The Last Great American Canal:

How the Illinois & Michigan Canal United 19th Century America

Lesson Plan

 

The I & M Canal

 

Developed by:  Melissa Kozerski

 

Intended Grade Level     Second Grade                               Length  2 days

Applicable Standards 

11. Identify advantages and disadvantages of different ways to distribute goods and services.  

 

Materials Needed

-          background information on the I & M canal and the Erie Canal (for the teacher)

-          several different books with colorful, large photographs of canals

-          Canals by Chris Oxlade

-          Canals are Waterways by Lee Sullivan

-          directions for waterway model

-          materials needed to make waterway model for the students (see attached page)

 

Goals/Objectives

Students will:

1. Identify the definition and the purpose of a canal

2. Observe pictures of different canals

3. Read and listen to nonfiction and fiction literature based on the I & M and the Erie Canal

4. Work in a cooperative group to design their own waterway model

5. Write about what they have internalized about the canal (assessment)

Procedures

      Day 1

1)      The teacher will show the students the vocabulary word “canal” on a note card. As a class, the students will brainstorm their prior knowledge of canals and generate a list on the board. 

2)      The teacher will read aloud Canals Are Water Roads by Lee Sullivan. Throughout the story, the teacher will periodically pause to answer questions that the students may have.

3)      The teacher will then lead a discussion of the story. The students will understand the definition of a canal, its importance, and what it looks like.

4)      The teacher will then show pictures of some different canals, including the Erie Canal, in the story Canals by Chris Oxlade.

(Special attention to pages 4-5 and 17-21)

Day 2

1)      The teacher will begin the lesson by reviewing what was learned about canals from the previous lesson.

2)      The teacher will explain to the students that they will be making a model of a waterway. The teacher will explain what a waterway is and how it ties into learning about a canal.

3)      The teacher will show a pre-made model of the waterway.

4)      The teacher will put the students into groups of 5-6 and pass out materials needed to make the waterway.

5)      As a class, the teacher will give step by step directions to build a waterway. (see attached page for these directions)

 

6)      The lesson will conclude by having the students write about what they learned about canals. This will be used for the assessment.

Assessment(s)

See attached rubric for assessment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name _________________

Date___________________

                                               

Canal Assessment

 

 

Criteria             Excellent!!!                               Good job!!                               Keep trying!

 

 


Composition     The student has written The student has written It is unclear if the student

                        5 or more facts that they           at least 4 facts about                 has learned any facts about

                        have learned about                    canals.                                      canals.

                        canals.

 

 

 

 

 


Illustration         The illustration clearly    The illustration has some           The illustration has no

                        depicts an accurate                   accuracy to what a canal           accuracy of what a canal

                        interpretation of what a             looks like.                    looks like.

                        canal looks like.

 

 

 

 

 

 


Use of              The student worked well         The student needed some           The student did not stay 

Class                with their partner, stayed         redirection to stay on task           on task during project. 

Time                 on task, and completed           and some reminders to    The project is not complete.

                        their project.                            complete the project.                 The student did not work

                                                                        They worked well with well

                                                                        their partner.