Rita Pedersen said...
Created by: Erin Hagar, Center for Teaching and Learning, Montgomery College Rita Pedersen
Lesson Plan Template
Date: Any school day 2011
General Content: Populations within an Ecosystem
Learning Objectives: What should students be able to do at the end of this lesson?
1. Identify methods for estimating population size
2. Explain how competition limits population growth
3. List factors that influence change in populations
Is there alignment with course objectives? Yes
Checklist, Did students…?
…know my objectives? Daily agenda and objectives are posted on Smartboard
…actively engage with new material? Practice sample counting in school lunch room and an area of grass
…work together on a task? Bell ringer, mini lab
…get feedback on their performance? Yes when indivulals shared results of lunchroom and grass count.
Instructional Procedures: How will I…?
…gain students’ attention? Bell ringer: have students gather in groups of three and present each group with a photograph/picture of a particular environment. Ask them to list as many plants or animal species they believe may live in that area.
…recall prior relevant information Review previous concepts of organism, population, community, ecosystem
Materials Needed … paper, pencil, photographs/pictures, text book, 2 plant -pots with moist soil/ group, radish seed, water
present new material?
1. Define new terms; competition, growth limit, limiting factor and carrying capacity
2. Explain sample count, work through examples from lunch room tables, blades of grass in lawn
Elicit performance? Plant radish seeds, one according to package instructions, the other as thick as possible. Water, observe and record germination and grow of plants.
assess performance? After mini lab ask students to analyze why the thickly planted radishes did not grow to maturity.
Follow-up: Continue observation of plant-pots, record germination
…enhance retention? (Homework assignment) Ask student to hypothesize which plant-pot will have greatest success and to speculate as to why. Read section from text on changes in population and to create a list of factors that would influence their particular environment from the photograph in bell ringer.
Test Question Ideas from Today’s Objectives: Do scientist count every organism in a corn field to know if insects are threatening the corn crop? 2. Once a carrying capacity for a particular species is determined for a habitat, it will rarely change. T or F? List factors that may have the biggest impact on an area’s carrying capacity.
Date: Any school day 2011
General Content: Populations within an Ecosystem
Learning Objectives: What should students be able to do at the end of this lesson?
1. Identify methods for estimating population size
2. Explain how competition limits population growth
3. List factors that influence change in populations
Is there alignment with course objectives? Yes
Checklist, Did students…?
…know my objectives? Daily agenda and objectives are posted on Smartboard
…actively engage with new material? Practice sample counting in school lunch room and an area of grass
…work together on a task? Bell ringer, mini lab
…get feedback on their performance? Yes when indivulals shared results of lunchroom and grass count.
Instructional Procedures: How will I…?
…gain students’ attention? Bell ringer: have students gather in groups of three and present each group with a photograph/picture of a particular environment. Ask them to list as many plants or animal species they believe may live in that area.
…recall prior relevant information Review previous concepts of organism, population, community, ecosystem
Materials Needed … paper, pencil, photographs/pictures, text book, 2 plant -pots with moist soil/ group, radish seed, water
present new material?
1. Define new terms; competition, growth limit, limiting factor and carrying capacity
2. Explain sample count, work through examples from lunch room tables, blades of grass in lawn
Elicit performance? Plant radish seeds, one according to package instructions, the other as thick as possible. Water, observe and record germination and grow of plants.
assess performance? After mini lab ask students to analyze why the thickly planted radishes did not grow to maturity.
Follow-up: Continue observation of plant-pots, record germination
…enhance retention? (Homework assignment) Ask student to hypothesize which plant-pot will have greatest success and to speculate as to why. Read section from text on changes in population and to create a list of factors that would influence their particular environment from the photograph in bell ringer.
Test Question Ideas from Today’s Objectives: Do scientist count every organism in a corn field to know if insects are threatening the corn crop? 2. Once a carrying capacity for a particular species is determined for a habitat, it will rarely change. T or F? List factors that may have the biggest impact on an area’s carrying capacity.
As students enter the classroom post the following questions; “What are some of the nutrients needed for plants to grow?” and “What possibly could happen if too many of these nutrients enter our streams?” Recall that eutrophication is an algal bloom that occurs if excess nutrients, especially phosphorus, enter a body of surface water. (If this is new material, discuss the topic before the day of the lab.) Have the class predict what they will observe. Answer any questions and describe the procedure for the lab. Remind students to collect data in a table. The procedure is as follows: |
Explore
Step 1. Fill a one liter beaker with water. Then slowly pour one beaker full onto the stream table at the top end. Observe what happens. (You may use more water.) Step 2. As the water flows down the stream table and into the bucket, use a 500 ml beaker to collect about 200 ml of the runoff water. Step 3. Carry the water samples collected to the testing station to test for both nitrate and phosphate levels. Record your data. Step 4. Repeat the procedure 5 times for each soil surface type and calculate the average value for each type of nutrient. |
As a class discussion, develop definitions for the terms erosion, sedimentation, runoff, eutrophication, parent material and sediment load. Several other terms may apply to the lab that could be discovered as students discuss what they have observed. Build a class data table comparing each group’s results. |
Assign the following questions and have the students use the internet to discover information for each question. (Be sure to have them document their sources.) 1. What is “sediment load” and why is it important to a stream? 2. What is happening to the Mississippi Delta and why is this important to the wetlands along the Gulf of Mexico? 3. Where did most of the sediment in the Mississippi Delta come from? 4. What has happened to this sediment and why? 5. Was this sediment nutrient rich of parent material sediment? Explain the difference. |
As students enter the classroom post the following questions; “When and how does topsoil enter streams?” and “What types of soil surface slows runoff into streams?” Recall that eutrophication is an algal bloom that occurs if excess nutrients, especially phosphorus, enter a body of surface water. (If this is new material, discuss the topic before the day of the lab.) Have the class predict what they will observe. Answer any questions and describe the procedure for the lab. Remind students to collect data in a table. The procedure is as follows: |
Step 1. Fill a one liter beaker with water. Then slowly pour one beaker full onto the stream table at the top end. Observe what happens. (You may use more water.) Step 2. As the water flows down the stream table and into the bucket, use a 100 ml graduated cylinder to collect about 100 ml of the runoff water. Step 3. Use the secchi disk to measure water clarity by lowering the secchi disk into the cylinder from the top. Measure the distance from the water surface to the level that you can clearly see the disk. This measurement represents a value for water clarity. Step 4. Repeat the procedure 5 times for each soil surface type and use the average value for water clarity determination. |
As a class discussion, have the students develop definitions for the terms erosion, sedimentation, runoff and eutrophication. Several other terms may apply to the lab that could be discovered as students discuss what they have observed. Build a class data table comparing each group’s results. |
Why did the grass hold more soils in place? The teacher could use a small butter knife to cut a 2 inch square plug out of the grassy tray and have the students describe the cross section of the profile. Do the same in the bare soils tray and discuss the structure of the plugs. Which plug holds its shape the best? What types of vegetation grow on streams and what affect do they have on the water? |
13 comments:
Elaine’s LESSON PLAN
EXPLORING WATER QUALITY FOR ENVIRONMENTAL SCIENCE
Date: any school day 2011
Teacher notes:
Water will be collected from areas above and below the Gavins Point Dam on the Missouri River at Yankton to see if there are water quality differences between these two locations. Each lab table will be provided with the water samples and a water testing kit.
Objectives:
The students will be able to:
(1). Use a water testing kit to determine the pH, nitrate level, phosphate level, dissolved oxygen level, coliform bacteria presence, and the turbidity level.
(2). Understand vocabulary used in testing water.
(3). Compare the 2 sites for water quality.
(4). Record water quality problems at these locations.
Engage:
Teacher will demonstrate how the water samples were collected at the two locations and how to use the water test kits.
Teacher will ask questions about the different tests for pH, nitrates, phosphates, dissolved oxygen, coliform bacteria and turbidity.
Explore:
Students will perform the six tests for water quality using the plastic vials with lids and the test tablets provided with the kit. They will fill the vials halfway with the provided river water and put in the specific test tablets in five of the vials, put on the lids, and shake them for the specific time recommended in their water test kit, allow them to set and observe. The coliform test will need to set for a couple of days. In the turbidity test the student will need to compare the water with the card provided in the kit. They will have to repeat this experiment for the other site.
Students will document their test results on their lab data sheets provided. They will record the pH, the color results from the other tests with levels, and the turbidity level , and compare the two sites.
Explain:
Students will answer lab question on their lab report sheets. Class will discuss their results and share data (could put on smart board). What locations showed presence of these chemical pollutants?
Elaborate:
Students go to computer to look up assigned questions about how chemical pollutants affect water quality. Could the flood of 2011 have changed the water quality? How? Do plants that are under flood water affect the water quality? How do you think that the increase in water animal species affect the water quality?
Evaluate:
Teacher will ask questions to see that the students understand the terms used in testing the water quality and that they understand how these chemical pollutants affect water quality. Students turn in lab reports. A short quiz will be given over the terms and the affect of the studied chemical pollutants on water quality.
Elaine Kauer
Missouri River Summer Course 2011
eakauer@gmail.com
Aaron Fader
SEED 592
Missouri River Lesson Plan-Middle Sch. Social Studies
Objectives:
1. To introduce students to the historical relevance of the Missouri River; its cultural importance and how the Missouri River has changed in the last 200 years.
2. To have students analyze the various interests surrounding the use of the Missouri River and stakeholders (interests groups) who hold those interests.
Resources:
Missouri River Institutes website at http://mri.usd.edu/outreach/Teacher_Resources/index.html
Concept Mapping activities
Lesson using 5E Template:
Engage
The teacher will start with engaging questions to make students contemplate how they and their classmates use the Missouri River. Answers will vary. Students will then be asked to consider how other people and states use the Missouri River differently. This will introduce students to the varied uses of the river.
Terms introduced: stakeholder/interest groups
Explore
Using computer lab students will visit the Missouri River Institutes Website. With a partner students will visit one of three web pages of their choice and do the following.
a. Visit the History and Culture web page, read it and the Pick-Sloan Act of 1944 page and create a concept map differentiating the changes to the Missouri River before and after the completion of the Pick-Sloan Plan.
b. Visit the Issues and Recovery web page and read about three issues (visit the web links) regarding changes to the Missouri River ecosystem and current recovery efforts. Students will create a concept map that expresses each issue in relation to pre- and post- Pick-Sloan Plan.
c. Visit the River Uses web page, read it and visit at least four links concerning various uses of the Missouri River. Students will then create a concept map that represents the varied uses of the Missouri River, their positive benefits and what stakeholders benefit from those uses.
Explain
In the classroom have students form groups based on which of the three activities they did with a partner. These groups will then collaborate on a group concept map for the classroom white/SMART board. Class time will then involve discussion of the student’s findings with two or three chosen representatives from each group explaining their concept map. The teacher should be prepared to facilitate with leading questions and information to further explain and explore what students have learned.
Elaborate
Students will be given the opportunity to expand their knowledge by visiting the Missouri River Institute website as an assignment that evening. Students should visit web pages and links not visited in class and draw a concept map explaining two relationships that have changed in the 20th century regarding History and Culture, Issues and Recovery and River Uses. This will be used in class and is due as an assignment.
Evaluate
Class will begin with students reporting on what they learned in their assignments regarding the Missouri River and changes in the 20th century. Special attention will focus on controversial issues, what students think of those issues and any solutions that they see as plausible in the future. The teacher should be prepared to lead this discussion with questions and commentary and pay special attention to assessing how well students have understood the issue surrounding changes to and uses of the Missouri River.
As follow-up after a meaningful discussion the Missouri River Institutes web page can be used to further evaluate student’s knowledge by using the MRRP Jeopardy link on the Student Activities web page.
Missouri River Institute Charis Blanchette
Lesson Plan July 26, 2011
Cathy Ezrailson
6th grade Social Studies- World History
Time allotment: 2 class periods
Objective: Students will use the knowledge gained in current event articles to discuss the issues of the 2011 flood. Students will compare and contrast the importance of the Missouri River to previously studied rivers around the world. Examples: Tigris, Euphrates, Yellow, Nile etc.
Bell work: Students will pick up one of 5 articles off the counter. There are only enough copies as there are students- so each article will have an equal number of readers. (6-10 min)
5 Article choices:
1. “The Mighty Mo: River has long, unruly history that management
has yet to solve”
By NICK HYTREK / Sioux City Journal
2. “May rains were ‘real kicker' in big water year” Omaha World Herald
3. “The Purposeful Flooding of America's Heartland”
By Joe Herring/www.americanthinker.com/articles
4. “THE REGULARS: Let the Missouri River be a river”
By Al Sturgeon/ Sioux City Journal
5. “LETTER: Water storage question needs to be answered”
www.SiouxCityJournal.com
Gaining Attention: Show 3 Youtube videos of the 2011 Missouri River Flood (10 min)
Prior Knowledge Discussion Questions (5 min):
• Throughout history, where has every successful civilization settled?
• Name 5 rivers that have been important to humans both historically & today. Where are they located?
• Why are rivers important?
• Specifically, why is flooding important?
Guidance for learning (20 min): You each read an article about the Missouri River flood for today’s bell work. You will be responsible for teaching the class the main points of the article you read.
Jigsaw (team as part of the class)
• Get into your article groups numbered 1-5
• Discuss the article you read with the 4 other group members
• As a group- you will choose the format in which you will organize & present the information. Include information such as: issue addressed point of view, historical evidence, flood control etc.
• Present your information to the class as a whole (Day 2)
Day 2
Bell work: Students will pick up a note-taking sheet from the counter. Each sheet has a list of the articles along with space provided for note-taking.
Continue Jigsaw (25 min- each group has 5 min)
Performance: Groups will start with article presentations
As each group presents their information, the audience is responsible for taking notes on the handout provided today.
Feedback: Class discussion regarding information shared and knowledge gained. (20 min)
Closure (5-10 min.): Tie similarities of Missouri River to previously discussed rivers- in class Y chart example.
Performance Assessment/Homework: Complete section support “Y” chart comparing & contrasting.
Enhancing retention & transfer: For the remainder of the year- students will revisit information during bell work, concept mapping & class discussions. Students will take 7 common assessments throughout the school year. Each common assessment will assess knowledge of river importance for human civilizations.
Aaron Fader
SEED 592
Missouri River Lesson Plan-Middle School History/Social Studies
July 26th, 2011
Curriculum Standard for the Social Studies:
Standard 3(i:) describe ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, and national settings.
Standard 3(j): observe and speculate about social and economic effects of environmental changes and crisis resulting from phenomena such as floods, storms, and drought.
Standard 5(b): analyze group and institutional influences on people, events, and elements of culture.
Standard 5( f): describe the role of instututions in furthering both continuity and change.
Objectives:
1. To introduce students to the historical relevance of the Missouri River; its cultural importance and how the Missouri River has changed in the last 200 years.
2. To have students analyze the various interests surrounding the use of the Missouri River and stakeholders (interests groups) who hold those interests.
Resources:
Missouri River Institutes website at http://mri.usd.edu/outreach/Teacher_Resources/index.html
Concept Mapping activities
Lesson using 5E Template:
Engage
The teacher will start with engaging questions to make students contemplate how they and their classmates use the Missouri River. Answers will vary. Students will then be asked to consider how other people and states use the Missouri River differently. This will introduce students to the varied uses of the river.
Terms introduced: stakeholder/interest groups
Explore
Using computer lab students will visit the Missouri River Institutes Website. With a partner students will visit one of three web pages of their choice and do the following.
a. Visit the History and Culture web page, read it and the Pick-Sloan Act of 1944 page and create a concept map differentiating the changes to the Missouri River before and after the completion of the Pick-Sloan Plan.
b. Visit the Issues and Recovery web page and read about three issues (visit the web links) regarding changes to the Missouri River ecosystem and current recovery efforts. Students will create a concept map that expresses each issue in relation to pre- and post- Pick-Sloan Plan.
c. Visit the River Uses web page, read it and visit at least four links concerning various uses of the Missouri River. Students will then create a concept map that represents the varied uses of the Missouri River, their positive benefits and what stakeholders benefit from those uses.
Explain
In the classroom have students form groups based on which of the three activities they did with a partner. These groups will then collaborate on a group concept map for the classroom white/SMART board. Class time will then involve discussion of the student’s findings with two or three chosen representatives from each group explaining their concept map. The teacher should be prepared to facilitate with leading questions and information to further explain and explore what students have learned.
Elaborate
Evaluate
Class will begin with students reporting on what they learned in their assignments regarding the Missouri River and changes in the 20th century. Special attention will focus on controversial issues, what students think of those issues and any solutions that they see as plausible in the future. The teacher should be prepared to lead this discussion with questions and commentary and pay special attention to assessing how well students have understood the issue surrounding changes to and uses of the Missouri River.
As follow-up after a meaningful discussion the Missouri River Institutes web page can be used to further evaluate student’s knowledge by using the MRRP Jeopardy link on the Student Activities web page.
The Changing Missouri River Valley
Lesson Plan 8th Grade History Class
Rick Jensen
7/26/2011
Instructor: Cathy Ezrailson
Time needed: 4 - 90 minute blocks
Resources needed
Transportation, library and internet access, pencil and paper
Day One
1. To engage the student we will take a short field trip to Spirit Mound
a. Teacher provides explanation of sites historical significance
i. Lewis and Clark, the homestead that was developed on it , the natural restoration, etc…
Day Two
2. Using the Jigsaw I method the students will research and discuss an historical era of the Missouri River Valley in their assigned group
a. Early explorers and adventurers
b. Native tribes and Homesteaders
c. Dams and Economic development
d. Ecosystem restoration
3. The jigsaw groups will be instructed about the power point presentation they will create and present to the whole class
Day Three
4. To explain the concepts to the students:
a. Lecture on the changing culture of the Missouri River Valley
b. Guest speaker from the game fish and parks
5. Using their prior instructions the students will be given time to work in their jigsaw groups to create a power point that explains their research and analysis of the historical era assigned
Day Four
6. The jigsaw groups will each present their power points of their analysis of the historical eras
7. To evaluate the students understanding their will each individually write a fictional story about what their life would have been like if they were a character in one of the historical eras
a. Missouri river explorer and adventurer
b. Steamboat captain
c. Homesteader
d. Dam builder
e. Etc…
Dale Mundil Lesson Plan
Phase One: Engage the Learner
• Ask students to describe the community in which they live.
o Try to take what students say and relate it to a wetland community
• Tell students they will be going to a wetland to study its plant community.
• Question why it is important to identify a plant community.
o Medicines, foods, health of ecosystem.
Phase Two: Explore the Concept
• Goal is to count and record plants found at the wetlands.
• Have students look at several plant examples and try to identify using field guides.
• Have students talk about how they think we can get an accurate count of all plants in the community.
and
• Students will work in the field in groups of 4.
• Several groups will be using linear transects method and the other groups will use quadrants
method.
Phase Three: Explain the Concept and Define the Terms
• Lecture on how to perform
o Linear transects and quadrant methods of sampling
• Lecture importance of data
o Health of system
o Clues to stress on system
Pollution, poor land use
o Invasive species
• Activity
o Practice common plant identification using field guides
Phase Four: Elaborate on the Concept
• Groups work in teams to identify the plant community using the two methods
• Record data and present data to the class
Phase Five: Evaluate Students’ Understanding of the Concept
• After presentations, have students evaluate what method they feel is the best for our situation
• Pass out the data that has been collected from past classes
o I have 5 year of data
• Teams should look for any similarities or differences
• Teams will present their findings on what they feel the health of the wetlands is from their data
Engagement for Missouri River Theme
Day 1 thru 5: Learning Center open throughout the day to “spotlight” theme: Children will be encouraged to visit the Missouri River Learning Center set up in the classroom. Items here may or may not be covered in direct instruction for this lesson as it is intended to lead to investigation and inquiry.The material is on a table: a computer showing a continuous stream of the teacher self-made slide show of the Missouri River with a CD of sounds recorded from the upper Missouri river accompanied by flute music. (During other parts of the day and/or on separate days, the slide show can be changed to the fly over videos, YouTube videos or other recorded material can be used as needed.) Fishes of South Dakota and the Missouri River map posters are hung on wall by the table. The books (but not limited to): Shorebirds of South Dakota, The Young Scientist Investigates Trees and Discover the Missouri River are placed on the table for viewing. Containers of sand, mud, rocks, and water from them Missouri River.
Day 1 thru 5: Calling to Circle Time: As children are called to Circle Time the Sounds for the Soul CD is played which is a recording of various sounds along different locations of the Missouri River. (Play a different track of CD each day.) When children are seated begin singing Row, Row, Row Your Boat. Sing variations by changing “stream” to “creek/on the lake/down a river/to the ocean” (Do not worry about not rhyming with “dream!”)
Explain the Sandbox Free Play Learning Center. Show enthusiasm toward the idea of creating their own rivers, streams, lakes, etc. State that each day you will add new things to play with. Simply state that they are going to “find out what happens.” As each day progresses, remind children of the processes used/discovered the day before using appropriate vocabulary words to describe the events.
Circle Time: Day 1&2: Call to Circle. Inquire as to who spent time at the Missouri River Learning Center – ask questions as to what they noticed there. Inquire as to who has “gone to the water” before – respect/allow for various answers which may range from the bathtub to a pool to a creek…lake, etc. As children state their experiences guide their understanding to water sources of each answer from faucets - pipes - wells – ground water - city municipals - ponds - rivers… glaciers. Draw a simple diagram on the dry erase board to show the flow of water from different sources to small and larger waterways – spring – creek – stream into a lake and another diagram to show the route to a river into an ocean. Look at the map of the Missouri River and show how the river changes its course as it flows along its path… have the children trace the path in the air with their finger…invite children to draw a path of a river on the dry erase board if they wish to do so - explain to children that they will be playing with sand and water. Explain/show the materials that will be used on these first two days: sand, water from a hose, containers and spray bottles. Begin to use appropriate vocabulary words to describe the river’s environment and changes.
Move onto the Sandbox Free Play Learning Center and allow for free play.
(Explore) (Take photos throughout the week during exploration to document and create a slide show at the end of the week
Explore
(Take photos throughout the week especially during exploration to document , collect photo for children and to create a slide show at the end of the week.)
Day 1& 2: At the Sandbox Learning Center – with sand and water sources only - children will explore/play freely for no less than an hour at a time at least twice a day. Day 1: The teacher observes the creation of various waterways the children intuitively create. Use observations as talking points at a later time.
Day 2: Again observe and when appropriate - so not to interrupt the planning and thinking of the children - the teacher will use/interject/offer vocabulary words, offer thought provoking comments (such as, “I see that the channel is meandering through this area and the sand is eroding here.” – “When the hose just trickles water then… “ – “The spray bottles can be rainfall, I wonder what will happen when…”) and suggestions about water being liquid (at this stage), how living things need water, the color, size and shape of the sand and the waterway areas, direction of water flow, etc., Using recollections from observations, encourage students to “swap” ideas as they interact independently and in groups. To conclude the center inquire as to what did they do/notice that was different today from the other days.
Day 3 & 4: Same as Day 1 & 2 except now rocks of various sizes pebbles, dirt, small tree branches, plant material (grass, flowers, etc.), small toy animals and fish are gradually introduced in the Sandbox then on As the children play with the additional materials the teacher will again thoughtfully interact by asking the children to notice the habitats they create, the positions (under, on top…) of all things in their creations, describe the different materials used – especially rocks, sand and water, sort living and nonliving items – discuss what needs food, air, water, what would be different when it is day and night. Encourage more teamwork as time goes on – engage children to “swap” ideas and to notice how what one person does can effect other’s creations/environment. To conclude the center inquire as to what did they do/notice that was different today from the other days.
Day 5: Same as Days 1-4 except now bricks and ice cubes are introduced.
Again, as children create the teacher will continue with the same conversation starters, etc. as Days 1-4 and will also encourage the children to compare things that are heavy and light, the differences of solid and liquid water, what is a natural occurrence and not a natural occurrence, especially encourage the use of the ice cubes and bricks to completely stop the flow of water – notice their reactions to the occurrences – to enhance the effects of time explain that once the bricks are put into place they are no longer allow to love them! To conclude the center inquire as to what did they do/notice that was different today from the other days.
Analysis can be done as the children are engaged in the Learning Centers. The teacher asks questions concerning what, how, when, why, and where individually and in groups such as a Huddle, Reciprocal Teaching and open discussion at Circle Time.
Explanation
Day 4: Second Circle Time after Learning Centers: As children are called to Circle Time play the Sounds for the Soul CD and as they are seated ask them to close their eyes and imagine that they are by the Missouri River – refer to the slide show at the Missouri River Learning Center for a visual reference. Allow this activity to go as long as the children are attending to the process. When the children are ready to move on visit the word wall together and read the vocabulary words used in this theme. Return to Circle Time and have a discussion concerning the Sandbox Free Play Learning Center activities of the week. Emphasize on the points of why things happened as they experimented with the water, sand, mud, and various materials used. Relate this to what occurs in a real river by telling a self-created story about the Missouri River using experiences and the vocabulary words – ask the children to add to the story as it is told.
Elaboration
Day 5: At a separate time from the regular Sandbox Free Play Learning Center invite the children to the Sandbox. Set up the sandbox into fourths and assign an equal amount of children to each area. Each group then will be given a copy of a photo from the slide show which has been shown all week. State that each group is to make their area of the sand box look as similar to the Missouri River photo as much as possible using any materials needed. When the children are finished they then are asked to share what they know about their river. When their sharing is complete ask each group to name their river. Take a photo of each group. Combine the photos from the week into a slide show to be shown with the self-made slide show. Ask the children to look at the similarities and differences of all the photos. Watch the Flyover videos as well.
Re-read stories, sing/listen to songs again, visit the Missouri River Learning Center to see their creations that have been added to the slide show.
Evaluate
The children will demonstrate their understanding of the basic components of a river, such as the Missouri River, in story/book form. The use of vocabulary words, photos and hands on experiences from the week will guide them in their writing. Illustrations will be child made as well as photos of their self-created rivers and chosen photos from the slide show. Guide children in their writing only as they need help. The younger child who has not yet developed penmanship skills will dictate their story to the teacher. When all books are done have a River Party. Invite family and friends to attend an afternoon of sharing the children’s books, the slide show and music. Serve water using “fancy” pitchers and cups. Observe each child’s interaction and exploration with their special guest.
For a listing of resources and materials intended for this lesson you can email me at baus@spe.midco.net
Goodness - had trouble putting my lesson on here - Cathy helped me earlier today but it was driving me nuts that a whole page was missing - so here it is - format is off form what I had it typed in but OH WELL!!
or not! really??
Lesson Plan for Science, Culture, and History of the Missouri River
Janet Morrow
July 22, 2011
Formation of the Missouri River
Objective:
Students will develop an understanding of how the melting of the ice glaciers caused the glacial till. They will note the vast difference in the landscape between eastern and western South Dakota. Students will learn that the Missouri River was formed by the melting of the glaciers and why the river continues to have water in it.
Lesson Preparation:
1. Freeze 2 inches of water in a small rectangular cake pan.
2. Tape a laminated South Dakota relief map onto a large serving tray
with a ridge around it.
3. Tape a thick piece of cord along where the Missouri River is.
(This will help guide the movement of the ice.)
4. Raise the serving tray up about four inches with two boards.
5. Cover the map with a layer of sand and gravel.
6. Place the chunk of ice at the top on the eastern half of the state.
(Set up this project on a back table and cover it with a cloth before
class so the ice starts to melt.)
Terms:
glaciers, glacial till, sediments, tributaries,
Engagement: (10 to 15 minutes)
1. On the smart board show the students a relief map of South Dakota. (See attached map)
2. Small groups of students will be assigned a job. Each group will question how and
why the state of South Dakota has the geographical characteristics it does.
Recorder: One student will record the information the group discussed.
Reporter: One student will state what they think caused the differences.
Questioner: One student will ask questions the group could not answer.
Facilitator: This student will oversee the group and keep students on task.
Exploration:
1. Demonstrate how a glacier would have moved and altered the landscape.
(As the ice melts it will slowly start to move down the tray taking along the sand and gravel.)
2. Students will predict what will happen to the sand and gravel as the ice melts.
3. Students will hypotheses how this demonstration is somewhat like the melting of the
glacier and how it is not.
4. Students will compare the difference between the two sides of the tray that represent
South Dakota.
5. The teacher will then share new terms and definitions for what happened when the
glacier melted.
Exploration:
1. Students will again look at the relief map of the state of South Dakota.
2. Students will discuss the features of western South Dakota and what major river all the tributaries empty into.
3. Students will then look at a relief map of the entire Missouri basin. (See attachment)
4. Students will generalize what formed the Missouri River in North Dakota and the other states.
5. Students will compare and contrast how the direction Missouri River runs in Montana compared to the rest of the Basin.
6. Students will discuss where that water comes from and why?
Elaboration:
1. Students will then fast forward to present time. Since we no longer have a glacier melting to from the Missouri River where does all the water come from and why is there always water in it?
2. The class will use the previous information to question and discuss possible sources for the water.
3. The class will debate whether the water is always at the same level and why or why not.
4. Students will draw on personal experiences (possibly the 2011 flood) to explain their conclusions.
Evaluation:
1. Students will be evaluated throughout the lesson for participation.
2. Students will demonstrate their understanding of the formation of the Missouri River
by drawing and labeling a concept map.
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