steam education© theme planning and lesson brief instructions€¦ · web view2018. 9. 9. ·...

STEAM Education© Theme Planning and Lesson Brief Instructions

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 following format:

o STEAMlessonBriefTEMPLATEtopicGradeLevel#SurnamesTrainingSiteSubmitDate

o E.g., STEAMlessonBriefBargeShippingK12YakmanVTiSTEMed01Jan06

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.

2. Use this template and type over the instructions.

3. 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.

4. Frame your thematic plan with a creative title that will engage students

5. 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.

6. 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 BriefEducators’ Names (with Titles): Mallory Zink, Assistant Museum Educator

Trained (When/Where): Trained for STEAM certification online in 2017/2018

Lesson OverviewSkill Level

(Grade Range)Grade 4

Central Theme Immigration & Frontier Life in Wisconsin

Topic Concept of Theme

Lumberjacks of Wisconsin

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(reality-based learning)

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.

AssessmentEvidence 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 https://recollectionwisconsin.org/lumber-camp-life 4th Grade Social Studies Textbook for Wisconsin provided by the Wisconsin Historical Society.

Classroom Material, ‘Life in a Lumber Camp’, Wisconsin Historical Society: https://www.wisconsinhistory.org/Records/Article/CS3089 Minnesota Historical Society, Lumbering for Classrooms: http://www.mnhs.org/forestsfieldsfalls

Career ClustersProfessional / 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? o Studento Educatoro Other students in classo Other students in grade level

o Other educatorso Parents/guardianso Community memberso Local professionals

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.

http://www.mnhs.org/forestsfieldsfalls

https://www.wisconsinhistory.org/Records/Article/CS3089

https://recollectionwisconsin.org/lumber-camp-life

https://www.wisconsinhistory.org/Records/Article/CS409

Photo 1

Photo 2

Photo 3

Photo 4

Photo 5

Photo 6

Photo 7

Subject Templates & Instructions

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. 20https://dpi.wi.gov/sites/default/files/imce/standards/pdf/ela-stds-app-a-revision.pdf

Social Studies: Analyze individuals, groups, and events to understand why their contributions are important to historical change and or continuity. Pg. 33https://dpi.wi.gov/sites/default/files/imce/standards/New%20pdfs/2018_WI_Social_Studies_Standards.pdf

Science: 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,

https://dpi.wi.gov/sites/default/files/imce/standards/New%20pdfs/2018_WI_Social_Studies_Standards.pdf


https://dpi.wi.gov/sites/default/files/imce/standards/pdf/ela-stds-app-a-revision.pdf

https://dpi.wi.gov/sites/default/files/imce/standards/pdf/math-essential-elements.pdf

water, and process matter, and obtain energy from sunlight, which is used to maintain conditions necessary for survival. Pg. 36https://dpi.wi.gov/sites/default/files/imce/science/wi-standards-for-science-2017.pdf

Technology & Engineering: International Technology and Engineers in Education Association: Standards for Technological Literacy. 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. 212https://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. 14https://dpi.wi.gov/sites/default/files/imce/standards/pdf/art%26design.pdf

Physical Arts: Identifies physical and psychological benefits that result from long participation in physical education. Pg. 45Participates in low-level challenges, team building, adventure, and cooperative activities that encourage working together to solve problems in a game or activity. Pg. 49https://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. 10Compare the historical and cultural aspects of music with other disciplines. Pg. 12https://dpi.wi.gov/sites/default/files/imce/fine-arts/wimusicstandardsfinaladopted.pdf

VocabularyThere 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

https://dpi.wi.gov/sites/default/files/imce/fine-arts/wimusicstandardsfinaladopted.pdf

https://dpi.wi.gov/sites/default/files/imce/standards/New%20pdfs/pewiscstandards.pdf


https://dpi.wi.gov/sites/default/files/imce/standards/pdf/art%26design.pdf

https://www.iteea.org/File.aspx?id=67767

https://dpi.wi.gov/sites/default/files/imce/science/wi-standards-for-science-2017.pdf

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

Architect & Builder – Designing and building log cabins.

Author – Writing their own tall tales.

Project Element and

Educator / Student

Feedback(student application

of standard/benchmark

/goal)RBL Component &

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!

AssessmentEvidence BasedEnd 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. ScienceEssential Concept(s) Photosynthesis // Sustainable Farming & Logging//Tree Identification

Goal/Objectives Understand photosynthesis, understand sustainable agriculture, be able to identify trees in your home state

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


VocabularyPhotosynthesis, plant life cycles, logging, sustainable agriculture, Menomonee

Career(s) Tie-In

Biologist, Botantist, Logger, Arborist, Naturalist

Project Element and

Educator / Student Feedback

(student application of standard/benchmark/goal)

RBL Component &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.


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!I would move this up to the project element and the RBL section.

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.

1. Technology & 3. EngineeringEssential

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)

International Technology and Engineers in Education Association: Standards for Technological Literacy.

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


VocabularyLincoln Logs

Career(s) Tie-In

Architect & Builder

Project Element and


(student application of standard/benchmark/goal

)RBL Component &

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.



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.



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. MathematicsEssential 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)


4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.

https://dpi.wi.gov/sites/default/files/imce/standards/pdf/math-essential-elements.pdf Pg. 38

Vocabulary

Career(s) Tie-InLoggers

Project Element and




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.



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.



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 ArtsEssential Concept(s) Tall Tales

Goal/Objectives Understand the elements of a tall tale.

Standard(s)


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)


VocabularyTall Tale

Career(s) Tie-In

Author

Project Element and



)RBL Component &

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,



1. Social StudiesEssential

Concept(s)Understand the frontier in the Midwest, United States

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


VocabularyMuseum, Lumberjack, Frontier, Immigration

Career(s) Tie-In

Historian, Museum Professional, Lumberjack

Project Element and

Educator / Student

Feedback(student application

of standard/benchmark

/goal)RBL Component &

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.


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.





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.

3. 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)


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


Vocabulary

Career(s) Tie-In

Artist

Project Element and



)RBL Component &

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.



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.



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.


4. Physical ArtsEssential Concept(s) Outdoor Scavenger Hunt & Additional Log Roll

Goal/ObjectivesComplete 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


VocabularyScavenger HuntLog Roll

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)

Project Element and


(student application of standard/benchmark/goa

l)RBL Component &

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.


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,

The scavenger hunt I designed is for the city of Madison. You can modify it for your own town, city, or area.



2. Musical ArtsEssential Concept(s) Lumberjack Songs

Goal/Objectives Research and perform an appropriate lumber camp song

Standard(s)


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


Vocabulary

Career(s) Tie-InPerformers

Project Element and




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.



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 If you don’t have time to let students research their own song you could



(Enrichment, modification, extension, alternate

methodology)

either find songs ahead of time that they can teach to each other, or you (or a community partner) could teach them a song.

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