Lesson Plan I: Our Solar System
-
- Anticipatory Set: read ch13 The Solar System pp 430-461 in Science Horizons
practice converting scales from customary units to the metric system. Charting and graphing diameter. length of day in Earth time, length of year in Earth time, number of moons and the main gasses of the atmosphere
-
- Objective:
Class to identify all the planets in our Solar System and make a full room scale of the distance of each planet from the sun using appropriate units.
-
- Steps: Class (seated at groups of 3 to 5 students per table)
(40 minutes) using both books come up with a scale to plot the solar system in our classroom. For example 12inches (ruler is one light year). Suggest that the students begin with an outer planet.
-
- Materials:
construction paper or planet sick ups, scissors, tape, and adding machine paper, rulers, meter stick, tape measure, pencils, colored pencils, calculator, conversion table
The Magic School Bus Lost in the Solar System
by Joanna Cole p. 36
Science Horizons
text Silver Burdett Ginn pp. 448-449
-
- Goal(s):
Students should realize that maps are necessary to show big areas and that the key or legend gives important information about the distance and students will affectively make use of information from charts.
-
- Assessments:
Students will be able to estimate the distance between neighboring planets, using the operation - subtraction. Estimate 5 distances using tables. (100 points)
Lesson Plan II: World Continents
-
- Anticipatory Set:
After seeing the film
The Blue Planet
and reviewing the world maps from
Our United States vol. 1
. Exclude Antarctica and model part of a continent like Central America.
-
- Objective:
Students will learn all six continents and there location on the world map.
-
- Steps: Individuals, tables for each continent sharing resources and information.
(one week, (3 to 5) 55 minute classes)
Must find out what hemisphere continent is in, make a map of continent include information about; oceans its boarders, important river, lake, a mountain and a mountain range, a desert, two countries and two cities, what type of lands and/or biomes they have, and must have a legend (scale).
-
- Materials:
reference - Geography books
Library books about continents
Our United States vol. 1
(world maps)
Biome books
pencils, colored pencils, tag board, clay or plaster
http://www.worldbookonline.com/wbol/wbAuth/jsp/wbDisplay.jsp%20%20?/na/mp/co/mp000258.htm
http://geography.about.com/cs/geoeducation/
http://www.enchantedlearning.com/school/index.shtml
http://aol.countrywatch.com/
http://geography.about.com/library/weekly/topicsub7.htm
-
- Goal:
to have all students share information and know the location of the continents.
-
- Assessments:
Students will make oral presentation 20%. Written 40% and map 40%. Given a world map they will locate all continents and ocean bordering their continent.
Lesson Plan III: New World Explorer or Conquerors
-
- Anticipatory Set:
Students have seen the film
1492 Conquest of a Paradise
read the book
Where Do You Think You're Going Christopher Columbus?
by Jean Fritz
notes have been taken in film/book journal
-
- Objective:
Students will be able to identify and understand motivation for European exploration.
-
- Steps: Individuals (two weeks, 55 minutes a day)
a. Select and research a New World Conqueror or Explorer
b. Trace his route use a world map.
(Give information on the nautical miles and weeks or months taken).
c. In a your ship's journal answer these questions:
1.Whom did your explorer sail for? 2.What purpose did your explorer sail for: political domination, economic gain, religious conversion, scientific curiosity? 3.What were his/her discoveries? 4.Would he/she be considered and Explorer or a Conqueror by the indigenous people he/she met? 5.Add six entries of your personal thoughts about the voyage, the explorer, the indigenous people you have met or any new discovery or question.
-
- Materials:
List of Explorers (Appendix 3)
Explorer book(s) world map note book ship journal
Web sites
http://www.enchantedlearning.com/explorers/indexe.shtml
http://www.win.tue.nl/~engels/discovery/northam.html
http://www.mce.k12tn.net/explorers/explorers_start.htm
-
- Goal:
Give a three to five minute presentation. All students should be able to tell which country their explorer came from and what lands he/she discovered in an oral presentation to the class. Questions will be asked from other students. Every student must decide for themselves the explorer motives.
-
- Assessment:
Ship Journal 40% (All questions answered) Oral Presentation 20%
KWHL 20% (notes use format: already Know, What I want to learn, How (resources), and Learned information
MAP 20% (must have route, day sailed to end of sail and nautical miles)
Use a list of
Explorers of the New World
Lesson Plan IV: Native Americans Regions
-
- Anticipatory Set:
After reading Unit I Land and People chapters 1 and 2.
Our United States Vol. I
-
- Objective:
Compare Native American life styles.
-
- Steps: Assign one region to a pair students. 4 to 6 students ea. region (two weeks)
Students will map out a Native American region on a North American map.
Compare two tribes from that one region. Write about their shelter (home), religion or spiritual ceremonies, clothing (what they dressed like or wore), division of labor between men, women and children, leadership (government), and how they acquired food (hunters, gatherers, farmers, fishers).
-
- Materials:
An Educational Read and Color books of: NW Indians, California Indians, NE Indians, SW Indians, Plains, and SE Indians. Library book on tribes or regions.
http://www.cnie.org/nae/
http://www.u.arizona.edu/ic/kmartin/School/Amer4.wav
-
- Goal:
Students will realize that Native American tribes were as different as people are today, when they are influenced by the geography in their regions, laws, customs, religion, rituals, leaders, government, and natural resources.
-
- Assessments:
Students will be assessed on the comparisons of each of the questions in steps. Make a model or draw a picture of the two different tribes comparing one of the points.