Arizona STEM

Acceleration Project

The Oregon Trail: A STEM Simulation

The Oregon Trail: A STEM Simulation

​

​

A 6th-8th Grade STEM Lesson

Katrina Darg

5/1/2023

Notes for Teachers

​

• Context: This lesson takes place in a classroom for one or more hours.
• The video is viewed as a whole group.
• Students may be placed in “wagon train” teams or the entire class acts as a wagon train.
• An emphasis on STEM during the activity (math and science).
• Creative ideas and solutions are emphasized when making trail decisions.
• Facilitate student reflection on the importance of trail decisions on the decision outcomes.

​

List of Materials:

​

• Smartboard for video projection
• Teacher laptop for video projection
• Oregon Trail Quick Summary Video: What It Was Like to Be On the Oregon Trail
• Oregon Trail Simulation Guide and Materials (may be purchased from Oregon Trail Simulation (Print and Digital) by History Gal | TPT
• Pencils, erasers for students

Arizona Science Standards

6.L2U3.11: Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems.

​

8.E1U3.8 Construct and support an argument about how human consumption of limited resources impacts the biosphere.

Arizona Math Standards

6.RP.A Understand ratio concepts and use ratio reasoning to solve problems.

​

6.NS.C Apply and extend previous understanding of numbers to the system of rational numbers.

​

6.EE.A Apply and extend previous understanding of arithmetic to algebraic expressions.

​

6.SP.A Develop understanding of statistical variability.

​

7.RP.A Analyze proportional relationships and use them to solve mathematical problems and problems in real-world context.

​

7.NS.A Apply and extend previous understanding of operations with fractions to add, subtract, multiply, and divide rational numbers except division by zero.

​

7.EE.B Solve mathematical problems and problems in real-world context using numerical and algebraic expressions and equations.

​

7.SP.C Investigate chance processes and develop, use and evaluate probability models.

​

8.SP.B Investigate chance processes and develop, use, and evaluate probability models.

​

Arizona History-Social Science

Human-environment interactions are essential aspects of

human life in all societies.

• Examining human population and movement helps individuals understand past, present, and future conditions on Earth’s surface.
• The development of civilizations, societies, cultures, and innovations have influenced history and continue to impact

the modern world.

​

Objective(s):

Today, we will learn what it was like on the Oregon Trail.

​

​

Today, we will learn the importance of trail decisions made on the Oregon Trail from a STEM perspective.

​

​

Today, we will collaborate and communicate effectively with our peers with idea and concept exchanges related to trail decisions with a focus on STEM.

​

​

Agenda (3- 90 minute class periods)

​

Day 1: Introduce the Oregon Trail Simulation through a STEM perspective. Watch video summarizing the Oregon Trail. What It Was Like to Be On the Oregon Trail. Assign Wagon Trains and/or Trail Identities.

​

Day 2: Review Trail Identities. Recap/discuss information from the video, keeping a focus on STEM in terms of the journey and hardships. Introduce the trip budget. With supply list, students will purchase supplies, keeping in mind the budget and the need for money during the journey.

​

Day 3: Simulation day. Students will document their trail decisions on the trail decision worksheet. When making any type of trail decision, all decisions will be made through a STEM perspective. For example, moving further downstream to cross a river safely versus crossing a river in a more dangerous area- consider these options with the concept of STEM areas in mind- likelihoods, ratios, time, weight of wagons, etc. Establish winner (individual and/or wagon train).

​

​

​

Day 1: Introduction and Set-Up

​

Day 1:

1. Introduce the Oregon Trail simulation with a STEM perspective.
2. Watch video summarizing the Oregon Trail. What It Was Like to Be On the Oregon Trail
3. Discuss as a whole group what it was like on the trail, what dangers existed, and what decisions had to be made.
4. Assign “Wagon Trains” if grouping students into “Wagon Train” groupings.
5. If not breaking class into “Wagon Train”, or after groups are broken into “Wagon Trains”, assign Oregon Trail identity: Family Surname, Occupation, number of people in family.

​

Day 2: Preparation

​

Day 2:

1. If class is grouped into “Wagon Trains”, have students convene with their respective “Wagon Train”.
2. Review the information regarding student Oregon Trail identity- Family name, occupation, and number of people in the family.
3. Hand out supply sheet. Recap/revisit information from the video (Day 1), focusing on the importance of choosing supplies based upon what would be needed to complete the Oregon Trail (keep a STEM perspective, such as the ratio of people to food; animals; wagon parts; additional supplies).
4. Introduce a budget ($700 for this activity). Introduce how students must adhere to the budget they have when supplying themselves while also ensuring they have a budget to purchase supplies while on the trail.
5. Have students “purchase supplies” to begin the trail journey.

​

Day 3: Simulation

Day 3:

1. Remind students about trail identities, supplies, trail budget, etc… from days 1 and 2.
2. Pass out Trail Decision worksheet. This worksheet has all of the trail decisions the students will encounter on the Oregon Trail. Students will document their decisions and outcomes on this worksheet.
3. Begin Oregon Trail simulation (PPT projected on smartboard, or whatever technology is available to project).
4. When making any type of trail decision, all decisions will be made through a STEM perspective. For example, moving further downstream to cross a river safely versus crossing a river in a more dangerous area- consider these options with the concept of STEM areas in mind- likelihoods, ratios, time, weight of wagons, how to help wagons cross rivers (e.g. building a makeshift raft with resources available, etc…), etc…
5. Establish winner (individual and/or wagon train) when everyone has concluded their journey (reminder, not every student and/or wagon train may make it to Oregon. Their journey may end much sooner!)

​

​

How do we assess our work?

​

​

• During the Simulation:
• Outcomes of trail decisions (positive or negative)
• Maintaining a budget (underspending, overspending, spending within reason)
• Supplies (too many supplies, running out of supplies, maintaining a reasonable amount of supplies)
• Dependency (needing aid from other wagons?)
• After the Simulation:
• Make it to Oregon? Died on the trail? Was forced to be left behind on trail? (results of decisions made)
• How much money did the individual have left?
• Lose any family members?
• How many supplies were left over?
• How many days delayed due to trail decisions?
• Did anyone in wagon become sick?

​

As a class, we always:

​

We seek feedback.

We analyze trail decision options.

We analyze outcomes of trail decisions.

We evaluate what could have been done different for a positive outcome.

​

​

Differentiation

One way to differentiate in this lesson is to push for diversity of learning abilities in groupings/wagon trains (pair high-low students).

Also, assess student responses (decisions) based upon student skills and abilities, learning plans, and so forth.

Last, adjust required minimums or maximums based upon student needs and learning plans.

​

​

Students can create a presentation deck or use Flip to document their experience and learning throughout the lesson.

Enrichment

Remediation