Raphael Smith Dr. Weybright Science Methods and Curriculum in The Elementary School April 07, 2009

The Unit Explores the life of the individual in the Westward Expansion through historical fiction literatures, journals, letters and archival historical texts and pictures. It focus on the group of people on the trail and the plants and animals they encountered.

Introduction

•The student learned about the many aspects about the life of a plant & Animal.

•They learned to document ,observe, and analyze a series of events in the life of a plant and animal life in their Natural habitat.

• Student will learn techniques of observation and visualization

•They will identify basic component of habitat such as food, water, shelter and space as component for the support of certain plants and animals.

Objective

Students will also be knowledgeable about of the materials and resources available for participation in the arts during their various roles.

Observation of their immediate surroundings with emphasis on recognizing change around them. As students mature, they can begin to recognize cycles and identify the Recognize that traits of living things are both inherited and acquired or learned.

Social Studies 1. Native American Nations Along the Trail of Lewis

and Clark Expedition, 1804-1806 Science 2. Animals and Plants Along The Trail of the Lewis and

Clark Expedition: Animals in Their Natural Habitat 3. The Seed Poem, Life of a Plant

ELA 5. Folktales Animal Stories of Native American That

Lewis and Clarks Encountered; -A writing project: from two Native American Cherokees folk ales Why Mole Lives Underground ; -and Why Rabbit Lost its’ Tales:

New York State 5th Grade Science Standard:5.2a Plants respond to changes in their environment. For example, the leaves of some green plants change position as the direction of light changes; the parts of some plants

Undergo seasonal changes that enable the plant to grow; seeds germinate, and leaves form and grow.5.2b Animals respond to change in their environment, (e.g., perspiration, heart rate, breathing rate, eye blinking, shivering, and salivating).

5.2c Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment.5.2e Particular animal characteristics are influenced by changing environmental conditions including: fat storage in winter, coat thickness in winter, camouflage, shedding of fur.

5.2f some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, and hunting, migrating, and communicating.

Reference and Notes http://videos.howstuffworks.com/hsw/20587-homesteading-70-years-on-the-great-plains-video.htm

http://videos.howstuffworks.com/hsw/12515-native-america-the-removal-act-of-1830-video.htm

http://videos.howstuffworks.com/hsw/12517-native-america-the-trail-of-tears-video.htm

http://videos.howstuffworks.com/hsw/19821-buffalo-soldiers-their-story-video.htm

http://www.nps.gov/archive/jeff/LewisClark2/Timelines/TimelinesMain.htm

http://videos.howstuffworks.com/hsw/19801-westward-strategy-the-louisiana-purchase-strategy-video.htm

I will observe research and class work How they construction their drawing,

oral presentation to class members I will use a check list to assess students’

observation and final products.

Assessment

We did the lesson twice because the first time we had too much information to process. Although we had access to three computers it was not enough for the class. I download the information for the students. Student were able to draw and write about their animal and plant they observe and research in class. I would prefer to use the computer room. My focus was to help student explore how to use the internet as a research tool with the internet. I would also use a simple website that was more age appropriated. It was easier to down load the info. ,

Reflection