Title of Lesson: Expedition Knowledge

Topic: Lewis and Clark’s Expedition
Subject Areas: Social Studies
Grade Level: 1
Description or Outcome Statement: The students will broaden their knowledge of
the Corps of Discovery. They will learn the contributions Lewis and Clark made to
America during their expedition with the Corps of Discovery.
Specific Lesson Outcome Statement: The students will be able to hold class
discussions over the contributions made by Lewis and Clark, as well as create a
map of the discoveries they made on their “expedition” around the school.
Georgia Performance Standard:
SS1H1: The student will read about and describe the life of historical figures in
American history.
a) Meriwether Lewis and William Clark with Sacagawea (exploration)
Essential Question: Suppose you were an explorer on the journey with Lewis and
Clark, what discoveries did you make and how did they affect America?
Materials Needed:
 Book: Lewis and Clark with Sacagawea By, Vicky Willows
 25 Pieces of White Paper
 25 Boxes of Crayons
 Little Birds Tale Book
 25 Brown Paper Bags
 Ball of Yarn
 100 sheets of White Paper
 Big Cut Outs/Pictures of Animals & Plants seen on expedition
Procedures List:
(Before lesson, teacher will set out the pictures/cutouts of the plants and animals
around the school for the students to see when taking their “expedition around the
school.)
1. Motivation: The teacher will begin the lesson by showing the students The Little
Birds Tale that explains how to create a journal and allow the students to create their
own expedition journals.
2. The teacher will then read the book Lewis and Clark with Sacagawea (pages 2-9)
to the class.
3. After reading the book the class will begin a discussion highlighting the
contributions that were made by the Lewis and Clark’s expedition. These
contributions include: creating journals that described the animal and plant life that
surround the Missouri River, creating maps of the west, and the promotion of
westward expansion.
4. During the discussion the teacher will ask the following questions:
 Why do you think Thomas Jefferson sent Lewis and Clark on this expedition?
 Why did Lewis and Clark need each other during the expedition?
5. The students will then take an “expedition” around the school and record in their
journal the different types of plant and animal life they see (pictures teacher puts
out).
6. Once the students come back inside, they will use the notes they took down in
their journals and create a map of the school and where they walked. They will add
st

pictures of the different plant and animal life they saw along their expedition to the
map showing where they saw during their expedition.
7. After the students finish, they will then share their map with the class.
8. The teacher will then have a closing discussion with the class and review what
they discussed. The teacher will ask the students: Why do you think it was important
that Lewis and Clark created maps of the West?
Higher Level Thinking Questions:
 Why do you think Thomas Jefferson sent Lewis and Clark on this expedition?
 Why do you think it was important that Lewis and Clark created maps of the
West?
 Why did Lewis and Clark need each other during the expedition?
Accommodations:
 Special Ed. Students: During the expedition, the teacher will walk around with
these students. When in the classroom, the teacher will take these students
small group and discuss with them the things they saw during their walk
outside. Afterwards, the teacher will help them create their map as a small
group.
 ESOL/ELL: During the discussion, there will be handouts given to the
ESOL/ELL. These handouts will list out key vocabulary words that will be
used during the lesson and discussion. Beside each vocabulary word will be
a picture that represents that word.
Reteaching: Based on the results of the assessments students will re-watch the
BrainPop Jr. video on Lewis and Clark
(http://www.brainpopjr.com/socialstudies/americanhistory/lewisandclarkexpedition/pr
eview.weml).
Extension: As an extension, the teacher will reiterate how long this expedition took
for the Corps of Discovery. The teacher will then say, “The Corps of Discovery’s
expedition took 2 years, 4 months, and 10 days to complete. If you took that same
trip today would it take you the same amount of time? Why or why not?” The
students would record their answers in their journals.
Assessment:
Formative assessment: The formative assessment will be anecdotal notes taken by
the teacher (or co-teacher, if possible) during the class discussion.
Summative assessment: At the end of the lesson, the students will be assessed by
completing a quick short answer test. (Provided below)
Technology: For our technology portion of the lesson, we will be allowing the
students to use the Little Birds Tale to create their expedition journals.

Name_____________________________
1. Who are Meriwether Lewis and William Clark?
____________________________________________
____________________________________________
__________________________________________
2. What were some contributions the Corps of Discovery
made?
____________________________________________
____________________________________________
__________________________________________
3. Why did Thomas Jefferson send Lewis and Clark on
an expedition to the West?
____________________________________________
____________________________________________
___________________________________________