Schedule of Events for Discover Michigan Unit

WEEK ONE

Monday

Introduction to Michigan Unit
Literature:	Michigan Poem from Images of Michigan
Activity:	Oral presentation of Michigan pictures for interactive bulletin board Let's Tour Michigan

Tuesday

Michigan Creative Writing/Art
Literature:	Michigan by Servaitis
Activity:	Students will write and read a descriptive paragraph about their picture on the map. Children will also prepare their Michigan book for daily reflective journal entries.

Wednesday

Geography/Mathematics
Literature:	Michigan by Servaitis
Activity:	Students will measure distances between Michigan locations and calculate mileage from one city to another.

Thursday

Geography/Mathematics
Literature:	Michigan Fishing Guide by the D.N.R.
Activity:	Students will complete a Great Lakes location, depth and graph activity sheet while listening to nature sounds.

Friday

Geography/Creative Writing
Literature:	Paddle to the Sea By Holling
Activity:	Students will plan a trip from port to port making a brochure describing a Great Lakes vacation.

WEEK TWO

Monday

Sociology
Literature:	Servaitis
Activity:	Students will compare and contrast Detroit and Windsor

Tuesday

Economics
Video:	30 minute video How a Car is Built.
Activity:	Students will be made aware of assembly production and its benefits to the automobile

Wednesday

Economics
Activity:	Students will be divided into two grops, one will particpate in an assembly line while the other group works independently.

Thursday

Economics/Science
Literature:	Michigan by Servaitis
Activity:	Students will compare cost and nutritional values of their favorite cereals which are produced in Michigan

Friday

History
Literature:	Hiawatha From Michigan...a home to be proud of.
Activity:	Students will learn of historical symbols and facts pertaining to Michigan through the use of an activity sheet.

WEEK THREE

Monday

History
Literature:	Great African Americans in Business by Rediger
Activity:	Students will research famous African Americans from Michigan at the Library

Tuesday

History/Drama
Literature:	Great African Americans in Business by Rediger.
Activity:	Other classes will observe the students portraying the person they chose to investigate the previous day during a virtual reality museum.

Wednesday

Geography/Science
Literature:	How to Make an Apple Pie and See the World by Marjorie Priceman.
Activity:	Students will observe the geographic location of Michigan and its effect on the seasons due to the earth's tilt and rotational movement.

Thursday

Ecology/Field Trip
Literature:	The Land of the Crooked Tree by U.P. Hedrick
Activity:	Students will take a field trip to Speaker Orchard

Friday

Closure to Michigan Unit/5 Senses
Literature:	"The Farmer" from Historical Tales of the Huron by R.E. Prescott.
Activity:	Students will compare and contrast various apples through the use of their senses during this closure activity.

• Promote cultural awareness
• Teach the basics of supply and demand
• Understand the Seasons and continental climate causes
• Describe, compare and explain the location of a picture of Michigan
• Participation in class group discussion
• Demonstration of critical thinking

CURRENT STUDENT SKILLS

• Charting
• Directions: N, NE, E, SE, S, SW, W, NW
• Intermediate reading and writing skills
• Use of dictionary and thesaurus
• Descriptive writing
• Oral speaking skills
• Basic mathematics skills
• Understanding of basic geography
• Critical thinking

• Use of Internet subject search
• Library card catalog and decimal system

Michigan Social Studies Framework Strands and Benchmarks

Strands

Strand 1

Historical Perspective - Students use knowledge of the past to construct meaningful understanding of our diverse cultural heritage and to inform their civic judgment.

Strand 2

Geographic Perspective - Students will use knowledge of spatial patterns on earth to understand processes that shape human environments and to make decisions about society.

Strand 4

Economic Perspective - Students will use knowledge of the production, distribution, and consumption of goods and services to make personal societal decisions about the use of scarce resources.

Strand 5

Inquiry - Students will use methods of social science investigation to answer questions about society.

Unit Rubric

Use of Five Senses in Discover Michigan Unit Plan

Smell

The apple experiment will involve smell as well as the cereal lesson; students will also be amazed at the various farm smells from their field trip.

Sight

The sense of sight is incorporated in every lesson; they will discuss the changing look of the leaves as the seasons change; they will also watch their peers; performances in the virtual reality museum.

Hearing

Students will listen to the sound and music of the northern woods and lakes of Michigan as well as listen to stories about Michigan.

Touch

Students will be doing hand-on activities such as assessing the texture of various apples, measuring skills on a map, and working with an assembly line.

Taste

Students will enjoy tasting Michigan farm products and cereal.

Use of Howard Gardner's Multiple Intelligences in Discover Michigan Unit

Logical/Mathematical Intelligence

Week Three, Friday

Make and complete chart on apple preferences

Verbal/Linguistic Intelligence

Week One, Friday

Write a Great Lakes fantasy trip and advertising brochure

Intrapersonal Intelligence

Week One, Monday

Write a daily journal about Michigan learning

Interpersonal Intelligence

Week Two, Monday

Research the similarities and differences between Detroit and Windsor

Visual/Spatial Intelligence

Week One, Wednesday

Learning locations and distances between them on a Michigan map.

Body/Kinesthetic Intelligence

Week Three, Tuesday

Students are active participants in a virtual reality museum of famous Michigan African Americans

Musical/Rhythmic Intelligence

Week Three, Friday

Listening to the sounds of Michigan's nature.

A large Michigan map will be placed on a bulletin board, and the pictures that the students brought in will be placed around the map. The title of the bulletin board is , "Let's Tour Michigan." Individually, the student will come up to the board and locate the place that describes their picture, and a sticker will be placed to mark and identify the location. The students will be instructed to give a short oral presentation about the picture, specifically speaking about characteristics, cultures and observations. Those students who were not able to bring a picture will be instructed to speak about their favorite places in Michigan. Fellow students will be encouraged to ask informative questions of the presenter.

Once all of the students have made an oral presentation, they will be instructed to write an appropriate paragraph about their picture or their favorite place in Michigan. The final paragraphs will be handwritten on lined paper, in the shape of Michigan, and posted around the bulletin board as the final touch.
 

Lesson Plan Days 1 and 2

• Later elementary students will compose a paragraph which will describe, compare, and explain the locations and characteristics of pictures brought in for the bulletin board.
• Students will complete a daily reflective journal about something they learned about Michigan or a current event about Michigan.
• Students will be able to orally explain their picture to the class using appropriate language.

Rationale

Students should know how to write a descriptive paragraph in logical order which eventually could be incorporated into an essay. Students should be able to effectively communicate their ideas and observations, using appropriate oral language skills. Students will follow directions and create a Michigan Book for daily reflective journal entries.

Materials

• Michigan Maps
• Pictures
• Markers
• Cover sheet
• glue
• Let's Tour Michigan bulletin board
• dictionary and thesaurus
• Michigan Sheet
• hole punch
• pencils and pens
• yarn
• Michigan poem
• chalkboard

Opener

The students will be told that we are beginning a new unit on Michigan and that is why they were asked to bring in pictures that were about Michigan the week before. The students will be read a poem titled, "Michigan" and will be told that we will learn about the diverse people, places, and cultures in Michigan during this unit. The "Let's Tour Michigan" bulletin board will be presented to the students, which includes their pictures.

Procedure

Day 1

1. Explain to the students that each student will be asked to come up to the bulletin board and point to their picture and identify the are from which the picture was taken.
2. The students will be instructed to give a short, oral presentation about their picture, focusing on the people, places, and culture of that area. The other students will be encouraged to ask pertinent questions about the picture.
3. The oral presentation should first be modeled by the teacher, such as presenting his or her own picture of a farmhouse located in Frankenmuth and explain how this area was first settled by German people, and that is why the town has a strong German culture. Also, Frankenmuth should be identified on the Michigan map.
4. For those students who were not able to bring in a picture, they should be instructed to locate and speak about a place they would like to visit or their favorite place in Michigan.
5. After all the students have orally presented their pictures, prepare the students for the following day's activity by telling them that they need to think about putting their oral presentation into words in proper paragraph form.
6. Discuss with the students what a good paragraph consists of, such as an introductory sentence, supporting sentences, a conclusion sentence, and proper grammar and punctuation, and have the students give examples of each to be written on the chalkboard for reference.

7. Review the prior day's lesson with the bulletin board and the components of a proper paragraph.
8. Explain to the students that they will compose a descriptive paragraph about their picture or a favorite place in Michigan that makes references about people, places, cultures or events.
9. The students will have fellow classmates help proofread their work and make all necessary corrections.
10. Once the students are finished with their paragraphs, they will be instructed to transfer them, in their best handwriting, onto lined paper in the shape of Michigan.
11. the finished paragraphs will be displayed around the "Let's Tour Michigan" bulletin board.
12. After the paragraphs are complete, the students will be directed to create a Michigan journal book by using two pieces of construction paper, three pieces of yarn, a hole punch, a cover sheet, crayons and markers, glue, and lined paper.

Closure

Once the books are complete, the students will be encouraged to write their first reflective journal entry about Michigan.

Transition

Explain to the students that they will be responsible to complete a journal entry each day which reflects either a current event about Michigan or something they learned in class about Michigan. The students will be given a Michigan map to preview in order to prepare for the next lesson on maps and Michigan.

Evaluation

Students will be able to compose a proper paragraph about a picture which portrays the diversity of people, places, and cultures of Michigan. Students will be able to orally explain and describe their picture or favorite place in Michigan, using appropriate language. Students will be able to complete a daily reflective journal entry about Michigan.
 

Lesson Plan Day 3

• Students will solve questions relating to a Michigan map.
• Students will be able to locate cities in Michigan.

Rationale

Students will be able to read and compute mileage on a map.

Materials

• Maps
• Scrap paper
• Worksheet
• Calculators

Procedure

1. Show students the map and where to find mileage.
2. Give an example of a problem.
3. Ask students to write on paper the distance.
4. See if all students are correct.
5. If any do not understand, go over it again more slowly.
6. Give students the Map Worksheet with questions on it.
7. Distribute calculators.
8. Tell students to work in groups (if desired) and collect, organize, and discuss the data.
9. When students have finished, check the answers in class.
10. Have the students explain how the answer was obtained.
11. If there are any discrepancies, have a discussion to find the correct answer.

Closure

have students check the answers in class. Make sure the students give reasons for their answers.

Evaluation

Students will correctly answer fifteen of the twenty problems.
 

Name:

Date:

Answer all of the questions. You may use a calculator.

How many miles would you travel along the following routes?

1. Detroit-Flint-Saginaw-Bay City-Clare-Grayling-Mackinaw City

 

 

2. St. Ignace-Seney-Marquette-Covington-Houghton-Copper Harber

 

 

3. Detroit-Ann Arbor-Jackson-Battle Creek

 

 

4. Clare-Grayling-Kalkaska-Traverse City

 

 

5. Alpena-Standish-Bay City-Port Austin

 

 

6. Lansing-Brighton-Ann Arbor

 

 

7. Grand Rapids-Muskegon-Alma

 

 

8. Detroit-Imlay City-Port Austin

 

 

9. Holland-Grand Rapids-Lansing-Brighton-Detroit

 

 

10. St. Ignace-Seney-Marquette-Covington-Ironwood

 

 

11. Detroit-Copper Harbor

 

 

12. If a car used 1 gallon of gas to travel 30 miles, how many gallons of gas are needed to travel from Detroit to Traverse City? Why?

 

 
 
 

13. If it costs $1.25 for a gallon of gas, how much would it cost to travel from Detroit to Copper Harbor? Why?

 

 

North, North-East, East, South-East, South, South-West, West, or North-West.
 

14. Detroit is of Traverse City.
15. Frankfort is of Manistique.
16. Jackson is of Ann Arbor.
17. Port Austin is of Imaly City.
18. Lansing is of Saginaw.
19. Ironwood is of Ludington.

Lesson Plan Days 6 and 7

Upper elementary students will increase their knowledge of the concept "assembly line" and understand its historical significance in auto production, after actively participating in a class assembly line experiment.

Rationale

It is important for students to understand not only what an assembly line is, but also the effect it had on assembly production and its Michigan connection.

Materials

• VHS Video - How A Car is Built. Robert E. Frye; William K. Love. 1995. 30 min.
• History of the Automobile skills page
• Bread
• Peanut butter
• Jelly
• Plastic knives
• Plastic sandwich bags
• Paper towels

Opener

Have a class generated discussion about assembly lines. Show the video How A Car is Built to the class. When the video is finished, ask the question, "Does an assembly line really work?" Tell the class they are going to be part of an assembly line experiment.

Procedure

1. Have a class generated discussion about assembly lines without sharing too much about assembly lines with the class.
2. Show the video How A Car Is Built.
3. Ask the class again about assembly lines and also if they really work.
4. Tell the class they are going to partake in an assembly line experiment.
5. Divide the class in two sections.
6. One group of students will each work individually the other will work in groups of five.
7. Tell the class that they are going to be making peanut butter and jelly sandwiches.
8. Discuss the instruction of how the sandwiches are to be made.
9. Each student in the first group will be responsible for making the sandwich from start to finish.
10. The second group of students will assign each member of the group a specific job responsibility, for example spreading the peanut butter or placing a sandwich in a bag.
11. Once everyone is clear on what they need to do, allow them to begin making as many sandwiches as possible keeping in mind that neatness and accuracy count.
12. Allow 15 minutes for production.
13. When time is up, tally the results to determine which of the two groups made the most sandwiches.
14. Ask the class Does an assembly line really work? Why? Why not?
15. As a class, read the History of the Automobile skills sheet.
16. allow time to complete the skills page.

Wrap-Up

Discuss with the class how things would be different if the assembly line did not exist. Ask the class whether or not they think Ransom Eli Olds had a good invention.

Evaluation

Students will be evaluated on their participation in the class discussion and in the assembly line experiment. They will also be evaluated on the completion of the skills page.
 

Lesson Plan Day 13

Students will infer why leaves change color around them in the fall.

Objectives

Students will understand:
• The earth's rotation around the sun
• Why the tilt of the earth affects the seasons
• Michigan's geographic location
• Michigan's climate region

Rationale

this lesson will integrate science with geology to show students correlation between climate and the sun.

Materials

• Globe
• Nerf ball
• Chalk and chalkboard
• Various colored leaves
• Activity sheet
• How to Make an Apple Pie and See the World by Marjorie Priceman.

Opener

Ask children to brainstorm the different colors leaves can be. Show a variety of leaves, discussing what causes the change of colors.

Procedure

1. Using a globe, locate Michigan, the Tropic of Cancer, Tropic of Capricorn, equator and explain the tilt of the earth using a nerf ball as the sun.
2. Explain the seasons changing due to the earth's movement around the sun.
3. Show the rays of the sun are directed at the Tropic of Cancer during tsummer and at the Tropic of Capricorn in the Fall providing less intense sunlight for Michigan.
4. Explain the sun is necessary to the production of chlorophyll in leaves. Less sunlight = Less chlorophyll.
5. Show as the earth rotates around the sun and the sun's rays shift, their direction from Michigan to the equator less chlorophyll is produced in leaves which creates the colors of the leaves in Fall.

Closure

To complete this lesson, students are guided to an understanding of the continental climate Michigan has in comparison to other types of climate regions in the world.

Evaluation

Students will be given an activity sheet including short answer questions to demonstrate comprehension of the lesson.

Transition

After completion of the lesson, students will be asked what types of products can be produced in Michigan's climate placing an emphasis on the apple. Then the book How to Make and Apply Pie and see the world will be read to the class.

Michigan Activity

1. Summer in Michigan happens when the sun's rays are directed at the .

 
2. The the earth is from the sun affects the intensity of it's rays.

 
3. needs the sun's rays to produce the green color in the leaves.

 
4. When the leaves change color, the sun's rays are moving toward the .

 
5. In the fall, the  receives the most direct sunlight.

 
6. The rotation of the around the sun produces the seasons.

 
7. The  of the earth affects the angle fo the sun's rays.

 
8. The rays of the  must be intense to produce chlorophyll.

 
9. Explain in your own words what causes the seasons to change in Michigan.

 

 
 
 

10. Briefly discuss what causes the leaves to change color.

 

 
 
 

Lesson Plan Abstract Day 14

After visiting an apple orchard, students will be able to retell in their journals what goes into producing and preserving apples.

Motivational Strategy

On the bus, distribute these questions to spark the students' curiosity.
1. Do all apple trees look alike even if the apples are a different type?
2. Do all types of apples ripen at the same time?
3. How old does a tree need to be before it produces fruit?
4. Does the orchard use environmentally safe insect controls?
5. What do they do with the extra apples and windfall apples?
6. How do they preserve apples?

Materials

• Questionnaires
• Suitable outdoor clothing

Evaluation

Students write their observations in journals.
 

Lesson Plan Day 15

• After taking a blind taste test of different apples, students will be able to choose their favorite and match the different tastes to the correct type of apple 3 out of 4 times.
• Students will compile each group's information into a class preference apple chart.
• Students will be able to list the usage of different apples and why producers grow a wide selection of varieties.
• Students will be able to appreciate and enjoy many crops grown on a Michigan farm.

Materials

• apple tasting chart (with names covered)
• plates and napkins
• tink apple slices
• apple cider
• pears
• white and purple grapes
• raspberries
• blackberries
• music and sounds of the northern woods and lakes

Motivatonal Strategy

Students will be asked "Do all apples taste alike? How do people know what type they are picking by appearance? Apple growers grow many varieties of apples to satisfy their customers' demands. Why are different apples used for different products such as pies, jams, applesauce, and snacking? "

Procedure

1. Read aloud "Farm Kettle", The Land of the Crooked Tree and "The Framer", Historical Tales of the Huron.
2. Separate students into groups and distribute charts and types of apple slices on numbered plates.
3. Every student must record his or her own taste preference and work together with the group to determine the apple's characteristics.
4. Draw a large chart on the board and record each student's preference. Determine the majority preference.
5. Reveal the apple's name to corresponding number.
6. Explain that the apple's texture and moisture determine its usage along with its taste. Granny, red and golden are for snacking. MacIntosh is for applesauce. Paula Red is for pies.
7. Explain that producers grow a variety of apples to satisfy their customers various needs.
8. Students record their preferences on the chart's back and state why producers grow many kinds of apples.

Wrap-Up

Inform students that their tasting party will begin after everyone states one thing learned about Michigan during this unit. Record on an overhead.

Play sound of northern woods and enjoy food.

Evaluation

Each chart will be reviewed on a pass or fail basis. 3 out of 4 kinds of apples must be correctly charted to pass. Students' remarks about why producers grow many varieties will be judged to determine if the majority of students understand the concept or not. This will indicate if another lesson is needed on supply and demand.
 

BIBLIOGRAPHY

Fry, R. &: Love, W, (1995). How a car is built. Video

Johson, s. (1986). How Leaves Change Lerner Publications Co. Minneapolis, MN.

Gibson, D. (1992). solitudes - exploring nature with music.Solitudes, LTD. New York, NY. Compact disc.

Hedrick, U.P. (1948). The Land of the Crooked Tree. Wayne State University. Detroit, MI.

Holling, C. (1941). Paddle to the Sea. Houghton, Inc. New York, NY.

London, T. (1993). Michigan...a home to be proud of . State of Michigan Press. Lansing, MI.

Maestro, B. (1994). Why do Leaves Change Color? Harper Collins. New York, NY.

Prescott, R.E. (1997). Historical Tales of the Huron. Alcona County Herald. Alcona, MI.

Priceman, M. (1994). How to Make an Apple Pie and see the world too> Alfred A. Knopf, Inc. New York.

Rediger, P. (1996). Great African Americans in Business. Grabtree Publishing Co. Chicago Press, Chicago.

Sirvaitis, K. (1994). Michigan. Lerner Publications Co.

Wermuth, M. (1987). Images of Michigan Hillsdale Educational Publishers, Inc. Hillsdale, MI.
 

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