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George Washington Carver By Eva Moore

An Integrated Pathways Literacy Unit Compiled by

Sharlene Curet, MS Ed.

Atlantic Union Conference Teacher Bulletin www.teacherbulletin.org of 83

Table of Contents

Unit Overview & Objectives …………………………………………………….………….….. Section 1

Daily Lesson Plans for Bible …………………………………………………………..………... Section 2

Daily Lesson Plans for Pathways Literacy …………………………….…………..…. Section 3

Daily Lesson Plans for Writer‛s Workshop ……………………………….…………. Section 4

Daily Lesson Plans for Science ……………………………………………..………………... Section 5

Daily Lesson Plans for Social Studies/Art/Misc…………………….…………....Section 6

Power Point Presentation ……………………………………………………….………………… Section 7

Resources & Internet Links …………………………………………………..…………..……. Section 8

Share/Tips …………………………………………………………………………..………………….….. Section 9

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A Pathways Literacy Unit compiled by Sharlene Curet

Based upon the book The Story of George Washington Carver

by Eva Moore

In order for this unit to be successfully implemented, you will need to have certain resources available to you. They are, as I refer to them, non-negotiable. Many new concepts and strategies are introduced in the Pathways Literacy program. They are all explained, in great detail, in the Teacher Manual for Grades 3+. The following resources can be purchased online through the NAD Journey to Excellence website at: http://www.nadeducation.org/category.html?wscID=204

The resources you will need to purchase ahead of time are: • Pathways Teacher Manual (Grades 3+) A Journey to Excellence Through Literacy.

Kendall/Hunt Publishers, 2008. • Heroes: The Story of George Washington Carver (Daily Lesson Guide for Grade 4)

by Karen Reinke. Kendall/Hunt Publishers, 2008. • The Story of George Washington Carver by Eva Moore. Scholastic, Inc., 1971 (one

copy per child).

Unit Overview The Pathways theme of this unit is Heroes. The concept that I have chosen to emphasize is Strength through Adversity. The students will define and gain an understanding of “adversity” and through the study of specific Bible characters and others in history, such as George Washington Carver, learn to identify character traits that give people personal “strength” during difficult times in their lives. Of course, during Bible class, the emphasis will be that God is the source of all strength.

Integrated into the unit are the following subjects: Bible, Whole Group Literacy, Writer‛s Workshop, Social Studies, Science, and some Art.

Grade Level Although the original Pathways Daily Lesson Guide is written specifically for grade 4, I have expanded my lessons to include Grades 2-6.


http://www.nadeducation.org/category.html?wscID=204


Length of Unit This integrated unit has been created to last four weeks, or 20 full days.

Student Objectives/Outcomes The overall objective for the unit is for students to understand that everyone has adversity in their lives. How we choose to deal with these difficulties is our choice. Rather than complain about our situation, we must look for the positive and trust that the Lord will get us through. He knows the end from the beginning and there is a purpose for everything.

The motto for this unit is: When life hands you lemons, make lemonade!!

To be more specific, I have broken down the objectives by subject…

Bible The students will study the lives of specific Bible characters and identify the traits that make them heroes.

Whole Group Literacy (Pathways) The students will be introduced to the following comprehension skills through the use of graphic organizers, cooperative learning and whole group instruction:

• KWL • Concept Mapping • Sticky Notes • Vocabulary/Dictionary Skills • Making comparisons using a Venn Diagram • Question-Answer-Relationships (QAR‛s) • Literary Elements through Story Plan Mapping

Writer‛s Workshop The students will

• Define and demonstrate how to write a paragraph through the use of Number Notes

• Write a persuasive paragraph/essay using Opinion-Proof Notes

Social Studies Students will identify and label the states in which George Washington Carver was born and traveled during his lifetime.



Science Students will learn and identify the different parts of a plant. In addition, they will plant and cultivate peanuts.

Art/Miscellaneous Students will create watercolor pictures of flowers and make peanut butter.



George Washington Carver A Pathways Integrated Literacy Unit

By Sharlene Curet Daily Lesson Plans for Bible

In Preparation: Before you begin teaching the Bible lessons, you will need to prepare the students‛ Spiritual Journals. The template for the booklet is in the resource section of the unit. What I did was copy the cover page onto cardstock paper and use a blank cardstock paper for the back cover. I then ran off about 10-12 pages of the lined paper with a section for illustrations (for lower grade students). I used a manual binding machine to create spiral books for each student.

If you do not own a binding machine, you may staple the pages together. Another option is to use a large piece of construction paper, fold it in half, insert regular lined paper and staple. Then have the students decorate their own covers.

You will also need to have poster board and large chart paper on hand.



George Washington Carver Bible

Day 1 Objective(s): Make lemonade (Connect activity)

Materials: • T-chart • Markers • Lemons • Plastic Knives (one per student) • Sugar • Cups

Plan: Students will work in pairs. Hand each pair a lemon and ask them to write down as many descriptive words/phrases they can think of. When you think of lemons, what is your initial reaction? What does it look like? Smell like? Taste like? Sound like? Feel like? Do you like lemons? Why or why not?

Next, create a T-chart with columns labeled "Yum" and "Yuck" and ask students to share their responses. Place each response in the appropriate column. Make note which column has the most writing.

When everything has been shared, explain to students that there are 2 types of people in life. When faced with the same situation, some people will look at it and see the positive while others see the negative. Ask students "What kind of person are you?'' They do not need to answer out loud, just think about it.

Finally, allow students to squeeze their lemons into their cups. Assign one student per group to fetch water in a pitcher and pour water in each student‛s cup. The teacher will then come around and give a cup of sugar to each group with a spoon for each child. Each student can sweeten their drink as desired. The lesson to be learned is this: When life hands you lemons, make lemonade!!

Day 2 Objective(s):

• Identify the “adversity” moments in Joseph‛s life.

• Students will make personal connections with Joseph and reflect about these in their Spiritual Journals.

Materials: • Student Bibles • Spiritual Journals

Plan: Introduce the story of Joseph. Read or summarize Genesis 37 & 39. Discuss Joseph‛s dilemma. What was his “adversity?” He had been sold into slavery by his own brothers and then falsely accused and thrown into prison. How would you feel? Try to personally connect with the severity of the situation. Have students respond in their Spiritual Journals.




Day3 Objective(s):

• Begin a timeline of Joseph‛s life. • Begin “Hero Traits” chart.

Materials: • Student Bibles • Poster board cut in half lengthwise to use

for timeline. • Chart paper for “Hero Traits” chart.

Plan: Review yesterday‛s story about Joseph. Review the events of his life up to this point by creating a timeline. Then read/summarize Genesis 40 & 41 (Joseph remains in prison an additional 2 years after helping the cupbearer. He interprets Pharaoh‛s dream and becomes second in command of Egypt). Work in cooperative groups and come up with some positive character traits they can say about Joseph. Share with the class and compile on chart paper. Chart title will be “Hero Traits.”

Day 4 Objective(s):

• Add events to the timeline. • Write in Spiritual Journals

Materials: • Timeline • Spiritual Journals

Plan: Review the events of Joseph‛s life and add to the timeline. Students will then choose one of the character traits from yesterday and write about an incident when Joseph exemplified this trait. Day 5 Objective(s): Students will reflect upon the spiritual lessons they have learned this week and respond in their Spiritual Journals.

Materials: • Spiritual Journals

Plan: Students will reflect in their “Spiritual Journals.” Consider the following questions: Why do you consider this Bible character a hero? What trait do you admire most? How has this changed your spiritual experience? Choose 2-3 students who are willing to share what they have written.

Day 6 Objective(s): Students will make a personal connection to Joseph and his emotions when he first encountered his brothers.

Materials: • Student Bibles • Spiritual Journals

Plan: Read/summarize Genesis 42 & 43 (Joseph‛s brothers go to Egypt to buy grain & return the second time with Benjamin). Discuss how difficult this encounter must have been for Joseph. What emotions must he have been experiencing? What would you have done? Write a reflection in your Spiritual Journal.




Day 7 Objective(s):

• Add events to timeline. • Explain how forgiveness can be a strong

character trait. • Add to “Hero Traits” chart.

Materials: • Student Bibles • “Hero Traits” chart

Plan: Review yesterday‛s story events by adding them to the timeline. Then read Genesis 44 & 45 (Joseph reveals who he is). Have a discussion about how Joseph handled the situation. Point out that Joseph chose to forgive. How does this show great strength of character? Allow students to think of other character strengths and add these to the “Hero Traits” chart.

Day 8 Objective(s):

• Add final events to the timeline. • Students will reflect and share what they

admire most about Joseph.

Materials: • Timeline • Spiritual Journals

Plan: Review/discuss the life of Joseph. Finish adding the final events to the timeline. In cooperative groups, have students share what they admire most about Joseph. Then they will write a personal reflection in their Spiritual Journals.

Day 9 Objective(s): Students will share their spiritual growth experiences.

Materials: • Spiritual Journals

Plan: This is a time for students to share their spiritual growth experiences. Choose a few students who would be willing to read a selection from their Spiritual Journals. Consider the following questions: Why do you consider this Bible character a hero? What trait do you admire most? How has this changed your spiritual experience?




Day 10 Objective(s):

• Summarize the events in chapters 1-4 in the book of Esther.

• Begin Bible chapter summaries of the life of Esther.

Materials: • Bible • Summary chart

Plan: Remind students that we are learning about Heroes of the Bible. This week we will look at the life of Esther.

Read/summarize the events of Esther chapters 1-4. Here are some ways to do this: 1. Read all the chapters together as a class. 2. Teacher may summarize the story. 3. Divide class into 4 groups and have each group read one chapter. Then they must come back and

summarize the chapter for the entire class.

On large chart paper, write the following title: “Chapter Summaries: Book of Esther.” Then write Chapter 1, Chapter 2, Chapter 3, Chapter 4, etc. along the left-hand side, leaving some space between each line. Each day, you will have the students dictate a summary of each chapter read. As long as all are in agreement, write it down. By the end of the week, you will have summarized the entire book of Esther. Summarize chapters 1-4.


• Summarize the events in chapters 5-7 of Esther.


Plan: Assign the students to read chapters 5-7 of Esther in the same manner you chose yesterday. Summarize the events in chapters 5-7 and add it to the Summary Chart.


• Summarize the events in chapters 8-10 in the book of Esther.


Plan: Read/summarize the events of Esther chapters 8-10 in the same manner as on the previous 2 days.

Add events to Summary Chart.





• Add heroic traits to “Hero Traits” chart. • Respond in Spiritual Journals.

Materials: • Hero Traits chart • Spiritual Journals

Plan: Review the story/events of Esther. Ask students to write down the heroic traits that Esther showed. Add these to the “Hero Traits” chart.

Students will respond in their Spiritual Journals. What heroic trait do I admire most about Esther? Why? What have I learned from this story?

Day 14 Objective(s): Students will share what they have written in their Spiritual Journals.

Materials: Spiritual Journals

Plan: Ask students to share what they have written in the Spiritual Journals (only those who want to). The teacher will guide the discussion to make spiritual connections. Day 15 Objective(s):

• List Bible heroes • Read story of Abigail • Reflect in Spiritual Journals

Materials: • Chart paper & markers • Bibles • Spiritual Journals

Plan: Review the “Hero Traits” chart. Ask students to think of other Bible characters that they would consider heroes. Write these on chart paper. As they name their hero, they must explain what characteristic they admire about that person that makes him/her a hero. Some examples can include:

• Rahab • Ruth • Daniel • Mary • Abigail • Samson

Explain to students that as the week progresses, they will choose a Bible hero to write about and tell what makes him/her a hero in their eyes. These will be displayed in the “Hall of Heroes.”

Tell students that they will be learning today about another hero by the name of Abigail. Say “How many know the story of Abigail? What made her a hero?” Assess the students‛ prior knowledge before reading 1 Samuel 25. The teacher may read the story to the class or have them read it in cooperative groups and then relate it to the class.

After discussing the story, have students reflect about their learning in their Spiritual Journals.





• Read/discuss the story of Hannah • Reflect in Spiritual Journals

Materials: • Bibles • Spiritual Journals

Plan: Read/discuss the story of Hannah in 1 Samuel 1. Emphasize the heroic trait of sacrifice. Note that Hannah made a promise to the Lord; and when the time came, she held up her end of the bargain even though it meant sacrificing the very thing she treasured most. The Lord blessed Hannah by giving her more children.

Students will reflect upon the story in their Spiritual Journals.


• Relate the story of Joseph • Reflect in Spiritual Journals

Materials: • Bibles • Spiritual Journals

Plan: Tell the story of Daniel to the students. Emphasize the following points:

• Separated from his parents and taken captive to a strange land • Boldly refused to eat the King‛s food • Because he wouldn‛t compromise his beliefs, God blessed him and his friends • Prayed to God 3x‛s/day regardless of the King‛s decree • God saved him from the lion‛s den

Discuss the character traits that made him a hero. Reflect in Spiritual Journals.


• Relate the story of Dorcas • Reflect in Spiritual Journals

Materials: • Bible • Spiritual Journals

Plan: Read/relate the story of Dorcas (Tabitha) in Acts 9: 36-43.* Discuss the character traits that made her a hero. Reflect in Spiritual Journals.

*Use the website link to get background information




Day 19 Objective(s): Students will write about their favorite Bible hero.

Materials: • Bible Hero Chart • Writing paper • Pencils/markers for illustrating

Plan: Review all the heroes that have been studied in this unit:

• Joseph • Esther • Abigail • Hannah • Daniel • Dorcas

Allow students time to reflect on their favorite hero. They may choose a Bible character that was not discussed in this unit. Have them write about their favorite hero and illustrate. They may complete the following sentence if they are unsure how to begin: _____ was a hero because _____ . Write 3-4 sentences.

Day 20 Objective(s): Publish student writing

Materials: Student writing from yesterday

Plan: Give students time to complete the writing they started in the last lesson. Allow students to share their writing and illustrations with the class before placing the final drafts on the bulletin board.




Spiritual Journals For Bible Class

The following is the cover to the students‛ Spiritual Journals. Also in this file you will find some lined paper with room at the top for illustrations. You may run off 15-20 copies of the lined paper, add the cover, and you will have your Spiritual Journals for the Bible portion of the unit.



My Spiritual Journal

Name: __________




By Sharlene Curet Daily Lesson Plans for Pathways

In Preparation: • In order to successfully implement this unit, you MUST have a copy of the

Pathways Teacher‛s Manual and the George Washington Carver Daily Lesson Guide. • The following strategies are explained in the Pathway‛s Teacher‛s Manual:

-KWL -Concept mapping -Sticky notes -QAR‛s -Story Plan Map

To further familiarize yourself with QAR‛s, you may reference the book QAR Now (see resource section).

• You must also have at least one copy of the theme book per every two students (one book per student is preferable).

• Student packets should be prepared ahead of time. All these worksheets should be hole-punched and put into a ½-inch 3-ring binder or a pocket folder with metal prongs. Packets can be kept in the students‛ desks or, if you prefer, can be collected at the end of each period.

• Prepare Theme Board ahead of time.



George Washington Carver Pathways

Day 1 Objective(s):

• Develop background knowledge of life during the Civil War.

• Create a concept map of slavery.

Materials: • The book entitled If You Lived at the Time

of the Civil War. • Chart paper

Plan: Read If You Lived at the Time of the Civil War to develop background knowledge. Create a concept map of slavery.

Day 2 Objective(s):

• Build background knowledge about George Washington Carver using a KWL.

• Use the “sticky note” strategy to find vocabulary words.

Materials: • Chart paper & markers • 1 copy of George Washington Carver per

student. • Post-it Notes strips • Blackline Master 3

Plan: Begin a KWL on George Washington Carver. Then hand out books and do a book walk. Make predictions about the story.

Before reading chapters 1 & 2, explain the use of sticky notes for vocabulary. As the teacher reads chapters 1 & 2 aloud, students will use their sticky notes to find 4 vocabulary words and complete BLM 3. Write words on the theme board.

Day3 Objective(s):

• Students will be able to summarize chapters 1 & 2.

• Students will read with a purpose.

Materials: • Chart paper & markers • Theme books

Plan: Ask students to orally summarize chapters 1 & 2 to assess their understanding so far. Have students work in cooperative groups while teacher walks around to “listen” in & assess their understanding. Groups will then share with the class. Write their summary on large chart paper entitled “Chapter Summaries.” Throughout the unit, they will summarize the chapters that have been read.* Then ask preparatory comprehension questions for “before” reading to prepare them for chapters 3 & 4 (explain that they will be reading for a purpose). Read aloud to students using “during” and “after” questions to assess understanding.

*See sample Summary chart in resource section.




Day 4 Objective(s):

• Students will use sequence strategy to summarize the story.

• The teacher will introduce/teach dictionary skills to look up vocabulary words.

Materials: • Summary chart • Blackline Master 7

Plan: Assess understanding from yesterday‛s reading by asking them to relate events in the story in proper sequence. Add these to the book summary chart started yesterday.

Choose a new vocabulary word and introduce dictionary skills. Show them how to complete BLM 7 (or alternate form).* Add the word to the theme board.

*See resource section for vocabulary worksheet options.

Day 5 Objective(s): Review concepts of the week & make sure all assignments have been turned in.

Materials: • None

Plan: Use this day to review and do a “progress check.” Make sure students have understood the concepts that have been introduced so far. Check to see that all assignments have been completed and that no one has fallen behind.

• Word Detective BLM3 • Vocabulary BLM 7




Day 6 Objective(s):

• Introduce QAR (In the Book) comprehension strategy.

• Choose 4 vocabulary words using sticky notes.

• Review dictionary skills.

Materials: • Chart paper & markers • Theme books • Post-It Notes strips • Blackline Master 3

Plan: (Sessions 3 & 4) Introduce “In the Book” QARs.* Begin QAR chart that will last the duration of the unit. This is only an oral introduction. There is nothing assigned. You simply want them to become familiar with the terms. Explain that in the next couple of weeks, they will be using these extensively. Don‛t worry if you don‛t “get it” right away. This takes most of the year to master. You are simply trying to prepare them.

The teacher will read chapters 5 & 6 aloud to the class. As the teacher reads, the students will use sticky notes to choose 4 vocabulary words and complete the Word Detective worksheet (Blackline Master 3). Review dictionary skills. Add vocabulary words to the theme board.

*See Pathways Teacher‛s Guide for explanation of QARs. You may also want to reference the QAR Now book.

Day 7 Objective(s):

• Students will identify the two types of “In the Book” QAR‛s.

• Students will use sequence strategy to summarize the story.

• Read chapters 7-9 aloud.

Materials: • QAR worksheet • Book summary chart • Theme books

Plan: Review “In the Book” QAR‛s. The teacher will have prepared a list of “Right There” and “Think & Search” questions ahead of time.* The students will be given a QAR worksheet (T-chart) with the headings “Right There” and “Think & Search. The teacher will read the sample QAR‛s aloud and allow the students to decide if it is a “Right There” or “Think & Search” question. They are to rewrite each question under the appropriate heading. When they are done, they will share their responses with the class as the teacher writes the same questions on a chart paper replicate copy. The teacher will guide & correct any mistakes. Please assure students that this will not be graded. It is simply a learning tool. They should not feel uncomfortable if they do not get the “correct” answers.

Assess understanding from yesterday‛s reading by asking them to relate events in the story in proper sequence. Add these to the book summary chart.

The teacher will then read chapters 7-9 aloud.

*See resource section for sample QAR questions.




Day 8 Objective(s):

• Students will buddy read. • Students will write their own “In the Book”

QAR‛s.

Materials: • Theme books • QAR worksheet

Plan: Students will buddy read chapters 7-9 while teacher walks around room and “listens in.” While they are reading, they should be writing down some “In the Book” QAR questions to share with the class. Follow the same format as yesterday‛s lesson. After 5-10 minutes, have students share their QAR questions and discuss, as a class, which heading they belong under. Make sure they explain their answers. Remember, this is a learning time. Do not grade the students‛ attempts at this time. It will just inhibit them.

Day 9 Objective(s): Review vocabulary and “In the Book” QAR‛s.

Materials: • Dictionaries • QAR poster

Plan: Assess vocabulary up to this point. Review dictionary skills. Play “Dictionary Game.” Teacher will give a word to look up and students race to find the word. Make sure all vocabulary words are on the theme board.

Review “In the Book” QAR‛s. Go over the questions that were posted during the week. Make sure all students understand the difference between a “Right There” and “Think & Search” question.


• Introduce “In My Head” QARs. • Add vocabulary words to theme board. • Complete Word Detective worksheet (BLM

3).

Materials: • QAR poster • Theme books • BLM 3 • Sticky notes • Dictionaries

Plan: (Sessions 5 & 6) Introduce “In My Head” QARs (see description of QARs in Pathways Teacher‛s Guide pages 94-99). Again, this is only an oral introduction. Students are not expected to generate “In My Head” QARs today.

The teacher will read chapters 10 & 11 aloud to the class. As the teacher reads, the students will use sticky notes to choose 4 vocabulary words and complete the Word Detective worksheet (Blackline Master 3). Review dictionary skills. Add vocabulary words to the theme board.




Day 11 Objective(s): Students write their own “In My Head” QARs.


Plan: Review “In My Head” QARs as a class. Read some samples (see resource section) to the class and decide if each is an Author & Me or On My Own question. Add them to the QAR chart paper started last week. Then have students buddy read chapters 10 & 11 and come up with sample QARs for each category (Author & Me and On My Own).

Allow students about 10 minutes to read and come up with sample QARs. Then, as a class, come together and allow students to share their sample questions. Discuss each one and determine what type of QAR it is. Add it to the QAR chart paper. Remind students that this is not graded. It is simply a time to review/reflect/assess student understanding of QAR‛s. It is a group learning experience.

Day 12 Objective(s): Students will write one question for each type of QAR.


Plan: Review all 4 types of QAR‛s. As the teacher reads chapters 12-14 aloud, students are to try and come up with one example question for each type of QAR. Be prepared to share with the class.

*Assure students that they will not be penalized if they improperly identify a question. This is a difficult concept. It usually takes most of the year to fully master this strategy.


• Buddy read • Add vocabulary words to theme board • Complete BLM 3

Materials: • Theme book • Sticky notes • BLM 3 • Dictionaries

Plan: Students will buddy read chapters 12-14 while teacher “listens in.” They will look for vocabulary words to add the theme board. Review dictionary skills as needed. Complete Word Detective worksheet (Blackline Master 3).




Day 14 Objective(s): Catch-up/review

Materials: QAR poster

Plan: Take this time to review the 4 types of QAR‛s. To reinforce the concept, the teacher needs to use QAR questioning in other subject areas. Whenever you ask a question, ask “What type of question was that?” Students will begin to think in terms of QAR‛s (even in the content areas). Catch-up day.


• Students will be introduced to literary story elements

• Begin to fill in BLM 3.6

Materials: • Theme books • BLM 3.6

Plan: Introduce the literary elements of a story (characters, setting, problem, events, & resolution). Have students turn to Blackline Master 3.6. Create a replica of this worksheet on large chart paper. Based on what we have read so far, allow students to help you fill in the chart. They will copy this onto their own worksheets. Explain that we cannot fill in all the events or the resolution because we have not yet finished the story. Display the chart paper in the room and tell the students that we will come back to it in a few days. Then read chapters 15 & 16 aloud.


• Write chapter summaries • Write QAR‛s


Plan: Make sure that all chapter summaries are up to date on the Book Summary Chart. Review QAR‛s. The teacher will read chapters 17-19 aloud while each student writes one question per QAR type. They will share and discuss these with the class when they are done and added to the QAR chart.

Day 17 Objective(s): Students will create a concept map.


Plan: Review chapters 17-19 with the class and write summary. Have students turn to Blackline Master 3.2. Create a replica of the concept map on large chart paper. In the center write “Peanut By-Products.” As a class, think of the many products George Washington Carver created from peanuts. Students will write their answers on their worksheets while the teacher compiles all the answers on the chart paper. Display around the room.




Day 18 Objective(s): Students will complete the Story Plan Map (BLM 3.6)


Plan: Tell students, “Since we have finished our book on George Washington Carver, we can complete our Story Plan Map. Please turn to Blackline Master 3.6 again, and let‛s finish it together.” As a class, complete the final events of the story and the resolution.

Day 19 Objective(s): Students will complete the KWL chart they started at the beginning of the unit.

Materials: KWL on George Washington Carver

Plan: Tell students “We have finished reading about George Washington Carver, and it is time to reflect on what we have learned. As you recall, at the beginning of our unit, we filled in the first two columns of our KWL chart. Today we will fill in the last column-What I Learned.”

Allow students a few minutes to talk together in their cooperative groups and share ideas/what they‛ve learned. Then do a “random call” to choose one person per group to share with the class. Add these to the class KWL chart while students fill in their own worksheets (see packet).

Day 20 Objective(s): Review

Materials: • Theme books • Missing assignments

Plan: Use this day as a time to review the Pathways strategies introduced in this unit:

• Concept mapping • KWL • Sticky notes • QAR‛s • Story Plan Map

Make sure all assignments have been turned in. Collect theme books from students.



Student Name: _________________ Date: ______________

KWL on George Washington Carver

What I Know What I Want to Know

What I Learned

Worksheet Created by Sharlene Curet 2007



Concept Map

Student‛s Name: _______________________ Date: _____________

Created by Sharlene Curet 2008



Student Name: _____________________ Date: ___________

T-Chart

Human Rights Civil Rights




Word Detective

Student‛s Name: __________________________ Date: ____________


Word:

Sentence from text: I think it means… Actual Definition:

Word:

Sentence from text: I think it means… Actual Definition:



Number Notes

Student‛s Name: ___________________________ Date: ____________


Topic

Detail #1

Detail #2

Detail #3



Opinion-Proof Notes

Student‛s Name: ____________________________ Date: ___________

Now use your opinion and proof statements to write a persuasive paragraph below (you may use a separate piece of paper if necessary): _________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________ Created by Sharlene Curet 2008

Opinion Statement:

Proof Statement #1

Proof Statement #2

Proof Statement #3



Opinion-Proof Notes Scoring Rubric

Name: __________________________ Date: _____________

Concept 1 2 3 Organization My paragraph only

contains one of the three essential elements: topic sentence, body, or closing sentence.

My paragraph contains two of the three essential elements: topic sentence, body, or closing sentence.

My paragraph contains all three of the essential elements: topic sentence, body, and closing sentence.

Content My paragraph has only one proof statement.

My paragraph has two proof statements.

My paragraph has three proof statements.

Detail My paragraph needs more details and description.

My paragraph contains some detail and description using all the proof statements.

My paragraph contains lots of detail and description using all of the proof statements.

Spelling & Punctuation

There are 4 or more errors in spelling and punctuation.

There are only a few (2-3) errors in spelling and punctuation.

There are no spelling or punctuation errors.

Created by Sharene Curet 2008



Student Name: ___________________________ Date: _____________

Book Summary by Sessions Session Short summary

Session 1 (Chapters 1 & 2)



Session 4 (Chapters 7-9)


Session 6 (Chapters 12-14)

Session 7 (Chapter 15 & 16)

Session 8 (Chapter 17-19)

Worksheet created by Sharlene Curet 2007



QARs: Question-Answer Relationships


Think & Search The answer is in the book but you will need to read across several paragraphs or

pages to find it.

On My Own The answer is not in the book. You can answer this using your own

background knowledge.

Right There The answer is in

the book and easily found; usually within 1 or 2 sentences.

Author & You The answer is

implied within the story. Combine

this with what you already know.

In the Book

In My Head



Student Name: ________________________ Date: _________

QAR Worksheet “In The Book”

Right There Think & Search




Student Name: _________________________ Date: ________

QAR Worksheet “In My Head”

Author & Me On My Own




QAR Worksheet

My Name: Date: In the Book QARs In My Head QARs

Right There Author and You

Think & Search On My Own




Story Plan Map

Student‛s Name: _________________________ Date: _____________


Events:

Problem(s): Characters:

Setting:

Resolution:

Book Title: _________ _________ _________



The Many Uses for Peanuts

Name: Date: How to Use a Peanut Picture




Create-A-Stamp

Name: _____________________________ Date: ________________

Design your own postage stamp to represent George Washington Carver.




Venn Diagram

Name: _______________________________ Date: _______________


George W. Carver

Ruby Bridges




By Sharlene Curet Daily Lesson Plans for Writer‛s Workshop

Sesame Street Matching Game As a child, I remember watching Sesame Street. One of the games/activities played there was what I called “The Matching Game.” Perhaps you remember, too. It went something like this:

They would show a four-square grid with an object or person inside each square. Three of the objects/people were similar in some way while the fourth was not. Your job was to find the three that had something in common and eliminate the fourth one. There was even a little jingle that went like this (I hope I remember the words):

Three of these things belong together. Three of these things are kind of the same. Can you guess which thing is doing its own thing? Come on, can you play our game? It‛s time to play our game.

Here‛s an example:

The last shape does not belong because it has some curved lines. All the other shapes have only straight lines and are considered polygons. Therefore, you would eliminate the circular shape.



This game is wonderful to teach the concept of Number Notes and eventually paragraphing because you want the students to understand that all the sentences within a paragraph must relate to the same topic. They cannot be random thoughts. Therefore, if I were writing Number Notes on the above topic, it might look something like this:

1-Polygons 2-Straight lines 2-Closed shapes 2-Vertices

My paragraph would read like this:

In order for a shape to be considered a polygon, it must have certain attributes. First of all, it needs to have straight lines. The lines must connect so that the shape can be closed. The points where the lines connect and close are called vertices.

Number Notes Refer to Pathways Teacher Manual pages 25-29.



George Washington Carver Writer‛s Workshop

Day 1 Objective(s): Introduce the concept of main idea/topic.

Materials: Pictures or manipulatives

Plan: Play Sesame Street Game to introduce Main Idea/Topic. Show 4 pictures or objects: 3 that have similar attributes and one that “does not belong.” Ask the students to identify the ones that “kind of” go together and to tell which one does not. If they were to describe the 3 that are similar with one word, what would it be? For example:

• a square • a triangle • a circle • a toothbrush

Which does not belong? Of course the toothbrush does not belong. Why? Because it is not a shape. So, if I were to group these under one heading, it would be “Shapes.” My Number Notes would look like this:

1 – Shapes 2 – square 2 – triangle 2 – circle

This is the beginning of the concept of outlining for writing.

Day 2 Objective(s):

• Introduce the concept of paragraphing • Define a paragraph • Identify main idea and supporting details

Materials: • Chart paper • Pathways Teacher‛s Manual as reference

Plan: *Before teaching this lesson, you will need to familiarize yourself with Concept Mapping and/or Number Notes. Refer to the Pathways Teacher‛s Manual for an in-depth explanation. You may also see the sample charts in the Picture Resource section of the unit.

Introduce the concept of paragraphing using concept mapping or Number Notes, whichever they can handle best. The younger students will probably do best using the concept map while the older students should use Number Notes format. Emphasize the following:

• A paragraph must have a topic sentence/main idea. That is the #1 in the Number Notes. • Each subsequent sentence must relate to the topic/support the main idea. That is all of the #2‛s

in the Number Notes.

*If you choose to do concept mapping, use the concept map on slavery created during yesterday‛s Pathways lesson. Explain that they do not have to include every detail from the concept map in their writing. Just choose 3-4 points and incorporate this into their paragraph.




Day3 Objective(s): Organize writing using Number Notes or Concept Mapping

Materials: Student writing journals

Plan: Use strategy from yesterday (Number Notes or Concept Map) to organize writing about their favorite or least favorite chore. Write about it in their journals.

Day 4 Objective(s): Edit/publish student writing

Materials: Clean paper for final drafts

Plan: Edit/publish their writing about chores from yesterday. Keep it simple. No more than 4-5 sentences (1 paragraph).


Materials: None

Plan: No actual lesson. Use this day to catch up.




Day 6 Objective(s):

• Continue the concept of paragraphing. • Move up to the next level of paragraph

writing.

Materials: • Blank Number Notes outline AND/OR • Blank Opinion-Proof Notes outline

Plan: If you plan to teach Opinion-Proof Notes in this lesson, you will need to familiarize yourself with this concept by reading the Pathways Teacher‛s Manual.

Move on to the next level of paragraph writing. If using concept map, move to Number Notes; if using Number Notes, move up to Opinion-Proof Notes (grades 4-6). Explain that Opinion-Proof Notes are very similar to Number Notes except that you are now trying to support an opinion. This is the outline for a persuasive essay.

If you are teaching Number Notes: Have students write an outline describing some of the things they do in school. For example…

1-Things done in school 2-Read good books 2-Learn math 2-Have recess

They can now use this simple outline to write a 4 sentence (minimum) paragraph about school.

If you are teaching Opinion-Proof Notes: Have students give 3 reasons to support the importance of an education. For example…

Opinion Proof 1-Getting an education is important 2-Attain good job in future

2-Become well-rounded person 2-Keep out of trouble

Now they have the tools necessary to write a persuasive essay on the importance of staying in school. Tell students that they must have at least three proof statements. If they want to have more, that is fine. However, I would limit it to five; otherwise their paragraph becomes too “wordy.”




Day 7 Objective(s): Demonstrate/model how to write a paragraph using Number Notes.

Materials: • Number Notes outline • Large chart paper

Plan: Do a mini-lesson on paragraphing. Explain how you need to indent and how everything needs to relate to the topic. Use the notes from yesterday to begin first draft of their writing.

You may use the sample Number Notes I gave in yesterday‛s lesson plan to demonstrate how to go from Number Note or Opinion-Proof format to an actual paragraph. When you have written the paragraph, go back to your Number Notes/Opinion-Proof Notes to make sure you have included all of your points (the #2‛s). Exaggerate this concept to drive it home. I often find that students will create their outlines and that when they actually write their paragraphs, none of the points that they wrote in their outline has been included in the writing. Go figure! They need to make the connection between their outline (which is their “plan” for writing) and the actual writing.

Day 8 Objective(s): Use the writing process to edit & publish.

Materials: • Student writing • Editing marks (BLM 14)

Plan: Edit & publish the paragraph from yesterday. Use the editing marks worksheet (Blackline Master 14) from the Daily Lesson Guide to help with editing. Students should peer edit before coming to you for final editing.


Materials: None

Plan: No actual lesson. Use this day to catch up.





• Introduce the concept of Opinion-Proof Notes (if you are teaching lower grades).

• Introduce the concept of multiple paragraphing using Opinion-Proof Notes (for upper grades).

Materials: • Student paper & pencils • Large chart paper.

Plan: There are basically two lesson plan formats for this day. Plan A is for those teaching grades 2-4. Plan B is for those teaching grades 4-6 (4 th grade can go either way; you know your class best).

Lower Grades (A): Have a mini-lesson on the next level of writing (introduce multiple paragraphing for grades 4 & 5). For grades 2-3 (or even 4), introduce the concept of Opinion-Proof Notes.

Ask students to begin to think about George Washington Carver and what made him a hero. They are to come up with three reasons they feel he was a hero. Give them time to think about it individually and write down their responses.

Next, they are to share their reasons with their cooperative group and compile all the reasons. Then they share with the entire class while the teacher writes down their responses. Once this is done, the teacher will say, “All your reasons are excellent. We need a way to organize all our thoughts so we can write about it. The way to do this is with Number Notes. However, since we are expressing our ‘opinions,‛ we will use a special type of Number Notes call ‘Opinion-Proof Notes.‛ These are written in a slightly different format than Number Notes. Allow me to demonstrate.” Then the teacher will write the opinion statement as the #1 and choose three supporting opinions as the #2‛s. Write this on large chart paper.

Next, ask the students to write their reasons in Opinion-Proof format. That‛s enough for today. Have students keep their Opinion-Proof Notes in a safe place for tomorrow‛s lesson.

Upper Grades (B): These students have already been exposed to the concept of Opinion-Proof Notes and persuasive paragraphs. Now they are ready to begin multiple paragraphing. (However, if you feel they are not ready, just have them write one paragraph which means you will have to adjust the lesson.) Here goes:

“Last week we learned about Opinion-Proof Notes and how that leads to persuasive writing. You wrote a paragraph on the importance of attaining an education. We will now take this concept a step further and write a persuasive essay using multiple paragraphs. This is done in the same manner, except that it will be a bit longer and will take more time to go through the writing process.”

“How many would consider George Carver a “hero” of his time? On a piece of paper, I want you to think of 2-3 reasons to support your answer. You may work quietly for one minute.” (Tick tock, tick tock… 60 seconds later). “Now please share your reasons with your cooperative group.” (Allow 1-2 minutes for sharing). “Is there anyone who would like to share one of their reasons?” Write this on the board. Do the same with 2 more students until you have 3 reasons. You will now demonstrate how to expound upon these reasons. For example, if the reasons are (1) He persisted in attaining an education (2) He was a



gentle man and (3) He helped his people, you would normally write the Opinion-Proof Notes like this:

Opinion Proof

1-George Carver was a hero 2-He persisted in attaining education 2-He was a gentle (kind) man 2-He helped his people

“This is what you learned last week, right? Now let‛s take it further. Under each Proof Statement, I want you to give me specific details. For example, when you say ‘he persisted in attaining an education,‛ what does that mean? Give me 2-3 examples. For instance, you could say that he was willing to leave home at the age of 10 and venture to an unknown town in order to receive an education. When he was rejected from Highland College, he did not give up on his dream. Finally, even though he faced racial challenges at Simpson College, he managed to graduate and even continue his education at Iowa State College. Now let‛s see what that will look like…”

Opinion Proof 1-George Carver was a hero 2-Persisted in attaining education

3-Left home at early age to pursue education 3-Was rejected at Highland 3-Graduated from Simpson & Iowa State

2-He was a gentle (kind) man 2-He helped his people

“As you can see, I have just expanded my notes to include some #3‛s. That now means that each proof point will become a separate paragraph with its own supporting details. When I am done adding my “#3‛s,” I will have a 3-paragraph persuasive essay.”

The remainder of this period should be spent allowing the students to come up with “#3‛s” to add to their Opinion-Proof Notes. Students can team up and work together while the teacher circulates the room to make sure everyone understands the concept.




Day 11 Objective(s): Students will use Opinion-Proof Notes to write a persuasive paragraph.

Materials: • Opinion-Proof Notes from yesterday. • Paper & pencils

Plan: Students will use their Opinion-Proof Notes from yesterday to begin their paragraph writing about George Washington Carver.

Lower Grades (A): If necessary, the teacher can use the sample Opinion-Proof Notes from yesterday (on chart paper) and demonstrate how to use these points to write a persuasive paragraph. Use the opinion statement (#1) as your thesis statement and all the reasons (the #2‛s) as your supporting statements.

Upper Grades (B): Allow students time to finish up their detailed Opinion-Proof Notes from yesterday and then begin their rough draft.

Day 12 Objective(s): Students will revise and edit their writing.

Materials: • Persuasive writing • Blackline Master 14

Plan: Students will use the writing process to revise and edit their persuasive paragraph writing. Be sure to use Blackline Master 14 for editing.

Day 13 Objective(s): Students will write their final drafts.

Materials: Persuasive writing/final drafts

Plan: Lower Grades (A): Students will use the writing process to finish their editing and write their final drafts.

Upper Grades (B): You will no doubt want to extend the time needed for writing/revising/editing, etc. You can extend this week‛s lessons an extra week.


Materials: None

Plan: No actual lesson. Use this day to catch-up. George Washington Carver Writer‛s Workshop




• Finish up/review • Students will begin Number Notes on Bible

hero • Revising/editing detailed Opinion-Proof

Notes

Materials: • Blank Number Notes outline • Hero Charts for reference • Detailed Opinion-Proof Notes (upper

grades)

Plan: The final week of lessons for Writer‛s Workshop will be used to finish up any writing assigned in this unit. Those teaching upper grades will need the extra time because their students are writing multiple paragraphs (see last week‛s lessons).

You may also want to use some of this time to write about Bible heroes (see Bible daily lesson plans). Explain that they will need to write Number Notes to show their “plan” for writing. Students may refer to the Hero Charts from Bible class as reference.


• Upper grade students will continue working on their persuasive writing

• Lower grade students will use their Number Notes to write about their Bible heroes.

Materials: • Opinion-Proof Notes (for upper grades)

and/or • Number Notes (for lower grades)

Plan: Lower Grades (A): Use this time to write about Bible heroes.

Upper Grades (B): Continue to put finishing touches on Opinion-Proof Notes/Persuasive Writing from last week.


• Lower grade students will use their Number Notes to write about their Bible heroes.

• Upper grade students will continue working on their persuasive writing.

Materials: • Number Notes (for lower grades) • Persuasive writing (for upper grades)

Plan: Lower Grades (A): Use this time to write about Bible heroes.

Upper Grades (B): Continue to put finishing touches on Opinion-Proof Notes/Persuasive Writing from last week.




Day 18 Objective(s): Students will illustrate and mount their writing onto construction paper.

Materials: • Final drafts of student writing • Construction paper • Materials to prepare bulletin board

Plan: By this time, all students should be finished with all their writing. Use this time to add illustrations, glue writing to construction paper, and prepare “Heroes” bulletin board.

*The students‛ writing projects will be put on display for parents to see. As teachers, we tend to want everything to be perfect, but please resist the urge to do everything yourself. Allow students to put their own “signature” on the bulletin board display since this will be seen by their parents. Let them take ownership. You may be pleasantly surprised.

Day 19 Objective(s): Students will read their writing to the class.

Materials: Published version of student writing

Plan: Allow students time to read/present their writing to the class before putting it on the “Heroes” bulletin board. Encourage students to speak clearly and slowly and keep their heads up.

Day 20 Objective(s): Students will prepare for tonight‛s Parent Night.

Materials: All of the students‛ writing should be on display.

Plan: Go over with students the expectations for tonight‛s Parent Night. They will escort their parents through the classroom and discuss the things they have learned.

Sesame Street Game Pictures The following pages contain picture sets for the Sesame Street Game. You may print these onto cardstock paper and laminate.



The mushroom does not belong because it is a fungus. All the others are fruit.




The deep sea diver does not belong because it is the only activity that is done under water. Everything else is used, or found, on land.




The helicopter does not belong. All the other military aircrafts are planes.




The sleeping child does not belong. All the other pictures are things associated with a party.




The skier does not belong. All the others are summer Olympic sports.



By Sharlene Curet



Daily Lesson Plans for Science

Please note that science is not taught every day of the unit. Please pay close attention to the day at the top of each lesson plan.

Preparation/Purchase Ahead of Time: • Purchase peanuts seeds online at www.burpee.com keyword: peanuts. Please allow

7-10 days for shipping. • Small potted plants (one for each student) • Purchase a green water plant at your local garden shop

George Washington Carver Science


http://www.burpee.com/


Day 2 Objective(s): Identify parts of a plant and their specific “job.”

Materials: • Small potted plant for each student • Soft paintbrush for each student • Newspaper to cover desks • Long-stem carnations • Celery stalks • 2 see-through glass vases • Red and blue food coloring

Plan: Cover each student‛s desk with newspaper. Allow them to carefully remove their potted plants and lay them on the paper. With their paintbrushes, have them remove the soil to reveal the roots. Discuss and have students identify the following parts of a plant:

• leaves • stems • flowers • roots

Explain that each of these parts has a specific job. Roots collect water. They hold the plant in the ground. Stems carry water. They help hold up the plant. Green leaves make food for the plant. Flowers make seeds.

To emphasize the fact that stems carry water for the plant, place long-stemmed carnations in a vase of water. Add blue food coloring. Place celery stalks in another vase and add red food coloring. Observe the plants over the next few days to see if the plants change color.




Day 4 Objective(s): Identify and count the number of seeds in a fruit.

Materials: • Apples • Pears • Oranges • Knife (for the teacher to use) • Plastic spoons • Paper plates • Paper towels • Seed Graph worksheet

Plan: Ask students “How do flowers reproduce?” They have seeds that can be planted to make more. The teacher will show the students the fruit she has brought and ask students to make predictions as to how many seeds are contained in each. Then she will cut up the fruit and distribute it to the students. They will work cooperatively to separate the seeds and add them up. The results will be written on a graph.

Day 6 Objective(s): Plant peanut seeds

Materials: • A prepared plot of land outside for

planting OR • Deep trays for planting purchased

at Home Depot (or another garden supply store)

• Soil • Peanut seeds

Plan: By now you should have received your peanuts in the mail. Use this class period to plant the seeds. *If you are doing this unit in the fall, you may want to plant the seeds indoors as they take about 120 days to grow. If doing this unit in late winter/early spring, you may plant them outside.




Day 8 Objective(s): Identify the parts of a seed.

Materials: • Lima beans, soaked in water

overnight • Iodine • Sterile, rubber gloves for each

student • A magnifying glass for each student • Paper towels • Newspaper

Plan: Cover each student‛s desk with newspaper. Give each student a lima bean on a paper towel. Have students pry their beans apart. The teacher will come around and place 1-2 drops of iodine on the inside of each bean half. They will notice that the starchy part of the bean will absorb the iodine. This is the stored food for the baby plant inside. The rest of the seed will resist the iodine. This is the root and the leaf portion of the baby plant. The outer coating is the seed coat. Allow students to take a closer look through their magnifying glasses.




Day 10 Objective(s): Identify ways seeds travel

Materials: • The Tiny Seed by Eric Carle • Collection of seeds and seed pods

(acorn, berries, dandelion, coconut, hitch-hikers, etc.)

• “How Seeds Travel” worksheet Plan: Show students your collection of seeds (the coconut can be purchased at the grocery store). Ask students what they all have in common (they are seeds).

Explain/discuss how seeds become planted if human hands do not actually plant them. • Some have “wings” and move on the wind. • Some have hooks, or stickers, and catch in the fur of animals and fall off in new

places • Others have pods that open up and scatter their seeds • Still others are eaten by animals and carried to new places in the animals‛

droppings • Finally, others simply float on water to new destinations.

Have students complete “How Seeds Travel” worksheet. Day 12 Objective(s): Students will identify the basic needs of a plant.

Materials: • A live potted plant • A dead potted plant • “Plant Diary” worksheet

Plan: Show students the two potted plants. Ask them, “Which plant was given the best care?” The live one, obviously. Have students tell you what the proper care would be for a plant. Plants need:

• Sunshine • Air • Soil rich in nutrients • Food • Water

Students will care for a plant and record what they do in the “Plant Diary” worksheet. George Washington Carver Science




• Students will identify things in the classroom that came from plants.

• Students will observe a plant making oxygen.

Materials: • Green water plant • Large, clear glass jar • Clear plastic funnel • Test tube • Water • “Air Bubbles” worksheet

Plan: Have students look or walk around the room and identify all the things that were made from plants or plant products (i.e. furniture, apple on the teacher‛s desk, the material from which the flag is made, the dye on the curtains, etc.). Explain that we are dependent on plants and their products for everyday things. The one thing that we absolutely cannot live without is air, which also comes from plants.

Perform the experiment entitled “Air Bubbles.” Have students observe the bubbles that develop over the next few hours.

Day 16 Objective(s): Students will observe the spore print of a mushroom cap.

Materials: • Mushroom caps • Construction paper

Plan: Explain that not all plants reproduce from seeds made from flowers. Some produce spores. One such example is the mushroom. Give each student a mushroom and have them carefully remove the stem, leaving just the cap. Place the mushroom on construction paper with the gill side down. Over the next couple of days they will observe the spore print underneath.




Day 18 Objective(s): Review

Materials: None

Plan: Generate a class discussion to review the concepts studied in this unit:

• The parts of a plant and their specific “jobs.” • Parts of a seed • How seeds travel • The basic needs of a plant • People need plants for food and oxygen • Some plants contain spores

Seed Graph



Student‛s Name _______________________ Date: _______________

Directions: Predict the number of seeds in each fruit and shade in the graph. Then cut up the fruit and count the actual number of seeds there are in the fruit and shade in that number. How close was your prediction?

Apple 1 2 3 4 5 6 7 8 9 10 11 12

My Prediction Actual # of seeds

Pear 1 2 3 4 5 6 7 8 9 10 11 12


Orange 1 2 3 4 5 6 7 8 9 10 11 12



How Seeds Travel



Name: _____________________________ Date: _________________ In each box, list, or draw, some examples of the different types of seeds. You may use the picture bank below to get you started. Not all categories are represented.

Seeds with “wings” that move on the wind:

Seeds with hooks (also known as hitchhikers):

Seeds with pods that open and scatter:

Seeds that are eaten and scattered:

Seeds that float to new destinations:

Sunflower seeds Coconut Dandelion

Watermelon Cattails Acorns


Plant Diary



Name: ______________________________ Date: ________________

Plants need the following in order to thrive:

* Sunshine * Air * Soil rich in nutrients * Food * Water

Over the next 2 weeks, keep a record of what you do to care for your plant.

Day Sunshine (direct, indirect, shade)

Air (Indoor or outdoor)

Soil (Describe

the type of soil)

Food (Did you give

it any supplemental nutrients?)

Water (Did you water it

today? If so, how much?)

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14


Air Bubbles



Name: ____________________________________ Date: ____________________

Perform this experiment to show that plants make oxygen.

You will need: • Large, clear glass jar • Clear, plastic funnel to fit inside the

jar • Glass test tube • Water plant • Water

What to Do:

Step 1: Fill the large glass jar about two-thirds with water. Place the water plant on the bottom and cover it with the funnel (upside down).

Step 2: Meanwhile, fill the test tube with water, leaving about an inch of air at the top.

Step 3: Place your thumb over the opening of the test tube, turn it upside down and place it over the opening of the narrow end of the funnel. There should still be about an inch of air at the top of the test tube.

Step 4: Place the entire ensemble in direct sunlight and observe periodically during the next couple of hours. You should begin to notice some bubbles rising to the top of the test tube. This is the oxygen that is being produced by the water plant.

Please write about your experience/observations below:

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________


Spore Prints



Name: Date:

Mushroom Fern What You Will Need:

• Mushroom caps (mature with open gills)

• Construction paper (use white paper if using brown mushrooms; dark paper if using white mushrooms)

Procedure: 1. Remove mushroom caps from the

base. 2. Place the mushroom cap, gill side

down, on the paper. 3. Allow mushroom to sit for 2 days (do

not touch). 4. Carefully lift the mushroom to see

the spore prints underneath.

What You Will Need: • Fern fronds with spore cases • Construction paper • Tempera paint • Paintbrushes • Newspaper • Water

Procedure: 1. Cover work area with newspaper. 2. Thin the paint with a little water. 3. Lay the fern on the newspaper with

spore facing up. 4. Brush paint lightly over the fern. 5. Lay construction on top of fern and

press gently (do not rub). 6. Lift construction paper and see fern

print. Draw/Write about your observations Draw/Write about your observations





By Sharlene Curet Daily Lesson Plans for Social Studies/Art/Miscellaneous

Please note that social studies is not taught every day of the unit. Please pay close attention to the day at the top of each lesson.

Preparation: For this portion of the unit, you will need a United States outline map (with no labels). You may go to http://www.eduplace.com/ss/maps/usa.html and download and printable copy for your class. In addition, you will need to photocopy this map onto an overhead and project onto a large piece of chart paper and trace. This will be your blank “class map.”

George Washington Carver Social Studies/Art/Miscellaneous


http://www.eduplace.com/ss/maps/usa.html


Day 1 Objective(s): Define the differences between civil rights and human rights.

Materials: T-chart

Plan: Discuss/define the differences between civil rights and human rights. Create a T-chart that will be filled in throughout the unit. Explain that throughout the unit, we will be identifying events when these were violated and writing them on the chart.

Day 3 Objective(s): Identify examples of human and civil rights violations.

Materials: • T-chart • Theme book

Plan: Reflect on chapters 1-4 of George Washington Carver. Identify examples of human and civil rights violations and add these to the T-chart.

Day5 Objective(s): Sketch pictures of flowers

Materials: • White drawing paper • Pencils

Plan: George Carver was called The Plant Doctor and also loved art. Students will use this time to sketch pictures of flowers.




Day 7 Objective(s):

• Locate states on US map outline • Introduce map terms

Materials: US map outline (large chart paper copy and individual student copies)

Plan: Introduce students to the US map outline (they each have an individual copy in their literacy packets). Identify and label the states in which George Carver has traveled so far. In addition, introduce students to the following map terms:

• North, South, East, West • Compass Rose • Map Scale

Have students write these on their map outline. The teacher will label the same on the large US map outline.

Day 9 Objective(s): Students will make corn dodgers

Materials: • Corn bread • Stripples (vegetarian bacon strips) • Sauteed onions • Plastic knives • Paper plates • Napkins

Plan: Give each student a piece of corn bread, 2 Stripples, and some onions. (Some may not want onions.) Have them assemble these items into a corn dodger “sandwich.” This was George Carver‛s favorite meal made by “Aunt Susan.” Day 11 Objective(s): Students will learn about map scale.

Materials: • US map AND • US map outline • Rulers

Plan: Display a US map on the board. Teach students about map scale. Using a ruler, figure out how many miles are in an inch according to the map on the board. Have students draw a scale on their US map outlines. Using this scale, have them figure out the distances between cities to which George Carver traveled. George Washington Carver Social Studies/Art/Miscellaneous



Day 13 Objective(s): Students will make comparisons using a Venn Diagram.

Materials: • Ruby Bridges • Venn Diagram drawn on large chart

paper Plan: Tell students that you will be reading the book entitled Ruby Bridges. As you read the story, ask them to make mental notes about any similarities/differences between Ruby Bridges and George Carver.

Complete the Venn Diagram together in class.

Day 15 Objective(s): Identify examples of human and civil rights violations.

Materials: • T-chart • Theme book

Plan: Reflect on the chapters that have been read of George Washington Carver. Identify examples of human and civil rights violations and add these to the T-chart.

Day 17 Objective(s): Create watercolor flowers

Materials: • White art paper • Watercolors • Paint brushes

Plan: George first attempted to paint using pokeberry juice. He squeezed the juice into a bowl and finger-painted on a smooth rock. In an attempt to imitate this, students will finger-paint using water colors. For those who would prefer, the option of using a paint brush is available.




Day 19 Objective(s): Students will make peanut butter.

Materials: • Peanuts still in their shells (dry

roasted & unsalted) • Peanut oil • Salt • Food processor • Paper towels • Crackers • Plastic spoons • Small Dixie cups • Individual box juices for each

student Plan: Give each student a paper towel and a handful of peanuts. Allow them time to shell the peanuts. Gather all the peanuts into the food processor and add 1 tablespoon of peanut oil to every 1 cup of peanuts. Grind in food processor until smooth and creamy. Add salt to taste. Spoon out some peanut butter into cups and distribute to the students along with some crackers. Give students an individual box juice to wash it all down. Enjoy!

Resources for George Washington Carver Unit Sharlene Curet



Sample QAR‛s:

Right There • In what state was George Washington Carver born? (answer on p. 5). • When George left for Kansas, did he ever see his brother again? (p. 33). • Where is Tuskegee Institute located? (p. 62)

Think & Search • Who were Uncle Moses and Aunt Susan? What relation were they to George?

(chapter 2) • How old was George when he set out on his own to Neosho to receive an education?

(pages 23-24). • How did George become acquainted with the world of art? (chapter 3) • What emotions do you think George experienced when he was rejected from

Highland College just because of the color of his skin? (chapter 8)

Author & Me • How do you think George felt as he left for Kansas? (chapter 6) • How did George‛s knowledge of cooking, sewing & laundry help him throughout his

life? (It helped him earn a living). • Why do you think George never married?

On My Own • What would life be like without peanut butter? • What was life like for black people during the post-Civil War era? • How is life different today compared to the late 1800‛s? • What are some by-products of peanuts?

George Washington Carver: The Peanut Wizard by Laura Driscoll. Grosset & Dunlap, 2003.



Heroes: The Story of George Washington Carver (Pathways Daily Lesson Guide for Grade 4) by Karen Reinke. Kendall/Hunt Publishing Company, 2008.

…If You Lived at the Time of the Civil War by Kay Moore. Scholastic, Inc., 1994.

Pathways Teacher Manual (Grades 3+) A Journey to Excellence Through Literacy. Kendall/Hunt Publishing Company, 2008.

QAR Now by Taffy E. Raphael, Kathy Highfield & Kathryn H. Au. Scholastic Publishers, 2006.

Teacher‛s Guide (Grade 3) Pegasus II. Kendall/Hunt Publishing Company, 2000.

The Story of George Washington Carver by Eva Moore. Scholastic Biography, 1971.

The Story of Ruby Bridges by Robert Coles. Scholastic, Inc., 2004.

Today‛s Heroes: Ben Carson by Ben Carson. Zondervan Publishing House, 1990.

Plants: Science Works for Kids Series by Evan-Moor Educational Publishers, 1998.

Internet Links



For the Teacher:

http://www.nadeducation.org/category.html?wscID=204 NAD Education website for ordering Pathways Literacy materials.

http://www.usda.gov/oo/colorbook.htm This website contains various coloring pages and activity sheets that can be downloaded and used to enhance the unit.

http://freepages.religions.rootsweb.com/~gentutor/Biblewomen.html Internet link for female Bible heroes.

http://www.bellaonline.com/subjects/9453.asp Internet link for female Bible heroes.

http://www.bibletexts.com/women.htm Roles and treatment of women in the Bible.

www.peanutsusa.com American Peanut Council website with activities and booklets for teachers to download for free.

For the Student:

http://www.nps.gov/archive/gwca/expanded/peanut.htm This website lists the peanut by-products created by George Carver. If you go to the home page, you will learn about the George Carver museum.

www.gapeanuts.com/kids Georgia Peanut Commission of Education: Kids‛ Corner with interactive games.


http://www.nadeducation.org/category.html?wscID=204

http://www.usda.gov/oo/colorbook.htm

http://freepages.religions.rootsweb.com/~gentutor/Biblewomen.html

http://www.bellaonline.com/subjects/9453.asp

http://www.bibletexts.com/women.htm

http://www.peanutsusa.com/

http://www.nps.gov/archive/gwca/expanded/peanut.htm

http://www.gapeanuts.com/kids


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Lasting Impressions By Roger Bothwell

It has been over nine hours now and my legs still feel like I am continually, simultaneously getting a few hundred hypodermic shots. I made the mistake of bushwhacking through the forest while I was wearing shorts and suddenly found myself in the midst of knee- high stinging nettles. They left a lasting impression.

There are many things and many people who leave lasting impressions upon us. Too much ice cream leaves its lasting impressions around our middles. Certain teachers we had left lasting impressions on our characters. Historical characters, both positively and negatively, have left lasting impressions on the world. Hitler certainly left his impression. But I would so rather think of Jesus, whose lasting impression was so powerful it divided time itself.

Most of the people I know would most of the time want to leave an impression but merely blend into the crowd. However, there are times in all our lives when we want to impress that certain girl or that certain guy. If we don‛t impress them, another will; and we will be getting a wedding invitation with someone‛s name embossed other than our own.

This week I was wandering through an old New England cemetery and saw lots of names. I wondered whether or not I would ever get to meet these people. There is a chance. If they made Jesus the Lord of their lives, their names will be lastingly impressed into the Book of Life mentioned in the Book of Revelation. Now that‛s a lasting impression I certainly want to make and very much want you to also make. Just ask. Heaven is eagerly waiting for your request.



Children‛s Prayers

Dear God, please put another holiday between Christmas and Easter. There is nothing good in there now. Amanda

Dear God, Thank you for the baby brother but what I asked for was a puppy. I never asked for anything before. You can look it up. Joyce

Dear Mr. God, I wish you would not make it so easy for people to come apart. I had to have 3 stitches and a shot. Janet

God, I read the Bible. What does beget mean? Nobody will tell me. Love, Alison

Dear God, How did you know you were God? Who told you? Charlene

Dear God, I bet it's very hard for you to love all of everybody in the whole world. There are only 4 people in our family and I can never do it. Nancy



Dear God, I like the story about Noah the best of all of them. You really made up some good ones. I like walking on water, too. Glenn

Dear God, My Grandpa says you were around when he was a little boy. How far back do you go? Love, Dennis

Dear God, Do you draw the lines around the countries? If you don't, who does? Nathan

Dear God, Did you mean for giraffes to look like that or was it an accident? Norma

Dear God, In Bible times, did they really talk that fancy? Jennifer

Dear God, How come you did all those miracles in the old days and don't do any now? Billy

Dear God, Please send Dennis Clark to a different summer camp this year. Peter

Dear God, Maybe Cain and Abel would not kill each other so much if they each had their own rooms. It works out OK with me and my brother. Larry

Dear God, I keep waiting for spring, but it never did come yet. What's up? Don't forget. Mark



Dear God, My brother told me about how you are born but it just doesn't sound right. What do you say? Marsha

Dear God, If you watch in Church on Sabbath I will show you my new shoes. Barbara

Dear God, Is Reverend Coe a friend of yours, or do you just know him through the business? Donny

Dear God, I do not think anybody could be a better God than you. Well, I just want you to know that. I am not just saying that because you are already God. Charles

Dear God, It is great the way you always get the stars in the right place. Why can't you do that with the moon? Jeff

Dear God, I am doing the best I can. Really. Frank

And, saving the best for last . . .

Dear God, I didn't think orange went with purple until I saw the sunset you made on Tuesday night. That was really cool. Thomas



Tips



Other Ideas… Sharlene Curet

If you are like me, you probably sit back after the completion of a unit and reflect. I always ask myself, “If I had to do it all over again, what changes would I make? What would I do differently next time?” It drives my husband crazy because I‛m always revamping my units from one year to the next. He says I make myself crazy. Maybe he‛s right. It‛s just the perfectionist in me, I guess. I think it‛s what continues to make teaching exciting for me.

Having said all of that, here are some ideas I may try next time around. I figured I‛d share them with you…

1. Another “celebration” activity might be to compile a cookbook with peanut and sweet potato recipes. Ask the students to bring in authentic recipes from home. You may even want to involve the whole church family. Take this a step further and actually cook some of the recipes. Create a whole meal, just as George Washington Carver did, out of peanuts. Invite the parents. If you have a small multigrade school, why not make it a church potluck?

2. Invite some local heroes to your classroom to speak to the children (i.e. policemen, firemen, etc.). You may want to tie this in with Red Ribbon Week.

3. On some local radio stations, they honor a “Hero of the Week.” If that is the case where you live, why not have the class nominate someone they know (i.e. church pastor, the person who cleans the church, a single parent, etc.) and have it read on the radio.

4. I would implement this unit during February‛s Black History Month and incorporate even more black heroes.


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