mopar
12-01-2007, 09:55 AM
This unit is meant to take place after the Oregon Trail unit (http://www.theteacherscorner.net/forums/showthread.php?t=4814) but is not necessary. Since my class loved the first unit, I decided to try another.
Now that your students can multiply, I decided to focus on division.
Preparation:
Make a student log for the students to record weight in gold, dollars in gold, and dollars earned.
I used a sand table covered with sand and hid pennies in the sand. The students used traditional mining techniques to mine for gold. You could vary this part as needed.
Make a map of California divided into different sections.
Make play cards for weather, health, event (can by low water tide, high water tide, mountain collapse, etc) and food.
Procedures:
Students begin by researching California and gold mines. Students find places they want to mine as well as techniques for mining.
I have my students write details for three different mining techniques. Then in a large group, my students must defend the mining technique that they think will work best. We have a classroom debate on the idea.
Students must create a store to sell goods to fellow miners. I have the students make a small model of their store and what their store does.
Each day, student groups began by drawing their four cards. I then choose one group to begin mining for gold. As one group was mining, the other groups roll three dice to find out how much money their store made for the day. To do this, the students will put two dice together to make a number and then multiply by the third number. i.e. students roll a 3, 4, 5. Student makes the number 34 x 5 or 54 x 3, etc.
They then write this number in dollar and cents. So, if they choose 34 x 5, their store would make $1.70 that day. If the students finish this early, they can begin journaling using their cards. Some groups may not be able to mine everyday.
The group that is mining is given 3 minutes to mine using their chosen technique. They must then weigh their gold "pennies" to get the weight. Then the students must transfer their weight into dollars. I use a whole number or decimal as the exchange rate. This also varies from day to day. To figure out the money they made, they must divide their weight by the exchange rate.
The students then need to keep their records to show how much money they have. The students use their money to buy food, tools, etc from the teacher's store. I will include my sample price list when I find it again. It is similar to the Oregon Trail list.
The students goal is to make the most money. I have the students use a line graph to show their money made for the day. We graph all groups on one graph making the use of a key necessary. The students may use the money that they didn't spend the day before as part of their profit for the next day.
Each week, the students have a project to complete as well. I ask the students to make a jingle for their store, create a wanted ad for a criminal, create an ad for their store, write a newspaper article about an event, etc.
At the end of the project, I had the students put all their journal entries into a diary and the students needed to create two newspapers. The papers were only asked to be a paper. The first newspaper showed the exciting events from their gold rush. The second newspaper described life in the real gold rush time with important events.
Now that your students can multiply, I decided to focus on division.
Preparation:
Make a student log for the students to record weight in gold, dollars in gold, and dollars earned.
I used a sand table covered with sand and hid pennies in the sand. The students used traditional mining techniques to mine for gold. You could vary this part as needed.
Make a map of California divided into different sections.
Make play cards for weather, health, event (can by low water tide, high water tide, mountain collapse, etc) and food.
Procedures:
Students begin by researching California and gold mines. Students find places they want to mine as well as techniques for mining.
I have my students write details for three different mining techniques. Then in a large group, my students must defend the mining technique that they think will work best. We have a classroom debate on the idea.
Students must create a store to sell goods to fellow miners. I have the students make a small model of their store and what their store does.
Each day, student groups began by drawing their four cards. I then choose one group to begin mining for gold. As one group was mining, the other groups roll three dice to find out how much money their store made for the day. To do this, the students will put two dice together to make a number and then multiply by the third number. i.e. students roll a 3, 4, 5. Student makes the number 34 x 5 or 54 x 3, etc.
They then write this number in dollar and cents. So, if they choose 34 x 5, their store would make $1.70 that day. If the students finish this early, they can begin journaling using their cards. Some groups may not be able to mine everyday.
The group that is mining is given 3 minutes to mine using their chosen technique. They must then weigh their gold "pennies" to get the weight. Then the students must transfer their weight into dollars. I use a whole number or decimal as the exchange rate. This also varies from day to day. To figure out the money they made, they must divide their weight by the exchange rate.
The students then need to keep their records to show how much money they have. The students use their money to buy food, tools, etc from the teacher's store. I will include my sample price list when I find it again. It is similar to the Oregon Trail list.
The students goal is to make the most money. I have the students use a line graph to show their money made for the day. We graph all groups on one graph making the use of a key necessary. The students may use the money that they didn't spend the day before as part of their profit for the next day.
Each week, the students have a project to complete as well. I ask the students to make a jingle for their store, create a wanted ad for a criminal, create an ad for their store, write a newspaper article about an event, etc.
At the end of the project, I had the students put all their journal entries into a diary and the students needed to create two newspapers. The papers were only asked to be a paper. The first newspaper showed the exciting events from their gold rush. The second newspaper described life in the real gold rush time with important events.