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The Oregon Trail
Transcript of The Oregon Trail
•Bound for Oregon - Jean Van Leeuwen
•Sounds of the Past: Wild West - Clint Twist
•If You Traveled West in a Covered Wagon - Ellen Levine
•Roughing it on The Oregon Trail - Diane Stanley
•Dandelions - Eve Bunting
•Covered Wagons, Bumpy Trails - Verla Kay
•Pioneer Cat - William H. Hooks
•Pioneer Girl: The Story of Laura Ingalls Wilder - William Anderson
•“The Oregon Trail” by R. Steven Reynolds
•“Oregon Trail” by Ernest Clary
•“Covered Wagons Chased” by Lawrence S. Pertillar
•“Pioneers! O Pioneers!” by Walt Whitman
•“The West Wind” by John Masefield Literature Activity #1: Using Money To Buy Supplies
*Students will practice with money by "buying" supplies that they would take with them on The Oregon Trail. Students will write how many dollar bills, quarters, dimes, and pennies they would need for each item.
-Assessment: Students will come up in pairs and write one of their answers on the board.
-Reading Language Arts Integration:
Students will learn new vocabulary through this lesson because the teacher will review the names of the supplies and what their purposes would be. Example: Dollar Bills: 12
Pennies: 0 Wagon Wheel: $12.55 Activity #2: Fractions and Berry Pie
*Students will be introduced to the concept of fractions by explaining that pioneers on The Oregon Trail would occasionally eat some kinds of pie and this pie would be cut into pieces/fractions.
-Assessment: Students will be cut a piece of pie and will need to say which fraction of the pie they are receiving. Activity #3: Measuring Miles
*Students will measure how many miles The Oregon Trail is. They will measure the trail on a map with a piece of string and then convert their measurement on the string (cm) to the actual distance (miles).
-Assessment: Students will come up with the correct amount of miles traveled on The Oregon Trail (within 50 miles) Materials: Maps, Rulers, String, Markers Activity #1: Use Your Senses!
*Students will experience life on The Oregon Trail through their five senses. They will hear the sound of cattle, feel a scrap of material used to make a dress, taste a piece of bread used for toast, smell a candle, and see a picture of an Oregon Trail landscape.
-Assessment: Students will write each of these 5 senses down a piece of paper and turn it in at the end of the activity. Activity #2: Natural Resources
*Students will discuss the importance of natural resources and which resources the pioneers used while on The Oregon Trail and after settling down in Oregon or out west. They will examine the following materials: a piece of coal, a small gold stone, a cup of water, a flint rock, and a piece of wood. Then, the students will have to chart observations/characteristics and uses for the resource.
-Assessment: Students will need to have at least one observation and one use for each natural resource in their chart. Activity #3: Animal Charting
*Student will examine characteristics of animals that live in the West. The students will be given a chart and will need to fill in the following characteristics: where it lives, how is moves, how fast it moves, and what it eats. This will be a whole class discussion/lesson so the teachers will be asking the students for their ideas and prior knowledge about animals.
-Assessment: Students will participate and share ideas about what they know about animals (Informal Assessment)
-Students will fill in their chart with characteristics of the different animals (Formal Assessment) Activity #1: What do we already know about The Oregon Trail?
*Students will be filling out a KWL chart with what they already know about The Oregon Trail, what they want to know about The Oregon Trail, and what they learn after the unit is over.
-Assessment: The teacher will be looking for basic ideas and questions that the students know or want to know about The Oregon Trail. The teacher will also check to make sure the students have written at least one accurate fact that they have learned from the unit. Activity #2: Journal Writing
*For this activity, the teacher will read a passage to the students about some daily events that pioneers on The Oregon Trail would experience. Then, over the course of the 2 week unit, students will write short, made-up journal entries using the perspective of a pioneer. Students will receive a copy of the informational passage to refer to when writing their journal entries.
-Assessment: The students will need to have 3 journal entries and each entry will contain at least four sentences. (Journal entries will relate to topic of The Oregon Trail) Activity #3: Jobs & Communities
*Students will research and look up information about several different members of the community (a community in Oregon during the 1800's). Students will have to find at least 5 facts about their character, bring in a prop/tool to represent what they do, and then present their findings to the class.
-Assessment: Students will present their five facts and prop to the class in an appropriate manner.
JOBS: Farmer, Carpenter, Minister, Doctor, Teacher, & Store Owner Websites