hoosier pioneer unit

1

Hoosier Pioneer Unit

Grade 4 EDUC 327 FALL 2008 Lisa Heaton 12/8/2008

Table of Contents

Unit Web…………………………………………………………………………………………………………………………… Pg. 3

Theme, Goals, Rationale……………………………………………………………………………………………………. Pg. 4

Assessment Tools:

Pre-Assessment…………………………………………………………………………………………………..….. Pg. 6

Post Assessment……………………………………………………………………………………………………… Pg. 8

Lessons:

Social Studies: Shawnee Me……………………………………………………………………………….….. Pg. 9

English/Language Arts: The Giving Tree-Johnny Appleseed……………………………….… Pg. 11

Cooking: Johnny’s Apples…………………………………………………………………………………….. Pg. 13

Math: Pioneer Problems………………………………………………………………………………….…... Pg. 16

Science: Artifacts from Days Past………………………………………………………………….…….. Pg. 19

Art: Shoebox Indian Village……………………………………………………………….…………………. Pg. 21

Writing: Letter’s Home…………………………………………………………………………………………. Pg. 24

Reading: Cassie’s Timeline…………………………………………………………………………………... Pg. 26

Storytelling: Storytelling Festival…………………………………………………………………………. Pg. 28

Music: Hoagy Carmichael “Stardust”…………………………………………………………………… Pg. 32

Gross Motor: Lewis and Clark Trail Walk…………………………………………………………….. Pg. 35

Drama: Constitution Role Play…………………………………………………………………………….. Pg. 36

Integrated Technology…….……………………………………………………………………………………………... Pg. 37

Trade Books……………………………………………………………………………………………………………………. Pg. 39

Guest Speaker/Field Trip……………………………………………………………………………………………..... Pg. 40

Parent Letter………………………………………………………………………………………………………………….. Pg. 41

Bulletin Board………………………………………………………………………………………………………………… Pg. 42

PioneersP

ofPPndiana

PnglishPP

PhePPivingP

PreeP

PohnnyP

Pppleseed

WritingPP

PettersP

Pome

PocialP

PtudiesPP

PhawneeP

Pe

PtorytellingPP

PtorytellingP

Pestival

PrtPP

PhoeboxP

PndianP

Pillage

PciencePP

PrtifactsP

fromP

PaysP

Past

PramaPP

PelegatingP

PreambleP

PonstitutionP

ofPPndiana

PathPP

PioneerP

Problems

PeadingPP

PassiePsP

Pimeline

PusicPP

PoagyP

ParmichaelP

PPtardustP

PPPPPP

PewisPandP

PlarkPPrailP

Walk

PookingPP

PohnnyPsP

Ppples

Thematic Unit Standard, Goals, & Assessments

Grade level: 4th grade

Standard:

4.1.6 Explain how key individuals and events influenced the early growth of the new

state of Indiana.

Theme: The theme of my unit will be Pioneers. My school puts on a large Pioneer Day event in

early May every year, so I thought it would be a great unit to use so the students can get

some information on pioneers before the big event.

Goals: One of my goals for this unit will be for my students to develop their knowledge of

pioneers from across 200 years. Another goal is for my students to develop an interest

in history so that my students can have more self-contained learning (more self-learning

rather than needing to be told everything by the teacher) instead of having all of the

information is not simply handed to them.

Objectives: Upon completion of this Pioneer unit, students will be able to describe the life of a

Pioneer individual by discussing at least three different aspects of their life. My

objectives for this unit will be for each of my 41 fourth graders to know information

about at least 4 different pioneers at the end of the unit, better understand the time

period in which each of them lived, and apply their knowledge of one pioneer into a

presentation as that person. By doing this, students will gain a different perspective on

that person’s life.

Assessments:

Pre-test: Have students draw on blank paper what they know about Pioneers. On the back of

this paper, the students will complete a K-W-L chart for this unit.

Post-test: Give pre-test drawings back to the students for them to see what they first

drew. Then, have them draw another picture of what they now know about Pioneers, making

sure to write about at least three different things about Pioneers. The students will also

complete the last section of their K-W-L chart at this time.

Name: ____________________________

Pioneer Survey

What were the names of the Native American tribes that lived in Indiana?

What U.S. President moved to Indiana as a very young child?

Name the famous composer that was born in Bloomington, Indiana and wrote one of the most famous songs in history?

What favorite fruit was planted all over the states of Indiana, Ohio, and Illinois?

Answer Key

Pioneer Survey

What were the names of the Native American tribes that lived in Indiana?

Illini Indians, Miami Indians, Shawnee Indians, Lenape/Delaware Indians, Iroquois Indians, Kickapoo Indians, Muncie Indians, Nanticoke Indians, Potawatomi Indians, Wyandot Indians

What U.S. President moved to Indiana as a very young child?

Abe Lincoln

Name the famous composer that was born in Bloomington, Indiana and wrote one of the most famous songs in history?

Hoagy Carmichael

What favorite fruit was planted all over the states of Indiana, Ohio, and Illinois?

Apples, planted by Johnny Applesseed

http://www.native-languages.org/illini.htm

http://www.native-languages.org/miami.htm

http://www.native-languages.org/shawnee.htm



http://www.native-languages.org/lenape.htm

http://www.native-languages.org/iroquois.htm



http://www.native-languages.org/kickapoo.htm

http://www.native-languages.org/munsee.htm

http://www.native-languages.org/nanticoke.htm

http://www.native-languages.org/potawatomi.htm

http://www.native-languages.org/wyandot.htm

POST ASSESSMENT

The post assessment for this unit will be in the form of a play that students will create to

display their knowledge. For this play, each student will have a role to play involving one

historical pioneer that we discussed throughout our unit. This play will be a modern version in

which all of the characters interact with one another, whether or not they actually lived during

the same time period or not.

Shawnee Me Lesson Plan by: Lisa Heaton

Lesson: Shawnee Me Length: 40-50 minutes Grade Level Intended: Fourth Grade

Academic Standard(s):

4.1.2 Social Studies: Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment. (Individuals, Society and Culture)

Performance Objectives: 4.1.2 After reading about the Shawnee Indian tribe in their textbooks, the students

will correctly identify specific characteristics of the tribe’s culture in a single journal entry with 100% accuracy.

Assessment: - Both at the end of the lesson and at the beginning of the next lesson, the teacher

will verbally ask students the name of a specific role of the Shawnee Tribe as well the duties of that role.

- Students will also be assessed according to a journal entry at the end of class. Advanced Preparation by Teacher:

Prior to teaching the lesson, the teacher will create sticks with the student’s names on them that will determine roles that are going to be played in the Indian tribe.

The teacher will determine roles that the students can be assigned. -cooks, chiefs, story teller, musician, hunters, children, clothes makers, principal chief, war chief, tribal council.

Materials: construction paper, feathers, beads, string, sound sticks, small drum, paper arrow heads, stuffed animals.

Procedure: Introduction/Motivation: Start the lesson by showing students 3-4 artifacts from ancient Native American tribes. Ask students if they might know what the artifact is and perhaps what it could be used for. Students can expect a lot of interactive lessons and activities over the next few weeks involving many different pioneers. Ask students how many people have heard of the Shawnee Indian tribe. Inform students that just like many communities today, the Shawnee Indians had different roles that each member of their community took part in. Step-by-Step Plan: 1. By choosing sticks from their jar, the students will read roles/descriptions aloud

from a supplemental page in the textbook. (Here students will be shown what each role will be doing before they are assigned. Ex. construction paper head dresses, stuffed animal hunters). (Bloom’s, Knowledge)

2. Tell students that the class will act as a community Shawnee Indians for approx. 30 minutes. (Gardner, Interpersonal)

3. Draw sticks to assign roles. 4. Once each role is assigned, let students discuss what materials they will need for

their role. (Bloom’s, Comprehension) 5. Act out community roles daily tribe chores. (Gardner’s, Bodily/Kinesthetic)

Adaptations/Enrichment:

Gross motor impairment: This person would be the tribe story teller/musician. For a student with a vision impairment, he/she could be on the tribal council helping make important decisions for the tribe. For an advanced student, they may be allowed to work with more than one role if there are enough for the entire class. Also for enrichment, the student could think of different jobs that could be created to make life in the tribe a bit easier.

Self-Reflection: Did the students learn about roles during this activity? Did they get interested in the topic? Were they interested in learning more? Is this lesson one that I am willing to do again? (For the remainder of this lesson, students will simulate the life of Shawnee Indians (Bloom’s, Application; Gardner, Bodily/Kinesthetic). Upon simulating the activity, the students will compare their lives now to their lives as Shawnee Indians and provide pros and cons of each (Bloom’s, Evaluation; Gardner, Linguistic) in a verbal assessment.

The Giving Tree/Johnny Appleseed Lesson Plan by: Lisa Heaton

Lesson: The Giving Tree/Johnny Appleseed Length: 45-50 minutes Grade Level Intended: Fourth Grade Academic Standard(s):

4.2.5 Compare and contrast information on the same topic after reading several passages or articles.

Performance Objectives: 4.2.5 Using the story of Johnny Appleseed, the students will compare and contrast at

least 5 facts from Johnny Appleseed and The Giving Tree. Assessment:

- Students will complete the venn diagram provided.

Advanced Preparation by Teacher: The teacher will provide the students with the links to get to and finish the webquest.

-Webquest link: http://projects.edtech.sandi.net/balboa/apples/index.html -Apple page link: http://www.theapplebarn.com/apple-types.shtml

Provide print outs for the venn diagrams. Pre-determined groups for webquest.

Procedure:

Introduction/Motivation: Ask students how many of them have heard of Johnny Appleseed. Ask how many of them have been to the Johnny Appleseed festival in Fort Wayne. Inform students that the Johnny Appleseed festival takes place September 26th every year and it is important that we know about him because he is an important figure in Indiana’s history. Introduce to students that Johnny Appleseed did a great thing in the state of Indiana by planting tons of apple trees for people to enjoy. Tell students that they will be learning more about Johnny Appleseed and where apples come from using Shel Silverstein’s The Giving Tree and Johnny Appleseed. As well as these two books, students will work together to complete a webquest. Step-by-Step Plan:

1. Ask students to recall any prior knowledge of Johnny Appleseed. (Bloom’s, Knowledge)

2. Introduce students to the books The Giving Tree and Johnny Appleseed. 3. Read The Giving Tree and Johnny Appleseed to the class. (Gardner,

visual/spatial) 4. Assign groups for student roles during webquest. (Gardner,

Interpersonal) 5. Allow students time to break into their groups and work on their

webquest tasks.

http://projects.edtech.sandi.net/balboa/apples/index.html

http://www.theapplebarn.com/apple-types.shtml

6. After completing the webquest, the students will type their compare/contrast answers on the computer in a Microsoft Word document.

Closure: How many of you learned that these books are a bit more alike than maybe you thought they were? Tomorrow, we will be working a lot more with Johnny Appleseed when we make apple turnovers in the kitchen! This way, we get to use the fruit that made this Hoosier pioneer so famous! Adaptations/Enrichment:

Fine-motor impairments: For students with a severe fine-motor impairment, particularly with grasping, the teacher can provide a device to assist with the pressing of the keys on the computer keyboard without having to actually use their fingers. Also for fine-motor impairments, the student could be the official reader for all of the direction for the webquest. For students that are more advanced, they will be the “chairperson” of the discussion. Also for enrichment, the student could create a graphic organizer to write the compare/contrast on for next time the class compares and contrasts a book.

Self-Reflection: Was the lesson effective? Did the students enjoy getting to use the computers? Did they enjoy working as a group? Were they able to work collaboratively? (During the reading of The Giving Tree and Johnny Appleseed, ask students comprehension questions. Ex. What did Johnny do to help his friends? (Bloom’s, Knowledge). What could you do to be a friend of Johnny? (Bloom’s, Application). What is the happiest part of the story? (Bloom’s, Application). During their webquest, the students will discuss, as a group, what items should go on the venn diagram (Gardner, Linguistic; logical/mathematical).

Johnny’s Apples Lesson Plan by: Lisa Heaton

Lesson: Johnny’s Apples Length: 40-50 minutes Grade Level Intended: Fourth Grade


4.6.4 Science: Observe and describe that some features of things may stay the same even when other features change.

Performance Objectives: 4.6.4 Using their previous knowledge of states of matter, the students will verbally

identify 4 out of 5 materials that changed form in their turnovers. Assessment:

- The students will do a “lab report” of sorts describing what ingredients they put into the turnovers, how much of the ingredient, and what the final outcome was. Also in this report, the students will be asked to determine why some ingredients changed state.

Advanced Preparation by Teacher: The teacher will provide a cooking space and all ingredients for the students. Provide recipe and cookware for students (unless previously provided by cafeteria staff)

Procedure:

Introduction/Motivation: Does everyone remember when we talked about Johnny Appleseed yesterday and how he planted all sorts of wonderful apple trees across Indiana? Today we will be making some treats using some wonderful apples from trees like Johnny planted. Brainstorm with students a list of things that they would not have to eat if Johnny Appleseed had not planted all sorts of apple trees. Ask students how many of them have ever had an apple turnover or seen their mother or father make apple turnovers. Explain to students how many of the ingredients change form as they are being baked, yet they are still part of the turnover. Step-by-Step Plan:

1. Organize class into groups that can work well and effectively together. (Gardner, Interpersonal)

2. Assign each group to a task in the cooking process (mixing, measuring, washing, timing, etc). (Gardner, bodily/kinesthetic & interpersonal)

3. As students go through the mixing process, have students think about what materials they put into the mixture that will change form or blend in with something (flour, butter, water, etc). (Bloom’s, Comprehension)

4. Once they have described a couple of items, allow them to finish the cooking process. (note: final baking will be done after another lesson has begun. (Gardner, Bodily/Kinesthetic)

5. Once the turnovers are in the oven, have students clean up their stations and leave the kitchen the way they found it. (Gardner, Bodily/kinesthetic)

Closure: Tomorrow, we will review the ingredients that we used in our apple turnovers and talk about which ones changed form. After we discuss that, we will move on to another famous pioneer to study! Ask students something that they learned about cooking and types of matter today. Did they notice any items disappearing as they mixed them in? Although you can’t see some items such as butter, water, etc., they are still in the turnovers, just in a different state.

Adaptations/Enrichment: For students with food allergies to certain products that we will be using, they will be assigned to a task that will not involve touching the product. For students with lower orthopedic impairments, the teacher will provide a small table for the student to sit at and take part in the mixing process. For the advanced student, they will be asked what sorts of other cooking materials change state when they are mixed or displayed in the final product. For another enrichment, the student could type their lab report on the computer when finished.

Self-Reflection: Did the students enjoy the lesson? Did they grasp the idea that although some of their materials entered as liquids, they became solids? Is this a lesson that I could do again with another class? (For the rest of the Bloom’s, the lab report will be written in a comprehensive manner. By determining why some ingredients changed state, the students will be using Bloom’s Analysis portion of the taxonomy pyramid. Students will be using Bloom’s knowledge level when listing the ingredients that changed state in the cooking process.)

Apple Turnovers

1 8oz pkg. cream cheese, softened ¾ Cup butter or margarine, softened 1 egg, separated 3 Tablespoons cold water, divided 2 Cups flour 7 Cups thinly sliced peeled apples (about 6) ¾ Cup sugar 1 ½ teaspoons ground cinnamon In a mixing bowl, mix cream cheese and butter together until smooth. Then separate egg yolk from egg white. Chill the egg white to use later. Beat egg yolk and 2 Tablespoons cold water into cream cheese mixture. Gradually beat in flour until well blended. Shape mixture into a ball and chill 1 hour. This will be the turnover dough. In saucepan, toss apples with sugar and cinnamon. Bring to a boil. Reduce heat. Cover and simmer for 8-10 minutes until apples are tender. Roll pastry dough to 1/8 in. thickness; cut circles with a biscuit cutter. If you'd like bigger turnovers use a small bowl and cut out around the bowl. Top each circle with a tablespoon or more of apple mixture. Fold pastry over filling and press together with a fork. In small bowl, whisk egg white and 1 tablespoon water. Brush over pastry and sprinkle with sugar. Place on greased cookie sheets and bake at 375 degrees for 18-20 minutes. Serve with ice cream, if desired.

Pioneer Problems Lesson Plan by: Lisa Heaton

Lesson: Pioneer Problems Length: 45-50 minutes Grade Level Intended: Fourth Grade


4.3.7 Math: Relate problem situations to number sentences involving multiplication and division.

Performance Objectives: 4.3.7 Given a worksheet of pilgrim word problems, students will correctly construct

number sentences from those word problems 3 out of 4 times. Assessment:

- Teacher will grade the worksheet that the students re-write their number sentences on.

Advanced Preparation by Teacher: The teacher will provide copies of the word problem worksheet for students.

Procedure:

Introduction/Motivation: Ok class, do you remember yesterday when we cooked those yummy apple turnovers? Well, when we cooked those turnovers, we had to use math to measure out how much of each ingredient to put in, didn’t we? Today, we are going to do some more math, only this time we will be using story problems to help the pioneers figure out some problems they are having. During the pioneer days, many pioneers had to work really hard for everything that they got. Today we are going to go on a trip with some of our pioneers and help them solve problems on their journeys. Step-by-Step Plan:

1. Review with students how to set up and format number sentences from word problems by determining whether the problem requires addition, subtraction, or multiplication. (Bloom’s, Knowledge)

2. Do a sample problem with the students, then provide one example problem for them to solve.

3. Let students take turns to come up to the overhead projector and show/explain how they solved their problem. (Bloom’s, Application; Gardner’s, linguistic)

4. As each student writes his/her solution on the board, ask students to stand up if they got the same answer. (Gardner, Bodily-Kinesthetic)

5. If students did not get correct answer or disagree with the solution, allow input from classmates to help them correct the problem. (Gardner, Interpersonal)

6. Once the teacher feels that the students have a firm grasp on the concept, hand out worksheets that ask students to create number sentences from story problems and allow students to work on them at their desks. (Bloom’s, Application)

Closing: Everyone did a great job working with their number sentences and helping our favorite pioneers solve their problems. We need to make sure that we remember how hard life may have been for them and how few materials they may have actually had to share with their families and how extremely lucky we are today.


For students that struggle with math or need things read to them, the teacher will work with them at the back desk for extra guidance and help. Also for students that require it in their IEPs, the teacher could provide a simpler set of problems to create their math sentences with until they are able to do the same ones as the rest of the students. For enrichments, higher-level problems could be provided. As well as higher level problems, the higher student could assist any students who may be having difficulty with their assignment.

Self-Reflection: Did the students enjoy getting to relate their math problems to things we have been learning about? Did they get excited about getting to participate in the lesson more? Is this type of lesson one that I would be willing to do again? Was it successful?

(The entire math lesson would be logical/mathematical intelligence (Gardner).)

Name:_____________________________

Pioneer Problems

1. One day hunters from the Miami Indian tribe went out hunting. They caught 36 rabbits to feed their families for dinner. However, there are 9 people in each of the hunter’s families. Write a number sentence that shows how you would solve this problem.

2. Johnny Appleseed went for a long walk one day planting apple seeds. In his bag, he had 50 seeds that we was going to plant. If Johnny was going to stop in 6 different towns to plant seeds, how many seeds could he have planted into each town? Write a number sentence to show how you would solve the problem, then solve the problem.

3. One morning, Robert Cavelier de La Salle decided to take his covered wagon for a short drive through the country. Before he knew it, it was getting dark and he didn’t know where he was. He knew that every 4 hours his horse would take a break. If his horse has taken 2 ½ breaks, how far away is he from his camp? Write a number sentence for this problem and solve it.

4. Like many Native American tribes, the Shawnee Indians were known for their very elaborate clothes and beautiful bead work. However, the bead-worker in the village had not had a chance to go to the store recently to get new beads, so he was almost out! He only had 48 beads left and there were 8 people wanting new beads. How many beads would each person get? Write a number sentence and solve it for this problem.

Artifacts From Days Past Lesson Plan by: Lisa Heaton

Lesson: Artifacts From Days Past Length: 40-50 minutes Grade Level Intended: Fourth Grade


4.4.8 Social Studies: Know and explain that artifacts and preserved remains provide some evidence of the physical characteristics and possible behavior of human beings who lived a very long time ago.

Performance Objectives:

4.4.8 After observing and investigating artifacts from ancient Indian tribes that the teacher provides, the students will be able to identify possible uses for these artifacts from the past in a presentation in front of the class.

Assessment: - Presentation about uses for an assigned object. - Students will make a journal of possible uses for a variety of items that have been

preserved.

Advanced Preparation by Teacher: Gather artifacts such as arrowheads, tools, bowls, bones, etc. to bring into the class

for the students to investigate. Provide journals for the students to write their observations in.

Procedure:

Introduction/Motivation: Tell students that we were building on our knowledge of some of Native American roles that we learned about in our last social studies lesson. Many of the native Americans of our past used tools and items that they had to make themselves in order to make a living. Many of these items are not so simple to determine what their uses were, so we are going to investigate them to see if we can tell what they might have been used for. Step-by-Step Plan: 1. Hand out artifacts such as arrowheads, tools, etc. to students for them to examine.

(Bloom’s, analysis/kinesthetic) 2. Explain to students that Native Americans had many different tools that they had to

use for different jobs and they all had to be made by hand. While students brainstorm, there will be a soundtrack of Native American music playing in order to get students thinking like the Native Americans may have. (Gardner, Linguistic)

3. Let students choose an artifact to talk to the class about and inform the uses of. (Bloom’s, analysis)

4. Give students time to approximately 15 minutes to brainstorm uses of these tools and materials. (Gardner, Interpersonal)

5. Allow students to make a 2-3 minute presentation of uses their artifact may have had in the days of the Native Americans. (Gardner, Linguistic) (Bloom’s, Synthesis)

6. Once students have presented, allow for questions to be asked to the presenter about their artifact. (Gardner, Interpersonal)

7. Once all students have presented, let students do a journal write stating the things they learned about Native American tools. (Bloom’s, analysis)


Vision Impairments: Students with vision impairments can use their fingers to feel the artifacts and help them describe what they are. In this event, students with impairments can have a buddy to help them further describe the item and brainstorm what possible uses might be. For advanced students, they will be allowed to present on more than one ancient artifact. Also for enrichment, students will provide ideas for potentially new uses for these artifacts.

Self-Reflection: Did the students think of several different uses for each item? Were they engaged the entire time? Where they interested in researching and brainstorming this activity? How could I modify this activity for later use?

Native American Resettlement Lesson Plan by: Lisa Heaton

Lesson: Shoebox Indian village Length: 30-45 minutes Grade Level Intended: Fourth Grade Academic Standard(s):

4.1.5 Social Studies: Identify the causes of removal of Native American Indian groups in the state and their resettlement during the 1830s. (Individuals, Society and Culture)

Performance Objectives: 4.1.5 After reading about Native American villages in their textbooks, students will

physically construct a 3D Native American village inside a shoe box with at least an 8 out of 10 on the rubric sections.

Assessment: - The teacher will create a rubric and send it home with students ahead of time so

they know what they are being graded on. Advanced Preparation by Teacher:

The teacher will ask students to begin bringing in shoeboxes 2-3 weeks prior to assigning project.

Teacher will provide an example of the 3D shoebox she is assigning so students have a model to work off of.

Provide some materials such as markers, paint, pipe-cleaners, sticks, leaves, play-dough, etc. for students to being their projects with.

Procedure: Introduction/Motivation: Remember a few days ago when we looked at the culture of the Shawnee Indian tribe? Today, we are going to use some of the things that we learned about them and begin building a model of what their tribe might have looked like. Within that model though, we are going to show how settlers came into their villages and took over, running them out of their homes. Make sure that we begin building our models, we show why the settlers may have ran the Native Americans out of their homes.

Step-by-Step Plan: 1. Review with students things that we discussed that they Native Americans

used and had. (Bloom’s, Knowledge) 2. Brainstorm with students why settlers may have ran Native Americans out of

their homes. (Gardner, Linguistic/Bloom’s, Analysis) 3. Ask students how they would feel if they were ran out of their homes and

they didn’t know why. (Gardner, linguistic) 4. Shared read with students (out of textbooks; pg. 80) about the settlers taking

over Native American villages and many of the reasons that they may have done that.

5. Once we have finished reading, introduce shoebox project to students by showing them the teacher-made example. (Bloom’s, Analysis)

6. Allow students to begin working on their projects with whatever time is left. (Bloom’s, Evaluation/Gardner, bodily-kinesthetic)

Closing: Who can tell me a couple of reasons as to why the Native Americans were run out of their homes? We have learned that it would make all of us sad if we were to be run out of our homes for no apparent reason, so now we can better understand how the Native Americans felt. Adaptations/Enrichment:

For students with fine motor impairments, they will be allowed to design their village via computer so they do not have to manipulate objects within the box. For advanced students, they would be allowed to help struggling students with their boxes.

Self-Reflection: The students grasp the lesson? Did they enjoy the idea of creating their own village? Were they excited about the project?

(For the remainder of the Gardner’s: The students would reason as to why the settlers would want to run the Native Americans out of their homes when they were there first)

Metro North Elementary Shoebox Indian village

Name: ________________________ Teacher: Miss Heaton

Date : ___________________ Title of Work: ___________________

Criteria Points

1 2 3 4

Creativity

Students used less than 2 different types of

materials to construct their village. (1-3 point)

Students used 3-4 different types of

materials to construct their

village. (4-6 Points)

Students used 5 different types of

materials to construct their

villages. (7-8 Points)

Students used 6 or more different

materials to construct their villages. (9-10

points)

____

Settler take-over

Students did not incorporate the settler

take-over in their shoebox. (1-3 Point)

Students incorporated 1 part of the settler take-

over in their shoebox. (4-6

Points)

Students incorporated 2-3

parts of the settler take-over of

villages in their shoebox. (7-8

Points)

Students incorporated 4-5

parts of the settler take-over of

villages in their shoebox. (9-10

Points)

____

Completeness Student's shoebox is

not complete. (0 points)

Student's shoebox is nearly complete,

but not fully complete. (1-4

points)

Student's shoebox is complete.(5-8

points)

Student's shoebox is complete and

has done an exceptional job.

(9-10 points)

____

____

____

Total----> ____

Teacher Comments:

Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)

Letters Home from Travelling Pioneers Lesson Plan by: Lisa Heaton

Lesson: Letters Home Length: 30-35 minutes Grade Level Intended: Fourth Grade Academic Standard(s): 4.5.1 English: Write narratives that:

• include ideas, observations, or memories of an event or experience.

• provide a context to allow the reader to imagine the world of the event or experience.

• use concrete sensory details.

4.4.10 English: Review, evaluate, and revise writing for meaning and clarity.

Performance Objectives: 4.5.1 Based on the student’s prior knowledge of pioneer life, students will write a

letter to someone describing their lives as pioneers using at least 5 historically correct details of pioneer life.

4.4.10 Given peer editing, the students will write a letter that is free of grammatical mistakes with 100% accuracy.

4.4.10 Given peer editing, the students will write a letter that is free of spelling errors with 100% accuracy.

Assessment:

- The teacher will read the student letters and underline each historically correct detail of pioneer life.

Advanced Preparation by Teacher: ∙ Have notebook paper available. ∙ Computers available.

Procedure: Introduction/Motivation: Does everyone remember how we have been talking about pioneers and how many of them travelled long distances to get here to Indiana? Today we are going to try and put ourselves into the travelers’ shoes and see what they may have seen. How many of you have ever written a letter to anyone? People often write letters to friends or family to let them know how they are doing. They did not have email, text messaging, or telephones to communicate easily. Today, we are going to be pioneers on the trail to Indiana and we will be writing a letter to a friend. In this letter, you should include your thoughts about how you felt about travelling in a wagon, the food you ate, the landscape that you see, any troubles you encountered, etc.

Step-by-Step Plan: 1. Brainstorm with students what some things they could write about while on

the “trail.” (Gardner’s, linguistic) 2. Ask students get notebooks out.

3. Remind students to use proper punctuation and grammar and spelling when writing their letters.

4. Allow students to begin writing their letters to a friend. 5. During this time, the teacher will be wandering around the room in order to

help students with any questions that they may have. 6. After students complete their letters, they will share them with a partner in

order to peer edit their papers before handing them in. (Gardner, interpersonal)…(may cross over into next lesson)

Closing: What did we learn about pioneer life today by trying to think and see like they did? We learned that life may have been harder for pioneers because they did not have all of the technology to help them do things like we do today. Did you find that you were able to be very creative in writing your letter? Did you have anyone in particular that you were writing your letter to? Now you can see how people communicated with each other in pioneer days! Adaptations/Enrichment:

For students who struggle with writing, they will be placed with a teaching assistant who can help them get their words onto paper. For students with fine motor impairment, the teacher could have a student who is finished to physically write the letter for the student with the impairment, using all of the student’s original words. Depending on how quickly the advanced student finishes, the advance student could be placed with the lower student to help with this process. For the advanced student, the teacher could allow them to type their letter on the computer and print it out to turn in.

Self-Reflection: Did the students make a connection with what life may have been like in pioneer days while travelling? Did they enjoy becoming someone different if even for a little while?

(Bloom’s/Gardner’s: Much of the lesson will be part of Bloom’s Comprehension as well as Bloom’s knowledge because they will be describing what their life is like on the trail and remembering details of things we have learned about pioneers so far. They will also be using a lot of Gardner’s visual-spatial intelligence because they will be using their creative imaginations to write about their life back then. Bloom’s evaluation will be used because the students will be writing their thoughts and expressing themselves (Bloom’s, knowledge). The students will be using their intrapersonal intelligence (Gardner) because they will be working alone in determining their life on the trail. I feel like the students will be using their logical/mathematical intelligence because they will have to think logically as to what facts will fit into the time period of the pioneers.

Cassie’s Journey: Going West in the 1860’s Lesson Plan by: Lisa Heaton

Lesson: Cassie’s Timeline Length: 40-45 minutes Grade Level Intended: Fourth Grade Academic Standard(s):

4.1.1 Language Arts: Read aloud grade-level-appropriate literary and informational texts with fluency and accuracy and with appropriate timing, changes in voice, and expression.

4.1.15 Social studies: Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana. (Individuals, Society and Culture)

Performance Objectives: 4.1.1 Given copies of Cassie's Journey: Going West in the 1860', the students will read

aloud to the class without missing a word with 100% accuracy. 4.1.15 Given a sample timeline in their textbooks, the students will create a timeline

using 5 events from the book with 100% accuracy. 4.1.15 Given a sample timeline, the students will place the dates on a timeline in proper

chronological order with 100% accuracy. Assessment:

- For each event that the students put into correct order and label correctly, they will receive 2 points, for a total of 10 points.

Advanced Preparation by Teacher: ∙ Provide plain white paper. ∙ Markers/colored pencils & rulers. ∙ Stencils for decoration upon completion.

Procedure: Introduction/Motivation: Yesterday, do you remember when we wrote letters to our friends as a travelling pioneer, we learned a lot about what life may have been like travelling in those days? Well, today we are going to read a book about a young girl and her travels from Illinois west towards California. Although we cannot consider her an Indiana pioneer, there will be a lot to learn about her and her travels west. Along with reading her story, we are going to create a timeline of events that happen to the main character throughout the story. We often use timelines as an easier way to see the order that important events in history happened. So, we are making our timeline just so we can have a better idea of the order of events happened in Cassie’s life.

Step-by-Step Plan: 1. Recall previous day’s activity with students. (Bloom’s, knowledge) 2. Introduce book Cassie’s Journey: Going West in the 1860’s. (hand out copies

to each student) 3. Draw sticks to select students to read a page of the book. 4. As a stick is drawn, have that student read the page. (Gardner’s, linguistic) 5. Once book is complete, review timeline uses and applications.

6. Brainstorm with class what some of the important events in Cassie’s story were. (Gardner’s, linguistic)

7. Once list is compiled, demonstrate to students how to set up their timelines. 8. Once all instructions are given, allow students remainder of class period to

complete and decorate their timelines. (Gardner’s, interpersonal) Closing: How many of you enjoyed reading about Cassie’s life? Did you learn something about what life may be like as a pioneer that you might not have known before? Today we made a timeline that depicted events in Cassie’s life. So now, you have a great way to put events in history into a way that you can learn them better! Adaptations/Enrichment:

For students who have difficulty reading, they will be allowed to go to the back of the room and work with the co-teacher in reading the story. For students who struggle with writing, they will be placed with a teaching assistant who can help them get their words onto paper. Depending on how quickly the advanced student finishes, the advance student could be placed with the lower student to help with this process. For further enrichment, the teacher could provide extra dates for the student to put onto the timeline.

Self-Reflection: Did the students connect with the story? Did they make connections to the things that we have been learning about pioneer life? Was this lesson effective?

(Bloom’s/Gardner’s: Bloom’s Application, for choosing the dates that the students wish to put onto their timeline. Bloom’s Application, this could be used for the end of the activity when the students could be asked to defend why they put certain events in the order that they did. Also if there is time at the end of the activity, the students can compare their timelines with their classmates’ timelines, Bloom’s, analysis. As the students compare their timelines, they will be using Gardner’s interpersonal intelligence).

Hoosier Storytelling Festival Lesson Plan by: Lisa Heaton

Lesson: Storytelling Festival Length: 35-45 minutes (this lesson will take part over a few days) Grade Level Intended: Fourth Grade Academic Standard(s):

4.1.1 Theatre: Explore the unique way theatre can be used to understand the history of Indiana and its people.

Performance Objectives: 4.1.1 Given a specific figure in Indiana to research, each student will create a 5-7

minute skit over their figure including at least 5 facts about the person’s life. 4.1.1 Given their topic to research, the students will dress the part of the person with

at least 3 articles of clothing and 2 props with 100% accuracy. Assessment:

- The students will be assessed using a rubric. They must receive at least a16 out of 24.

Advanced Preparation by Teacher: ∙ List of historical figures to choose from. ∙ Necessary wardrobe items if not otherwise available.

Procedure: Introduction/Motivation: Last time we were together, we made a timeline based on the journey of a young girl named Cassie. In making that timeline, we learned that it is much easier to understand an order of events if we can actually see them. Today, we are going to actually SEE some famous figures from Indiana. We are going to become famous people from Indiana. First thing we need to do is to choose which famous person you want to be.

Step-by-Step Plan: 1. Provide students with a list of famous figures and allow them to choose one

to begin researching. (Bloom’s, comprehension) 2. Because of the limited number of computers, a few students will begin their

research at a computer and some will find as much information as they can in their textbooks and then switch after a period of time. (Bloom’s, comprehension)

3. Once students feel that they have enough information to meet the requirements of the assignment, they can begin writing their scripts for their performance. (Bloom’s, Application)

4. Once their scripts are complete, the students can brainstorm with the teacher what kinds of items they could use form props/costumes. (Gardner, Linguistic)

5. Since this assignment will take more than one class period, the students will take their assignment home and find the items they will need for their presentations.

6. Provide feedback once story tellers have finished.

Closing: You all did a great job with your storytelling! Did you feel like you got to know your famous person better by trying to become them and study their life? You all did a great job and I can’t wait until tomorrow when we work with one of the famous people who we met in this presentation, Hoagy Carmichael. Adaptations/Enrichment:

For students who do not have money for supplies, the teacher will provide some costume and prop items. For students who need more sources to research their person, bonus books and materials could be provided. For enrichment, the student could create a specific setting in which their presentation takes place. For further enrichment, the teacher could allow the student to ask the principal to be involved with their skit to promote cooperative learning.

Self-Reflection: Did the students enjoy becoming someone else? Did they learn about their person? Were they excited about being able to present?

(Bloom’s/Gardner’s: For Bloom’s Application, the students will apply what they learned from their research in order to complete their storytelling. During their presentations, they will be using their bodily-kinesthetic as well as their linguistic intelligences from Gardner’s. Some of the presentation could be considered visual-spatial as well because the students will be thinking about their specific environments when becoming the famous Hoosier they chose.)

FAMOUS HOOSIERS

Larry Bird Hoagy Carmichael

James Dean Gus Grissom

Mark C. Honeywell The Jackson 5

David Letterman Abe Lincoln

John Mellancamp Jane Pauley Ernie Pyle

Dan Quayle Orville Redenbacher

Tony Stewart John Andretti

Colonel Eli Lilly John Purdue

Damon Bailey Steve Alford

Mitch Daniels Gil Hodges

Carole Lombard Marjorie Maine

Irine Dunne Janet Flanner

Name: ________________________ Teacher: _________________________

Date Submitted: ____________ Title of Work: ___________________

Criteria Points

4 3 2 1

Body Language Movements seemed fluid and helped the audience visualize.

Made movements or gestures that

enhanced articulation.

Very little movement or

descriptive gestures.

No movement or descriptive gestures.

____

Eye Contact

Holds attention of entire audience with the use of direct eye

contact.

Consistent use of direct eye contact

with audience.

Displayed minimal eye contact with

audience.

No eye contact with audience.

____

Introduction and Closure

Student delivers open and closing remarks

that capture the attention of the

audience and set the mood.

Student displays clear introductory or closing remarks.

Student clearly uses either an

introductory or closing remark, but not both.

Student does not display clear

introductory or closing remarks.

____

Timing

Good use of drama and student meets

apportioned time interval.

Delivery is patterned, but does

not meet apportioned time

interval.

Delivery is in bursts and does

not meet apportioned time

interval.

Delivery is either too quick or too

slow to meet apportioned time

interval.

____

Costume/Props

Student uses at least 3 artifacts for a costume

and 2 artifacts for props.

Student uses at least 2 artifacts for

a costume and 1 artifact for props.

Student uses at least 1 artifact for a costume and 0

artifacts for props.

Student uses no costume or props.

____

Facts Good and accurate use of at least 5 facts about the student’s person.

Good and accurate use of 3-4 facts

about the student’s person.

Good and accurate use of 2 facts

about the student’s person.

Good and accurate use of 1 fact about

the student’s person.

____

Total----> ____

“Stardust” Lesson Plan by: Lisa Heaton

Lesson: Hoagy Carmichael “Stardust” Length: 30-40 minutes Grade Level Intended: Fourth Grade Academic Standard(s):

4.1.6 Social Studies: Explain how key individuals and events influenced the early growth of and changes in Indiana.

Performance Objectives: 4.1.6 Based on information received at the beginning of the class, the students will

orally answer questions correctly about Hoagy Carmichael 2 out of 2 times. Assessment:

- The teacher will listen to students verbally give the correct answers to the questions while playing musical chairs.

Advanced Preparation by Teacher: ∙ Questions to ask students. ∙ Chairs to sit in. ∙ Copy of Hoagy Carmichael’s “Stardust” on CD.

Procedure: Introduction/Motivation: Does everyone remember during last class when we made timelines of special events and people in our lives. Well, today we are going to talk about a very important person on Indiana’s timeline. That person is Hoagy Carmichael. Hoagy Carmichael is a famous music composer who was born in Bloomington, Indiana, which is a town way down in southern Indiana. As we learn about Mr. Carmichael, we are going to play musical chairs as we answer questions about his life.

Step-by-Step Plan: 1. Read information about Hoagy Carmichael to students before beginning the

activity. 2. Once information is read, have students circle chairs to prepare for adapted

musical chairs. (Gardner’s, bodily-kinesthetic) 3. Explain the rules of the new musical chairs to students. (students will begin

seated in chairs and teacher will ask individual students questions. If the student answers correctly, they can stand and if they answer incorrectly they stay seated. The goal of the game is to be standing when the music (Stardust) stops).

4. Begin game with students answering questions to stay in the game. (Bloom’s, knowledge)

5. Continue playing game until only one person remains. (Gardner’s, bodily-kinesthetic/linguistic)

6. Game can be started again if time permits. Closing: Who can tell me something that they learned about Hoagy Carmichael today? Did you enjoy getting to learn and play musical chairs at the same time? I hope that by getting to play musical chairs today it helps use remember a little bit more about Hoagy Carmichael’s life. Adaptations/Enrichment:

For students with gross motor impairments, students could raise a colorful sign to signify that they are still in the game. For other adaptations, a teacher could adapt the game so that the students can stay in their desk. For enrichment, a student could be asked higher-level questions. For further enrichment, the student could go some other method of gross motor activity instead of standing.

Self-Reflection: Did the students learn from this activity? Were they too distracted by the idea of musical chairs? Is this activity something that I would be willing to do again?

(Bloom’s/Gardner’s: Bloom’s comprehension is used when the students answer questions as well. If question has multiple options to choose from, Bloom’s comprehension is used for selecting the answer that they feel is best. Bloom’s application is used in the same sense as well. Gardner’s musical intelligence will be utilized throughout the lesson.)

Questions

What year was Hoagy Carmichael born? (1899)

What city in Indiana was H.C. born in? (Bloomington)

What did Hoagy’s mother, Lida, leave back in Indiana? (Golden Oak Piano)

What did Hoagy’s mother think that he would grow up to be someday? (President of a Railroad)

What did Hoagy study while he was at Indiana University? (Law)

What was the name of Hoagy’s first love? (Dorothy Kelly)

What was the name of the musician that changed Hoagy’s life? (Bix Beiderbecke)

Where did Hoagy move to when he got a little bit older? (New York)

What was Reggie Duval’s advice to Hoagy? (Never play anything that don't sound right.)

What famous song involving a state did Hoagy record in 1930? (Georgia on my Mind)

In 1946, how many number one songs did Hoagy have? (3)

How many children did Hoagy have? (2)

What did Hoagy’s mother tell him that music would not buy him? (Cornpone)

What is Hoagy Carmichael’s middle name? (Howard)

Lesson #11: Gross Motor

For my gross motor lesson, students will be taking part in a Lewis and Clark trail walk. Throughout the trail walk, students will go to various stations around the room or gymnasium and read about a specific piece of the journey or take part in the activity provided. The motivation for this activity will be for students to get a better idea of the trail that the two explorers took and the destinations they had both before and after their trip to Indiana. Highlights of this lesson include various forms of movement that will be required throughout the activity. Between each station, students will be asked to perform a different gross motor function (skipping, jumping, hopping, sliding, etc.). Along with a variety of movements, students will develop a better understanding of the journey and happenings along the way.

For students with motor disabilities, scooters or roller chairs could be provided so that they students can still participate in the activity. For enrichment, students could write a quick write about what they can imagine seeing along their journey throughout different states. To assess the students, I will have them write a journal entry detailing the things they learned along the journey across the country including items observed using at least 3 of the 5 senses.

Lesson #12: Drama

For this drama lesson, students will be doing a type of role play activity that will allow them to sit down as a committee and discuss the formation of Indiana’s Declaration. They will be debating what goes into the first five sections of the constitution and work on writing them. They will be discussing why each of the five sections is important to the success of Indiana.

The motivation for this activity is for students to get to put themselves in the shoes of those who made the guidelines for life in Indiana. Highlights of this lesson will involve full class discourse and even costume opportunities to represent the early law makers. To modify this lesson, any student who may have behavior issues and is unable to participate in the discussion can write the five sections that are being discussed. For enrichment, students can decide to try and attempt writing their own sections to the constitution. To assess the students, I will make an observation of participation and make note of anyone not participating.

Integrated Technology

Throughout my unit, I will be utilizing the use of a Smart Board. My school just received

a grant for 3 new Smart Boards on top of the two that they already possess. I would like to use

it anytime I have the students brainstorm or makes lists of any sort. I think it would be a great

time for the students to get away from their desks and just take more of a productive part in

the brainstorming process. I would allow each student to have a turn writing ideas on the Smart

Board throughout the unit as long as they all followed the procedures that come with the use of

the new technology. The students would also be allowed to use the Smart Board for

enrichment such as typing their letters in the Letters Home lesson or showing pictures of their

intended character during the Storytelling Festival.

Trade Books

Cassie’s Journey: Going West in the 1860s. Author: Brett Harvey; Illustrator: Deborah Ray. Published by Holiday House (April 1995)

This is the accumulation of true stories taken from women’s diaries on the covered wagon trail. This story is told from the point of view of Cassie and her accounts of the food, the scenery, and the tragedies that occur along the way.

A Pioneer Thanksgiving: A Story of Harvest Celebrations in 1841 by Barbara Greenwood. Illustrated by Heather Collins. Published by Kids Can Press, Ltd. (September 1, 1999)

This is both a great story book about a pioneer family who prepares for their big Thanksgiving feast as well an activity book outlining hands-on activities for students studying pioneers. Within this book, students will learn about things such as past superstitions about Corn Dolls as well as instructions on how to make their own.

Tree in the Trail by Holling C. Holling. Published by Sandpiper (April 30, 1990)

This is a beautiful story of a cottonwood tree in Santa Fe that managed to stand the test of time and be a part of many years of history. It contains stories from over 200 hundred years of Native American heritage from the tree.

Walk Two Moons by: Sharon Creech. Published by HarperTrophy (July 18, 1996)

Salamanca Tree Hiddle takes a trip with her grandparents to visit her mother’s grave when she befriends Phoebe Winterbottom. Like Salamanca, Phoebe’s mother leaves without notice and the story takes kids through Salamanca and Phoebe’s search for truth and peace of mind.

Johnny Appleseed by Steven Kellogg. Published by HarperCollins (August 22, 1988)

This book chronicle’s Johnny’s travels throughout the land and his legendary scattering of appleseeds. It depicts him checking on his saplings as well as some of the people he meets along the way.

javascript:ScrollingPopup('http://www.sparknotes.com/lit/twomoons/terms/char_1.html',%20'e41762fbe6',%20'500',%20'500')

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Steven%20Kellogg

Chronicles of the Pioneers by Wm. Audley Maxwell and Charles E. Young. Published by Kindle Edition (Nov 14, 2008)

This book depicts two first-hand tales of crossing the plains. The two accounts consist of Crossing the Plains: Days of '57 and Dangers of the Trail in 1865.

Daniel Boone's Great Escape by Michael Spradlin and Ard Hoyt. Published by Walker Books for Young Readers; 1st edition (July 22, 2008)

While out hunting buffalo one day, the Daniel Boone was captured by powerful Shawnee warriors. Already anger at the murder of one of their own by settlers, the Shawnee decide to take Boone hostage.

Rough, Tough Charley by Verla Kay and Adam Gustavson. Published by Tricycle Press (May 2007)

Charley Parkhurst is a wagon driver who has a huge secret that is not revealed until it is too late. It will not take long for readers to understand the vast differences between Charley and other wagon drivers.

Explorer by Rupert Matthews. Published by DK CHILDREN (April 11, 2005)

This is an impressive book on exploration. It takes exploration from the travels of the Phoenicians so many years ago right up to the current space exploration of today.

Davy Crockett: A Life on the Frontier by Stephen Krensky, Debra Bandelin, Bob Dacey. Published by Aladdin (October 26, 2004)

This book entails the life and times of Davy Crockett. It is a stimulating story through the childhood of the king of the wild frontier.

http://www.amazon.com/Chronicles-of-the-Pioneers/dp/B001L5TJ8W/ref=sr_1_5?ie=UTF8&s=books&qid=1228501772&sr=1-5

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Michael%20Spradlin

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_2?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Ard%20Hoyt

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Verla%20Kay

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_2?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Adam%20Gustavson

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Rupert%20Matthews

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Stephen%20Krensky

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_2?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Debra%20Bandelin

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_3?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Bob%20Dacey

Conner’s Prairie Field Trip

Our big field trip for this unit will be a trip to Conner’s Prairie, located near Indianapolis.

While at Conner’s Prairie, our students will be able to wander around a replicated pioneer

village and experience, hands on, what life was like during pioneer times. During the trip,

students will be able to experience such things as feeding live animals, making items that

pioneers actually used for everyday living, and even experiencing the housing that the pioneers

lived in.

On the day of our field trip, we will be departing Metro North Elementary at

approximately 8:00am and we will be returning at roughly 3:00-3:15pm. The only money that

students may need for this field trip will be for lunch, if they choose to eat lunch at the facility.

Students are welcome to pack their lunches if that is what they wish to do. Chaperones for this

field trip will include myself, Mrs. Dale, and Mrs. Campbell. However, for the purposes of

staying with our students for safety and allowing them to do different things, we would like to

as for 2 or 3 parent volunteers to take around small groups of students to different activities.

This field trip should be a fun learning experience for students to get outside of the

classroom and books and actually experience all of the things that they have been learning

about these past few weeks. It will be a great time of learning and fun for everyone in our

classroom community.

December 8, 2008

Dear Parent(s)/Guardian(s),

Starting next week, we will be embarking on a journey through the life and times of pioneers in Indiana in our new social studies unit. Throughout this unit, students will be involved in hands-on learning activities and projects which will culminate with an exciting field trip to Conner’s Prairie in Indianapolis. During nearly each day of this social studies unit, students will have access to the brand new Smart Board that has been placed in our classroom. With this new technology, they will get to create projects such as power points and get to create lists and information sheets about the topic that we are working on that day.

Our field trip to Conner’s Prairie will take place on May 7th, 2008. On the day of our field trip, we will be departing Metro North Elementary at approximately 8:00am and we will be returning at roughly 3:00-3:15pm. The only money that students may need for this field trip will be for lunch, if they choose to eat lunch at the facility. Students are welcome to pack their lunches if that is what they wish to do. Chaperones for this field trip will include myself, Mrs. Dale, and Mrs. Campbell. However, for the purposes of staying with our students for safety and allowing them to do different things, we would like to as for 2 or 3 parent volunteers to take around small groups of students to different activities.

This field trip should be a fun learning experience for students to get outside of the classroom and books and actually experience all of the things that they have been learning about these past few weeks. At the bottom of this letter, I will attach a permission slip for students to go on the field trip. If you wish for your student to go on the field trip, please check the appropriate line and include a parent signature. Also, please indicate whether or not you would be willing/able to help chaperone this wonderful trip. If you request for your student not to go on the trip, please check no on the permission slip and include a parent signature. Whether your child will be attending the trip or not, I ask that you please return this slip to school so we can have a final count.

Thank you! Miss Lisa Heaton My child will be attending the Conner’s Prairie field trip on May 7th, 2008 ___________ My child will NOT be attending the field trip to Conner’s Prairie on May 7th, 2008. ___________ I would like to help chaperone this trip. ___________ Parent Signature ____________________________________________

BULLETIN BOARD DESIGN

This bulletin board will be on display either within my classroom or on the wall outside of it for

the students to see and use. The areas that are shaded blue will be flip charts for students to lift

in order to see the answer to who the famous Hoosier pioneer is.

hoosier pioneer unit

Documents