EXPLORING WITH LEWIS AND CLARK

Theresa Rhinehart
Mrs. Terri Stone- Chalker Elementary School
4
th
Grade
April 29, 2014









Overview of Unit

Title: Exploring with Lewis and Clark Webquest

Grade level: 4
th
grade

Purpose/Rationale:

The purpose of this thematic unit is to build a deeper understanding of the importance of the
Westward Expansion and how the details of the expedition can be examined across different subject
areas. It addresses the 4
th
grade levels of Georgia Performance Standards for social studies, science,
language arts, math, health, and art. This unit uses a STEM model for instructional delivery and
performance tasks.

Description:

This unit builds upon the prior knowledge that students have about the expedition of Lewis and Clark
and also gives students a bigger picture of how their efforts have shaped the way they live today. It
allows student to connect math, social studies, science, and health through the vehicle of technology.
The lesson is taught in a web quest format allowing students to use technology to conduct research in
an inquiry-based format. This lesson is intended to enrich student knowledge and engagement by
providing them with a variety of learning activities and assessment tools. The final product or
assessment for this unit is a comprehensive journal which students create from journal entries and art
material.



LESSON 1

Title of Lesson: On the Trail with Louis & Clark
Topic: Researching the Exploration of Lewis and Clark
Subject Areas: Social Studies, Language Arts
Grade Level: 4
th

Description or Outcome Statement:
Students will be researching Lewis and Clark and the group of men who traveled with them. By the
end of this lesson, students should be able to answer key questions about who Lewis and Clark were,
what they did, and the outcome of their exploration. Students should also be able to research and
record information when given specific items and location to research.

Specific Lesson Outcome Statement:
Students will be assessed based on the knowledge they gained during their research on Lewis and
Clark.

Georgia Performance Standards:
SS4H6 The student will explain westward expansion of America between 1801 and 1861.
1. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark
expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon
Trail), and California (Gold Rush and the development of mining towns).

ELACC4RI3: 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.

ELACC4W8: Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes and categorize information, and provide a list of sources.

ELACC4W4: Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.

Lesson Objectives:
While working in groups, students will research information about the Lewis and Clark
expedition using internet resources.
While working individually, students will complete a research guide with historical accuracy
and with complete sentences, grammar, and spelling.
While working in groups, students will communicate, demonstrate camaraderie, and remain on
task throughout the entire lesson.

Essential Question(s):
Why were Lewis and Clark sent on an expedition across the continent?
Why was Lewis and Clarks expedition important?



Materials Needed:
Webquest on Glogster
Smartboard/Promethean board
Laptops
Research guide
Review questions
Pencils
Sticky notes
Tickets out the door

Procedures:
1. Opening/Motivation:
Review game- Tape 5 questions with multiple choice answers on the walls in the classroom and
have students rotate around the room in groups to answer the questions. Groups will use sticky
notes to record their responses. After all groups have circulated the room, then review the
answers as a class.
2. Purpose: Students will learn about the importance of Lewis and Clarks expedition to the
history of the United States. Students will also learn how to conduct research online and
complete a research sheet.
3. Vocabulary: explore, discover, expedition, pioneer, journey
4. Body:
Students appoint a group member to get a laptop for their tables
Students log in and go to the class webpage in order to locate the Glogster (webquest) they
need to proceed with their task. After the groups have read the task model the activity.
o Model: Using the research guide as an example, show students how to locate the website
for information on the sheet. Skim headings and titles on a page as well as top and side
bars to find information. After finding the information, record the answer on the sheet.
o Content: Introduce vocabulary and encourage students to look for these while
researching and review the highlights of the exploration and its impact on the United
States.
o Guided Practice: Show class the research guide with questions and read the first
question. Demonstrate how to search for answers to that question on the website.
Reinforce the importance of writing complete and accurate sentences. For the timeline
question, remind students what a timeline looks like and the information it contains.
Their responses will be transferred to their journal paper.
o Independent: Distribute research sheets to each student and have them work in groups
to research and complete the questions (each student should record his/her responses
individually).
Have each student turn in their recording sheet for assessment. (These sheets will be
redistributed to students for them to either correct and/or transfer to their journal sheet.)
5. Closing: Distribute tickets out the door to students. Ask students to write down an answer to
either of these questions using at least one vocabulary word: Why was this expedition
important and/or how did it change what America looks like today? They will share their
response with the class.

Higher Level Thinking Questions:
Why was this expedition important for the United States?
How did the expedition change the development and people of the United States?

Assessment:
A formative assessment will be done throughout lesson based on how well students work with the
computers and within their groups, and find information. At the end of the lesson, students tickets out
the door will reflect their understanding of the lesson.

The summative assessment will be done at the end of the lesson and will be a rubric that is based on
the recording sheet that they turned in.

Social Studies
Name:

Criteria 3 2 1 0
Completion of
research guide
Student answers
all of the
questions on the
worksheet.
Student
answered most
of the questions
Student
answered
some of the
questions
Student did not
answer any
question or
complete
worksheet
Historical
accuracy
Student is able
to answer the
questions with
100% accuracy.
Student is able
to answer the
questions with
85% accuracy.
Student is able
to answer the
questions with
75% accuracy.
Student answers
the questions
with less than
75% accuracy.
Ability to
research
information
Student is able
to search and
find for
information
needed to
complete
research guide
Student is able
to search/find
most
information
needed to
complete
research guide
Student is able
to search/find
some
information
needed to
complete
research guide
Student is not
able to
search/find any
information to
complete
research guide
Ability to work
within group
and stay on
task
Student is able
to stay on task,
communicate
and work well
within group.
Student stays on
task for more
than half of the
assignment,
communicate
and work well
with group.
Student stays
on task for less
than half of the
assignment
and does not
work with
group on tasks.
Student does not
stay on task
during the
assignment and
does not work
well in groups
Grammar and
spelling
Responses have
no grammatical
or spelling
errors.
Responses are
mostly
grammatically
correct. Most
words are
spelled correctly.
Responses
have some
grammatical
and spelling
errors.
Responses have
multiple
grammatical and
spelling errors.

Accommodations: Students with special needs will work within heterogeneous groups that are
composed of higher level learners in order for them to have more support. Questions are not too
difficult or too simple to help students remain engaged throughout the activity. The lesson involves
short tasks, technology, movement, and interaction with other students. Gifted students can help their
team members or other teams find information. There is also an extended map activity for students
who complete their research earlier than the rest of the class.

Reteaching:
Provide the students with additional websites.
Allow the students to watch a video or use a different medium to gather information.
Print out the information and allow the students to do close reading on the passage.

Extension:
Students who finish early can help other students locate information.
Students can compare a map during the expedition to a current map of the United States and
describe the differences between the two maps and identify, rivers, mountains, and states that
Lewis and Clark crossed in their route
Students may brainstorm ideas and begin to create their journal for the final project.

Technology:
Technology is present during this lesson. Students will be using technology as a group when they are
doing their research on their own computers. I have incorporated technology because I think that it is
a really great way to allow students research new information.

Websites Used:
Glogster-
http://kcameron0724.edu.glogster.com/lewis-and-clark1/

Video-
http://www.brainpop.com/socialstudies/famoushistoricalfigures/lewisandclark/

Research-
http://galenet.galegroup.com/servlet/KidsInfoBits?vrsn=127&locID=cobb90289&failover=0&sgcmd=
MAIN&srchtp=basic&c=3&sub=%2522Lewis+and+Clark+Expedition%2C+1804-
1806%2522&ste=33&tbst=tbasic&tab=1&txb=Lewis+and+Clark+Expedition%2C+1804-
1806&docNum=BX3200955173&bConts=35

http://www.nationalgeographic.com/lewisandclark/index.html

http://www.pbs.org/lewisandclark/

http://www.lewis-clark.org/









Lesson 1 Reflection

Strengths: Students were engaged in the research and enjoyed previewing the website. They really
enjoyed the YouTube video about Lewis and Clark. The students were able to find most of the answers
on the research guide within the allotted time of the lesson. The students also like the introduction by
Ben Franklin on Voki which introduced students to the web quest and informed them about the final
journal project.

Area of improvement: The lesson could have been divided over two class periods (the research took
longer than I expected) and a mini-lesson on how to research and/or find information would have
been helpful for the students who could not find all the answers in the research guide. Another
solution would have been to place a time limit on the research so that students could complete it
sooner.






Research Guide

Name & Group: Date:


1. Who sent Lewis and Clark on the expedition?

2. When did the expedition begin?

3. From whom did the United States purchase the Louisiana Territory?

4. What did Toussaint Charbonneau and Sacagawea do to help Louis and Clark?

5. What mountain range did the group of explorers have to cross?

6. What states did Lewis and Clark travel through?

7. Why was the expedition so important?

8. How long did the expedition take?

9. What happened to Lewis and Clark after the expedition?


10. Draw a timeline of events








ANSWER KEY
1. Who sent Lewis and Clark on the expedition?
Thomas Jefferson

2. When did the expedition begin?
1804

3. From whom did the United States purchase the Louisiana Territory?
France

4. What did Toussaint Charbonneau and Sacagawea do to help Louis and Clark?
Charbonneau was a skilled boatman and they helped translate for Lewis and Clark. Sacagawea
also served as a guide and new the plants and vegetables.

5. What mountain range did the group of explorers have to cross?
The Rocky Mountains

6. What states did Lewis and Clark travel through?
Missouri, Kansas, Nebraska, Iowa, South Dakota, Montana, Idaho, Washington, and Oregon.

7. Why was the expedition so important?
It provided an accurate map of the Northwest wilderness. It opened a route for fur traders, and it
lead to the discovery of an abundance of wildlife. The trip also established good relations with
Native Americans. Sparked imagination of a nation causing West expansion.

8. How long did the expedition take to complete?
2/2.5 years

9. What happened to Lewis and Clark after the expedition?
President Jefferson made Lewis the governor of Upper Louisiana. He was an unhappy man and
shot himself in 1809. Clark became the governor of Missouri and the superintendent of Indian
Affairs. He adopted Sacagaweas children and died in 1838.

10. Draw a timeline of events

1803 1804 1805 1806






January 18, 1803
U.S. President Thomas
Jefferson sends a secret
message to Congress asking
for approval and funding of
an expedition to explore the
Western part of the
continent.
May 14, 1804
The Corps of Discovery
leaves Camp Wood and
begins its journey up
the Missouri River
"under a gentle
breeze."
February 11, 1805
Sacagawea's son, Jean
Baptiste
Charbonneau
nicknamed Pompy by
Clarkis born with
assistance from
Lewis.
September 23, 1806
Having found an easier
route across the
country, the men reach
St. Louis nearly two and
a half years after their
journey began and are
acclaimed as national
heroes.





















July 4, 1803
News of the Louisiana
Purchase is announced;
Lewis will now be exploring
land largely owned by the
United States.
Early September
1804
The Corps enters the
Great Plains and sees
animals unknown in
the eastern United
States.
November 4, 1804
Lewis and Clark hire
French-Canadian fur-
trader Toussaint
Charbonneau and his
Shoshone wife,
Sacagawea, to act as
interpreters on the
journey ahead.
September 23, 1805
Starving, the men
emerge from the
mountains near
present-day Weippe,
Idaho, at the villages
of the Nez Perce
Indians.
October 16, 1805
The expedition
reaches the Columbia
River, the last
waterway to the
Pacific Ocean.
Maps (for extension)

After Louisiana Purchase







Questions:

1. What rivers did the party go down?
2. What mountain ranges did they cross?
3. What modern-day states did they go through?
4. What are the main differences you notice between the two maps?

Student Centers
These centers will be a preview of the lessons that will be taught over the course of the
thematic unit.
Math Center Procedures for using Materials



Students will make a list of supplies along
with an estimated cost of what they would
need if they were on the expedition.
Georgia Performance Standard(s):
SS4E1


Model how to:
1. Brainstorm a list of supplies that the
Corps would have needed for the
expedition (use the list created in the
social studies center).
2. Estimate the cost of those supplies if
they were purchased today and
record responses on activity sheet.
3. Compare the estimated list of supplies
and total cost to the actual list and
money spent on supplies for the
expedition.
4. Write your name and number at the
top of the paper and place it in the
basket.
Students will work in groups of 3-4 and the cost of supplies various will be provided to
for students to calculate the final cost. Worksheets will also be available for students to
record their answers.
Social Studies/Language Arts Procedures for using Materials

Students will list the supplies that may be
needed for the Lewis and Clark expedition
and compare it to the actual list
Georgia Performance Standard(s):
SS4H6

1. Imagine you are a member of the
expedition
2. Use a T-chart and make a list the
supplies you think you would need in
the right column.
3. Research the supplies Lewis and
Clark took on the expedition.
4. List the actual supplies they took in
the left column
5. Compare the two lists: how were they
alike? How were they different?
Students will be in groups of 3-4 and copies of T-charts will be available for student
responses. The T-chart can be used when students go to the social studies center.
Language Arts Procedures for using Materials
Students will decode a journal entry written
in Morse Code
Georgia Performance Standard:
ELACC4RI10

Model how to:
1. Take an activity sheet and review the
letter chart and codes that represents
each letter
2. Decode the message on the sheet and
record answers in the space provided.
3. Check your message for accuracy
4. Create your own Morse code using
the chart and codes have a classmate
decode it.







5. Write a 5 sentence response to this
question: Give examples how
difficult/different it would have been
if Lewis and Clark could only
communicate in codes.

Students will work in groups of 3-4 and activity sheets with letter charts and codes will
be available for student response. Students will place their finished responses in a basket
at the center.
Science/Art Procedures for using Materials
Georgia Performance Standard(s):
S4L1
Model how to:
1. Identify an organism (plant, animal,
etc.) that Lewis and Clark saw on the
expedition from the poster displayed
on the wall.
2. Decide whether the organism is a
producer, consumer, or decomposer
and describe where its position in
the food chain
3. Take a response sheet, write the
name the organism and identify if
the organism is a producer,
consumer, or decomposer.
4. Select the picture of the organisms
from the envelope on the table and a
sheet of construction paper. Glue the
picture onto the paper and draw its
position in the food chain.

Students will be in groups of 3-4 and a poster of animals that Lewis and Clark discovered
on the expedition will be displayed on the wall. Response sheets with be available as well
as art supplies such as scissors, construction paper, glue sticks, markers, etc.

LESSON 2

Title of Lesson: Are We There Yet?
Topic: Measurement
Subject Areas: Math and Social Studies
Grade Level: 4th
Description or Outcome Statement:
By the end of this lesson, students should be able to measure a given distance with an everyday object
(yarn) and answer questions based on their findings.

Specific Lesson Outcome Statement:
Students will be assessed based on their ability to use measurement tools to estimate distances as well
as their ability to successfully work in a group.

Georgia Performance Standards:
SS4H6 The student will explain westward expansion of America between 1801 and 1861.
2. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark
expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon
Trail), and California (Gold Rush and the development of mining towns).

MCC4.MD.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.

Lesson Objectives:
While working in groups, students will estimate the distance of certain segments of the Lewis
and Clark expedition using a map of the U.S. and string.
While working individually, students will complete a recording sheet with estimated distances
and convert these distances from miles to feet.
As a class, students will total all segments of the expedition and compare their estimates to
Lewis and Clarks estimated distances.
Students will understand how to use Google Maps and/or Google Earth to determine the
distances of each segment.
During class discussion, students will understand how technology has improved transportation
and the accuracy of information.
While working in groups, students will communicate, demonstrate camaraderie, and remain on
task throughout the entire lesson.

Essential Question(s):
For how long and how many miles did Lewis and Clark travel to reach the Pacific?
What was the difference between their estimate and the actual miles they traveled during their
expedition?

Materials Needed:
Smartboard
Internet access- for Glogster, Google Maps and Brainpop!
8 Maps of segments of Lewis and Clarks journey
Large map of the US
Pencils or dry erase markers
Recording sheets
Pieces of string
Tape (as needed)

Procedures List:
1. Opening/Motivation:
Question to students: What kinds of things would you need on the expedition if you didnt have
a car or airplane? What kinds of things do you think Lewis and Clark brought with them on the
journey? Discuss the long distance traveled by tracing the path Lewis and Clark took on a large
map of the US.
Watch the Brainpop! Video about measurement.
2. Purpose: Students will learn how to use yarn and a map scale to measure distances between
different expedition segments on a map and compare the estimates to actual distances.
Students will understand how technology has allowed us to be able to measure distance more
accurately and travel faster.
3. Vocabulary: estimate, distance, miles, compare
4. Body:
Students log in and go to the class webpage to locate the Glogster- Day #2. After the groups
have read the task model the activity.
o Model: Choose two locations on the map and use a piece of yarn to mark the distances
using the map scale. Total the number of markers on the yarn to determine the total
distance between the two locations.
o Content: Distribute different segments of the expedition to each group of students, and
as a group, student will estimate the distance between the two segments. The class will
total the results to get the total distance traveled and then compare those results to
Lewis and Clarks estimate and to Google Maps. Students will assume their group role of
recorder, illustrator, and reporter.
Designate one person from the group to get a piece of yarn and recording sheets
Once they have gathered the materials for their group, each group will return to their desk with
other group members.
Guided practice: Instruct students to find and point to the map scale on their maps. Instruct
them to lay their string underneath the map and mark the 0 and ending point on the string.
Next, students will locate their segment on the map and then lay the string along the segment,
marking each point until they reach the end of their segment. Adding the points will give them
the total distance for them to record on their sheet.
Independent practice: The students will use the string to measure the distance on the map as a
group (students may need to use a SMALL amount of tape to hold down the string. The students
will then record the information they have gathered on their individual recording sheet
and answer the rest of the questions. They may discuss questions as a group but each
student must complete their own recording sheet.
As a class, the students will record the distances for the other segments and then total the
distances. Then, they will compare their answer to Lewis and Clarks estimate distance.
Using Google Maps or Google Earth, the class will see the total distance between the start and
finish points of the expedition to see if this distance confirms the class and Lewis and Clarks
estimates. Discuss the reason for differences.
Collect recording sheets from students for assessment
5. Closing: Discuss how technology has changed the way we travel and how we gather
information. Discuss how long it took Lewis and Clark compared to how long it would take us to
make the same trip today. Think about what they had to bring on the expedition and the
hardships they faced because they had limited transportation- horses and boats.

Higher Level Thinking Questions:
How do you explain the differences between the estimates and actual distance traveled during
the expedition?
What impact has technology had on our ability to travel and gain more accurate information?
Why impact did the Lewis and Clark expedition have on the people and the economy of the U.S.?

Accommodations:
The groups have been designed so that lower level students are placed with higher level students.
These students will assist the students needed help within the group. Groups that complete the
recording sheet early will decide (as a group) on a place they would like explore, draw a map, and
measure the distance to that destination. The lesson involves short tasks with transitions among
technology, group, and individual work for students with AD/HD.

Reteaching:
Small-group instruction about how to use a map scale to measure distance on a map. Provide
each student with a map and tool with which to measure.
Play the Brainpop! video clip again and highlight the main themes discussed in the video

Extension:
Groups who finish early will decide (as a group) on a place they would like explore, draw a map,
and measure the distance to that destination.
Students may brainstorm ideas and begin to create their journal for the final project
Convert the total miles of their assigned segment to yards and inches.

Assessment:
The formative assessment will be done throughout the lesson by observing group activity and
interaction as they complete the measurements. The summative assessment will be done at the end of
the lesson and that will be based on the information they gathered and whether they were able to
answer the questions correctly.

Name:
Task 3 2 1 0
Complete
recording
sheet
Student answers
questions with at
least 90%
accuracy.
Student
answers
questions with
at least 80%
accuracy.
Student
answers
questions with
at least 70%
accuracy.
Student
answers
questions with
less than 70%
accuracy.
Group
collaboration
and on-task
behavior
Student is able to
stay on task or
work well with
group throughout
the entire lesson.
Student is able
to stay on task
and works
well with
group for
more than half
Student is able
to stay on task
and works
with group for
less than half
of the lesson.
Student does
not stay on
task or
collaborate
with group
during the
of the lesson. lesson.
Ability to use
measurement
tools to
determine
distance
Student
demonstrates
understanding
about how to
measure
distances using
string (or another
tool)
Student
demonstrates
understanding
about how to
measure
distances
string (or
another tool)
Demonstrates
understanding
of lesson
content
Student is able to
compare/contrast
distances, find
distances using
technology, and
fully participate
in class
discussion
Student
understands
most of the
lesson and is
able to
contribute to
most of the
class
discussion
Student
understands
some of the
lesson and is
able to
contribute to
some of the
class
discussion
Student is
unable to
understand
distances, does
not have a
clear
understanding
and does not
participate in
class
discussion

Technology:
Technology is used throughout the lesson- at the beginning of this lesson as a preview (SMART board
and as a mini-lesson (Brainpop!) to introduce the concept and also to find the distances between two
points on a map (Google Maps).

Websites:
http://www.brainpop.com/math/numbersandoperations/customaryunits/
http://www.pbs.org/lewisandclark/class/l08.html
https://www.google.com/maps/preview


Lesson 2 Reflection
Strengths: The students were engaged in measuring and distances on their own maps because it was a
hands-on activity in which each group member was involved. The worksheets had to be completed
individually, but groups could work together to determine the answers. This allowed students the
opportunity to collaborate and also peer-teach those students of different learning levels within the
group.

Area of improvement: I should have done a mini-lesson on how to measure distances on a map using a
map key. I modeled how to measure and calculate the distance, but I should have spent more time on
teaching this concept. Also, I could have provided clearer directions or modeled how to answer the
conversion problems on the worksheet.



LESSON 3

Title of Lesson: Lets EXPLORE our Schoolyard?
Topic: Ecosystems
Subject Area(s): Science, Language Arts, Art
Grade Level: 4
th


Description or Outcome Statement: Students will examine different areas of the playground to
determine what evidence they can find about animals that might live there. The goal is for students to
develop an understanding of ecosystems and how environmental changes affect organisms. Student
should be able to predict how changes in the environment will affect organisms and analyzed how
resources can effect populations of organisms.

Georgia Performance Standards/Common Core State Standards:

S4CS8. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations may take many different forms, including observing what things are
like or what is happening somewhere, collecting specimens for analysis, and doing
experiments.
b. Clear and active communication is an essential part of doing science. It enables scientists to
inform others about their work, expose their ideas to criticism by other scientists, and stay
informed about scientific discoveries around the world.
S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce
or if there are too many.

Lesson Objectives:
1. While working in collaborative groups, students will perform their assigned job and investigate
the school playground to find organisms and/or evidence of organisms.
2. During the investigation, students will complete an investigation sheet with accurate facts and
details about an organism and its habitat.
3. As a group students will present their findings to the class in a clear and understandable
manner.
4. Students will complete a journal page containing an animal that was on the Lewis and Clark
expedition and answer the questions on the question cards using at least 3 vocabulary words,
complete sentences, and appropriate grammar, and spelling.

Essential Question(s):
1. How will changes in the environment affect a community of organisms?
2. What causes plants and animals to become endangered or extinct?

Materials Needed:
Ecosystem E-book
Whiteboard
SMARTboard
Investigation worksheet
Pencils/Crayons
Sample pictures of evidence of animal life
Picture of animals on the trails of Lewis and Clark expedition
Student job cards
Question cards
Paper or journals to record responses to questions on question cards

Procedures:
1. Motivation: Write the word habitat on the whiteboard and give students 2 minutes to work
with a partner on coming up with a definition. Check for and prior knowledge by having
partners share their definitions. Explain to students that you will show a short book about
ecosystems and encourage them to listen for clues about the importance of animal habitats as
well as the bold vocabulary words.
2. Purpose: After the students listen to the e-book, review the content by asking students
questions to prompt their thinking. What do animals need to survive? What plants and animals
do you think you would see if you walk around our school? What if you didnt see any
animals/organisms- would you still be able to find something to let you know animals or
organisms live around the school? Tell students that they are young scientists who will be
exploring their schoolyard to search for evidence of animal/organism life. The reason we are
exploring is to learn how habitats or environments are important for different organisms and
how these habitats affect what organism lives in a particular area.
3. Vocabulary: ecosystem, habitat, environment, abiotic, biotic, community, producers, consumers,
decomposers, population.
4. Body:
Model: Present some pictures of animals/organisms and/or evidence of
animals/organisms on the SMART board and discuss the environment in which the
animal would live or discuss the evidence of an animal or organism. For example, if you
show students a picture of a tree with a nest, they could predict that birds live in the
tree. We may even be able to predict what kind of bird based on the nest or eggs inside.
Other evidence we may find are feathers, animal skins, animal droppings. Explain that
organisms need certain things in their environment to survive or they have to move to
other places or eventually die off. Show students a picture of one of the animals that
Lewis and Clark saw on their expedition and describe the habitat necessary for this
animal to survive. Suggest some ways the environment could have been protected to
allow this animal to survive (if it is now extinct) or what is necessary for this animal to
continue to live.
Content: Prior to the lesson designate different areas around the schoolyard containing
trees, grass, concrete, etc. Each group will be assigned an area and then search these
areas for signs of organisms and/or animals.
Students will go to the class Glogster to find out what task they have to complete
Class will discuss to confirm previous definitions of habitats and review the
vocabulary words mentioned in the e-book
Discuss the importance of an organisms habitat to its survival by comparing it to
our need for food and water.
Introduce the class as science explores and tell them that they will be exploring
the school grounds in search of organisms.
Students will be divided into heterogeneous groups of 3 and each group member
will be given a job card. Each group will complete an investigation sheet during
the exploration. When the group agrees on the organism or evidence: Recorder
will fill in the investigation sheet with name of the organism and 3 facts about the
organism; the illustrator will draw the organism; the reporter will report the
evidence to the class
Review playground safety rules that students should follow during their
investigation.
Groups will explore the school grounds and then present their findings to the
class.
Distribute construction paper, pictures of animals on the trail with Lewis and
Clark, and question cards to students. Instruct students to glue the picture of the
animal to their paper (they may decorate it as they choose) and then write the
answer to the following questions underneath the picture: 1. If this animal is still
alive today, what can we do to change our schoolyard so that this animal can live
here? 2. If this animal is extinct or near extinction, what are some ways we could
have protected the environment so that this animal could live?
Encourage students to research the animal if they are not familiar with its
habitat.
Check for Understanding: Before the investigation, review the rules, jobs, and how to
complete the scientific task. As the students are investigating habitats, walk around to
different groups to check for understanding of activity, make sure that group members
are performing their assigned roles, and ensure that groups are following the safety
rules. After the investigation, ask students questions during a group
discussion/summary of the evidence presented by each group. Such questions would
include: What are some things in our environment that make it possible for animals to live
in their habitats? What effect does human activity have on the environment? What effect
does weather have on the environment?
Guided Practice: Use one of the example pictures shown during the demonstration to
model each students job during the task. Ask students for suggestions about the name of
the organism or the organism they think lives in this habitat. Pretend you are the
reporter and describe what you see to the class. Next, take the role of recorder and show
students how and where to record the information in each section of the investigation
sheet. Take the role of the illustrator and draw/sketch what you see. Lastly, take a piece
of construction paper, glue the animal to the page and then write the responses to the 2
questions on the question card underneath the picture. This can easily be done on the
SMART board and students can give input as you complete the investigation sheet and
accompanying activity.
Independent Practice: Students will go outside in assigned groups and complete an
investigation within their designated areas. Each group member will assume his/her
role. They will record their evidence on an investigation worksheet which they will
present to the class. They will then be given pictures and descriptions of animals that
were on the trail of the Lewis and Clark expedition along with question cards with the
following questions: 1. What is this animals habitat?, 2. Is it a carnivore, herbivore, or
omnivore?, 3. Is this animal a predator or prey?, 4. Is this animal a producer, consumer, or
decomposer?, 5. If this animal is still alive today, what can we do to change our schoolyard
so that this animal can live here?. 6. If this animal is extinct or near extinction, what are
some ways we could have protected the environment so that this animal could live?
Students will glue the picture of the animal to a sheet of construction paper and then
write the answer to these questions underneath the picture:
5. Closing: Summarize the importance of habitat when it comes to animals, plants, and organisms
and review the outcome of the group nature exploration. Review the new vocabulary words
and how the students modeled what scientists do every day: observe, investigate, analyze, and
share/communicate ideas. Connect the activity to the challenges and discoveries the ecosystem
presented Lewis and Clark during their exploration.

Higher Level Thinking Questions:
What effects did the environment have on Lewis, Clark, and the Corps of Discovery?
What effect did Lewis and Clark have on the ecosystem?
How do changes in the environment affect an ecosystem?

Assessment: Formative- Check for understanding and prior knowledge before the lesson during the
opening question about habitat. Check for understanding during guided practice as students provide
responses for investigation sheets and as the students are investigating habitats, walk around to
different groups to assist and make sure that group members are performing their assigned roles and
following the safety rules. During group presentations, make sure each group member participated in
the presentation or gathering of evidence. As students complete the journal page entry, walk around
the room to make sure students understand task.

Summative- Checklist


Criteria Kip Luke Elijah Annie Gabe Wyatt Caroline Gabe Taylor Emily Faith
Student stays
engaged
during activity
and works
well with
group
members to
complete
investigation

Student
completes
animal task
and answers
both
questions on
the question
card with 3
vocabulary
words.

Student
follows
playground
rules

Performed
assigned job
during task-
reporter,
recorder, or
illustrator


Accommodations:
Students are in heterogeneous group of high, mid, and lower-level students so that high-level
students can assist as needed.
Tasks are varied, require frequent transitions, and movement to accommodate students with
AD/HD. The lesson build on prior knowledge, provides support and then allows students
independent learning
Tasks are challenging but not difficult to maintain engagement and require hands-on learning
and investigation.

Reteaching:
Teach one concept of the ecosystem (producers, consumers, decomposers) can be assigned to
each group and allow groups to explore and investigate organism that fit within this concept.
This will allow students to connect specific roles organisms have within the ecosystem and give
them a better understanding of how organisms fit into a larger scheme of interdependence.

Extensions:
Students can create a habitat that would allow the animal/organism they were given or the
animal/organism they discovered outside to survive. They can either draw a detailed
environment or create a biome from classroom materials like plastic milk jugs, chenille stems,
straws, glue, etc.
Students could also research national park websites and then write a proposal for a new
national park near the school. (This extension challenges students to think about how to solve
problems they see in their environment by creating solutions. It gives them insight into how
they can become advocates for change.)

Technology: Before taking a nature walk to find organisms in their habitat, students will listen to an
ecosystem E-book. This will help solidify their definitions of habitat and explain the purpose of the
nature walk and their observations. A SMART board will be used to display sample pictures of
organisms and habitat.

Resources/Websites:
http://static.nsta.org/files/sc1407_38.pdf
http://kcameron0724.edu.glogster.com/lewis-and-clark1/
Ecosystems e-book: https://littlebirdtales.com/tales/edit/story_id/386545/

Lesson 3 Reflection
Strengths: The students had an opportunity to experience nature hands-on. Each group was assigned
an area and had to look for organisms within those areas. It was great to see the creativity students
used when searching for animal life. Each group member had a job and that helped balance the
responsibility. The students were engaged throughout the activity and each group member performed
their assigned role.

Area of improvement: This was a long lesson that took 2 days to complete- I underestimated the time
needed for the lesson. I should have factored in the additional time it took the groups to present their
information. During the second part of the lesson, groups were given an animal to research and wrote
a journal entry. I would like to have had the second part of the lesson the next day, but it was a 2-3 day
gap between part 1 and part 2. Students may have forgotten the overall picture of the lesson.

Ecosystem Investigation!
Name:
Organism Name Interesting facts




What it looks like







Ecosystem Investigation!
Name:

Organism name Interesting facts




What it looks like








1.


2.


3.


1.


2.


3.

LESSON 4

Title of Lesson: Are We Seeing Each Other Eye to Eye?
Topic: Journal Writing from Perspective
Subject Areas: English/Language Arts, Visual Arts, and Social Studies
Grade Level: 4th

Description or Outcome Statement:
By the end of this lesson, students should be able to write a journal entry from the perspective of
Lewis, Clark, or another member of the Corps of Discovery.

Specific Lesson Outcome Statement:
During this lesson, students will learn how to write a journal entry based on the material we have been
covering during this unit. Students will also learn how to take vocabulary words that relate to the
material and use them throughout their journals.

Georgia Performance Standards:
ELACC4W3 Text Types and Purposes: Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
ELACC4W4 Production and Distribution of Writing: Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience.
VA4MC.1 Engages in the creative process to generate and visualize ideas: Formulates visual ideas by
using a variety of resources (e.g., books, magazines, Internet).

Lesson Objectives:
Students will individually use the internet to research a member of the Lewis and Clark
expedition.
Using questions as a guide, students will write a journal entry from the perspective of member
of the Corps using three or more vocabulary words, complete sentences, and correct grammar
and spelling.
During class discussion, students will demonstrate a clear understanding of perspective and
how to write from someone elses perspective.

Essential Question(s):
What kind of experiences did the Corps of Discovery have while they were on their expedition?

Materials Needed:
Smartboard/Promethean board
Document Camera
1 copy of the vocabulary words
1 copy of Clarks journal entry (as an example)
Journal paper
Pencils

Procedures List:
1. Opening/Intro: Read the story, The True Story of the Three Little Pigs to the class. Review the
story of the original Three Little Pigs and compare it to this version of the story. Ask students if
they notice the difference and what point of view the author portrays in both books.
2. Purpose: To understand how perspective changes the way things are seen or understood.
Students also need to understand the perspective of other people on the expedition and write a
journal passage from that persons perspective or point of view. Students should develop a level
of sensitivity toward the feelings/opinions of others.
3. Vocabulary: perspective, point of view, opinion (plus vocabulary from lesson #1)
4. Body:
Discuss examples of perspective in real life. Examples: parent vs. child, teacher vs. student,
art, different opinions, etc. Discuss the meaning of perspective and how it changes the way
we see things.
Open the class Glogster and review the task is for the day. Students will write a journal
entry from the perspective of Lewis, Clark, or any other member of the Corps of Discovery.
The entry should include what they did, who they met, what they saw, the time of year, and
where they were on the trail, and other interesting details/facts about the person. They
must include at least 3 of the given vocabulary words and they should use real
peoples names.
o Model: Show students examples of journal entries made by Lewis, Clark, and other
member of the Corps and demonstrate how to write a journal entry. Show students how
to write from different perspectives or examples of short passages written from
different perspectives. They should be using I or first person when writing the journal
entry.
o Content: Introduce vocabulary and how it should be used in journal entries. Students
can choose a specific event, location, or other information about the person they choose.
o Guided Practice: Write an example of a journal entry on the white board or SMART
board and include date, location, body (2-3 sentences), and name at the bottom.
Students will practice writing a short passage in this format.
o Independent: Distribute journal pages and students will work individually to decide
which Corps member they would like to research. After selecting a person, students will
answer the following questions in paragraph form: What is the persons name (My name
is _____); What they saw on the trail (I saw______); a significant event that happened to the
person (I was attacked by a snake); interesting facts about the person (wow factors).
Students will submit their journal entry and begin working on a cover page for their
finished scrapbook.
5. Closing: Discuss what members students chose from the Corps and their reasons. Students can
share/present information or interesting facts about the person to the class.

Higher Level Thinking Questions:
How does a persons culture influence their perception?
How was the exploration viewed by Native American compared to the members of the
expedition?
Why is written language important in preserving our history?

Accommodations:
Students will be given cloze sentences or incomplete sentences in which they have to complete
part of the sentence to guide them in the writing process. They will be given questions to help
guide their research and written accounts for them to choose how they would like to research.
If necessary, provide highlighted copies of information about other people in the expedition so
that they can locate information easily.
Allow students more time to complete the journal entry

Reteaching:
Play a game, short role-play, or readers theater about perspective
Replay the Brainpop! Video from the beginning of the unit to refresh students memories
Show more examples of journal entries written by member of the expedition

Extension:
Create a short poem or skit about an event on the trail from the perspective of different
characters.

Assessment:
The formative assessment will be done throughout the lesson through class discussion and how
students research information online.

The summative assessment will be done after students complete the journal entry.

Criteria 3 2 1 0
Ability to stay on-task
during discussion and
research
Student is able
to stay focused
and engaged
during the entire
mini-lesson
Student is able
to stay focused
and engaged
during more
than half of the
mini-lesson
Student is able
to stay focused
and engaged
during less than
half of the mini-
lesson
Student is
unable to stay
focused and
engaged during
the mini-lesson
Use of vocabulary
words in journal entry
Student includes
3 or more
vocabulary
words in their
journal entries.
Student includes
2 vocabulary
words in their
journal entries.
Student includes
1 vocabulary
word in their
journal entries.
Student does not
include any
vocabulary
words in their
journal entries.
Ability to research
information
Student is able
to search and
find for
information
needed to
complete
research guide
Student is able
to search/find
most
information
needed to
complete
research guide
Student is able
to search/find
some
information
needed to
complete
research guide
Student is not
able to
search/find any
information to
complete
research guide
Grammar and spelling Journal entries
have no
grammatical or
spelling errors.
Journal entries
are mostly
grammatically
correct. Most
words are
spelled
correctly.
Journal entries
have some
grammatical and
spelling errors.
Journal entries
have multiple
grammatical and
spelling errors.
Address questions
about member of
expedition and
understanding of this
persons perspective
Student answers
all given
questions about
corps member
understands
how to write
from expedition
members
perspective
Student answers
most questions
about corps
member and
understands
how to write
from expedition
members
perspective
Student answers
some questions
about corps
member and
demonstrates
some
understanding
of members
perspective
Student does not
address any
questions about
corps member
and does not
demonstrate
understanding of
perspective.


Technology:
Technology is used at the beginning of the lesson to display the Three Little Pigs title and also used to
display the web quest.

Websites:
http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=1804-07-03.xml&_xslsrc=LCstyles.xsl


Lesson 4 Reflection

Strengths: The students enjoyed talking about something as familiar as the story of the Three Little
Pigs. They also enjoyed that I read a book to them and even requested that I read another book. I read
two different versions of the original Three Little Pigs so that students could understand that people
have different perspectives of the same event. The boys in the class seemed to like the Three Little
Wolves and the Big Bad Pig. I was surprised that 4
th
graders still like to have someone read to them.

Area of improvement: I could have divided this lesson into two parts because after doing an
assessment on prior knowledge, I realized that the class didnt fully understand point of view or
reflection. The first part of the lesson took longer than expected because I wanted to make sure
students understood what point of view was before completing the journal entry from the perspective
of one of the member of the Corps of Discovery. I also could have concluded the lesson with a
connection to Lewis and Clark.



LESSON 5

Title of Lesson: Exploring Infectious Diseases
Topic: Infectious Diseases
Subject Areas: Health, Social Studies, and Language Arts
Grade Level: 4
th


Description or Outcome Statement:
By the end of this lesson, students should be able to understand what infectious diseases are, how to
prevent them, and identify different types of diseases that were prevalent during the Lewis and Clark
expedition. Students should also complete their journal by editing and revising if necessary.

Specific Lesson Outcome Statement:
Students will be assessed based on their ability to remember which pictures go with which describing
characteristics of diseases. Students will also be assessed on how to edit and revise their journal entry.

Georgia Performance Standards:
HE 4.5 a. Explain a situation that may require a thoughtful health-related decision. Examples:
Discuss options of what to do in potentially dangerous situations (e.g., being lost, stranded without a
ride home, riding with someone who causes you to feel unsafe).

HE 4.5 d. Describe the possible consequences of each option when making a health-related
decision. Examples: Discuss the possible consequences of swimming alone. Describe the impact of
developing a chronic disease on health and wellbeing.

SS4H6 The student will explain westward expansion of America between 1801 and 1861.
3. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark
expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon
Trail), and California (Gold Rush and the development of mining towns).
ELACC4W3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
ELACC4W4 Production and Distribution of Writing: Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience.
Lesson Objectives:
During the infectious disease fact game, students will correctly identify facts about infectious
diseases.
During group discussion, students will identify the infectious diseases that were present during
the Lewis and Clark expedition.
During the infectious disease fact game, students will follow instructions and work
cooperatively with their designated teams.

Essential Question(s):
What is an infectious disease?
How did infectious affect Lewis and Clarks expedition?

Materials:
Infectious Diseases PowerPoint
Infectious Diseases Game Cutouts glued onto Popsicle sticks
Computer
SMART board

Procedures:
1. Opening/Motivation: True/False anticipation guide with questions about infectious
diseases: 1. An infectious disease can be spread from one person to another (T/F); 2.
Contaminated food or water can cause an infectious disease (T); 3. Bacteria and viruses are
NOT the cause of infectious diseases (F); 4. Eating raw meat prevents germs from entering
your body (F); 5. Washing your hands is one way to prevent the spread of infectious
diseases (T); 6. Many people died during the Lewis and Clark expedition (F)
2. Purpose: Students will learn the meaning of an infectious disease and those that were
present during the expedition. They will also learn how to prevent infectious diseases.
3. Vocabulary: infectious, disease, contagious, prevention, cholera, small pox, measles,
tuberculosis, influenza, mumps, bacteria, virus
4. Body:
Show students Glogster page and the activity for the day.
Review or explain what an infectious disease is (Infectious diseases are disorders caused
by organisms such as bacteria, viruses, fungi or parasites. Many organisms live in and
on our bodies. They're normally harmless or even helpful, but some organisms under
certain conditions may cause disease.)
Discuss how the diseases affected Lewis and Clark and the people that accompanied them
on their journey. (Several people went with them but the exact number is dependent on
where they were on their journey).
Show PowerPoint and talk about how those diseases related to Lewis and Clark and the
other people that were with them. (Out of all of the sickness and injury that the group dealt
with, only one person died ruptured appendix.)
Infectious Disease Fact Game:
o Model: Draw a concept web on the whiteboard or SMART board and put a disease
in the middle square. In the other extensions write the symptoms and description
of the disease. Tell students that they will look to people on their team to match
different aspects of one disease. The team that correctly matches the disease with
the symptoms wins!
o Content: Introduce vocabulary and encourage students to identify them in the
PowerPoint.
o Guided Practice: Show class the cutouts with picture, name, and fact about
diseases. Have a student be a model and hold one of the cutouts while facing the
class. Identify the disease based on the cut-out and stand next to the student to
model how to form a group. Each team will be given 3-4 diseases to match.
o Independent: Distribute cut-outs to students on each team (one per student) and
separate the class into 2 equal groups. Students hold their cut-outs facing their
classmates and move around the room to find classmates who are holding the
fact that matches their picture. Once they believe they have found their
appropriate group, they should sit down in their group so the teacher can come
and check them. They will need to gather all of the materials necessary in order
to put together their scrapbooks. The students will place the finished work in
chronological order and glue their cover page on a piece of construction paper.
They will three-hole punch all of the sheets together and tie them together using
yarn.
5. Closing: Discuss how diseases can be spread by simply breathing in the virus. With
everybody being in such close quarters, these infections would have spread very quickly.
However, even though the infections would spread so quickly, would they have rather
travelled alone? I dont think so. Being in a large group allowed them more safety than if it
would have just been Lewis and Clark, even if they did get sick. When they did get sick, they
would have to decide whether they should wait until they were better, or if they should
keep on going. That was a very important decision for those people to make. They had to
assess their illnesses and determine the severity of it.


Higher Level Thinking Questions:
Can you explain how different Lewis and Clarks expedition would have been if they would have
had modern day medicine?
How would you feel about going on an expedition, knowing that catching an infectious disease
could be a risk?

Accommodations:
Groups for the activity will be selected carefully so that higher and lower lever students are all
combined.
For the game, students will split into 2 teams to allow more students to work together at the
same time.
A cheat sheet will be provided for each team to reference for answers.

Reteaching:
Review PowerPoint again to help the students have a better understanding of the information
that was taught
Have students research a specific disease and write a short summary

Extension: If students finish with the lesson early, then they are to choose one of these infectious
diseases and create an informational poster.

Assessment: Formative - Student understanding is observed throughout the lesson. Anticipation
guide serves as an assessment of prior knowledge and review about infectious diseases.

Summative- Checklist

Health: Infectious Disease Activity

Goals/Criteria Student Name

Student was able
to find the
correct group
based on their
infectious
disease

Student was able
to make the
connection
between
infectious
diseases and
Lewis and Clark.

Student followed
all instructions
given to them
and worked well
in groups.



Technology: PowerPoint will be used to explain different types of infectious diseases and students
will refer back to the class Glogster website for information about the activity.

Websites:
http://kcameron0724.edu.glogster.com/lewis-and-clark1/
http://www.nationalgeographic.com/lewisandclark/resources.html
http://www.cdc.gov/


Lesson 5 Reflection

Strengths: Students were engaged in the lesson and the lesson used a variety of technology to teach
students about infection diseases. The students were knowledgeable about the subject so they were
able to answer questions I asked. The students enjoyed the game (and competition) and quickly
grasped some knowledge about each disease. The lesson was short, simple and on point which also
helped maintain student interest. Students enjoyed sharing their response to the closing question.

Area of improvement: Seven students were missing from the classroom the day of the lesson and I had
planned for all students to be present. I didnt have an alternate plan for the game, but it would have
worked better if I had planned for the absences. I could have spent more time on which infectious
were prevalent during the expedition so that the students could make a better connection with the
activity and the overall theme of the unit.


Infectious Disease Chart



Measles


This illness spreads
VERY quickly.


Causes a rash all
over the body.


Tuberculosis

It can spread into any
organ in your body but
typically is found in the
lungs.


Doesnt usually
show symptoms.




Mumps
Can cause painful
swelling of the salivary
glands, especially the
parotid glands (between
the ear and the jaw).

Can lead to
complications
that affect the
brain and other
parts of the
body.


Influenza (The Flu)
Can lead to more serious
illnesses like pneumonia.
Symptoms are
fatigue, fever,
and congestion.



Smallpox
This is disease is highly
contagious. It typically
spreads by breathing in
the virus.
It can be spread
by coming in
contact with
someone or
something that
is contaminated



Cholera


Its typically found in
food and water.
The disease is
most common in
places with poor
sanitation,
crowding, war,
and famine.









Rubric for Final Project: Comprehensive Journal about the events of the Lewis and Clark
expedition
















Criteria Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Journal Completion Journal was
incomplete with
3 or more tasks
or journal entries
missing
Journal was
missing more
than two
different tasks
and journal
entries
Journal was
missing one of the
tasks and/or
journal entries
Journal is
complete with all
task answers and
journal entries.
Exceeds
expectations.
Historical accuracy
of journal content
Journal content is
mostly
historically
inaccurate; lacks
historic details
Some journal
content is
historically
inaccurate
and/or detailed
Most journal
content is
historically
accurate and
detailed
All content in
journal is
historically
accurate and
detailed
Grammar and
quality of writing
Spelling and
grammatical
errors are
numerous,
making the
journal difficult
to read
Spelling and
grammatical
errors are
present and
somewhat
distracting to the
reader
Minimal spelling
and grammatical
errors are present
but do not distract
from the content
Journal is void of
any spelling and
grammatical
errors. Well
written
Planning,
Organization, and
Design
Journal lacks
organization and
originality. There
is no evidence of
planning.
Journal has some
creative content
but lacks overall
organization.
Some evidence of
planning.
Journal has
significant
creativity and the
content and is
organized. Good
evidence of
planning.
Journal is very
creative and
contains original
ideas. Clear
evidence of
planning and
organization.
Appendix A

Classroom Management Philosophy


During my field experience, I observed students outside of their home classroom during four
different classes: art, music, physical education and language arts. The students in fourth grade switch
classes for social studies and language arts so I was able to see how other fourth grade teachers
managed their classrooms. Most of these classes had school and classroom rules posted on the wall
along with other content-related material and posters. For instance, in the art room, an essential
question was posted along with artwork that addressed the question. In the music class, musical notes
and instruments were displayed on the ways and the carpet area was set up like the measure of sheet
music- each student was assigned a place on the floor. In the computer lab, there was a carpet area for
instruction and the walls were filled with technology-related information and topics. The computers
were toward the back of the classroom along the walls. In the language arts class, the desks were
aligned in clusters and small groups, but there was not a carpet or center areas. In each of the classes,
there was organized space for classwork, book and reference materials, and student materials. Some
classes were more organized than others. The school has established Give Me Five as the phrase to
get students to pay attention and be silent, but very few teachers in the classes I observed actually use
it. Instead, each teacher has adopted his or her own method of behavior management. The music
teacher uses silence as a method of redirecting behavior while other teachers use negative
reinforcement for negative behaviors. I rarely saw positive reinforcement for acceptable behavior or
rewards for acceptable behavior; the focus was on correcting negative behavior rather than rewarding
positive behavior. All of the teachers in the classroom I observed used direct instruction as the
preferred teaching method along with technology-based learning and games.
After observing these classes as well as my field experience classroom, I am most aligned with
the theories of Kounin and Glasser. Kounin believed teaching and lesson plan management affects
student behavior. Teachers should interact with students and maintain a good pace for instruction and
smooth transitions for lessons so that students are involved and actively learning. Teachers should be
with it, fully involved and alert as what is going on in the classroom. A well-managed class leads to
less misbehavior. Glasser believed that teachers and students should establish standards of conduct
together and agree on those expectations. Students should be involved in deciding rules and
procedures and teachers should model appropriate behavior and create a supportive environment for
students. I believe that the classroom should be an organized, functional and supportive environment
for students. There should also be a sense of community, pride, respect and acceptance as the
classroom norm. The structure of the space and organization in the classroom should support this
culture. I would like to have desks arranged in groups or clusters of students with a carpet or circle
area for whole group discussions. Class material, books, and other resources should be organized and
accessible to students and there should be designated areas clothing, classwork, and class materials.
Wall space should be used to display student work along with standards and subject-related content. I
would also like to formulate classroom rules, incentives, and consequence of misbehavior with
students so that expectations are mutual and clear. The role of the teacher in my classroom would be
that of an assertive facilitator of learning. Creating engaging and authentic learning activities and
having high yet attainable expectations of students is important to classroom management. In
addition, differentiating instruction allows teachers to address the needs of all students in the
classroom and potential increase student achievement. I believe that clear communication of
expectations, using positive reinforcement and incentives for acceptable behavior, and conflict
resolution as methods of managing behavior in the classroom. Overall, classroom management should
be a reflection of the teachers philosophy about student learning.




Appendix B


Resources

Center for Disease Control and Prevention (2014). Diseases and Conditions. Retrieved from
http://www.cdc.gov/.


Deaton, C. and Hardin, C. (2014). Exploring Nature Through a New Lens. Science and Children, 51(7),
38-44.


Moulton, G. E (2005). The Journals of Lewis and Clark. Retrieved from
http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=1804-07-03.xml&_xslsrc=LCstyles.xsl


National Geographic Society (1996). Lewis and Clark. Retrieved from
http://www.nationalgeographic.com/lewisandclark/index.html


PBS Online (1997). Lewis and Clark: The Journey of the Corps of Discovery. Retrieved from
http://www.pbs.org/lewisandclark/


The Lewis and Clark Fort Mandan Foundation (2014). Discovering Lewis and Clark. Retrieved from
http://www.lewis-clark.org/



Videos-
BrainPOP (1999). Lewis and Clark. Retrieved from
http://www.brainpop.com/socialstudies/famoushistoricalfigures/lewisandclark/


BrainPOP (1999). Customary Units. Retrieved from
http://www.brainpop.com/math/numbersandoperations/customaryunits/


Maps-
nationalatlas.gov


Webquest Glogster: http://kcameron0724.edu.glogster.com/lewis-and-clark1/

Ecosystems E-book: https://littlebirdtales.com/tales/edit/story_id/386545/