Format
1. This program will begin with a review of Jamestown, the first permanent English settlement in North America as well as the STEM concepts of force, motion, and energy.
2. Students will analyze a primary source image to provide background knowledge/review these STEM concepts.
3. We will then discover these STEM concepts by learning about Powhatan, English, and African weaponry (bow and arrows, matchlock muskets).
4. We will conduct a scientific investigation based on weaponry.
5. We will compare the STEM concepts of the past to today and discover the importance for the future.
6. Will will end with a question and answer session.
Objectives
1. Students will identify elements of force, motion, and energy using a primary source image.
2. Students will analyze science concepts such as motion, force, balanced/unbalanced forces, work, simple machines, energy, friction, and gravity using the example of a bow and arrow (Powhatan and African) and an English matchlock musket.
3. Students will plan and conduct a scientific investigation comparing the Powhatan bow and arrow with the English matchlock musket.
4. Students will determine the importance of identifying and exploring these science concepts using examples from the past and present.
Standards Alignment
National Standards
CCSS.ELA-LITERACY.3.RI.7 -- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.3.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.3.SL.1b -- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.3.SL.1c -- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-LITERACY.3.SL.1d -- Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.3.SL.2 -- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.3.SL.3 -- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
CCSS.ELA-LITERACY.4.RI.7 -- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it a
CCSS.ELA-LITERACY.4.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.4.SL.1b -- Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.4.SL.1c -- Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-LITERACY.4.SL.1d -- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.4.SL.2 -- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.4.SL.3 -- Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-LITERACY.5.RI.7 -- Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.5.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.5.SL.1b -- Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.5.SL.1c -- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.5.SL.1d -- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.ELA-LITERACY.5.SL.2 -- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.5.SL.3 -- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CCSS.ELA-LITERACY.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.6-8.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.6-8.RH.7 -- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.6.RI.7 -- Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-LITERACY.6.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.6.SL.1c -- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
CCSS.ELA-LITERACY.6.SL.1d -- Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-LITERACY.6.SL.2 -- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.7.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.7.SL.1c -- Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.7.SL.1d -- Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-LITERACY.7.SL.2 -- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.8.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.8.SL.1c -- Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
CCSS.ELA-LITERACY.8.SL.1d -- Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
CCSS.ELA-LITERACY.8.SL.2 -- Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
ESS3C 3-5 -- Human impacts on Earth systems
PS2A 3-5 -- Forces and motion
PS3A 3-5 -- Definitions of energy
PS3B 3-5 -- Conservation of energy and energy transfer
State Standards
New York
Social Studies
• 5.1 The first humans in the Western Hemisphere modified their physical environment as well as adapted to their environment. Their interactions with their environment led to various innovations and to the development of unique cultures.
• 5.3 Various European powers explored and eventually colonized the Western Hemisphere. This had a profound effect on Native Americans and led to the transatlantic slave trade.
• 5.3b Europeans encountered and interacted with Native Americans in a variety of ways.
• 5.3c The transatlantic trade of goods, movement of people, and spread of ideas and diseases resulted in cultural diffusion. This cultural diffusion became known as the Columbian Exchange which reshaped the lives and influenced the beliefs of people.
Virginia
Science
• 4.1 The student will demonstrate an understanding of scientific and engineering practices by (a) asking questions and defining problems; and (b) planning and carrying out investigations.
• 4.8 The student will investigate and understand that Virginia has important natural resources.
• 5.1 The student will demonstrate an understanding of scientific and engineering practices by (a) asking questions and defining problems; and (b) planning and carrying out investigations.
• 5.2 The student will investigate and understand that energy can take many forms. Key ideas include (a) energy is the ability to do work or to cause change; (b) there are many different forms of energy; (c) energy can be transformed; and (d) energy is conserved.
• 5.3 The student will investigate and understand that there is a relationship between force and energy of moving objects. Key ideas include (a) moving objects have kinetic energy; (b) motion is described by an object’s direction and speed; (c) changes in motion are related to net force and mass; (d) when objects collide, the contact forces transfer energy and can change objects’ motion; and (e) friction is a force that opposes motion.
• 5.7 The student will investigate and understand that matter has properties and interactions. Key ideas include (b) substances can be mixed together without changes in their physical properties; and (c) energy has an effect on the phases of matter.
Virginia
History and Social Studies
- Virginia Studies -
• Skills VS The student will apply history and social science skills to the content by (a) analyzing and interpreting information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams; (b) applying geographic skills to identify and understand geographic features and connections; (c) developing questions, enhancing curiosity, and engaging in critical thinking and analysis; (e) comparing and contrasting people, places, and events; and (f) identifying cause-and-effect relationships to clarify and explain content.
• VS.2 The student will apply history and social science skills to describe the Indigenous nations of Virginia past and present by (d) describing the relationships and interactions of Virginia’s Indigenous People and their environment, circa 1600.
• VS.3 The student will apply history and social science skills to explain the causes and effects of events associated with the first permanent English settlement in North America by (d) d. describing the interactions between the English colonists and the Indigenous people, including the role of the Powhatan in the survival of the colonists.
- United States History to 1865 -
• Skills USI The student will apply history and social science skills to the content by (a) synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understand events in United States history; (b) applying geographic skills to determine patterns and trends of people, places, or events; (c) developing questions, enhancing curiosity, and engaging in critical thinking and analysis; (e) comparing and contrasting historical, cultural, economic, and political perspectives; and (f) determining and explaining cause-and-effect relationships.
• USI.2 The student will apply history and social science skills to describe how early cultures developed throughout North America by (b) locating and explaining where Indigenous people lived prior to the arrival of Europeans, with an emphasis on how the various geographic regions they inhabited influenced their daily lives.
• USI.3 The student will apply history and social science skills to explain European exploration and colonization in North America by (b) describing cultural and economic interactions between Indigenous people and Europeans that led to cooperation and conflict.