Transcript of STEAM Education© Theme Planning and Lesson Brief ... · Web view2018/08/08 · STEAM Education©...
1. Submit your work as a Word document (i.e., .doc/.docx)
2. Spell-check and grammar check your lesson plan before submitting
it
3. Name this document to a unique working file name in the
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STEAMlessonBriefTEMPLATEtopicGradeLevel#SurnamesTrainingSiteSubmitDate
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Content Development
1. Your goal is to create integrated lesson plans, not independent
of one another, but that bring each of the nine subjects together
to create a cohesive plan where all of the lessons tie to a central
theme. This is intended to be a living document that evolves as you
learn from teaching it.
1. Use this template and type over the instructions.
1. Begin working on the lesson plan as a team to put in preliminary
notes/ideas into the sections on the first page called Lesson
Overview. Your team will come back to this page after working on
the individual subject areas to finalize this. The goal at this
point it to make sure everyone understands the central theme.
1. Frame your thematic plan with a creative title that will engage
students
4. Individual work Subject Area Sections – After deciding on a
central theme, each member then develops the lesson plan for their
respective subjects and fills out the subject area pages. If your
team created a Curriculum Mapping or Brainstorming Sheet, use them
as starting points to then fill in EACH subject’s areas in detail.
If you haven’t filled out these documents and you are unsure of the
process, you may wish to fill them out before proceeding. On the
second page, under “all 8/9 subject instructions” you will find
step-by-step instructions for filling in the sections for all of
the subject areas. If there are instructions specific to a subject
area, they will be found on that subject’s page.
5. Once all the individual subjects are filled in, return to the
first page to complete the Lesson Overview of the lesson brief. You
may not omit any subject.
*If you are unsure how a subject area may fit in that is not in
your field of expertise, please attempt a guess and put in a note
that you need help in this area.
Creative Title STEAM Education© Lesson Brief
Educators’ Names (with Titles): Mallory Zink, Assistant Museum
Educator
Trained (When/Where): Trained for STEAM certification online in
2017/2018
Lesson Overview
Skill Level
(Grade Range)
Grade 4
Central Theme
Topic Concept of Theme
Summary of Essential Concepts
Students will research lumberjacks in Wisconsin (SS), through this
theme students will explore outside (PE) on a scavenger hunt, which
involves some simple and difficult math skills (M), students will
be required to use a calculator (T). Students will read and write
tall tales (LA) and sing hymns of the woods (Mu). They will
challenge themselves to build the best log cabin (E), learn about
sustainable logging and tree identification (S), and create
immigration themed styled pots (FA).
*S = Science; T&E = Technology and Engineering; SS = Social
Studies; M = Math; PE = Physical Education; LA = Language Arts, FA
= Fine Arts, Mu = Music
RBL
Lesson Plan Overview
Integrated Basic Plan
Short explanation of all the themes and subjects throughout the
project:
Students will read and later write tall tales about Paul Bunyan,
Babe the Ox, and the Hodag. They will learn how trees give us
oxygen and plant one of their very own. We will be visiting a few
historic (and historic themed) sites to help understand the theme.
Students will also complete a large scavenger hunt outside, which
includes, math, technology, teamwork, communication, and running!
Students will build a life size cabin and perform lumber jack songs
too!
Scope of the Project:
1. Introduction pieces: Each subject has an introduction piece that
addresses the small picture, something that has to do with lumber
and in the bigger picture, something that has to do with 4th grade
standards and even larger themes – such as immigration. Students
will meet real life people who can discuss with them these small
and big picture ideas, for example meeting the staff at the Madison
Children’s Museum who work in the log cabin.
2. Project Integration: Most of the individual subject projects,
are not just strictly math or their own subject but are intertwined
with each other. The main piece of the project that integrates many
of the subjects is the scavenger hunt.
3. The end product will be an understanding of immigration (in
Wisconsin), understanding of lumberjacks, historical background and
empathy building through visiting museums, and having fun using
math! Students will have built their own log cabin, planted their
own plant, and will have created an immigration themed pot for
their plant. Students will have an opportunity to cook and learn a
recipe, learn to sing a traditional song, and learn healthy
lifestyle choices.
4. Interactions with community Members: Students meet with many
community members through this project and must speak with some
people in order to finish their projects. They meet historical
interpreters, Native People of Wisconsin, museum professionals, and
many more. This project helps promote empathy about and around
themes of immigration.
21st Century Skills:
Students are asked to collaborate as a group in many of the
assigned tasks or projects. They have to communicate together to
finish the work and often are asked to communicate to ‘outsiders’
of the project. They have to research and test some elements of
this project, they need to use creativity and problem solving in
order to succeed.
Assessment
Evidence Based
I created this project originally for a museum education program, I
do not have a grading scale for it. I have some assessment
strategies that I would use to judge how well students learned the
objectives, to understand what to change for the next
program.
I would remark that the major themes that need to be proven for
understanding are immigration and lumber. I created some general
assessments for each project in the subjects below, for your own
classroom you can create more rigid assessment guidelines. While
each subject could receive its own mark (and should be assessed on
its own), I think that the project should receive a whole final
mark.
Student Team Selection
(if applicable)
I have tried to create an opportunity for each subject to have
group work, which means that students can work in different teams
and learn different ways to best communicate with each other. You,
as the educator, should try to split up your teams beforehand. I
split students up based on their personality and skills, in hopes
of creating teams who work well together.
Depending on your class size and behaviors of students, you can
most always have them work on projects individually. I always
prefer group work however.
Time Frame of Lesson
I originally created this lesson plan as part of a summer camp
experience. It is 1 day long (9:00 – 3:00 pm). It could easily be
broken down into separate days, but would be challenging to break
down into separate subjects or subject hours.
This project would fit well into a ‘frontier week’, with one day as
lumberjacks, one day as miners, one day as farmers, etc.
Basic Supplies
Lincoln Logs, Giant Lincoln Logs (further explanation below), Art
Supplies (of your choosing essentially), aloe vera plants (you can
change this depending on your project), pots, calculators,
measuring tapes, string, appropriate tall tales stories
books.
IT and Additional Resources
Background information for teachers:
https://www.wisconsinhistory.org/Records/Article/CS409
Classroom Material, ‘Life in a Lumber Camp’, Wisconsin Historical
Society: https://www.wisconsinhistory.org/Records/Article/CS3089
Minnesota Historical Society, Lumbering for Classrooms:
Professional / Community Connections
We will be meeting with historical interpreters (Madison Children’s
Museum Log Cabin), museum professionals (Wisconsin Historical
Museum), Wisconsin Native People (Menomonee Tribe – Sustainable
Logging), Madison Log Rollers, and the Wisconsin Historical Society
provides much of our background information and knowledge. Students
will have the opportunity to meet with the above listed people and
more, and will be able to interact and ask them questions. It is
engaging, provides people skills, and potentially they can see
themselves in those positions for future opportunities for
work.
These sites are located right in our city, you may have to change
historical sites and contacts based on your location. However the
Wisconsin Historical Society and the Minnesota Historical Society
provide great information on lumber.
Audience
Who will see the final products or presentations of this
lesson?
· Student
· Educator
· Other educators
Miscellaneous (Extensions and Variations)
I created this originally for a museum education program, not for a
classroom. I adapted it for this project to a classroom – it should
work relatively well if your school has just one homeroom classroom
and the students don’t switch teachers every hour. Feel free to
make any adaptations to make this lesson plan more adaptable for
your classroom. I also included some miscellaneous variations or
extensions in each section below.
Photos
See below for photo’s of the worksheets I created for the camp.
This will be tested this summer, so there are no current
pictures.
Photo 1,2,3 are the six pages of the scavenger hunt. Photos 4,5,6
are guides (for measuring tree heights, age, and types of trees)
used within the scavenger hunt. They involve math and science.
Photo 7 is a vocabulary list that can be helpful for either
language arts, when writing their own tall tales or with the
musical arts, when researching songs.
Photo 1
Photo 2
Photo 3
Photo 4
Photo 5
Photo 6
Photo 7
Essential Concept(s)
The theme of this lesson is ‘Lumber’. Students will research
lumberjacks in Wisconsin (SS). In Wisconsin 4th graders are
required to learn their state history. We will visit the Wisconsin
Historical Museum and meet some museum professionals and historical
interpreters. Through this theme students will explore outside (PE)
on a scavenger hunt, which gets students out moving for about 2
hours and totaling about 1.5 – 2 miles of walking (or running)! The
hunt involves some simple and more difficult math skills (M),
students will be required to use a calculator (T). They will need
to be able to explain their math problems to local community
members. Students will read and write tall tales (LA) and sing
hymns of the woods (Mu), after listening to local fiddlers. They
will challenge themselves to design and build the best log cabin.
They will learn about sustainable logging (S), through Wisconsin’s
Native People. Students will also plant their own plant and create
immigration themed styled pots (FA).
Goal/Objectives
I want students to understand themes of immigration historically so
they can make connections to the present. Studying lumber and the
life of lumberjacks is only a small part of the immigration story
in Wisconsin (and the United States) pairing this theme with other
immigration themes can help students learn the bigger picture of
immigration. This theme has many applicable skills and projects as
outlined below, so students should have a lot of fun with this
project! While this project does have learning outcomes and follows
4th grade standards in Wisconsin, it is first and foremost a fun
subject and fun way to learn and understand immigration in
Wisconsin. Studying history in this way, tying in art activities,
cooking activities, talking to community members, being outside,
can create a healthy, empathetic, and well-rounded student.
Standard(s)
All of these standards match the Wisconsin Department of Public
Instruction (STATE). They are listed again in further details on
the following pages.
Math: Recognize angles as geometric shapes that are formed wherever
two rays share a common endpoint, and understand concepts of angle
measurement. Pg. 38
https://dpi.wi.gov/sites/default/files/imce/standards/pdf/math-essential-elements.pdf
Language Arts: Compare and contrast the treatment of similar themes
and topics (e.g. opposition of good and evil) and patterns of
events (e.g. the quest) in stories, myths, and traditional
literature from different cultures. By the end of the year, read
and comprehend literature, including stories, dramas, and poetry,
in the grades 4 – 5 text complexity band proficiently, with
scaffolding as needed at the high end of the range. Pg. 12
Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
sequences. Pg. 20
Benchmark Topics Grades 3 – 5:
*Engineering Design: Engineering Design process, creativity and
considering all ideas, models. Pg. 212 *The Role of
Troubleshooting, Research and Development, Invention and
Innovation, and Experimentation in Problem Solving:
Troubleshooting, Invention and innovation, experimentation. Pg. 212
https://www.iteea.org/File.aspx?id=67767
Fine Arts: Learn about styles of art from their own and other parts
of the world. Learn about styles of art from various times. Pg.
3
Communicate basic ideas by producing studio art forms and objects
using methods (and in) such as painting, sculpting, jewelry work,
working with fibers, ceramic work, folk art, traditional arts and
crafts, and others. Pg. 14
Participates in low-level challenges, team building, adventure, and
cooperative activities that encourage working together to solve
problems in a game or activity. Pg. 49
https://dpi.wi.gov/sites/default/files/imce/standards/New%20pdfs/pewiscstandards.pdf
Musical Arts:
Explore and demonstrate an understanding of the elements of music
by reading, singing and/or playing an instrument. Pg. 10
Compare the historical and cultural aspects of music with other
disciplines. Pg. 12
There are no vocabulary words that are directly associated with
this lesson. Some vocabulary words may arise throughout the lesson
and I have noted them in the subject descriptions below.
Career(s) Tie-In
Students will have the opportunity to meet with many of these
professionals, which should help to make a deeper and more
meaningful connection to many of the projects and career tie-ins.
Listed below are some of the attached career tie-ins and how it is
valid in the project.
Museum Professional – Meeting and discussing with museum
professionals at the Historical Museum and Children’s Museum.
Historic Interpreter – Meeting and discussing with the interpreters
at the Historical Museum and Children’s Museum.
Musician – Meeting, discussing, learning from the fiddlers.
Logger – Meeting with Wisconsin Native People on one of the most
sustainable logging farms.
Arborist – Tree Identification
Author – Writing their own tall tales.
Project Element
Product
Students will be learning about the wonders of the logging industry
in Wisconsin, this theme has a deeper context with immigration as
well. This lesson plan can be taken on in a full day extravaganza
or separated down by most subjects. Students will read and later
write tall tales about Paul Bunyan, Babe the Ox, and the Hodag.
They will identify trees, learn how trees give us oxygen, and plant
one of their very own. We will be visiting a few historic (and
historic themed) sites to help understand the theme. Students will
also complete a large scavenger hunt outside, which includes, math,
technology, teamwork, communication, and running! Students will
build a life size cabin and perform lumber jack songs too! Students
are asked to collaborate as a group in many of the assigned tasks
or projects. They have to communicate together to finish the work
and often are asked to communicate to ‘outsiders’ of the project.
They have to research and test some elements of this project, they
need to use creativity and problem solving in order to succeed.
Most of the individual subject projects, are not just strictly math
or their own subject but are intertwined with each other. The main
piece of the project that integrates many of the subjects is the
scavenger hunt. Each subject has an introduction piece that
addresses in the small picture, something that has to do with
lumber and in the bigger picture, something that has to do with 4th
grade standards and even larger themes – such as immigration.
Students will meet real life people who can discuss with them these
small and big picture ideas, for example meeting the staff at the
Madison Children’s Museum who work in the log cabin. Students meet
with many community members through this project and must speak
with some people in order to finish their projects. They meet
historical interpreters, native people of Wisconsin, museum
professionals, and many more. This project helps promote empathy
about and around themes of immigration. The end product will be a
deeper understanding of immigration (in Wisconsin), understanding
of lumberjacks, historical background and empathy building through
visiting museums, and having fun using math!
Assessment
End Product + Interview
I created the rubric below to help me as a museum educator decide
what is working and what is not for the following year. I don’t
have ‘grades’ in my institution – however I did create more formal
rubrics that are attached in the following pages after each
subject.
Most evidence that is assessed to give the students results needs
to be observed by you, so you as the educator will need to be very
involved with the students (and community members) in their work.
There is some tangible evidence (like their stories or pots), but
mostly it will be the students ability to prove they understand a
subject. There are multiple spots throughout the project, for
students to prove they have a deeper understanding of the
subject.
Math: The math portion is done on their own during the scavenger
hunt. Students will need to show all their work. You will need to
listen closely to how they talk about it after and speak with the
people who they explain their math too. There is a formal rubric
attached to the math subject section.
Rubric Questions: 1. Did the student read and follow the
directions? (Yes, they did. No, they did not, they needed to try
again multiple times.) 2. Was the student able to explain to
someone how and why their math worked? (Yes, they could. Yes, with
some difficulty. No, they were unable to or let someone else on
their team explain for them.) 3. Did they complete the math portion
of the scavenger hunt on their own? (Yes, they did. No, they copied
someone else’s answer.)
Language Arts: You will have to read all the stories! This will
take a lot of judgement as there are no right or wrong ways to tell
a story. There is a formal rubric attached after the language arts
subject section.
Rubric: 1. Did students learn from reading tall tales the elements
of tall tales? Was it apparent in their stories? (Yes, it was
proven through their use of language. Yes, but they needed further
help or research. No, they missed the elements.) 2. Did students
spend enough time on their end projects, that you feel you can
share them with later classes? (Yes, they completed successful
projects. Yes their projects were good, but not good enough to use
as examples. No, I would not share them.) 3. Did students vary and
use multiple elements of a tall tale story? (Yes, they used many.
Yes, but just a few. No, just one or two.)
Social Studies: While the whole project is really social studies
based - You can judge this assignment off of their trip(s) to the
museum. Students will also work to create a brochure after their
museum trip. There is a formal rubric attached to the social
studies subjection section.
Rubric Questions: 1. Were students responsible and respectful
during the tour of the museum? (Yes, they listened and followed
instructions.) 2. Did students ask appropriate questions? (Yes,
they asked questions that showed deeper understandings of the
topics at hand (immigration, historical context, etc.). No, they
asked off handed questions or comments.) 3. Were students able to
make a connection to their lives today? (Yes, students were able to
explain how their lives are connected to the past. No, students
were unsure of how history effects them.)
Science: Students can be tested on their understanding of
photosynthesis and sustainable agriculture. This could be a simple
quiz. Students should be able to explain to you and the class how
photosynthesis works. If the student shows they have an
understanding of photosynthesis and sustainable agriculture, they
will pass this subject. Students need to be able to identify the
trees in order to complete the scavenger hunt! I would always
rather have an informal conversation with students about their
understanding, however if you don’t have time a quiz may be
required. There is a formal rubric attached to the science subject
section.
Rubric Questions: 1. Is the student able to explain photosynthesis
to you in an informal manor? (Yes, showed a deeper level of
understanding. No, were not able to explain the process.) 2. Was
the student respectful during field trips? (Yes, they raised hands
and listened. No, they did not listen and were too active.) 3. Did
the student ask thoughtful questions and seem engaged? (Yes, the
student had thoughtful questions. No, student did not ask any
questions and was not engaged.) 3. Did the student finish the tree
identification section of the scavenger hunt, using the tree guide?
(Yes, they were able to explain their process to a person. No, they
were not able to explain the process to anyone.)
Technology & engineering: This subject requires close
observations from you or other educators. You will need to watch to
make sure that the student is completing all three steps of the
project, drawing – regular Lincoln logs – giant Lincoln logs. If
they can’t or don’t see the connection between drawing things on
paper, they will need to try again or will be marked down on this
section of the project. There is a formal rubric attached to the
technology and engineering section. Rubric Questions: 1. Did
students follow directions and follow all three steps of the
project? (Yes, they did. Yes, but not fully. No, they did not and
need to try again.) 2. Did students start over from scratch if
their final product failed? (Yes, they did. Yes, but only from the
second step. No, they did not and need to try again.) 3. Did
students change their plans when they failed? (Yes, they did. No,
they did not.)
Fine Arts: This project can be flexible depending on how much time
you have available and how much budget you have to spend on craft
materials. Students will need to research their project and have
sources. There is a formal rubric attached to the fine arts subject
section.
Rubric Questions: 1. Did students responsibly research immigrant
groups from your home state? (Yes, they did. No, they did not spend
their time appropriately on the computer or library.) 2. Did
students pick a traditional arts theme that was appropriate? (Yes,
they did. No they picked a project that was too easy on purpose.)
3. Did students enjoy and try hard on their projects? (Yes, they
did. No, they rushed through their project.)
Physical Arts: This will be hard to monitor during the day, because
you won’t see them too much! You will have to listen to what they
say about the project, ask their parents what they say about the
project and ask them! During the scavenger hunt you should walk
around and be observant. There is a formal rubric attached to the
physical arts section.
Rubric Questions: 1. Did students complain to having to be outside
walking? (Yes, they did and they didn’t enjoy it. No, they loved
it.) 2. Did students work well together to solve the scavenger
hunt? (Yes, they finished the scavenger hunt and had a good time.
Yes, they finished but with some fighting. Yes, they finished but
needed adult intervention.) 3. Were students responsible for their
well being, while being outside (sunscreen, hats, water, etc.)?
(Yes, they kept all of their belongings with them and kept
hydrated. No, students needed reminders to pick up bags, drink
water, etc.)
Musical Arts: Students will need to research historical music,
listen respectfully to the performers and their classmates, and
actively participate. There is a formal rubric attached to the
musical arts subject section.
Rubric Questions: 1. Were students respectful to the musicians?
(Yes, they were. No, they did not listen or ask thoughtful
questions.) 2. Were students able to research appropriate songs to
share with the class? (Yes, they did. No, they did not use their
computer time or library time appropriately. 3. Were they able to
share the song with the class responsibly? (Yes, they could. No,
they were too silly to share it with the class.)
Miscellaneous
I am a museum educator and originally created the rubric questions
above to help plan work in our museum setting, it can be adapted
for your classroom and could work in most places! Not all groups
and teachers have the learning style, and adapting mine and your
own lesson plan may take some time. I have offered some variations
in the subject descriptions below, as well as formal rubrics that
you can grade students on.
1. Science
Essential Concept(s)
Goal/Objectives
Standard(s)
(STATE) Wisconsin Department of Public Instruction:
SCI.LS1.C.5 Food provides animals with the materials and energy
they need for body repair, growth, warmth, and motion. Plants
acquire material for growth chiefly from air, water, and process
matter, and obtain energy from sunlight, which is used to maintain
conditions necessary for survival. Pg. 36
SCI.LS1.A.4 Plants and animals have both internal and external
macroscopic structures that allow for growth, survival, behavior
and reproduction. Pg. 36
Career(s) Tie-In
Project Element
Product
Students will learn about sustainable logging, the example we will
mainly be looking at is the Menomonee reservation. Students will
discuss how photosynthesis works and why sustainable
logging/farming/agriculture is important. Students will have the
opportunity to plant their own plant (we will be using Aloe Vera,
because we are in an urban area and it creates healthy air inside
your home), and they will be decorating their plant pots in a
frontier immigrant style. If possible - students will visit the
Menomonee reservation and speak to someone about sustainable
logging. From this conversation we will also talk about
photosynthesis, why trees are important for us and the planet, and
what we can do to help keep the trees happy. As part of the
scavenger hunt, students will have to identify local trees, using
signs from their bark, leaves, and color.
Assessment
End Product + Interview
After the science unit is over, students should be able to tell you
the basics of photosynthesis (using correct vocabulary), answer
questions about sustainable logging at the Menomonee reservation,
and tell you how to identify local trees. You can either give
students a written test or a short verbal exam. On the following
page you can find a rubric I created, that could be used for an
oral exam.
Miscellaneous
(Enrichment, modification, extension, alternate methodology)
We will be planting our own Aloe, because we are located in a
downtown urban area. You could plant any plant and you could plant
a tree outside!
This lesson plan has many opportunities to fit science in, you can
choose just one of the three topics I listed. I feel they work
smoothly together, but if there is not enough time – plant
identification works well with the scavenger hunt.
2. Technology & 3. Engineering
Essential Concept(s)
Students will have a contest to see who can design (E) and build
(T) the best/sturdiest ‘giant’ Lincoln log cabin.
Goal/Objectives
Understand how log cabins were built, understand how using
differently sized logs will make a difference in how sturdy the
cabin is.
Standard(s)
Benchmark Topics Grades 3 – 5:
*Engineering Design: Engineering Design process, creativity and
considering all ideas, models. Pg. 212
*The Role of Troubleshooting, Research and Development, Invention
and Innovation, and Experimentation in Problem Solving:
Troubleshooting, Invention and innovation, experimentation. Pg.
212
Product
Students will begin their planning of their log cabin by first
looking at a real log cabin (at the Children’s Museum), the notches
in Lincoln Logs are used in real cabin building as well. Next
students will start ‘drafting’ their cabin, they can practice using
regular sized Lincoln logs. Next they will build their giant
Lincoln Log house (which ends up being the size of a play house).
This will all be done in teams. Students will then vote on: which
cabin is the nicest looking, most unique, sturdiest, and so forth.
To test the sturdiest cabin you can roll a large yoga ball towards
the cabin – we had a blue one, whom we called Babe the Blue
Ox.
Assessment
End Product + Interview
There is a rubric attached below to help assist evaluating the
students work. Students will be evaluated on their information
gathering (studying log cabins at the children’s museum), their
plans, how well they stick to their plan, and if they modify their
plans.
Miscellaneous
(Enrichment, modification, extension, alternate methodology)
Our museum is lucky enough to have GIANT Lincoln Logs (they are
carpet tubes that have been cut exactly to match regular sized
Lincoln Logs. I am unfortunately unable to share the images here.
If you are unable to find or build such a creation, I believe
having the students build with normal sized Lincoln Logs works just
as well.
1. Mathematics
Essential Concept(s)
Measuring height, using distance // ‘guessing’ the age of a tree
using math
Goal/Objectives
Learn how to measure the height of objects using distance.
Standard(s)
(STATE) Wisconsin Department of Public Instruction:
4.MD.5 Recognize angles as geometric shapes that are formed
wherever two rays share a common endpoint, and understand concepts
of angle measurement.
Product
The math used here is a tie in with the scavenger hunt. Students
will have to figure out the height of a tree and the age of the
tree using the handouts provided to them. Their tools are their
classmates, a piece of string, their bodies, and a calculator. The
instructions are easy to follow and explain the math behind why it
works. The worksheets are attached above. In the scavenger hunt
students have to explain to someone how and why the math worked/the
answer they got for their tree choice.
Assessment
End Product + Interview
Students have to be able to successfully finish the math problem to
finish the scavenger hunt! They will need to show their full work
and must be able to explain their answer correctly to someone. See
the rubric on the following page for an example. During the math
portion of the scavenger hunt, you or an aid (or a parent
chaperone) should be around to observe how students work
together.
Miscellaneous
(Enrichment, modification, extension, alternate methodology)
We live in Wisconsin and are lucky to have plenty of trees. Tree
guides exist in your state, or are easy enough to make. I created
the one above – it is easy for 4th grade (and younger or older!) to
use.
2. Language Arts
Standard(s)
(STATE) Wisconsin Department of Public Instruction:
Integration of Knowledge and Ideas: 9. Compare and contrast the
treatment of similar themes and topics (e.g. opposition of good and
evil) and patterns of events (e.g. the quest) in stories, myths,
and traditional literature from different cultures. 10. By the end
of the year, read and comprehend literature, including stories,
dramas, and poetry, in the grades 4 – 5 text complexity band
proficiently, with scaffolding as needed at the high end of the
range. Pg. 12 (K-5 Reading, Literature)
Grade 4 Students: 3. Write narratives to develop real or imagined
experiences or events using effective technique, descriptive
details, and clear event sequences. A. Orient the reader by
establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally. B.
use dialogue and description to develop experiences and events or
show the responses of characters to situations. C. Use a variety of
transitional words and phrases and sensory details to convey
experiences and events precisely. E. Provide a conclusion that
follows from the narrated experiences or events. Pg. 20 (K-5
Writing)
Product
Students will be reading tall tales about Paul Bunyan, Babe the
Blue Ox, and the Hodag. They will as a group, write their own tall
tales – which will be laminated and gathered into one book. The
tall tales need to have in-depth character descriptions and all the
elements of a tall tale. They should type their stories and include
pictures. They can complete further research online about tall
tales. This book will be used the following year as one of the
example tall tales. Students will also get a copy of their own tall
tale to take home. A lumberjack vocabulary sheet is posted above in
the images section.
This project can be done anywhere in the unit, and can be broken up
into hours. You can have the students write as long (or as short)
of a piece as you deem necessary.
The scavenger hunt incorporates the Hodag as well! Students are in
fact searching for him! At the Historical Museum, we have a great
prop Hodag – who at the end of the scavenger hunt is hidden in the
museum, waiting patiently with Hodag themed goodies to give the
winning (or all) students!
Assessment
End Product + Interview
Students will be assessed on their understandings of the themes of
Tall Tales. How well they work in a team to write their stories and
include elements from the standards, vocabulary, and organization.
I’ve included a rubric on the following page that you can grade
student’s stories off of.
Miscellaneous
(Enrichment, modification, extension, alternate methodology)
There are many tale tales that can be used! The Hodag is ‘native’
to Wisconsin, where we are located.
In your scavenger hunt, you could change who the students are
searching for, for a different tall tale character.
3. Social Studies
Goal/Objectives
Visit historical sites and set up the picture for students.
Standard(s)
SS.Hist2.c.i Analyze individuals, groups, and events to understand
why their contributions are important to historical change and or
continuity. Pg. 33
Product
Students will first read the history book chapters provided by the
Wisconsin Historical Society. We will take two separate field
trips, the first to the Wisconsin Historical Museum, which covers
the frontier in their guided tour. The museum has special education
collection pieces that can be shared and handled by the students.
This excursion will be at the beginning of the unit. Students will
need to take the information they acquire from the field trip and
build a brochure, about lumberjacks for the museum after their
trip. If you have another simple project that you like to implement
in your classroom, this is an easy project to sub out for another
‘show’ project. I like brochures, because you can work on computer
skills, typing skills, and incorporate knowledge from field trips
or other subjects.
The second to the Madison Children’s Museum which houses a cabin
from 1836 (This one is part of the scavenger hunt!). The Madison
Children’s Museum will provide a lumberjack cooking activity! This
excursion will be at the end of the unit. The students will be
given the recipe and time and budget permitting, we may try to
recreate it on the last day of the unit for students to take home
to their parents. This field trip is very fun and won’t include an
assessment.
Assessment
End Product + Interview
Students will be assessed on their comprehension of their museum
tour. They can showcase their knowledge through their brochure. The
brochure needs to be neat (You can also tie this into 4th grade
writing standards, if you don’t have time to write a tall tale!)
Students will need to take notes at the museum and the brochure
should cover largely one ‘tour stop’ and should layout the stop and
history from beginning to end. Students can use resources from the
Historical Museum’s website if they need more resources. There is a
rubric attached below to grade the brochures.
Miscellaneous
(Enrichment, modification, extension, alternate methodology)
We are lucky enough to have these two landmarks in our own city.
These could be supplemented by other historical places or history
museums.
I am the assistant museum educator at the Wisconsin Historical
Museum and designed the entire unit to be held in the museum.
However we have many elementary schools come to the museum for
tours about the frontier, immigration, etc. An hour long guided
tour at a museum is well worth your time.
4. Fine Arts
Essential Concept(s)
Students should research a lumberjack immigrant’s home country (In
Wisconsin this could be German, Finnish, Polish, Irish, etc.) art
style and then mimic on their plant pot. They should try to remain
as close to tradition as possible (with-in your supplies).
Goal/Objectives
This opens up a conversation about immigration, traditions, and
students can try to mimic a tradition.
Standard(s)
(STATE) Wisconsin Department of Public Instruction:
A.4.3 Learn about styles of art from their own and other parts of
the world.
A.4.4 Learn about styles of art from various times. Pg. 3
E.4.3 Communicate basic ideas by producing popular images and
objects using methods (and in) such as folk art, traditional arts
and crafts, popular arts, mass media arts, such as film. Pg.
14
Product
Students should research a lumberjack immigrant’s home county art
style and then try to mimic it on their plant pot. This should try
to remain as close to the (German, Finnish, Polish, Irish)
tradition as possible (with-in your supplies). Before they can
start the creation of their project, this needs to approved by you
to make sure it is not too ‘easy’ or too ‘hard’. Before students
begin their research this art project can open up a conversation
about immigration and traditions in the United States.
Assessment
End Product + Interview
Students should be able to show the class that they know and
understand the background of their art tradition that they have
chosen. They should research what they want to make and have 5
sources to base their pot off of and should know the history and
tradition of their design. Students should be able to complete the
art project successfully (it does not have to be beautiful, but
must be neat). There is a rubric attached on the following page.
There is a rubric attached on the following page to help grade
students project.
Miscellaneous
(Enrichment, modification, extension, alternate methodology)
If you don’t have time to let students research on their own, you
could choose a few approved projects first for them to choose
from.
5. Physical Arts
Goal/Objectives
Complete the scavenger hunt, work on communication skills, team
work skills, common sense, and math. The log roll will have
students work on different motor skills and movement
patterns.
Standard(s)
3:2:A1 Identifies physical and psychological benefits that result
from long participation in physical education. Pg. 45
5:2:B7 Participates in low-level challenges, team building,
adventure, and cooperative activities that encourage working
together to solve problems in a game or activity. Pg. 49
Career(s) Tie-In
Walking – this is not a career, but should be part of a healthy
lifestyle and is easy physical activity that can be incorporated
into everyday life and career.
Lumberjack (or Jill)
Product
The scavenger hunt requires them to be largely outside for upwards
of two hours. Students will walk minimally about two miles
completing the hunt. This could be done as a race, which most
students would start running! The scavenger hunt will tie in most
of the other subjects, including social studies and math. To see
the full scavenger hunt and necessary documents – scroll up to see
the attached images.
This scavenger hunt will get students outside in their environment
and will meet the standards of Shape America and the English
National Curriculum. The scavenger hunt will help students learn
personal and social behavior to ones selves and to their
classmates. The scavenger hunt will help student recognize the
enjoyment of physical exercise and keep continuing to maintain a
healthy lifestyle.
The logroll is done in water and the Madison Log Rollers are
available to give lessons. Logrolling requires a variety of motor
skills and movement patterns, it’s fun and good social interaction
between students and teachers.
The images for the scavenger hunt can be found under the photo
section.
Assessment
End Product + Interview
Students will be assessed based on how well they work together as a
team, how responsible they are for their own care (drinking water,
sunscreen, etc.), their behavior, and problem solving skills. There
is a rubric attached below to help you monitor the scavenger hunt.
You, aids, and parent chaperones will need to present during the
scavenger hunt. On this occasion you should ask parents to aid you
in the rubric grading!
The logroll is purely for fun and good physical activity. Students
will be assessed on their ability to try something new.
Miscellaneous
(Enrichment, modification, extension, alternate methodology)
The scavenger hunt I designed is for the city of Madison. You can
modify it for your own town, city, or area.
We are lucky enough to have a log rolling team in Madison! There
are lots of other lumberjack sports, if you are looking to throw in
another fun physical activity.
6. Musical Arts
Standard(s)
(STATE) Wisconsin Department of Public Instruction:
MG2.P.6.i Explore and demonstrate an understanding of the elements
of music by reading, singing and/or playing an instrument. Pg.
10
MG$.Cn.6.i Compare the historical and cultural aspects of music
with other disciplines. Pg. 12
Product
The Historical Museum is lucky enough to have a partnership with a
duo of fiddlers. They are willing to come to the museum and show
the students a song or two on the fiddle. This is a nice and fun
way to introduce lumber songs into the lesson plan! They also have
the opportunity to meet more people through this partnership.
In a group students will research and find 5 appropriate lumber
camp songs from different cultures, they should find at least one
that is traditional and one that they will be willing to sing! They
will sing/ play/ dance, and teach it to the rest of the class.
Students should find different attributes about their 1 chosen song
and teach the different elements about it to the class. Make sure
that groups choose different immigrant groups, you will need to
fill in any immigrant groups that are filled.
A vocabulary image sheet is shared above that may prove useful for
traditional lumberjack songs (in English).
This should be a time too to discuss world and historical music.
Students s
An example song can be found on the Minnesota Historical Society’s
Lumber page online, the link is in the first section of this lesson
plan.
Assessment
End Product + Interview
There is a rubric provided below. Students should be able to
research and find five songs and be willing to sing and teach one
of the songs to their classmates. At the very end of the section,
students should be able to take a written test and associate 5
songs from different cultures, and can associate elements of the
music with cultures (or time periods).
Miscellaneous
(Enrichment, modification, extension, alternate methodology)