vs. Railroad
Grade: 4 – 5
Subject: Math
Learner Outcomes: The students choose the appropriate method to
solve a problem:
paper/pencil, mental math, estimation, and calculators.
The students
will multiply two and three digit numbers by two and
three digit numbers with and without regrouping.
The students
will divide two and three digit numbers by one and two
digit numbers with and without regrouping.
The students
will compare, estimate, and measure length using
customary and metric units.
Duration: 1 forty-five minute classes in a traditional schedule
Materials: Underground Railroad map from http://www.nps.gov/boaf/urrmap~1.htm
large field/track, stopwatches, highlighters
Technology Tools: calculators
Teacher Notes: The teacher must have premeasured a one mile length
in a field or on a
track.
The teacher will need one stopwatch for each pair of students.
The teacher can use any Eastern US map available in any textbook or
atlas.
Procedures:
1. Ask students to predict how long it would take
for a runaway slave from
North Carolina to
arrive safely across the Ohio River traveling only at night.
How long to get across
the border into Canada?
2. Distribute the map of the Underground Railroad
routes
from http://www.nps.gov/boaf/urrmap~1.htm.
Discuss the three
places the routes
cross the Ohio River.
3. Ask students to brainstorm obstacles that would
delay of even stop movement
on the Underground Railroad.
Discuss the physical, environmental, and
human obstacles.
4. Have students divide into pairs and go to outside
to an area (track or field) in
which the teacher has premeasured
one mile.
5. Instruct one student in each pair to walk the
one mile at a quick pace but do
not run. The
other student is to time the walker with the stopwatch and
record the time. Reverse
the roles.
6. Back in the classroom distribute the Eastern
US map to each pair of students.
7. Have students to use the highlighter to plot
a course from New Bern, North
Carolina to Toledo, Ohio.
Remind students to consider the most direct route
but keep in mind the obstacles
the class discussed earlier in the lesson.
8. After calculating the total number of miles,
question students as to how long it
took them to walk
the one mile. Introduce the formula: Distance = rate x
time.
9. Have students use this formula using the
number of miles on the highlighted
map as the distance
and the time they need to walk one mile as the rate to
calculate the
amount of time it would take to walk the route as indicated on
the map.
10. Encourage the students to display their
maps and discuss the route chosen and
the amount of
time needed to travel this route.
Modifications: Check for student IEP for any individual modifications.
Evaluation: Check the math computation using the calculators.
WV and National Standards:
West
Virginia Instructional Goals and Objectives:
Math: 4.18, 4.20,
4.21, 4.41, 5.10, 5.11, 5.36, 5.41, 5.46
National
Standards:
Math: Uses a variety
of strategies to understand problem situations (e.g.,
discussing with peers, stating problems in own words, modeling problem
with diagrams or physical objects, identifying a pattern
Adds, subtracts, multiplies, and divides whole numbers and decimals
Job/Career Clusters: historian
References: http://www.nps.gov/boaf/urrmap~1.htm
Authors:
|
b.a.alfred@citynet.net |
jsgorrell@wvadventures.net |
pking@access.k12.wv.us |
|
|
|
|
|
|
|
|
|
vs. Railroad |
|
|
|
|