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California, Here I Come! Mountain Regions

Program Overview

Students investigate the ways people interact with the environment. California's Mountain Regions, the Sierra Nevada and the Coastal Ranges, are explored. Sierra Nevada is explored to determine how the physical characteristics of a place, both past and present, can influence the way people live in a region.

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Student Outcomes

Students will: · · · identify the California Mountain and the Coastal Ranges explore the characteristics that make the California Mountain Regions special and unique investigate and discover the effects of the California Gold Rush on the people and the environment

Materials

Pre-Viewing Activity

· · · 2 large index cards for each small group Writing paper Name tags for each member in the California Mountain Region Group from Program #1 Hershey Chocolate Nuggets, or Hershey Kisses, (gold wrapping), or coins Colored circle labels: red, green, and blue or colored paper bracelets- red, green, and blue Handout #1: Journey of the Gold Seekers Handout #2: A Gold Miner's Life Book: Sierra by Diane Siebert/Paintings by Wendell Minor Sandbox - suggestions: local park or box with sand Aluminum pie pans with at least 10 holes in the bottom Coins (mostly pennies- several quarters)

Program Viewing Activity

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Post-Viewing Activity

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California, Here I Come! Mountain Regions

Advance Preparation

Pre-Viewing Activity Activity: California Mountain Experts

· · · · · · Schedule time for students to participate in the PreViewing Activity. Arrange class as a whole group. Provide a chair for each member in the California Mountain Region group at the front of the class. Line up chairs in a panel format. Place a table in front of chairs. Make a name tag for each member of the group and place them on the table so that each student's name is seen.

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Program Viewing Activities

Activity: Travelin' with Angie

· · · Arrange class in small groups. Provide each member writing paper. Students take notes during the "Travelin' with Angie" segment.

YOUR TIME · Assign one member as the recorder for the group. · Students discuss their notes about the California Mountain Ranges and what they have learned. · Recorders add any new information to index cards.

Activity: The Gold Rush Simulation

· Purchase Hershey Nuggets, Hershey kisses, or use coins (in place of candy), pennies, nickels, dimes, quarters. - put several candies or coins in a set of 3 bags - the candies will be used as "gold nuggets" in the simulation Put two desks together to provide seating space for four students. assign the tallest student to sit in a seat assign another student to sit on the left side of the tallest student make no assignments for the other two seats place a bag of candy or coins in the desk of the tallest student in the class

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TEAMS History/Social Science--California, Here I Come!

California, Here I Come! Mountain Regions

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· · ·

push the candy or coins as far back in the desk as possible so that it will not be discovered until needed

Tape a bag of candy or coins in the desk of the person sitting on the left side of the tallest student. Put a large bag of candy or coins. (mostly quarters in the teacher's desk) DLI will give instructions on air and take students through the simulation. - DLI will tell the story of how gold was discovered. As the story is being told, DLI will reveal hidden "gold," in the student's desk, under chair and the teacher's desk. Students will discover the excitement the Gold Miners might have experienced when they discovered gold through this simulation

YOUR TIME · Prior to the Program Viewing, randomly place a colored circle label on each student's hand or a paper bracelet on each student's wrist. · Use three colors: red, blue, and green. · Make a copy of Handout #1: Journey of the Gold Seekers, one per student. YOUR TIME · Make copies of Handout #2: A Gold Miner's Life - students participate in a Tea Party - a Tea Party is a strategy used to help students share and discuss information - provide one fact per person (It is okay for more than one person to have the same fact. Or, add additional facts) - cut facts on handout into strips - place a set of facts in envelopes for all the members in each small group - place envelopes in the center of each small group`s table - DLI will instruct the group recorder to open the envelope and give each member a fact - DLI will begin Tea Party- students walk from person to person sharing and discussing their fact with one another DLI will give instructions for making a TABLEAUX.

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TEAMS History/Social Science--California, Here I Come!

California, Here I Come! Mountain Regions

a TABLEAUX is a "freeze frame" dramatization depicting a scene from a story. Students will work cooperatively to set up a scene from the life of a miner

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Post-Viewing Activities

Activity: Sierra or Mojave- Poetry

· Schedule time for students to participate in this activity.

Activity: California Gold Rush True Stories· Oakland Museum Online- Internet Resource Schedule time for students to participate in this activity.

Activity: Gold Miners- Panning for Gold

· Locate and arrange to use a sandbox or make a sandbox. A simple sandbox can be a large plastic container used for clothing storage. Fill container with sand. Sand can be purchased from a hardware or home improvement store. Scatter coins, mostly pennies and several quarters into sand. Assign each small group time to "pan for gold." (See procedures under Post-Viewing Activities)

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Pre-Viewing Activity

Title: California Mountain Region Experts

Activity: The group assigned to the Mountain Region in Program Viewing #1 will review and lead the discussion on what the class has learned about mountains. They can refer to their index cards for the information.

Procedure:

· · Arrange class as a whole group. Have the "California Mountain Region" group come to the front of the class and sit on chairs. - line the chairs up as though the students are a panel - place a table in front of the group - make a name tag for each "expert" and place them on the table so that each student's name is seen Each "California Mountain Region Expert" shares and elaborates on one thing they have learned about the regions.

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TEAMS History/Social Science--California, Here I Come!

California, Here I Come! Mountain Regions

· · · Encourage discussion and record additional questions. - brainstorm sources that can be used to answer questions Thank each panel member for their expertise. Decide as a whole group what you think is most important, unusual, or interesting about the California Mountain Regions.

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Program Viewing

DLI DLI Welcome and Introduction Activity Travelin' with Angie Overview of the California Mountain Regions. Students include new information they learn about the California Mountain Regions on index cards. YOUR TIME Review notes. Discuss as a whole group what new information you have learned. The format of this program does not allow for live callins. However, have your students respond to the question during this YOUR TIME and listen to compare with other student responses presented on the program. Activity California, Here I Come! The Gold Rush Simulation - Students explore why so many people chose to be Gold Seekers. (See Advanced Preparation) Part 1- Who has the gold? Part 2- Who wants the gold? YOUR TIME Part 3- What sacrifice would you make for gold? - Students explore why so many people chose to be Gold Seekers. The format of this program does not allow for live callins. However, have your students respond to the question during this YOUR TIME and listen to compare with other student responses presented on the program. Heading West YOUR TIME - Students predict and discover the hardships facing the Gold Seekers heading west.

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AP AP

DLI

AP AP AP

DLI AP

TEAMS History/Social Science--California, Here I Come!

California, Here I Come! Mountain Regions

DLI DLI A Gold Miner's Life YOUR TIME - Students explore the daily life of miners. They participate in a "Tea Party" and create a TABLEAUX depicting what they have learned. Have your students respond to the question during this YOUR TIME and listen to compare with other student responses presented on the program.

DLI: Distance Learning Instructor AP: Audience Participation

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Key

Post-Viewing Activities

Title: Sierra or Mojave

Activity: Poetry Students are challenged to memorize one page in the book Sierra or Mojave. The books are beautifully written and illustrated. The author is Diane Siebert and the illustrator is Wendell Minor.

Procedure:

· · · Arrange class as a whole group. Read the book Sierra or Mojave. Discuss the book. - example: What words and images did Ms. Siebert use to describe the Sierra Nevada or Mojave Desert? Have students select their favorite page in the books and memorize. Have a poetry day. - students recite their poem in front of the class

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Title: California Gold Rush-True Stories

Activity: Locating and gathering information through the Internet. Students access the internet to locate the Oakland Museum Online to learn more about the Gold Seekers. They will read true stories and see pictures of people who came to California to seek gold.

Procedure:

· · Schedule time for students to access the Internet to discover more about California Gold Seekers. Arrange class in whole groups or small groups depending on the technology resources you have available.

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TEAMS History/Social Science--California, Here I Come!

California, Here I Come! Mountain Regions

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Demonstrate to students how to locate and gather information from the Oakland Museum Online via the Internet. The address is... http://www.museumca.org - for specific suggestions on how to locate and gather information through the Internet, access TEAMS Home Page at: http://teams.lacoe.edu - click on Internet Search Tools and Internet Support Schedule time for students to share the stories they read about as a whole group.

Title: Gold Seekers-Panning for Gold

Activity: Students participate in a hands-on activity that models how Gold Miners mined for gold.

Procedure:

· · Prepare Activity (See advanced Preparation.) Model how Gold Miners panned for gold. - scoop sand into aluminum pan - shake pan until coins reach the surface - reiterate how difficult this process was for Gold Miners Example: The Gold Miners stood in freezing cold water for hours panning for gold. The water was cold because it was during the spring time miners would pan for gold. The snow on the Sierra mountains were melting at this time, the water ran off from the mountains into the streams where the miners were panning which made the water very cold. See Handout #2: A Gold Miner's Life for more ideas.

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California, Here I Come! Mountain Regions

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Handout #1: Journey of the Gold Seekers

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California, Here I Come! Mountain Regions

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Handout #2: A Gold Miner's Life

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Information

CA-01_03.pdf

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