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Big
Idea /Unit Theme/Essential Questions
Change over Time
Lesson Literacy Strategies:
Map of North
America before Lewis and Clark
Satellite Image of North America
1. Journal writing
2. Prediction
KWL diagram: What I know about Lewis and Clark
Cross-curricular Connection(s):
Grade 8 History Students analyze the divergent paths
of the American people from 1800 to the mid-1800’s and the challenges
they faced, with the emphasis on the West, in terms of the purpose,
challenges and economic incentives associated with westward expansion
including the concept of Manifest Destiny (e.g. Lewis and Clark expedition,
accounts of the removal of Indians and the Cherokees’ “Trail
of Tears,” settlement of the Great Plains) and the territorial
acquisitions that spanned numerous decades.
Opening Activity:
What was it like before the United States?
I. Using Maps to Understand Change
A. What can we learn from maps?
B. Understanding Maps: Relief maps, political, outline, biomes, climate,
population, sat 9 images
C. Following in the footstep of Lewis and Clark: The Voyage of Discovery
Part I. Culminating Activity: Determining a trail from Santa Fe to
Los Angeles.
II. Ecosystems
A. Ecosystems: What are the components of an ecosystem
B. Ecosystems: Along the Lewis and Clark Trail
C. Ecosystems: Then and Now
D. Endangered Species: Then and Now
Part II Culminating Activity: Expository presentation that is an analysis
of one species as an indicator of changes in an ecosystem from 1803
to 2003
Purpose or Objective:
Students will be able to read and understand
a variety of maps.
Students will be able to analyze and interpret a variety of maps.
Students will be able to utilize information from maps to plan a route
from Santa Fe, New Mexico to Los Angeles (similar to the Old Spanish
Trail)
Materials, Tools, and
Resources Needed:
For Journal of
Discovery
Each student needs:
Spiral ring notebook
Glue stick
Tape
Scissors
Colored pencils
Pens and pencil
Letter from Thomas Jefferson to Clark on his mission statement
Prerequisite
Student Knowledge:
Journal Writing:
Students are to glue in the daily entry from Clark’s journal.
They are to locate that point on their maps. Using their maps and
the Internet write their journal what it is like at the location today.
Formal Letter Writing:
Letter to President Bush
Informal Letter: Postcard to teacher from one of their campsites.
Procedure:
1. Using Maps to Understand Change
Student
Activity:
Opening Activity:
Using images, original documents, and contextual prompts, students
will discuss what they think the United States was like before it
was developed by Europeans cultures. Starting a Journal: Journal of
Discovery
Letters from Thomas Jefferson to Meriwether Lewis
Journal Entries
http://www.mt.net/~rojomo/landc.htm
Opening Activity:
What was North America like before it was the United States?
Journal of Discovery
1. Students will make their Journal of Discovery (Interactive notebooks)
using a three-ring notebook.
2. Discussion on the Louisiana Purchase and North America.
3. First entry in journal: Students will glue in Thomas Jefferson’s
letter and on the facing page write what they believe Lewis and Clark
will find as they explore North America from the Missouri River.
4. Students will complete a KWL diagram on Lewis and Clark.
5. Each day students will place a passage from Lewis’ journal,
mark the location on their map, and write a short reflection on what
they learned in class today.
Activity A:
What can we learn from maps?
1. Introduction: What can we learn from maps. Show the students different
types of maps. Make a concept map of what students believe they can
learn from these types of maps.
2. Venn Diagram: Give each student an outline map and a satellite
map of California. Have students compare and contrast what they can
learn from each type of map.
3. Give each student a satellite map of the United States and a transparency
paper. They are to make an outline map of the United States.
4. Go over the parts of a map, the map key or legend, the compass
rose, longitude and latitude. Students are to put these items on their
maps.
5. Students will then add and label the major water features.
6. Students are to reread the Letter to Clark from Thomas Jefferson
and locate the Missouri River. Students are to form a hypothesis on
what they will find on their journey.
7. Students are to read the first entries on the beginning of the
expedition.
Activity B: Understanding
Maps
1. Students are to locate St. Louis on their maps.
2. Using their satellite image, students are add physical features
such as the Rocky Mountains and Appalachian mountains to their maps.
3. Give students a copy of a topographic map showing the front of
the Rocky mountains.
4. Students will learn to read a topographic map and choose the best
route for crossing into the mountains.
5. Students are to write a formal letter to Thomas Jefferson explaining
how they are planning on crossing the Rocky to the Pacific Ocean.
6. Students are to mark their route on their map
Activity C:
Lesson Performance
Task:
Following in the Steps of Lewis and Clark
1. Students are to mark in Lewis and Clarks trail on their maps.
2. Students are to compare their trail with the actual trail.
3. Students are to determine if they have determined a better route
for going from St. Louis to the Pacific Ocean.
4. Students are to mark 4 locations (camp sites) on their route and
write for journal entries that tell what they will observe at each
location
5. Students are to write a formal letter to the current president
explaining why their route is an improvement over the one taken by
Lewis and Clark 200 years ago. Students are to use logic and give
evidence for their route selection.
6. Students will write an informal letter (postcard) from one of their
campsites on their route.
Part I Unit Culminating
Assessment
Student will prepare
a map from showing a route from Santa Fe, New Mexico to Los Angeles,
CA. Using Clark’s journal as a model, students will be able to
use their map to develop a hypothetical journal detailing what they
will find during a journey following their route. Student journal
will include information on topography and natural features, climate,
biomes (plants and animals).
Culminating Activity/Assessment:
How does an idea about a place change when it goes
from the unknown to the known?
What was
the importance or role of the Lewis and Clark expedition in the concept
of the United Stated (manifest destiny)?
How can
we use maps to “know”, visualize and understand a place
we have never been visited?
How can
maps teach use about change over time?
How can
maps teach us geology, life science, and history when maps are only
images with very little explanations?
Why is it
important to be able to learn how to use maps?
Rubric
See attached Rubrics for Journal Writing, Maps, and
letters
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Grade: 9-12
Course: Biology,
Environmental Science, or Integrated Science
Part I Physical Geology
California Content Standards
Reading
Standards:
Language Arts
2.2d
Deliver expository presentations that include visual aids by employing
appropriate technology to organize and display information on charts,
maps, and graphs.
Writing 2.3d
Writing expository compositions, including analytical essays and research
reports that include visual aids by employing appropriate technology
to organize and display information on charts, maps, and graphs.
Science
Content Standards:
Earth Science 6b Effects on climate of latitude, elevation, topography,
as well as proximity to large bodies of water and cold or warm ocean
currents
Investigation and Experimentation 1h Read and interpret topographic
and geologic maps.
Life Science:
6b How to analyze
changes in an ecosystem resulting form changes in climate, human activity,
introduction of non-native species, or changes in population
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