Ashley Fricchione
Social Studies Lesson Plan
Grade 4
Unit: Erie Canal
Objectives:
The students will:
- Read pages 1-8 of the book, The Amazing Impossible
Erie Canal by Cheryl Harness for content understanding.
- complete the KWHL chart throughout lesson.
- discuss in pairs and complete Think, Pair, Share worksheet.
- compose journal writing at the end of the lesson.
-examine a map of the Erie Canal, identifying important towns along the way with the
Velcro pieces.
New York Standards:
Social Studies:
-Standard 1 History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in the history of the United States and New York.
PI- Students will know the roots of American culture, its development from many different
traditions, and the ways many people from a variety of groups and backgrounds played a role in
creating it.
-Standard 3 Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live—local, national, and global—including
the distribution of people, places, and environments over the Earth’s surface.
PI- Students will investigate how people depend on and modify the physical environment.
Common Core Learning Standards English Language Art
Reading Informational Text Gr. 4 Integration of Knowledge and Ideas
7. Interpret information presented visually, orally or quantitatively (charts, graphs, diagrams,
timelines) and explain how the information contributes to an understanding of the text in which it
appears.
Reading Informational Text Gr. 4 Key Ideas and Details
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
Writing Standard Gr. 4 Text Types and Purposes
3. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. d. Use concrete words and phrases and sensory
details to convey experiences and events precisely
Learning Styles:
- Verbal/linguistic- Students will read pages 1-8 of the book, The Amazing
Impossible Erie Canal by Cheryl Harness. Students will complete KWHL chart
and think, pair, share worksheet by writing in their answers/ thoughts. Students
will write in their journals at end of lesson.
-
Visual/spatial- Students will look at the map of New York and route of Erie
Canal, pictures in the book The Amazing Impossible Erie Canal by Cheryl
Harness, and graphic organizer (KWHL).
- Interpersonal- Students will interact with one another while using the strategy
“think, pair, share”. Students will share their findings with the rest of class.
- Intrapersonal- Students will self-reflect while writing in their personal journals.
- Body/kinesthetic- Students will use tactile Velcro map of New York to place and
trace the route of the Erie Canal and place important towns along its route.
Materials:
Book: The Amazing Impossible Erie Canal by Cheryl Harness
“Think, Pair, Share” worksheet
“Think, Pair, Share” Guidelines
KWHL chart worksheet
Velcro map of Erie Canal
Pen
Journal
Teacher Resources:
-The Amazing Impossible Erie Canal by Cheryl Hardness
-Teaching Reading in Social Studies, Science, and Math by Laura Robb
-http://www.youtube.com/watch?v=HcNJ2RMOd3U –Music clip of “Low
Bridge, Everybody Down”
-http://kids.britannica.com/elementary/art-88804- map of Erie Canal
-Think, Pair, Share poster board
Multicultural component: The book The Amazing Impossible Erie Canal by Cheryl
Harness will show students how transportation has improved since the use of canals.
Students will be able to see how transportation has become easier and more convenient in
today’s world. Students will appreciate the major improvements of using canals pulled
along by horses on the shore line to motor vehicles that do not use nearly half of the
effort. Students will also use the book The Amazing Impossible Erie Canal by Cheryl
Harness to compare De Witt Clinton’s feelings to their own feelings by writing in their
journals. Students will describe a time in their life when someone told them their
goal/dream was impossible, like people told Clinton his dream of the Erie Canal was
impossible.
Motivation: To motivate and engage students in the introduction of the Erie Canal, I will
show a YouTube clip of the song “Low Bridge, Everybody Down”.
Procedure:
Before Learning
- Students will watch/listen to YouTube clip “Low Bridge, Everybody Down”.
- Students will receive Velcro map of New York, and label the major towns along
the route of the Erie Canal by using the images in the book The Amazing
Impossible Erie Canal by Cheryl Harness on pages 1-8.
- Students will receive the KWHL chart and begin to fill in the part of the chart
“what do I know”, “what do I want to know” and “how I’ll learn it”.
- Students identify locks, gates and aqueducts by using pages 7 and 8 in the book.
- Assign students in pairs, according to reading level.
During Learning
- Students will work in pairs and read The Amazing Impossible Erie Canal by
Cheryl Harness pages 1-8.
- Teacher will explain poster board of the “Think, Pair, Share” rules and helpful
tips.
- Students will then each receive the “Think, Pair, Share” worksheets and follow
directions and complete the sheet using the new information in the book and
maps.
- Each set of pairs will share their “share” portion of the worksheet with the class.
- The other classmates will be taking notes on the other pairs finding.
After Learning
- Students will add new information that was discussed to their existing KWHL
charts. (What I learned section)
- Students will connect to their lives by writing in their journals: “Write about a
time in your life when you had a dream and someone told you it was impossible,
like people did when Clinton had the idea of creating the Erie Canal.”
During the before learning section of the lesson the teacher will be motivating and
engaging students by playing a music clip of “Low Bridge, Everybody Down”. The
teacher will sign along to the lyrics while the video is playing. When the students are
putting together their maps, the teacher will walk around the class supporting students
that may need extra help. While the students are filling out the KWHL charts the teacher
will again walk around the classroom, prompting students that may be having difficulty
getting started. The teacher will have students already paired into reading level ability
from prior knowledge of knowing her students. The teacher will walk around the
classroom making sure the students fully understand the plot and vocabulary of the book.
Teacher will then verbally go over the “Think, Pair, Share” guidelines and the directions
to the worksheet. The teacher will walk around the classroom and conference with each
pair and make sure the pairs are on task. While the pairs are presenting their findings to
the rest of the class the teacher will check for understanding and motivate students with
verbal praise. The teacher will then describe to the students the journal assignment and
walk around making sure each student is on the right path.
Differentiation:
- Flexible grouping with mixed reading levels
- Textile maps of the route of the Erie Canal
- Prompts on worksheets (example: What can you see? Did this make people’s lives
easier and why?)
- Poster board of “Think, Pair, Share” guidelines and tips.
- Using lines on worksheet
Summary:
The lesson will begin by motivating the student’s interest on the Erie
Canal by playing the YouTube clip of the song “Low Bridge, Everybody Down”.
Students will then receive a map of New York State that depicts the course of the
Erie Canal. The map will have 6 Velcro dots that label 6 significant towns along
the route of the Erie Canal. By using their books The Amazing Impossible Erie
Canal by Cheryl Harness pages 7 & 8, the students will locate on the map where
to place the towns that they will attach using the Velcro. Students will then
receive their own KWHL charts and will fill in the “What I know”, “What I want
to know” and “How I’ll learn it” sections of the chart. The teacher will discuss
and identify locks, gates and aqueducts by using pages 7 and 8 in the book. The
teacher will then pair students in groups of two according to their reading level.
Students will then work in pairs and read pages 1-8 in the book The Amazing
Impossible Erie Canal by Cheryl Harness. After the students complete the reading
the teacher will review the guidelines and tips for using the strategy “Think, Pair,
Share” poster that will be hanging in the classroom. Students will then all receive
a “Think, Pair, Share” worksheet by following the directions and completing the
sheet using the new information in the book and maps. Each set of pairs will then
share their “share” portion of the worksheet with the class, while the other
classmates take notes on the other pair’s findings. Students will then take out their
KWHL charts and fill in the “What I learned” portion. After the students finish
filling in their charts, they will take out their own journals. Students will be asked
to connect their lives to the topic by writing about a time in their life when they
had a dream and someone told them it was impossible, like people did when
Clinton had the idea of creating the Erie Canal.”
Assessment:
- Students’ KWL charts
- Students Think, Pair, Share worksheet/chart
- Journal writing (see rubric) (Rubric was made using Rubistar.com)
Extension:
- Students will read a section of the poem “The Aged Pilot Man” by Mark Twain.
Students will then show comprehension by writing or drawing a news report.
- Students will observe the collection of historic instruments by pictures and/or
videos, instruments include the Irish harp, bagpipes, bodhran, pennywhistles,
French hurdy gurdies, German “hackbrett” (hammer dulcimer), African-American
banjo and English squeezebox.
NAME: ______________________
Erie Canal
Name: _________________________
Directions: Fill in the chart below.
Think
Using the reading and
the map of the Erie
Canal, what
observations can you
make about the layout
of the canal?
Pair
Share
Compare observations,
then brainstorm and
write notes on why the
canal was built that
way.
Share with the class,
what was the most
important fact you found
from the reading for the
construction of the Erie
Canal.
Think, Pair, Share
Guidelines:
 Think About the question asked
o Why is that?
o How can that be?
o Why did they do that?
o When did that happen?
o What happened?
o Who was involved?
 Discuss with a Partner
o What are your thoughts?
o Why do you believe that
was the outcome?
o How can this be?
o How do you feel about it?
 Share with the class
o What did you find?
o Why is it important?
o How does it relate to the
topic?
o What was the outcome?
o How does it relate to our
lives?
Erie Canal Journal Assignment Rubric
Student Name:
________________________________________
4
3
2
1
Focus on
Assigned Topic
The entire story is
related to the
assigned topic and
allows the reader to
understand much
more about the
topic.
Most of the story is
related to the
assigned topic. The
story wanders off at
one point, but the
reader can still learn
something about the
topic.
Some of the story is
related to the
assigned topic, but a
reader does not
learn much about
the topic.
No attempt has been
made to relate the
story to the assigned
topic.
Writing Process
Student devotes a
lot of time and effort
to the writing
process (prewriting,
drafting, reviewing,
and editing). Works
hard to make the
story wonderful.
Student devotes
sufficient time and
effort to the writing
process (prewriting,
drafting, reviewing,
and editing). Works
and gets the job
done.
Student devotes
some time and effort
to the writing
process but was not
very thorough. Does
enough to get by.
Student devotes little
time and effort to the
writing process.
Doesn\'t seem to
care.
CATEGORY
Problem/Conflict It is very easy for the It is fairly easy for
Requirements
reader to understand
the problem the
main characters face
and why it is a
problem.
the reader to
understand the
problem the main
characters face and
why it is a problem.
All of the written
requirements (# of
pages, # of graphics,
type of graphics,
etc.) were met.
Almost all (about
90%) the written
requirements were
met.
It is fairly easy for
It is not clear what
the reader to
problem the main
understand the
characters face.
problem the main
characters face but it
is not clear why it is
a problem.
Most (about 75%) of Many requirements
the written
were not met.
requirements were
met, but several
were not.
http://rubistar.4teachers.org
Ashley Fricchione
Reading lesson plan
Group: Above grade level readers
Grade 4
Unit: Erie Canal
Objectives:
The students will:
- Pose 6 questions throughout the lesson.
- Read the first chapter of the book Desperate Journey
by Jim Murphy.
- Sequence on a timeline 8 main events after reading the chapter
- Complete a family tree of the 6 main characters in the 1st chapter.
- Visualize a part of the chapter on how working conditions have changed
throughout the years and the significant improvement in working conditions from
then to now.
New York Standards:
Social Studies:
Standard 1 History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in the history of the United States and New York.
PI- Students will know the roots of American culture, its development from many different
traditions, and the ways many people from a variety of groups and backgrounds played a role in
creating it
PI- recognize how traditions and practices were passed from one generation to the next
-Standard 3 Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live—local, national, and global—including
the distribution of people, places, and environments over the Earth’s surface.
PI- Students will investigate how people depend on and modify the physical environment.
Common Core Learning Standards English Language Arts:
Reading Informational Text Gr. 4 Key Ideas and Details
1.
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
2. Determine the main idea of a text and explain how it is supported by key details; summarize
the text.
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
Writing Standard Gr. 4 Text Types and Purposes
3. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. d. Use concrete words and phrases and sensory
details to convey experiences and events precisely
Learning Styles:
- Verbal/linguistic- Students will read the first chapter of the book Desperate
Journey by Jim Murphy. Students will use the reading strategies posing questions
and record them in their journals. Students will complete a worksheet filling out
the main characters family tree. Students will complete a timeline after reading
the 1st chapter of Desperate Journey by Jim Murphy.
- Visual/spatial- Students will watch a video that contains pictures of the workers
while digging the canal and a song that was made to emphasize the workers
efforts.
- Interpersonal- students will work together in at the beginning of the lesson when
posing questions and at the end of the lesson when sharing their visualizations.
- Intrapersonal- Students will visualize in their journals on how working conditions
have changed throughout the years and the significant improvement in working
conditions from then to now.
Martials:
- Book: chapter 1of Desperate Journey by Jim Murphy
- Pen
- Students’ journals
- Posing questions sheet
- Timeline worksheet
- Maggie’s family tree worksheet
- Comprehension questions worksheet
- 5 w’s worksheet
- Tale of “The Giant Squash and The Erie Canal”
Teacher Resources:
- Desperate Journey by Jim Murphy
- Teaching Reading in Social Studies, Science, and Math by Laura Robb
- Song/Video Canal Diggers: http://www.youtube.com/watch?v=vcDJ5hmTkpo
- “The Giant Squash and The Erie Canal”:
http://www.teacherfilebox.com/includes/preview.aspx?sku=3307012
Multicultural component: The teacher will read the introduction of the book Desperate
Journey by Jim Murphy and show a video that will allow the students to see the harsh
working condition the workers had to face while working on the Erie Canal. Students will
be able to see how working conditions have changed throughout the years. Students will
be able to see the significant improvement in working conditions from then to now.
Students will use the visualizing strategy in their personal journals on a part of the
chapter on how working conditions have changed throughout the years and the significant
improvement in working conditions from then to now.
Motivation: To motivate and engage students the teacher will read the introduction of the
book Desperate Journey by Jim Murphy, the students will watch a YouTube video that
contains pictures of real workers on the Erie Canal and a song depicting the importance
of the workers.
Procedure:
Before Learning:
- During this lesson the teacher will be working with a group of 6 students that are
above grade level in reading.
- Students will watch a YouTube video that contains pictures of real workers on the
Erie Canal and a song depicting the importance of the workers and their struggles.
- The teacher will read the introduction in the beginning of the book Desperate
Journey by Jim Murphy to activate student’s knowledge before generating
questions worth learning about.
- After watching the video and listening to the short introduction the teacher will
use the strategy posing questions to jumpstart and record students’ inquires of the
topic.
- The students will work in randomly selected pairs to formulate questions about
the topic and each will write the questions in their personal journals.
- The teacher will then take some of the questions and write them on chart paper for
further group discussion and to set a purpose for reading the book that depicts
family life on the Erie Canal.
During Learning
- The teacher will hand out the Maggie’s family tree worksheet.
- The 1st chapter of the book does not introduce the characters in the story, so the
students will have to use the strategy context clues to depict the names of the
family members.
- The students will also receive a posing questions sheet and are required to write 3
questions they have while reading the 1st chapter.
- The students will read the 1st chapter “Like a Mule” in the book Desperate
Journey by Jim Murphy silently and independently.
- While reading chapter one (pages 1-14) students will write 3 posing questions and
complete Maggie’s family tree worksheets.
- After completing the reading students will be able to work with randomly selected
partners to discuss their family tree worksheet and compare thinking strategies.
After Learning
- The teacher will hand out the timeline after the students have completed the
reading.
- The students will complete the timeline and will be used as a helpful graphic
organizer due to the amount of information in the 1st chapter.
- In the group the teacher will tie up the posing question strategy by having a class
discussion on one or two of the questions the students had made.
- After reading chapter one the students will pick a part in the book that depicts
how working conditions have changed throughout the years. Students will use the
visualizing strategy to draw in their journals their thoughts on the topic to deeper
their understanding. Students can draw pictures, write or express verbally how
they feel. Students will be able to see the significant improvement in working
conditions from then to now. Students may share with a partner.
During the before learning section of the lesson the teacher will be motivating and
engaging the students by playing a video/ music clip. The teacher will model the
posing question strategy and engage students to pose worthwhile and knowledgeable
questions. The teacher will randomly pair students. The teacher will write some of the
students’ questions on chart paper for further discussion. While the students are
reading the first chapter and completing the worksheets the teacher will be walking
around monitoring students’ progress and helping when necessary. The group will
then have a discussion about the book and look back at the questions they have posed
earlier in the lesson. The teacher will walk around and monitor the students while
completing their drawings in their journals.
Differentiation:
- Struggling : The Erie Canal Pirates By Eric A. Kimmel
- On grade level: The Amazing Impossible Erie Canal by Cheryl Harness
- Above grade level: Desperate Journey by Jim Murphy
- Students will be able to use many tools that will better help the understanding of
the reading material such as:
o Whisper phone
o Tape recorder
o Large font
o Adapting reading materials (pictures)
- Students will also be able to make their own timeline worksheets if they please
- Using the visualizing strategy the students may choose to draw pictures, write or
express verbally how they feel about the working conditions compared to the
working conditions today.
Summary: During this lesson the teacher will be working with a group of 6 students that
are above grade level in reading. The students will watch a YouTube video and the
teacher will read the introduction of the book that depicts the living environment on the
Erie Canal and the struggles of the workers to activate student’s knowledge before posing
questions. The students will work in randomly selected pairs to formulate 6 questions
about the topic and each will write the questions in their personal journals. The teacher
will then take some of the questions and write them on chart paper. The teacher will hand
out Maggie’s family tree worksheet. The students will read the 1st chapter “Like a Mule”
in the book Desperate Journey by Jim Murphy silently and independently. While reading
chapter one (pages 1-14) students will pose 3 questions and complete Maggie’s family
tree worksheets. After completing the reading students will fill out the timeline, then be
able to work with randomly selected partners to discuss their answers and compare
thinking strategies. The students will then pick a part in the book that depicts how
working conditions have changed throughout the years. Students will use the visualizing
strategy to draw in their journals their thoughts on the topic to deeper their understanding.
Students can draw pictures, write or express verbally how they feel.
Assessment:
- Students’ journals (strategy posing 6 questions and visualizing strategy)
- Timeline worksheet
- Maggie’s family tree worksheet
- Comprehension questions
-
Posing questions sheet
5 W’s worksheet
Extension:
- Students will read the tall tale “The Giant Squash and the Erie Canal”
http://www.teacherfilebox.com/includes/preview.aspx?sku=3307012
-
Students will complete the attachment 5 W’s worksheet and compose a short
essay using the completed graphic organizer.
-
Students will answer the 4 comprehension questions after reading the 1st chapter.
Name: ________________
Date: _____________
Desperate Journey by Jim Murphy
Comprehension Questions: Chapter 1 “Like a Mule”
Directions: Answer the questions below in complete sentences.
1) How would you feel if someone was trying to take your spotlight
away as Maggie’s brother Eamon tried to do to her?
2) Do you think you would enjoy working and living on a boat on the
Erie Canal with your family? Why or why not?
3) How do you think Maggie felt when those boys hit her with rocks and
she fell into the mud? Why do you think so? Use content from the
chapter.
4) Do you think Maggie’s family will make it to their destination before
their time runs out and they lose the loan for their boat? Why or why
not? Be specific.
Maggie’s Family Tree
Name: ______________
Directions: Please provide the names of Maggie’s family
members while reading the first chapter of Desperate Journey.
Night Mules
Mother
Father
_______________
_______________
_______________
_______________
_______________
________________
Day Mules
______________
______________
Uncle
_______________
Brother
_______________
_______________
Maggie
Others:
Chapter 1: Like a Mule
Timeline
Name: ______________
Directions: Complete the timeline during and/or after reading
st
the 1 chapter. Write 8 significant events that happened
throughout the chapter.
Name:
_______________
Who:
Why:
What:
Desperate
Journey
Chapter 1
When:
Where:
Posing Questions:
Students Questions-
•
•
•
Ashley Fricchione
Writing lesson plan
Grade 4
Unit: Erie Canal
Objectives:
The students will:
- Understand the main components of a brochure by creating a travel brochure on a
town that runs along the Erie Canal
- Invent a creative slogan for the town they are researching
- List 4 or 5 interesting facts about the town they will research
- List 3 or 4 attractions in the town
- Analyze map of the Erie Canal and identify where the town is located
- List 4 or 5 historical facts
New York Standards:
Social Studies:
Standard 1- History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in the history of the United States and New York.
PI- Classify information by type of activity: social, political, economic, technological, scientific,
cultural, or religious
Standard 3- Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live—local, national, and global—including
the distribution of people, places, and environments over the Earth’s surface.
PI- Draw maps and diagrams that serve as representations of places, physical features, and objects
PI- investigates how people depend on and modify the physical environment
PI- gathers and organizes geographic information from a variety of sources and display in a
number of ways
Common Core Learning Standards English Language Arts:
Writing Standards Gr. 4 Text Types and Purposes
2) Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
5) With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
6) With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Learning Styles:
- Verbal/linguistic- Students will read the rubric to assure they fully understand the
assignment. Students will write a brochure on visiting a town along the Erie
Canal.
- Visual-spatial- Students will use a map of the Erie Canal to choose a town along
the Erie Canal. Students will fill out graphic organizer to help get information for
their brochures.
-
Intrapersonal- students will work, create and complete their own brochures.
Materials:
- Graphic organizer
- Brochure template
- Rubric
- Pen, markers
- Computer (if the students wish to type their brochures)
- Example brochure
Teacher Resources:
- Example brochure for mini-lesson
- Rubric
- Example of boats that were used on the Erie Canal:
http://www.eriecanal.org/boats.html
Multicultural components:
- Think about if you and your family were on the Erie Canal which place would
you like to visits. What would you tell your parents about this place so they would
stop and bring you there? What historical facts would you inform them of? Write
in your journal what you would say to convince them to visit.
Motivation: To motivate and engage the students I will show students pictures of places
to visit along the Erie Canal and the many activities the canal provides. Also the teacher
will provide sample brochures of a place that will interest them (example: Disney World)
Procedure:
Before learning/Mini-lesson (Direct instruction): (15 to 20 minutes)
- Using the map, students will do a fast write describing places and interesting stops
along the Erie Canal to active their prior knowledge.
- Teacher will discuss and explain the components of a brochure using an example
(see attachment)
- Using the provided map, students will pick a town that is located on the Erie
Canal.
- Students will use a graphic organizer to complete the necessary research for
completing the brochure.
During learning (guided and independent practice): (30 to 40 minutes)
- Teacher will hand out rubric to show expectations and guidelines
- Independently the students will create their brochures using their completed
graphic organizers
- Students may choose to write or complete on the computer.
- Teacher will walk around conferencing with each student and help with editing.
After learning: (10-15 minutes)
-
Students will share their brochures with the entire class.
Wrap-up:
- Using Social Studies content there will be a class discussion about the
components of a brochure.
- Teacher will review the main points of the mini-lesson
- Students can share concerns, questions , and self-reflect
- Teacher will explain the purpose of the brochure and relate it to the Social Studies
content they are learning about.
During the before learning section of the lesson the teacher is directing the lesson by
showing the students the components of a brochure, why the components are
necessary and why organization is important. The teacher will assist students with
research while students are completing their graphic organizers. The teacher will then
hand out the rubric and explain in detail the expectations of students work. During the
guided and independent practice the teacher will walk around conferencing with each
student and help with editing. While the students share their brochures the teacher
will listen and check for understanding. During the wrap up of this lesson the teacher
will review the main points of the mini-lesson and go over the components of a
brochure.
Differentiation:
- Students can choose their topic
- Students can choose whether they want to write or complete the brochure on the
computer.
- The graphic organizer can be provided with lines and a bigger area to right it.
Summary:
The students will make a travel brochure on a town that runs along the Erie Canal.
During the before learning/Mini-lesson students will do a fast write describing places and
interesting stops along the Erie Canal to active their prior knowledge. The teacher will
discuss and explain the components of a brochure using an example Students will use a
graphic organizer to complete the necessary research for completing the brochure. During
the during learning/guided and independent practice the teacher will hand out the rubric
to show expectations and guidelines. Independently the students will create their
brochures using their completed graphic organizers. Teacher will walk around
conferencing with each student and help with editing. During the after learning section
students will share their brochures with the entire class. During the wrap-up there will be
a class discussion about the components of a brochure. The teacher will review the main
points of the mini-lesson and students can share concerns, questions, and self-reflect.
Assessment:
- Rubric
- Brochure
- Graphic organizer
Extension:
- Provide pictures of different boats that traveled along the Erie Canal. Students
will then create a clay model of the boat. (http://www.eriecanal.org/boats.html)
- Students will learn the term buoyancy and difference between salt and fresh
water.
Title &
Add
Picture
Here
When traveling
along the Erie
Canal, why should
someone stop at
your town? List four
or five interesting
facts.
Location of your town:
Where in New York?
Where is the town
located on the Erie
Canal?
Add a picture of one of
your interesting facts,
what will draw people to
go there.
Slogan people will remember
Ex: Great fun along the
Erie Canal!
Write your name here
What
Add picture
attractions
of an
are there in attraction
your town?
(Landmarks
or
Museums)
History of your town:
- When was your
town built?
- How did the Erie
Canal influence
your town?
- What was traded in
your town?
- List 3 or 4 historical
facts.
Name:
___________________________
What is the name of your town?
•
Discribe the history of your town, such as when was your town built, how did the Erie
Canal effect your town, what was traded in your town.
•1)
•2)
•3)
•4)
List 5 interesting facts you discovered about you town?
•1)
•2)
•3)
•4)
•5)
What attractions are there in your town? Such as landmarks or museums.
•1)
•2)
•3)
•4)
Using the provided map, locate your town.
Making A Brochure : Erie Canal
Student Name:
________________________________________
CATEGORY
4
3
2
1
Writing Grammar
There are no
grammatical
mistakes in the
brochure.
There are no
grammatical
mistakes in the
brochure after
feedback.
There are 1-2
grammatical
mistakes in the
brochure even after
feedback.
There are several
grammatical
mistakes in the
brochure even after
feedback.
Content Accuracy
All facts in the
brochure are
accurate and
contain 5
interesting facts, 4
attractions and 4
historical facts.
99-90% of the facts
in the brochure are
accurate and
contain 4
interesting facts, 3
attractions and 3
historical facts
89-80% of the facts
in the brochure are
accurate and
contain 3
interesting facts, 2
attractions and 2
historical facts
Fewer than 80% of
the facts in the
brochure are
accurate and
contain 2 interesting
facts, 1 attraction
and 1 historical fact.
Graphics/Pictures
Graphics go well
with the text and
there is a good mix
of text and
graphics.
Graphics go well
with the text, but
there are so many
that they distract
from the text.
Graphics go well
with the text, but
there are too few
pictures
Graphics do not go
with the
accompanying text
or appear to be
randomly chosen.
Comprehension/
Attention
Student is able to
accurately answer
almost all questions
posed by
classmates about
the topic.
Student is able to
accurately answer
most questions
posed by
classmates about
the topic.
Student is able to
accurately answer a
few questions
posed by
classmates about
the topic.
Student is unable to
accurately answer
questions posed by
classmates about
the topic.
Format
Follows format well;
each component is
well stated and
detailed.
Follows format and
has all components
but not enough
detail.
Somewhat follows
format, some
components are
missing and not
enough detail.
Does not follow
format and not
enough supporting
detail.
.
Ashley Fricchione
Science Lesson Plan
Grade 4
Unit: Erie Canal
Standards:
Science Learning Standards and Core Curriculum:
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development
of the ideas in science.
PI- Describe the major stages in the life cycles of selected plants or animals
PI- Identify ways in which humans have changed their environment and the effects of
those changes.
Social Studies Standards:
Standard 3 Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live—local, national, and global—
including the distribution of people, places, and environments over the Earth’s surface.
PI- study about how people live, work, and utilize natural resources
PI- investigate how people depend on and modify the physical environment
Common Core Learning Standards English Language Arts:
Writing Standard Gr.4 Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
Reading Standards for Informational Text Gr. 4
2. Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
Essential Lesson Objectives:
- Students will receive a list of fish that can be located on the Erie Canal.
- Using Venn diagram students will compare two types of fish that are on the list.
- Students will watch a short video of the life cycle of a fish:
https://www.youtube.com/watch?v=YEQu-e47fnw
- After researching and learning about the life cycle of a fish, students will
individually complete a life cycle chart
- After completing the chart students will be placed in 7 random groups to focus on
one stage of the life of a fish and perform the jigsaw strategy.
- Students will be given a rubric stating their expectations for the project.
- Each group will master their section of the life cycle and make a poster of the
information they found.
-
Students will be required to present information on how the fish located on the
Erie Canal benefited the people that lived along the canal and how they depended
on the modified physical environment.
List of fish that can be located on the Erie Canal:
http://www.erie.gov/hotspot/fish_descriptions.phtml
These popular panfish are just what the doctor ordered to keep young kids busy and happy. While these are two
different types of fish, they'll often occupy the same waters, such as around sunken limbs, weeds or any type of shallow
bottom structure. Red worms are the favorite bait of these feisty scrappers. They can be found in lakes Erie and
Ontario, the Niagara River, the Erie Canal and most inland lakes and ponds.
Carp are quickly gaining recognition as a prized catch in Greater Niagara waters, especially since European anglers
started coming over to sample our fishery. The result has been some impressive catches, including some fish over 40
pounds. The state record is a 50 pound, four ounce beast. Carp can be found in most streams, the shallow bays off Erie
and Ontario, as well as throughout the Niagara River and Erie Canal system. Worms are a favorite bait, as is corn,
dough balls or bread.
Sometimes referred to as Calico bass, these tasty panfish can be found in the shallows of the Great Lakes, the Niagara
River and even in the Erie Canal. Both white and black crappie can be found in the Greater Niagara Region with the
best bait being a minnow placed two feet below a bobber. They will also hit small artificial lures. Best time of year to
catch these fish is spring and fall.
This first cousin to the musky can be found with frequency throughout the Greater Niagara area. Some of the weedy
areas around the Niagara River, as well as some of the harbors off lakes Erie and Ontario, offer good opportunity to
catch these toothy critters. Ditto on the Erie Canal, especially in the spring off feeder creeks. A chub fished under a
bobber is a favorite shorefishing technique. Other popular baits include spinnerbaits, spoons, stickbaits -- anything with
flash. While no one has ever caught anything close to the state record 46 pound, two ounce mark, fish over 20 pounds
have been recorded from local waters.
http://www.finley.in/about_us.html
Making A Poster : Life cycle of a fish on the Erie Canal
Student Name:
________________________________________
4
3
Title
Title is centered,
neat, readable, and
describes content
well.
Title is readable and Title describes the
describes content
content well but is
well.
not readable or
centered.
Required
Elements
The poster includes All required elements
all required elements are included on the
as well as additional poster.
information.
All but 1 of the
required elements
are included on the
poster.
Several required
elements are
missing.
Content Accuracy
At least 7 accurate
facts are displayed
on the poster related
to the particular life
cycle. At least 4 facts
stating the
relationship to the
Erie Canal.
5-6 accurate facts
are displayed on the
poster related to the
particular life cycle.
At least 3 facts
stating the
relationship to the
Erie Canal.
3-4 accurate facts
are displayed on the
poster related to the
particular life cycle.
At least 2 facts
stating the
relationship to the
Erie Canal.
Less than 3 accurate
facts are displayed
on the poster related
to the particular life
cycle. At least 1 fact
stating the
relationship to the
Erie Canal.
Graphics
Graphics used on
the poster reflect the
particular life cycle
stated on the title
and are labeled.
Graphics used on
the poster are
present but are not
labeled.
Graphics used are
not related to the
title.
No graphics
Grammar
There are no
grammatical
mistakes on the
poster.
There is 1
There are 2
grammatical mistake grammatical
on the poster.
mistakes on the
poster.
CATEGORY
2
1
The title is too small
and does not
describe the content
of the poster well.
There are more than
2 grammatical
mistakes on the
poster.
rubistar.4teachers.org
Fish 1:
Fish 2:
Name: __________________________
Directions: Complete the graph below by
filling in each box with the correct sequence
of stages of the fish life cycle. Write at least
2 facts under each stage.
Stage1:
Life Cycle
of a Fish
Ashley Fricchione
Math Lesson Plan
Grade 4
Unit: Erie Canal
Standards:
Common Core State Standards in Mathematics:
Measurement & Data 4.MD
Solve problems involving measurement and conversion of measurements from a larger
unit to a smaller unit.
2. Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple
fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using diagrams
such as number line diagrams that feature a measurement scale.
Social Studies Standards:
Standard 3 Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live—local, national, and global—
including the distribution of people, places, and environments over the Earth’s surface.
PI- Students will analyze geographic information by making relationships, interpreting
trends and relationships, and analyzing geographic data.
Common Core Learning Standards English Language Art:
Writing Standard Gr.4 Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
Essential Lesson Objectives:
- After learning about the dimensions of the Erie Canal, students will watch a video
that depicts the length of the Erie Canal corresponding to the length of a football
field. (http://www.youtube.com/watch?v=zJk4ZvdbNTk)
- The teacher will then show the students pictures of other canals built in America.
- The teacher will use the strategy visualizing, to have students depict the
differences in canals around the country. Features such as length, width, and
depth.
- Students will draw a picture comparing two canals to show the differences in
dimensions.
- After motivating the students, they will analyze and complete mathematical word
problems comparing different canals.
-
-
-
The students will complete this worksheet individually and follow the directions
on the top of the worksheet (teacher will walk around and provide guidance if
necessary).
When the students have completed the worksheet I will assign them partners by
ability level putting struggling students with above average students to review and
discuss their answers.
After the groups have met, as a class we will review the questions on the smart
board and state different strategies students used to get to the correct answer
(drawing diagrams, a certain method, or equation).
Name: _____________________
Date: __________
Directions: Answer the following word problems and show all of your work. Don’t forget
to label the units.
1) The Champlain Canal is 60 miles long and the Erie Canal is 363 miles long. If
you combined the two canals how long would the new canal be?
2) Chesapeake and Delaware Canal (C&D Canal) is 14 miles long, if you tripled the
length of the canal how long would it be?
3) The Cal-Sag Channel located in Illinois is 16 miles (26 km) long, if you spilt the
canal in half how long would the canal be in miles and km?
4) The Cayuga–Seneca Canal connects the Erie Canal to Cayuga Lake and Seneca
Lake. If the Erie Canal is 363 miles long and the Cayuga–Seneca Canal is 20
miles long, how long would the canals be if combined together and doubled?
5) The Chicago Sanitary and Ship Canal is 28 miles and the Erie Canal is 363 miles
long, how much further would you be able to travel if you were on the Erie
Canal?
http://www.eriecanal.org/
6)
If the base of the Erie Canal was multiplied by 3 how long would the new base
be?