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Core Curriculum Addressed: Technology integration in the areas of Language Arts, Math, Science, and Social Studies

Grade Level: 5
Project length: 4-5 weeks

Overview: Students of all ages are fascinated with dinosaurs. Even though no one has seen live dinosaurs, we know a lot about them and enjoy studying about them. The study of the Mesozoic Era helps us to realize that change is a part of nature. In this interdisciplinary thematic unit, students are challenged to investigate the Mesozoic Era, learn research skills, select appropriate resources and tools to address a variety of tasks and problems, and acquire an understanding of the changes on Earth over millions of years.
 

PROJECT OBJECTIVES

            Students will search for knowledge about life during the Mesozoic Era.
            Students will learn what scientists look for when they study prehistoric
                life and how theories about dinosaurs have changed.
           Students will use the information recorded from their notes to make a
                research report including an outline and a bibliography.
            Students will learn about paleontology and the work of paleontologists
            Students will learn about the physical features of dinosaurs.
            Students will understand that the changes made in the construction of
                Earth's continents affected the discovery of fossils today.
            Students will discover what extinction is.
            Students will use problem-solving strategies to determine dinosaur
                lengths and use a spreadsheet application to create a graph comparing
                the lengths of dinosaurs.
            Students will create a prehistoric atmosphere in the school hallway and
                provide narration for visitors.

                                            created by Suzanne Scott

CORE CURRICULUM.- LANGUAGE ARTS, SOCIAL STUDIES

BRIEF OVER VIEW: THIS PROJECT IS DESIGNED TO ALLOW STUDENTS TO STUDY WHAT LIFE WAS LIKE DURING THE 1850s WHEN THE CALIFORNIA GOLD RUSH WAS TAKING PLACE. STUDENTS WILL SEE THE TREMENDOUS CHANGES THAT WERE TAKING PLACE IN THE WESTERN PART OF THE UNITED STATES DURING THIS TIME PERIOD. STUDENTS WILL ALSO BECOME KNOWLEDGEABLE OF THE VARIOUS KEY PLAYERS IN THE GOLD RUSH IN CALIFORNIA AND HOW THEY SHAPED EVENTS THAT TOOK PLACE DURING THIS TIME PERIOD.

GRADE LEVEL:  THIRD AND FOURTH

APPROXIMATE LENGTH OF TIME FOR PROJECT: 7 - 10 DAYS

PROJECT THEME; WESTWARD MOVEMENT; FOCUSING ON THE CALIFORNIA GOLD RUSH BEGINNING IN 1849.

PROJECT CONCEPT; CHANGE

PROJECT WEB; (SEE FOLLOWING PAGE)

PROJECT OBJECTIVES;

1. STUDENTS WILL BECOME AWARE OF EVENTS THAT WERE HAPPENING IN THE WESTERN UNITED STATES DURING THE GOLD RUSH PERIOD BEGINNING IN 1849.

2. STUDENTS WILL STUDY VARIOUS KEY PLAYERS IN THE CALIFORNIA GOLD RUSH AND HOW THEY INFLUENCED EVENTS THAT HAPPENED DURING THIS TIME PERIOD.

3. STUDENTS WILL BECOME AWARE OF HOW THE GOLD RUSH PERIOD INFLUENCED VAST CHANGES IN THE WESTERN UNITED STATES INCLUDING METHODS OF TRANSPORTATION, TREMENDOUS GROWTH OF KEY CITIES, THE ANNEXING OF CALIFORNIA AS A NEW STATE AND THE CULTURAL INFLUENCES THAT ALSO TOOK PLACE DURING THIS TIME.

4. PROJECT ACTIVITIES: (SEE FOLLOWING PAGES)

                                                    Lessons

                                    1.  Gold Rush Players
                                    2.  Outlaws
                                   3.  Western Women
                                    4.  Ghost Towns
                                    5.  Places in the West
                                    6.  A Timely Occupation
                                    7.  Conestoga Wagon
                                    8.  Panning for Gold
                                    9.  Gold Rush Timeline
                                  10.  Exploring Landforms
                                  11.  Population Growth
                                  12.  Gold Production
                                  13.  Mining Camps
                                  14.  Gold Rush Word Find

Computer History

Project Title: Computer History Unit
created by Janna Gillespie and Karen Lane

Core Curriculum Addressed: Language Arts, Social Science, Fine Arts, Technology Skills, and Teamwork

Brief Overview of Project:  The purpose of this Interdisciplinary Technology Literacy Study Team unit is to provide opportunities for students to display knowledge gained about the history of computers. Curriculum areas covered will include, but not be limited to reading, writing, research skills, math, events in history, science, technology, art, internet, and teamwork. The unit will incorporate internet scavenger hunts, timelines, webquest research, poetry, techno art, art, poetry, etc.

Appropriate Grade Level(s)- Middle grades and Up

Approximate Length of Time for Project: 4-5 weeks

Project Theme: Digital revolution Project Concepts(s): Change Project Web: see attachment #2

Project Objectives:
Students will:
    reassess their individual technology skills.
    create ""Techie" Dictionary cards to illustrate and define new technology
        terminology.
    use a site on the internet to create a puzzle.
    work collaborative with a partner to search the internet for the appropriate
        information concerning the history of computers.
    research history to create a timeline that parallels important events in history
        with important event in computers.
    participate in a webquest activity: identify influential people that contributed to
        the development of computers/ technology and their contribution.
    create Techno Art/jewelry.

Project Activity(ies):

 ; Research, define, and illustrate "Techie" terminology
 ; Create various puzzles on the internet
 ; Self-assess technology skills
 ; Complete an internet "Computer History" Scavenger Hunt
 ; Correctly site resources used
 ; Demonstrate mastery of numerous technology skills
 ; Research Historical Events that parallel with Computer Events
 ; Create a pictorial Timeline to illustrate events
 ; Use internet and technology responsibly
 ; Recycle computers and peripherals by creating "Techno Art" for discards
 ; Participate in a webquest lesson
 ; Hone research skills
 ; Develop an Internet Project

Environmental Influences on Alaskan Culture

Project Title.- Environmental Influences on Alaskan Culture
created by Norma Goss

Core Curriculum Addressed: Social Studies, Language Arts, Math, Science, Fine Arts

Brief Overview of Project: I would like for my students to gain some general knowledge about the state of Alaska. With this background information, I would like for them to do guided studies and activities which lead to an appreciation for the customs and traditions of the Alaskan culture. From these activities and studies they should be able to recognize how the environment (with particular attention to the vast beauty, climate and natural resources) has encouraged and shaped the development of a rich Alaskan heritage. It is my hope that my students will further expand their vision and knowledge beyond the walls of Ina into the vast frontier of Alaska through this concept-based interdisciplinary unit.

Appropriate Grade Level: Third Grade

Approximate Length of Time for Project: One quarter (9 weeks); this is to be a four-day per week cross-curricular study/activity that lasts-- including introductory and clean-up time--for approximately 45 minutes per day (or, if it would be a better use of our time and interest prevails, we will expand our meeting time to I hour per day).

Project Theme: Alaska

Project Concept: Environmental Influences on Alaskan Culture

Project Objectives:

1. The Alaskan culture was (and still is) shaped in large part by its environment.

2. Alaska's environment is vast, beautiful, bountiful, and hostile,

3. the Alaskan people have forged out a diverse culture by responding to their environment in diverse ways.

4. Alaskan culture has been shaped by the environment when its people (a) used readily products of nature and wove them into their way of life; and/or (b) worked with the hostile forces of nature and allowed them to teach lessons and dictate cultural practices.

5. Alaska's vast natural resources have been (and continue to be) a great blessing to its people--and to the whole world.

6. Alaska is unique and is unlike any other place in the world.

Project activities:

1. Iditarod project:

a. Read "Balto, the True Story of the Bravest Dog Ever'

b. Using a red marker and an Alaskan state map, trace the path of the dog sled teams that delivered diptheria medication to the sick people of Nome.

c. Using the Scholastic Web Page, read about the Iditarod.

d. Using a blue marker and an Alaskan state map (preferably the same map that marked the heroic journey of the dog-sled teams, including Balto, who delivered emergency medication to the people of Nome) trace the racing trail/s that present-day Iditarod dog-sled teams use.

e. Using the charted Alaskan map, compare the Balto/dog-sled team journey with the present day Iditarod race.

II. Alaska's flag

a. Read Benny's Flag to find out about the origin of Alaska's state flag.

b. Using blue and yellow felt, make an Alaskan state flag, using descriptions and pictures in Benny's Flag as a guide.

c. Locate the Big Dipper in the night sky, using constellation descriptions in Benny's Flag.

III. Travel brochure activity

a. Obtain addresses through the Internet, then write Alaskan Department of Tourism and State Travel Bureau asking for information/pictorial brochures.

b. Using a state map and travel brochure pictures, make a collage of Alaska, putting pictures and words in correct locations.

IV. Whale project

a. Read Zoobook Whales and Highlights Book on Whales.

b. Do a scale drawing (1 foot = 1 inch) of a blue whale, an Eskimo, a polar bear, and 2 other animals that are considered among the largest of all land animals (tyrannosarus; rex and an African elephant).

V. Inuit Traditions/Customs/Skills

Using Encarta CD, predetermined web sites, books, and reference materials, research these Inuit traditions/customs/ skills: (1) Ivory carving, and (2) Igloo construction and use during travel/hunting.

VI. Trivia game

a. Using what you have learned from this unit, make 5 trivia cards (questions on front, answers on back) to contribute to a class Alaskan trivia game.

Exploring the Galapagos Islands

PROJECT TITLE: Exploring the Galapagos Islands
created by Reba Boyer and Sheila Conner

CORE CURRICULUM ADDRESSED:  Language Arts, Math, Science,
Fine Arts, Social Studies, Technology and Physical Dev./Health

PROJECT OVERVIEW:
This is an interdisciplinary 4-week unit designed to be used with late elementary students. Students will be completing a variety of activities/projects relating to the Galapagos Islands including an interactive Internet experience called "Galapagos Quest." Students will also complete a variety of activities/projects involving the following disciplines: Language Arts, Math , Science, Fine Arts, Social Studies, Technology, and Physical Dev./Health that enable students to explore the Galapagos Islands and the concept of conservation/preservation of nature. This unit includes a culminating activity, "A Mini-Trip to the Galapagos Islands."

PROJECT TIME FRAME: Minimum of 4 weeks

PROJECT THEME: Galapagos Islands

PROJECT CONCEPT: Conservation/Preservation Of Nature

PROJECT WEB: See web

PROJECT OBJECTIVES:

1. Understand the location of Galapagos Islands and the geographic features.

2. Understand the causes and effects of changes in a place over time.

3. Understand the characteristics of ecosystems.

4. Understand how human actions and movements can influence environments

5. To become aware of environmental issues.

PROJECT ACTIVITIES: See outline

Unit Theme
1. Galapagos islands-Concept: Conservation/P reservation of Nature
A. Language Arts
  1. Reflective Journals
    2. Play -Conservation/preservation Theme
    3. Paragraphs about dioramas
        a) Write descriptive paragraphs
        b) Share paragraph
    4. Cinquain Poems
        a) put on web
B. Social Studies
    1. Maps
        a) longitude latitude
    2. Time Zones
    3. Culminating Activities
        a) Mini-Galapagos Island trip
C. FineArts
    1. Shrink-Art Diorama
    2. Ship's Porthole Scene
    3. Watercolor Painting
    4. Play
D. Technology
    1. Put poems on web page
    2. Research animals on Internet
        a) picture
        b) habitat
        c) characteristics
    3. Galapagos Quest
    4. Keypals
    5. Word Processing
E. Physical Development/Health
    1. Project Wild Penguin Game
F. Science
    1. Volcanoes
    2. Food Chains
    3. Erosion
    4. Water Experiments
    5. Oil Spill
        a) Rock and Mineral Riddles
    6. Bone Density
    7. Cracker Caper
    8. Enzyme Experiment
G. Math
    1. Currency Exchange
    2. Time Zones
    3. Graph Daily Temperature
    4. Measurement (Map Making)

Frontier
Theme: Frontier
Project Title: Interdisciplinary Unit
Teacher: Karen S. Downey
Grade: Fourth
Core Curriculum Addressed:  Social Science, Language Arts,
Technology, Math

Overview: Students will participate in reading activities including books from our Accelerated Reading program. They will work as teams regarding the "Frontier Cyberhunt" using the technology of the internet. The students will actively participate in preparing recipes from the time period of 1850's using their math skills to increase or decrease a recipe. Finally they will do several activities as to the change in the life of a child then and now.

Length of time: 2 weeks

Concept: Change

Students will complete activities and compile a portfolio of work at the end of this unit.

The activities include.-
             1. Reading historical fiction:
                 a. Kirsten Learns a Lesson
                 b. Sarah, Plain and Tall
                 c.Addie Across the Prairie
             2. Frontier Cyberhunt
             3. Preparing in class recipes of the 1850's
             4. Day in the Life of a Child: Then and Now

Activity 1 will be assessed by taking the Accelerated Reading test for that book.
Activities 2 and 4 will be assessed by traditional evaluation (worksheet, essay,
checklist, etc.)
Activity 3 will be a performance based assessment. Rubrics will be used to judge or evaluate Activity 3.

The Frontier Cyberhunt (Activity 2) will address Social Science Goal 16.A.2c and English Language Arts 5.A.2b. Activity 1 will address the English Language Arts Goals 2.13.2a, 2.13.2b, 2.13.2c, 4.A.2b and 1.13.2d plus Social Science Goal 16.A.2a and 16.D.2b). Activity 3 will address Math Goal 6.C.2a. Activity 4 will address Social Science Goal 16.A. 1 a.

Holidays Around the World

Project Title: Holidays Around the World
created by Nicole Henson, Marcie Sherwin and Amy Clark

Core Curriculum Addressed: Social Studies and Language Arts

Brief Overview of Project: This unit will allow students to learn about the cultures of other countries by studying various holiday customs. All disciplines will be addressed by engaging students in a multitude of activities.
    During this unit, the students will research different winter holidays including Christmas, Hanukkah, Chinese New Year, and Kwanzaa. The research tools will consist of books, encyclopedias, multimedia, and the internet. The unit will conclude with a culminating activity that will consist of an international feast.

Appropriate Grade Level(s): Third/Fourth

Approximate Length of Time for Project: 3 weeks

Project Theme: Holidays Around the World

Project Concept: Cultural Diversity

Project Objectives

1. Students will understand events may shape cultural traditions and holidays.
2. Students will understand cultures may share similar beliefs.
3. Students will show how cultures express their beliefs through celebration.
4. Students will experience how different cultures have different holidays.
 

List of Activities:

Graph the student population of different holidays
Units of measure will he explored while cooking
Participate in traditional games and dances from ground the world
Understand climatic changes and how they effect celebrations
Perform traditional song relating to the holiday in different language
Demonstrate knowledge of continents by singing "Continent Song"
Make holiday ornament for International Christmas Tree
Design a Christmas Card using Print Shop
Explore non-fiction materials while researching.
Compare and contrast legends from different cultures
Research customs and traditions using a variety of resources
Discuss religion as an influence in holiday traditions
Design a map pinpointing specific countries significant to research
Read aloud various literary works relating to a specific holiday
Present written and oral report on an individual holiday

How Did Immigrants Influence Towns in Illinois?
                                     created by LaDonna Richards

Social Science/English/Technology Inter-Disciplinary Unit Spring 1999

Theme: Illinois Expansion from European Immigrants From 1800 to 1900

Grade Level: 5 th-8 th

Concept: Migration

11 day unit (2-4 extra days allowed if time is needed).

Students will be able to list several towns in Illinois founded by immigrants. Students will be able to explain why each ethnic group left their country and settled in Illinois. Students will complete various activities and compile a portfolio of work at the completion of the unit.

The activities include:

1. Write/email/fax an Illinois town for information.
2. Research the Internet for information on your assigned town.
3. Write a report from this information activity
4. Think like an immigrant
5. Plan a trip activity.
6. Design a conceptual collage

Students will receive an outline of class, and evaluations for each of the activities and performances.

Day 1:
Introduce topic
Meet 5 young immigrants of the 1990's
Settlement maps
Order of settlement

Goals:
16.A.3a, 16.A.3b, 16.A.3c, 16.C.3a, 16.C.3b, 16.D.3 (w), 17.A.3b,
17.C.3c, 17.D.3a, and 18.A.3b

Day 2&3:
Use Karen's book
Wave of immigration (timeline)
Overview of immigration
Interview panel of immigrants

Goals;
5.B.3b, 5.C.3c, 10.A.3a, 15.A.3d, 15.D.3b, 16.A.3b, 16.C.3a ,
16.C.3b

Day 4:
Swedish-European immigrants

Goals:
16.D.3a, 16.D.3b, and 18.A.3

Day 5:
Bishop Hill

Goals:
18.A.3,18.C.3b

Day 6:
Port of Entry

Day 7:
Venedocia Ohio

Goals
18.A.3,18.C.A.3,3.B.3.a,3.C.3.a,5.A.3.a,16.D.3.

Day 8:
Plan a Trip to Salt Lake City -Level one

Goals:
3.B.3.a,3.C.3.b,4.B.3b,

Day 9:
Write a Report about a town in IL. from Information gained though the Internet,Fax or Snail Mail.

Goals:
3.A.3,3.B.3A, 3.C.3a, 5.A.3.a,16.D.3

Day 10:
Think Like an Immigrant -Project Center

Goals:
3.B.3a,3.C.3a 4.B.3b,16.C.3c,16.C.3b
16.D.3a,16.D.3,17.C.3c

Day 11:
Conceptual Collage Poster

Goals:
3.B.3a, 4.B.3a,10.A.3a,16A.3a, 16.D.3b(us), 16.D.3, (w)
17.C.3c

                                   Culminating and Assessment Criteria

Day 8     Plan a Trip to Salt Lake City. Graph information correctly

Day 9     Report Checklist for a Point Value

Day 10     Project Center Teacher Designed Rubric

Day 11     Conceptual Collage Checklist

Illinois: Then and Now (1800s to Present)

Project Title: Illinois: Then and Now (1800s to Present)
created by Robin Flagg

Core Curriculum Addressed: Social Studies, English

Brief Overview: Students will acquire an understanding of our state's past and how our state's history has impacted their lives. They will note the similarities and differences from 1800 to now. Students will be researching the history of our state and doing various projects related to the unit.

Appropriate Grade Level: 5" & 6" Grade

Approximate Length: 4 weeks

Project Theme: Illinois history

Project Concept: Cultural Change

Project Web: See attached web page

Project Objectives:
Students will compare and contrast a day in their lives with a day in a child's
    life in the 1800s.
Students will identify the responsibilities of their counterparts in history
Students will identify their present rights.
Students will determine the rights that their historic counterparts and they
    should have based on their responsibilities.
Students will compare and contrast schools from the past and the present.
Students will collect historical information relating to their school.
Students will gain an insight into the history of Illinois.

Essential Learnings:

    Change in our culture helps us to adjust to the changing times.
    In order to understand our culture today, we need to know and understand     how our culture has evolved.
    Time, location, and events shape cultural change.
    Groups, societies, and cultures address human needs and concerns in similar and different ways.

Activities:

    Students will create a poster depicting their daily~routines and the daily routines or children in the early 1800s.
    Students will research the history of their school and create a power point presentation that will tell the school's past and present.
    Students will create a state box for the state of Illinois.

.
 
 

Illinois History 19th Century

Project Title: Interdisciplinary Unit on Illinois History 19th Century
created by Ramona Cushman

Core Curriculum Addressed:
Language Arts and Social Science

Brief Overview of Project: Students will learn about 19th century Illinois history. Students will learn how change effects all aspects of one's life. The interdisciplinary unit will help students understand the process of change and its affects on history by various books on Illinois history, view videos, and use the internet to search for material related to early Illinois History-19th century. At the end of this unit, students will be able to apply, integrate, and transfer the knowledge they have gained from this lesson to give them a better understanding of how change influences society.

Appropriate Grade Level(s):
Third and Fourth Grades

Approximate Length of Time for Project: 2 weeks plus

Project Theme: Early Illinois History 19th Century

Project Concept(s): Change

Project Web: See attached

Project Objectives:
        Change occurs in all areas over time
        Time, location, and events force change in societal beliefs and issues
        Customs and traditions address change in similar and different ways
        Society benefits through change over time
        Change is reflected in various are forms
        Change is an ongoing process

Project Activities:
         Locate states where Johnny Appleseed traveled on the wall map.
        Color and label the states traveled by Johnny Appleseed on a blackline master.
        Using a physical map of the United States, students will identify and list in their journals the different types of land Johnny Appleseed. traveled.
        In small groups, students will decide what Johnny Appleseed carried in his knap-sack.
        Each student will draw items that Johnny Appleseed would need on construction paper, and then display on bulletin board.
        Students will discuss why each itern they drew would be needed.
        Discuss and identify the different varieties of apples and which state they are grown in.
        Students come up to wall map and place an apple stick-um on the correct state.
        Start in Massachusetts and plot Johnny Appleseed's travels into Illinois on a blackline master, color and label the seven states.
        Using strips of a time line sheet, have students work in small groups and illustrate each part of the time line.
        When students get computer time, they may use the CD ROM Inspirations to plot, design, and print their time line.
        Each student will share their picture and place them in the correct sequence. When Inspirations time line is completed, they will be displayed.
        Students working in pairs, will use computer to calculate the distance from Centralia, Illinois to Leominster, Massachusetts.
        Students will be give time to access the web sites before going on the field trip to the apple orchard. This will give them an idea of what they will be observing. When students log onto any of the web sits they should be given a fact sheet to keep with them at the computer. Students should write down any interesting facts they learn while visiting the sites listed for them.
        Before leaving for the field trip to the apple orchard, students will be divided into groups of 4-6. Each group will be given a disposable camera. They will be responsible for taking pictures of every part of the field trip.
        Give the students the list of jobs - which they will work in rotation while at the orchard.
    Teacher will get filmed developed.
    With the field trip over and the film developed, give each group of students a large poster and their pictures. Each group should mount their pictures in chronological order with captions describing what they did.
    Students will make a book which has one page for each of the four seasons. On each page, they will make a picture of what an apple tree looks like. Their artwork can be don on the computer using KidPix or Claris Works, They can also use crayons, markers, colored pencils, or anything else that they like.

Native American Movement

Project Title: Native American Movement
created by Idella Robertson

Core Curriculum Addressed: Social Studies, Language Arts, Art, Music, and etc.

Brief Overview of Project:
Mostly students will work in cooperative learning groups according to tribes -and regions to complete projects about the Native American Movement during the 1800's. Our class will be research, explore, and develop a understanding of the environment, and people of the Native American era. We will begin our unit study the last of October and hope to end by the end of November. We plan to compare the Native American culture in the 1800's era with each tribe and region. A special lesson plan will deal with the aspects of Southern Illinois Native American history. "The Trail of Tears" will be enhanced with a play and the references made to our personal heritage in this area.

Appropriate Grade Level: 5th grade
Appropriate Length of Time for Project: 4 weeks

Project Theme:
Native American Movement on the Frontier

Project Concepts:
Interaction, cultural unity, and the interpersonal & cooperative learning used in the grouping and social skills. The scarcity, and production used in the economic concepts.

Project Web: -following page.

Project Objectives:

Listings for Essential Understanding as follows
Locations of regional tribes
Relationships- human & regional climate, land, & etc.
Environmental
Cultures, scarcity, movement, production, opportunity cost.
Historical development & current status of economic principles, institutions
    and processes of effective citizens, consumers and workers in American
    Society.
Geographical concepts in relation to Native Americans.
Examination of each through research and discovery techniques.

Project Activities:
Students will learn the names of native American Indian tribes, where they
    live(d), and a brief description of how they live(d).
Students will learn native American's environment-tools, art, music, culture,
    and etc.
Students will become aware of the influences of the native Americans on our
    culture and environment.
Students will enhance their respect for the practical know-how of early
    Americans by preparing an instructional poster for a skill that would have
    been useful during the 1800's era.
Comparisons will be made about the status, population, locations, and homes
    of American Indian today and in 1800's.
Explore legends & develop their own.
Identify the route traveled by the Cherokee on the "Trail of Tears."
Describe how the Cherokee used natural resources to meet their need and
    wants.
Explain how the physical setting of the land hindered the Cherokee on their
    journey.
Compare and contrast Cherokee life today in two different regions.

Individual Activities and Lesson Plan
 Student Objectives for Activity

1. Use interpersonal groups of tribes in each regional group to research their
environmental and cultural habits through our textbooks (Reading and Social
Studies), websites & other research materials.
2. Route traveled by the Cherokee on the "Trail of Tears".=map use.
3. Compare and contrast Indian life in different regions.
4. Coordinate the American Native literature within the Accelerated Reading
Program used as research tools and project resources.
5. Write legends & or, stories about specific characters- illustrations included
on a'Creation Stories & Traditional Wisdom Wall'.
6. Do crafts, such as weaving, jewelry making, pottery, doll making, rug
designs, ceramics, sand painting and etc.
7. Construct dioramas or miniature projects of Indian life.
8. Use telecourses & vidoes as a resource on Native Americans.
9. Present a play "Trail of Tears" & or a power point presentation about their
tribe.

Illinois Learning Standards Addressed
English, Language Arts- 2.B.1a;2.B.2b;2.B.2c;2.A.2c;LC2b;LC2e;LC2f,4.A.2a;4.A2b;
4.B.2a; 432d, 5.A2a;
Social Science- 18.A.2; I&B.2a; I&C2; 15.A.2a; 15.B.2c; 15.D.2a; 16D.2b S);
16E.2a; 16E.2a (99; 16A.2a; 16A.2b; 17.A.2a; 17.A.2b; 17.B.2b; 17.C2b

Native Americans

Project Title: Native Americans
created by Kristin Kaskie and Dottie Johnson

Core Curriculum Addressed: Social Studies, Language Arts, Fine Arts, Computer Technology and Math

Brief Overview of Project: The three learning areas that I focused the most on were Reading. Social Studies and Writing. I also wanted to improve technology use in the classroom and in the computer lab. I also wanted to provide engaged learning activities.

    Our unit began with the study of the Mississippian Time Period which focused on Cahokia Mounds. This included a field trip to Cahokia Mounds. and a local presenter who was very knowledgeable about the local Indian tribes of Illinois. The students wrote about what they would leave for an archeologist to discover about their life, and letters to friends explaining what they learned on their field trip to Cahokia Mounds. After reading numerous Indian legends during class, both orally and silently, the students developed and illustrated their own legend.

    The students responded with great interest about learning about the Native Americans, we decided to branch out and learn about other tribes around the United States. The students brainstormed on their own what type of information they would like to learn about each Indian tribe. We then created a list of the information they needed to find. We used the local library, Shawnee Library, and the Internet to find our information. The students were assigned a different tribe and worked in groups of three. I then selected 6 eighth grade students to come in and help my students with reading and researching the information. These students became the facilitators for their own groups. My job was to keep the groups on task and to answer questions only after the 8th graders could not help them. The 8th graders made sure my students recorded their information correctly and in complete sentences (peer editing). I also involved the 5th, 6th, 7th, and 8th grade Special Education Class. They assisted us in making beaded necklaces. The technology part (web page) was being constructed by 2 seventh graders. A fifth grader, was involved in the classroom by showing my students how to do graphic art that matched various Indian patterns.

    The culminating activity was an oral report on their individual tribes. The students were assessed on their oral reports. letter writing, archeologists findings, legend writing and summaries. The students developed their own rubrics for me to use. All activities were kept in an individual portfolio.

    I felt very confident that all of my goals were attained. I was also very pleased with how I was able to involve other students from different grade levels.

Appropriate Grade Level(s): 3-5

Approximate Length of Time for Project: 4 - 5 weeks

Project Theme: Native Americans

Project Concept: Change and Cultural Diversity

Project Web: see attached

Project objectives:
* Learn to research using technology, literature, and peers.
* Give an oral Presentation on their Indian Tribe
* Work cooperatively with their partners and 8th graders

Project Activities:
See brief overview of Project (above)

Oregon Trail

Title:  Oregon Trail
created by Erin Berry, Meredith Fox and Nancy Stewart

Core Curriculum: Social Studies and Language Arts

Overview: A four-week unit focusing on the Oregon Trail. The unit will include literature, web-sites, visual technology, and hands on activities. These will be used to enhance student learning and understanding. Comprehension of the unit will be determined using various forms of assessment materials.

Grade Levels: 4th-6th grades

Length: 4 weeks/1 hour per day

Theme: Oregon Trail

Concepts: Resourcefulness and Cooperation

Objectives:
 Student will be able to read and comprehend given materials.
 Student will be able to use various forms of technology to gather information.
 Student will be able to follow written and oral directions.
 Student will be able to read a map and map key.
 Student will be able to organize given materials.
 Student will turn in given assignments on time.
 Student will use correct grammar, punctuation, and sentence structure.
 Student will produce visual aides for given assignments.
 Student will give oral presentation.

Activities:
 Definitions
 Viewing of video
 Oral presentation
 Drawings of pioneer, clothing and wagon
 Journal
 Plotting of points on map
 Labeling of map
 Word problems
 Measuring
 Determining cost
 Compare and contrast
 Decision making
 Computer games
 Physical games

PIONEER LIFE

Created by: Pam Ward and Sharon Nichols

Core Curriculum Addressed:
Social Studies and Language Arts

Brief Overview of Project:
    The purpose of this project is to study pioneer life. The students will become familiar with the daily life of pioneer families in Illinois during the time period of 1850-1900. Students will be involved in authentic learning experiences which recreate activities similar to pioneer life. Special emphasis will be focused on activities which demonstrated the creativity and ingenuity of pioneers. Students will develop an appreciation of their ancestors.

Appropriate Grade Levels:  (K-5)

Approximate Length of Time for Project:  One Month

Project Theme:  Self-sufficiency and daily life of early pioneer families in Illinois.

Project Concept:  Self-sufficiency

Project Objectives:
    As a result of this unit students will appreciate and understand the self-sufficiency shown by their ancestors as they lived their daily lives.

Project Activities:
    Quilt making, storytelling, toy making, gardening, food preservation, games, rug braiding, food preparation, songs, drying flowers, fabric dying, skits, journal activities, mural, create a museum of pioneer life, school for the day in one room school house, field trip to Nason visit the historical village, field trip to a cemetery (gravestone rubbings etc.), visit an Amish farm, construct an article of clothing, do laundry on a washboard, soap-making, study of health care in pioneer times, intergenerational activities which focus on memories of life in earlier times, virtual tours, and compare and contrast lives of children today as compared to the lives of children in pioneer times.

Westward Expansion

Project Title: Westward Expansion
created by Debbie Tannahill

Core Curriculum Addressed:  Social Studies

Brief Overview of Project:  Students will explore and learn about the Westward Expansion through all areas of the curriculum.  Students will read, write, present, report, create, calculate, compare, and think about the courageous pioneers who opened up the West. This task will be completed by students becoming engaged in their learning about the Westward Expansion through several activities and projects. Students will become self-evaluators as they tackle the tasks set out before them.

Appropriate Grade Levels: 3rd- 5th grades

Approximate Length of Time for the Project:  One month

Project Theme: WESTWARD EXPANSION

Project Concept: Courage

Project Web Topics:
Social Studies (Major Focus)
Language Arts
Technology
Art
Music
Science & Health
Math

Project Objectives (Essential Understandings):

Project Activities:
    *Read Chapter 17 ""The West Long Ago."
    *Research important people from that era.
    *Write a report on an important person from that era.
    *Present report to the class orally.
    *Create a time line using the important people researched.
    *Map trails taken by pioneers to the West.
    *Calculate length of trails.
    *Investigate the needs of the people on the trail.
    *Sing songs from the Westward Expansion
    *Create a model covered wagon.
    *Play ""Oregon Trail" software.
    *Read ""Bound for Oregon."
    *Research diseases found in the book ""Bound for Oregon."
    *Discuss ways to avoid diseases.
    *Create poster encouraging people to travel West.