Unit+Lesson+Plans

__** Unit Lesson Plans **__


 * Day 1 **

Teacher(s) Name: Amber Farrell Thematic Unit Theme/Title/Grade Level: Journey Up the St. Johns River Wiki space address: www.fourthgradecitizens.wikispaces.com = Daily Lesson Plan Day/Title: Day 1 =
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? ** || The student will understand the meanings of longitude and latitude.

The student will identify and label physical features of Florida.

The student will be able to label a map of Florida, including the St. Johns River.

The student will understand why the St. Johns River flows North. || 2SS.4.G.1.2: Locate and label cultural features on a Florida map.
 * ** NCSS Theme/Sunshine State Standards ** List each standard. Cutting and pasting from the website is allowed. // These can be downloaded from the Florida Dept of Education []. // || __SS.4.G.1.1: Identify physical features of Florida.__

__SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).

LA.4.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate__ || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || - The lesson will be introduced and started with the KWL chart: “Here is a quick chart for you to fill out to see what you already know and what you want to learn about the St. Johns River.” - After that is completed, the paper bag journals (My St. Johns Journal) will be made. “We are going to make a paper bag journal that we will use each day for this unit. You will write down vocabulary words and definitions inside of it as well as record your notes.” We will make the journals together as a class, step-by-step, so that ESOL students can follow along easily. .”We will use these journals throughout our river unit.” - “Now, let’s look at the words written on the board: longitude and latitude. Can anyone tell me what those words mean?” Students will have the opportunity to share responses. - “Write these words down in your journal and define them using the glossary in your textbook.” After students have completed that we will move onto the map portion. - Each student will get an uncolored map of Florida. The teacher will have the map on the document camera so that the students can see and follow along. “Take out a blue crayon and we will highlight the river along the map.” - Then the teacher will explain what longitude and latitude are; “Let’s look back at our definitions of longitude and latitude…Can anyone tell me what directions they think longitude goes? Latitude?” Give students the opportunity to say north and south or east and west. - “Let’s label north south east and west together on the map.” - “Does anyone want to take a guess on why the St. Johns River flows North?” Give students opportunities to share answers. - Pull up [] on the doc camera for students to see. Explain how the river was formed and show pictures as well, for ESOL students. - Also explain to students the geological history of the river using [] - Then using My St. Johns River.com, take students along the 360* virtual tour. - Close the lesson by letting students know we will continue tomorrow. || || · KWL chart for each student · Paper bag for each student · Markers or crayons · Scissors · Notebook paper · Social Studies textbook · Websites for history and virtual tour · Map for each student || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || ** *Our weekly unit has a pre-assessment at the beginning of the unit and post-assessment at the end of the unit. ** || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Using the document camera to help students create the map. Showing graphics of the history of the St. Johns River. One-on-one help of the paper bag journal.
 * Student Activities & Procedures
 * ==Resources/Materials==
 * ** Assessment **
 * ==Exceptionalities==

Gifted/Talented: || ||
 * ==Discussion Notes== || Students will be able to keep their journals after the teacher has graded them at the end of the lesson. They will be able to take them home and share them with their families.

**Day 2**

__Teacher(s) Name:__ Natalie Arbuckle __Thematic Unit Theme/Title/Grade Level:__ St. Johns River/Journey up the St. Johns River/4th grade __Wiki space address:__ http://fourthgradecitizens.wikispaces.com/ __Daily Lesson Plan Day/Title:__ The Three Basins of the St. Johns River __/__

2. The student will understand the historical contributions and importance of the three basins in the St. Johns River. 3. The students will be able to locate the three basins of the St. Johns River on a map. 4. The students will be able to recall important locations located along the three basins of the St. Johns River. 5. The students will understand the history behind the St. Johns River becoming an American Heritage River. ||
 * **Learning Objectives**
 * What will students accomplish / be able to do at the end of this lesson? ** || 1. The student will understand the geography of the three basins of the St. Johns River and how the river changes in the different basins.
 * NCSS Theme/Sunshine State Standards**

SS.4.G.1.1 Identify Physical Features in Florida SS.4.G.1.2 Locate and label Cultural features on a Florida Map. SS.4.G.1.4 Interpret political and physical map elements (Title, compass rose, cardinal directions, LA.4.2.2.3 The student will organize information to how an understanding of main ideas within a text through charting, mapping, or summarizing. LA.4.4.2.2 The student will record information (e.g. observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.

What best practice strategies will be implemented? How will you communicate student expectation? What products will be developed and created by students? || 1. To begin the lesson I would first have a whole class group discussion on what we reviewed yesterday during Social Studies.
 * || // In this lesson I address social studies, science, technology, and language arts. Students are using technology in the computer lab. // ||
 * **Student Activities & Procedures**
 * //Teacher Activities/Student Activities//**

2. I would ask specific questions such as: //"What was the most interesting thing you learned about the St. Johns River?"// //What questions do have you have about the St. Johns River that you hope to learn the answers to?"// //"What do you think makes the St. Johns River different from other rivers?"// //"Does anyone know what a basin of a river means?"// //"Does anyone know how many basins the St. Johns River has?"// //"Does anyone know where the basins of the St. Johns River are?"// //"Who remembers why the river flowers south to north?"//

3. Once the teacher-lead whole group discussion has taken place which should only last five to seven minutes the students should take out their map of the St. Johns River and brown bag journal that they started yesterday along with a pencil, pen, markers, and or crayons.

4. The teacher should answer the question from the whole class discussion that there are three basins to the river.

5. The teacher should then pull up the website http://www.theriverreturns.org/explore/profile/ and put it on the overhead for the students to all see.

6. The website has a great interactive map that uses photographs and pictures to illustrate the different areas of the river.

7. The teacher should first review with the students that the three basins of the river are the lower basin, the middle basin, and the upper basin.

8. Using the interactive map the teacher should show the students where the lower, middle, and upper basins are located.

9. Using the interactive map and showing the students where the different cities are located on the map have the students label on their maps cities that located near the lower basin of the St. Johns River. As the students label the different cities that are on the map on the website the teacher should click on the different numbers that show different wildlife, plants, and animals that live on or in the lower basin.

10. Then the teacher should click on the middle basin icon and have the students label the cities that are in the middle basin while the teacher shows some of the wildlife of the middle basin. Point out to the students where the river basin gets more narrow and wide.

11. For the upper basin have the students locate any cities that are near the river. Show the students the different wildlife of the upper basin as well.

12. Once the students have labeled the cities discuss as a class the difference in wildlife between the three basins.

13. Then click on the "riverscape features" icon on the website and review the different area and cities of the river more in detail. Have the students label the different areas that they didn't label from the geography map. As you go through the three basins while the students label the areas ask the students if they have ever seen or been to any of these places? Relate the areas of the area to students' experiences.

14. After the students have finished their map, discuss why they think it is important to understand where cities are and the importance of these cities?

15. Then have one student pass out three pieces of white paper to each student. Demonstrate how to make a **foldable** to the students and them label the three sections of the foldable lower basin, middle basin, and upper basin. They can decorate the front of the foldable with markers and crayons.

16. The students are then going to take their foldable and a pencil to the computer lab to complete research on their own about the three basins.

17. When the students get to the computer lab write the two websites that they are to use for their foldable on the board : http://www.theriverreturns.org/explore/profile/ and http://sjr.state.fl.us/stjohnsriver/index.html.

18. In their foldable they need to write at least four interesting historical facts or trivia for each of the three basins of the river.

19. While the students are working on their foldable rove the computer lab to give any assistance and also assess how well the students are working on their foldable.

20. Give the students 10 to 15 minutes to work on their foldable.

21. When the students return to class have them take out their brown bag journal and write what about they found the most interesting from doing research on the basins.

22. Then have the students pair up with a partner to share their facts about the basins while the teacher observes the partners and takes anecdotal records. || || //•// Computer (internet) //•// Website: [] •Website: [] • Website: [] •River map from Monday's lesson •3 pieces of blank white paper per student. • Markers • Pencil • Crayons • Pen • Highlighter //•// Brown Bag Journal || How will student learning be assessed? Authentic/Alternative assessments? Are you using a rubric? Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre assessment for the lesson is having a group discussion about what the students’ learned from the previous day’s lesson on the St. Johns River.
 * **Resources/Materials**
 * **Assessment**

Assessment during the lesson is through observation and keeping anecdotal records. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Accommodations I would make for ESOL and SLD students are having those students work with a partner through the map activity for any assistance of guidance. There are visuals during the map activity which help the ESOL students. When the students go to the computer lab to work on their foldable they can sit by their partner for any more needed assistance. Also, instead of having to find four facts for each river basin, depending on the student, I would allow them to only have to find three facts. At the end of the lesson the students are dicussing with a partner what they learned today which is a good way to make students feel more comfortable and confident to talk participate in class.
 * **Exceptionalities**

Gifted/Talented: Accommodations I would make for gifted students would be to have them be the ESOL or SLD’s partner, so that they are helping the students who may be a little behind. I would also require those students to try and find five facts for their foldable as well. ||
 * **Discussion Notes** || Homework/Extension Ideas:

-To incorporate the arts I could have the students pick on of the basins to write a poem on and they must use their facts from their foldable. -To incorporate math into the lesson, for homework I could have the students find a variety of lengths of how wide the river is at different points and try to find an average width. -To incorporate science I could have the students pick one of the animals that live on the river and draw a picture of that animal and create a character chart of the animal using facts. ||

__Teacher(s) Name:__ Robyn Carden __Thematic Unit Theme/Title/Grade Level:__ St. Johns River/4th Grade __Wiki space address:__ http://www.wikispaces.com/user/my/UCF4 __Daily Lesson Plan Day/Title:__ Cruising Down the St. Johns River - Students analyze growth and advancements of transportation down the St Johns River. - Students analyze the impact of the invention of the steamboat on river transportation in the United States. - Students use problem-solving skills and their imaginations while constructing a model steamboat. || - VA.A.1.2.1: uses and organizes two-dimensional and three-dimensional media, techniques, tools, and processes to produce works of art that are derived from personal experience, observation, or imagination. - VA.A.1.2.2: uses control in handling tools and materials in a safe and responsible manner. - VA.A.1.2.4: uses good craftsmanship in a variety of two-dimensional and three-dimensional media. - LA.4.3.1.1 : The student will pre-write by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion) based upon teacher-directed topics and personal interests || //Teacher Activities/Student Activities// || - **Day One**__: - One week before beginning this unit, I will send home a letter to the parents explaining the topics that we will be covering and the materials that are needed in order to create our paddle wheel steamboat model. - //Anticipatory Set:// After learning about the geography and physical attributes of the St. Johns River earlier in the week, do you think transportation was easy for the early settlers? How do you think transportation has changed over the years due to technology advancements? - We will have a whole group discussion based upon the anticipatory set to brainstorm ideas and create a class bubble map. The students will justify their answers based on what they have learned earlier in the week. - I will then use the projector to show photographs of many primary sources containing images of boats found on the river throughout history. - The first photograph is a painting depicting a row boat. - I will tell the students rowboats were made usually out of tree trunks that had been carved out and could contain two or three people maximum. - I will then discuss with the students how they are accustomed to traveling in a car with the whole family and how they are able to commute together. - I will ask the students, “How do you think whole families traveled down the river? How would this affect family trips?” - I will then introduce second photograph of a steamboat. - “Has anyone ever seen a steamboat or been on a steamboat?” - I will then show the remaining photographs containing steamboats. - I will then explain how the steamboat was brought to Palatka by a man named Hubbard L. Hart. - “Hart moved here from Savannah, Ga., in 1855. He opened a stagecoach line transporting U.S. Mail. By 1860 he open a general store in Palatka and then purchased the steamboat James Burt and shortly after the Silver Spring. When northerners began flocking to Florida, Silver Springs became a tourist hot spot. As Harts steamboat line prospered he became involved in the citrus industry, the hotel business and the railroad and canal development. His steamboats were cruise ships of the day and many people used Harts steamboats to travel along the river.” - I will then show the letters of correspondence written by Hubbard L. Hart with future patrons. - I will then tell the students that tomorrow we will continue discussing transportation tomorrow.
 * Day 3 **
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? ** || Transportation down the St Johns River has changed as technology has advanced and was dramatically transformed with the invention of the steamboat.
 * ** NCSS Theme/Sunshine State Standards ** || - SS.4.A.4.1: Explain the effects of technological advances on Florida.
 * Student Activities & Procedures

-__ **Day Two:** __- //Anticipatory Set:// Yesterday we talked about the early years of transportation down the St Johns River. Today we will go to the computer lab and I want you to find information regarding how transportation has transformed after the steamboat invention. - I will then tell them that they are only allowed to go to the websites that I have listed in the computer lab; they will be able to find all the information they need through these websites. - Websites permitted: stjohnsriverkeeper.org, stjohnsriverlife.com, stjohnsriveralliance.com, silversprings.com - The students need to bring their St. Johns journal with them to the computer lab to write notes found through research. - Upon entering the computer lab, I will remind the students the rules of being on the computer. - The students will work in pairs to research transportation advancements on the river. - While in the computer lab, I will monitor the students web browsing and help the students who are struggling with finding information. - The students will have twenty five minutes to browse the web. - After the twenty five minutes are up, we will go back to the classroom and share our findings. - We will re-evaluate our bubble map that we made on Day One to compare what we thought versus what information was found through our research in the computer lab and share as much about the advancements of transportation they could find. - My hopes are that their research will result with information regarding the development of the Glass Bottom Boat at Silver Springs. - I will tell my students that the glass bottom boat was created by Hullam Jones in 1878. He dug out a canoe and placed a glass viewing box on the flat bottom. - I will show the students the photograph taken in 1929 of a modern looking glass bottom boat (of that time) at Silver Springs. - We will wrap up our discussion with how we travel the St Johns River today. - I anticipate that students found through their research that the modern way of travel is by airboat, house boat, jet skis, pontoon boats, etc.

-__ **Day Three:** __- //Anticipatory Set:// We have talked about traveling on the St Johns River over the past couple days, which way do you think would be most enjoyable? - Today we will be watching a DVD giving each of us a first hand experience of traveling up the St Johns River. The DVD is called “Waters Journey-The River Returns.” For several weeks, a houseboat-based team of scientists and filmmakers explored the 310-mile length of the St Johns River to produce this film. - I will then tell the students to use their sticky notes to write down their thoughts and ideas while watching the DVD. The students should identify the many ways the scientists and filmmakers traveled down the St Johns and be prepared to share with the rest of the class at the completion of the movie. - *** This may take two class periods to complete.**__

- Day Four: __**- Finish up the Waters Journey-The River Returns DVD. - Upon completing the DVD, have the students share the different ways of travel they witness while watching the movie. - I will have the students share their thoughts and feelings while watching the DVD. - I will tell the students that tomorrow they will have the opportunity to develop their own steamboat.**__

- Day Five: __**- Today we will explore a steamboat and then develop our own steamboat. - I will take the students to a webpage so that we can explore the parts of a steamboat together as a whole group. - [|www.steamboats.org] and twaintimes.net - After finishing our exploration, I will introduce them to their activity of building a paddle wheel steamboat. - //Directions:// - I will present my model that I have created ahead of time to show the students how theirs should look. - I will pass out the picture of the paddle wheel steamboat as a guideline so that the each student has a visual representation to use as a resource. - The students will each be given an Orange Juice Carton to act as the body of the steamboat. - The students will take their carton and pull the tabs to open the top of the carton completely. - Then they will take their scissors and cut along the edges of the open carton to the fold, after cutting the edges they will fold down the edges like a box and tape the carton closed. - Next, take the pre-cut cardstock colored squares of their choice, three rubber bands, and pipe cleaners back to their table. - I will show them how to fold their cardstock and staple their rubber bands to the inside fold of their cardstock. This will act as an “anchor” to the pipe cleaner. - I will demonstrate how to attach the “paddles” to the pipe cleaner to form their “paddle wheel” and then demonstrate how to attach the “paddle wheel” to their steamboat. - I will then give the student’s time to create their paddle wheel steamboats and walk around to help any students that need help. - This may take more than one class period to complete and when finished the steamboats will go on display in the Library.**__ || || - Artifacts from Artifact Bag - DVD Waters Journey- The River Returns - Computer Lab - Orange Juice Carton - Aluminum Foil - White Paper - Construction Paper - Card Stock - Pipe Cleaners - Rubber Bands - Decorative Craft Items - Glue - Markers - Scissors - Cotton Balls || ||  || - While working in the computer lab, pair ESOL/SLD students with computer fluent students that work well with others. - Further individual step-by-step instruction - Paired with a buddy that can help with the cutting and placing of the items. - Pictures handed out to show and example of the steamboat
 * ==Resources/Materials==
 * ==Exceptionalities== || ESOL/SLD:

Gifted/Talented: - If you have finished your steamboat early, you are allowed to help the other students that might be having difficulties with their steamboat. || - Be sure to use two different types of organizational strategies while discussing and brainstorming. - The day of the activity we will refresh our memories on the parts of the paddle wheel steamboat and why the parts are important.
 * ==Discussion Notes== || - Remind the students of the rules pertaining to computer use for the day in the lab.

|| [|www.crayola.com] [|bubble_map for lesson plan.doc]
 * Day 4**

__** Teacher(s) Name: Aliza Berk Thematic Unit Theme/Title/Grade Level: St. Johns River/Alligator Princess/ Fourth Grade Wiki space address: http://fourthgradecitizens.wikispaces.com/ **__ = __**Daily Lesson Plan Day/Title: Painting a Picture of the St. Johns River**__ =

What will students accomplish / be able to do at the end of this lesson? || 1) The student will be able to identify physical features of the St. Johns River. 2) The student will be able to identify animals and fauna on the St. Johns River. 3) The student will be able to use their listening skills to create an image of the St. Johns River. 4) The student will be able to understand the motivation of Michelle Thatcher’s journey down the St. Johns River. || SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions. SS.4.G.1.1: Identify physical features of Florida. LA.4.5.2.1: The student will listen to information presented orally and show an understanding of key points __ || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1. Teacher will introduce the topic of the St. Johns River. 2. Teacher will ask students what they know about the River and have students share their knowledge in a group discussion. 3. Teacher will explain the activity that they will be working on. a. Explain to students that they will be drawing a picture of what they think the St. Johns River looks like based on the video and the reading. b. Before starting the video, make sure that the students understand that they are to listen very closely to how Michelle Thatcher describes the river. c. Give students ideas for what to look/listen for: What animals does she say that she encountered? What color does she say the river looked like? What did she say the weather was like? Who else was on the river? What does she say about the plants and trees on the river? How is everything described? d. Hand out one piece of cardstock to each student. e. Explain to students that on one side they can write notes about the description of the river. Write anything you want to include in your picture. 4. Watch the video The Alligator Princess. 5. Ask students what they learned about what the river looks like. 6. Before reading aloud remind students what they should be listening for. Re-ask listening questions. 7. Teacher reads the description of the river. 8. Allow students to draw their mental image of the river on the other side of their notes. Students will use the notes that they wrote down to help them create the river. 9. Once everyone has completed their pictures, group discussion will start. a. Questions to ask: What mental image of the river did you form while listening to the video and reading? Why did you draw _? What types of animals did you draw? Why do you think these animals are on the river? What types of people did you draw? Why do you think these people are on the river? What does the rivers plants and trees look like? Could you describe the rivers physical features to me? Why do you think the river flows north? Why do you think the color of the river is tea colored? What kind of transportation did you draw on the river? Did anyone draw an airboat? What about a ship? A kayak? What type of weather did you draw? What else did you draw that you thought was an important feature of the river? // 10. // Teacher talks about Michelle Thatcher’s motivation for exploring the St. Johns River by kayak. Teacher explains why she filmed her journey. // 11. // Teacher finishes up discussion by talking about all the things that was learned about the features of the St. Johns River. || 2) [|www.wikipedia.com] (used for animal description) 3) Color pencils/markers/crayons 4) Cardstock 5) YouTube Video of the Alligator Princess 6) Teacher made description of the St. Johns River from website. || · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes ** || Pre-Assessment: I will pre-assess my students by figuring out what kind of prior knowledge that they have. I will learn about their prior knowledge through class discussion done before the lesson begins.
 * = Learning Objectives =
 * NCSS Theme/Sunshine State Standards ** List each standard. Cutting and pasting from the website is allowed. // These can be downloaded from the Florida Dept of Education []. //** || __ SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media.
 * Student Activities & Procedures
 * ==Resources/Materials== || 1) [|www.alligatorprincess.com]
 * Assessment
 * · How will student learning be assessed? Authentic/Alternative assessments?

Post-Assessment: Assessment will be done informally by having students share their work with the class. The teacher will be able to figure out what the students learned through this lesson as they share what they wrote and drew. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: 1) Teacher will provide key vocabulary words with pictures next to each word. 2) Teacher will provide directions to the assignment using visual clues. 3) Spanish English Dictionaries 4) Pictures of different wildlife and fauna located in the St. Johns River. || ||
 * ==Exceptionalities==
 * ==Discussion Notes== || Extension idea: Have students go on a Google earth field trip to the St. Johns River after they draw their pictures. Do they see any similarities in their pictures to the actual river? Go back a few years with Google earth. Does the river look different?


 * Day 5 **

__Teacher(s) Name:__ Natalie Arbuckle

__Thematic Unit Theme/Title/Grade Level:__ Journey Up the St. Johns River/ 4th grade

__Wiki space address:__ www.fourthgradecitizens.wikispaces.com

__Daily Lesson Plan Day/Title:__ Gallery Walk/ Day 5__ What will students accomplish / be able to do at the end of this lesson? || # The student will plan and organize their presentation during the gallery walk. NCSS Theme/Sunshine State Standards
 * Learning Objectives
 * 1) The student will present an activity of his or her choosing from the week to present to fellow 4th grade classes.
 * 2) The student will demonstrate his or her knowledge on the St. Johns River by answering questions from the other 4th grade students.
 * 3) The students will recall information and summarize the history of the St. Johns River. ||


 * SS.4.C.2.Su.c: Recognize ways to work with a group to help solve a community problem, such as voting, meeting together, and sharing information.

SS.4.G.1. Identify physical feature in Florida.

SS,4,A,4,1 Explain the effects of technological advance on Florida.

LA.4.5.2.1: The student will listen to information presented orally and show an understanding of key points

LA.4.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion**

Student Activities & Procedures //Teacher Activities/Student Activities// How will you communicate student expectation? What products will be developed and created by students?**
 * What best practice strategies will be implemented?


 * 1) The teacher will start off the final day of the unit by having the students look through the projects and assignments they have completed throughout the week.
 * 2) The students will select one of their favorite assignments.
 * 3) The students will move their desks around the room by the walls to make the classroom look like an art gallery.
 * 4) The students will then set up their selected project on their desks to make a display.
 * 5) The teacher will already have spoken to one or two of the other fourth grade teachers to come visit their classroom to see the students gallery walk.
 * 6) One fourth grade class will come visit the gallery walk at a time.
 * 7) While the students from the other class go around the classroom the students who are presenting may explain their project to the students, why it is their favorite, tell them one interesting fact about the St. Johns River, and how they made their project/acitivity.
 * 8) The teacher will walk around the room during the gallery walk as well taking pictures of the students and observing/assessing the students who are presenting.
 * 9) Once the gallery walk is over the students will come together on the classroom carpet and discuss what they liked about the gallery walk, what they wish they would have done differently, and what they learned from doing the gallery walk. The teacher will also ask the students what they enjoyed about this unit.
 * 10) The students will return to their seats to fill out the last part of their KWL, which is what they learned during the unit.

Resources/Materials


 * KWL charts
 * pencil
 * pen
 * markers
 * camera
 * desks
 * paper
 * the activities and projects completed from Day 1 to Day 4
 * //Map of the St. Johns RIver//
 * //Paddle Boat//
 * //Pictures of the St. Johns River//
 * //Bridges//
 * //Paperbag journals//
 * //Foldable//

Assessment Are you using a rubric? Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes
 * How will student learning be assessed? Authentic/Alternative assessments?

Post-Assessment: The teacher assesses the students during the whole class discussions and keeps anecdotal records during the discussions. The students complete their KWL chart and summarize what they have learned during the Unit. The teacher assesses and observes the students during the gallery walk and how well the students explained and presented their projects to their peer students.**

Exceptionalities ESOL/SLD: ESOL/SLD students could work with a partner during the gallery walk and present a project together. This will help the student feel more comfortable and have assistance if needed. The whole class discussion allows the students to share what they learned in a comfortable environment. Gifted/Talented: These students could be assigned as a buddy to an ESOL or SLD student. They could also present an extra project if the time permits.**
 * What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc

Discussion Notes** The teacher could also have the students who are visiting the fourth grade classroom write feedback to their students and read and review the feedback with your students.