DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(4/30/12)

Teacher Candidate: Aaron Spencer Grade Level: 5th Grade Title: To Equip the Expedition
CONTEXTUAL FACTORS (classroom factors) Contextual Factors:
Mrs. J.'s 5th grade Classroom P.V.E.S. L.C.S.D Nevada 18 Students 10 Boys, 8 Girls 16 Caucasian, 1 Hispanic, 1 Pacific Islander 0 English Language Learner (ELL) students 0 Students with an Individual Education Plan (IEP) 0 Students with physical or learning disabilities 0 Students classified gifted & talented (GATE) 0 Students classified as special needs

Classroom environment: The Classrooms desks are arranged into 4 groups. (2 groups contain 4 students desks, and 2 groups contain 5 desks.) Elmo & Whiteboard

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (from Unit Plan):

Nevada Social Studies Standards Content Standard H2.0 - Nation Building and Development - Students understand the people, events, ideas, and conflicts that lead to the evolution of nations, empires, distinctive cultures, and political and economic ideas. Grade 5 Benchmark:
H2.5.1 Describe motivations for and expeditions of exploration of the Americas. (SIOP 3)content Content Walk-Away: We will be able to make a visual list of supplies that the Lewis and Clark expedition needed to take with them to survive and explore the Louisiana Purchase. Language Walk-Away: We will be able to explain why certain supplies would be necessary for the explorers to take while exploring the Louisiana Purchase.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson): Table Group Discussion Mix Pair Share Whole Group Discussion Oral presentation 5,4,3,2,1 hand raise.
(SIOP 24 & 25)

There are 0 students with ELL, IEP, or GATE needs.

(SIOP 19) N/A

(SIOP 24)Ample speaking opportunities throughout lesson (SIOP 25) Throughout lesson students will be engaged 90-100% of the time.

Content & Language Walk-Away Evidence (Summative): Explorer equipment poster: Oral group presentations & poster of explorers
needs.

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Introduction-State Objectives & Walk-Away(s): Show them the objective on the PowerPoint. Have them read the objective with me.
(SIOP 1)Content

Content Walk-Away (SIOP 1) We will be able to make a visual list of supplies that the Lewis and Clark expedition needed to take with them to survive and explore the Louisiana Purchase.

Language Walk-Away (SIOP 2) We will be able to explain why certain supplies would be necessary for the explorers to take while exploring the Louisiana Purchase. Activate/Building Background Knowledge In our last lesson, we discussed how the Lewis & Clark expedition had been asked by President Jefferson to explore the Louisiana Purchase. (SIOP 8) Preparing for such a daring journey took great planning. Today we are going to learn about all of the necessary supplies the explorers took with them to help survive.
Formative assessment: Mix pair share: (SIOP 15, 17) Ask students to share with their shoulder partner if planning for a journey is necessary and why? (Have some students share what their partner shared.) Ask students to share with their shoulder partner if they have ever helped their parents plan for a trip? (SIOP 7)Was it difficult or easy? Why? (Have

(SIOP 2)Language

(SIOP 8)link concepts

(SIOP 15) variety questions (SIOP 17) group students

(SIOP 7) link to self

some students share what their partner shared.) Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Focus Lesson (I do it) As we learn about what the Lewis and Clark expedition took with them, there may be some items that we do not recognize the name of. Display vocabulary words: Pirogues (open boats) Whetstones (stones that sharpen blades) Steels (like flint to strike and make fire) "Portable Soup" (a thick paste concocted by boiling down beef, eggs, and vegetables, to be used if no other food was available on the trail)
(SIOP 9)

Chronometer (needed to calculate longitude; at $250 it was the most expensive item) Frocks (Colonial coat)
(SIOP 9)vocabulary

Words come from the link http://www.nationalgeographic.com/lewisandclark/resources.html

Formative Assessment:

Have students raise hand with 5,4,3,2,1 fingers up according to level of understanding. 5= highest understanding & 1= lowest.
Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Guided Instruction (We do it) Many of you (students in Alamo, NV) go camping, hiking, hunting, and ride horses at your ranches. These are all activities that the explorers of the Lewis and Clark expedition would be required to do. Lets talk together (SIOP 14, 17) about how we plan what we need for long trips. Whole group activity. Look for discussions to take place about: a) planning meals b) predicting how many clothes will be needed c) shelter (tent, trailers, ect) d) transportation (animal or vehicle) e) navigation (they may suggest map, compass, G.P.S., ect) f) first-aid kits g) entertainment (books, music, video games, ect) h) and ect
(SIOP 14)scaffold (SIOP 17) group students

Formative Assessment: Whole Group discussion- Look for all students participating. Make notes of any who are not. Attempt to prompt those students into being involved in finding solutions for preparations needed to take a journey. Give wait time from when the question is asked to when a student is called on, so that all students have time to process. (SIOP
18 & 26).

(SIOP 18)wait time (SIOP 26)pace

Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Collaborative/Cooperative (You do it together) Imagine the pressure the leaders were under to plan for the needs of all their people. Lewis and Clark did not know how long the journey would take, but they did know that if they forgot something or brought too little of an item that there was no coming back. One mistake could spell certain doom. Pass to each table group Giant Poster boards. (SIOP 4, 12, 20) Give the groups instructions: (SIOP 10, 11)You are the planners of the great Lewis and Clark Expedition. It is up to you to think of every possible need they would have for such a journey. Refer back to our whole group planning, but remember to think about the technology differences. What would they have instead? (Example: No G.P.S./ instead they would use compasses & maps.) Allow the remainder of the class for the groups to discuss (SIOP 21). & draw (SIOP 5, 6) supplies, animals, or tools explorers would need. Have the students write on a notebook piece of paper: the items they drew, how much of the item they would need, and why the explorers would need the item(s). (SIOP 13) Give students a hint that the key vocabulary words (SIOP 9, 14) would be great items to include on their lists.
(SIOP 21)activities language (SIOP 5) content for all levels (SIOP 6)authentic activities (SIOP 4) supplementary materials (SIOP 12) variety teaching techniques (SIOP 20)hands on (SIOP 10) speak to level (SIOP 11)explain tasks

(SIOP 13)student strategies (SIOP 9)vocabulary (SIOP 14)scaffold

Summative Assessment: Oral group presentations (SIOP 16)of presentations & Explorer Equipment poster. (SIOP 30). Students can work according to

(SIOP 16)interaction (SIOP 30)assessment

strengths.

Those who love to speak will focus on oral presentation. Those who love to write will list supplies, those who love the arts will draw. (I will split groups where these skills are spread out, but must wait till I know class before I assign.
Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Independent (You do it alone) *There is not a You do it alone phase in this lesson. The Summative assessment is contained within the small group You do it together phase * Comprehensible review of content and vocabulary
Formative Assessment: Review their poster and written document to look for
(SIOP 28)review content

vocabulary words included and visual representation of items. (SIOP 28). Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Summarization Bring slide up with objective again. Have the class read it chorally. Review vocabulary words. (SIOP 27). Discuss with students how well they worked as teammates and how they rose to a difficult challenge of planning for the unknown. (SIOP 29). Bring up the entire list of supplies purchased for the journey from the website: http://www.nationalgeographic.com/lewisandclark/resources.html (I have included this list at the end of the lesson a well.) Compare the list with the students. (SIOP 23). Bring up that the journeys success was not only possible due to bravery, but careful planning and intelligence.
Formative Assessment: Have the students discuss with one another and listen to why certain items, that they had not listed, would be important for the trip. (SIOP 22). Roam around listening to results and then come back as a class for sharing of ideas. Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.
(SIOP 23)support content (SIOP 29)feedback (SIOP 27) review vocab

(SIOP 22)integrate language

NOTES TO TEACHER
What do I need to remember to do? Allow think time during discussions. Give students sufficient wait time. Allocate enough time for summative activity. Materials to have ready? PowerPoint with objectives, vocab, and questions prepared. 25 large pieces of poster board. Variety of crayons/ markers for students. Notebook paper for oral report. Approximate time needed for lesson? 45 Minutes

(The Following is the list provided to my students after they completed their small group posters.)

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55-foot (17-meter) Keelboat 2 Pirogues (open boats) Square sail (also called a broad sail) 35 Oars 2 Horses 150 Yards (140 meters) of cloth to be oiled and sewn into tents and sheets 6 Large needles Pliers Chisels Handsaws Oilskin bags 25 Hatchets Whetstones 30 Steels for striking or making fire Iron corn mill 2 Dozen tablespoons Mosquito curtains

10.5 Pounds (5 kilograms) of fishing hooks and fishing lines 12 Pounds (5.4 kilograms) of soap 193 Pounds (87.5 kilograms) of "portable soup" (a thick paste concocted by boiling down beef, eggs, and vegetables, to be used if no other food was available on the trail) 3 Bushels (106 liters) of salt Writing paper, ink and crayons 45 Flannel shirts 20 Coats 15 Frocks Shoes Woolen pants 15 Blankets Knapsacks 30 Stockings 15 Pairs wool overalls 50 Dozen Dr. Rush's patented "Rush's Thunderclapper" pills Lancets Forceps Syringes Tourniquets 1,300 Doses of physic 1,100 Doses of emetic 3,500 Doses of diaphoretic (sweat inducer) Additional drugs 15 Prototype Model 1803 muzzle-loading .54-caliber rifles "Kentucky Rifles" 15 Gun slings 24 Large knives Powder horns 500 Rifle flints 420 Pounds (191 kilograms) of sheet lead for bullets 176 Pounds (80 kilograms) of gunpowder packed in 52 lead canisters 1 Long-barreled rifle that fired its bullet with compressed air, rather than by flint, spark, and powder Surveyor's compass Hand compass

1 Hadley's quadrant 1 Telescope 3 Thermometers 2 Sextants 1 Set of plotting instruments 1 Chronometer (needed to calculate longitude; at $250 it was the most expensive item) 1 Portable microscope 1 Tape measure 12 Dozen pocket mirrors 4,600 Sewing needles 144 Small scissors 10 Pounds (4.5 kilograms) of sewing thread Silk ribbons Ivory combs Handkerchiefs Yards of bright-colored cloth 130 Rolls of tobacco Tomahawks that doubled as pipes 288 Knives 8 Brass kettles Vermilion face paint 20 Pounds (9 kilograms) of assorted beads, mostly blue 5 Pounds (2 kilograms) of small, white, glass beads 288 Brass thimbles Armbands Ear trinkets A Practical Introduction to Spherics and Nautical Astronomy Antoine Simon's Le Page du Pratz's History of Louisiana Barton's Elements of Botany Dictionary (4-volume) Linnaeus (2-volume edition), the Latin classification of plants Richard Kirwan's Elements of Mineralogy The Nautical Almanac and Astronomical Ephemeris Tables for finding longitude and latitude Map of the Great Bend of the Missouri River