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LEWIS & CLARK GAME
QUEST A WebQuest for 5th Grade (Social Studies) Designed by Susan Morrill
Introduction | Task | Process | Evaluation
| Conclusion | Credits | Standards Do you like
adventures? Are you brave enough to
venture into the unknown? The year is
1803 and you will be learning about Meriwether Lewis and William Clark and
their exploration of the recently purchased ENJOY YOUR EXPLORATION!! Working in
groups of four or five, you will be researching the expedition and
discoveries of Meriwether Lewis and William Clark. It is your quest to become an expert on the
details of this historic exploration.
You will do most of your research using the internet. In order to organize your information, each
person within your cooperative group will have a certain role. The following are just a few of the
questions that will be answered on your quest: Where did they you go and why? Who went on the expedition? How did Native Americans impact the expedition? Who was Sacajawea? What animals and plants were discovered? What supplies were needed? Who were Seaman and York? The answers to
all of these questions and many more will be answered as you research journal
entries, maps, pictures, biographies, videos, time lines and historical
archives. Now for
the best part of the quest!! With all of this information about the
expedition your research team will be designing a board game to share with
your class. Included in the game will be
at least 15 facts gathered by each research team member. PROCESS Congratulations! You are about to research one of the most
important journeys of discovery in the history of the 1. Each group of
researchers will include a topographer, journal writer, zoologist, botanist,
and an Indian affairs expert. After
you have been assigned your role, click on the appropriate link below and
begin recording your facts. Keep in
mind your board game that you will be building and gather some really
interesting facts to use on the question cards. Click on the
links below next to your assigned role.
You will find many links to help you with your research and fact
finding. This person is
in charge of mapping Lewis & Clarks expedition. This person
will be writing down the important events and everyday life of the expedition.
This person
will keep a log of the animals discovered and in which state they were
discovered in. This person
will be recording and researching the different plants discovered and in
which state they were discovered in. This person
will be researching the importance of Native Americans to the expedition and
their many important contributions. 2. After you have spent
time gathering your information you will need to learn how to build a board
game. Explore sites to determine what
should be included in your board game. ·
Snakes
and Ladders Type Board Games ·
Instructions
for Making a Board Game 3. The object of the game
is to complete the journey across the game board by correctly answering
questions based on your research. Keep
in mind that this was a very difficult journey and there will be many
obstacles encountered on your journey and these will be a part of your game
board. 4. Consider the layouts of
children’s board games when designing your game. For example, Candy Land, Monopoly, Sorry
and others. 5. Supplies needed for your
project will be provided by your teacher: Large pizza boxes Game pieces Markers Glue Blank
question cards Paint Sharpies Clay Scissors, etc. 6. We’ll have a “Game Day”
when everyone has completed their game board and share what we have learned
about the Lewis & Clark expedition. GAME RUBRIC
Evaluation INDIVIDUAL
RUBRIC
Congratulations
you have completed your game quest. We
hope you enjoyed your journey. Do you
think you would have been brave enough to go?
How would this journey have changed your life? How may the exploration of the Credit & Reference Thwaites, Reuben Gold,
(ed.), Originals journals of the Lewis and Clark expedition, 1804-1806,
Antiquarian Press 1959 (reprinted from 1904-1905 edition) Cutright, Paul Russell,
Lewis & Clark: Pioneering
Naturalists, reprinted from Burroughs, Raymond
Darwin, The Natural History of the Lewis and Clark Expedition, Michigan State
University Press Red Cedar Classics, 1995 Mac Gregor, Carol Lynn
(ed), The Journals of Patrick Gass:
Member of the Lewis and Clark Expedition Mountain Press Publishing
Company, 1997 Moulton, Gary E., et al.
The Journals of the Lewis and Reveal, James L.,
Moulton, Gary E., and Schuler, Alfre4d E., “The Lewis and Clark collections
of vascular plants: Names, types, and
comments”, Proceedings of the Academy of Natural Sciences of Philadelphia
149, 1-64, 1999 Reveal, James L. and
Earle, A. Scott, The Lewis and http://www.life.umd.edu/emeritus/reveal/pbio/LnC/LnCpublic.html,
USDA, NRCS.2002. The PLANTS Database, Version 3.5 (http://plants.usda.gov) National Plant
Data Center, Baton Rouge, LA 70974-4490 USA Alsop, Fred J.,
Smithsonian Handbooks: Birds of North
America, Western Region, DK Publishing, Inc., 2001 Zoonomen, Zoological
Nomenclature Resource, http://www.zoonomen.net
Smithsonian’s National
Museum of Natural History on-line database Mammal Species of the World, http://www.nmnh.si.edu/msw Rosenberger, A.L.,
Taxonomy-What’s in a name? http://www.visionlearning.com/library/science/biology-2/BIO2.1-taxonomy.htm
http://www.pbs.org/lewisandclark/ http://www.enchantedlearning.com/explorers/page/1/lewisandclarkcloze.shtml http://www.lewisandclark200.org/ http://www.nationalgeographic.com/features/97/west/ http://www.lewisandclarkeducationcenter.com/ http://www.edgate.com/lewisandclark/ http://www.lewisandclarktrail.com/ http://www.time.com/time/2002/lewis_clark/ http://www.npwrc.usgs.tgov/resource/2000/bmam/bmam/htm http://www.milforded.org/schools/harborside/rhansen/template.html http://www.kshs.org/peopole/lewisclark4.htm http://www.rootsweb.com/sacajawea.html http://www.wordcentral.com/aol/index.html http://www.nationalgeographic.com/west/main.html http://www.spusd.k12.ca.us/teacher/bengtson/games/index.html http://www.web4.si.edu/lewisandclark/index.html?loc=lewisandclark/home.html
Standards
Curriculum Standard 1.
Students will demonstrate the interest and ability to read
age-appropriate materials fluently, with understanding and appreciation. ·
Use illustrations, maps, charts, footnotes, diagrams,
subheadings, and tables to determine the organization of texts and better
understand the materials they read. ·
Read to acquire information for different purposes such as
preparing a research project or gaining a general impression of the material
presented in an article. Curriculum Standard 2.
Students
will demonstrate the interest and ability to write effectively for a variety
of purposes and audiences. ·
Use planning, note taking, brainstorming, or other
strategies to organize their thoughts before writing. Curriculum Standard 3.
Students
will demonstrate the interest and ability to speak purposefully and
articulately, as well as listen and view attentively and critically. ·
Listen and respond thoughtfully and respectfully to others. ·
Contribute to verbal discussions and interactions, using
evidence to present, support, and defend their ideas and points of view. Curriculum Standard 5.
Students will demonstrate competence in using the interactive language
processes of reading, writing, speaking, listening, and viewing, to gather
and organize information in a variety of subject areas. ·
Access information from multiple sources and
information-retrieval systems. ·
Select and organize tasks and projects by understanding directions,
making and keeping deadlines, and selecting and using information from a
variety of relevant sources. Curriculum Standard 7.
Students will demonstrate competence in applying the interactive
language processes of reading, writing, speaking, listening, and viewing to
succeed in educational, occupational, civic, social, and everyday settings. ·
Use language to interact constructively with classmates and
adults. ·
Use oral and written language to participate appropriately
in social situations. ·
Take responsibility for individual contributions to group
and class projects by sharing ideas and workloads and incorporating
individual talents and perspectives. Curriculum Standard 10.
Students
will demonstrate the ability to use maps, gloves, and other geographic tools
and technologies to show the effects on history. ·
Identify and use the major graphic elements of maps and
globes and describe different types of map scales and projections. ·
Locate on a map or globe the major continents: major nations; smaller political entities
(for example: states, cities); and
major oceans, rivers, and mountain ranges. Curriculum Standard 13.
Students
will demonstrate an understanding of the impact of humans on Earth’s surface
including the characteristics, distribution, and migration of populations;
the nature and complexity of patterns of cultural diffusion; patterns and
networks of economic interdependence; processes; patter5s; and functions of
human settlement; and the forces of cooperation and conflict that shape human
geographic divisions. ·
Discuss the relationship between physical features and the
location of human systems including the distributions of populations in
coastal areas, rivers, and mountain ranges. ·
Employ demographic and cultural characteristics, including age,
gender ethnicity, and language, to describe populations. ·
Describe the location and boundaries of various economic
activities, including agriculture, mining, manufacturing, fishing, forestry,
and tourism, and discuss the relative importance of these activities in the Curriculum Standard 15.
Students
will demonstrate the ability to apply their knowledge to geographic concepts,
skills, and technology to interpret the past and the present, and plan for
the future. ·
Use maps and narratives to place historic and contemporary
events in a spatial context. Curriculum Standard 16.
Students
will demonstrate the ability to employ historical analysis, interpretation,
and comprehension to make reasoned judgments and to gain an understanding,
perspective, and appreciation of history and its uses in contemporary
situations. ·
Construct time lines of significant historical events in the
·
Identify and discuss the main ideas in historical
narratives, their purpose, and the point of view from which they were
constructed. ·
Discuss the importance of individuals and groups that have
made a difference in history, and the significance of character and actions
for both good and ill. Curriculum Standard 17.
Students
will demonstrate knowledge of the chronology and significance of the
unfolding story of ·
Outline the chronology of major events in ·
Discuss the on-going story of their nation in terms of the
contributions of countless individuals. ·
Explain, using examples, how folklore, literature, and the
arts reflect, maintain, and transmit our national and cultural heritage. Last
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