Exploring Ohio’s Development - 4th Grade Model

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Exploring Ohios Development - 4th
Grade Model

• S.S. Technology Project
• by Christine Yoon
• and Beth Rice

2
Table of Contents

• American Heritage
• People in Societies
• World Interactions
• Decision Making and Resources
• Democratic Processes
• Citizenship Rights and Responsibilities
• Science, Technology, and Society

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Strand One

• American Heritage

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Web Sites to Visit
http//www.history.ohio-state.edu/old_columbus/def
ault.htm
http//www.ohiokids.org
http//www.ohiohistory.org/resource/collect/curato
r/arch.html
http//www.thomasedison.com/biog.htm
http//www.wam.umd.edu/stwright/WrBr/Wrights.html
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Activities

• Students will each create a picture, poem or
  paragraph about Ohio's past in archaeology,
  history, or natural history and submit it to
  History As You Please, The Ohio Historical
  Society- Education Division, 1982 Velma Ave.,
  Columbus, Ohio 43211. Students work may be
  selected to be featured on the ohiokids.org web
  page.
• Type Famous Ohioans into an internet Search
  Engine. Students will choose one of the Ohioans
  and make that persons life into a riddle for the
  rest of the class to solve. On the front of a
  page, students will write about the person. On a
  sheet stapled behind the first one, students will
  put the answer and draw a picture so work can be
  displayed and answers can be found by lifting the
  flap.
• Students will take a field trip to The Miamisburg
  Mound, the largest conical burial mound in the
  state of Ohio and possibly in the eastern United
  States.

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More Activities

• Students will each choose one or two other
  students to form a group. Each group will
  receive a map of Ohio, displaying major cities.
  Each group will mount their map on cardboard.
  Using push pins with small notes attached, each
  group will identify specific locations in Ohio
  using the map, for example, waterways, roadways,
  mineral deposits, railroads, birthplaces of
  Ohio's 8 Presidents, and settlements.
• Show students the following picture of children
  working in Cincinnati, OH in 1908
  http//media.nara.gov/media/images/3/3/03-0239a.gi
  f. For an independent creative writing
  assignment, ask students to create a diary entry
  for one of the children in the photograph.
  Direct students to describe in detail the child's
  workday and explain his or her reasons for
  working and feelings about the job.

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Strand Two

• People in Societies

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Web Sites to Visit

• http//www.oplin.lib.oh.us/products/PPF/ohioans/in
  dians/puzzler.html

http//www.cmnh.org/research/archaeo/whittlesey/su
mmer94.html
http//dbs.ohiohistory.org/africanam/
http//www.oplin.lib.oh.us/products/ohiodefined/oh
d-10.html
http//www.fi.edu/flights/first/intro.html
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Activities

• Read Heroes of Ohio, 23 True Tales of Courage and
  Character, by Rick Sowash as a read-aloud to
  students. Students will each choose one Ohioan
  and write a paragraph telling why they think this
  person is a hero.
• Students will take a field trip to the National
  Afro-American Museum and Cultural Center, a 20
  minute drive from downtown Dayton, Ohio, adjacent
  to Central State University.
• Students will visit the web site
  http//www.fi.edu/flights/own2/challenge-models.ht
  ml to learn how to make various styles of model
  airplanes. Have students test fly their own
  airplanes to see whose can go the highest,
  farthest, etc. Then have students study the
  Wright Brothers first flight versus Alcock and
  Browns first flight. Students will draw Venn
  Diagrams to compare and contrast these flights.

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More Activities

• Students will each make a list of the major
  events in their lives, beginning at their birth
  and working toward the present. Students will
  each transfer this list into a visual map of
  their life on a very large piece of paper or
  tagboard. Students may use a wide variety of
  materials and mediums. Photographs from home
  would also be nice if possible. Students may
  display the Life Maps and student present their
  map to the rest of the class.
• Students will read Children of the Longhouse
  (Puffin Novel)by Joseph Bruchac. They will form
  literature circles and discuss what they learned
  about the Great League of Peace to which all the
  Iroquois Nations belonged.

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Strand Three

• World Interactions

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Web Sites to Visit

• http//geography.state.gov/htmls/chal4frame.html

http//www.ash.udel.edu/ash/challenge/map/
http//terra.nasa.gov/
http//www.usgs.gov/education/teacher/what-do-maps
-show
http//www.care.org/virtual_trip/
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Activities

• Students will form groups of three. Each group
  will receive a copy of the landform map from web
  site, http//fermi.jhuapl.edu/states/maps1/oh.gif.
  Groups will identify major landforms and bodies
  of water in Ohio.
• Each group of three students will be given an
  Ohio road map. Students will use the map to plan
  an imaginary class trip. Students will draw a
  line from their city to the cities chosen for the
  imaginary trip. They will calculate mileage and,
  given a Discover Ohio visitors guide, the time
  it will take to view all the sites they plan to
  see.
• Students will use the legend to distinguish
  continents from countries on a world map. On an
  age-appropriate world map, distinguish continents
  from oceans by size and shape. Review cardinal
  directions.
• Students will play GeoPictionary as detailed on
  web site, http//www.nystromnet.com/geopictionary.
  html

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More Activities

• Students will each make a list of the major
  events in their lives, beginning at their birth
  and working toward the present. Students will
  each transfer this list into a visual map of
  their life on a very large piece of paper or
  tagboard. Students may use a wide variety of
  materials and mediums. Photographs from home
  would also be nice if possible. Students may
  display the Life Maps and student present their
  map to the rest of the class.
• Students will read Children of the Longhouse
  (Puffin Novel)by Joseph Bruchac. They will form
  literature circles and discuss what they learned
  about the Great League of Peace to which all the
  Iroquois Nations belonged.

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Strand Four

• Decision Making and Resources

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Web Sites to Visit

• http//www.newdream.org/audio/gdpsong.rm

http//www.newdream.org/kids/index.html
http//school.discovery.com/homeworkhelp/worldbook
/ atozgeography/o/400320.html
http//www.infoplease.com/ipa/A0874911.html
http//www.surfnetkids.com/banknote.htm
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Activities

• Students will collect data on levels of
  commercialism in the media and throughout
  American society and analyze the values promoted
  by commercialism.
• Have students pretend that they have just arrived
  on the Mayflower. Give each student a paper that
  tells what skills he or she has and what
  resources he or she has, making sure the skills
  do not match the resources so they will all be
  dependent upon each other. Have them role play
  to figure out how the will work together to
  survive the harsh winter.
• Give each student two trash bags. Have them mark
  recycleable on one bag and landfill on the
  other bag. Have them save all their trash,
  including lunch bags and containers, for one week
  placing the trash in the appropriate trash bag.
  At the end of the week have students weigh each
  bag and multiply that number times 52 for the
  weeks in a year. Have students determine how
  much they would save in one year by recycling.

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More Activities

• Use the information from this activity to help
  students visualize how much water can be wasted
  on a daily task. Have students work in groups of
  three for this activity. One student will brush
  his or her teeth with the water running. Another
  student fills containers with the running water
  until the toothbrusher has finished. The third
  student keeps track of how many quart containers
  are filled.
• Read A Rooster and a Bean Seed, aloud to the
  class. Discuss some of the following questions
  Why did the hen trade? Which trades did she make?
  Why wouldn't the farmer's wife trade butter for
  an egg? What did the farmer's wife want? Why
  wouldn't the cow trade milk for an egg? Why
  wouldn't the cow trade milk for an egg? Why
  wouldn't the farmer trade grass for an egg? Why
  would the farmer trade grass for a scythe? As
  students answer, write the trades on the board.

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Strand Five

• Democratic Processes

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Web Sites to Visit

• http//www.state.oh.us/gov/section5-0.stm

http//www.kidsvotingusa.org/students.html
http//www.mansfield.ohio-state.edu/mallen/692Su9
9/ Ohio1/homepage.html
http//cincinnati.com/kidsvoting/involved.html
http//www.timeforkids.com/TFK/electconnect/factfi
les/electionary/
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Activities

• Have students go with their parents on election
  day to participate in Kids Voting.
• Let students sample small pieces of three types
  of chocolate, such as Hersheys, Dove, and London
  Chocolatier, without knowing which they are
  sampling. Have students vote on their favorite
  by raising hands. Graph the results in a bar
  graph on the board. Next carry out a secret
  ballot and graph these results on the board.
  Discuss the voting process with students. If the
  results were not the same, why were they not?
  Discuss why we use a secret ballot in our
  election process.

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Strand Six

• Citizenship Rights and Responsibilities

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Web Sites to Visit

• http//www.factmonster.com/ipka/A0769450.html

http//www.law.emory.edu/LAW/refdesk/country/us/st
ate/ohio.html
http//www.girlspipeline.org/
http//www.oplin.lib.oh.us/products/munici/
http//www.govspot.com/state/oh.htm
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Activities

• As a class, choose one character aspect, such as
  Respect, Trustworthiness, Responsibility,
  Fairness, Caring, or Citizenship. As a part of
  class meeting, examine one character aspect a
  week, discussing, "What does this look like in
  the classroom, on the bus, in the lunchroom, on
  the playground and at home?" Then have each
  student choose to illustrate and write a sentence
  about what that week's attribute looks like to
  them.
• As a class, have students create a Classroom Bill
  of Rights. Break the students into small groups
  (3-5). In each group, the students are to
  brainstorm the rights they need in order to
  learn. Have each group list their rights, then
  get the class to vote on which ones should be
  included. Rewrite the new document on a large
  piece of paper and post it in the classroom.

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More Activities

• While students are quietly working, play
  Character Express by Captain Music, found on
  web site, http//genres.mp3.com/music/childrens_mu
  sic/general_childrens_music/index8.html
• Tell students that we define civic participation
  as taking part in the public life of our
  community and society. Let them know that some
  people think it is important to participate,
  while others do not. Have students assume they
  have just arrived in a new-formed country. They
  are eager to get started building a new society.
  How much and what kindof participation would they
  expect from citizens in their new society? Have
  students display what they expect using whatever
  medium they choose, such as posters, songs,
  poems, etc.

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Still More Activities

• Divide students into group to perform research to
  present to a mock school board. One group will
  research a position on the issue of uniforms and
  dress codes for a presentation to the school
  board. Another group will take the opposite
  position. Another group should take on the role
  of School Board and research all issues related
  school safety and uniforms so that an informed
  opinion can be made. Each group is required to
  submit a written proposal and make a ten minute
  presentation to the Board using written, oral
  and/or a computer presentation program such as
  PowerPoint. The school board has promised an open
  and fair hearing with equal representation from
  all sides concerned. Feel free to express the
  position of your assigned group.

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Strand Seven

• Science, Technology, and Society

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Web Sites to Visit

• http//www.ajkids.com/WTC_news.html

http//cosi.org/flash/openHeart/heart.html
http//curry.edschool.virginia.edu/go/frog/menu.ht
ml
http//mustang.coled.umn.edu/inventing/inventing.h
tml
http//now2000.com/kids/science.shtml
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Activities

• Students will be involved in simulations and
  discussions of the impact the news media has on
  shaping the American perception of events in our
  world. Explore current periodicals for examples
  of media focus as a means of bias or slant and
  look beyond at what might be happening outside of
  the reporter's vantage point.
• Students will take a field trip to COSI in
  Columbus.
• Students will cruise cyberspace and find five fun
  sites for kids.
• Students will create a story, poem, article,
  picture or other creative work and submit their
  work by emailing it to editor_at_cyberkids.com.
• Students will create a classroom web page to post
  on the internet, updating it with new projects
  the class is doing.