![]() Research Features of Your Region (60 minutes) Point out to students the location of the new settlement, especially in relation to the four case study settlements. Students should read the information on the page. Have several students share their reflections before moving on to the next step in the activity. You may wish to provide students with lined paper to write their summaries. Students will complete their summaries on page 4 in their Engineering Portfolios. One way to do this is to write the question in the middle of an idea web and then write students’ ideas in circles surrounding the question. To help students answer the questions, you may wish to facilitate a whole-class brainstorm on the topics. On this page, students will reflect on what they learned while reading the four case studies. Have students share their findings with their group-mates.Ĭirculate to monitor student understanding and gauge whether students need clarification on certain understandings before continuing.ģ.A.1.d, 3.B.1.c, 3.C.1.a, 3.D.1.b, 3.D.1.c,ĭ2.Geo.4.3-5, D2.Geo.5.3-5, D2.Geo.7.3-5, D2.Geo8.3-5, D4.6.3-5, Once they have read about their settlement and completed the column on their settlement, form groups of four, with one student from each settlement research group. Divide students into four groups and assign each group a settlement to research. DifferentiationĪnother option is to ask students to jigsaw the reading. Explain that brackish water is a mix of salty water and fresh water and has too much salt for people to drink safely. Students may be unfamiliar with the word brackish, used in the Jamestown section. Ask students to cite evidence from the case studies if possible. Mostly continued to grow as more settlers arrived to take part in the fur tradeįollow this activity with a class discussion on what a settlement needs to be successful. During the next six years, the settlement tripled in size as more colonists arrived. Lost half of their settlers in the first winter to illness and the weather. In later years, once tobacco was established as a cash crop, the colony grew. Initially lost 80% of the population to sickness and warfare. Population Changes (Growth or Decline) and causes Learned to grow new crops, began to trade furs Harsh weather, poor shelter, illness, limited foodĬonflicts with Native Americans and English colonists over land Hostility from Native Americans, little access to fresh water, sickness Hostility from Native Americans, possibly disease or starvation On a hill, near a good harbor, areas already cleared for fields Students may work in groups while reading and taking notes. You may wish to model note-taking for one of the settlements in front of the class, or do whole-class notes for one of the settlements. ![]() Students will read the information for each colony and take notes on pages 2 – 3 in their Engineering Portfolios. On this page, students will explore several different colonies and their successes and failures. As students watch the videos, discuss the steps that engineers go through while completing the engineering design process. On this page, students learn about the engineering design process. ![]() The Engineering Design Process (15 minutes) ![]() Be sure that students read this page and ensure that they understand the goal of the activity before going to the next page. ![]() This is an introductory page to the activity. Individual notes can be accessed on the main This page lists all teacher notes for this lesson. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |