ashley fricchione social studies lesson...
TRANSCRIPT
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 Pair Share
Using the reading and the map of the Erie Canal, what observations can you make about the layout of the canal?
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: ________________________________________
CATEGORY 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.
Problem/Conflict It is very easy for the reader to understand the problem the main characters face and why it is a problem.
It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.
It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.
It is not clear what problem the main characters face.
Requirements All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.
Almost all (about 90%) the written requirements were met.
Most (about 75%) of the written requirements were met, but several were not.
Many requirements were not met.
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.
Night Mules
_______________
________________
Mother
_______________
_______________
Father
_______________
_______________
Day Mules
______________
______________
Brother
_______________
Maggie
Uncle _______________
_______________
Maggie’s Family Tree
Others:
Name: ______________
Directions: Please provide the names of Maggie’s family
members while reading the first chapter of Desperate Journey.
Chapter 1: Like a Mule
Timeline
Name: ______________
Directions: Complete the timeline during and/or after reading
the 1st chapter. Write 8 significant events that happened
throughout the chapter.
Desperate Journey
Chapter 1
Who:
What: Why:
When: Where:
Name:
_______________
What:
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.
Slogan people will remember
Ex: Great fun along the
Erie Canal!
Title &
Add
Picture
Here
Write your name here
When traveling
along the Erie
Canal, why should
someone stop at
your town? List four
or five interesting
facts.
Add a picture of one of
your interesting facts,
what will draw people to
go there.
Location of your town:
- Where in New York?
- Where is the town
located on the Erie
Canal?
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.
What
attractions
are there in
your town?
(Landmarks
or
Museums)
Add picture
of an
attraction
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.
Name:
___________________________
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: ________________________________________
CATEGORY 4 3 2 1
Title Title is centered, neat, readable, and describes content well.
Title is readable and describes content well.
Title describes the content well but is not readable or centered.
The title is too small and does not describe the content of the poster well.
Required Elements
The poster includes all required elements as well as additional information.
All required elements are included on the poster.
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 grammatical mistake on the poster.
There are 2 grammatical mistakes on the poster.
There are more than 2 grammatical mistakes on the poster.
rubistar.4teachers.org
Fish 1: Fish 2:
Life Cycle
of a Fish
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:
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?
6)
If the base of the Erie Canal was multiplied by 3 how long would the new base
be?
http://www.eriecanal.org/