Lesson Overview:
In the early 19th century, the Lewis and Clark's Expedition was charged by President Jefferson to map the Louisiana Purchase. During their exploration, they also collected and recorded plant and animal species, kept detailed records of the diversity of life, drew and painted examples of the plant and animals, and named these newly identified species. Students will focus on a two- week period in 1804, and select one plant and one animal species to research. They will draw each plant and animal species and create a journal entry for each item.
Length of Lesson:
Four 45-minute class periods
Notes:
This lesson can be adapted for grades 9-12.
Instructional Objectives:
Students will:
- research a two week period of the Lewis and Clark Expedition using primary resources.
- select and research one plant and one animal species identified within the two week time line.
- create detailed drawings and write an observation of the selected plant and animal species in their environments.
Instructional Plan:
Background Information
In 1803, President Thomas Jefferson needed explorers to learn about The Louisiana Purchase, the large parcel of land he had just purchased from France for $15 million. It was hoped that the territory held the much searched for "Northwest Passage"—a water route that would provide an easier path to the Pacific Ocean.
Jefferson selected Meriwether Lewis and William Clark to serve as co-captains on this exploration. The co-captains recruited hunters, explorers, boatmen, woodsmen, and interpreters to become the Corps of Discovery.
The Corps were to interact positively with the Native American tribes they met along the way, as they would need directions, supplies, and protection as they traveled west. To help them succeed, they took trade goods such as blankets, medals from Jefferson, and beads.
The Corps were required to record their findings in their journals. Members kept a record of the weather, geography, and tribal interaction. They also drew and wrote detailed descriptions of plant and animal species unique to land west of the Mississippi. These journals survived two and a half years of travel, weather,
accidents, and abuse to stand as witness to the identification of 122 animal and 178 plant species.
The journals were the best way for those in Washington to view the plant and animal species. Therefore, accurate drawings were vital to the scientific aspect of the trek. The explorers used scouts and traders to send plant specimens and seeds, animal skins and skeletons, along with letters explaining what they were and where they were found.
Guided Instruction
Ask if students keep a journal or diary. If so, what do they write in it? (Thoughts, feelings, ideas, dreams, poetry, observations, drawings, etc.) In what form do they keep the record? (Journal, diary, computer, or other small electronic device) Keeping journals was popular in the early days of our country. Much of what we know of everyday life comes from these primary resources. Historians prize these records because they can get a fuller picture of everyday life and how people were affected by events and situations. Have students explore the interactive journals on Discovering Lewis & Clark: Journal Excerpts. Prior to students exploring the online journals, explain that these journal entries are primary resources. Primary sources are recorded transcriptions of first-person experiences. Explain to students that at that time in history, the rules of spelling and grammar were just becoming uniform. Ask students to share their observations about what types of items (drawings, maps, notes, etc) were recorded in the journals.
Inform students that naturalists and explorers also recorded what they had discovered through detailed drawings, written observations of where the discovery was made, and maps so that others could follow. The drawings also gave a visual record of their experiences and discoveries.
Have students get a feel for being a naturalist. Have them bring drawing paper, pencils, colored pencils, and journals and take them outside of the school building. Challenge students to become explorers and naturalists in the environment of the school's property. They are to walk around the school grounds for fifteen minutes, find a plant or animal on the grounds, and draw the plant or animal. Explain to students that they must look carefully at what they draw, and should not disturb any plant or animal or move it away from its habitat. For example, a blade of grass is not a single green line on a paper. Ask the students to observe: how the blade connects with the earth and other blades around it; its length and width; the vein up the middle; and if it has been mowed. Have students record in their journals the following: where the plant or animal was found; its color(s); any observable behaviors or interactions with other species (such as a bee flying from one clover flower to another), and its approximate measurements.
At the end of the fifteen-minute exploration, take the students back to the room and have them read their observations. Ask the reader not to show the drawing or tell the name of their "mystery" species. Have others students guess the name. Students should critique what was effective about the writing to help identify the species or what was needed to make the observations clearer. The drawings are also shared and critiqued. What is needed to make the drawing realistic?
Explain to students that they will now research a two-week period from the Lewis and Clark Expedition. The two weeks are from September 5-18, 1804 in the states of Nebraska and South Dakota. The Lewis and Clark Expedition discovered and recorded approximately 20 different species of plants and animals, including two species of rabbits, pronghorns, and prairie dogs.
Independent Activity
Have students use the Lewis & Clark as Naturalists interactive map to research Lewis and Clark's journey. Students can research by species (plant, mammal, bird, fish, reptile, and amphibian), journal entry, or by geographic location. Each student should choose one animal and one plant species to research. Have students place their research in an Education Place's Graphic Organizer: Cluster word/Web 3.
Allow students one full period to research their plant and animal. Distribute the Journal worksheet and review the assignment with students. Each student will assume the role of a member of the Corps of Discovery from The Lewis and Clark Expedition. Each student will draw his/her selected plant and animal, and create journal entries describing the date(s) of discovery, color(s) of the plant and animal, observation of the environment or habitat, and interaction or behavior within the habitat. Students will share the completed journal entries and drawings with the class. You may wish to display the journal entries on a bulletin board or bind them into a class journal.
Assessment:
Use the Assessment Rubric to evaluate students' learning.
Sources:
Print:
- Gragg, Rod. Lewis and Clark on the Trail of Discovery. Nashville, TN; Rutledge Hill Press, 2003.
- Kimmel, Elizabeth Cody. As Far As the Eye Can Reach. New York; Landmark Books, 2003.
- Redmond, Shirley Raye. Lewis and Clark: A Prairie Dog for the President. New York; Scholastic, 2003.
- Schanzer, Rosalyn. How We Crossed the West: The Adventures of Lewis and Clark. Washington, DC; National Geographic Society, 1997.
Web:
Authors:
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Mary Beth Bauernschub, Teacher
Kingsford Elementary School
Mitchellville, MD
