EXPLORING WITH LEWIS AND CLARKTheresa RhinehartMrs. Terri Stone- Chalker Elementary School4th GradeApril 29, 2014

Overview of Unit

Title: Exploring with Lewis and Clark Webquest

Grade level: 4th grade

Purpose/Rationale:

The purpose of this thematic unit is to build a deeper understanding of the importance of the Westward Expansion and how the details of the expedition can be examined across different subject areas. It addresses the 4th grade levels of Georgia Performance Standards for social studies, science, language arts, math, health, and art. This unit uses a STEM model for instructional delivery and performance tasks.

Description:

This unit builds upon the prior knowledge that students have about the expedition of Lewis and Clark and also gives students a bigger picture of how their efforts have shaped the way they live today. It allows student to connect math, social studies, science, and health through the vehicle of technology. The lesson is taught in a web quest format allowing students to use technology to conduct research in an inquiry-based format. This lesson is intended to enrich student knowledge and engagement by providing them with a variety of learning activities and assessment tools. The final product or assessment for this unit is a comprehensive journal which students create from journal entries and art material.

LESSON 1

Title of Lesson: On the Trail with Louis & ClarkTopic: Researching the Exploration of Lewis and ClarkSubject Areas: Social Studies, Language ArtsGrade Level: 4th Description or Outcome Statement: Students will be researching Lewis and Clark and the group of men who traveled with them. By the end of this lesson, students should be able to answer key questions about who Lewis and Clark were, what they did, and the outcome of their exploration. Students should also be able to research and record information when given specific items and location to research.

Specific Lesson Outcome Statement: Students will be assessed based on the knowledge they gained during their research on Lewis and Clark.

Georgia Performance Standards: SS4H6 The student will explain westward expansion of America between 1801 and 1861. 1. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

ELACC4W8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

ELACC4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Lesson Objectives: While working in groups, students will research information about the Lewis and Clark expedition using internet resources. While working individually, students will complete a research guide with historical accuracy and with complete sentences, grammar, and spelling. While working in groups, students will communicate, demonstrate camaraderie, and remain on task throughout the entire lesson.

Essential Question(s): Why were Lewis and Clark sent on an expedition across the continent? Why was Lewis and Clarks expedition important?

Materials Needed: Webquest on GlogsterSmartboard/Promethean boardLaptopsResearch guideReview questionsPencils Sticky notesTickets out the door

Procedures: 1. Opening/Motivation: Review game- Tape 5 questions with multiple choice answers on the walls in the classroom and have students rotate around the room in groups to answer the questions. Groups will use sticky notes to record their responses. After all groups have circulated the room, then review the answers as a class.2. Purpose: Students will learn about the importance of Lewis and Clarks expedition to the history of the United States. Students will also learn how to conduct research online and complete a research sheet. 3. Vocabulary: explore, discover, expedition, pioneer, journey4. Body: Students appoint a group member to get a laptop for their tables Students log in and go to the class webpage in order to locate the Glogster (webquest) they need to proceed with their task. After the groups have read the task model the activity. Model: Using the research guide as an example, show students how to locate the website for information on the sheet. Skim headings and titles on a page as well as top and side bars to find information. After finding the information, record the answer on the sheet. Content: Introduce vocabulary and encourage students to look for these while researching and review the highlights of the exploration and its impact on the United States. Guided Practice: Show class the research guide with questions and read the first question. Demonstrate how to search for answers to that question on the website. Reinforce the importance of writing complete and accurate sentences. For the timeline question, remind students what a timeline looks like and the information it contains. Their responses will be transferred to their journal paper. Independent: Distribute research sheets to each student and have them work in groups to research and complete the questions (each student should record his/her responses individually). Have each student turn in their recording sheet for assessment. (These sheets will be redistributed to students for them to either correct and/or transfer to their journal sheet.)5. Closing: Distribute tickets out the door to students. Ask students to write down an answer to either of these questions using at least one vocabulary word: Why was this expedition important and/or how did it change what America looks like today? They will share their response with the class.

Higher Level Thinking Questions: Why was this expedition important for the United States? How did the expedition change the development and people of the United States?

Assessment: A formative assessment will be done throughout lesson based on how well students work with the computers and within their groups, and find information. At the end of the lesson, students tickets out the door will reflect their understanding of the lesson.

The summative assessment will be done at the end of the lesson and will be a rubric that is based on the recording sheet that they turned in.

Social StudiesName:

Criteria3210

Completion of research guide Student answers all of the questions on the worksheet.Student answered most of the questionsStudent answered some of the questionsStudent did not answer any question or complete worksheet

Historical accuracyStudent is able to answer the questions with 100% accuracy.Student is able to answer the questions with 85% accuracy.Student is able to answer the questions with 75% accuracy. Student answers the questions with less than 75% accuracy.

Ability to research informationStudent is able to search and find for information needed to complete research guideStudent is able to search/find most information needed to complete research guide Student is able to search/find some information needed to complete research guideStudent is not able to search/find any information to complete research guide

Ability to work within group and stay on taskStudent is able to stay on task, communicate and work well within group.Student stays on task for more than half of the assignment, communicate and work well with group.Student stays on task for less than half of the assignment and does not work with group on tasks.Student does not stay on task during the assignment and does not work well in groups

Grammar and spellingResponses have no grammatical or spelling errors.Responses are mostly grammatically correct. Most words are spelled correctly.Responses have some grammatical and spelling errors. Responses have multiple grammatical and spelling errors.

Accommodations: Students with special needs will work within heterogeneous groups that are composed of higher level learners in order for them to have more support. Questions are not too difficult or too simple to help students remain engaged throughout the activity. The lesson involves short tasks, technology, movement, and interaction with other students. Gifted students can help their team members or other teams find information. There is also an extended map activity for students who complete their research earlier than the rest of the class.

Reteaching: Provide the students with additional websites. Allow the students to watch a video or use a different medium to gather information. Print out the information and allow the students to do close reading on the passage.

Extension: Students who finish early can help other students locate information. Students can compare a map during the expedition to a current map of the United States and describe the differences between the two maps and identify, rivers, mountains, and states that Lewis and Clark crossed in their route Students may brainstorm ideas and begin to create their journal for the final project.

Technology: Technology is present during this lesson. Students will be using technology as a group when they are doing their research on their own computers. I have incorporated technology because I think that it is a really great way to allow students research new information.

Websites Used: Glogster- http://kcameron0724.edu.glogster.com/lewis-and-clark1/

Video-http://www.brainpop.com/socialstudies/famoushistoricalfigures/lewisandclark/

Research- http://galenet.galegroup.com/servlet/KidsInfoBits?vrsn=127&locID=cobb90289&failover=0&sgcmd=MAIN&srchtp=basic&c=3&sub=%2522Lewis+and+Clark+Expedition%2C+1804-1806%2522&ste=33&tbst=tbasic&tab=1&txb=Lewis+and+Clark+Expedition%2C+1804-1806&docNum=BX3200955173&bConts=35

http://www.nationalgeographic.com/lewisandclark/index.html

http://www.pbs.org/lewisandclark/

http://www.lewis-clark.org/

Lesson 1 Reflection

Strengths: Students were engaged in the research and enjoyed previewing the website. They really enjoyed the YouTube video about Lewis and Clark. The students were able to find most of the answers on the research guide within the allotted time of the lesson. The students also like the introduction by Ben Franklin on Voki which introduced students to the web quest and informed them about the final journal project.

Area of improvement: The lesson could have been divided over two class periods (the research took longer than I expected) and a mini-lesson on how to research and/or find information would have been helpful for the students who could not find all the answers in the research guide. Another solution would have been to place a time limit on the research so that students could complete it sooner.

Research Guide

Name & Group:Date:

1. Who sent Lewis and Clark on the expedition?

2. When did the expedition begin?

3. From whom did the United States purchase the Louisiana Territory?

4. What did Toussaint Charbonneau and Sacagawea do to help Louis and Clark?

5. What mountain range did the group of explorers have to cross?

6. What states did Lewis and Clark travel through?

7. Why was the expedition so important?

8. How long did the expedition take?

9. What happened to Lewis and Clark after the expedition?

10. Draw a timeline of events

ANSWER KEY1. Who sent Lewis and Clark on the expedition? Thomas Jefferson

2. When did the expedition begin? 1804

3. From whom did the United States purchase the Louisiana Territory? France

4. What did Toussaint Charbonneau and Sacagawea do to help Louis and Clark? Charbonneau was a skilled boatman and they helped translate for Lewis and Clark. Sacagawea also served as a guide and new the plants and vegetables.

5. What mountain range did the group of explorers have to cross?The Rocky Mountains

6. What states did Lewis and Clark travel through?Missouri, Kansas, Nebraska, Iowa, South Dakota, Montana, Idaho, Washington, and Oregon.

7. Why was the expedition so important? It provided an accurate map of the Northwest wilderness. It opened a route for fur traders, and it lead to the discovery of an abundance of wildlife. The trip also established good relations with Native Americans. Sparked imagination of a nation causing West expansion.

8. How long did the expedition take to complete?2/2.5 years

9. What happened to Lewis and Clark after the expedition?President Jefferson made Lewis the governor of Upper Louisiana. He was an unhappy man and shot himself in 1809. Clark became the governor of Missouri and the superintendent of Indian Affairs. He adopted Sacagaweas children and died in 1838.

10. Draw a timeline of events

180318041805 1806January 18, 1803U.S. President Thomas Jefferson sends a secret message to Congress asking for approval and funding of an expedition to explore the Western part of the continent.

September 23, 1806Having found an easier route across the country, the men reach St. Louis nearly two and a half years after their journey began and are acclaimed as national heroes.February 11, 1805Sacagawea's son, Jean Baptiste Charbonneaunicknamed Pompy by Clarkis born with assistance from Lewis.May 14, 1804The Corps of Discovery leaves Camp Wood and begins its journey up the Missouri River "under a gentle breeze."

July 4, 1803News of the Louisiana Purchase is announced; Lewis will now be exploring land largely owned by the United States.

Early September 1804The Corps enters the Great Plains and sees animals unknown in the eastern United States.September 23, 1805Starving, the men emerge from the mountains near present-day Weippe, Idaho, at the villages of the Nez Perce Indians.

November 4, 1804Lewis and Clark hire French-Canadian fur-trader Toussaint Charbonneau and his Shoshone wife, Sacagawea, to act as interpreters on the journey ahead.

October 16, 1805The expedition reaches the Columbia River, the last waterway to the Pacific Ocean.

Maps (for extension)

After Louisiana Purchase

Questions:

1. What rivers did the party go down?2. What mountain ranges did they cross?3. What modern-day states did they go through?4. What are the main differences you notice between the two maps?

Student CentersThese centers will be a preview of the lessons that will be taught over the course of the thematic unit.Math CenterProcedures for using Materials

Students will make a list of supplies along with an estimated cost of what they would need if they were on the expedition.Georgia Performance Standard(s):SS4E1

Model how to:1. Brainstorm a list of supplies that the Corps would have needed for the expedition (use the list created in the social studies center). 2. Estimate the cost of those supplies if they were purchased today and record responses on activity sheet.3. Compare the estimated list of supplies and total cost to the actual list and money spent on supplies for the expedition. 4. Write your name and number at the top of the paper and place it in the basket.

Students will work in groups of 3-4 and the cost of supplies various will be provided to for students to calculate the final cost. Worksheets will also be available for students to record their answers.

Social Studies/Language ArtsProcedures for using Materials

Students will list the supplies that may be needed for the Lewis and Clark expedition and compare it to the actual listGeorgia Performance Standard(s):SS4H6

1. Imagine you are a member of the expedition2. Use a T-chart and make a list the supplies you think you would need in the right column.3. Research the supplies Lewis and Clark took on the expedition.4. List the actual supplies they took in the left column5. Compare the two lists: how were they alike? How were they different?

Students will be in groups of 3-4 and copies of T-charts will be available for student responses. The T-chart can be used when students go to the social studies center.

Language ArtsProcedures for using Materials

Students will decode a journal entry written in Morse CodeGeorgia Performance Standard: ELACC4RI10

Model how to: 1. Take an activity sheet and review the letter chart and codes that represents each letter2. Decode the message on the sheet and record answers in the space provided.3. Check your message for accuracy4. Create your own Morse code using the chart and codes have a classmate decode it.5. Write a 5 sentence response to this question: Give examples how difficult/different it would have been if Lewis and Clark could only communicate in codes.

Students will work in groups of 3-4 and activity sheets with letter charts and codes will be available for student response. Students will place their finished responses in a basket at the center.

Science/ArtProcedures for using Materials

Georgia Performance Standard(s):S4L1Model how to:1. Identify an organism (plant, animal, etc.) that Lewis and Clark saw on the expedition from the poster displayed on the wall.2. Decide whether the organism is a producer, consumer, or decomposer and describe where its position in the food chain3. Take a response sheet, write the name the organism and identify if the organism is a producer, consumer, or decomposer. 4. Select the picture of the organisms from the envelope on the table and a sheet of construction paper. Glue the picture onto the paper and draw its position in the food chain.

Students will be in groups of 3-4 and a poster of animals that Lewis and Clark discovered on the expedition will be displayed on the wall. Response sheets with be available as well as art supplies such as scissors, construction paper, glue sticks, markers, etc.

LESSON 2

Title of Lesson: Are We There Yet?Topic: MeasurementSubject Areas: Math and Social StudiesGrade Level: 4thDescription or Outcome Statement: By the end of this lesson, students should be able to measure a given distance with an everyday object (yarn) and answer questions based on their findings.

Specific Lesson Outcome Statement: Students will be assessed based on their ability to use measurement tools to estimate distances as well as their ability to successfully work in a group.

Georgia Performance Standards: SS4H6 The student will explain westward expansion of America between 1801 and 1861. 2. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

MCC4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Lesson Objectives: While working in groups, students will estimate the distance of certain segments of the Lewis and Clark expedition using a map of the U.S. and string. While working individually, students will complete a recording sheet with estimated distances and convert these distances from miles to feet. As a class, students will total all segments of the expedition and compare their estimates to Lewis and Clarks estimated distances. Students will understand how to use Google Maps and/or Google Earth to determine the distances of each segment. During class discussion, students will understand how technology has improved transportation and the accuracy of information. While working in groups, students will communicate, demonstrate camaraderie, and remain on task throughout the entire lesson.

Essential Question(s): For how long and how many miles did Lewis and Clark travel to reach the Pacific? What was the difference between their estimate and the actual miles they traveled during their expedition?

Materials Needed: SmartboardInternet access- for Glogster, Google Maps and Brainpop!8 Maps of segments of Lewis and Clarks journeyLarge map of the USPencils or dry erase markersRecording sheetsPieces of stringTape (as needed)

Procedures List: 1. Opening/Motivation: Question to students: What kinds of things would you need on the expedition if you didnt have a car or airplane? What kinds of things do you think Lewis and Clark brought with them on the journey? Discuss the long distance traveled by tracing the path Lewis and Clark took on a large map of the US. Watch the Brainpop! Video about measurement.2. Purpose: Students will learn how to use yarn and a map scale to measure distances between different expedition segments on a map and compare the estimates to actual distances. Students will understand how technology has allowed us to be able to measure distance more accurately and travel faster.3. Vocabulary: estimate, distance, miles, compare4. Body: Students log in and go to the class webpage to locate the Glogster- Day #2. After the groups have read the task model the activity. Model: Choose two locations on the map and use a piece of yarn to mark the distances using the map scale. Total the number of markers on the yarn to determine the total distance between the two locations. Content: Distribute different segments of the expedition to each group of students, and as a group, student will estimate the distance between the two segments. The class will total the results to get the total distance traveled and then compare those results to Lewis and Clarks estimate and to Google Maps. Students will assume their group role of recorder, illustrator, and reporter. Designate one person from the group to get a piece of yarn and recording sheets Once they have gathered the materials for their group, each group will return to their desk with other group members. Guided practice: Instruct students to find and point to the map scale on their maps. Instruct them to lay their string underneath the map and mark the 0 and ending point on the string. Next, students will locate their segment on the map and then lay the string along the segment, marking each point until they reach the end of their segment. Adding the points will give them the total distance for them to record on their sheet. Independent practice: The students will use the string to measure the distance on the map as a group (students may need to use a SMALL amount of tape to hold down the string. The students will then record the information they have gathered on their individual recording sheet and answer the rest of the questions. They may discuss questions as a group but each student must complete their own recording sheet. As a class, the students will record the distances for the other segments and then total the distances. Then, they will compare their answer to Lewis and Clarks estimate distance. Using Google Maps or Google Earth, the class will see the total distance between the start and finish points of the expedition to see if this distance confirms the class and Lewis and Clarks estimates. Discuss the reason for differences. Collect recording sheets from students for assessment5. Closing: Discuss how technology has changed the way we travel and how we gather information. Discuss how long it took Lewis and Clark compared to how long it would take us to make the same trip today. Think about what they had to bring on the expedition and the hardships they faced because they had limited transportation- horses and boats.

Higher Level Thinking Questions: How do you explain the differences between the estimates and actual distance traveled during the expedition? What impact has technology had on our ability to travel and gain more accurate information? Why impact did the Lewis and Clark expedition have on the people and the economy of the U.S.?

Accommodations: The groups have been designed so that lower level students are placed with higher level students. These students will assist the students needed help within the group. Groups that complete the recording sheet early will decide (as a group) on a place they would like explore, draw a map, and measure the distance to that destination. The lesson involves short tasks with transitions among technology, group, and individual work for students with AD/HD.

Reteaching: Small-group instruction about how to use a map scale to measure distance on a map. Provide each student with a map and tool with which to measure. Play the Brainpop! video clip again and highlight the main themes discussed in the video

Extension: Groups who finish early will decide (as a group) on a place they would like explore, draw a map, and measure the distance to that destination. Students may brainstorm ideas and begin to create their journal for the final project Convert the total miles of their assigned segment to yards and inches.

Assessment: The formative assessment will be done throughout the lesson by observing group activity and interaction as they complete the measurements. The summative assessment will be done at the end of the lesson and that will be based on the information they gathered and whether they were able to answer the questions correctly.

Name:Task3210

Complete recording sheetStudent answers questions with at least 90% accuracy.Student answers questions with at least 80% accuracy.Student answers questions with at least 70% accuracy.Student answers questions with less than 70% accuracy.

Group collaboration and on-task behaviorStudent is able to stay on task or work well with group throughout the entire lesson.Student is able to stay on task and works well with group for more than half of the lesson.Student is able to stay on task and works with group for less than half of the lesson.Student does not stay on task or collaborate with group during the lesson.

Ability to use measurement tools to determine distanceStudent demonstrates understanding about how to measure distances using string (or another tool)Student demonstrates understanding about how to measure distances string (or another tool)

Demonstrates understanding of lesson contentStudent is able to compare/contrast distances, find distances using technology, and fully participate in class discussionStudent understands most of the lesson and is able to contribute to most of the class discussionStudent understands some of the lesson and is able to contribute to some of the class discussionStudent is unable to understand distances, does not have a clear understanding and does not participate in class discussion

Technology: Technology is used throughout the lesson- at the beginning of this lesson as a preview (SMART board and as a mini-lesson (Brainpop!) to introduce the concept and also to find the distances between two points on a map (Google Maps).

Websites: http://www.brainpop.com/math/numbersandoperations/customaryunits/http://www.pbs.org/lewisandclark/class/l08.htmlhttps://www.google.com/maps/preview

Lesson 2 ReflectionStrengths: The students were engaged in measuring and distances on their own maps because it was a hands-on activity in which each group member was involved. The worksheets had to be completed individually, but groups could work together to determine the answers. This allowed students the opportunity to collaborate and also peer-teach those students of different learning levels within the group.

Area of improvement: I should have done a mini-lesson on how to measure distances on a map using a map key. I modeled how to measure and calculate the distance, but I should have spent more time on teaching this concept. Also, I could have provided clearer directions or modeled how to answer the conversion problems on the worksheet.

LESSON 3

Title of Lesson: Lets EXPLORE our Schoolyard?Topic: EcosystemsSubject Area(s): Science, Language Arts, ArtGrade Level: 4th

Description or Outcome Statement: Students will examine different areas of the playground to determine what evidence they can find about animals that might live there. The goal is for students to develop an understanding of ecosystems and how environmental changes affect organisms. Student should be able to predict how changes in the environment will affect organisms and analyzed how resources can effect populations of organisms.

Georgia Performance Standards/Common Core State Standards:

S4CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.c. Predict how changes in the environment would affect a community (ecosystem) of organisms. d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.

Lesson Objectives:1. While working in collaborative groups, students will perform their assigned job and investigate the school playground to find organisms and/or evidence of organisms. 2. During the investigation, students will complete an investigation sheet with accurate facts and details about an organism and its habitat. 3. As a group students will present their findings to the class in a clear and understandable manner.4. Students will complete a journal page containing an animal that was on the Lewis and Clark expedition and answer the questions on the question cards using at least 3 vocabulary words, complete sentences, and appropriate grammar, and spelling.

Essential Question(s): 1. How will changes in the environment affect a community of organisms?2. What causes plants and animals to become endangered or extinct?

Materials Needed:Ecosystem E-bookWhiteboardSMARTboardInvestigation worksheetPencils/CrayonsSample pictures of evidence of animal lifePicture of animals on the trails of Lewis and Clark expeditionStudent job cardsQuestion cardsPaper or journals to record responses to questions on question cards

Procedures: 1. Motivation: Write the word habitat on the whiteboard and give students 2 minutes to work with a partner on coming up with a definition. Check for and prior knowledge by having partners share their definitions. Explain to students that you will show a short book about ecosystems and encourage them to listen for clues about the importance of animal habitats as well as the bold vocabulary words. 2. Purpose: After the students listen to the e-book, review the content by asking students questions to prompt their thinking. What do animals need to survive? What plants and animals do you think you would see if you walk around our school? What if you didnt see any animals/organisms- would you still be able to find something to let you know animals or organisms live around the school? Tell students that they are young scientists who will be exploring their schoolyard to search for evidence of animal/organism life. The reason we are exploring is to learn how habitats or environments are important for different organisms and how these habitats affect what organism lives in a particular area. 3. Vocabulary: ecosystem, habitat, environment, abiotic, biotic, community, producers, consumers, decomposers, population.4. Body: Model: Present some pictures of animals/organisms and/or evidence of animals/organisms on the SMART board and discuss the environment in which the animal would live or discuss the evidence of an animal or organism. For example, if you show students a picture of a tree with a nest, they could predict that birds live in the tree. We may even be able to predict what kind of bird based on the nest or eggs inside. Other evidence we may find are feathers, animal skins, animal droppings. Explain that organisms need certain things in their environment to survive or they have to move to other places or eventually die off. Show students a picture of one of the animals that Lewis and Clark saw on their expedition and describe the habitat necessary for this animal to survive. Suggest some ways the environment could have been protected to allow this animal to survive (if it is now extinct) or what is necessary for this animal to continue to live. Content: Prior to the lesson designate different areas around the schoolyard containing trees, grass, concrete, etc. Each group will be assigned an area and then search these areas for signs of organisms and/or animals. Students will go to the class Glogster to find out what task they have to complete Class will discuss to confirm previous definitions of habitats and review the vocabulary words mentioned in the e-book Discuss the importance of an organisms habitat to its survival by comparing it to our need for food and water. Introduce the class as science explores and tell them that they will be exploring the school grounds in search of organisms. Students will be divided into heterogeneous groups of 3 and each group member will be given a job card. Each group will complete an investigation sheet during the exploration. When the group agrees on the organism or evidence: Recorder will fill in the investigation sheet with name of the organism and 3 facts about the organism; the illustrator will draw the organism; the reporter will report the evidence to the class Review playground safety rules that students should follow during their investigation. Groups will explore the school grounds and then present their findings to the class. Distribute construction paper, pictures of animals on the trail with Lewis and Clark, and question cards to students. Instruct students to glue the picture of the animal to their paper (they may decorate it as they choose) and then write the answer to the following questions underneath the picture: 1. If this animal is still alive today, what can we do to change our schoolyard so that this animal can live here? 2. If this animal is extinct or near extinction, what are some ways we could have protected the environment so that this animal could live? Encourage students to research the animal if they are not familiar with its habitat. Check for Understanding: Before the investigation, review the rules, jobs, and how to complete the scientific task. As the students are investigating habitats, walk around to different groups to check for understanding of activity, make sure that group members are performing their assigned roles, and ensure that groups are following the safety rules. After the investigation, ask students questions during a group discussion/summary of the evidence presented by each group. Such questions would include: What are some things in our environment that make it possible for animals to live in their habitats? What effect does human activity have on the environment? What effect does weather have on the environment? Guided Practice: Use one of the example pictures shown during the demonstration to model each students job during the task. Ask students for suggestions about the name of the organism or the organism they think lives in this habitat. Pretend you are the reporter and describe what you see to the class. Next, take the role of recorder and show students how and where to record the information in each section of the investigation sheet. Take the role of the illustrator and draw/sketch what you see. Lastly, take a piece of construction paper, glue the animal to the page and then write the responses to the 2 questions on the question card underneath the picture. This can easily be done on the SMART board and students can give input as you complete the investigation sheet and accompanying activity. Independent Practice: Students will go outside in assigned groups and complete an investigation within their designated areas. Each group member will assume his/her role. They will record their evidence on an investigation worksheet which they will present to the class. They will then be given pictures and descriptions of animals that were on the trail of the Lewis and Clark expedition along with question cards with the following questions: 1. What is this animals habitat?, 2. Is it a carnivore, herbivore, or omnivore?, 3. Is this animal a predator or prey?, 4. Is this animal a producer, consumer, or decomposer?, 5. If this animal is still alive today, what can we do to change our schoolyard so that this animal can live here?. 6. If this animal is extinct or near extinction, what are some ways we could have protected the environment so that this animal could live? Students will glue the picture of the animal to a sheet of construction paper and then write the answer to these questions underneath the picture: 5. Closing: Summarize the importance of habitat when it comes to animals, plants, and organisms and review the outcome of the group nature exploration. Review the new vocabulary words and how the students modeled what scientists do every day: observe, investigate, analyze, and share/communicate ideas. Connect the activity to the challenges and discoveries the ecosystem presented Lewis and Clark during their exploration.

Higher Level Thinking Questions: What effects did the environment have on Lewis, Clark, and the Corps of Discovery? What effect did Lewis and Clark have on the ecosystem? How do changes in the environment affect an ecosystem?

Assessment: Formative- Check for understanding and prior knowledge before the lesson during the opening question about habitat. Check for understanding during guided practice as students provide responses for investigation sheets and as the students are investigating habitats, walk around to different groups to assist and make sure that group members are performing their assigned roles and following the safety rules. During group presentations, make sure each group member participated in the presentation or gathering of evidence. As students complete the journal page entry, walk around the room to make sure students understand task.

Summative- Checklist

CriteriaKipLukeElijahAnnieGabe WyattCarolineGabeTaylorEmilyFaith

Student stays engaged during activity and works well with group members to complete investigation

Student completes animal task and answers both questions on the question card with 3 vocabulary words.

Student follows playground rules

Performed assigned job during task- reporter, recorder, or illustrator

Accommodations: Students are in heterogeneous group of high, mid, and lower-level students so that high-level students can assist as needed. Tasks are varied, require frequent transitions, and movement to accommodate students with AD/HD. The lesson build on prior knowledge, provides support and then allows students independent learning Tasks are challenging but not difficult to maintain engagement and require hands-on learning and investigation.

Reteaching: Teach one concept of the ecosystem (producers, consumers, decomposers) can be assigned to each group and allow groups to explore and investigate organism that fit within this concept. This will allow students to connect specific roles organisms have within the ecosystem and give them a better understanding of how organisms fit into a larger scheme of interdependence.

Extensions: Students can create a habitat that would allow the animal/organism they were given or the animal/organism they discovered outside to survive. They can either draw a detailed environment or create a biome from classroom materials like plastic milk jugs, chenille stems, straws, glue, etc. Students could also research national park websites and then write a proposal for a new national park near the school. (This extension challenges students to think about how to solve problems they see in their environment by creating solutions. It gives them insight into how they can become advocates for change.)

Technology: Before taking a nature walk to find organisms in their habitat, students will listen to an ecosystem E-book. This will help solidify their definitions of habitat and explain the purpose of the nature walk and their observations. A SMART board will be used to display sample pictures of organisms and habitat.

Resources/Websites:http://static.nsta.org/files/sc1407_38.pdfhttp://kcameron0724.edu.glogster.com/lewis-and-clark1/Ecosystems e-book: https://littlebirdtales.com/tales/edit/story_id/386545/

Lesson 3 ReflectionStrengths: The students had an opportunity to experience nature hands-on. Each group was assigned an area and had to look for organisms within those areas. It was great to see the creativity students used when searching for animal life. Each group member had a job and that helped balance the responsibility. The students were engaged throughout the activity and each group member performed their assigned role.

Area of improvement: This was a long lesson that took 2 days to complete- I underestimated the time needed for the lesson. I should have factored in the additional time it took the groups to present their information. During the second part of the lesson, groups were given an animal to research and wrote a journal entry. I would like to have had the second part of the lesson the next day, but it was a 2-3 day gap between part 1 and part 2. Students may have forgotten the overall picture of the lesson.

Ecosystem Investigation!Name: Organism Name Interesting facts1.

2.

3.

What it looks like

Ecosystem Investigation!Name:

Organism name Interesting facts1.

2.

3.

What it looks like

LESSON 4

Title of Lesson: Are We Seeing Each Other Eye to Eye?Topic: Journal Writing from PerspectiveSubject Areas: English/Language Arts, Visual Arts, and Social StudiesGrade Level: 4th

Description or Outcome Statement: By the end of this lesson, students should be able to write a journal entry from the perspective of Lewis, Clark, or another member of the Corps of Discovery.

Specific Lesson Outcome Statement: During this lesson, students will learn how to write a journal entry based on the material we have been covering during this unit. Students will also learn how to take vocabulary words that relate to the material and use them throughout their journals.

Georgia Performance Standards: ELACC4W3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. ELACC4W4 Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.VA4MC.1 Engages in the creative process to generate and visualize ideas: Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet).

Lesson Objectives: Students will individually use the internet to research a member of the Lewis and Clark expedition. Using questions as a guide, students will write a journal entry from the perspective of member of the Corps using three or more vocabulary words, complete sentences, and correct grammar and spelling. During class discussion, students will demonstrate a clear understanding of perspective and how to write from someone elses perspective.

Essential Question(s): What kind of experiences did the Corps of Discovery have while they were on their expedition?

Materials Needed: Smartboard/Promethean boardDocument Camera1 copy of the vocabulary words1 copy of Clarks journal entry (as an example)Journal paperPencils

Procedures List: 1. Opening/Intro: Read the story, The True Story of the Three Little Pigs to the class. Review the story of the original Three Little Pigs and compare it to this version of the story. Ask students if they notice the difference and what point of view the author portrays in both books. 2. Purpose: To understand how perspective changes the way things are seen or understood. Students also need to understand the perspective of other people on the expedition and write a journal passage from that persons perspective or point of view. Students should develop a level of sensitivity toward the feelings/opinions of others. 3. Vocabulary: perspective, point of view, opinion (plus vocabulary from lesson #1)4. Body: Discuss examples of perspective in real life. Examples: parent vs. child, teacher vs. student, art, different opinions, etc. Discuss the meaning of perspective and how it changes the way we see things. Open the class Glogster and review the task is for the day. Students will write a journal entry from the perspective of Lewis, Clark, or any other member of the Corps of Discovery. The entry should include what they did, who they met, what they saw, the time of year, and where they were on the trail, and other interesting details/facts about the person. They must include at least 3 of the given vocabulary words and they should use real peoples names. Model: Show students examples of journal entries made by Lewis, Clark, and other member of the Corps and demonstrate how to write a journal entry. Show students how to write from different perspectives or examples of short passages written from different perspectives. They should be using I or first person when writing the journal entry. Content: Introduce vocabulary and how it should be used in journal entries. Students can choose a specific event, location, or other information about the person they choose. Guided Practice: Write an example of a journal entry on the white board or SMART board and include date, location, body (2-3 sentences), and name at the bottom. Students will practice writing a short passage in this format. Independent: Distribute journal pages and students will work individually to decide which Corps member they would like to research. After selecting a person, students will answer the following questions in paragraph form: What is the persons name (My name is _____); What they saw on the trail (I saw______); a significant event that happened to the person (I was attacked by a snake); interesting facts about the person (wow factors). Students will submit their journal entry and begin working on a cover page for their finished scrapbook. 5. Closing: Discuss what members students chose from the Corps and their reasons. Students can share/present information or interesting facts about the person to the class.

Higher Level Thinking Questions: How does a persons culture influence their perception? How was the exploration viewed by Native American compared to the members of the expedition? Why is written language important in preserving our history?

Accommodations: Students will be given cloze sentences or incomplete sentences in which they have to complete part of the sentence to guide them in the writing process. They will be given questions to help guide their research and written accounts for them to choose how they would like to research. If necessary, provide highlighted copies of information about other people in the expedition so that they can locate information easily. Allow students more time to complete the journal entry

Reteaching: Play a game, short role-play, or readers theater about perspective Replay the Brainpop! Video from the beginning of the unit to refresh students memories Show more examples of journal entries written by member of the expedition

Extension: Create a short poem or skit about an event on the trail from the perspective of different characters.

Assessment: The formative assessment will be done throughout the lesson through class discussion and how students research information online.

The summative assessment will be done after students complete the journal entry.

Criteria3210

Ability to stay on-task during discussion and researchStudent is able to stay focused and engaged during the entire mini-lessonStudent is able to stay focused and engaged during more than half of the mini-lessonStudent is able to stay focused and engaged during less than half of the mini-lessonStudent is unable to stay focused and engaged during the mini-lesson

Use of vocabulary words in journal entryStudent includes 3 or more vocabulary words in their journal entries.Student includes 2 vocabulary words in their journal entries.Student includes 1 vocabulary word in their journal entries.Student does not include any vocabulary words in their journal entries.

Ability to research informationStudent is able to search and find for information needed to complete research guideStudent is able to search/find most information needed to complete research guide Student is able to search/find some information needed to complete research guideStudent is not able to search/find any information to complete research guide

Grammar and spellingJournal entries have no grammatical or spelling errors.Journal entries are mostly grammatically correct. Most words are spelled correctly.Journal entries have some grammatical and spelling errors. Journal entries have multiple grammatical and spelling errors.

Address questions about member of expedition and understanding of this persons perspective Student answers all given questions about corps member understands how to write from expedition members perspectiveStudent answers most questions about corps member and understands how to write from expedition members perspectiveStudent answers some questions about corps member and demonstrates some understanding of members perspectiveStudent does not address any questions about corps member and does not demonstrate understanding of perspective.

Technology: Technology is used at the beginning of the lesson to display the Three Little Pigs title and also used to display the web quest.

Websites:http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=1804-07-03.xml&_xslsrc=LCstyles.xsl

Lesson 4 Reflection

Strengths: The students enjoyed talking about something as familiar as the story of the Three Little Pigs. They also enjoyed that I read a book to them and even requested that I read another book. I read two different versions of the original Three Little Pigs so that students could understand that people have different perspectives of the same event. The boys in the class seemed to like the Three Little Wolves and the Big Bad Pig. I was surprised that 4th graders still like to have someone read to them.

Area of improvement: I could have divided this lesson into two parts because after doing an assessment on prior knowledge, I realized that the class didnt fully understand point of view or reflection. The first part of the lesson took longer than expected because I wanted to make sure students understood what point of view was before completing the journal entry from the perspective of one of the member of the Corps of Discovery. I also could have concluded the lesson with a connection to Lewis and Clark.

LESSON 5

Title of Lesson: Exploring Infectious DiseasesTopic: Infectious Diseases Subject Areas: Health, Social Studies, and Language ArtsGrade Level: 4th

Description or Outcome Statement: By the end of this lesson, students should be able to understand what infectious diseases are, how to prevent them, and identify different types of diseases that were prevalent during the Lewis and Clark expedition. Students should also complete their journal by editing and revising if necessary.

Specific Lesson Outcome Statement: Students will be assessed based on their ability to remember which pictures go with which describing characteristics of diseases. Students will also be assessed on how to edit and revise their journal entry.

Georgia Performance Standards: HE 4.5 a. Explain a situation that may require a thoughtful health-related decision. Examples: Discuss options of what to do in potentially dangerous situations (e.g., being lost, stranded without a ride home, riding with someone who causes you to feel unsafe). HE 4.5 d. Describe the possible consequences of each option when making a health-related decision. Examples: Discuss the possible consequences of swimming alone. Describe the impact of developing a chronic disease on health and wellbeing.

SS4H6 The student will explain westward expansion of America between 1801 and 1861. 3. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).ELACC4W3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. ELACC4W4 Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.Lesson Objectives: During the infectious disease fact game, students will correctly identify facts about infectious diseases. During group discussion, students will identify the infectious diseases that were present during the Lewis and Clark expedition. During the infectious disease fact game, students will follow instructions and work cooperatively with their designated teams.

Essential Question(s): What is an infectious disease?How did infectious affect Lewis and Clarks expedition?

Materials: Infectious Diseases PowerPointInfectious Diseases Game Cutouts glued onto Popsicle sticks ComputerSMART board

Procedures: 1. Opening/Motivation: True/False anticipation guide with questions about infectious diseases: 1. An infectious disease can be spread from one person to another (T/F); 2. Contaminated food or water can cause an infectious disease (T); 3. Bacteria and viruses are NOT the cause of infectious diseases (F); 4. Eating raw meat prevents germs from entering your body (F); 5. Washing your hands is one way to prevent the spread of infectious diseases (T); 6. Many people died during the Lewis and Clark expedition (F)2. Purpose: Students will learn the meaning of an infectious disease and those that were present during the expedition. They will also learn how to prevent infectious diseases. 3. Vocabulary: infectious, disease, contagious, prevention, cholera, small pox, measles, tuberculosis, influenza, mumps, bacteria, virus4. Body: Show students Glogster page and the activity for the day. Review or explain what an infectious disease is (Infectiousdiseases are disorders caused by organisms such as bacteria, viruses, fungi or parasites. Many organisms live in and on our bodies. They're normally harmless or even helpful, but some organisms under certain conditions may causedisease.) Discuss how the diseases affected Lewis and Clark and the people that accompanied them on their journey. (Several people went with them but the exact number is dependent on where they were on their journey). Show PowerPoint and talk about how those diseases related to Lewis and Clark and the other people that were with them. (Out of all of the sickness and injury that the group dealt with, only one person died ruptured appendix.) Infectious Disease Fact Game: Model: Draw a concept web on the whiteboard or SMART board and put a disease in the middle square. In the other extensions write the symptoms and description of the disease. Tell students that they will look to people on their team to match different aspects of one disease. The team that correctly matches the disease with the symptoms wins! Content: Introduce vocabulary and encourage students to identify them in the PowerPoint. Guided Practice: Show class the cutouts with picture, name, and fact about diseases. Have a student be a model and hold one of the cutouts while facing the class. Identify the disease based on the cut-out and stand next to the student to model how to form a group. Each team will be given 3-4 diseases to match. Independent: Distribute cut-outs to students on each team (one per student) and separate the class into 2 equal groups. Students hold their cut-outs facing their classmates and move around the room to find classmates who are holding the fact that matches their picture. Once they believe they have found their appropriate group, they should sit down in their group so the teacher can come and check them. They will need to gather all of the materials necessary in order to put together their scrapbooks. The students will place the finished work in chronological order and glue their cover page on a piece of construction paper. They will three-hole punch all of the sheets together and tie them together using yarn.5. Closing: Discuss how diseases can be spread by simply breathing in the virus. With everybody being in such close quarters, these infections would have spread very quickly. However, even though the infections would spread so quickly, would they have rather travelled alone? I dont think so. Being in a large group allowed them more safety than if it would have just been Lewis and Clark, even if they did get sick. When they did get sick, they would have to decide whether they should wait until they were better, or if they should keep on going. That was a very important decision for those people to make. They had to assess their illnesses and determine the severity of it.

Higher Level Thinking Questions: Can you explain how different Lewis and Clarks expedition would have been if they would have had modern day medicine? How would you feel about going on an expedition, knowing that catching an infectious disease could be a risk?

Accommodations: Groups for the activity will be selected carefully so that higher and lower lever students are all combined. For the game, students will split into 2 teams to allow more students to work together at the same time. A cheat sheet will be provided for each team to reference for answers.

Reteaching: Review PowerPoint again to help the students have a better understanding of the information that was taught Have students research a specific disease and write a short summary

Extension: If students finish with the lesson early, then they are to choose one of these infectious diseases and create an informational poster.

Assessment: Formative - Student understanding is observed throughout the lesson. Anticipation guide serves as an assessment of prior knowledge and review about infectious diseases.

Summative- Checklist

Health: Infectious Disease Activity

Goals/CriteriaStudent Name

Student was able to find the correct group based on their infectious disease

Student was able to make the connection between infectious diseases and Lewis and Clark.

Student followed all instructions given to them and worked well in groups.

Technology: PowerPoint will be used to explain different types of infectious diseases and students will refer back to the class Glogster website for information about the activity.

Websites: http://kcameron0724.edu.glogster.com/lewis-and-clark1/http://www.nationalgeographic.com/lewisandclark/resources.htmlhttp://www.cdc.gov/

Lesson 5 Reflection

Strengths: Students were engaged in the lesson and the lesson used a variety of technology to teach students about infection diseases. The students were knowledgeable about the subject so they were able to answer questions I asked. The students enjoyed the game (and competition) and quickly grasped some knowledge about each disease. The lesson was short, simple and on point which also helped maintain student interest. Students enjoyed sharing their response to the closing question.

Area of improvement: Seven students were missing from the classroom the day of the lesson and I had planned for all students to be present. I didnt have an alternate plan for the game, but it would have worked better if I had planned for the absences. I could have spent more time on which infectious were prevalent during the expedition so that the students could make a better connection with the activity and the overall theme of the unit.

Infectious Disease Chart

Measles

This illness spreads VERY quickly.

Causes a rash all over the body.

TuberculosisIt can spread into any organ in your body but typically is found in the lungs.

Doesnt usually show symptoms.

MumpsCan cause painful swelling of the salivary glands, especially the parotid glands(between the ear and the jaw).Can lead to complications that affect the brain and other parts of the body.

Influenza (The Flu)Can lead to more serious illnesses like pneumonia.Symptoms are fatigue, fever, and congestion.

SmallpoxThis is disease is highly contagious. It typically spreads by breathing in the virus.It can be spread by coming in contact with someone or something that is contaminated

Cholera

Its typically found in food and water.The disease is most common in places with poor sanitation, crowding, war, and famine.

Rubric for Final Project: Comprehensive Journal about the events of the Lewis and Clark expedition

CriteriaBeginning 1Developing 2Accomplished 3Exemplary 4

Journal Completion Journal was incomplete with 3 or more tasks or journal entries missingJournal was missing more than two different tasks and journal entriesJournal was missing one of the tasks and/or journal entriesJournal is complete with all task answers and journal entries. Exceeds expectations.

Historical accuracy of journal contentJournal content is mostly historically inaccurate; lacks historic detailsSome journal content is historically inaccurate and/or detailedMost journal content is historically accurate and detailedAll content in journal is historically accurate and detailed

Grammar and quality of writingSpelling and grammatical errors are numerous, making the journal difficult to readSpelling and grammatical errors are present and somewhat distracting to the readerMinimalspelling and grammatical errors are present but do not distract from the contentJournal is void of any spelling and grammatical errors. Well written

Planning, Organization, and DesignJournal lacks organization and originality. There is no evidence of planning.Journal has some creative content but lacks overall organization. Some evidence of planning.Journal has significant creativity and the content and is organized. Good evidence of planning.Journal is very creative and contains original ideas. Clear evidence of planning and organization.

Appendix A

Classroom Management Philosophy

During my field experience, I observed students outside of their home classroom during four different classes: art, music, physical education and language arts. The students in fourth grade switch classes for social studies and language arts so I was able to see how other fourth grade teachers managed their classrooms. Most of these classes had school and classroom rules posted on the wall along with other content-related material and posters. For instance, in the art room, an essential question was posted along with artwork that addressed the question. In the music class, musical notes and instruments were displayed on the ways and the carpet area was set up like the measure of sheet music- each student was assigned a place on the floor. In the computer lab, there was a carpet area for instruction and the walls were filled with technology-related information and topics. The computers were toward the back of the classroom along the walls. In the language arts class, the desks were aligned in clusters and small groups, but there was not a carpet or center areas. In each of the classes, there was organized space for classwork, book and reference materials, and student materials. Some classes were more organized than others. The school has established Give Me Five as the phrase to get students to pay attention and be silent, but very few teachers in the classes I observed actually use it. Instead, each teacher has adopted his or her own method of behavior management. The music teacher uses silence as a method of redirecting behavior while other teachers use negative reinforcement for negative behaviors. I rarely saw positive reinforcement for acceptable behavior or rewards for acceptable behavior; the focus was on correcting negative behavior rather than rewarding positive behavior. All of the teachers in the classroom I observed used direct instruction as the preferred teaching method along with technology-based learning and games. After observing these classes as well as my field experience classroom, I am most aligned with the theories of Kounin and Glasser. Kounin believed teaching and lesson plan management affects student behavior. Teachers should interact with students and maintain a good pace for instruction and smooth transitions for lessons so that students are involved and actively learning. Teachers should be with it, fully involved and alert as what is going on in the classroom. A well-managed class leads to less misbehavior. Glasser believed that teachers and students should establish standards of conduct together and agree on those expectations. Students should be involved in deciding rules and procedures and teachers should model appropriate behavior and create a supportive environment for students. I believe that the classroom should be an organized, functional and supportive environment for students. There should also be a sense of community, pride, respect and acceptance as the classroom norm. The structure of the space and organization in the classroom should support this culture. I would like to have desks arranged in groups or clusters of students with a carpet or circle area for whole group discussions. Class material, books, and other resources should be organized and accessible to students and there should be designated areas clothing, classwork, and class materials. Wall space should be used to display student work along with standards and subject-related content. I would also like to formulate classroom rules, incentives, and consequence of misbehavior with students so that expectations are mutual and clear. The role of the teacher in my classroom would be that of an assertive facilitator of learning. Creating engaging and authentic learning activities and having high yet attainable expectations of students is important to classroom management. In addition, differentiating instruction allows teachers to address the needs of all students in the classroom and potential increase student achievement. I believe that clear communication of expectations, using positive reinforcement and incentives for acceptable behavior, and conflict resolution as methods of managing behavior in the classroom. Overall, classroom management should be a reflection of the teachers philosophy about student learning.

Appendix B

Resources

Center for Disease Control and Prevention (2014). Diseases and Conditions. Retrieved from http://www.cdc.gov/.

Deaton, C. and Hardin, C. (2014). Exploring Nature Through a New Lens. Science and Children, 51(7), 38-44.

Moulton, G. E (2005). The Journals of Lewis and Clark. Retrieved from http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=1804-07-03.xml&_xslsrc=LCstyles.xsl

National Geographic Society (1996). Lewis and Clark. Retrieved from http://www.nationalgeographic.com/lewisandclark/index.html

PBS Online (1997). Lewis and Clark: The Journey of the Corps of Discovery. Retrieved from http://www.pbs.org/lewisandclark/

The Lewis and Clark Fort Mandan Foundation (2014). Discovering Lewis and Clark. Retrieved from http://www.lewis-clark.org/

Videos-BrainPOP (1999). Lewis and Clark. Retrieved from http://www.brainpop.com/socialstudies/famoushistoricalfigures/lewisandclark/

BrainPOP (1999). Customary Units. Retrieved from http://www.brainpop.com/math/numbersandoperations/customaryunits/

Maps-nationalatlas.gov

Webquest Glogster: http://kcameron0724.edu.glogster.com/lewis-and-clark1/

Ecosystems E-book: https://littlebirdtales.com/tales/edit/story_id/386545/