CURRICULUM, TEACHING STRATEGIES, DIFFERENTIATED...

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CURRICULUM, TEACHING STRATEGIES, DIFFERENTIATED INSTRUCTION AND EVALUATIONS

Curriculum Unit Plan

Mr. Shamblin Author and Creator [email protected]

April 1, 2011

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Mr. Shamblin Curriculum Unit Plan

Unit Plan on the Ohio and Erie Canal

Description of the unit plan

This unit plan will be designed for 4th grade regular or gifted and talented students. With

keeping gifted and talented students in my mind as the basis for this unit plan, I allowed for

flexibility in offering questions, and assignments at various stages of blooms taxonomy. Gifted

students benefit extensively with the higher levels of blooms taxonomy and I believe several

activities do exhibit this. Some of the activities will focus on the Autonomous Learner Model.

This model enables students that are dependent on teacher direction to become autonomous

learners that are capable of self-directed, lifelong learning. Student’s independence and choice

are an advantage of this model. Activities that will allow students to read selected information or

complete assignments on their own are used in the unit plan. Many of the activities incorporate

Project-based learning which is sometimes called problem-based learning, and vice versa. In

problem-based learning, the focus is on a specific problem to be addressed. A key characteristic

of project-based learning activities is that the project does not focus on learning about

something. It focuses on doing something. It is action oriented. Students will work on a

website on the Ohio and Erie Canal that I created and have modified many times because of

broken links and outdated information and a webquest that I had created as well. Students will

access these sites using my website http://www.mrshamblin.com. I will create a pre-assessment

along with a final assessment to assess students understanding and list objectives, procedures,

materials and an evaluation for each lesson of the unit. The period to complete this unit will be

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four weeks at least.

Goals of the Unit Plan

- In this Ohio and Erie Canal unit, students will continue to promote social competency

and literacy.

- In this Ohio and Erie Canal unit, students will continue to develop critical thinking and

analytical skills.

- In this Ohio and Erie Canal unit, students will have an understanding and tolerance of the

social values, norms and practices of the way people lived and traveled in the 1800’s.

- In this Ohio and Erie Canal unit, students will develop a sense of their roles and

responsibilities as citizens and make well-informed decisions.

Fourth Grade Ohio Content Standards for Social Studies addressed in this Unit Plan

History:

- 5. Students will be able to explain how canals and railroads changed settlement patterns

in Ohio and Ohio’s economic and political status in the United States.

People in Societies:

- 1. Describe the cultural practices and products of various groups who have settled in

Ohio over time: European immigrants.

- 3. Explain the reasons people came to Ohio.

Geography:

- 4. Use maps to identify the location of major physical and human features of Ohio.

- 7. Students will explain how transportation influenced the development of cities and

industries in Ohio.

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Social Studies Skills and Methods:

- 1. Students will obtain information about state issues from a variety of print and

electronic sources, and determine the relevance of information to a research topic

(multimedia/electronic sources).

- 3. Students will use sources to answer questions about Ohio history.

- 5. Students will identify main ideas and supporting details from factual information.

- 9. Students will communicate relevant information in a written report including the

acknowledgement of sources.

- 10. Students will use a problem-solving/decision-making process, which includes

identifying a problem, gathering information, listing and considering options, considering

advantages and disadvantages of options, choosing and implementing a solution.

Prior to Lesson 1 – Pre-Assessment on the Unit Plan and After Lesson 4 Post-Assessment (see

attached documents)

Lesson 1 - Ohio and Erie Canal Unit Plan (1 week, five class periods with 40-45 minutes for

each class)

Title: Readings on the Ohio and Erie Canal

Goal: Students will be able to read factual information on the origin of the Ohio and Erie Canal

and be able to discuss, summarize, and create their own questions from the reading.

Objective(s):

- Students will be able to explain through group discussion from their reading how canals

changed settlement patterns in Ohio, with 90% accuracy.

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- Students will be able to explain through group discussion from their reading how cultural

practices of the 1800’s and products of various groups who have settled in Ohio have

changed over time, with 90 percent accuracy.

- Students will be able to explain through group discussion how transportation influenced

the development of cities and industries in Ohio over time, with 90 percent accuracy.

- Students will be able to answer questions and summarize their understanding of what

they had read with 90 percent accuracy.

Procedures:

1. Students in each cooperative learning group will open up Internet Explorer or Firefox and

type in http://www.mrshamblin.com in the address toolbar. Once on my website they are

to scroll down the main page and click on the box Fun Projects. Students will scroll

down until they find the link http://www.kingofalltechnology.com/ohiocanal.htm.

2. Once students are on the Ohio and Erie Canal Website, they are to read activity #1.

3. Students will complete Reading 1 Ohio’s Shot in the Arm and Reading #2 Construction

and Operation of the Ohio and Erie Canal. Click on the Reading tab on the top of the

page.

4. Each reading in activity #1 is accompanied by three different activities:

a. Your first job is for each group member to spend time reading this section very

carefully. I suggest that each student spend time reading this two times. I then

want each group member to discuss in your cooperative group what you learned

from reading the first reading.

b. Your second job is for each group member to write a three paragraph essay on

what he, she learned from reading this and what he, or she liked about the reading.

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Each essay is to have an introduction, main body and a conclusion. I want each

group member to email me this as a Microsoft Word Document.

c. Your third job is for your group to come together to divide the five questions to be

answered. Since there are three students in each group, one student is left to

answer only one question. This student will make up a question of his or her

choice and they will answer this question. I then want each group member to

come together as a group to discuss the answers to the questions and for the entire

group to email me one typed Microsoft Word Document with all of the student’s

names on it with the questions and answers.

Materials:

- Students will need a computer with internet access

- Microsoft Word

Evaluation:

- Rubric (see attached) and class observation

Lesson 2: Ohio and Erie Canal Unit Plan (1 week, five class periods with 40-45 minutes for

each class)

Title: Map and Image Activity Fun

Goal(s):

Students will be able to read, comprehend, and construct a map on the Ohio and Erie Canal.

Students will be able to analyze images of the canal and interpret their understandings with

sketches and with their writings.

Objective(s):

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- Students will be able to look at an Ohio map from 1825-1913 to identify the location of

the exact canal routes and to create a canal map with 90 percent accuracy.

- Students will be able to look at images of the Ohio and Erie Canal and to answer

questions from their observations with 90 percent accuracy.

Procedures:





2. Once students are on the Ohio and Erie Canal Website, they are to read activity #2 and

#3.

3. Students will work on activity #2 and #3

Activity #2

*Your first job is to work with your cooperative learning group to create a large map

with all of the various canals listed. Pay close attention to the route of the Ohio and Erie

Canal that stretches from Cleveland to Portsmouth, Ohio. You are to use construction

paper, colored pencils, and any other materials that you have to create a large replica of

this map. Each of your group members will take separate roles in completing this

assignment. One group member can obtain all of the materials and start drawing the

basic outline of the state of Ohio, another group member can draw the individual canal

routes, and the other group member can start coloring the map. I will monitor and walk

around to make sure that each group member has an individual job and is working as a

team player.

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* Your second job is for each student to write a detailed paragraph (4-5 sentences) on

how they had contributed to the creation of the map. I will then meet with individual

group members so they can discuss with me their contributions. The paragraph does not

have to be typed; I prefer it in handwritten form.

* Your third job is for each group member to select one question and to answer the

question completely. I want each group member to type their individual question with

their answer in a Microsoft Word Document and email this to me. When each group

member has completed their individual question, each group member will discuss their

answers to the group.

Activity #3

• One member of the group is required to complete question 1 that relates to this diagram.

You are to write out the entire question with the answer and include a drawing of diagram

1. The question with the answer may appear on the drawing. This may appear to you the

lone question that seems rather easy, but I will be looking for detail in the drawing and

one that looks accurate to the diagram that is given. The other two members of the group

will select either question number 2 or 3. The questions require you to write paragraphs

and correct grammar and spelling will be graded in this assignment. I want the complete

question with your answers typed in a Microsoft Word Document and emailed to me as

an attachment. When all group members are finished with their part of the assignment,

each group member will share their work. An extra credit assignment for each group

member is also available for this activity. The extra credit assignment is for you to find

other pictures on the Ohio and Erie Canal using the possible links page or the

Google.com search engine. If using Google.com a good idea is to enter the words "Ohio

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and Erie canal" and click images to find pictures of the canal. Select two or maybe three

pictures that you really like and right click on your mouse button and select "save image

as" and then save the file in a folder. Write down somewhere the exact web address

where you found the pictures. Open the file that you have your pictures stored in, drag

the pictures into a Microsoft Word Document, and write two or three sentences on why

you like the pictures and type the web address where you found the pictures.

Materials:


- Microsoft Word

- Construction Paper (big poster board)

- Crayons / Pencils

Evaluation:


Lesson 3: Ohio and Erie Canal Unit Plan (2-3 class periods with 40-45 minutes for each class)

Title: Reflecting on Canal Websites

Goal: Students will be able to explore websites on canal information, answer questions, and offer

personal reflections to the entire class.

Objective: Students will be able to view links on canals and reflect on their findings with 100

percent accuracy.

Procedures:



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to scroll down the main page and click on the box Fun Projects. Students wills scroll


2. Once students are on the Ohio and Erie Canal Website, they are to read activity #5.

Activity #5

• As a group I want you to spend thirty to forty minutes going over the links and visiting

the websites and spending time talking about sites that you really like, sites that you don't

like, and discuss why you like them or why you don't like them. Each group member will

answer these questions in a typed Microsoft Word Document, What sites do you

like/dislike? What did you learn or not learn from the sites? Would you recommend the

sites to your friends? Why or why not? Each question will be answered in one paragraph

(4-5 sentences). After you are finished, each student in the class will share their answers

with the entire class.

Materials:


- Microsoft Word

Evaluation:


Lesson 4: Ohio and Erie Canal Unit Plan (five class periods with 40-45 minutes for each class)

Title: Ohio and Erie Canal Journey

Goal: Students will complete a webquest on the Ohio and Erie Canal, which will combine many

skills of problem solving, decision making, using a variety of sources and present their

information to create a Wiki page.

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Objective(s): Students will be able to complete a serious of webquest activities using information

from various printed or electronic sources, and culminate their completed projects to complete a

Wikispace with 90 percent accuracy.

Procedures:




down until they find the link http://www.kingofalltechnology.com/webquest.htm. Once

students enter the online webquest, students should read the scrolling banner at the top

that indicates that they should click on INTRODUCTION to get started.

Directions for the Activity: 1. You will be assigned to a group of three people. 2. Your group will find information on the Ohio and Erie Canal by using the links page

on your left, textbooks from the library, or using http://www.google.com to search for

additional information.

3. The first requirement is to write a story for The Plain Dealer that relates to any of the

following:

• Jobs that were needed to maintain the canals • Transportation of goods and people

• People’s feelings and attitudes in using or living by the canals

4. In your story you may include information that relates to: -The Canalers and Their Families

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-Entrepreneurs, Opportunists, and Characters

-Effects of the canals

5. Your story must be three pages in length (double-spaced) and you will use Microsoft

Word to type, and edit your story. I will expect an introduction, main body, and

conclusion. Paragraphs must be 5-6 sentences in length and no more. Please attach

ALL references on a separate page. I also want three pictures that relate to your topic

that is added somewhere to the Microsoft Word document (I am not going to be

extremely precise as to the exact place in the document). These pictures may be

either scanned from textbooks or found and downloaded from the Internet. If you

want to be creative, I would not mind if you want to create your own pictures to be

added to the document, but this is not a requirement.

6. The next requirement is to create a crossword puzzle using 25 terms that relate to

your topic. Please include the crossword puzzle at the end of your Microsoft Word

document after the reference page.

7. Once this document is complete, group members will attach and email one document

with all students’ names to [email protected].

8. The next requirement is for groups to create a small Wiki Space using their story,

three pictures and possibly the crossword puzzle (not required) using PBworks.com.

Students will create one Wikispace page for the entire group project.

9. Each group member must work together to complete the entire assignment. Each

group member will also write a log of detailed jobs that each performed. I will also

meet with each student to make sure that what he or she had told me was accurate in

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his or her log. Some class time will be used to work on the assignment and I will

closely observe that each student is taking a part.

Materials:


- Microsoft Word

- Wiki Space account from PBworks.com

Evaluation:

- Rubric available on website and attached as well

Self-Reflection on creation of Unit Plan

Sadly, I am not able to use this unit plan now because I am not working in a school

environment with elementary students at the fourth grade level. If I taught this unit to fourth

grade students, I might anticipate a few problems, for example, a day in which the internet is not

working properly or computers malfunctioning. I might had used Microsoft Excel or PowerPoint

more extensively, but I felt Microsoft Word and Wiki’s were plentiful for this unit plan instead.

I believe with the several activities that are used within the lesson they are suitable for gifted and

talented students. Project based learning is emphasized and I believe higher level thinking of

blooms taxonomy is evident within the lessons. It is important not to say that I am completely

finished with this unit, but it will remain a journey to continue to modify or make changes as

needed. I will continue to add new links, update activities, and make necessary changes on my

website throughout the weeks, months and hopefully years to come. I am the author and creator

of both the webquest and the Ohio and Erie Canal Website. Additionally, I am more than happy

to have all my visitors use this for their classroom instruction.

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Name:________________________________

Pre-Assessment on the Ohio and Erie Canal

Directions: Individually answer the following questions using the pictures that are provided.

1. Describe what you see in the photos?

2. What is occurring in the photographs?

3. What form of transportation is being used and what year(s) do you think this type of

transportation had taken place?

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Name:________________________________________

Post-Assessment on the Ohio and Erie Canal

Directions: Individually answer the following questions in complete sentences.

1. What was Ohio’s economy like both before and after the canal was constructed?

2. What products did the canal bring to Ohio?

3. How did the extension of the canal from Akron to Portsmouth help trade?

4. How did Simon Perkins contribute to the development of Ohio?

5. What new industries resulted, either directly or indirectly, from the canal in Ohio?

6. Who performed the labor of building the canal?

7. What health hazard did canal workers face?

8. What was the purpose of the towpath? Why do you think this method of locomotion was used?

What would be some of its disadvantages?

9. How many years did it take to complete the canal?

10. What finally put the canal out of business?

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Unit Plan Rubrics:

Name:___________________________________

General Grading Rubric for Class Assignments

Superior (6)

• clearly meets all criteria set out in the instructions • interesting and also entertaining • very clearly presents a message showing insight or imagination • shows careful planning and organization of material • interesting details to support major points • no errors in grammar, spelling, or structure (if written) • easily understood • examples, well presented with colorful illustrations (if appropriate)

Good (4.5)

• meets the criteria set out in the instructions • holds interest • shows evidence of planning and organization • clearly presented ideas • includes detail • a few errors • neatly completed • illustrations (if required) or examples

Satisfactory (3.5)

• meets the criteria set out in the instructions • can be understood and followed • evidence of some planning • little effort made to create interest • occasionally difficult to follow • quite a few errors • neatness needs attention

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• lack of illustrations (if required) or examples

Incomplete (must be redone or completed) (0)

• many errors • messy and lacks organization • little or no specific content • no attempt to create interest • generally poor preparation • little thought given toward completion

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Name:________________________________________

Activity Points Possible Student Total

Plain Dealer Story (Content) Factual Information 25 3 double spaced pages edit/proof 20 introduction, main body, conclusion 25 Paragraphs 5-6 sentences 20 3 pictures that relate to your topic 10

Crossword Puzzle 25 terms that relate to chosen topic 25

Group Wikispace

Plain Dealer Story (copy and pasted from word document) 25

3 pictures (copy and pasted from word document) 25

crossword puzzle (not required) Extra Credit 10

Log List detail jobs that you performed 25

Total 200 Total with extra credit 210

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