Monday, December 10, 2007
Sunday, December 9, 2007
Steamboats- Past and Present Day 2
Grade 2
Teacher: Ms. Keri Hoenk
Goal
The students will learn and understand the similarities and differences between steamboats in the past and present.
The students will learn and understand facts about present day steamboats.
Objectives
After researching facts about steamboats in the present, the students will write one sentence and draw a corresponding picture about steamboats in the present.
Materials
Computers (1 for each students preferably, or students can pair up)
Steamboats Then and Now Packet (Should have from yesterday!)
Construction Paper
Procedure
Introductory Experiences
1. Ask students what we did yesterday? Ans. We looked up information about steamboats from the past. Have the a few students share some facts they learned yesterday. (3 min.)
Development Experiences
2. Take the students to the media center. They will look up interesting facts about steamboats in the present. They will write down sentences telling us the interesting facts about steamboats in the present. Some information they might look for is: uses for the steamboats in today, price for riding the steamboats today, etc. (15 min.)
3. After all the students have sentences about interesting facts, bring everyone back to the classroom. As a class, formulate a list of everyone’s interesting facts about steamboats today, adding to the list from yesterday on the board. Some of the things they come up with about the steamboats from the past and present might be the same, have a column in the middle for these things in common. The students should also be making the same list on the chart provided. (7 min.)
4. Next have the students pick one sentence from the Present and Both columns. They will write the sentence on the sheet provided and then draw a picture on the next sheet provided to go along with the sentence they write. Then glue the sentences and drawings on construction paper. (These will be hung up around the room when they dry.) (15 min.)
Culminating Experiences
7. Go around the room and have a few students share one sentence and picture after writing their sentences and drawing their pictures. Also show the students the pictures of steamboats from years ago and the advertisements for steamboat rides from the past. Point out; some of these pictures were taken at the levee in Winona. (9 min.)
Assessment
8. Observe the students looking for their facts on the internet.
9. Listen to the students share their sentences.
10. Observe the students while writing the sentences and drawing the pictures.
Grade 2
Teacher: Ms. Keri Hoenk
Goal
The students will learn and understand the similarities and differences between steamboats in the past and present.
The students will learn and understand facts about present day steamboats.
Objectives
After researching facts about steamboats in the present, the students will write one sentence and draw a corresponding picture about steamboats in the present.
Materials
Computers (1 for each students preferably, or students can pair up)
Steamboats Then and Now Packet (Should have from yesterday!)
Construction Paper
Procedure
Introductory Experiences
1. Ask students what we did yesterday? Ans. We looked up information about steamboats from the past. Have the a few students share some facts they learned yesterday. (3 min.)
Development Experiences
2. Take the students to the media center. They will look up interesting facts about steamboats in the present. They will write down sentences telling us the interesting facts about steamboats in the present. Some information they might look for is: uses for the steamboats in today, price for riding the steamboats today, etc. (15 min.)
3. After all the students have sentences about interesting facts, bring everyone back to the classroom. As a class, formulate a list of everyone’s interesting facts about steamboats today, adding to the list from yesterday on the board. Some of the things they come up with about the steamboats from the past and present might be the same, have a column in the middle for these things in common. The students should also be making the same list on the chart provided. (7 min.)
4. Next have the students pick one sentence from the Present and Both columns. They will write the sentence on the sheet provided and then draw a picture on the next sheet provided to go along with the sentence they write. Then glue the sentences and drawings on construction paper. (These will be hung up around the room when they dry.) (15 min.)
Culminating Experiences
7. Go around the room and have a few students share one sentence and picture after writing their sentences and drawing their pictures. Also show the students the pictures of steamboats from years ago and the advertisements for steamboat rides from the past. Point out; some of these pictures were taken at the levee in Winona. (9 min.)
Assessment
8. Observe the students looking for their facts on the internet.
9. Listen to the students share their sentences.
10. Observe the students while writing the sentences and drawing the pictures.
Steamboats- Mapping
Steamboats- Mapping
Grade 2
Teacher: Ms. Keri Hoenk
Goal
The students will understand giving and taking written directions and following a map.
The students will learn how the steamboat captains used maps to navigate the river.
Objectives
1. After talking about directions, the students will write directions going from the classroom to a place on the playground of their choice.
2. After talking about what maps are, the students will draw a map from the classroom to a place on the playground of their choice.
3. The students will follow the map and written directions written by the student, arriving at a place on the playground.
Materials
Paper
Crayons, markers, or pencil
Mark Twain and the Queens of the Mississippi By Cheryl Harness
Actual navigation maps
SIMPLE map of school playground (1 per 2 students) (bird’s eye-view would be best)
River Navigation Map
Procedure
Introductory Experiences
1. To begin the class, the book Mark Twain and the Queens of the Mississippi By Cheryl Harness, will be read to the students. As the students listen to the story have them think about different ways these magnificent steamboats navigated the river. (7 min.)
-Explain what navigate means
Developmental Experiences
2. After reading the book, ask the students how they think the steamboat captains traveled the river. How were they able to travel the river at night when it was dark outside, (there are not lights on the river like there are on the streets!) Let the students generate different ideas about how the river was navigated. (5 min.)
3. Then explain to the students the Captains navigated the river by using maps and directions explaining which way to go. Explain to the students how important it was, and still is, for the steamboat captains to know how to read maps so they wouldn’t go the wrong way. (2 min.)
4. Show the students actual river navigation maps. Show the students where major cities are on the map, along with where Winona is. Walk around the classroom, to show students the maps up close. (7 min.)
5. Provide a simple map of the school playground. (10 min.)
· Pair the students up. Explain to them they need to pick one place on the playground they want to make their map go to. (Be sure everyone leaves the building from the same door. Explain the must stay inside the playground boundaries at the school.)
· The students will then draw a route from the classroom to the place of their choice on the playground.
· The students will also write out directions explaining how to arrive at their destination (the same one the map is going to).
6. After all of the students have completed their maps and directions, collect the maps. Then redistribute the maps, making sure the students do not receive their directions to their destination. (1 min.)
7. Explain to the students to follow the directions another student has written, both the map and written directions, exactly. When the students have arrived at the destination have them write where they ended up on the map. (8 min.)
Culminating Experiences
8. Bring the class inside and have each group of students say whose map they had and where they ended up. Have the students who wrote the directions and map, confirm whether the students ended up at the correct destination or not. Have the students say how the directions could have been better and how they were good. Be sure the students understand that it is ok if their maps or directions were confusing. This exercise was to show the students how important it is to have clear directions and to know how to read a map. (4 min.)
Assessment
9. Observe the students while making their maps and writing directions making sure all students are participating in the activity.
10. Observe the students while following their maps and written directions, be sure all students take the chance to read the directions and map.
Sample Playground map
Mississippi River Navigation Map
***Found in the Winona Early History Project
Grade 2
Teacher: Ms. Keri Hoenk
Goal
The students will understand giving and taking written directions and following a map.
The students will learn how the steamboat captains used maps to navigate the river.
Objectives
1. After talking about directions, the students will write directions going from the classroom to a place on the playground of their choice.
2. After talking about what maps are, the students will draw a map from the classroom to a place on the playground of their choice.
3. The students will follow the map and written directions written by the student, arriving at a place on the playground.
Materials
Paper
Crayons, markers, or pencil
Mark Twain and the Queens of the Mississippi By Cheryl Harness
Actual navigation maps
SIMPLE map of school playground (1 per 2 students) (bird’s eye-view would be best)
River Navigation Map
Procedure
Introductory Experiences
1. To begin the class, the book Mark Twain and the Queens of the Mississippi By Cheryl Harness, will be read to the students. As the students listen to the story have them think about different ways these magnificent steamboats navigated the river. (7 min.)
-Explain what navigate means
Developmental Experiences
2. After reading the book, ask the students how they think the steamboat captains traveled the river. How were they able to travel the river at night when it was dark outside, (there are not lights on the river like there are on the streets!) Let the students generate different ideas about how the river was navigated. (5 min.)
3. Then explain to the students the Captains navigated the river by using maps and directions explaining which way to go. Explain to the students how important it was, and still is, for the steamboat captains to know how to read maps so they wouldn’t go the wrong way. (2 min.)
4. Show the students actual river navigation maps. Show the students where major cities are on the map, along with where Winona is. Walk around the classroom, to show students the maps up close. (7 min.)
5. Provide a simple map of the school playground. (10 min.)
· Pair the students up. Explain to them they need to pick one place on the playground they want to make their map go to. (Be sure everyone leaves the building from the same door. Explain the must stay inside the playground boundaries at the school.)
· The students will then draw a route from the classroom to the place of their choice on the playground.
· The students will also write out directions explaining how to arrive at their destination (the same one the map is going to).
6. After all of the students have completed their maps and directions, collect the maps. Then redistribute the maps, making sure the students do not receive their directions to their destination. (1 min.)
7. Explain to the students to follow the directions another student has written, both the map and written directions, exactly. When the students have arrived at the destination have them write where they ended up on the map. (8 min.)
Culminating Experiences
8. Bring the class inside and have each group of students say whose map they had and where they ended up. Have the students who wrote the directions and map, confirm whether the students ended up at the correct destination or not. Have the students say how the directions could have been better and how they were good. Be sure the students understand that it is ok if their maps or directions were confusing. This exercise was to show the students how important it is to have clear directions and to know how to read a map. (4 min.)
Assessment
9. Observe the students while making their maps and writing directions making sure all students are participating in the activity.
10. Observe the students while following their maps and written directions, be sure all students take the chance to read the directions and map.
Sample Playground map
Mississippi River Navigation Map***Found in the Winona Early History Project
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