Module4CLessonPlanJimmyTinoco

Title

CaliforniaGoldRush:DecipherData

Topic

ExaminethePopulationGrowth/DeclineDuringCA.GoldRush

GradeLevel

4th

Subject

EnglishLanguageArts/SocialStudies:CA.GoldRush

EstablishedGoals
DerivedfromCommonCoreorNextGenerationScience
(Ifyoudonotuseeither,pleaseindicateandlinkwhatstandardsyoureferencehere:_______________)

RI4.1:Refertodetailsandexamplesinatextwhenexplainingwhatthetextsays
explicitlyandwhendrawinginferencesfromthetext.
RI4.3:Explainevents,procedures,ideas,orconceptsinahistorical,scientific,or
technicaltext,includingwhathappenedandwhy,basedonspecificinformationinthe
text.
RI4.5:Describetheoverallstructure(e.g.,chronology,comparison,cause/effect,
problem/solution)ofevents,ideas,concepts,orinformationinatextorpartofatext.
RI4.7:Interpretinformationpresentedvisually,orally,orquantitatively(e.g.,incharts,
graphs,diagrams,timelines,animations,orinteractiveelementsonWebpages)and
explainhowtheinformationcontributestoanunderstandingofthetextinwhichit
appears.
W4.7:Conductshortresearchprojectsthatbuildknowledgethroughinvestigationof
differentaspectsofatopic.
SS.4.3.3:AnalyzetheeffectsoftheGoldRushonsettlements,dailylife,politics,and
thephysicalenvironment

EssentialQuestions

WhywastheresuchalargepopulationboominCaliforniafrom18491855?
Howdiditaffectthedifferentdemographics?
Describewhatyourpopulationdatafindingsshow?


Understandings

Studentswillunderstandthat...
datachartscangivethema
visualunderstandingof
historicalevents/activities.

Studentswillknowthat
Studentswillbeableto
theycanusedatatoshow createcharts/graph/infographics
ahistoricaltimelineand
toshowspecificdata.
theeventsimplications.

ISTE(Students)
Simplyreferencethenumberandletter(e.g.,2c)

Creativity&Innovation

1a,1c,1d

Communication&Collaboration

2a,2b

Research&InformationFluency

3b,3c,3d

CriticalThinking,ProblemSolving&DecisionMaking

4c

DigitalCitizenship

5b

TechnologyOperations

6a,6d

ISTE(Teachers):
Simplyreferencethenumberandletter(e.g.,2c)

Facilitate&InspireStudentLearning&Creativity

1b,1c

Design&DevelopDigitalAgeLearningExperiences&Assessments

2a,2b,2c

ModelDigitalAgeWork&Learning

3a,3d

Promote&ModelDigitalAgeCitizenship&Responsibility

EngageinProfessionalGrowthandLeadership

AssessmentEvidence

PerformanceTasks:

SelfAssessments:

StudentswillCLOSE Studentswillcomparetheirdata
readonlinearticleson withtheirresearcharticlesand
websites.
GoldRush
Studentswillcreatea
digitaldata
chart/graph/infographi
conCA.population
duringthegoldrush
era
Studentswilldecipher

OtherEvidence:
Studentswillwriteareflection
pieceontheirfindings.Theywill
beabletoconnectthevisual
datawiththeinformationaltexts.

andexplaindata

LearningPlan

InquiryHook:
StudentswillwatchavideoclipontheGoldRush.Thiswillintroducethemtothepopulationchange
duringthegoldrush.GoldRushVideofromWatchMojo.com

ActivityProcedure:
Note:previoustoactivitywewillreviewvocabulary(wordshighlightedinred)sostudentshaveaclear
understanding

Studentswillreadandresearchonlinearticles(selectedbyteacher):Articleson
Blendspace
Studentswillthentaketheneedednotesfortheinformationtheyneedtoputtogether
theirinfographic.
Studentswillthencreatetheirinfographicwiththeinformationtheyreadaboutand
researched.
Onceinfographiciscompletedtheywillsharetheirdatawiththeclass,orinasmall
group,andexplainwhattheirdatarepresents(whywastheirapopulationboomand
whydidthedemographicschangethewaytheydid,especiallyforNativeAmericans
andEuropeanAmericans).

ReflectionMethods:

Basedontheirinfographics,howcanavisualhelpmakemoresenseofwrittentextandhelp
bringittolife.

Materials

Facilities:

Equipment(nontech):

Equipment(tech):

Classroom

Articles(ifprintedout)
Highlighterandpencil

Chromebookwithneeded
webtools(Blendspace,
Piktochart,andGoogleDocs)

StudentSample
Insertlinkto,orimage(s)of,studentsamplesbelow.

StudentSample:CA.GoldRushDecipherData
and

StudentReflectionUsingGoogleDocs