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TCNJ Lesson Plan Format Grade Level: 5th Grade Subject: Social Studies A.

PLANNING Lesson Topic and Main Concepts (Big Idea): Students will learn to describe the ways that people in the early 1800s moved westward. They will specifically learn about the purpose of flatboats and their structure as well as their living conditions. Additionally, students will build flatboats with Popsicle sticks and respond to questions on a handout. Background Information a.) Analysis of Students Prior Knowledge including misconceptions: The teacher will present a model of the flatboat and ask students to share their observations. Some students will be able to identify the model as a boat but they should not be able to identify it as a flatboat. The teacher may ask the students to think about features that make this boat unique such as its flat bottom. This opening activity will allow the teacher to judge if the students are familiar with the topic of flatboats and westward migration or not. b.) Teacher Content Knowledge: The teacher must know that flatboats were a method of transportation used in the 19th century by settlers heading west. Flatboats float in water rather than on water. Many flatboats traveled on the Ohio River to reach Midwest destinations such as Missouri and Tennessee. Ultimately, the use of flatboats represents the development of westward expansion during the early 1800s. Essential Question: What was the purpose of flatboats? References: Textbook New Jersey Core Curriculum Standards (NJCCCS): Standards: 6.1.8.C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and nation. Objectives 1. Students will be able to explain how flatboats were used to expand settlements westward. (Analyzing) 2. Students will be able to describe what life was like on a flatboat for a pioneer. (Understanding) 3. Students will be able to build model flatboats by using popsicle sticks. Assessments 1. The students will complete a worksheet that asks these questions. The teacher will collect the handout. 2. Students will create their own flatboats that will be assessed by whether or not they follow directions and successfully build a boat. Teachers will walk around the room to assess them during this portion of the

(Creating)

lesson.

Materials (Kind & Quantity) - 100 Popsicle Sticks - Masking Tape - Handout - Textbook B. PROCEDURE 1. Motivational Beginning & Activating Students Prior Knowledge: Students will be shown an example of the teachers flatboat and will be asked to share their observations. The teacher will list their ideas on the board. The students should eventually recognize that the model is a boat that was used during the time period that they are studying (19th century). 2. Logistics/Classroom Management: - Timing: 5 minute opening activity, 5 minute read aloud, 20 minute activity, 15 minute share and handout - Management: Volunteers to read, Time Check - Grouping: Groups of 3 (2 groups at each table) - Transitions: Students will remain at desks the full time. One student from each group will pick up materials. -Student Roles: None 3. Lesson Steps 1. Students will read the section from the textbook about flatboats (page 346). The students will buddy read with their shoulder buddy during this time. The teacher will pause the students after each paragraph to ask questions to check for understanding. 2. Students will work in groups of three during the activity. They will gather the supplies they need for creating the flatboats which include Popsicle sticks, tape, glue, paper, scissors, and crayons. 3. Students will build the boats with their group with instruction from the teacher as needed. The teacher can pause the activity and ask the students to fishbowl around a table in order to model how to construct the boat if the students seem to be having difficulty. The teacher will circulate the room to assist any groups that need additional help. 4. The teacher will ask the paper passer to distribute the handout to the class. The students will work with their group to respond to the questions if they are having difficulty. Questions include: What was life like on a flatboat? Why did the pioneers choose to use flatboats? What were some of the challenges that flatboat pioneers faced?

4. Questions What does this model represent? Understand What was life like on a flatboat? Apply Why did the pioneers choose to use flatboats? Analyze What were some of the challenges that flatboat pioneers faced? Apply 5. Curriculum Integration N/A 6. Closure The students will show the class their flatboats and share their answers from the handout. The boats will be on display on the windowsill and the handouts will be displayed on the bulletin board. 7. Follow Up/Next Steps Students will continue to day two of The New Nation Unit outlined in the textbook. The next topic is Lewis and Clark.