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=Science= Theme: Physical Science

Light Sound Motion =Social Studies= ODE Social Studies
 * The amount of change in the movementof an object is based on the mass of the object and the amount of force exerted.
 * [|Soda Play>]
 * Theme**
 * Regions and People of the Western Hemisphere**


 * History**
 * //**Essential Question: How have ideas and events from the past shaped the Western Hemisphere today?**//

1. Content Statement: Multiple-tier timelines can be used to show relationships among events and places.
 * @http://timeline.thinkport.org/

Updated, August 2011 Page 3 of 26

2. Content Statement: Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments, social structures, religions, technologies, and agricultural practices and products.

3. Content Statement: European exploration and colonization had lasting effects, which can be used to understand the Western Hemisphere today. > For lesson plan ideas, select History & Social Studies, and then select Early Multi-National Influences in the United States. > The Library of Congress site provides primary sources. Select Classroom Materials and then Primary Source Sets. > Burt Wolf’s PBS series looks at how Spanish explorers changed what people ate.
 * Ed Sitement
 * Hispanic Exploration in America
 * What We Eat
 * Geography**
 * **//Essential Question: How does where you live influence how you live?//**

4. Content Statement: Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps. > This government site lets users assemble, view and print maps. Choose from hundreds of layers of geographic information and display map layers individually or mixed with others according to your needs. > This is an interactive museum for student and teacher use. Visit Gallery 1: The World in Spatial Terms to use the Globe Projector, Mental Mapper and World Viewer. 5. Content Statement: Latitude and longitude can be used to make observations about location and generalizations about climate. > This is an interactive museum for student and teacher use. Enter The World in Spatial Terms in the search box to use the Globe Projector, Mental Mapper and World Viewer. Enter latitude and longitude into the search box for lesson plans specific to those skills. > Enter Find Your Longitude in the search box for an interactive game that combines latitude and longitude with basic mathematics. >> Use location to make generalizations about climate. 6. Content Statement: Regions can be determined using various criteria (e.g., landform, climate, population, cultural, economic). > Enter regions in the search box for a variety of lesson plans. 7. Content Statement: Variations among physical environments within the Western Hemisphere influence human activities. Human activities also alter the physical environment. 8. Content Statement: American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities. >> [|www.imagescanada.ca/] >> [|www.collectionscanada.gc.ca/education/008-3010-e.htm] >> American Memory: Original Format: Photos & Prints: >> []
 * National Atlas Map Maker tool
 * National Geographic Society
 * National Geographic
 * Find Your Longitude
 * Expectations for Learning
 * National Geographic
 * Have students access information on historic modifications to the physical environment (e.g., the Erie Canal at [|www.eriecanal.org]).
 * Using Pictures to Read the Past Lesson Plan Canada/United States
 * Images Canada, hosted by Library and Archives Canada:
 * "Defining Primary and Secondary Sources
 * For a comparison with American experiences:

9. Content Statement: Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere today. >> >> Over the next five years, the blight attacked again and again. These years are known today as the Great Irish Famine, a time when one million people died from starvation and disease and two million more fled their homeland. >> Black Potatoes is the compelling story of men, women, and children who defied landlords and searched empty fields for scraps of harvested vegetables and edible weeds to eat, who walked several miles each day to hard-labor jobs for meager wages and to reach soup kitchens, and who committed crimes just to be sent to jail, where they were assured of a meal. It’s the story of children and adults who suffered from starvation, disease, and the loss of family and friends, as well as those who died. Illustrated with black and white engravings, it’s also the story of the heroes among the Irish people and how they held on to hope.
 * Book Talk: Black Potatoes by Susan Campbell Bartoletti
 * In 1845, a disaster struck Ireland. Overnight, a mysterious blight attacked the potato crops, turning the potatoes black and destroying the only real food of nearly six million people.
 * Irish Potato Famine (FLASH)
 * [|The Guardian--famine today]
 * Government**
 * **//Essential Question: How does governmental authority affect citizens’ rights?//**

10. Content Statement: The Western Hemisphere is culturally diverse due to American Indian, European, Asian and African influences and interactions, as evidenced by artistic expression, language, religion and food. Expectations for Learning: Describe the cultural diversity of the Western Hemisphere as evidenced by artistic expression, language, religion and food.
 * [|National Archives Docs Teach]
 * [|Museums in the USA]

11. Content Statement: Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayed graphically to effectively and efficiently communicate information. Expectations for Learning: Use multiple sources and appropriate communication tools to locate, investigate, organize and communicate information on a public issue. 12. Content Statement: Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens.
 * [|Kids’ Zone] The site includes a graphing tutorial for five different graphs and charts.
 * [|Data Journalism]
 * [|CIA’s World Factbook]

Search for world factbook to access information on world governments. Use picture books to introduce democracy, dictatorship and monarchy (e.g., D is for Democracy by Elissa Grodin, Yertle the Turtle by Dr. Seuss).

> 13. Content Statement: Information displayed in circle graphs can be used to show relative proportions of segments of data to an entire body of data. > For information on circle graphs, search for circle graph-er. 14. Content Statement: The choices people make have both present and future consequences. 15. Content Statement The availability of productive resources (i.e., human resources, capital goods and natural resources) promotes specialization that leads to trade. > This site offers videos and activities on multiple topics including scarcity and productive resources. Select Resources, then Education, then Web Resources, then PBS Teachers. > This lesson plan from the Council for Economic Education focuses on how Hawaiians shared their island resources long ago. Hawaiian chiefs divided the land into regions; each region had high mountains, lush valleys and great sand beaches. Each of these regions contained unique resources that the Hawaiian people needed to survive. Search for Hawaiian economics. Expectations for Learning: Explain how the availability of productive resources in a specific region promotes specialization and results in trade. 16. Content Statement: The availability of productive resources and the division of labor impact productive capacity. > The lesson plan from the Council for Economic Education focuses on ways in which productivity has been increased over the years and challenges students to identify a situation where an increase in productivity could alleviate a problem and create a way to solve this problem. The lesson may need to be adapted for grade-five students. Enter the search term widget. 17. Content Statement: Regions and countries become interdependent when they specialize in what they produce best and then trade with other regions to increase the amount and variety of goods and services available. Expectations for Learning: Explain how specialization and trade lead to interdependency among countries of the Western Hemisphere. 18. Content Statement: Workers can improve their ability to earn income by gaining new knowledge, skills and experiences. Lesson Plan: [|It Pays to Stay in School]
 * //Economic//**//s//
 * **Essential Questions: Why can’t people have everything they want?**
 * [|National Council for Teachers of Mathematics]
 * [|You can make a difference]
 * [|Economics Academy 101]
 * Lesson Plan: Hawaiian Economics: [|From the Mountain to the Sea]
 * Lesson Plan: Widget Production:[| Producing More, Using Less]

This lesson plan from the Council for Economic Education poses the question, Should students be paid to stay in school? Students are encouraged to create incentives for improving school attendance and performance and in the process are challenged to think about the value of education. Search for it pays to stay in school.

ODE Mathematics

References:


 * Social Studies** //(page 12)// []

Reading Literature: [] Reading Informational Text: [] Reading Foundation Skills: [] Writing: [] Speaking and Listening: [] Language: [] Standard 10 (look for it in the left navigation) []
 * Langauge Arts: []**
 * Break Down:**


 * Mathematics**: []

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 * Science Model Curriculum** (page 149) []