Benchmarks for Culminating Projects – The Last Egret

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Benchmarks for Culminating Projects for The Last Egret

[dropcap3]1[/dropcap3]Research Charlie Pierce online.Create a timeline showing important events in his life. Present to the class. Show why he was a significant person in Florida’s history. [check_list]

  • SS.4.A.1.1 – Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • SS.4.A.9.1 Utilize timelines to sequence key events in Florida history
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.- The student will select a topic for inquiry, refine a predetermined search plan.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]2[/dropcap3]Research one of the famous people listed in the book (Lewis and Clark, Henry Flagler, John James Audubon, Captain Brevard).Make a poster showing how that person or persons were important to Florida’s growth. [check_list]

  • SS.4.A.1.1 – Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]3[/dropcap3]Make a Seminole village and prepare a presentation about it. [check_list]

  • SS.4.A.1.1 – Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports; and

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[dropcap3]4[/dropcap3]Make a village of the Shell people and prepare a presentation about it. [check_list]

  • SS.4.A.1.1 – Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]5[/dropcap3]Research the snowy egret or any one of the other birds mentioned in this book. Include how it is important to Florida’s ecosystem. Create a poster of the bird.

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  • SC4.l.17.4 Recognize ways plants and animals, including humans can impact environment
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]6[/dropcap3]Write a reader’s theater for one of the chapters and perform it with a group. [check_list]

  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.4.1.2 – write a variety of expressive forms (e.g. short story, poetry, skit, song lyrics) that employ figurative language (e.g. simile, metaphor, onomatopoeia, personification) rhythm, dialogue, characterization, plot, and/or appropriate format.

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[dropcap3]7[/dropcap3]Research one of the animals of Florida. Make a diorama showing the habitat. Present to the class giving information about the animal, habitat, adaptations, and other information. [check_list]

  • SC4.l.17.4 Recognize ways plants and animals, including humans can impact environment
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]8[/dropcap3]Research one of the plants native to Florida. Paint, draw, or take a photograph to go with your report. [check_list]

  • SC4.l.17.4 Recognize ways plants and animals, including humans can impact environment
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]9[/dropcap3]Research the Gulf Oil Spill that happened this year. Make a comparison chart to show how it was similar to the hunting of plumes in the 19th century. [check_list]

  • SS.4.A.4.1- Explain the effects of technological advances on Florida.
  • SS .4.A.4.2 – Describe pioneer life in Florida
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]10[/dropcap3]Research the Seminole Wars. Write a critique about the wars. [check_list]

  • SS.4.A.3.10 Identify the causes and effects of the Seminole Wars
  • SS .4.A.4.2 – Describe pioneer life in Florida
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]11[/dropcap3]Research one of the endangered animals of Florida. Write a report about the reason they became endangered and what is being done to save them. [check_list]

  • SS.4.A.4.1- Explain the effects of technological advances on Florida.
  • SC4.l.17.4 Recognize ways plants and animals, including humans can impact environment
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]12[/dropcap3]Pretend you are a reporter. Write questions you would ask Charlie Pierce about his expedition. Then pretend you are Charlie Pierce and answer them. This can be done as partner work. [check_list]

  • SS.4.A.1.1 – Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]13[/dropcap3]Create a food chain or food web of animals in the Everglades. Label them as consumers, producers, omnivores, herbivores, or carnivores. Present the importance of their part of the ecosystem. [check_list]

  • SC.4.L.17.3 – Trace the flow of energy from the Sun as it is transferred along the food chain through the producers and consumers.
  • SC4.l.17.4 Recognize ways plants and animals, including humans can impact environment
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]14[/dropcap3]Research one of the landforms in the story. Make a diagram of the landform and make a presentation. [check_list]

  • SS.4.G.1.1 – Identify physical features of Florida
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]15[/dropcap3]Compare the map of Florida from the story with the map of Florida today. Show how the maps are the same and different. [check_list]

  • SS.4.G.1.1 – Identify physical features of Florida
  • SS.4.G.1.2. – Locate and label cultural features on a Florida map.
  • SS.4.G.1.4 – Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitiude).
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to a continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]16[/dropcap3]Use a map from today to chart the course that Charlie and his friends took. Use the scale on the map to show how many miles they traveled. [check_list]

  • SS.4.G.1.1 – Identify physical features of Florida
  • SS.4.G.1.2. – Locate and label cultural features on a Florida map.
  • SS.4.G.1.4 – Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to a continue building a core foundation of knowledge.
  • LA.4.4.2.4 – write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]17[/dropcap3]17. Write a letter to Charlie Pierce. Persuade him not to go plume hunting. Use information from the present time to show the impact humans have on nature. [check_list]

  • SC4.l.17.4 Recognize ways plants and animals, including humans can impact environment
  • LA.4.4.3.1- write persuasive text (e.g. essay, written communication) that establish and develop a controlling idea, supporting arguments for the validity of the proposed idea with detailed evidence: and
  • LA.4.4.3.2 – include persuasive techniques (e.g. word choice, repetition, emotional appeal).

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[dropcap3]18[/dropcap3]Create a brochure for a trip to the Everglades during pioneer times. Include transportation, food, and accommodations for sleeping. [check_list]

  • SS .4.A.4.2 – Describe pioneer life in Florida
  • LA.4.2.2.5 – The student will select a balance of age and ability appropriate nonfiction materials to read (e.g. biographies and topical areas such as animals, science, and history, based on teacher recommendations, to continue building a core foundation of knowledge.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]19[/dropcap3]Create a poem about The Last Egret. Include the main idea of the story. [check_list]

  • SS .4.A.4.2 – Describe pioneer life in Florida
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.4.1.2 – write a variety of expressive forms (e.g. short story, poetry, skit, song lyrics) that employ figurative language (e.g. simile, metaphor, onomatopoeia, personification) rhythm, dialogue, characterization, plot, and/or appropriate format.

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[dropcap3]20[/dropcap3]Make a game called “The Last Egret Expedition”. Include the journeys, problems, and solutions to the game. [check_list]

  • SS .4.A.4.2 – Describe pioneer life in Florida
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.4.1.2 – write a variety of expressive forms (e.g. short story, poetry, skit, song lyrics) that employ figurative language (e.g. simile, metaphor, onomatopoeia, personification) rhythm, dialogue, characterization, plot,

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[dropcap3]21[/dropcap3]Conduct an experiment using the scientific method to determine the effect of lime juice on three objects. Present the results of your findings. [check_list]

  • SC.4.N.1.1 – raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports;

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[dropcap3]22[/dropcap3]Pretend you are Lillie. Describe how you survived in the wilderness when you left the girl’s school in Palatka until you reached Hypoluxo Island, 250 miles away. Write it as a diary. [check_list]

  • SS .4.A.4.2 – Describe pioneer life in Florida
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports

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[dropcap3]23[/dropcap3]Charlie, Tiger, and Lillie dried the bird meat to eat later. Research how this is done and write a recipe for it. Present the recipe to the class and the results. [check_list]

  • SS .4.A.4.2 – Describe pioneer life in Florida
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports

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[dropcap3]24[/dropcap3]Create a vocabulary book with the words that pertain to the story. Include the following words: hammock, chickee hut, homestead, provision, marshland, and Spanish moss. Use pictures and captions to show the meaning of the words. Bind the book and present it. [check_list]

  • SS .4.A.4.2 – Describe pioneer life in Florida
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports

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[dropcap3]25[/dropcap3]Create a PowerPoint or storyboard presentation to compare the life of a modern day child to that of a pioneer child based on the information charted. [check_list]

  • SS .4.A.4.2 – Describe pioneer life in Florida
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports

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[dropcap3]26[/dropcap3]26. Use materials other than paper and pencil to create a book report about The Last Egret. Present the book report to the class. [check_list]

  • SS .4.A.4.2 – Describe pioneer life in Florida
  • SS.4.A.1.2 – Synthesize information related to Florida history through print and electronic media.
  • LA.4.6.2.3 – The student will communicate information in a report that includes main ideas and relevant details, with visual supports
  • LA.2.3.1.6 – The student will write a book report, review, or critique that identifies the main idea, character(s), setting, sequence of events, conflict, crisis, and resolution.

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