main concepts: definition of animal, animal needs, habitat and eating habits. S. break off into pairs to summarize reading in 3-5 sentences using the following prompt: Animals are different from every other kingdom of living things in how they move, eat, and in where they live.

Closer Orally list an animal trait or characteristic.

Lesson 21

GoalsStudents will be able to read a life science textbook section using prereading, during reading and post reading strategiesStudents will learn about ecosystems and food chainsStudents will learn science vocabulary using prereading, during reading and post reading strategiesStudents will be able to synthesize the key concepts

MaterialsKeys to Learning pgs. 210-211Vocabulary word flashcardsSynthesizing sheet: http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/keyconceptsynthesis.PDFPictures of vocabulary wordsHovanec, Erin M. I Wonder What It’s Like to Be a Grasshopper. New York: PowerKids Press, 2000.

Warm-upT. models a think-aloud while reading about grasshoppers to model previewing the reading. T. demonstrates how she preview a book by looking at the title, the author, the table of contents, the headings, the pictures, the captions, the index, the appendices, etc. to help in making predictions about the reading and to help orient the reader to the content area.

Activity 1Previewing the text: T. guides students to notice certain parts of this non-fiction text: title, bold words, pictures, captions, and vocabulary words, comprehension questions to activate their knowledge about the text and prepare them for reading.T. asks students to predict what they think this reading will be about based on the preview of the text.

Activity 2

Preview Keywords: T. introduces the new key words by asking S. to identify words or parts of words that they know. T. takes examples of parts of words that they know to help create meaning for the whole word. T. then models the functions of the words by using them in a pictorial description and creating a story to go with the pictures. T. has S. retell the story using the new vocabulary words.

Activity 3Key concept synthesizing: T. and S. predict what they think the main idea will be based on the title, bolded words, vocabulary and the comprehension questions. T. reminds students that the key concepts are usually the first sentence of a paragraph. T. models writing a key concept on her sheet and has S. follow. T. has S. read a paragraph out loud and then state the key concept. T. guides where needed.

Closer/AssessmentWhat is the food chain for small birds? What is the ecosystem for rabbits?

Lesson 22

GoalsStudents will be able to use adjectives to describe various habitatsStudents will be able to identify various habitats based on oral and written descriptions Students will be able to label various habitats by using reading strategiesStudents will be able to use graphic organizers to aid in comprehension

Materialshttp://teachers.oregon.k12.wi.us/tal/eslinks.htmhttp://botit.botany.wisc.edu/courses/460/DODSON/BIOMES_of_Wisconsin_2004.pdfPicture cardsconstruction papercolored pencilsbiome worksheet

Warm-Up: Review of adjectivesT. provides several pictures on the board of animals and locations. S. look at pictures on the board to use adjectives for description. S. use at least three to practice ordering as well.

Activity 1: Biomes/Habitats

T. introduces new vocabulary words of biomes using picture cards. T. uses non-verbal to verbal response for vocabulary introduction.

Activity 2: Characteristics of biomesT. provides several pictures of different biomes to discuss characteristics of them. What do different biomes have? What is the weather like? How does it look? What kind of water is there? Are there tree? Is there sand? Shrubs? Bushes? What kinds of animals? Brainstorm list of ideas for descriptions of biomes. T. creates a web map to organize the information pertaining to the different biomes. S. take notes to include descriptions of biomes as well.

Activity 3: Guided ReadingStudents receive guided reading sheet with words missing on major types of biomes in Wisconsin. As there are various biomes, T. uses discretion to highlight the important ones: forest, marsh, prairie and lake. T. provides reading using biomes discussed in class. S. need to fill in the cloze activity using words from a word bank and words discussed in class. Word bank provided on form.

Lesson 23-27

GoalsStudents will be able to use adjectives to describe various habitatsStudents will be able to use graphic organizers to aid in comprehensionStudents will be able to access resources using a variety of print and non print media

MaterialsBiome vocabularyComputers/internet accessPrint sources from LMCConstruction paper/ colored pencilshttp://teachers.oregon.k12.wi.us/tal/eslinks.htmNote SheetsFour square graphic organizerNote cards Warm upReview of biome vocabulary words with reverse definition: T. gives description and S. name vocabulary word.

Activity 1: What’s your biome? What is the biome of your home country? S. identify home country and write down description of plant/vegetation where they come from. S. read their description to class who try to identify the type of biome.

Activity 2: Wisconsin BiomeBiomes of Wisconsin: T. choose biome closest to home city and models note taking strategy using four square pattern with biome listed in middle. T. creates categories that S. will use in their research: vegetation, animal life, description and boundary for biome. Activity 3: ResearchS. choose different areas of WI to research information on biomes. If S. struggle with this, T. can assign area of state. This website http://teachers.oregon.k12.wi.us/tal/eslinks.htm has links to maps of WI where biomes are separated. T. hands out project description and rubric. Then S. go on computers or to LMC for sources on their country’s biome. Research on internet and by using print sources. S. organize information into four square graphic organizer.

Activity 4: Making the visualWhen S. have completed research (1-2 class periods), T. models how to present information in visual form. S. can create a poster or a drawing that depicts their biome. On the graphic, S. include information from their note sheets. Information needs to be written in complete sentences. T. has model of her biome for S. to use.

Activity 5: Presenting your informationS. present biomes to class. Listening S. participate in active listening, commenting on one new idea they learned, a positive comment and a constructive comment. T. passes out note cards for S. to record their observations for each S.

Wisconsin biome project

Now that you know a little bit more about biomes, it’s time to learn about the types of biomes in Wisconsin.

Using at least 1 print and 1 internet source from the library, you will research a biome of Wisconsin. Your job will be to find out information regarding plant and animal life, the description of the biome and where it is located in Wisconsin.

You will organize your notes onto a four square graphic organizer. Your notes should be understandable and legible so that I can read them. After you have gathered your notes, you will draw a representation of your biome on construction paper. Then you will take your notes and change your descriptions into four separate paragraphs. You will start your four paragraphs as follows:

1. The __________ biome has many interesting features. 2. In the ___________ biome, there are many different types of animals.3. The _____________ biome also has many different kind of plants and vegetation.4. The _____________ biome is located in _________________ Wisconsin.

Each paragraph will have 5-7 sentences describing your biome. You will type your paragraphs and print them out. You will cut them out and glue them on your visual.

When you have completed your visual, you will then present your information to the class. You will state the name of your biome, where it is located, a description of 3-5 sentences about your biome and information about the plant and animal life (3-5 sentences each).

You will be grades on the following:

Graphic organizer= 26 pointsIncludes 3 facts for each square (3 x 4=12 points)Written legibly (3 x 4=12 points)Includes bibliographic sources of information (1 x 2=2 points)

Visual representation=4 pointsIncludes title (1 x 1= 1point)Use of color (1 x 1= 1 point)Includes paragraphs on visual (1/2 x 4=2 points)

Written information= 22 pointsFour paragraphs (1/2 x 4=2 points)5-7 sentences each (1/2 x 20=10 points)Complete sentences (1/2 x 20=10 points)

Rules of paragraph formation= 32Indent (1/2 x 4=2 points)Capitols at the beginning (1/2 x 20=10 points)Periods at the end (1/2 x 20=10 points)Sentences are not written on individual lines (1/2 x 20=10 points)

Total= 84 points

Use your notes from class to fill in the blanks about different types of biomes found in Wisconsin. You can use the words in the word bank to help you, too. When you have filled in the blanks, read it again and try to figure out what the biome is!

1. This biome has many different types of _______________ like firs, spruce, cedar, pine and birch. It is usually found in ____________________ Wisconsin by the Great _______________, especially by Lake _____________ in the north and Lake _______________________ to the east. Some animals found in this biome are the ___________, the ____________, the white tailed _____________, the blue __________, Canadian ____________, the red _________, and the snow shoe _______________.

Word bank:Badger, beaver, deer, fox, goose, jay, hare, lakes, Michigan, northern, Superior, Trees,

What is the name of this biome in Wisconsin?

2. This biome is very ___________. It can be found at the top of _____________ bluffs where there is a lot of ___________________ or dolomite near the surface. It has ___________ to ____________ sized _____________ like little _____________ and _________________ dropseed. There are flowers like

goldenrod, ____________ and blazing _____________. Some animals in this biome are the _________, bumble ___________, ground ______________ and the monarch ______________.

Word Bank:Aster, badger, bee, bluestem, butterfly, dry, medium, prairie, river, sandstone, short, squirrel, star

What is the name of this biome in Wisconsin?

3. This biome has a lot of ____________ and is found by lake_______, _______shores, depressions and _______ around the extinct _________ Lake __________________. Vegetation includes ____________, milk___________, meadow-_____________ and hard____________. There are many _______ that live in this biome like the Sandhill ___________, tundra _________, great blue ________, and turkey __________.

Word bank:

Beauty, birds, cranes, ditches, glacial, hack, herons, pond, sand, sedges, shores, swan, vultures, Wisconsin, worts,

What is the name of this biome in Wisconsin?

4. This biome has __________ upland areas in __________ Wisconsin on _________ soils. There are many different types of ____________ and grasses. Often there are ____________ like blue__________, prairie ___________ and hazel________. Some other herbs include gray __________ and common _____________. Animals found in this biome include the __________ snake, wood ____________, blackbilled ____________, field ___________ and flying ___________.

Word bank:Berries, cuckoo, ferns, goldenrod, grass, northern, nuts, open, sandy, shrubs, sparrow, squirrel, strawberry, turtle, willow, strawberry

What is the name of this biome in Wisconsin?

Answer Key: Teacher copy of notes for use with four-square graphic organizer.

Use your notes from class to fill in the blanks about different types of biomes found in Wisconsin. You can use the words in the word bank to help you, too. When you have filled in the blanks, read it again and try to figure out what the biome is!

1. This biome has many different types of trees like firs, spruce, cedar, pine and birch. It is usually found in Northern Wisconsin by the Great Lakes, especially by Lake Superior in the north and Lake Michigan to the east. Some animals found in this biome are the badger, the beaver, the white tailed deer, the blue Jay, Canadian goose, the red fox, and the snow shoe hare.

Word bank:Badger, beaver, deer, fox, goose, jay, hare, lakes, Michigan, northern, Superior, Trees,

What is the name of this biome in Wisconsin?FOREST

2. This biome is very dry. It can be found at the top of river bluffs where there is a lot of sand or dolomite near the surface. It has short to medium sized prairie grasses like little bluestem and prairie dropseed. There are flowers like goldenrod, aster and blazing star. Some animals in this biome are the badger, bumble bee, ground squirrel and the monarch butterfly.

Word Bank:Aster, badger, bee, bluestem, butterfly, dry, grasses, medium, prairie, river, sandstone, short, squirrel, star

What is the name of this biome in Wisconsin?DRY PRAIRIE

3. This biome has a lot of sand and is found by lakeshores, pondshores, depressions and ditches around the extinct glacial Lake Wisconsin. Vegetation includes sedges, milkworts, meadow-beauty and hardhack. There are many birds that live in this biome like the Sandhill Crane, tundra swan, great blue heron, and turkey vultures.

Word bank:

Beauty, birds, cranes, ditches, glacial, hack, herons, pond, sand, sedges, shores, swan, vultures, Wisconsin, worts,

What is the name of this biome in Wisconsin?MARSHES

4. This biome has open upland areas in northern Wisconsin on sandy soils. There are many different types of ferns and grasses. Often there are shrubs like blueberries, prairie willow and hazelnuts. Some other herbs include gray goldenrod and common strawberry. Animals found in this biome include the grass snake, wood turtle, blackbilled cuckoo, field sparrow and flying squirrel.

Word bank:

Berries, cuckoo, ferns, goldenrod, grass, northern, nuts, open, sandy, shrubs, sparrow, squirrel, strawberry, turtle, willow, strawberry

What is the name of this biome in Wisconsin?GRASSLAND