Ann Dregne
Lesson Plan Day 4
45 min.
5th Grade


Second Stop: Winona, Minnesota

Introduction:
Briefly go over the city the students researched the day before. Ask the students questions about the different endangered and invasive species they found that lived there, the major immigrants, fun/interesting facts, and the geography of the Minneapolis area. After reviewing, move down the river to Winona, MN. Split up the students into four groups, having each group look up one of the four topics mentioned above. The students should use the Internet, and any other resources to find out this information. After they found all the information they need, have the students print off their work to hand in for the final product at the end of the unit. Finally, have the students journal about what they learned from their topic.


Materials Needed:
-Journal
-Computers for Internet website/data bases
-Books on Winona (encyclopedia)

Goals for Lesson:
The students will be able to develop chronological sequences of immigrants who lived in Winona. They will also be able to research their topic by using a variety of historical sources on the Internet. Students will locate major Minnesota geography regions along with the endangered species that live in Minnesota. (MN Standards)

Objective for today’s lesson:
The students will be broken into groups of four. In their groups, they will be looking up one of the four topics that are to be assigned to each group. The students will research as much information as possible in class, and type up their information to hand in at the end of class or the following day. Their information will be put into the class book called, “The Adventure’s on the Mississippi” at the end of the unit.



Procedures:
→ Introductory Experiences:
1.) Show the students on a Map where Winona, MN is located. (2 min.)





→ Developmental Experiences:
1.) Break students into groups of four, assigning each group one of the four topics. Have the students spend a majority of the class period looking up information on their topic.
(30 min.)
→ Make sure the students ask themselves:
For endangered/invasive species-
• What kinds of animals are endangered/invasive around Winona?
• When were they endangered/invasive and are they still?
• If there aren’t any endangered/invasive species, then what species in general live there?
• Where can a person find them? (River, Bluffs, Marsh?)
For immigrants-
• Why is this person/people important? (English white settlers, Indian tribes)
• Where did this person come from? (Norway, Germany, England)
• Why did this person come to Winona?
• Did he make a difference to Winona after he came?
• Did they establish anything in Winona?
Physical Geography-
• What kind of land is surrounding Winona?
• Why is the land the way it is?
• What formed the land?
• What vegetation lies on this land?
Fun/Interesting Facts about Winona-
• Top jobs and businesses
• Population of Winona
• Wealthy People in Winona
• Tourist Attractions
• Why and who named it Winona?

→Culminating Experiences:
-Ask the students which topic they are doing, and make sure they know what information needs to be in their section. (5 min.)


Assessment:
Go around the room, and make sure the students did their section with their group. Have the students hand in their copy of the section they were suppose to do as a group. Then have the students individually write a journal entry on what they learned from their topic. Their entry should include at least one of the bulleted points in their topic. Have the students hand that in when they are done. (8 min.)