1

Unit Title: Westward Expansion: Lewis and Clark Expedition

Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
EDUC 526 Final Video Link: https://www.youtube.com/watch?v=3BdQBkKKDzE
E-Portfolio: http://brianslind.weebly.com
Lesson: One
Duration: One Day

Objective

Students will learn to visualize and conceptualize different ideas regarding
the impact the Louisiana Purchase had on the Lewis and Clark expedition.


Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies

Computer, Apple TV

Common Core Standards

Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
Compare and contrast the adventures and experiences of characters in stories.


Technology Standards

1. Creativity and innovation
Students demonstrate creative thinking, construct
Knowledge, and develop innovative products and
Processes technology.
a. Apply existing knowledge to generate new
Ideas, products, or processes
b. Create original works as a means of personal
Or group expression
c. Use models and simulations to explore complex
Systems and issues
d. Identify trends and forecast possibilities

2
2. Research and Information Fluency
Students apply digital tools to gather, evaluate,
And use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
And ethically use information from a variety of
Sources and media
c. Evaluate and select information sources and
Digital tools based on the appropriateness to
Specific tasks
d. Process data and report results

3. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan
And conduct research, manage projects, solve
Problems, and make informed decisions using
Appropriate digital tools and resources.
a. Identify and define authentic problems and
Significant questions for investigation
b. Plan and manage activities to develop a solution
Or complete a project
c. Collect and analyze data to identify solutions
And/or make informed decisions
d. Use multiple processes and diverse
Perspectives to explore alternative solutions


4. Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

5. Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
3
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
new technologies



Materials

Google Documents
Prezi
Google Presentation
Lewis and Clark E-learning vignette
Paper
Pencil
Pen
Eraser
IPad or computer
School I.D.

Procedures

Week One: The Expedition

Students will engage in an opening discussion regarding who Lewis and
Clark are along with what they know about western expansion. Students will then
have a small group discussion on what each other know and what the value of
information has on an upcoming trip or endeavor. Students will then watch a video
on the overall journey of Lewis and Clarks expedition and write a one-page Google
document on their view of what the term western world means to them.

Instructor Details
In using this lesson plan the instructor will need to organize the classroom
into groups of three or four depending on class size. Organize the classroom initially
in a circle for the class discussion then move desks together in groups of four. The
instructor will then give each small group a discussion topic and have each group
brainstorm different ideas on what they know about the given subject (example:
Louisiana Purchase). Give each small group ten minutes from when you hand out
the blanket topics to brainstorm. While brainstorming have each group assign a
note taker and group representative for the discussion portion of the lesson. After
the allotted time randomly pick a group to go first and have then announce which
topic they were given, what there general reactions were to that topic, and there
individual thoughts on that topic. After each group finishes there turn in discussion
queue the apple TV with your computer (queue before class avoiding delays in class
time). Watch the entirety of the video and have the video posted to your Weebly
class site. After the video finishes go over with your class the day by day breakdown
of the new unit and then assign on an individualistic bases a retention based
4
exercise on what they took from the video and the overarching concept of the term
Western World as it pertains to there individualistic based meaning.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.

Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/

Curricular development


In developing this circular lesson plan I took several different inspirations
derived from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology. In Education 514 I used video based projects to test how
light and images impacted how a viewer deciphered different module concepts. For
example I created a glorified photo essay which acted as a slide show for a cult
horror project. The images were sporadic and non-sequential forcing classmates to
fit the pieces together like a puzzle. This diagram was used in creating lesson one by
adapting student creativity with available group dynamics morphing a simple lesson
5
into a Hodge podgy type cauldron of ideas and concepts for students to learn and
conceptualize.

Rubric

Western World Discussion

6






YouTube: Lewis and Clark Documentary QR Code
























7



Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Two
Duration: One Day

Objective

To research and explore different aspects of the Lewis and Clark expedition
with a specific emphasizes on culture and its impact on the terrain and the concept
of power and eminent domain. Students will understand the basic



Intelligences

Verbal, Linguistic, Logical-Mathematical, Visual, Naturalist

Technologies:

iBooks, IPad

Common Core Standards

With prompting and support, describe the relationship between illustrations and the story
in which they appear (e.g., what moment in a story an illustration depicts).

Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.



Technology Standards

Research and Information Fluency
Students apply digital tools to gather, evaluate,
And use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
8
And ethically use information from a variety of
Sources and media
c. Evaluate and select information sources and
Digital tools based on the appropriateness to
Specific tasks
d. Process data and report results

Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan
And conduct research, manage projects, solve
Problems, and make informed decisions using
Appropriate digital tools and resources.
a. Identify and define authentic problems and
Significant questions for investigation
b. Plan and manage activities to develop a solution
Or complete a project
c. Collect and analyze data to identify solutions
And/or make informed decisions
d. Use multiple processes and diverse
Perspectives to explore alternative solutions

Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship


Materials


Google Presentation
Lewis and Clark E-learning vignette
Word
Paper
Pencil
Pen
Eraser
IPad or computer
9
Stationary in-class web directory



Procedures

Week One: The Expedition

Day Two-Students will create a Google presentation on what is required to bring
on a trip out west back in the day. Then take away luxuries in the modern times
and have students discuss in a small group some of the dangers in travelling
west. Students will also be introduced and assigned reading from the book
Undaunted Courage.

Instructor Details
In preparing for lesson two of our Westward expansion unit the teacher must
stress the importance of group work. Assign groups for the entire unit during this
lesson based on a random selection done before class. Be sure to avoid having all
male or female-based groups. Before the class arrange the desks into square shapes
across the room and supply team folders and positions for each team giving each
group member responsibility for a portion of the overall product. When students
enter the room have them stand in the back of the room and call out each group and
assign them to desks in a certain area of the classroom. Once a group is created have
them brainstorm ideas for how they would like to distribute the workload. Once all
groups are assigned hand out a distribution sheet outlining the different aspects of
each project during the unit and announce that each students grade is individually
based but will be weighted by how the group works together and the quality of the
final project. All work is done in class except videos and assigned online reading.
Have a sample Google presentation available for download and allow students to
view all available resources associated with the project on your designated Weebly
based site.

How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.


10



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. https://docs.google.com/presentation/d/1Pyzv2nDm2CvjlE-
OtxDmPGbXDYkb7XZ3ZDdaXz_bPYQ/edit#slide=id.p


Curricular development


In developing this circular lesson plan I took several different inspirations
derived from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology. In Elementary school reading was a passion of mine. I read
the hobbit in 4th grade, harry potter in the 5th, and a variety of other great and
inspirational books. It is from this love that I exercised the need to incorporate a
book based lesson into my unit plan on westward expansion and the Lewis and
Clark adventure. Using resources from education 522 regarding the multiple
intelligence theory has been key to this lessons creation. Having students
understand the difference in time periods and modern amenities helps students
gain a perspective and naturally over time expand that perspective through
experience. When I was in the fifth grade with my teacher Ms. Desai I remember the
incorporation of books and kinesthetically based lessons which helped students
forget the classroom and create a more individual based learning mentality through
healthy competition.




11





Rubric

Westward Expansion: Dangers and Attire

12

Westward Expansion: Undaunted Courage


13







YouTube: Lewis and Clark Documentary QR Code

14






























Unit Title: Westward Expansion: Lewis and Clark Expedition
15
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Three
Duration: One Day

Objective

To research and explore different aspects of the Lewis and Clark expedition
with a specific emphasizes on culture and its impact on the terrain and the concept
of power and eminent domain. Students will understand the basic framework to
which a culture is built and the differences between western and traditional based
cultural perspectives.



Intelligences

Verbal, Interpersonal, Linguistic, Naturalist, and Visual

Technologies

IPAD, Computer, Apple TV

Common Core Standards

Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.


Technology Standards

. Research and Information Fluency
Students apply digital tools to gather, evaluate,
And use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
And ethically use information from a variety of
Sources and media
c. Evaluate and select information sources and
Digital tools based on the appropriateness to
Specific tasks
d. Process data and report results
16

3. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan
And conduct research, manage projects, solve
Problems, and make informed decisions using
Appropriate digital tools and resources.
a. Identify and define authentic problems and
Significant questions for investigation
b. Plan and manage activities to develop a solution
Or complete a project
c. Collect and analyze data to identify solutions
And/or make informed decisions
d. Use multiple processes and diverse
Perspectives to explore alternative solutions

4. Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

5. Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies


Materials

Google Documents
Prezi
Google Presentation
Lewis and Clark E-learning vignette
Word
17
Paper
Pencil
Pen
Eraser
IPad or computer


Procedures

Week One: The Expedition

Day Three: Students will create a Prezi presentation describing in detail the
different plants found along the Lewis and Clark trail. Students then will then
establish a free E-learning vignette account and listen to one podcast regarding
the Lewis and Clark expedition.

Instructor Details

When teaching lesson three the teacher needs to be aware of the volatile
nature of the lesson. There are a lot of moving parts and it will be important for the
teacher to keep the students on track and prepared for the heavy workload. For this
lesson keep your desks in groups of four around the room. For each group hand out
a detailed description of the E-learning podcast directions and have queued Prezi
presentation of your presentation for that day ready to go. When the students enter
the classroom they will go to their assigned group and allow them to take a minute
to read over the information given. Usually give five minutes of silent reading of
directions and assignments and then field questions any students have. After
finishing your opening comments transition to your plant segment of the lesson plan
by asking students in an open forum what kind of plants do they see on a daily basis
having each person describe the plant a guess the name of that particular plant.
Then hand out a sheet listing the variety of plant species and decals in the region
your teaching the subject while also outlining the region Lewis and Clark travelled
westward. To finish up the lesson have students listen to a queued up podcast on
the number of plants Lewis and Clark discovered on the journey to the west and
make available on your class website.

How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
18
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. http://lewisandclarktrail.com/elearning.htm


Curricular development

In developing this circular lesson plan I took several different inspirations
derived from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology









Rubric

19







YouTube: Lewis and Clark Documentary QR Code
20

http://lewisandclarktrail.com/elearning.htm
















21
Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Four
Duration: One Day

Objective

Understand how to use social networking sites like Fakebook, portfolioopen, and
Twitter.


Intelligences

Verbal, Interpersonal, Intrapersonal, Linguistic, and Visual

Technologies:

IPad, computer, Apple TV


Common Core Standards

Compare and contrast the adventures and experiences of characters in stories.
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.


Technology Standards

Research and Information Fluency
Students apply digital tools to gather, evaluate,
And use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
And ethically use information from a variety of
Sources and media
c. Evaluate and select information sources and
Digital tools based on the appropriateness to
Specific tasks
d. Process data and report results

22
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan
And conduct research, manage projects, solve
Problems, and make informed decisions using
Appropriate digital tools and resources.
a. Identify and define authentic problems and
Significant questions for investigation
b. Plan and manage activities to develop a solution
Or complete a project
c. Collect and analyze data to identify solutions
And/or make informed decisions
d. Use multiple processes and diverse
Perspectives to explore alternative solutions

Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies


Materials

Word
Paper
Pencil
Pen
Eraser
IPad or computer
23
Stationary in-class web directory
Tribe Database
Fakebook account

Procedures

Week One: The Expedition

Day Four: Using audacity students will in a small group setting create a photo
essay and joining audio recording on the different tribes found in the pacific
northwest including there beliefs, lifestyle, culture, and location.

Instructor Details
Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.
6. Students will learn of how race and cultural backgrounds has impacted the
shaping of the United States.
7. Students will learn how to safely search the internet



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
24
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. http://grants.cr.nps.gov/nacd/index.cfm





Curricular development
In developing this circular lesson plan I took several different inspirations
derived from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology. In particular my love for radio; in my undergraduate
program I conducted a radio show called Closing in on Bigfoot which I hosted for
four years. The show analyzed the mythic stories from humanities past and dived
into what makes a myth work. In particular we had a variety of guests ranging from
military members, students, politicians, and a true Hodge podgy of characters. One
experience in particular fueled this audio/visual component. I conducted an area 51
week each year and would invite three in station guests who worked on base during
the early 1960s. We discussed a variety of programs and played the game myth v.
reality on a regular basis. Going forward I want students to understand how creative
you can get using audio as a medium for expression. Over time I want students to
continue using audio in all projects and springboard there involvement into a
hobby.







Rubric

25










YouTube: Lewis and Clark Documentary QR Code
26


Tribal Database QR Code














Fakebook website QR Code
27































28

Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Five
Duration: One Day

Objective

Will Identify different tribes found in the Pacific Northwest


Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies:

iBooks, IPad

Common Core Standards

Compare and contrast the adventures and experiences of characters in stories.
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.


Technology Standards

4. Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

29
5. Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies


Materials

Paper
Pencil
Pen
Eraser
IPad or computer
Stationary in-class web directory
Tribe Database
Fakebook account


Procedures

Week One: The Expedition

Day Five: Students will form a circle outside and bounce ideas off one another
using the concept off slope connection by tossing a ball to each other. The theme
will be to identify different events associated with the Lewis and Clark
expedition. During this segment students wont be allowed to reference notes
and cannot pass the ball without making a connection. Their peers can help them
if necessary.

Instructor Details
Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board.

How Students Achieve Objectives

30
1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.
6. Students will learn the adapt to different learning conditions in creating a
viable understanding of concepts in class.
7. Students will learn of how race and cultural backgrounds has impacted the
shaping of the United States.
8. Students will learn how to safely search the internet



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5.https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/gro
upprojects/benefits.html


Curricular development

In developing this circular lesson plan I took several different inspirations
derived from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
31
understand technology but rather how to better utilize education resources in the
golden age of technology. In EDUC 512 a group presentation on innovation in
applications helped in creating this unit. In particular the use of Google documents
to create a wide variety of presentations and learning experiences.



Rubric











32

YouTube: Lewis and Clark Documentary QR Code



Fakebook QR Code











33


Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Six
Duration: One Day

Objective

1. Identify key policies and acquisitions, which led to the United States to explore
westward expansion.

2. Compare and Contrast the goals and outcomes of the Lewis and Clark expedition.



Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies

iBooks, IPad, computer, Apple TV


Common Core Standard

-With prompting and support, describe the relationship between illustrations and the story
in which they appear (e.g., what moment in a story an illustration depicts).

-Determine a theme of a story, drama, or poem from details in the text; summarize the text.
-Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
-Compare and contrast the adventures and experiences of characters in stories.
-Compare and contrast the treatment of similar themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.


Technology Standards

34
Research and Information Fluency
Students apply digital tools to gather, evaluate,
And use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
And ethically use information from a variety of
Sources and media
c. Evaluate and select information sources and
Digital tools based on the appropriateness to
Specific tasks
d. Process data and report results

Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan
And conduct research, manage projects, solve
Problems, and make informed decisions using
Appropriate digital tools and resources.
a. Identify and define authentic problems and
Significant questions for investigation
b. Plan and manage activities to develop a solution
Or complete a project
c. Collect and analyze data to identify solutions
And/or make informed decisions
d. Use multiple processes and diverse
Perspectives to explore alternative solutions

Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
35
d. Transfer current knowledge to learning
of new technologies


Materials

Paper
Pencil
Pen
Eraser
IPad or computer
Stationary in-class web directory
Tribe Database
Fakebook account
Flickr account
School I.D.






Procedures

Week Two: Geography


Day Six-Have students look up geography and terrain out west and the rigors of
travel for the expedition. Have a round robin style debate in small groups on
what were some of the challenges of travelling west linking culture and
ideologies for each tribe and species of animal or plant discussed.

Instructor Details
Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board. During the Class have students type in Western
United States Geography and then have them conduct a web quest on Geography
and Terrain using either an IPAD or stationary computer. Once done have students
keep the IPAD one there desks and excuse them one by one as you check off all
materials as being accounted for.

36


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.
6. Students will learn the adapt to different learning conditions in creating a
viable understanding of concepts in class.
7. Students will learn of how race and cultural backgrounds has impacted the
shaping of the United States.
8. Students will learn how to safely search the internet



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/



Curricular development
In developing this circular lesson plan I took several different inspirations
derived from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
37
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology.





Rubric









38


Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Seven
Duration: One Day

Objective

Identify key policies and acquisitions, which led to the United States to explore
westward expansion.

Compare and Contrast the goals and outcomes of the Lewis and Clark expedition.



Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies

IPad, computer, Apple TV

Common Core Standards

Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Compare and contrast the adventures and experiences of characters in stories.
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.


Technology Standards

2. Research and Information Fluency
Students apply digital tools to gather, evaluate,
And use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
And ethically use information from a variety of
39
Sources and media
c. Evaluate and select information sources and
Digital tools based on the appropriateness to
Specific tasks
d. Process data and report results

3. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan
And conduct research, manage projects, solve
Problems, and make informed decisions using
Appropriate digital tools and resources.
a. Identify and define authentic problems and
Significant questions for investigation
b. Plan and manage activities to develop a solution
Or complete a project
c. Collect and analyze data to identify solutions
And/or make informed decisions
d. Use multiple processes and diverse
Perspectives to explore alternative solutions


Materials

Google Documents
Prezi
Google Presentation
Lewis and Clark E-learning vignette
Word
Paper
Pencil
Pen
Eraser
IPad or computer
Stationary in-class web directory


Procedures

Week Two: Geography


Day Seven
-Read the first three chapters of the book Undaunted Courage and have a small
group discussion on the important points from the chapters being discussed.
Specifically focus on the events in Lewiss life that lead up to his decision to
travel to the west focusing on his mindset heading towards the western
40
territories. Students will then undergo a web quest on famous landmarks in the
California area.

Instructor Details
Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.


Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. https://www.youtube.com/watch?v=dInC4zPbV6I
6. http://www.westasd.org/webpages/rcastelluci/social.cfm?subpage=280556

Curricular development

In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
41
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology. My love for travelling Really brought this lesson alive.
Throughout my life I have travelled around the world. I love to travel and feel
understanding different cultures helps in creating a more complete global
perspective.

Rubric



42

Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Eight
Duration: One Day

Objective

Identify a variety of plants and animals found during the Lewis and Clark expedition

To understand different cultures and identify what makes or creates a culture or
identity


Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies:

Apple TV, IPad

Common Core Standards

Technology Standards

4. Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

5. Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
43
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies



Materials

Google Documents
Prezi
Google Presentation
Lewis and Clark E-learning vignette
Word
Paper
Pencil
Pen
Eraser
Ipad or computer
Stationary in-class web directory
Tribe Database
Fakebook account
Flickr account
School I.D.



Procedures

Week Two: Geography


Day Eight-The teacher will initiate a class discussion on what perspective means
and its application to discovering the west. In particular its impact on how western
and traditional based cultures are different and the challenges those subtle
differences can have. Have students talk to one another to identify differences in
logic and then correlate those experiences in an in-depth Google document.
Students need to understand the significance in cultural meandering and how
traditional cultures impacted settlers relationships with western tribes.

Instructor Details
Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
44
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board. When students enter the classroom have the
discussion question posted online and on the board for reference. Start out by
introducing what the term perspective means and then give examples regarding
how people create a perspective. Then have students assess what there perspective
is on a random topic of there choice and have them discuss it with there group. Then
have each other group member discuss what the other feels is important and stress
the importance of group dynamics and a strong work ethic. At the end of the lesson
Assign the Google document and have ready a working sample for students to use as
a reference.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. https://www.youtube.com/watch?v=EKt3-fruLyE


Curricular development

In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
45
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology. This lesson is created due to the work I completed in
education 515. The variety of technology based applications helped me in
understanding what students need to know in the future.































Rubric

46








Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
47
Subject: Social Studies
Teacher: Brian Lind
Lesson: Nine
Duration: One Day

Objective

-Identify key policies and acquisitions, which led to the United States to explore
westward expansion.

-Compare and Contrast the goals and outcomes of the Lewis and Clark expedition.

-To research and explore different aspects of the Lewis and Clark expedition with
a specific emphasizes on culture and its impact on the terrain and the concept of
power and eminent domain. Students will understand the basic framework to
which a culture is built and the differences between western and traditional
based cultural perspectives.



Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies

Apple TV, Computers, IPAD

Common Core Standards

Compare and contrast the adventures and experiences of characters in stories.
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.


Technology Standards

2. Research and Information Fluency
Students apply digital tools to gather, evaluate,
And use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
And ethically use information from a variety of
48
Sources and media
c. Evaluate and select information sources and
Digital tools based on the appropriateness to
Specific tasks
d. Process data and report results

3. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan
And conduct research, manage projects, solve
Problems, and make informed decisions using
Appropriate digital tools and resources.
a. Identify and define authentic problems and
Significant questions for investigation
b. Plan and manage activities to develop a solution
Or complete a project
c. Collect and analyze data to identify solutions
And/or make informed decisions
d. Use multiple processes and diverse
Perspectives to explore alternative solutions



Materials

Google Documents
Prezi
Google Presentation
Lewis and Clark E-learning vignette
Word
Paper
Pencil
Pen
Eraser
IPad or computer


Procedures

Week Two: Geography


Day Nine
-Students will listen to audio file from a similar trek made during the gold rush by
early settlers reenacting the event identifying to key themes. Students will take
notes and form small discussion groups identifying what challenges settlers had in
49
travelling westward. In particular focusing on tribal warfare, disease, and supply
shortages. Assign a video on westward challenges for students to watch at home.





Instructor Details

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board. This will be our first flipped classroom meaning
students will need to complete the assigned classroom activity at home for
discussion in this lesson.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. https://www.youtube.com/watch?v=VHi8XxLlpms
6. https://www.youtube.com/watch?v=Xsplmqxf6Xo
50
7. https://www.youtube.com/watch?v=EccSnNgQP7c


Curricular development

In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology.























Rubric

51














52
Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Ten
Duration: One Day

Objective

-Identify key policies and acquisitions, which led to the United States
to explore westward expansion.

-Compare and Contrast the goals and outcomes of the Lewis and Clark expedition.


Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies:

ibooks, Ipad, computer, Apple TV


Common Core Standards

-With prompting and support, describe the relationship between illustrations and
the story in which they appear (e.g., what moment in a story an illustration depicts).

-Determine a theme of a story, drama, or poem from details in the text; summarize the text.
-Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.


Technology Standards

2. Research and Information Fluency
Students apply digital tools to gather, evaluate,
And use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
And ethically use information from a variety of
Sources and media
c. Evaluate and select information sources and
53
Digital tools based on the appropriateness to
Specific tasks
d. Process data and report results

3. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan
And conduct research, manage projects, solve
Problems, and make informed decisions using
Appropriate digital tools and resources.
a. Identify and define authentic problems and
Significant questions for investigation
b. Plan and manage activities to develop a solution
Or complete a project
c. Collect and analyze data to identify solutions
And/or make informed decisions
d. Use multiple processes and diverse
Perspectives to explore alternative solutions


Materials

Word
Paper
Pencil
Pen
Eraser
IPad or computer


Procedures

Week Two: Geography

Day Ten-A discussion on how the Lewis and Clark expedition relates to other
famous expeditions and how society has changed over time or hasnt changed over
time. Paying particular attention to the gold rush and the differences between when
Lewis and Clarks expedition commenced and other treks such as the Oregon trail
expedition. Students will create an in-depth Wordle that will highlight the different
concepts talked about in class. Students will then use that Wordle and they will
create a word maze connecting different experiences and how they impacted the
foundation of the United States.

Instructor Details

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
54
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board. Have example wordless and mazes up on the apple
TV and show hoe students can draw connections to each subject in their lives.
Reference the website as a resource and give access to students regarding the
assignment and supported examples.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.


Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. http://www.wordgames.com/word-maze.html


Curricular development

In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
55
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology. Referenced for this lesson was my work done in education
511. The exposing of ideas and new web applications like Wordle and word maze
helped create a more broad toning lesson.




Rubric












56









Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Eleven
Duration: One Day

Objective

-Outline the major points of expansion, which evolved from the Expedition.

-Identify a variety of plants and animals found during the Lewis and Clark
expedition

-To understand different cultures and identify what makes or creates a culture or
identity


Intelligences

Verbal, Interpersonal, Logical-Mathematical, and Visual

Technologies:

Apple TV, Computer

Common Core Standards

-With prompting and support, describe the relationship between illustrations and the story
in which they appear (e.g., what moment in a story an illustration depicts).

-Determine a theme of a story, drama, or poem from details in the text; summarize the
text.
-Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
57


Technology Standards

2. Research and Information Fluency
Students apply digital tools to gather, evaluate,
And use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
And ethically use information from a variety of
Sources and media
c. Evaluate and select information sources and
Digital tools based on the appropriateness to
Specific tasks
d. Process data and report results

3. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan
And conduct research, manage projects, solve
Problems, and make informed decisions using
Appropriate digital tools and resources.
a. Identify and define authentic problems and
Significant questions for investigation
b. Plan and manage activities to develop a solution
Or complete a project
c. Collect and analyze data to identify solutions
And/or make informed decisions
d. Use multiple processes and diverse
Perspectives to explore alternative solutions


Materials

Google Documents
Prezi
Google Presentation
Lewis and Clark E-learning vignette
Word
Paper
Pencil
Pen
Eraser
IPad or computer
Stationary in-class web directory
Tribe Database
Fakebook account
58
Flickr account
School I.D.








Procedures

Week Three: Perspectives

Day Eleven:
- Students will then identify what the Louisiana Purchase is. A discussion will then
take place on the meaning of the word eminent domain and its role in dividing the
western United States. Students can outline or dictate notes using Sonocent free
audio software



Instructor Details

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board. Have the Sonocent free trail page up and have an
adjoining example provided.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
59
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. http://www.sonocent.com/en/






Curricular development


In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology. My love for radio and audio manipulation really
influenced my creation of this lesson.






60

Rubric




















61
Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Twelve
Duration: One Day

Objective

-Outline the major points of expansion, which evolved from the Expedition.

- Identify a variety of plants and animals found during the Lewis and Clark
expedition

- To understand different cultures and identify what makes or creates a culture or
identity


Intelligences

Verbal, Interpersonal, Intrapersonal, Linguistic, and Visual

Technologies

Apple TV, IPAD

Common Core Standards

-Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
-Compare and contrast the adventures and experiences of characters in stories.
-Compare and contrast the treatment of similar themes and topics (e.g., opposition of
good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional
literature from different cultures.


Technology Standards

1. Creativity and innovation
Students demonstrate creative thinking, construct
Knowledge, and develop innovative products and
Processes technology.
a. Apply existing knowledge to generate new
Ideas, products, or processes
62
b. Create original works as a means of personal
Or group expression
c. Use models and simulations to explore complex
Systems and issues
d. Identify trends and forecast possibilities

5. Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies


Materials

Google Documents
Prezi
Google Presentation
Lewis and Clark E-learning vignette
Word
Paper
Pencil
Pen
Eraser
IPad or computer
Stationary in-class web directory



Procedures

Week Three- Perspectives

Day Twelve
- Students will create illustrated online poster featuring the route Lewis and Clark
travelled. They will use the computer lab to complete this project. In particular they
will use Haiku Deck to complete the assignment; learn a new program in the
process. Students need to understand the basic structure of presentation software
and its associated learning based needs.



63
Instructor Details

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board. Have examples of Haiku deck presentations and
other illustrated online posters of the Lewis and Clark adventure posted to the class
site.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.

















64
Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. https://www.haikudeck.com


Curricular development

In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology. Understanding the value of technology is very important
in my education. I majored in Electronic media and film from Northern Arizona
University finding technology and innovation to be my calling.


















65

Rubric













66
Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Thirteen
Duration: One Day

Objective

-Outline the major points of expansion, which evolved from the Expedition.

- Identify a variety of plants and animals found during the Lewis and Clark
expedition

-To understand different cultures and identify what makes or creates a culture or
identity


Intelligences

Verbal, Interpersonal, Linguistic, and Logical-Mathematical

Technologies:

Apple TV

Common Core Standards

-Compare and contrast the treatment of similar themes and topics (e.g., opposition of
good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional
literature from different cultures.
-With prompting and support, describe the relationship between illustrations and the story
in which they appear (e.g., what moment in a story an illustration depicts).


Technology Standards

4. Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
67
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

5. Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies


Materials

IPad or computer
Stationary in-class web directory
Tribe Database
Fakebook account
Flickr account
School I.D.


Procedures

Week Three-Perspectives


Day Thirteen
- Students will compile a list of key casualties and changes in culture during the
Lewis and Clark Expedition creating an interactive Google site.

Instructor Details

Have all media queued and ready for instruction before class begins. Arrange the
desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board. The teacher will then a step-by-step guide will be
68
created by the teacher outlining how students can use their Google site while paying
particular attention to what students will find difficult. In particular have students
focus on the foundational steps to creating a website focusing on coding and color
schemes.



How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.


Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/



Curricular development

In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
69
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology




Rubric






70
Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Fourteen
Duration: One Day

Objective

Objective Three: To understand different cultures and identify what makes or
creates a culture or identity




Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies:

Apple TV, Computer, IPAD

Common Core Standards

-Compare and contrast the adventures and experiences of characters in stories.
-Compare and contrast the treatment of similar themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.



Technology Standards

Creativity and innovation
Students demonstrate creative thinking, construct
Knowledge, and develop innovative products and
Processes technology.
a. Apply existing knowledge to generate new
Ideas, products, or processes
b. Create original works as a means of personal
Or group expression
c. Use models and simulations to explore complex
Systems and issues
71
d. Identify trends and forecast possibilities


Materials

Poster board
Word
Paper
Pencil
Pen
Eraser
IPad or computer
Stationary in-class web directory



Procedures

Day Fourteen
- Students will defend a cause that was important at the time of the expedition
explaining in detail why it is important and how they would go about fighting for it
in a detailed paper and provide visuals in a Google presentation. Students will also
give updates on their Google site and discuss issues or questions they have with the
class.


Instructor Details

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board. When students enter the class have a jar or hat to
randomly select the order for presentations. After each presentation have students
clap for their peers. At the end finish with a round of applause for everyone and
make sure they turn in there projects at end.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
72
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/









Curricular development


In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
73
understand technology but rather how to better utilize education resources in the
golden age of technology.



Rubric










74




Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Fifteen
Duration: One Day

Objective

-To understand different cultures and identify what makes or creates a culture or
identity

Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies

Apple TV, Computer

Common Core Standards

-Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
-Compare and contrast the adventures and experiences of characters in stories.
-Compare and contrast the treatment of similar themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.


Technology Standards

Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
75
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies



Materials

Google Documents
Prezi
Google Presentation
Lewis and Clark E-learning vignette
Word
Paper
Pencil
Pen
Eraser
IPad or computer
Stationary in-class web directory
Tribe Database

Procedures

Week Three: Perspectives

Day Fifteen
- Students will go on a field trip to a local landmark or park and take pictures of the
region documenting them in a photo essay in Flickr. The field trip will take place at
the Lewis and Clark Bicentennial Museum in St. Louis. If not teaching in St. Louis
then students will take a virtual tour of the library of Congress specifically focusing
on documents associated with the Lewis and Clark expedition. Students doing the
virtual tour will post to a shared Google document identifying them by name to
differentiate each students ideas. In the morning have all the students lineup next
to the classroom and have them pair up into buddy teams of two. Then have each
team sit together on bus and throughout field trip stay together. Once at museum
76
have the group stay together as the tour guide walks us through the museum. After
twenty minutes have students take a bathroom break. Then at a good stopping point
have lunch which parents provided. Then proceed to get everyone on bus in pairs
and end day with assignments posted online on the field trip experience.


Instructor Details

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board.



How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.


Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. http://www.loc.gov/visit/tours/online-tours/




77
Curricular development

In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology.




























78



Rubric












79


Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Sixteen
Duration: One Day

Objective

-Ability to link important events in the west with the Lewis and Clark expedition.


Intelligences

Verbal, Linguistic, Logical-Mathematical, and Visual

Technologies:

Apple TV, Stationary Computer

Common Core Standards

-Determine a theme of a story, drama, or poem from details in the text; summarize the
text.

- Compare and contrast the adventures and experiences of characters in stories.

Technology Standards

Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
new technologies

Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
80
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship


Materials

IPad or computer
Stationary in-class web directory
Paper
Pencil
Pen
Eraser

Procedures

Week Four: Westward Expansion

Day Sixteen
- Students will watch a video titled The Lewis and Clark Expedition which
highlights the route the group took to travel west. Students will take notes and
discuss the video in class. Students must watch the video out of class with the
discussion being the focal point of this class period. Students will place these notes
into their porfoliopen site folder.

Instructor Details

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
81
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.




Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. http://www.portfoliopen.com


Curricular development


In developing this circular lesson plan I took several different inspirations
derived from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology.




82





Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Seventeen
Duration: One Day

Objective

- Ability to identify the importance of water and geography in planning and
preparing a specific journey or trip


Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies

Computer, IPAD, Apple TV

Common Core Standard

-With prompting and support, describe the relationship between illustrations and
the story in which they appear (e.g., what moment in a story an illustration depicts).
-Determine a theme of a story, drama, or poem from details in the text; summarize
the text.


Technology Standards

Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
83
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies


Materials

Fakebook Account
Student I.D.
Pencil
Eraser
Glue
Pen
Computer or IPAD

Procedures

Week Four: Westward Expansion

Day Seventeen
- Go on a web quest/national geographic game quest following the two travellers as
they track a trail without modern amenities. Students will follow the game while
using Lewis, Clark, or Sacajawea characters created using Fakebook.

Instructor Details

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board.


84



How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.



Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/
5. http://www.nationalgeographic.com/west/main.html (Web Quest)


Curricular development

In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
85
understand technology but rather how to better utilize education resources in the
golden age of technology






Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Eighteen
Duration: One Day

Objective

- Understand how to use social networking sites like Fakebook, porfoliopen, and
Twitter.


Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies

IPAD, Computer, Apple TV


Common Core Standards

-Compare and contrast the adventures and experiences of characters in stories.
-Compare and contrast the treatment of similar themes and topics (e.g., opposition
of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional
literature from different cultures.


Technology Standards

Creativity and innovation
Students demonstrate creative thinking, construct
Knowledge, and develop innovative products and
Processes technology.
86
a. Apply existing knowledge to generate new
Ideas, products, or processes
b. Create original works as a means of personal
Or group expression
c. Use models and simulations to explore complex
Systems and issues
d. Identify trends and forecast possibilities

Research and Information Fluency
Students apply digital tools to gather, evaluate,
And use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
And ethically use information from a variety of
Sources and media
c. Evaluate and select information sources and
Digital tools based on the appropriateness to
Specific tasks
d. Process data and report results



Materials

IPAD
Computer
Apple TV
Eraser
Pencil
Pen



Procedures

Week Four: Westward Expansion

Day Eighteen
-Roundtable discussion/debate on what the Lewis and Clark expedition did to help
westward expansion and identify different events that were impacted by the
expedition. Students will then create a Wordle online from their initial essay on
Western worlds. Review Session if time allows. Students can then use a shared
twitter feed to communicate with each other different questions they have for the
final project.

Instructor Details
87

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board. Start with a broad question on Lewis and Clarks
intentions when travelling west and then hand discussion over to students. Have
each student comment and share an opinion on the subject. At the end talk about the
next step in the process of learning history.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.






Website References

1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
4. http://writing.colostate.edu/guides/teaching/discussions/





88
Curricular development

In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology.




Rubric


Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Nineteen
Duration: One Day

Objective

- Ability to link important events in the west with the Lewis and Clark expedition.



Intelligences

Verbal, Interpersonal, Linguistic, Logical-Mathematical, and Visual

Technologies

Apple TV, Computer, IPAD

89
Common Core Standards

-Compare and contrast the adventures and experiences of characters in stories.
-Compare and contrast the treatment of similar themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.


Technology Standards

Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies



Materials

Google Site
Paper
Pencil
Pen
Eraser
IPad or computer
Stationary in-class web directory
90


Procedures

Week Four: Westward Expansion

Day Nineteen
-Unit project will be conducted today accumulating every piece of work done during
unit and have students creating their own web quest adventure using only their
notes and the free site Weebly. Students will outline the project in class and answer
all questions that they have. Students will then turn in the project the next day.


Instructor Details

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.


Website References
1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
91
4. http://writing.colostate.edu/guides/teaching/discussions/



Curricular development


In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology



Rubric






92








Unit Title: Westward Expansion: Lewis and Clark Expedition
Grade Level: 5th Grade
Subject: Social Studies
Teacher: Brian Lind
Lesson: Twenty
Duration: One Day

Objective

1. Ability to link important events in the west with the Lewis and Clark expedition.

2. Ability to identify the importance of water and geography in planning and
preparing a specific journey or trip


3. Understand how to use social networking sites like Fakebook, porfoliopen, and
Twitter.


Intelligences

Verbal, Interpersonal, Linguistic, Naturalist, Logical-Mathematical, and Visual

Technologies

Apple TV

Common Core Standards

-With prompting and support, describe the relationship between illustrations and
the story in which they appear (e.g., what moment in a story an illustration depicts).
-Determine a theme of a story, drama, or poem from details in the text; summarize
the text.
-Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
-Compare and contrast the adventures and experiences of characters in stories.
93
-Compare and contrast the treatment of similar themes and topics (e.g., opposition
of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional
literature from different cultures.



Technology Standards

Digital Citizenship
Students understand human, cultural, and societal
Issues related to technology and practice legal and
Ethical behavior.
a. Advocate and practice safe, legal, and
Responsible use of information and technology
b. Exhibit a positive attitude toward using
Technology that supports collaboration,
Learning, and productivity
c. Demonstrate personal responsibility for
Lifelong learning
d. Exhibit leadership for digital citizenship

Technology Operations and Concepts
Students demonstrate a sound understanding
Of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
And productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies


Materials

Paper
Pencil
Pen
Eraser
IPad or computer
Stationary in-class web directory


Procedures

Week Four: Westward Expansion
94

Day Twenty
-Students will turn in there web quest and each student will then complete another
students web quest throughout the day reviewing each ones strengths and
weaknesses paying particular attention to the flow of information and how its
presented in the web quest. Grading will revolve around student evaluations and
content understanding.



Instructor Details

Have all media queued and ready for instruction before class begins. Arrange
the desks into groups of four and place once lesson sheet on the team leaders desk
which outlines what will be done today and what will be required to complete the
class work and take home assignments. Have all stationary computers and IPADS
turned on and logged in. On each screen pull up the class site; update class site with
access to the assignment and notes from the days class for reference. Place all
Assignments graded on each students desk face down. Have the lesson and daily
schedule written on the board.


How Students Achieve Objectives

1. Students by lessons end will understand the difference between group and
individual based work.
2. Students by lessons end will begin the process of sharing and combining
different perspectives into one overarching viewpoint for a normal class
discussion.
3. Students will understand on a rudimentary level the importance of defining
how they can be successful within the classroom. Understanding in particular
how they each think and react to different situations and assignments.
4. Students will begin to understand the different roles they can play in a group
and the importance of research subjugation.
5. Students will learn to adapt different technologies to their learning style. In
particular how to incorporate both audio and visual materials into a given
project.




Website References

1. https://www.youtube.com/watch?v=Mc9tG9aD3P4 (put in AP format)
2. http://lausd.schoolwires.net/cctp
3. http://www.cde.ca.gov/re/cc/
95
4. http://writing.colostate.edu/guides/teaching/discussions/


Curricular development

In developing this circular lesson plan I took several different inspirations derived
from classes and experiences in both my personal and professional life. My
elementary school experience at Bonita Canyon School in Irvine was primarily
based on discussion and activity-based hands on learning. Thus incorporating an
opening discussion on the adventures of westward expansion seemed like a
reasonable idea. The key underlying theme for this entire unit will be for students to
understand and learn the basic framework for discussions along with teaching
students the importance of working and interacting with other students. I always
seemed to lack viable interpersonal skills when I was younger and found activities
which forced students to face there fears made class a more business like yet
understanding environment for the learning process to succeed. From my graduate
education at Azusa pacific the use of bar codes and associated applications with
IPADS and other digital based devices. I received my undergraduate degree in
electronic media and therefore havent necessarily used the graduate program to
understand technology but rather how to better utilize education resources in the
golden age of technology


Student Example

http://findcalicities.weebly.com




















96







Rubric