lewis & clark/montana history thematic...

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Lewis & Clark/Montana History

Thematic Unit

Torri Hoye

&

Mandy Jo Noland

4th Grade Unit

Spring, 2009

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Table of Content:

Unit Goals/Rationale……………………………………………………………………….. 3

Concept Map…………………………………………………………………………………… 5

Time schedule…………………………………………………………………………………. 6

Lewis and Clark Timeline Lesson 1 Intro…………………………………………… 8

Distance and Travel Time Lesson 2………………………………………………….10

Native American Perspective Lesson 3…………………………………………….14

Symmetry Stations Lesson 4……………………………………………………………16

Boats that float with cargo Lesson 5………………………………………………..24

Reading Naya Nuki Lesson 6…………………………………………………………….28

Activity Packet…………………………………………………………………………………38

Assessment and Summary……………………………………………………………….41

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Unit Goals/Rationale

1. The purpose of this unit is to build student’s knowledge about the historical Corps of

Discovery completed by Lewis and Clark. Through multiple lessons students will

discover the purpose of the expedition, new discoveries made as well as some effects of

the exploration. Students will be introduced to the expedition through two different

perspectives: Lewis and Clark and the Native Americans. A kinesthetic lesson will allow

students to create a time line from the perspective of Lewis and Clark. The movie, Lewis

and Clark; Montana’s Story, will provide the story of the expedition through the eyes of

some Native Americans. Once the students completed these two activities a van diagram

will be created to compare and contrast the two view points. Another goal of this unit is

for students to learn geographical features of Montana through the travels of Naya Nuki

and Lewis & Clark. Students will be immersed in the geography and topography of the

state through the movie, book and activity packet. Students will learn the major rivers of

Montana through the movie and book lesson as well as the reading of Naya Nuki.

2. This unit is important to elementary students because it gives them an opportunity to see

how unexplored areas were mapped as well as the different aspects that are incorporated;

names of places, travel routes, and different living styles. It gives them an opportunity to

see how history was made, as well as how the area we live in today was affected by this

expedition.

3. These lessons are seen as a unit rather than individual lessons do the continuous

connection of events/information. For some of these lessons to be completed correctly,

the students had to apply knowledge from prior lessons. The lessons scaffold off each

other, building up a broad range of knowledge. The beginning lesson allowed students to

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be introduced to Lewis and Clark briefly. The subsequent lessons started to fill in the

expedition with more specific details. Leading to a complete and thorough

understanding.

4. In the middle of our unit, students were taken on a field trip to Travelers Rest in Lolo,

Montana. This provided the students to see the expedition and its events with a new and

different outlook. They heard stories, preformed activities and participated in Salish

traditions. The culmination provided students with a more complete command of the

expedition.

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Concept Map

Social Studies-Lewis and Clark Timeline

Intro Lesson 1

Math/Social Studies-Distance and Travel

Time

Lesson 2

Language Arts/Social Studies-Nativ American

Perspective

Lesson 3

Math-Symmetry Stations

Lesson 4

Science-Boats That Float With Cargo

Lesson 5

Language Arts-Naya Nuki

Lesson 6

Closing Quiz Teams

Lesson 7

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Teaching Schedule:

Friday April 17:

- 12:15-12:40- Language Arts- Naya Nuki (Reading 1)

Tuesday April 21:

- 8:40-9:15 Math- Symmetry

Wednesday April 22:

- 10:10-11:15 Language Arts- Naya Nuki (Reading 2)

Thursday April 23:

- 8:45-9:15- Social Studies/Language Arts- Timeline Lesson


- Assign Homework- Naya Nuki Chapter 4 and questions

Friday April 24:

- 8:45-9:00- Discuss Timeline

- 9:00-9:40- Social Studies- Native American Perspective


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- 10:10-11:15- Math/Social Studies- Distance and Travel time lesson

Monday April 27:


Tuesday April 28:

- Field Trip to Traveler’s Rest in Lolo, Montana

Wednesday April 29:

- 10:10-11:15 Language Arts-Naya Nuki (Reading 7)

- 12:15-1:15 Science- Boats that float with Cargo Lesson

- 1:15-2:00 Language Arts- Naya Nuki (Continue Reading 7)

Thursday April 30:

- 8:45-9:15- Language Arts-Naya Nuki (Reading 8)

- 9:45-10:00 Read Aloud

Friday May 1:


- 1:15-2:00 Trivia

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Timeline of Lewis and Clark

Mandy Jo Noland and Torri Hoye

Grade Level 4th

Duration 30 minutes

Subject Area(s) Social Studies/Language Arts

NCSS and MCSS

Standards

Social Studies

Demonstrate an ability to use correct vocabulary associated with time such as past,

present , future and long ago; read and construct simple timelines.

Identify and use various resources for reconstructing the past, such as documents,

letters, diaries, maps, textbooks, photos and others.

Language Arts

Montana

Standards

Social Studies

Content Standard 4- Students demonstrate an understanding of the effects of time,

continuity, and change on historical and future perspectives and relationships.

Language Arts

Content Standard 5- Students gather, analyze, synthesize, and evaluate information

from a variety of sources, and communicate their findings in ways appropriate for

their purposes and audiences.

Process

Objectives

Students will create a timeline of the Lewis and Clark expeditions from information

provided during a read aloud.

Resources

Materials:

Large Paper

Cards with written facts

Blank index cards

Book- Lewis and Clark: Explorers of the American West

Books for research

Maps

Preparation Have cards created with specific point you would like on the time line, as well as

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blank cards, for students to add their own facts and information.

Motivation/Hook

Imagine exploring new territory that you know nothing about. What type of

adventures do you think you would encounter?

Instruction

1. Create a K-W-L chart about Lewis and Clark. 2. Explain to students that they will be learning about Lewis and Clark. 3. Today they will listen to a book, while writing facts on index cards to

create a timeline. 4. Instruct students to write a new/interesting fact they hear

throughout the reading. Once their card is done, place it accordingly on the timeline.

5. Start reading the book.(Lewis and Clark: Explorers of the American West)

6. As one teacher reads the book, the other teacher will be helping create the timeline.

7. As students bring up note card facts, they will have to correctly place them in chronological order.

8. If important dates or places are not noted on students’ note cards, then place pre-made note cards up to help with the flow of the timeline.

9. Cards will be taped in place once completed 10. Discuss the complete timeline from the start of the expedition to the

end. 11. Review the purpose of the expedition 12. Leave books that can be accessed during free time for students to

continue to add information to the timeline. 13. The timeline will be displayed throughout the remains of the

thematic unit. 14. Addition of new facts is encouraged throughout the unit.

Resources Kroll, S. (1994). Lewis and Clark: Explorers of the American West. New York; Holiday House. Moeller. B & J. (1999). Lewis and Clark: A Photographic Journey. Missoula, MT; Mountain Press Publishers. Molzahn, B. (2003). Lewis and Clark: American Explorers. Berkeley Heights, NJ; Enslow Publishers. Schanzer, R. ( 1997). How we crossed the west: The adventure of Lewis and Clark.

Assessment Students will correctly place their note cards in chronological order bases on the

events that happened during the Lewis and Clark expedition.

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Distance and travel time of the Lewis and Clark Expedition


Grade Level 4th

Duration 30 minutes

Subject Area(s) Math/Social studies- Distance and time of travel

NCSS and MCSS

Standards

Math:

Measurement: Understand the need for measuring with standard units and

become familiar with standard units in the customary and metric system.

Understand that measurements are approximations and understand how

differences in units affect precision.

Social Studies:

Estimate distance and calculate scale

Montana

Standards

Math:

Content Standard 1- Students engage in the mathematical processes of

problem solving and reasoning, estimation, communication, connection, and

applications, and using appropriate technology.

Content Standard 2- Students demonstrate understanding of and an ability to

use number and operations.

Content Standard 5- Students demonstrate understanding of measurable

attributes and an ability to use measurement processes.

Social Studies:

Content Standard 3- Students apply geographic knowledge and skills (location,

place, human/environment interactions, movement, and regions.)

Content Objectives Students will use measurement to solve for the total number of miles traveled

Students will use number and operation to solve for the total amount of days as

well as the miles traveled per day

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Process Objectives Students will use problem solving to find a method that will lead them to the

final answer.

Students will use think, pair, share to find a common method to be used.

Students will use reasoning to decide if their final answer makes sense, also

supporting it with justification.

Resources

Materials:

Timeline (will be created during geography lesson)

Calculators

Maps

Rulers

Preparation

Dates should be available on the timeline.

Motivation/Hook

On average how many miles did Lewis and Clark travel each day to complete

their expedition?

Instruction

1. Students will predict the average miles traveled per day by Lewis and Clark.

2. List predictions on the board 3. They will be split into 3 groups, each group responsible for part

of the expedition Group 1- St. Louis to Pacific Ocean Group 2- Lewis’s return visit Group 3- Clark’s return visit

4. Hand out maps to each group. 5. Show students how to solve for distance using the maps key.

Have them make their first measurements using the smallest unit, 50 miles. This will allow for more accurate results.

6. Groups will think, pair, share to discuss their plan of action. 7. They will use the key on the map to calculate distances. Then

they will use the timeline to calculate the time of travel. 8. Students will fill out worksheet as a group. Each student will be

responsible for showing work in at least one section. 9. Once they have their total distance, they will divide it by the

number of days traveled during the part of the expedition. This will give them an average of miles per day.

10. Each group will arrive at an agreed answer. 11. They will present their findings.

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12. Results will be recorded on the board. 13. Miles per day will be compared using all groups’ information.

Results may vary. 14. Have a class discussion about the different types of terrain or

problem they may have encountered that would have changed the amount of travel per day.

15. Have students discuss the accuracy of the results. See how close they are to 7,689 miles for round trip. These are the results from, How we crossed the West: The Adventure of Lewis and Clark.

16. These distances can be added to the timeline along with any other new information students learned?

Resources Schanzer, R. ( 1997). How we crossed the west: The adventure of Lewis and Clark. Washington, D.C: National Geographic Society.

Assessment

Students will be assessed based upon the group work. Individual assessment

can be viewed from the section they worked on. Methods used as well as

correct answers will be taken into consideration.

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Names: _________________________________ Date:_______

Show all work, even if you are using a calculator.

Section of Travel:__________________ to _________________

Total km:

Total miles: (total km x 0.62= total miles)

Total miles per day:

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Native American Perspective


Grade Level 4th

Duration 40 minutes

Subject Area(s) Social Studies

NCSS and MCSS

Standards

Compare and contrast different stories or accounts about past events, people,

place, or situations, identifying how they contribute to our understanding of past.

Montana

Standards

Social Studies

Content Standard 4- Students demonstrate an understanding of the effects of time,

continuity, and change on historical and future perspectives and relationships.

Process

Objectives

- Students will compare information learned through the video and

prior information learned through the timeline lesson.

- Students will communicate specific points that compare or contrast

the two sources of information.

- Students will justify their given answers with an explanation for their

given placement.

Resources

Materials:

Movie- Lewis and Clark: Montana’s Story

Create a van diagram on large colored paper

Preparation Preview the movie beforehand and have a van diagram ready to be used after the

movie.

Motivation/Hook

Are there always two sides to a story? Who do you think is on the other side of the

Lewis and Clark expedition story?

Instruction

1. Students will be introduced to the different perspectives dealing

with the Corps of Discovery.

2. Students will watch Lewis and Clark: Montana’s Story.

3. Once the movie is over they will create a van diagram, comparing

the movie to the book that was read during the timeline lesson.

4. Once all the students present information for the diagram, there

will be a class lead discussion.

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5. What are the two different perspectives? Why would they

disagree? Why do they agree on? Is the information reliable?

6. Restate that there are usually two sides to a story and you have

to take each side into consideration

Resources Kroll, S. (1994). Lewis and Clark: Explorers of the American West. New York;

Holiday House.

Lewis and Clark: Montana’s Story [Videocassette]. (2000). Montana Lewis and Clark

Bicentennial.

Assessment Students will orally provide a statement to add to the van diagram, along with

justification for their response.

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Symmetry Stations


Grade Level 4th

Duration 30 minutes

Subject Area(s) Math/social studies

NCSS and MCSS

Standards

-Investigate, describe, and reason about the results of subdividing, combining, and

transforming shapes.

-make and test conjectures about geometric properties and relationships and

develop logical arguments to justify conclusions.

-build and draw geometric objects

-explore congruence and similarity

Content

Objectives

Students will understand the concept of line symmetry, and what makes a shape

symmetrical.

Resources

Materials:

Photocopies, rulers, for station one.

Geoboards, rubber bands for station two.

Mirrors, rulers for station three.

http://www.innovationslearning.co.uk/subjects/maths/activities/year3/symmetry/shape_game.asp station four assessment.

http://www.primaryresources.co.uk/online/reflection.swf

http://www.ngfl-cymru.org.uk/vtc/ngfl/maths/greg_morgan_symmetry/index.htm

Preparation

Have pictures and all materials laid out at each station area. Have photocopies of

worksheets for all students.

Motivation/Hook What is symmetry?

http://www.innovationslearning.co.uk/subjects/maths/activities/year3/symmetry/shape_game.asp

http://www.innovationslearning.co.uk/subjects/maths/activities/year3/symmetry/shape_game.asp

http://www.primaryresources.co.uk/online/reflection.swf

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What makes something symmetrical?

Instruction

1. Begin by assessing student’s knowledge of symmetry. As a class have them come up with a definition and write it on the board.

2. Assign students to partners to go around the stations with.

3. Students are then instructed to bring a pencil with them to the

stations, and the rest of the materials will be at each station.

4. Remind students to read the instructions at each station carefully

and follow directions.

5. Teacher should go to each station multiple times to make sure students are understanding the directions and getting the concept. 6. When all have gone to each station, use the smart board quiz to assess each students understanding of symmetry. This time should be open for discussion and students will help each other learn through cooperation.

Assessment

Student’s station worksheets will be used for individual assessment.

Station with smart-board exercises can be used as well.

Class discussion in closing will assess their understanding of the concept.

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Station 1. Instructions

1. Look at the picture.

2. Fill in the other half of the picture on the paper with your pencil.

BE AS ACCURATE AS POSSIBLE. Use a ruler, and the dots on paper to

help you. Both sides of the line should be symmetrical (mirror

images).

3. Read the entry from Lewis and Clark’s journal and write your

answer to the question in the space provided.

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Station 1.

Picture

WILLIAM CLARK Sunday, May 26, 1805

"I took one man and walked out this morning, and ascended the high countrey to view the mountains which I thought I

saw yesterday.... from this point I beheld the Rocky Mountains for the first time with certainty.... whilst I viewed those

mountains I felt a secret pleasure in finding myself so near the head of the heretofore conceived boundless Missouri;

but when I reflected on the difficulties which this snowey barrier would most probably throw in my way to the Pacific

Ocean, and the sufferings and hardships of my self and party in them,

What is William Clark describing?_______________________

(hint, use your picture to help you)

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1. Make a simple shape on your geoboard.

2. Switch geoboards with your partner.

3. Try to split your partner’s shape in half as many ways as you can

with your rubber bands.

4. On the sheet provided, write the name of your partner’s shape,

and how many different ways you split it in half.

5. Do this five times with five different shapes.

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Name_______________________

Name of Shape Number of times split

When you split the shapes in half the line in the middle is called the

line of symmetry!

Guess……How many lines of symmetry does a circle

have?_______________

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1. Use the mirror to find ALL lines of symmetry in the shapes on the

sheet. Draw them in with a pencil.

2. Write two to three sentences to explain what line symmetry is, in

your own words.

3. Answer this question in two to three sentences. Where are some

places or things in nature that are symmetrical, or have line

symmetry? Example: Butterfly wings!

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Name______________________

Right triangle_____________

Rectangle______________

Square_____________

Oval______________

Write on Back Please.

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Boats that float with cargo

Mandy Jo Noland & Torri Hoye

Grade Level 4th Grade

Duration 30 minutes

Central Science

Question

Why does this boat float with all the cargo?

Student

Understandings

Students will understand that boats that are large on the bottom will hold

more cargo without sinking.

NSES Standards NSES: Physical Science, properties of objects and materials position and motion

of objects.

Science and Technology

Unifying concepts and processes

Systems, order, organization

Evidence, models, explaination

Constancy change and measurement

Montana

Standards

1 Students, through the inquiry process, demonstrate the ability to

design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.

5 Students, through the inquiry process, understand how scientific

knowledge and technological developments impact communities,

cultures and societies.

6 Students understand historical developments in science and

technology

Materials - Aluminum Foil - Pennies

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- 2 Plastic totes with water - Rulers - Tape - Calculators - Paper for observations and drawings, worksheets

Science

Background

Information

The flat “boat” pushes out more water than the rolled up “boat” and it floats

because of the water pushing up on it. As the boat is put in the water it pushes

the water around it away as it moves down, but the water underneath it pushes

back pushing the object up. The larger the object, the more surface the water

has to push against, and the more likely it is that at least part of the object will

stay on top of the water. The weight also affects its floatation, since it is

heavier it will need more pressure to hold it up.

Engage

We have been studying Lewis and Clark. Show students a picture of their cargo

boat. Ask students how the boat can float when it is hauling all that cargo?

Is there a weight limit of cargo that they can put on their boat? Why? Why did

they use that type of boat to put their supplies on?

Students are instructed to talk in their groups and get some predictions as to

how the boat floats. The students are encouraged to draw pictures and make

observations about the boat in their notebooks.

Explore Students are then presented with the two boats, flat piece of tin foil with a

penny on it, and a rolled up piece of tin foil with a penny in it. Students will be

instructed to write or draw pictures in their notebooks and predict what will

happen when they are placed in the water. Once presented with the event,

students will be instructed to write the results, and question why the rolled up

one sank and the flat one floated.

Explain Students are given the task to build a boat with the tin foil that will hold the

most weight. In their groups the teacher will walk around and question to

guide their construction. Students should be able to justify why they chose a

certain shape. The size of the tin foil is the same for all, and the teacher should

discuss why it is important to keep this the same. Variables can be discussed

and students be reminded of why we only change one thing at a time.

Before construction begins students will be told they have to measure the

bottom and sides of their boat with a ruler. They will have to compute the area

of the bottom of the boat.

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They must keep accurate records so that they can graph their results.

Expand Students will finish their construction and all writing, drawing, in journals

before testing their boat. The test is to see how many pennies it takes to sink

the boat. Students will be able to try this many different times changing their

shape each time. Why did that boat hold more than the other one? Where

should the pennies go? What is happening to the water when the boat is placed

on it? What is happening when the pennies are put in the boat? Students will

be instructed to write all these observations in their notebook. What if

questions?

Evaluate As a class, we will take everyone’s data and make a graph. So that students can

see how their classmates’ boats held up. Students are challenged with the task

of deciding on the best design for the cargo boat for Lewis and Clark’s

expedition. The students will be engaged in a group discussion about the

design of the boat. What will its shape be? Why? How should the cargo be

loaded on the boat? Why?

Resources

Kroll, S. (1994). Lewis and Clark: Explorers of the American West. New York; Holiday House.

Assessment Student understanding will be assessed by the class discussion. The notebooks

will be graded for participation, and understanding of the concept in their

explanation of what is happening.

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Boat predictions and results.

Shape Base length

Base width

Base Area (LxW)

Height of sides

Prediction # pennies

Actual # pennies

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Reading Naya Nuki


Grade Level 4th

Duration 2 weeks, with reading each day

Subject Area(s) Language Arts

NCSS and MCSS

Standards

Standard 3:

Students apply a wide range of strategies to comprehend, interpret, evaluate, and

appreciate texts. The draw on their prior experience, their interactions with other

readers and writers, their knowledge of word meaning and of other texts, their

word identification strategies, and their understanding of textual features.

Standard 11:

Students participate as knowledgeable, reflective, creative, and critical members of

a variety of literacy communities.

Montana

Standards

Montana Standards:

- Content Standard 1- Students construct meaning as they

comprehend, interpret, and respond to what they read.

- Content Standard 2- Students apply a range of skills and strategies to

read.

Process

Objectives

Throughout the two weeks students will read and complete Naya Nuki. They will

use multiple styles of reading as well as comprehension strategies.

Resources

- Naya Nuki by Kenneth Thomasma- one book for each child - Personal journal that has premade questions in the back (journals

consist of a cover made of construction paper, blank pages in the journal and pre made questions in the back of the journal)

Preparation

Pre-read Naya Nuki. Make personal journals as well as questions for each chapter.

Motivation/Hook Can you imagine traveling across the whole state of Montana alone and on foot?

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Is it possible?

Instruction

Each days reading is laid out with the type of reading method to use as well as

responding work.

Reading 1: (4/17)

- Read aloud Chapter 1

Reading 2: (4/22)

- Introduce Reading Journals- (what they are used for, what you can

write in them, and when you can use them)

- Lead class through answering questions for chapter 1, presenting the

format you would like them to follow

- Read Chapter 2 and 3 through round robin reading. Do chapter

questions when finished.

Reading 3: (4/23)

- Finish chapter 3 using round robin, answer questions as a group.

Reading 4: (4/23)

- Homework (Read chapter 4 and answer questions)

Reading 5: (4/24)

- Read aloud chapter 5, while students work on 5 senses worksheet

Reading 6: (4/27)

- Buddy read chapter 6 and answer questions at the end

- Have students start chapter 7, and have them work on sequencing

worksheet as they read.

Reading 7: (4/29)

- Read aloud to finish chapter 7. Once completed have students

answer the chapters questions.

- Round Robin reading for chapter 8. Answer questions at the end.

- Read aloud chapter 9. During reading have students do the imagery-

bear attack lesson

Reading 8: (4/30)

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- Read chapter 10 using round robin reading, discuss and answer

questions at the end

- Read aloud chapter 11 and answer questions at the end.

- Homework- Read chapter 12 and answer questions.

Reading 9: (5/1)

- Split into two group.

- Each group is responsible for reading a specific chapter. During the

reading have they note the important events that occur. Once they

are done with reading, they will retell the chapter to the other group

by acting it out, while a student places the part of a narrator.

- This activity will be used to complete chapters 13 and 14. Once both

groups are done performing, students will answer the chapter’s

questions.

- Read aloud and celebration for the reading of chapter 15, the last

chapter

Resources Thomasma, K. (2003). Naya Nuki. Grand Rapids, MI; Grandview Publishing

Company.

Assessment

Students will be assessed based on their participation, completion of journal,

completion of extra activities and the quality of work.

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Name:__________________________________________

As you listen to chapter 5, think of your senses. (see, taste, smell, feel, hear) For each sense,

below, list at least three things that Naya Nuki was experiencing for each. You can draw

pictures of these on the back.

Sight (What did she see?)

Taste

Smell

Feel (touch)

Hear

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Name:__________________________________________________ Date:______________

Number the events in order that they occurred. (1 being the beginning and 15 being the end)

Chapter 7 EVENTS:

______She climbs a cottonwood tree for a better view

______Naya Nuki finds wild artichokes

______Naya Nuki spots the remains of a fresh Indian Camp

______Naya Nuki stood looking at the place where the Yellowstone River flowed into the Missouri River

______A pack of wolves take down a calf

______She stays the night in a large hollow log

______She spots two log rafts on the river bank

______She climbs a tree to avoid the buffalo stampede

______She traveled in a ravine 20-30 feet deep

______Two hundred feet from here, passed 11 braves, carrying quarters of a buffalo

______Naya Nuki ate fresh berries and wild carrots along with her dried meat and roots

______Naya Nuki hides in some chokecherry bushes

______Naya Nuki moves from one clump of bushes to another, making sure she stays out of site

______She woke up in the night, shivering and cold

______The ground shook as 1000 bison rumbled along

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Name:_____________________________________________________________________________

Number the events in order that they occurred. (1 being the beginning and 15 being the end)

EVENTS:

___14___She climbs a cottonwood tree for a better view

___5___Naya Nuki finds wild artichokes

___15___Naya Nuki spots the remains of a fresh Indian Camp

___9__Naya Nuki stood looking at the place where the Yellowstone River flowed into the Missouri River

___3___A pack of wolves take down a calf

___12___She stays the night in a large hollow log

___6___She spots two log rafts on the river bank

___1___She climbs a tree to avoid the buffalo stampede

___8___She traveled in a ravine 20-30 feet deep

___11___Two hundred feet from here, passed 11 braves, carrying quarters of a buffalo

___13___Naya Nuki ate fresh berries and wild carrots along with her dried meat and roots

___10___Naya Nuki hides in some chokecherry bushes

___7___Naya Nuki moves from one clump of bushes to another, making sure she stays out of site

__4____She woke up in the night, shivering and cold

__2____The ground shook as 1000 bison rumbled along

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Imagery- Bear attack


Grade Level 4th

Duration 30 minutes

Subject Area(s) Language Arts: Imagery

NCSS and MCSS

Standards

Students construct meaning as they comprehend, interpret, analyze and

respond to literacy work.

Content Objectives Students will create a detailed picture/written paragraph based on the

short passage in Naya Nuki. Afterwards, students will compare and contrast

work.

Resources

Materials:

Naya Nuki- chapter 9

Paper

Pencil

journals

Preparation

Have computer paper for students who want to draw and lined paper for

students who want to write.

Motivation/Hook

Do we all have the same reaction when it comes to our 5 senses? Do we

think all think alike?

Instruction

1. Read the short passage in Naya Nuki- 98-101 2. Have students draw what they image in their journals.

Surrounding details, the bear, the trees, anything that comes to mind.

3. Once the chapter is completed have students share their pictures and details they included.

4. Compare and contracts students work. 5. Explain that each of us have unique senses and different

reactions based on our own background knowledge. Resources Thomasma, K. (1991 ). Naya Nuki. Jackson, WY: Grandview Publishing

Company.

Assessment Students will respond according to the comprehension of the short passage,

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through drawings/written responses.

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Naya Nuki Chapter Questions

Chapter 1. On The Move

- Where was the tribe traveling to? Why? - Why was Naya Nuki nervous during travel? Chapter 2: The Attack

- Where does Naya Nuki hide during the enemy invasion?

- What was the walk like, for the captured?

Chapter 3: The Long March East

- What was the main thing on Naya Nuki’s mind?

- What were Sacajawea’s thoughts about escape?

Chapter 4: Slavery

- What were some of Naya Nuki’s chores?

- What two items did Naya Nuki hide away to use when she escapes?

- Who bought Sacajawea?

Chapter 5: A Night to Run

- Why did Naya Nuki plan her escape during the storm?

- What is the great white bear Naya Nuki is watching out for?

Chapter 6: Danger at Night

- How did Naya Nuki find the camp nearby?

- What story did Naya Nuki remember that saved her life?

Chapter 7: Always Alert

- Where was Naya Nuki during the buffalo stampede?

- Why were the buffalo running?

Chapter 8: Burial Platform

- Why didn’t she collect the belongings of the dead baby boy?

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- What quality does this show about her, and why?

- What did Naya Nuki think about after leaving the burial platform?

Chapter 9: Inches from Death

- Imagery –Bear attack lesson

Chapter 10: Food and Hides

- How did Naya Nuki make a snare?

- What animals did Naya Nuki find to eat?

- Why did Naya Nuki pick the buffalo she did?

Chapter 11: The End?

- What did Naya Nuki find that cured her sickness?

Chapter 12: Moving West again

- How did Naya Nuki hide from the 12 passing braves?

- What saved the dogs from finding her?

- What lead Naya Nuki to the buffalo carcass?

- What day of travel was Naya Nuki on?

Chapter 13: Mountains

- Why was she so happy that she started dancing around?

- What season is it and how do you know?

- What did Naya Nuki find that assured her she was on the right path?

Chapter 14: Stopped

- What did Naya Nuki use as a shelter during the snow storm?

- How long did the snow storm last?

- What held Naya Nuki back from traveling?

- What did Naya Nuki see from her tree perch?

- How did she know it wasn’t a war party?

Chapter 15: A day to remember

- How did Naya Nuki know they were Shoshoni people?

- Who was the first person Naya Nuki ran into?

- What did Naya Nuki receive at the end of her adventure?

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Name:______________________________________________

Lewis and Clark

O S M C J M V M P Q P Z O S Q

I A E O B O A I Y V A C A C C

D H J Y N I U U R S D C C N U

Z L H H L T E V D U A X G G F

M Y K L T H A W C G O C Y A N

N E I R Y R P N A S Z S E Z T

M W R T A O K W A E G K S X A

D L D I M L E Y V A P E E I I

Q D R P W A C I C M M E N N M

N U E X B E U O E A Z L O X U

G Y Q T C U A V O N K B H H N

P A C I F I C T J S R O S W C

S I W E L V C Z H K O A O H D

N O S R E F F E J E Y T H Y Q

T I R W A C C M P E R S S K B

CLARK JEFFERSON KEELBOATS

LEWIS MERIWEATHER MISSOURI

MONTANA PACIFIC POMPEY

SACAGAWEA SEAMAN SHOSHONE

WILLIAM YORK

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Name:______________________________________________________

Draw the Lewis and Clark expedition route, and label the states they traveled

through.

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Goals How were these achieved?

Assessment Student performance

Become knowledgable on the Corps of Discovery; purpose, new discoveries, and travel route.

Students created a timeline.

Students had to correctly place their fact cards in cronilogical order according to events.

90 percent of fact cards were correctly articulated from the reading as well as correctly placed.

Students will use line of symmetry to complete a picture that corrilates with a journal entry from the expedition

Students individualls completed the given worksheet leading the end results(moutains).

Student calculated distance and miles per day

Students worked in groups to complete the simple math computation

All groups arrived at a correct answer through teamwork and problem solving

Students compared two different perspectives.

Students completed a van diagram.

10 out of 12 students participated in the groups creation of a van diagram. Some students only providing surface facts, while other

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looked within the meanings.

Students designed boats to withstand large amounts of weight.

Student presented their design through drawing and explanations. Boats were tested using pennies. Graph was made as a class to compare data.

After one test boat, students got in the right mind set. Allowing for success in the end. Teamwork could have been better as well as smaller groups to improve individual involvment.

Students will read Naya Nuki and compare travel routes used by Lewis and Clark

Students will make comparisons thorugh the reading.

10 out 12 students participated and completed the given reading assignment as well as journals.

lewis & clark/montana history thematic...

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