Sabrina

Bogosian
EDU 300
Fall 2017

A fifth grade unit on the California Gold Rush based on the Pennsylvania State Standards,
integrating Social Studies into an English Language Arts, Mathematics, and Science
Lesson.

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 Table of Contents


Cover Page……………………………………………………………………………………………………………..Page 1


Rationale………………………………………………………………………………………………………………..Page 3


Concept Map…………………………………………………………………………………………………………..Page 4


Content Outline………………………………………………………………………………………………………Page 5


Lesson Plans


Trek to the West on the California Trail (Language Arts)……………………………….Page 6


Fractions on the Trail (Math)…..………………………………………………………………….Page 10


Gold Panning and Buoyancy (Science)………………………………………………………...Page 15


Resources……………………………………………………………………………………………………………Page 19


Glossary………………………………………………………………………………………………………………Page 20


Appendix…………………………………………………………………………………………………..…………Page 21

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 Rationale

For as long as humans have been on the Earth, we have been influenced by and had
influence over our surroundings. In this unit, we will learn about the special interaction
between people, places, and the environment in the exciting context of the California Gold
Rush, the largest mass migration in U.S. history!
The language arts lesson employs the 6E Model and is geared toward research. The
chosen standard for this lesson is the Pennsylvania State Standard that specifies that
students should be able to, “Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve a problem
efficiently.” Through this lesson, students will develop their research skills along with their
knowledge of the California Gold Rush.
The mathematics lesson utilizes the Backwards Design Model and has a strong focus
on story problems about life on the Trail. The chosen standard for this lesson is the
Pennsylvania State Standard that states that students should be able to, “Use the
understanding of equivalency to add and subtract fractions.” The goal of this lesson is to
promote student understanding of fraction operations in the context of length.
The science lesson, which also makes use of the Backwards Design Model, includes a
gizmo and experiment. The selected standard for this lesson is the Pennsylvania State
Standard that says students should be able to, “Describe relationships using inference and
prediction.” The goal of the lesson is have the gizmo be the spark that aids and encourages
students to make inferences and predictions based on the knowledge acquired at the
beginning of the lesson.
Throughout the unit, students will learn developmentally appropriate academic
concepts for the fifth grade. Moreover students will learn about humanity’s unique
relationship with the Earth.

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 Concept Map

LANGUAGE ARTS: MATHEMATICS: SCIENCE:

Gizmo &
6E Model Backwards Design Backwards Design
Model Model

“Draw on information from

multiple print or digital “Use the understanding of “Describe relationships
sources, demonstrating the equivalency to add and using inference and
ability to locate an answer subtract fractions.” prediction.”
to a question quickly or to
solve a problem efficiently.”

Using everything that they have learned so

far, students will write letters as if they are
travelers along the trail, gold miners, or
someone else relative to this time in history.

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 Content Outline
Rationale
Ø The Rationale serves as an explanation for the construction of this unit. It details the
standards employed to conduct the lessons. The Pennsylvania State standards are used as
the learning objectives in this unit.
Concept Map
Ø The Concept Map acts as a visual aid for students and teacher alike. It displays the subject
areas taught, the instruments employed, and the standards chosen for each lesson.
Ø It displays how Language Arts, Mathematics, and Science can all be connected to Social
Studies through the theme of the Trek to the West: The California Gold Rush. The Social
Studies standard states that students will be able to: “Use geographic tools to analyze
information about the interaction between people, places, and the environment.”
Language Arts Lesson Plan
Ø This lesson plan is based on the Pennsylvania State standard, “Draw on information from
multiple print or digital sources, demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently.”
Ø The 6E Model is employed in this lesson.
Mathematics Lesson Plan
Ø This lesson plan is based on the Pennsylvania State standard, “Use the understanding of
equivalency to add and subtract fractions.”
Ø The Backwards Design Model is employed in this lesson.
Science Lesson Plan
Ø This lesson plan is based is based on the Pennsylvania State standard, “Describe
relationships using inference and prediction.”
Ø The Backwards Design Model is employed in this lesson.
Ø This lesson features a science experiment and a class discussion featuring the Sink or Float
Gizmo.
Conclusion of Unit
Ø Using everything that they have learned so far, students will write letters as if they are
travelers along the trail, gold miners, or someone else relative to this time in history.

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 Lesson Title: Trek to the West on the California Trail Grade: 5

Learning Target: The student will be able to draw on information from three or more
print or digital sources, demonstrating the ability to locate an answer to a question or to
solve a problem within a lesson period.

Grade Level Guide:
• Pennsylvania
• Grade 5
• Language Arts

Content Standards:

Content Curriculum Focal Pennsylvania State Interdisciplinary Connections
Points According to Standards
International Literacy
Association
Standard - CC.1.2.5.G The student will draw on
Literacy is the ability to Draw on information from information from primarily
identify, understand, interpret, multiple print or digital digital sources and locate an
create, compute, and sources, demonstrating the answer to a question regarding
communicate using visual, ability to locate an answer how the environment influences
audible, and digital materials to a question quickly or to the actions of a people,
across disciplines and in any solve a problem efficiently. specifically regarding life on the
context. California Trail.
Standard - 7.1.U.A
Use geographic tools to In this lesson, students will be
analyze information about challenged to use and expand
the interaction between upon their existing literary skills
people, places, and the to dive deeper into the world of
environment. geography and its influences on a
people.


Academic Language:
• Geography
o Compass o South o Mountains
o West o Trail o Gold
o East o Climate
o North o River

Create a word-wall that includes pictures with the necessary vocabulary. (See resources for Husty
& Jackson Article). As you explain what students are to be looking for, draw their attention to the
word-wall and describe the words in the context of the project.

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Students’ Needs:
• Include some possible, pre-approved websites to get students started.
• It would be beneficial to remind students what constitutes a reliable Internet
resource.
o Websites that end in .edu, .gov, .org
o Websites from respected organizations (such as National Geographic)

Universal Design for Learning:

English Language Special Needs
Learners (ELLs)

-(ELLs): Include words in -Attention Deficit

native languages of all Disorder (ADD): Allow
students on the Word student to stand while
Wall. working.
-Attention Deficit
Hyperactivity Disorder
(ADHD): Pair written
instructions with oral
instructions.
-Dyslexia: Allow extra
time for student to
conduct research.
Materials:
• Computers with Internet Access (at least one per two students)
• Projector
• Graphic Organizer
• Map (See “Resources” for citation.)
• Pictures of the Trail (See “Resources” for citation.)
• Pictures that can be put on the Word Wall to represent academic language

Language Function:
Students will begin by analyzing the information about the California Trail. They will
decompose the information provided to them by identifying particular geographical and
environmental features (ie. mountains, rivers, ocean, climate, etc.) They are then asked to
describe their findings to a small group of peers. After they describe, they are asked to
interpret the connections between the geographical and environmental features and how
people lived on the trail. As part of a culminating activity, students will be asked to take
their research as well as the connections that they have drawn form it, synthesize them, and
write a journal entry as if they were on the trail, detailing their experiences.

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Lesson Plan

Engage:
• Tell students that today we are going to be investigators and do research on the California
Trail.
• Display a large map of the California Trail.
• Briefly review with students map reading skills.
• Show pictures from locations along the trail.


Exploration/E-Learning:
• Assign partners.
• Have first partner research characteristic environmental features of the California Trail
using a map and Internet resources.
o Rivers, mountains, climate, coastal, inland, etc.
o Which precious resource was found in California in 1848 that leads to a mass
migration to the West?
• Have the other partner research the people’s way of life along the trail.
o Who could be found along the trail?
o Where were they heading and why?
o How were they traveling?
o How did people cook and eat?
o What did they wear?
• Have each partner record in respective section of the Google Doc. graphic organizer.

Explanation:
• Have students share their research findings in small groups.
• Correct misconceptions as you hear them.

Elaboration:
• Discuss with a partner: How do the geographical features along the trail affect the
travelers’ way of life?
o What kind of challenges did people face along the trail?
§ Did any of those challenges arise because of the geography (think mountains,
rivers, etc.) along the trail?
§ How did people overcome those challenges?
o What are other two ways that geography influenced the lives of the travelers?
§ Gold, being the resource that the people were after, motivated people to
come from far away places.
§ People traveled by covered wagon because the about half of the journey was
through flatland.
§ Or other reasonable answers.
• Have students record their thoughts.

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Evaluation:
• At the end of the unit, students will be asked to take their findings as well as the
connections that they have made, synthesize them, and write a journal entry as if they were
on the trail, detailing their experiences.



Assessment:
Type of Description of Modifications Evaluation Criteria
assessment assessment

Informal; Students will If possible, have The student uses two or more
Formative incorporate their students who need a sources.
research findings quieter space to
into a graphic think, work in Information in journal entry is
organizer. another room. clearly connected to factual
information.
Later, during the Allow more for
culminating students with The student makes at least two
activity, students ADD/ADHD/Dyslexia connections between
will apply their to work on research. geography/environment and
knowledge and way of life in the culminating
write a journal activity.
entry as if they
were travelers
along the
California Trail.


Resources:
• Google Doc. Graphic Organizer
• Some Websites to Get Everone Started:
o http://www.kidport.com/RefLib/UsaHistory/CalGoldRush/lifeof49er.htmh
o https://www.nps.gov/cali/planyourvisit/upload/CALI_LFT_ADA_Map-
guide012813.pdf
o https://www.nps.gov/cali/index.htm
o http://www.socialstudiesforkids.com/articles/ushistory/californiatrail.htm

• Mountains, Sinks and Deserts: The Physical Geography of the California Trail. (n.d.).
Retrieved from https://geoalliance.asu.edu/node/82 (Map and Picture Resources)
• Husty, S., & Jackson, J., Multisensory strategies for science vocabulary: Support
learning about properties of matter for ELL--and all--students with these
techniques. Science and Children Dec. 2008: 32. Academic OneFile. Web. 20 July 2014

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 Lesson Title: Fractions on the Trail Grade: 5

Learning Target: The student will use his or her understanding of equivalency to add and
subtract fractions (between zero and one) of unlike denominators (2, 4, 8) with the support
of a length model, such as a number line.

Grade Level Guide: Content Standards:
• Pennsylvania
• Grade 5
• Mathematics


Content Curriculum Focal Pennsylvania State Interdisciplinary Connections
Points Standards
One the six Principles and Standard - CC.2.1.5.C.1 The student will use their
Standards for School Use the understanding of understanding of equivalency to
Mathematics as proposed by equivalency to add and add and subtract fractions,
the National Council For subtract fractions. specifically in regard to the
Teachers of Mathematics length of the California Trail.
(NCTM) is called the Standard - 7.1.U.A
Curriculum Principle. This Use geographic tools to In this lesson, students will be
particular principle stresses analyze information about challenged to engage in a “big
that curriculum should be built the interaction between idea” curriculum that links
around “big ideas” in the people, places, and the number lines to length and shows
curriculum and in daily environment. mathematics to be a truly human
classroom instruction. These endeavor.
big ideas are considered
important when they help
develop other ideas, link one
idea to another, or serve to
illustrate the discipline of
mathematics as a human
endeavor.



Academic Language:

• Numerator Since students have had experience with
• Denominator fractions in years past, they should be
• Fraction familiar with these words. However, it would
• Add be helpful to review them with students
• Subtract before beginning the lesson, by having an
informal class discussion.

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Students’ Needs:
Students should be fluent with the operations of addition and subtraction of whole
numbers. Students should understand fractions as parts of a whole. With this knowledge,
we will scaffold their understanding to extend addition and subtraction operations to
fractions.

English Language Special Needs
Learners
(ELLs)
-(ELLs): Provide students -Attention Deficit
with notes from the Disorder (ADD): Seat
lesson. student in a quiet area
near the teacher.
-Attention Deficit
Hyperactivity Disorder
(ADHD): Allow student to
have extra time for
completing certain tasks.
-Oppositional Defiant
Disorder (ODD): Provide
feedback in a one-on-one
situation, rather than in
front of the class.

Materials:
Student Needs: Teacher Needs:
• Pencil • Whiteboard + Markers + Erasers
• Paper • Projector
• Story Problem Worksheet • Map of the California Trail
• String
• Scissors
• Sticky Tack


Language Function: Students will begin by analyzing the length of the trail (i.e. breaking it into
component parts). They are then asked to evaluate story problems pertaining to the California Trail.
After they evaluate, they will be are asked to interpret the connections between the length, the
duration, and the geographical features of the trail. As part of a culminating activity, students will be
asked to write a letter as if they were pioneers on the California Trail, synthesizing their research on
the trail with their mathematical knowledge about its length. As part of a culminating activity,
students will be asked to take their research as well as the connections that they have drawn form
it, synthesize them, and write a journal entry as if they were on the trail, detailing their
experiences.

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Lesson Plan

Stage 1:
• Understandings/Goals:
o Students will understand that fractions are numbers between whole
numbers.
o Students will understand that number lines can help our understanding of
addition and subtraction of fractions in the same way they helped us
understand whole number addition and subtraction.
§ Moving to the right to add.
§ Moving to the left to subtract.
§ Moving by a specified unit.
o Students will understand that they are fostering number sense.
• Essential Questions:
o What do we call numbers that exist between whole numbers like 0, 1, and 2?
o We often use area models (like pizzas or pies) to think about fractions. Why
might it be helpful to use a line?
o Thinking about our trek to the West, do you think that knowing how to add
and subtract fractions could help us somehow?
o Thinking of a number line, which direction do we move when we’re adding?
Subtracting? Do you think this changes when we are adding and subtracting
fractions?
• Student Objectives (Outcomes):
o The student will be able to use a number line to add and subtract fractions of
unlike denominators (2, 4, and 8).
Stage 2:
• Performance Tasks:
o After the lesson, story problems (centered on the theme of the California
Trail) will be presented to students to solve individually. These story
problems will assess whether or not students can add fractions with unlike
denominators of 2, 4, or 8.
o Once students have completed their independent work, they may work on
the challenge problem that will assess whether or not the students can apply
what they have learned to fractions of other denominators.
• Other Evidence:
o Throughout the lesson, occasionally ask students to give a “thumbs up” if
they understand what has been said, or “thumbs down” if it needs to be
explained again.

Stage 3:
• Learning Plan:
o Project an enlarged map of the California Trail. (See supplementary
resources.)
o Read short history of the Gold Rush (below).

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 § After gold was discovered by James W. Marshall on January 24, 1848, at
John Sutter’s sawmill on the South Fork of the American River, about 40
miles east of Sutter’s Fort (point to location), the lure of riches called
many from the Midwest to America’s western territory, California,
which became a state a couple years later, in 1850. Beginning in St.
Louis, Missouri, travelers would make the 2,000-mile trek to
Sacramento, California in search of their own fortune. This trip took
between four and six months to complete.
o Propose “Essential Questions” to the class. Have students discuss with a
buddy (preselected based on ability level, pairing more advanced students
with those who need more support) and then take volunteers to share their
answers with the entire class.
o Take one end of the string and stick it to St. Louis, Missouri (the beginning of
the California trail) using sticky tack. Trace the string along the trail pressing
it to sticky tack along the way so that it will follow the curves of the trail.
Once the string gets to Sacramento, cut it.
o Turn off the projector, take the string off the sticky tack, and straighten it out
into a line. Point out to students that this is the scaled down length of the
California trail and it is our whole.
o Use it to draw a number line from zero to one with intervals of 1/8, marking
1/4, 1/2, and 3/4.
o Read a word problem to the class:
§ You receive a letter from a friend of yours, detailing his experience on
the trail. In the letter he tells you that, in the first month, he traveled
1/8 of the trail. During the next 45 days, he traveled 1/4 of the trail.
How much of the trail has he traveled so far?
o Model how to add 1/8 plus 1/4 on the whiteboard.
o Ask for a thumbs up/thumbs down to check for understanding.
o Read another word problem to the class.
§ You are a setting out west from St. Louis in search of gold. In the first
three months you travel half of the trail. But when a snake bites your
sister, your family turns around and goes to the nearest settlement, 1/8
of the trail behind you. If you had traveled half of the trail, but had to go
back 1/8 of the way, how far along the trail are you now?
o Model how to begin at half and then subtract 1/8.
o Ask for a thumbs up/thumbs down to check for understanding.
o Tell students that now that they have had some practice as a class, they will
work on some problems individually and then a challenge problem with a
partner (same partner from earlier).
o Pass out story problems.

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 Assessment:

Type of Description of Modifications Evaluation Criteria- How
assessment assessment to the good is good enough to meet
(formal or What will students assessment so standards?
informal; do to show what they that all students (related to the learning
formative or have learned? may objectives) Include scoring
summative) demonstrate guide, rubric or other criteria
learning

-Formal/Informal Students will use For students Students will not make
-Formative empty number lines who may have conceptual errors on 75% of
to correctly difficulty reading the problems.
complete the story the problems,
problems. they may be The student makes at least
Later, during the paired with a two connections between
culminating activity, student who can geography/environment and
students will apply clearly articulate way of life in the culminating
their knowledge and the situation activity.
write a journal entry verbally.
as if they were
travelers along the
California Trail.


Resources:
• Story problems page
• Mountains, Sinks and Deserts: The Physical Geography of the California Trail. (n.d.).
Retrieved from https://geoalliance.asu.edu/node/82 (Map and Picture
Resources)

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Lesson Title: Gold Panning and Buoyancy Grade: 5

Learning Target: The student will use his or her understanding of buoyancy and gold
panning to make a logical prediction about how saltwater could affect gold’s ability to float.

Grade Level Guide: Content Standards
• Pennsylvania
• Grade 5
• Science


Content Curriculum Focal Common Core State Interdisciplinary Connections
Points National Research Standards
Council (NRC)
Standard - 3.1.5.A9 Students will use what they have
The NRC is committed to Describe relationships learned about gold panning and
making sure that every using inference and buoyancy to make predictions
American is scientifically and prediction. about how saltwater could affect
technologically literate and gold’s ability to float specifically
able to make informed as it pertains to panning.
decisions. Lessons should be Standard - 7.1.U.A
designed to ensure lifelong Use geographic tools to
learning, promote research analyze information about
across disciplines, and engage the interaction between
the public in a deeper people, places, and the
understanding of science. environment.


Academic Language:
• Buoyancy
• Density

These concepts will be introduced in the video that explains buoyancy.

Students’ Needs: Students are likely already familiar with floating. We will dive deeper
into the concept of buoyancy by tapping into this familiarity.

Universal Design for Learning (UDL)

English Language Special Needs (can be a
Learners group such as “struggling
(ELLs) readers” or individuals)
-A transcript in student’s -Attention Deficit
native language of the Disorder (ADD): Allow
video that explains student to take breaks

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 buoyancy could be given. throughout the lesson.
-Oppositional Defiance
Disorder (ODD): If the
student seems to be
getting frustrated when
you are asking questions
during the class
discussion, provide some
answer choices.
-Dyslexia: The lesson
already involves a lot of
activity change to keep
student engaged.

Materials:
• Computer with Internet Access
• Projector
• Screen or Whiteboard
• Gizmo

Language Function: Students will begin by analyzing the concept of buoyancy. Then they will
be asked to explain why gold sinks in freshwater. After they explain, they will be are asked to
interpret the connection between what they know about buoyancy and what happens to the
object when salt is added to water. Students will take this interpretation and make and justify a
prediction about how gold might behave in saltwater. As part of a culminating activity,
students will be asked to take their research as well as the connections that they have
drawn form it, synthesize them, and write a journal entry as if they were on the trail,
detailing their experiences.

Lesson Plan
Stage 1:
• Understandings/Goals:
o After engaging in the lesson, the students will be able to use what they have
learned about buoyancy to make predictions about how saltwater could
affect buoyancy.
• Essential Questions:
o Why do objects float?
o How does salt affect an object’s ability to float?
• Student Objectives (Outcomes):
o Based on their understanding of buoyancy, students will be able to make
predictions/inferences about why salt water enables objects to float higher
than the object in freshwater.
Stage 2:
• Performance Tasks:
o After the lesson, present the class with a few questions: Imagine that the

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 Sacramento River was made up of salt water instead of freshwater. What do
you think the gold would do in salt water? Do you think that it would be
easier to pan for gold or harder? Why?
o First, have students write down their thoughts, so that you can assess them
later.
o Then open up floor for a class discussion, asking questions that students that
require students to make inferences about how saltwater could potentially
affect gold’s ability to float.
• Other Evidence:
o (Pre-assessment) Before beginning the lesson, ask students if they think gold
can float in freshwater (like that found in a river). Then ask, if they think gold
can float in saltwater (like that of the ocean).
Stage 3:
Learning Plan:
• Introduce the lesson with a quick video about panning for gold.
https://www.youtube.com/watch?v=_rLyWrYHJ1E
• Draw attention to the line, “The gold’s heavier than everything else.”
• After the video, ask students why it is important that the gold is heavier.
• Look for the answer: the gold is heavier so it stays in the pan while everything else
floats out.
• Show the video on buoyancy. https://www.youtube.com/watch?v=nMlXU97E-uQ
• Highlight the points that an object will float when it is lighter/less dense than the
water that it displaces and an object will sink when it is heavier/more dense than
the water that it displaces.
• Ask, what does this mean for gold?
• Student should answer that the gold is heavier than the water it displaces.
• Tell students that we know that when miners were panning for gold they were
working in freshwater.
• Ask, “But what if they had been working in saltwater? Could salt in the water change
anything?”
• Note that the purpose of these questions at this point in the lesson is to merely get
students thinking.
• During this portion of the lesson, students will use the gizmo to test how salt
content affects an object’s capacity to float.
• After time spent with the gizmo, students will reconvene as a class to make
predictions.
• What do you think the gold would do in salt water? Do you think that it would be
easier to pan for gold or harder? Why?”
• Encourage students to layout their reasoning behind their predictions.
• Students will answer both on paper and verbally.

17

 Assessment:

Type of Description of Modifications Evaluation Criteria
assessment assessment

-After the lesson, the The assessment Student will make and
Informal/Formative class will be will be presented justify his or her
Assessment presented with a few both verbally and prediction with concepts
questions: “Imagine in writing. learned from the lesson.
that the Sacramento
River was made up of The student makes at
salt water instead of least two connections
freshwater. What do between
you think the gold geography/environment
would do in salt and way of life in the
water? Do you think culminating activity.
that it would be
easier to pan for gold
or harder? Why?”
-Students will both
write down and
vocalize their
predictions.

Later, during the
culminating activity,
students will apply
their knowledge and
write a journal entry
as if they were
travelers along the
California Trail.


Resources:
• https://www.youtube.com/watch?v=_rLyWrYHJ1E (How to Pan for Gold)
• https://www.youtube.com/playlist?list=PL5ti_z9R0sVM6BakKv0A2wa6vcsk_Q5rH
(Explanation of Buoyancy/Density)

18

 Resources
A. Language Arts Lesson
1. Maps and Pictures to Display (Refer to Pg. 21, Appendix A1. for map; refer to
link for PDF file of pictures—labeled as Photos of Locations along the
California Trail)
a) https://geoalliance.asu.edu/node/82
2. The following are websites on the topic of the California Trail. They can be
used as a starting point for student research.
a) http://www.kidport.com/RefLib/UsaHistory/CalGoldRush/lifeof49
er.htmh
b) https://www.nps.gov/cali/planyourvisit/upload/CALI_LFT_ADA_M
ap-guide012813.pdf
c) https://www.nps.gov/cali/index.htm
d) http://www.socialstudiesforkids.com/articles/ushistory/californiat
rail.htm
3. Google Doc. Graphic Organizer (Refer to Pg. 22, Appendix A3.)
4. TEACHER RESOURCE: Husty & Jackson Article (Refer to Pgs. 23-27, Appendix
A4.)
B. Mathematics Lesson
1. Maps and Pictures to display (Refer to Pg. 21, Appendix A1. for map; refer to
link for PDF file of pictures—labeled as Photos of Locations along the
California Trail)
a) https://geoalliance.asu.edu/node/82
2. Story Problems Worksheet (Refer to Pgs. 28-29, Appendix B2.)
C. Science Lesson
1. “Sink or Float” Gizmo Instruction (Refer to Pgs. 30-31, Appendix C1.)
2. How to Pan for Gold Video
a) https://www.youtube.com/watch?v=_rLyWrYHJ1E
3. Explanation of Buoyancy/Density
a) https://www.youtube.com/playlist?list=PL5ti_z9R0sVM6BakKv0A2
wa6vcsk_Q5rH
19

 Glossary
• Add: to find the sum of.
• Buoyancy: the upward force that a fluid exerts on an object that is less dense than itself.
• Climate: the long term average whether conditions in a region.
• Compass: an instrument for determining direction. Includes the four cardinal directions of
north, south, east, and west.
• Denominator: that term of a fraction, usually written under the line, that indicates the number
of equal parts into which the unit is divided.
• Density: the degree to which something is filled, crowded, or occupied.
• East: a cardinal point of the compass, 90° to the right of north.
• Fraction: part of a whole, usually expressed as a/b.
• Geography: the study of the surface of the earth as shown in the character, arrangement, and
interrelations over the world of such elements as climate, elevation, soil, vegetation, population,
land use, industries, or states, and of the unit areas formed by the complex of these individual
elements.
• Gold: a metallic yellow element that is highly malleable and ductile, and therefore highly
valuable.
• Mountain: a natural elevation of the earth's surface rising more or less abruptly to a summit,
usually greater than 2,000 feet (610 meters).
• North: one of the four cardinal points of the compass, at 0° or 360°, that is 90° from east and
west and 180° from south.
• Numerator: the term of a fraction, usually above the line, that indicates the number of equal
parts.
• River: a natural stream of water of fairly large size flowing in a definite course or channel or
series of diverging and converging channels.
• South: a cardinal point of the compass lying directly opposite north.
• Subtract: to withdraw or take away.
• Trail: a path or track made across a wild region, over rough country, or the like, by the passage
of people or animals.
• West: one of the four cardinal points of the compass, 270° clockwise from north and 180° from
east.

20

 Appendix


A1. Map

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A3. Google Doc. Graphic Organizer

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A4. Husty & Jackson Article

Title: Multisensory strategies for science vocabulary: support learning about properties of
matter for ELL--and all--students with these techniques
Author(s): Sandra Husty and Julie Jackson
Source: Science and Children. 46.4 (Dec. 2008): p32.
Document Type: Article
Copyright: COPYRIGHT 2008 National Science Teachers Association
http://www.nsta.org/
Full Text:

[ILLUSTRATION OMITTED]

Seeing, touching, smelling, hearing, learning! We observed that our SELL students achieved a
deeper understanding of the properties of matter, as well as enhanced vocabulary development,
when they were guided through inquiry-based, multisensory explorations that repeatedly exposed
them to words and definitions in context. We describe our experiences using the following
strategies with a group of third-grade students who are classified as English Language Learners,
but it is our belief that all students benefit when science content vocabulary instruction includes a
sustained, context embedded, and multisensory approach.

Mystery Canisters

Our exploration of the states and properties of matter begins with a "mystery canister" activity
that is a concrete way to introduce students to the idea that matter exists in different states. First,
we explain that matter is anything that takes up space and that it occurs in different forms that we
can observe with our senses. Then, we divide the students into groups of three to four to begin
their matter exploration. Students' task is to sort a set of 35 mm black film canisters containing
various unknown objects into three categories based on properties they observe. Groups may
shake, rattle, and roll the canisters, but they may not open them as they work to determine their
three classifications. We encourage students to write down as many properties they can for each
canister. For example, if a canister contains an item that slides from side to side, students note
this property along with the fact that the object makes a thud sound when it hits the inside of the
canister.

Students usually group items into three categories: canisters that rattle, canisters that "slosh," and
canisters that are silent. After group sharing, the students open the canisters and discover what is
actually inside. The canisters contain a variety of solids, liquids, and gases (e.g., a marble, a
cotton ball, air, a whiff of perfume, water, and colored water). Students are amazed at what they
find or don't find. Typically the biggest and loudest reaction from the students is from the cotton
ball--they predicted that the container was empty. Another surprise from the students is from the
whiff of perfume. Again, most students predicted that the canister did not contain anything.

At this point, the teacher introduces explicit matter-related vocabulary terms with a PowerPoint
slideshow. The show presented pictures of solid, liquid, and gas items along with the scientific
definitions for solid, liquid, and gas (Solid: A form of matter that takes up a specific amount of

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space and has a definite shape; Liquid: A form of matter that has volume that stays the same but
can change shape (i.e., one cup of water always occupies one cup of space in any container);
Gas: A form of matter that does not have a definite shape or a definite volume.) Afterward,
student groups label three circles on poster paper as solid, liquid, and gas and then place their
canisters into these categories.

Windowpanes

Another effective strategy for developing vocabulary is a visual strategy called a windowpane
(Pike 1994). A windowpane is a graphic organizer similar to an actual windowpane with equally
divided sections that is typically used to introduce new vocabulary, organize information with
key points, or describe a process. It may be used throughout a unit of study or as a summative
assessment. In our case, we use the windowpane strategy to organize key concepts and reaffirm
students' knowledge.

Students are given a piece of paper divided into eight squares and asked to write the vocabulary
words matter, solid, liquid, and gas in four of the squares. Next, students draw their own pictorial
representation of what each word means to them before writing their own definition (Figure 1, p.
34). Students may write "has a definite shape" for a solid and draw a cube, write "liquids can
change shape" and draw a picture of water, and write "gas can be everywhere" and draw a
picture of a floating balloon. Next, the teacher encourages students to discuss and view one
another's pictorial representations and definitions. This ongoing collaborative process supports
student adjustments and creates a better product.

Throughout our matter unit, students revise their windowpanes to clarify and support their
understanding of the topic and add new vocabulary to the remaining panes. The students'
windowpanes are posted in a common area for everyone to see. Being able to see all of the
students' work ensures repeated exposure to the content vocabulary.

Hardness Scale

Another activity to deepen students' understanding of matter--in this case solids--is to compare
and contrast the physical properties of matter. Hardness is the property of matter that describes
the resistance of a solid to being scratched by another substance.

To begin, various solids are placed in front of the students and the teacher asks them to classify
each object as a solid, liquid, or a gas. "What phase of matter is an eraser? A bar magnet? A
stick? A rock? A crayon?" Of course, after the previous film canister classification and window
pane activities, all students will respond that each item is a solid.

The teacher then asks more questions. "Are these all the same? How are they different?"
Students are encouraged to handle each item for about five minutes and discuss any property
differences they may observe. Students often state the obvious use of each object; however, the
teacher guides students to discuss each item's properties. Are there differences between these
solids? Press your finger into the eraser. Can you do the same to the bar magnet?

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Next, the teacher prepares a hardness scale by placing a six-foot strip of blue masking tape on the
floor. One end of the tape is labeled "soft" and the other end "hard." The students are divided
into small groups and each group is given an iron nail and asked to perform a scratch test on each
item to determine if it is hard or soft. Student groups are asked to come to a consensus about
each item and then place it on the blue line. This activity creates a relative hardness scale. Each
group explains the rationale behind their placement decisions and the whole class discusses the
differences in the physical property of "hardness" in solids.

Bag-and-Tag Word Wall

Many elementary classrooms have word walls displaying vocabulary students have learned in
class. To support vocabulary development in science, we created an interactive science word
wall--the bag-and-tag word wall--that combines the use of semantic maps (Masters, Mori, and
Mori 1993) and kit inventory techniques (Amaral, Garrison, and Duron-Flores 2006). Semantic
maps are graphic organizers that help students identify important ideas and how those ideas fit
together. They visually showcase relationships and may also be referred to as a web or concept
map. Kit inventory techniques emphasize vocabulary development, oral language practice, and
revealing prior knowledge about the topic.

A bag-and-tag word wall is a way to present vocabulary to students while providing an ongoing
visual representation that can also be touched and felt. The word wall includes a visual
representation of the word (in a bag) and a vocabulary label (a tag) to accompany it. Vocabulary
definitions are optional.

Students enjoy making contributions to bag-and-tag word walls. They can supply the items to be
bagged, create the tags, and suggest relevant connections. This method for teaching science
vocabulary supports students across ability levels because all students are given an opportunity
to personally interact with the objects on display. Seeing, touching, smelling, and hearing items
creates a deeper understanding of science vocabulary words.

Putting It All Together

Combining the various vocabulary techniques in one unit of learning is not hard to do and can be
useful in fostering student understanding. We combine the use of windowpanes and bag-and-tag
word wall in our exploration of liquids. First prepare sealed, clear plastic containers of the
following liquids: tap water, colored water, corn syrup, cooking oil, liquid detergent, liquid dish
soap, and fabric softener. Allow student groups time to observe the different liquids. Encourage
them to find out as much as they can about the liquids in the containers without removing the
caps. After students have conducted free exploration of the liquids, the teacher asks guided
questions (e.g., "How are the liquids different?" "Do all of the liquids move the same?" and

"What happens when you shake the bottles?") to support understanding of the key terms and
phrases: bubbly, translucent, has color, transparent, foamy, and viscous.

Student groups have discussions about their observation of the different liquids, then the teacher
bags and tags the liquids to explicitly teach vocabulary by matching each liquid to its appropriate

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description (Figure 2). The teacher pours the tap water from the container into a zipper-top
plastic bag, seals the bag and attaches a transparent tag (label). The "transparent" bag and tag are
then added to the word wall. Students simultaneously complete a "properties of liquids"
windowpane. To do this, students draw a container holding a transparent liquid, write their own
definition of transparent (e.g., "see-through"), and describe its characteristics in a square. Next,
the teacher bags and tags the next liquid, and students again draw a picture, write their own
definition, and list appropriate characteristics in a windowpane square. The teacher bags and tags
all the liquid samples while the students follow along, completing their windowpane.

Once students complete their properties of liquids windowpane, the teacher shows a PowerPoint
slideshow illustrating each of the liquids in the activity. Slides include a liquid term, a picture of
an example, and a scientific definition. For example, the slide for transparent shows a picture of
a bottle with a transparent liquid in it (e.g., distilled vinegar). The definition "things that are clear
and that you can see through are called transparent" accompanies the picture.

[FIGURE 1 OMITTED]

Students then confer with one another to check for accuracy in their windowpane, making
changes to the windowpanes as needed. The teacher creates different student pairs to provide
further opportunities for students to collaborate and correctly define and exhibit on their window
pane what transparent means. Ultimately, the properties of liquids word wall includes all bagged
and tagged liquid items and the students' completed liquid windowpanes with their illustrations,
descriptions, and definitions. This provides multiple exposures to words and meanings.

Assessment and Connections

Windowpanes offer useful opportunities for authentic assessment of students' understanding of

scientific concepts and vocabulary throughout a unit. They can be used as ongoing formative
assessments as well as culminating summative assessments. When used as a formative
assessment, the teacher constantly monitors students' understanding of scientific vocabulary by
observing individual windowpane elements. Do sketches properly represent scientific concepts?
Are sketches properly labeled? The teacher can also use the windowpane activity as a measure of
their own teaching and make lesson adjustments to ensure all students understand. Completed
windowpanes display scientific vocabulary and conceptual understanding.

[FIGURE 2 OMITTED]

Setting up your classroom so students can informally see, hear, touch, manipulate, name, and
discuss the differences in the properties of matter and its related vocabulary supports science
learning for all students. Throughout the school year, students are touching, testing, naming, and
discussing the items placed around our classroom. With the implementation of inquiry-based
exploratory science that incorporates windowpanes and the bag-and-tag word wall, each student
has a personal and ongoing connection, as well as a deepened understanding, of the properties of
matter.

Connecting to the Standards

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This article addresses the following National Science Education Standards (NRC 1996):

Science Teaching Standards

Standard A

Teachers of science plan an inquiry-based science program for their students.

Standard B

Teachers of science guide and facilitate learning.

Standard D

Teachers of science design and manage learning environments that provide students with the
time, space, and resources needed for learning science.

National Research Council (NRC). 1996. National science education standards. Washington,
DC: National Academy Press.

References

Amaral, O., L. Garrison, and M. Duron-Flores. 2006. Taking Inventory. Science and Children
43(4): 30-33.

Masters, L.F., B.A. Mori, and A.A. Mori. 1993. Teaching secondary students with mild learning
and behavior problems: Methods, materials, strategies. Austin, TX: Pro-Ed.

Pike, R.W. 1994. Creative training techniques handbook. Amherst, MA: HRD Press.

Sandra Husty (sandra_husty@roundrockisd.org) is a third-grade teacher at Berkman Elementary

School in Round Rock, Texas. Julie Jackson (jj32@txstate.edu) is an assistant professor of
science education at Texas State University in San Marcos, Texas.

Husty, Sandra^Jackson, Julie

Source Citation (MLA 7th Edition)

Husty, Sandra, and Julie Jackson. "Multisensory strategies for science vocabulary: support
learning about properties of matter for ELL--and all--students with these techniques." Science
and Children Dec. 2008: 32. Academic OneFile. Web. 20 July 2014.
Document URL
http://go.galegroup.com/ps/i.do?id=GALE%7CA190890186&v=2.1&u=gree35277&it=r&p=AO
NE&sw=w&asid=afdf791e423a5e8ab542d2ee62e098af

Gale Document Number: GALE|A190890186

27

B2. Story Problems Worksheet


Name: ________________________________________________________________________________________________


1. You receive a letter from a friend of yours about her experience on the trail. In the letter she tells
you that, in the first three months, she traveled 1/2 of the trail. During the 20 days, she traveled
another 1/8 of the trail. How much of the trail has she traveled so far? Use the open number line to
show your thinking!







2. A prospector and his family are a setting out west from St. Louis, Missouri in search of gold. But
because of poor planning, they leave in September so that by the time they travel about 5/8 of the
trail and arrive at the Rocky Mountains, the weather has made it too dangerous to continue through
the mountains. It is the middle of December and the family is forced to backtrack to For Kearney,
Nebraska, which is 1/4 of the way behind them. If they have traveled 5/8 of the trail, but had to go
back 1/4 of the way, how far along the trail are they now? Use the open number line to show your
thinking!








3. A group of prospectors set out from St. Louis, Missouri lured by the promise of riches to be found
in California. Being a group of go-getters, they are moving at a swift pace. During May and June, they
travel 1/2 of the trail. During the next month, they travel only 1/8 of the trail. In month of August
they travel another 1/4 of the trail. How much of the trail have they covered so far? Use the open
number line to show your thinking!
Bonus! Which geographical features can be found about halfway along the trail that might cause
the group to travel at a slower pace?

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4. Challenge! You are a traveler along the California Trail, setting out to make your fortune. In the
first two months of the journey, you travel one third of the trail. In the next month your travel
another sixth of the trail. If you started in May, what month is it now? How far along the trail are
you? Use the open number line to show your thinking!

Month:

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 C1. “Sink or Float Gizmo” Instruction Sheets



Engineering & Science Education Design: Gizmo Instructions
Engineering Innovations I, Fall 2017, Team Number 1

Sink or Float

Sink or Float is a gizmo that was constructed mainly out of PVC piping, Tupperware containers, and
wood blocks forming an egg slide and a salt boat that drops salt into water. This gizmo is used to
make the science experiment of testing buoyancy using salt and an egg more interesting and
interactive for the children learning the subject. The students will be able to put the egg in the slide
and make the salt fall into the water.
Purpose
The purpose of this gizmo is to help teach children about buoyancy in a more fun way while also
getting them interested in engineering and building. The design of this gizmo makes it more
interesting to put an egg and some salt into water, therefore giving the kids more enjoyment and
more willingness to learn the subject. Also, the fact that it’s fun will hopefully get the kids to want to
build something more, increasing their interest in engineering.

Materials
PVC (at Lowes):
• One - 5ft long ¾ in diameter pipe -$2.63
• One - 5ft long ½ in diameter pipe -$1.84
• Two - ¾ in tee connectors -$1.00
• Two - ¾ in elbow connectors -$1.28
• Two - ¾ in side out elbow connectors -$3.20
• One - 2 in 90o elbow connector -$1.08
• One - 2 in combo tee / 90o elbow connector -$5.28
• 8 pack - ¾ in screws -1.24
Kroger:
• Three GladWare® Tupperware container -$2.99
• Three Kroger salt -$1.47
• Kroger medium sized grade A eggs -$0.89

Estimated Price: $22.90
Other materials needed for assembly:
• Screwdriver • Four plastic weigh boats
• One 4x4x12in block of wood • Paper
• One 4x4x4in block of wood • Duct tape

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Building Instructions
Salt Apparatus:
1. Saw five, 8 ½in long pieces of ¾in PVC pipe, one 9in long piece of ½in pipe, and four 4in
pieces of ¾in pipe
2. Stack the weigh boats on top of each other and connect with duct tape.
3. Drill a screw through the weigh boats and through the ½in pipe piece
4. Connect the PVC pipe pieces as shown below
5. Drill a ¼in in the bottom of one of the Tupperware containers about 1in off center
6. Drill two holes, one on each long side, in the middle of the container to fit a ¾in pipe piece
7. Cut a 3in piece off one of the Tupperware container lids and place it in the axis with the ½in
pipe. This will keep the bar from rotating.
8. Cut out two 3inx1in flat plastic pieces from one of the Tupperware lids. Duct tape the edges
as shown below. Cut out a piece of paper to fit in the grooves made by the plastic. This will
allow control over the salt falling through the hole.
9. Fill the top container with salt
Egg Slide:
1. Take the 2in combo tee / 90o elbow connector and the 2in 90o elbow connector and connect
them with duct tape as shown.
2. Lay the inside of the tube with duct tape to prevent the egg from cracking on the way down.
3. Take the 4x4x12 block of wood and lay it upright. Drill the pipe in at the mouth of the pipe
as shown.
4. Rest on the 4x4x4in block of wood as shown

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