OSP Interactive Educational Programming
Lesson Title: Okefenokee Swamp General History
Grade Level (s): 2 -8
Overview & Soap-Making
OSP Educational Programming: Enhance our
Teacher: L. Ranew
focus on Native American and early Okefenokee
settler cultures.
Duration: 75 min. (3- 25 min. parts)
Essential Question(s)/Objective(s):
What people, terms and events should be associated with the Okefenokee Swamp from 400 BCE through the
early 20th Century?
What equipment should be properly used in a science lab to ensure safety?
GPS:
SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes,
ways of making a living, and accomplishments.
a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.
SS4H1 The student will describe how early Native American cultures developed in North America.
a. Locate where Native Americans settled with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce),
Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole).
SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the
United States between 1789 and 1840.
d. Analyze the events that led to the removal of Creeks and Cherokees; include the roles of Alexander McGillivray, William
McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of
Tears.
S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit
these traits in their own efforts to understand how the world works.
d. Take responsibility for understanding the importance of being safety conscious.
S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities
utilizing safe laboratory procedures.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit
these traits in their own efforts to understand how the world works.
d. Take responsibility for understanding the importance of being safety conscious.
S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
S7CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
S7CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in
scientific activities.
b. Use appropriate tools for measuring objects and/or substances.
c. Learn and use on a regular basis standard safety practices for scientific investigations.
S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in
scientific activities utilizing safe laboratory procedures.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and
keyword files, and create simple files.
b. Use appropriate tools and units for measuring objects and/or substances.
c. Learn and use standard safety practices when conducting scientific investigations.
Key Vocabulary
Teacher Materials
Student Materials
Teaching
Strategy/Procedures
Differentiation
Summarizing Strategy
Assignment(s)
Assessment For and/or
Of Learning
Cowhouse Island, Okonee Creek, Maya, mounds, Timacua Arawaks, Seminoles,
Trail of Tears, 19th and 20th Centuries, Lydia Stone, soponification,
lye/potash/sodium hydroxide, lard
Cast iron pot, candy, terms on cards, soap, gloves, goggles, mask, scale,
thermometer, jars, hot plate, soap pot, sodium hydroxide, spoons, distilled water,
lard, molds
Handout on Pioneer Island
Pencils
Lecture with key terms on cards.
Provide soap for students to wash their hands for lunch.
Handout for students to complete as they go through the 3 buildings on Pioneer
Island. The first student to return the handout with all correct answers gets soap.
Others get candy.
Have a learner ring the “bell.”
Give an overview of the history of soap making from 2800 BCE – the 20th
century.
Demonstrate safety precautions and equipment use for lab work.
Describe the ingredients of soap. Demonstrate safe soap making.
Grades 2 & 3 – Often younger groups have many chaperones. Encourage a
chaperone to provide assistance as needed as students explore Pioneer Island and
complete the handout.
Grades 4, 5, 6 – Students explore Pioneer Island and complete the handout with a
partner.
Grades 7 & 8 – Students individually explore Pioneer Island and complete the
handout.
At the end of the soap making portion of the lesson, students are to tell a
neighbor something they learned today and then listen to what they learned.
The teacher checks Pioneer Island handout answers and provides feedback as to
how many answers are correct, allowing for students to return to the buildings
and modify their answers.