Name: Pat Baker
Grade: 4th Grade
Unit/Theme: Lewis and Clark Expedition
Objective: Obtain basic information about the Lewis and Clark Expedition by reading the material that is included, participating in a group discussion, and sharing with the class.
Explain Process: The Lewis and Clark Expedition (1804–1806) was the first overland expedition undertaken by the United States to the Pacific coast and back. The expedition laid much of the groundwork for the westward expansion of the United States. The area now known as Nebraska was involved in this expedition. The goal was to obtain an accurate sense of the newly purchased Louisiana Purchase. Students will have a richer understanding of this expedition when discovering the various aspects that were involved in this journey.
Students will complete a class K-W-L chart on the Lewis and Clark Expedition. This will give the teacher a chance to informally assess the readiness and knowledge of this time periods.
The class will read:
This is a story by Seaman, Lewis’ dog he purchased for $20 before beginning the journey. The stories are based on information from the explorers’ journals, and there are many direct quotes from the original text as well as a detailed map showing highlights of the journey.
Students may select any of the following entry points, selecting to work with a partner of alone. Students will decide on a hard copy product and have it approved by the teacher for completion of the assignment.
Narrational Entry Point: Using the following stories or stories of their own choice:
The Story of Lewis and Clark book 1
In 1803, President Thomas Jefferson asked his private secretary Meriwether Lewis to lead an expedition to find the Northwest Passage. Jefferson, along with countless others, believed this undiscovered waterway would provide an ideal trading route by connecting the Atlantic and Pacific Oceans. This book examines the reasons for the expedition, the preparations Lewis and his friend William Clark made for the trip, and the early part of the expedition. The informative text, presented in sequential order, is engaging and easy to understand.
The Story of Lewis and Clark part 2
The story of Captains Meriwether Lewis and William Clark continues as the Corps of Discovery journeys west in search of a route called the Northwest Passage. The explorers face countless hardships as they travel, including intolerable weather, treacherous mountains, and dwindling food supplies. Still, through sheer determination (and the help of some Native Americans), the team reaches the Pacific and returns safely to St. Louis. The informative text, presented in sequential order, is engaging and easy to understand.
Students will determine the important events in the expedition. Students will develop a glossary of words associated with the trip. Students will develop a 16×22 poster of their findings.
Logical-Quantitative Entry Point: Using internet sources
and other resources provided by the teacher, the students will determine what supplies were needed for the journey. Students will create a ‘grocery list’ to last for the whole journey.
Foundational Entry Point: Students will choose one Native American tribe encountered by Lewis and Clark and explain the beliefs, rituals, symbols, etc associated with this group of Americans. Students may share a poster or powerpoint with the class on their discoveries.
Seeing Lewis and Clark in a Different Light by Kirk Leichner http://www.edgate.com/lewisandclark/indian_country.html
Aesthetic Entry Point: Students can research by species (plant, mammal, bird, fish, reptile, and amphibian), journal entry, or by geographic location. Each student should choose one animal and one plant species to research. Students will prepare a brochure that focuses on the aesthetic of the specie.
Experiential Entry Point: With an emphasis on hands-on, students will discover the boats used on the expedition and create one to scale.
Differentiate What: Students have been given a choice of differentiated context through the means of research materials for each group. The materials support varied reading levels and support from a partner will facilitate comprehension. A completed product from each entry point will indicate what learning took place. What content stayed the same was the students’ needing to think about this expedition and the importance of it when related to this time frame.
Differentiate How: Interest and learning profiles are the prevailing means or emphasis. Students can select whichever entry point seems most attractive. The final product is also a choice students may use to express their interest and learning.
Differentiate Why: Motivation and success are enhanced when students are able to choose how to increase their learning. Students will share their findings and the whole picture of the Lewis and Clark Expedition will have students understanding this important event in American history.