Lindsey+Empson

4.2 .2 Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns. 4.3. 2 Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). || 1. Creativity and innovation 4. Critical thinking, problem solving, and decision making 5. Digital citizenship 3. Research and information fluency 6. Technology operations and concepts Students will learn how pioneers traveled and survived their journey Westward. Students will develop research and information fluency skills. || Create a list of potential websites for students to explore. Create the 1800s travel worksheet || · Present the problem: “How would you do it in the 1800s if you did not have cars, trains, or planes?” · Give students 1800s Travel worksheet. · Students will use computers (in lab) to discover the methods of travel used to reach western North America. Students will also explore what items and skills were needed to reach the west successfully. · Students will use Google, Yahoo, Ask, or Ask Kids to find the needed resources. · In groups of 3-4, students will make of essential items and skills needed to survive the long journey across the country. · Each group will share their ideas with the class. || Map of United States Computers (in computer lab) 1800s Travel Worksheet Websites: [] [] [] [] [] ||
 * Daily Lesson GAME Plan ||
 * **Lesson Title: How did Americans travel West during the early 1800s?** |||| **Related Lessons: 1 of 3 Westward Movement Lessons** ||
 * **Grade Level: Fourth** |||| **Unit: The Westward Movement** ||
 * GOALS ||
 * **Content Standards: California History/Social Studies**
 * **ISTE NETS-S**
 * Instructional Objective(s):**
 * ACTION ||
 * **Before-Class Preparation:**
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Total time: 50-60 minutes |||| · While displaying map, ask students, “How would we get to New York today?”
 * **Notes:** ||
 * MONITOR ||
 * **Ongoing Assessment(s): Students will be assessed on their synthesizing and evaluating skills based on their responses on worksheets.**


 * Accommodations and Extensions: Students can use different search engines depending on their experience with the internet.**


 * Back-up Plan: If there is problems with access to the computers in the computer lab, students can use social studies books, encyclopedia, and books on the westward movement.** ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||

4.2 .2 Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns. 4.3.2 Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). || 2. Communication and collaboration 5. Digitial citizenship 3. Research and information fluency 6. Technology operations and concepts Students will develop communication and collaboration skills while learning and applying knowledge about the westward movement. || I will create initial start for voice threads: Land Route: [] (example) Sea Route: [] (example) Either I or students will create accounts for VoiceThreads ||
 * Daily Lesson GAME Plan ||
 * **Lesson Title:** Traveling West in the 1800s |||| **Related Lessons: 2 of 3** Westward Movement Lessons ||
 * **Grade Level: 4th** |||| **Unit:** The Westward Movement ||
 * GOALS ||
 * **Content Standards:**
 * **ISTE NETS-S**
 * Instructional Objective(s):**
 * ACTION ||
 * **Before-Class Preparation:**
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Two 30 minute sessions

First 30 minute session:

Second 30 minute session: |||| I will start by reminding students of our last session on how pioneers traveled to California (Land and Sea). I will then direct students to the sites of the two voice threads (see above). I will show them how to add comments to a VoiceThread. Students will then be free to investigate the questions posed in the voice thread and add comments as necessary.

In pairs, students will view or listen to all of their classmates comments from the previous session. They will then respond or add additional comment to strengthen the information on each VoiceThread. Students must collaborate together to create a comprehensive VoiceThread about traveling westward. This information will help students create their final product in the next lesson. || Computers (in computer lab) Access to both VoiceThreads

(Back Up Plan: Posters, Post-its, pencils) ||
 * **Notes:** ||
 * MONITOR ||
 * **Ongoing Assessment(s):** Students will be assessed on their communication skills with other students as well as the information they add to the VoiceThread.


 * Accommodations and Extensions: Allow students with limited English proficiency to communicate in their native language or pair with fluent English speakers. Students who are advanced in either technology or the content area, may choose to create their own VoiceThread on the topic and ask their peers or the public to view their VoiceThread and provide comments.**


 * Back-up Plan: If computers are not available, I would post the topics around the classroom and students would add their comments on Post-it notes.** ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||

Daily Lesson GAME Plan || GOALS || 4.2 .2 Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns. 4.3.2 Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). || 1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 6. Technology operations and concepts
 * Lesson Title: **My Life as a Pioneer**** ||||
 * Related Lessons: 3 of 3 **Westward Movement Lessons**** ||
 * Grade Level: 4th** ||||
 * Unit: **The Westward Movement**** ||
 * Grade Level: 4th** ||||
 * Unit: **The Westward Movement**** ||
 * Content Standards:**
 * Content Standards:**
 * ISTE NETS-S**
 * ISTE NETS-S**

Students will develop create a digitals story about the life of a pioneer traveling to California. || ACTION || During Class || Time |||| Instructional Activities || Materials and Resources || 30 minute sessions |||| Students will be grouped in groups of four or five. In their groups students will be creating a digital story about what life would be like as a pioneer.
 * Instructional Objective(s):**
 * Before-Class Preparation: Check out cameras for students to use** ||
 * Before-Class Preparation: Check out cameras for students to use** ||

Students will use the information that they gathered during the problem-based learning activity and online collaboration activity to develop a script about the life of a pioneer. This script may be in the first person, as if they were a pioneer, or it may be a narration of the trip. It should include if they are traveling by sea or land, how they are traveling, how many people are traveling, why they are going west, and at least one hardship they faced. Students will create props and costumes to use while filming their story. Students will use video cameras to film their stories. When the groups are finished with their digital story, we will hold a premiere to showcase their videos. The videos will also be uploaded to TeacherTube. || Computers Video Cameras Access to: Internet, Audacity, Movie Maker program TV/Projector to watch the videos Supplies to create props and costumes || MONITOR ||
 * Notes:** ||
 * Notes:** ||
 * Ongoing Assessment(s): Students will be assessed based on their final product. Students will be assessed on the content, creativity and effort put into their video.**
 * Ongoing Assessment(s): Students will be assessed based on their final product. Students will be assessed on the content, creativity and effort put into their video.**

EVALUATION ||
 * Accommodations and Extensions: Students with experience in movie editing will be able to edit their video. Students with limited experience with camcorders will be given extra time and help when filming**
 * Back-up Plan: If cameras are not available students will use pictures to create their video in a movie making program and record their story using audacity.** ||
 * Lesson Reflection and Notes:** ||
 * Lesson Reflection and Notes:** ||