Exploring Ohio’s Development - 4th Grade Model

1. Exploring Ohio’s 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

3. Strand One American Heritage

4. Web Sites to Visit http://www.history.ohio-state.edu/old_columbus/default.htm http://www.ohiokids.org http://www.ohiohistory.org/resource/collect/curator/arch.html http://www.thomasedison.com/biog.htm http://www.wam.umd.edu/~stwright/WrBr/Wrights.html

5. 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 person’s 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.

6. 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.gif. 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.

7. Strand Two People in Societies

8. Web Sites to Visit http://www.oplin.lib.oh.us/products/PPF/ohioans/indians/puzzler.html http://www.cmnh.org/research/archaeo/whittlesey/summer94.html http://dbs.ohiohistory.org/africanam/ http://www.oplin.lib.oh.us/products/ohiodefined/ohd-10.html http://www.fi.edu/flights/first/intro.html

9. 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.html 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 Brown’s first flight. Students will draw Venn Diagrams to compare and contrast these flights.

10. 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.

11. Strand Three World Interactions

12. 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/

13. 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” visitor’s 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

14. 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.

15. Strand Four Decision Making and Resources

16. 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

17. 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.

18. 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.

19. Strand Five Democratic Processes

20. 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/692Su99/ Ohio1/homepage.html http://cincinnati.com/kidsvoting/involved.html http://www.timeforkids.com/TFK/electconnect/factfiles/electionary/

21. 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 Hershey’s, 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.

22. Strand Six Citizenship Rights and Responsibilities

23. Web Sites to Visit http://www.factmonster.com/ipka/A0769450.html http://www.law.emory.edu/LAW/refdesk/country/us/state/ohio.html http://www.girlspipeline.org/ http://www.oplin.lib.oh.us/products/munici/ http://www.govspot.com/state/oh.htm

24. 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.

25. More Activities • While students are quietly working, play “Character Express” by Captain Music, found on web site, http://genres.mp3.com/music/childrens_music/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.

26. 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.

27. Strand Seven Science, Technology, and Society

28. 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.html http://mustang.coled.umn.edu/inventing/inventing.html http://now2000.com/kids/science.shtml

29. 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@cyberkids.com. • Students will create a classroom web page to post on the internet, updating it with new projects the class is doing.