Unit

Title: Westward Expansion: Lewis and Clark Expedition

Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Fourteen
Duration: One Day

Objective

Objective Three: To understand different cultures and identify what makes or
creates a culture or identity




Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies:

Apple TV, Computer, IPAD

Common Core Standards

-Compare and contrast the adventures and experiences of characters in stories.
-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.



Technology Standards

Creativity and innovation
Students demonstrate creative thinking, construct
Knowledge, and develop innovative products and
Processes technology.
a. Apply existing knowledge to generate new
Ideas, products, or processes
b. Create original works as a means of personal
Or group expression
c. Use models and simulations to explore complex
Systems and issues

d. Identify trends and forecast possibilities

Materials

Poster board
Word
Paper
Pencil
Pen
Eraser
IPad or computer
Stationary in-class web directory



Procedures

Day Fourteen
- Students will defend a cause that was important at the time of the expedition
explaining in detail why it is important and how they would go about fighting for it
in a detailed paper and provide visuals in a Google presentation. Students will also
give updates on their Google site and discuss issues or questions they have with the
class.


Instructor Details


Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board. When students enter the class have a jar or hat to
randomly select the order for presentations. After each presentation have students
clap for their peers. At the end finish with a round of applause for everyone and
make sure they turn in there projects at end.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.

2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/









Curricular development


In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to

understand technology but rather how to better utilize education resources in the
golden age of technology.



Rubric