Oregon 2009 Sesquicentennial Celebration
Rivers of Oregon
Submitted by: Allison Schonert, Western Oregon University
I. Overview: This lesson is a mapping project where students learn about the rivers and their
importance to Oregon history. This lesson also allows students to locate and identify major
rivers in Oregon.
II. Subject Area: Geography History
III. Grade Level: Fourth
IV. State Standards:
Common Curriculum Goal: Locate major physical and human (cultural) features of the
Earth.
Benchmark 2: Locate, identify, and know the significance of major mountains, rivers,
and land regions of Oregon. (SS.05.GE.03.03)
V. Objective: After completing a mapping project, students will be able to identify two major
rivers in Oregon and explain their significance in Oregon history.
VI. Materials:
1. Large piece of white butcher paper for each group
2. Coloring apparatus (markers, colored pencils, etc.)
3. Large map of Oregon
A. Available resources:
i. The Student Atlas of Oregon studentatlasoforegon.pdx.edu
ii. The Oregon Blue Book http://bluebook.state.or.us/
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VII. Presentation Steps:
1. Have students describe their experiences on rivers in Oregon, and write these
experiences in a journal, then share them with a partner. Ask students what they
know about the rivers in Oregon. Have the students name the rivers that they
know. Ask the students what rivers are used for and record their answers. The
rivers may also be classified for what they are used for (recreation, transportation,
water supply).
2. The teacher has the students discuss what they think mapping is and how it is
used. The teacher shows the students the map of lakes and rivers. The students
discuss the map, some topics may include: where the rivers come from and where
they go, characteristics of the rivers, differences between the rivers, etc.
3. The teacher demonstrates what the students will be doing. The students will draw
the shape of Oregon on a map and they will label and draw at least two major
rivers. (Depending on the ability level of the students, the teacher may want to do
these for the students).
4. Divide the class into small groups (2-3) students and have each one select two
rivers to concentrate on. After the students have drawn the map, they will have to
research about the rivers they chose and their importance to Oregon’s history
(what they were used for, how they were discovered, etc.).
5. The teacher has the students present and describe their posters to the class. The
students then turn to a partner and share one fact about two different rivers that
they learned.
6. As a closing discussion, discuss with students that, throughout Oregon history, the
rivers served many different purposes. Also, discuss with students about how the
use of rivers has changed over time.
VIII. Assessment: Assess the students on the completion of their mapping project (labeling,
correct markings, legend, key, etc.) as well as the thoroughness in their research. The students
may also be assessed on whether their facts are interesting or not.
IX. Adaptations: This project can be adapted by having the Oregon map already drawn out or
using a smaller version of the map. Also, the teacher can hand out facts about the rivers and the
students can find what facts they would like to use. The teacher may also use mixed-level
groupings to help the low level learners.
X. Extensions:
1. This lesson could be a part of a much larger unit on geographical landmarks. The
students can be given the task of drawing, labeling, and researching other landmarks in
Oregon, such as Crater Lake, Three Sisters, etc.
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2. This lesson can be tied with other content areas such as math. The students would have
to draw the map to scale and figure out the length of the rivers they have chosen, or the
width of lakes.
3. A teacher may want to do a field trip after this lesson to a local river. At that river the
students can investigate specimens and/or pollution. Also\so, you can go further and ask
the students why the river is polluted and how they or other citizens might be able to
reverse the pollution. This would be a wonderful science lesson after reading the book
“The River Ran Wild” by Lynne Cherry.
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Oregon 2009 Sesquicentennial Celebration
“Telling the Oregon Story: Love Your State “
I. Overview: In this lesson, students make Valentine cards for Oregon, noting physical aspects
they love about the state they call home. Students research Oregon’s geographical features,
including climate, landforms, waterways, and/or natural resources, and are able to explain ways
that the state’s physical features influence people’s lives.
II. Subject Area: Geography
III. Grade Level: 3rd and above
IV. Oregon Geography Content Standards Benchmark 1: Understand how peoples’ lives are
influenced by the physical environment. (SS.03.GE.05)
V. Objective: After a mini-lesson on how Oregon’s geographical features contribute to their
lives, students will provide at least two examples of physical features that they enjoy, in a
Valentine card for their home state.
VI. Materials:
 Oregon Centennial Anthology (poem): http://www.oregon150.org/.
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 Activities common in Oregon (and images): www.traveloregon.com/.
 Magazine pictures of physical features common to Oregon that students cut out (Sunset
magazines are great for this).
 Oregon maps that show such geographical features as topography, precipitation,
ecoregions, vegetation, wildlife distribution, rivers and lakes, and any other physical
features that apply (available from the Student Atlas of Oregon website,
http://studentatlasoforegon.pdx.edu/). See Resources for more info.
 Paper, scissors, glue, and paper embellishments as needed for Valentines.
VII. Presentation Steps:
1. Open by reminding students that Oregon became the 33rd state on February 14, 1859.
Read the following poem to get students thinking about Oregon and some of its physical
features:
TO THE PEOPLE OF THE STATE OF OREGON
Sing with the wild wind that whistles up the canyon,
And tune your song to the echoes long
That bring the notes back, deep and strong.
Laugh with the pine trees that rustle on the hill,
And listen to the brooklets that chuckle low and still.
Far hark the mountain peals and cold run the waters,
And all around this pleasant ground
Has raised fine sons and daughters.
--Written by Arthur Kreisman in the Dedication Page to the Oregon Centennial Anthology
published in 1959.
2. As a group, students make a list of outdoor activities in Oregon they enjoy doing or
would like to try. For a broader perspective than might be reflected by student interests
alone, encourage them to include activities in which Oregonians in general participate. To
begin, suggest some of the following activities common for recreation or outdoor
enthusiasts in Oregon:
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 Camping
 Biking
 Fishing
 Hiking/Backpacking
 Boating/Water Sports
 Skiing/Snowboarding
 4-Wheeling
 Horseback Riding
 Mountaineering/Rock
Climbing
 Gardening
 Golfing
 Hunting
 Rock Hounding
 Sightseeing
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3. Ask students what they know about Oregon’s geographic features that influence the
activities included on their list. Questions to stimulate their thinking might include the
following:
 What kind of weather or climate is needed to do a given activity? (Lots of rain or
snow? Hot, dry, weather? Sun or shade?)
 What kind of land forms, waterways, or natural resources are needed? (An open
range? Lots of trees? Mountains? A river?)
4. Students choose at least two activities from the class list or one they have come up
with on their own to research. This research can be as narrow or as broad as class time
allows. For this lesson, students will restrict their “research” to finding and cutting out
magazine pictures that depict the physical features required for each of the two
outdoor activities they have selected. For more advanced students or projects, the
research can be spread out over a day or two so that they can closely examine as many
physical features or factors as possible that have an impact on the activities they have
chosen. Maps from the Student Atlas of Oregon can be used here as needed.
5. Because Oregon became the 33rd state on February 14, 1859, students use the pictures
they have cut out and the materials provided to make Valentines for the state. They are
able to describe at least two physical features of the state that contribute to activities
they enjoy or would like to try.
VIII. Assessment: Collaborate with students to create a rubric for the scoring of the
Valentines. Each one should describe two activities that can be done in Oregon; and each
activity should relate to a physical feature of Oregon that makes the activity possible or
especially appropriate for the region. Ex: I love that Oregon has mountain ranges with
elevations and snowfall that are perfect for the skiing that I enjoy doing in winter.
IX. Adaptations:
 Students may work individually or in pairs or small groups, as appropriate for the
learners in the class.
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 Instructions should be given verbally, in writing, and using a model or modeling to
reach students with aural, logical, and visual strengths.
 Word banks can be created and posted so that students have spelling and vocabulary
assistance if needed, particularly for English language learners.
 Students can draw and/or color their Valentines rather than cutting out pictures from
magazines or using paper embellishments.
X. Extensions:
 Students graph the activities they have listed to examine their popularity and to note
any other implications. They might also survey others in the school or their parents for
a larger population study.
 Students make contact with a class in another state and compare or contrast the
activities influenced by the physical features of that state.
 Students create maps that show parts of Oregon where certain outdoor activities are
most appropriate given the physical features present there.
 Students learn about how their actions affect the physical features of Oregon, both
positively and negatively.
 After learning how human actions affect Oregon’s geographical features, students
participate in a clean-up of their region to “show their love” and care for their state’s
physical preservation.
Resources:
Maps: Specific maps that would be helpful, which are easily located using the Table of
Contents of the Student Atlas of Oregon, include Topography, Average Annual Precipitation,
Ecoregions, Vegetation Zones, Wildlife Distribution, Pacific Coast Salmon, Rivers and Lakes,
and Recreation and Tourism.
Lesson Plan Author: Jennifer Hammer, Western Oregon University
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Oregon 2009 Sesquicentennial Celebration
“Oregon’s Governors: Past and Present”
I.
Overview:
In this lesson, students will take on the role of a previous governor of our state and
look at some of the issues those governors have had to resolve and undertake.
II.
Subject Area: History
III.
Grade Level: 4th/5th
IV.
State Content Standards/Benchmarks:
Understand the importance and lasting influence of individuals, issues, events,
people, and developments in U.S. History *Benchmark 2 (5th grade)
V.
Objective:
After researching in a group (of about four) from materials provided by the
teacher, students will correctly interpret their newly acquired information and
choose one representative to present three facts as their assigned governor.
VI.
Materials:
1. Slips of paper with assigned governors
 Ted Kulongoski (2003- Present)
 John Kitzhaber (1995- 2003)
 Barbara Roberts (1991-1995)
 Tom McCall (1967- 1975)
 James Withycombe (1915- March 1919)
 George Woods (1866-1870)
 John Whiteaker (1859- 1862)
2. Props- beards, hats, ties, monocles, glasses, blazers, etc…
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VII.
Presentations Steps:
a. Introduction: “We recently had an election year, and other than president, there
are other offices that must be voted upon including that of Governor. We have
had __ governors in Oregon’s past and through an activity we will do today,
we will be introduced to 7of them.
b. Ask students to number off 1 to 7 to create groups.
c. Go around to each group and let a member choose a slip of paper from an
envelope or container.
d. Along with their slip, hand them the corresponding information handouts on
that governor.
e. After all slips are handed out, give students 20 minutes to research and work
together. Tell them some facts to include may be their party affiliation
(Democrat? Republican?), if they died while in office, major issues within the
state or country at the time, etc…
f. As they work, set out props then walk around and give assistance as necessary.
g. Give a five and one minute warning.
h. At the end of 20 minutes, give the students three minutes to choose three
crucial facts and one silly fact about their governor that they would like to
share with the class.
i. Tell students to choose a representative to share their facts
j. Have each representative come up in chronological order.
k. Representative puts on props that their governor wore and, in their best
“governor voice,” shares their facts.
l. After each interpretation, clap for their efforts!
VIII. Assessment:
Students will be assessed based on their group participation as the teacher
circulates the room as well as the content of the facts they choose to share with the
class (was it all silly information, or important to their time in office?).
IX.
Adaptations:
This activity is good because it will mix ability groups and include each student in
the selection of facts and interpretations. The more advanced students can help the
others as there is plenty of time allotted for mini-discussions.
X.
Extensions:
Depending on time (if this spans for more than one class period) the other students
in the groups can serve as the governor’s families or fellow office members
(secretary of state, treasurer, etc.) This would also correlate with a state capitol
visit if plausible.
For other members of the groups, students could have a vote when they have
heard all the representatives speak about their positions on issues. Inviting a class
discussion and debate simultaneously invites independent thought about issues that
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they don’t usually discover. With everyone involved, there is a more likely chance
of understanding.
Links to Governors:
 John Whiteaker: http://en.wikipedia.org/wiki/John_Whiteaker
 George Woods: http://en.wikipedia.org/wiki/George_Lemuel_Woods
 Ted Kulongoski: http://en.wikipedia.org/wiki/Ted_Kulongoski
 John Kitzhaber: http://en.wikipedia.org/wiki/John_Kitzhaber
 Barbara Roberts: http://en.wikipedia.org/wiki/Barbara_Roberts
 Tom McCall: http://en.wikipedia.org/wiki/Tom_McCall
 James Withycombe: http://en.wikipedia.org/wiki/James_Withycombe
Lesson Plan Author: Julie Palumbo, Western Oregon University
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Oregon 2009 Sesquicentennial Celebration
“In the Steps of Lewis and Clark”
I. Overview: Through this lesson, students will briefly discuss Lewis and Clark and
their expedition through the unexplored western territory to find a route to the
Pacific Ocean, with a particular focus on the Oregon section of the journey.
Playing the role of explorers, the students will explore a “new territory”
themselves and create a map of their findings.
II. Subject area: Geography and History
III. Grade Level: 3rd
IV. State Standards/Benchmarks Addressed:
Common Curriculum Goal: Understand the spatial concepts of location,
distance, direction, scale, movement, and region.
Benchmark: SS.03.GE.01 View and draw simple maps and pictures to locate,
describe, and show movement among places.
Common Curriculum Goal: Understand and interpret events, issues, and
developments in Oregon history.
Benchmark: SS.05.HS.06 Understand how individuals changed or significantly
influenced the course of Oregon state history.
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V. Objectives:
1.1 After reading a story on Lewis and Clark, students will be able to recall that
these explorers were the first Europeans to explore the western territories and to
find a route to the Pacific Ocean.
1.2 After looking at a map of Oregon, students will be able create their own
map of “new territory” including geographic landmarks.
VI. Materials:

a map of Oregon, (an Oregon map as well as a map of the Lewis and Clark
expedition can be found at http://studentatlasoforegon.pdx.edu/)

a picture of the Pacific Ocean where students may have been before

a picture of the Columbia River

a playground

signs declaring landmarks such as “cave, waterfall, mountain, lake, river,
volcano, etc.”

a piece of paper and crayons for each student

a book such as How We Crossed The West: The Adventures of Lewis and
Clark by Rosalyn Schanzer

some journal entries from Lewis and Clark would be a good asset to this
lesson
VII.

a teacher’s aide or parent helper is recommended

a wading pool and clip boards are optional.
Presentation Steps:
a. Before you begin the lesson you will need some time, or have an aide to go out
to the playground to create a “new territory” and place specific landmark signs
throughout the area. (For example, place a waterfall sign on the slide, a cave
sign on a tunnel, a forest sign on the swings, or a mountain sign on the monkey
bars. You may want to fill a wading pool and label it a lake or ocean.)
b. Begin the lesson by introducing the story of Lewis and Clark. You will want to
include information about their charge to explore the western territories, to find
a route to the Pacific Ocean, collect samples, map and document their findings
and report back to President Jefferson.
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c. Read some journal entries of Lewis and Clark to initially engage the students.
The letters that Lewis and Clark wrote to each other in the 2nd and 3rd pages of
How We Crossed the West: The Adventures of Lewis and Clark would nicely
set the tone.
d. Focus on Lewis and Clark’s journey through Oregon, traveling on the
Columbia River, setting up Fort Clatstop, and seeing the Pacific Ocean. Use
the map from the Student Atlas of Oregon to identify the route.
e. Show pictures of the Pacific Ocean and the Columbia River, as well as other
places in Oregon that Lewis and Clark would have seen. This will give the
students a connection and with the expedition.
f. If you have time, read more journal entries from How We Crossed The West:
The Adventures of Lewis and Clark by Rosalyn Schanzer.
g. After briefly discussing Lewis and Clark’s travels, show the students a map of
Oregon and talk about what it would have been like to create a map. Be sure
to include key geographic landmarks are such as mountain, lakes, and rivers.
h. Talk with the class about what kinds of information Lewis and Clark gathered:
sketches, weather data, pressed flower samples, sketch maps, detailed
information. Relate this information back to the excerpts from the book.
i. Explain to the students that they, like Lewis and Clark, will get to explore a
“new territory”. They will also be making their own maps. With these maps
they will draw pictures of where each of the landmarks are in relation to each
other. Explain that they won’t really be seeing new mountain or lakes and
such, but that they are to look at the signs and use their imaginations to create
the real landmarks.
j. After going over the rules you want them to follow while exploring their new
territory, take the students outside to their new territory and begin to make
their maps. If possible, provide clip boards so students can walk around while
drawing their maps. Students could also collect some plant specimens or have
a journal to draw pictures in. This would deepen their understanding of what
Lewis and Clark did.
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k. Once students have drawn their picture maps, take them inside to color their
creations and to come up with a name for their new territory.
l. If there is time students can share in a group or as a whole class the maps they
have made.
VIII.
Assessment:
Throughout this lesson, students may be assessed through the maps they create and
class or group/pair share to questions on Lewis and Clark in a more formative
manner. Be sure that students include each of the landmarks you have posted, (you
could give them the number they will find beforehand to be sure they don’t miss
one). Their maps should include a title (their new territory’s name), a legend, and
a compass rose.
IX. Adaptations:
If you have enough volunteers and a park nearby, you could take the children to a
larger area.
If the weather is bad or a playground isn’t optional, you can try to use the
classroom or cafeteria as an alternative.
X. Extensions:
This lesson could be part of an entire Lewis and Clark unit. Continuing on to learn
about animals, plants, climate or Native Americans such as Sacagawea could tie in
well with this lesson.
Lewis and Clark are known for their well preserved pressed flowers, students
could press their own flowers as an activity.
XI. Additional Resources:
The Lewis and Clark Expedition: Scientific Discovery Educator’s Resource Guide
also have some wonderful information and great Lewis and Clark activities.
You find this guide to buy at
http://fortclatsopbookstore.com/listman/listings/l0226.html
Lesson Plan Author: Samantha Wade, Western Oregon University
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Oregon 2009 Sesquicentennial Celebration
“Writings from the Past: The Civil Rights Movement in Oregon”
I.
Overview: During this lesson, students will compare the life and civil rights
achievements of Ida B. Wells-Barnett to that of Beatrice Morrow Cannady, a
leader in the civil rights movement in Oregon during the 1930’s and 40’s. The
purpose of this lesson is to inform students that the civil rights movement as well
as serious racial injustices not only took place in the south, but also in their own
home state of Oregon.
II.
Subject Area: History
III.
Grade Level: 4th or 5th grade
IV.
Common Curriculum Goal: State & Local History: Understand and interpret the
history of the state of Oregon.
Benchmark CIM: SS.05.HS.06 Understand how individuals changed or
significantly influenced the course of Oregon state history.
Eligible Content: SS.05.HS.06.01 Identify significant people in the history of
Oregon from pre-history through the period of the American Revolution. (The
person I chose was from after this period)
V.
Objectives: After listening to the teacher read the book Princess of the Press: The
Story of Ida B. Wells aloud and watching the DVD, Oregon Experience: Beatrice
Morrow Cannady, students will be able to compare and contrast these women’s
use of journalism to contribute to the civil rights movements of their time.
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VI.
Materials:
 Princess of the Press: The Story of Ida B. Wells-Barnett by Angela Shelf
Medearis (part of the Rainbow Biography series from Lodestar books)
 Oregon Experience: Beatrice Morrow Cannady DVD. A PBS/OPB
produced DVD that can be obtained from
http://www.shoppbs.org/product/index.jsp?productId=2961625
 Large white board big enough for a class Venn diagram
 Ida B. Wells-Barnett example of writing, obtained from
http://www.gutenberg.org/files/14975/14975-h/14975-h.htm
 Beatrice Morrow Cannady’s example of writing, obtained from
http://www.opb.org/programs/oregonexperiencearchive/cannady/words.ph
p#a
 Computer lab for students to type up an article of their own.
VII. Presentation Steps:
1. Begin this lesson by having the students listen to story, Princess of the Press: The
Story of Ida B. Wells-Barnett, over the course of about 5-6 class days (about a chapter
a day).
2. Watch the 30-minute DVD Oregon Experience: Beatrice Morrow Cannady.
3. Directly following the video, have the students create a Venn diagram, comparing the
similarities and differences between Ida B. Wells-Barnett and Beatrice Morrow
Cannady.
4. Split the class into small groups, and have each group summarize parts of each
woman’s writing (summarizing the article and explaining the author’s purpose and
main points) and present these ideas to the class.
5. The following day, have the class discuss the differences between a journal/newspaper
article and an essay, including format, language, etc. Tell the students that they will,
individually, write their own newspaper article, regarding some injustice that they feel
is important enough for a “concerned citizen” to address. After composing a rough
draft and completing the proper revisions, the students will then type up a final draft,
which will be read to the class individually and displayed in the hallway.
VIII. Assessment:
Assess the students on their contributions to the ideas needed for the Venn diagram as
well as for their group interpretation of the articles, and lastly on their completion of the
journal article (proper format, ideas and content, conventions, etc.)
IX.
Adaptation:
This lesson could easily be adapted for any significant writers of history who had some
similarities in their lives or works. I felt that it might work well for the writings from our
founding fathers when discussing the American Revolution or even the writings of
Abraham Lincoln compared to Jefferson Davis when discussing the Civil War.
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X.
Extensions:
One extension would be to focus on a particular injustice that is going on in the world
today. The students would compose journal articles and then send them off to a person
who deals with or is related to the issue at hand. This would really instill a sense of
accomplishment and pride for the students.
Lesson Plan Author: Brittany Humphrey, Western Oregon University
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Oregon 2009 Sesquicentennial Celebration
“A New Flag for Oregon”
I. Overview:
Students will learn about the Oregon state flag and important resources to
Oregonians during the time of the flag’s design and creation. They will research
current state resources to compare and contrast and use that information to design
a new state flag. Students will explain why these resources are important to the
state of Oregon overall.
II. Subject: Geography History
III. Grade Level: 4th
IV. State Content Standards/Benchmarks Addressed:
Common Curriculum Goal: Understand how people and the environment are
interrelated
Benchmark: Understand how physical environments are affected by human
activities (SS.05.GE.07).
V. Objectives:
Objective 1: After researching important resources in Oregon during the time of its
designation as a state as well as important resources in Oregon during the 21st
century, students will be able to compare and contrast these to choose at least 5
resources that best represent Oregon today and explain why they are important to
the state overall.
Objective 2: Using the information that students have found about current state
resources, they will design a new flag for the state of Oregon with at least two
resources.
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VI. Materials:
 Oregon state flags (enough for students to examine in small groups)
 Computers with internet access (1 for each student—computer lab)
 Flag template (provided)
 Large chart paper for ideas, questions
Maps of Oregon with resources, attractions, etc. (Student Atlas of Oregon
http://studentatlasoforegon.pdx.edu/index.html)
 Oregon Flag Contest article and design guidelines (attached)
VII. Presentation Steps:
Introductory set:
 The teacher will ask students to discuss in small groups what they know
about flags and what they represent (countries, states, organizations, etc.).
 Teacher asks for students’ ideas to record on a chart to see what the
students know about flags.
 Discuss that flags often display symbols or phrases that represent what that
country, state, or organization stands for.
 Introduce the Oregon state flag and ask students to work in the same small
groups to discuss the features of the flag and decide what they think the
symbols mean.
 Ask the students to provide their ideas of what the symbols represent and
record them on another chart.
Lesson procedure:
1. Students will research the symbols of the Oregon state flag to discover
their importance and what they represent using the internet and books from
the library.
2. Students will then use this new information to learn about the important
resources available to people during the time of Oregon’s designation as a
state.
3. Students will also research what important resources are available to
people today in order to compare and contrast these.
4. Students will discuss how some have changed while some have stayed the
same and why this has happened.
5. Students will then decide amongst the resources to choose at least 5 that
best represent Oregon today and explain why these benefit the state as a
whole.
6. Students will use these resources to create a design for a new flag for the
state of Oregon using the guidelines from the Oregon Flag Contest put on
by The Oregonian.
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Closure:
Students will share their new Oregon flag designs with the class and explain
why they chose the resources that they did and why they believe those are
important to the state of Oregon.
VIII. Extensions:
 Students can make their own maps showing important aspects, resources, etc.
of Oregon. These can include the information that they found to be
important to the overall state and included on their flag design, or other
items, places of interest, resources, etc. that they found important.
 Students can use their creativity to write a new song for Oregon or write a
poem that represents Oregon.
 Students can make a collage on a blank Oregon map of places they have been
or places they would like to visit.
IX. Resources:
Bulman, T. L., & Rice, G. H. (2008). Student Atlas of Oregon. Retrieved
November 21, 2008, from Oregon Geographic Alliance
Website: http://studentatlasoforegon.pdx.edu/index.html
The Oregonian (2008). Oregon Flag Contest. Retrieved November 25, 2008,
from Oregon Live
Website: http://www.oregonlive.com/oregon/
Purney, D. D. (2000). The Complete Book of Presidents and States. Ohio:
American Education Publishing
Lesson Plan Author: Megan McCann, Western Oregon University
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Oregon 2009 Sesquicentennial Celebration
“Discovery of the Deep, Clear Basin- Crater Lake”
Overview:
This lesson is designed to incorporate the ancient story of Crater Lake and discover how this
massive body of water has changed over time. Students will be identifying the physical
characteristics of Crater Lake, how it has changed, and how humans have been affected by it.
The lesson will identify the different ways that humans viewed it when it was formed and
how we view it today.
Subject Area: Geography
Grade Level: 5th grade
Common Curriculum Goal (Social Studies: Geography: Benchmark 2):
Compare and analyze physical and human characteristics of places and regions.
Standard (Geography):
Identify and locate major landforms, bodies of water, vegetation, and climate found in regions
of the United States (SS.05.GE.04.01).
Objectives:
 After reading A Baptism of Fire, Mount Mazama(It Happened in Oregon), students
will reenact the creation story of Crater Lake using Total Physical Response strategies.
 While being shown pictures of Crater Lake, using Visual Discovery, students will
orally express their interpretations of the images in pairs and as a class.
 After reading A Baptism of Fire, Mount Mazama (It Happened in Oregon), students
will create a drawing of what they think Crater Lake looks like, using any prior
knowledge and evidence from the story and pictures.
Materials:
 White card stock paper 16 x 22
 Colored pencils
 Markers
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Document camera
Characteristics of Crater Lake handout
Class copies of It Happened in Oregon (Crutchfield, James A, It Happened in Oregon:
A Baptism of Fire, Mount Mazama, Crater Lake- 5,700 B.C. Guilford: Morris Book
Publishing, LLC (2007) pg. 1-3).
Reference map of Oregon (http://studentatlasoforegon.pdx.edu/TableOfContents.html)
Crater Lake pictureso Travel Oregon (http://www.traveloregon.com/Explore-Oregon/SouthernOregon/Attractions/Outdoors-and-Nature/Crater-Lake-National-Park.aspx)
o Google Earth (downloadable application)
o Google Images- (www.images.google.com),
o Oregon Blue Book (http://bluebook.state.or.us/)
o Crater Lake National Park (http://www.nps.gov/crla/)
Presentation Steps:
Anticipatory Set:
 Ask students what they know about Crater Lake, taking suggestions down on the
white board. Have volunteers show where they think Crater Lake is located on the
map of Oregon (Student Atlas of Oregon). Have students close their eyes as this
description is read and ask them to imagine what Crater Lake is like:
o “Nestled like a brilliant blue gem below the rim of the spent volcano, the lake
measures five miles across. Because the water is so clear, moss has been
known to grow 425 feet below the lake’s surface”(pg 2).
 Read A Baptism of Fire, Mount Mazama, Crater Lake pg. 1-3 in It Happened in
Oregon aloud to the class (optional: using a document camera). Stop periodically and
ask questions for understanding/ ask for any questions about vocabulary (put on word
wall for visual representation).
 Have students follow along with the story in their own book or copies (copyright
permitted) as it is read aloud
 Introduce the reenactment activity explaining that students will work in groups to act
out the story with a narrator reading from the book and three other group members
acting out the story’s events.
 Instruct students to break into groups of four and have them read over the story again,
each student reading a paragraph. Ask students to pick a narrator and three actors
(narrators can switch during the reenactment).
o Give students ten minutes to create their reenactment, allowing any materials
around the classroom to be used.
 Allow time for each group to share their telling of the story with questions in betweenHow did you choose your narrator? What were some important events to act out?, etc.
 Refocus class and introduce the topic of how Crater Lake has changed from ancient
times to what it looks like today- Hand out Characteristics of Crater Lake handout
and ask students to take notes as the class discusses.
 Show pictures of Crater Lake (document camera, PowerPoint, poster, etc) and ask
students to share initial thoughts and comments on the massive body of water. Include
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pictures of wildlife and vegetation around the lake (Clarks Nutcracker, deer, Mountain
hemlock, Noble fir, Subalpine fir, Whitebark pine, and Englemann spruce, etc)
o What do you see? What kind of landscape is around the lake? What kind of
wildlife do you think you would find? What kind of tree growth appears
around the lake? etc.
o Discuss with students how Crater Lake has changed from the description in the
story of its ancient creation to the lake’s appearance today.
Hand out 16 x 22 pieces of card stock paper and colored pencils/markers if needed to
each student
Explain to students that they will be creating their own interpretation of Crater Lake
using the knowledge they now know and the visual representations that they have been
exposed to. Students may represent Crater Lake in any way that they like, including
any physical characteristics around the water mass. (Art pieces can used for Parent
Night or to showcase in the classroom).
Review with the class the characteristics of Crater Lake, the life that grows around it
and how it has changed over the years:
o How big is it? How old is it? What can be found around the lake today that
wasn’t there when it was created? How does the wildlife around Crater Lake
benefit from its creation?
Assessment: Student art pieces will be assessed for performance, creativity, and participation.
Informal assessment will be observed as students are working in pair, group, and whole class
discussion.
Adaptations: This lesson is designed to fit the needs of ELL and the majority of students on
I.E.P’s because of the inclusion of visual representation and discovery strategies throughout
the lesson. Students who need more challenges will be asked to write two sentences,
comparing and contrasting Crater Lake as we see it today and how it looked when it was
created. This activity can be done while students are discussing the changes of Crater Lake in
pairs and then as a class.
Extensions: Students could write a letter to the Crater Lake National Park Headquarters
asking for further information on a specific topic concerning the lake (how clear the water
really is, tree life around the lake, animal inhabitation around the lake, etc.). Students could
further their discovery of Crater Lake and where it lies on the map by comparing the
characteristics (depth, age, surrounding life, etc) of this lake to the Great Lakes of Michigan
or other international bodies of water. Math connections could be tied into this lesson as
graphing point could be incorporated for comparisons of lake characteristics. Comparison of
lake dimensions could provide a math connection as well.
Lesson Plan Author: Joyce Coskey, Western Oregon University
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Characteristics of Crater Lake
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