SUBJECTS: Math
GRADE LEVELS: 3-4-5
STATE STANDARDS:
6.C.2a,. 7.A.2a 7.B.2a
8.A.2b
Attached sheet of math problems
Organizer for response (TCHART, paragraph, etc)
Objectives:
Students will extend their problem solving skills and tell why they solved the problems the way they did.
Warm-up/Discussion
Discuss problem solving methods and what would be some good ways to explain how the students discover the answer to a problem.
Learning Activities
Teacher may use each problem to complete this lesson or break them up one by one.
If students are solving each problem individually and using an organizer to respond, use the TCHART or organizer.
Solve each problem and explain the steps that students took to find their answer.
They must explain how they solved it using operation words such as ( I added to find the total or I subtract the years to find his age)
When they have finished solving the problems, ask them to go back to the organizer and explain why they chose the operation that they used to find their answer ( Example: I added the years together to find the total number because it said to find the sum. I know that in order to find the sum I must add)
Assessment
Verify the accuracy of the answers to the “Lincoln Landing Math” worksheet
Wrap Up/ Reflection
After the worksheets are complete, conduct a class discussion regarding the various ways students deduced a solution to any given problem.
Discuss how different students used different logic to come up with the same answer.

Lesson Plan 31 :
SUBJECTS: Math
GRADE LEVELS: 3-5
STATE STANDARDS: 6.B.3a,
7.A.1a 7.A.1c
Materials Included:
Lincoln Landing Visit Packets
Rubric
Grocery Sale Papers (Jewel, Dominick's,
scissors (10 pairs total, 2 per glue sticks (10 total, 2 per group)
chart paper (16'' x
24'')
???
Objectives:
Students will show their ability to follow simple and organized directions as well as an understanding of their responsibility during the in-class activity
Students will gather information for their project at the site
Students will create and present their project to the class based on the information found at the site.
Warm-up/Discussion
Have students estimate how much they think each item cost and then reveal the correct prices from the 1800's and the 1900's.
Use an example to demonstrate process.
Example A: The teacher has chosen two items from a grocery paper, cut them out and pasted them to the presentation surface. The teacher has provided the correct prices followed by the estimates of what he/she thought the prices were in the
1800's and the 1900's. The teacher will now instruct the students that they will do the same activity
Learning Activities
Students are organized into groups of 4 to 5 depending on class size. In their groups, students will look over grocery sale papers to focus on the prices of items in our time.
In their groups, students note on their large chart paper 4 items of their prices now and estimations of what they think they were in the 1800's and 1900's.
Groups hang up posters at the front of the classroom and as a class, discuss the findings and reasons for their estimations.
Pass out Lincoln Landing Visit Packets and explain. Students will complete visit projects in the groups they are in for the grocery activities previously completed (Look at Visit Packet handouts).

While at Lincoln Landing, groups will visit the Gaylord Dry Goods Store, find the prices of their assigned items along with generating possible reasons for prices and if weight and amount effects price. Groups should also find routes as to how their items were transported to where they needed to go.
Encourage them to look at the I and M Canal and think about possible routes for their items.
Have students look at and record information from the George Gaylord
Medallion as well as the 7c Artifact on weighing items.
Following the visit, students are to take their item information along with early estimations and create an informational and appealing newspaper article of their items. Each group is responsible for the final project, though each member will write
2-4 sentences on one item. The article should also include drawings of the items both past and present in terms of packaging and appearance.
Once all articles are complete, a class "newspaper" will be made and read in class, then sent home with a different student each day
.
Assessment
Students will be assessed on their participation in the post-visit activity as well as responsibility and how well they organized and presented the information.

Lincoln Landing Measurement
SUBJECTS: Math
GRADE LEVELS: 3-5
STATE STANDARDS: 7.A.3b,
7.B.3, 10.B.2d
Materials Included:
Lincoln Visitor Packet
Worksheet
Various measuring tools such as rulers,
Tape measures, Thermometers
Various objects for students to measure
Various art supplies
Objectives:
The students will be able to measure various objects using different tools .
Warm-up/Discussion
Begin by introducing measurements using various tools. This includes using rulers, yardsticks, tape measures, and thermometers.
Discuss the difference of length, width, and depth.
Review different units of measurements including centimeters, inches, meters, feet, miles, leagues, Celsius, and Fahrenheit.
Demonstrate taking measurements showing the difference between the length, width, and depth. This will show the students how to hold the various tools for measuring and how to read the numbers. The teacher can also demonstrate taking temperature of warm and cold water.
Learning Activities
Allow students to practice taking measurements of various objects in and out of the classroom.
Pass out a worksheet that includes measurements of tables, desks, whiteboards, length and width of file cabinet, and other various objects.
Students use thermometers to measure degrees in Celsius and Fahrenheit of cups filled with hot and cold water.
After one or two days of doing measurements, the class will then visit Lincoln
Landing and will take various measurements at the site. The students will fill out a worksheet with the data they collect. The measurements will include length and width of canal.
With the help of teachers and chaperones, data can be collected about water temperature of the canal. The students can also take measurements of the
Abraham Lincoln statue and compare this to the depth of the canal.
The students will also have the opportunity to see how they measure up to
Lincoln's height.
After the visit, the class can discuss and compare the measurements taken at
Lincoln Landing. The class can discuss how boats would travel through the canal and what size they would need to be.

Teacher can compare Lockport's width of the canal to the width in other locations and explain why.
The students can make a miniature model of the canal using the measurements taken. The students will get the opportunity to test different boat sizes through the model.
Assessment
The teacher can assess the measurement worksheet before the students go to
Lincoln Landing. The teacher can also assess the data collected at Lincoln Landing, and the model the class makes.