Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
0
Teacher: Mrs. Hanson
Subject: Social Studies / Integrated Grade Level: 5
Time Required: 4 lessons / 45 minutes each
Topic: Pioneer Life
Essential Question:
• How many supplies would you need to take your family on the Oregon Trail?
• Which trail would you choose to take your family west?
• How would you persuade others that it is the best choice?
• How did life for the pioneers differ from today?
• What struggles and hardships did pioneers face on the trail west?
• How can we use on-line resources to learn about history?
• Students
Instructional will check supply lists of others for accuracy on a Blog.
Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)
(Assessment Adaptations)
Teacher activity (The teacher is doing….) Student activity (The student is doing…)
• Students with writing disabilities may be able to correct a letter they find on-line
1. KWLinstead
chart of creating and editing their own1.letter.
KWL chart
2. Introductory
• Student Movie – stopping
may present his / movie to of2.trails
her choice Watching Movie and
west verbally answering
or dictate it to a peer to
ask questions or explain
type into the Blog.situations questions
3. Introduce
• Student Webquest
may work and how
with to navigate
a partner 3. determine
as they Students navigate
together the
the Webquest
amount of
it supplies they will need to take both families west. Each must explain to the
teacher verbally the method he/she used to figure it out.
4. Assist students in writing letters. Write a 4. Writing persuasive letters on a Blog
sample letter to demonstrate
• Student may use computer applications to construct a proper letter that is then
pasted into the Blog.
Adaptations to the Instructional Sequence to Differentiate:
• Write a letter on the computer or correct one you found on-line about someone’s
trip or arrival in the west.
• Student may work with a peer.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
2
• Allow any other adaptations as indicated by IEP or 504
• Play Oregon Trail Game or another computer game about the period
• Research a topic of interest to them (on-line) and explain how it differs in the two
time periods
• Pick a creative activity that would have been performed on the trail and make a
sample
• Pick a game that would have been played on the trail and teach a classmate to
play it
• Allow students to work in pairs and determine how many supplies they would
need for the families to travel together and post to the Blog as a team
• Have student correct grammar and spelling of an existing letter by typing it into
the computer.
• Have student write his/her letter on the computer and paste into Blog.
• Have students verbally explain why a specific route west would be the one they
would chose using a Graphic Organizer he/she created on-line.
Procedures:
(already established procedures to be used and procedures to be taught for this lesson)
• Use basic Math and reasoning to determine amounts of supplies. Brain storm if
necessary to review.
• Students will post supply list to the Blog. Teacher will model posting to a Blog
• Use basic research skills to study maps and brochures and research on-line.
• Use on-line graphic organizers to determine pros and cons of different routes.
Teacher will model, if necessary.
• Lecture / listening skills to watch movie and gather information from visitors / field
trips / internet
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
3
• Review skills / grammar / letter format and computer applications for persuasive
letter writing.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
4
Lesson Development Resources
Technology Tools and Materials:
(classroom set-up, preparations, resources, etc.)
(Parent/Community Resources)
• Fenton Museum
• McClurg Mansion
• Civil War Era re-enactors
• Parents / volunteers interested in history
• County / Town Historian
• Chautauqua/Cattaraugus Library System
• Permission slips for field trip and computer usage
• Letter home to ask parents if they can assist in any area
(Contact Information)
Birgit M. Hanson
hans1448@fredonia.edu
Additional Concerns
• Check with Tech Coordinator and administration to verify that web searches, Webquest,
and blog are acceptable and meet the criteria of the school system.
• Make sure the school server does not block desired technologies.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
5