The Gold Rush 4 th Grade Theme Lesson Jackie Thomson,Annie Crevier, Megan Mountan, Krysta Paalisbo

Language Arts Content Standard: 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thought Activity: The students all just finished reading The Great Horn Spoon. I will have a section on the white board divided into two parts where they will share when called on, the main characters and main events that occured in the story. We will have a short discussion about the events and why they happened. Assessment: Students will complete a one page essay using the information discussed about the main characters, setting and an event that occurred using specific details from the text. This will allow me to see if they actually read and if they are grasping concepts from the classroom discussion. Annie Crevier

History Jackie Thomson Assignment: After discussing the 3 routes the Forty-Niners used to get to the goldfields the class, as a whole, will discuss why Forty-Niners of maps and legends the students must draw the routes on a map by properly drawing out And labeling each rout. They will then split into groups and list the advantages and disadvantages of each route. This list will aid them in their group project called “The Best Route” In their groups they must pick a route they would take. Explain the route it self, explain the advantages and disadvantages of the route and defend why they would take that route. Assessment: Teacher will assess student’s knowledge of the routes based on their group presentations. The students should show knowledge of the advantage and disadvantages of their route compared to the others and why they choose their route Content Standard 4.3.2: Compare how and why people traveled to California and the routes they traveled

Science Krysta Paalisbo Standard 4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. Student Activity The teacher will present a powerpoint of the different parts and function of the eye and how that process enables a person to see. The teacher will then introduce what light refraction and reflection is and what causes light to “bounce” off materials to give it that shine. Assessment Students will be given two sheets of paper: Light reflection and refraction- Student will be given a sheet of paper where they have to fill in the blanks of what happens when a light hits an object that is then reflected and seen through the eye. Eye- Students will then be given a sheet of paper with the names of the different parts of the eye and they are to write down their function and what process it goes through in order for an object to be seen.

Gold Rush Groceries! - Math Megan Mountan Standard: CCSS.MATH.CONTENT.4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. CCSS.MATH.CONTENT.4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Gold Rush Groceries! - Math Activity: Students will understand aspects of the economy of California through learning about inflation and prices during the Gold Rush. The teacher will show the class weekly ads from the local grocery/department store and talk about prices for common necessities (eggs, butter, bread, shirt, blanket, etc.). The class will discuss whether or not the class feels that these prices are reasonable. After discussing how the demand for food and supplies during the Gold Rush caused inflation of prices, students will use a store ad from the Gold Rush to plan their own shopping list. The class will be divided into groups of four. Each group of miners has run out of supplies and needs to make some purchases at the mining camp store. Using the store ad provided by the teacher, each group will find and record the prices for common items they think a miner would need on the provided chart. The teacher will explain how to multiply each price by 10 by moving the decimal point one place value to the right. The last step will be to add up the total for their groceries. * Each student is responsible for their own paper.

Gold Rush Groceries! - Math

Assessment: The teacher will assess each student by observing conversations of groups regarding their grocery lists and inflating prices. Students will each turn in their own paper with corresponding math work. Students will work in table groups to present to the class what they decided to purchase and why.