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?
© Copyright 2024