From Harbor to Port

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From Harbor to Port (The Story of Seattle and its
Waterways)
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Harbor NOUN 1. A sheltered part of a body of
water deep enough to provide anchorage for
ships. 2. A place of shelter a
refuge. Port NOUN 1. abbr. Pt. a. A place on a
waterway with facilities for loading and
unloading ships. b. A city or town on a waterway
with such facilities. c. The waterfront district
of a city. 2. A place along a coast that gives
ships and boats protection from storms and rough
water a harbor. 3. A port of entry
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Rationale Recently a second grade teacher came
to me with a request for materials to support her
students in preparing for a field trip to
the Port of Seattle. After an extensive search, I
came up with almost no age appropriate
resources. I have developed a unit that make
connections with what they are already learning
about First Peoples (Wampanoags), an NFS Soil
Unit, and Neighborhoods and Communities. This
unit is an attempt to help students develop an
understanding of changes over time, changes in
technology, and changes in the environment.
Using thinking routines such as graphic
organizers, and dispositions such as practice
with cause effect, point of view, and
generating questions students can develop
Intellectual Courage and begin to support their
own ideas.
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Essential Question How has the Port of
Seattle changed over time?
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• Menu
• First People
• Old Seattle
• Seattle Grows
• West Seattle (optional)
• Ships in the Port
• Continue Introduction

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Washington State Standards Geography 2.2 Describ
e the patterns humans make on places and
regions 3.1 Identify and examine peoples
interaction with and impact on the
environment History 1.1 Understand and
analyze historical time and chronology 2.2
Understand how ideas and technological
developments influence people, culture, and
environment Economics 1.2 Understand that the
availability and use of resources influences the
production of goods and services in the
economy.
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Seattle Schools Standards Reading 1.5 use
features of non-fiction text such as titles,
headings, pictures, maps, and charts to
find and understand specific information 2.1
expand comprehension by analyzing, interpreting,
and synthesizing information and
ideas 3.2 read to perform a task such as,
following directions, and solving
problems Writing 1.1 develop concept and
design, develop a topic or theme organize
written thoughts with a clear
beginning, middle, and end use transitional
sentences and phrases to connect
related ideas write coherently and
effectively 2.2 write for different purposes
such as, conveying technical information,
completing a team project, explaining concepts
and procedures
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TASKS INTRODUCTION As a class, go through
Changing City ,by Mueller, sequentially noting
the subtle changes over time. Finally, compare
the first mural with the last to notice the
change over a large span of time. (VISUAL
LITERACY) After viewing First People, have the
class create a K-W-L chart showing what they Know
about the First People in this region, what they
Want to know (question generating) and What they
will Learn to provide themselves with more
information. (A classroom extension or enrichment
activity may entail additional research and
presentation opportunities.) After viewing Old
Seattle and Seattle Grows and in conjunction with
the NSF Soil Unit, recreate working models of a
regrade project similar to those done on Beacon
Hill and Denny. (Refer to Make it work! Geography
found in the LMC). You may wish to do this
outdoors as it is a messy project. (Extension)
Create a model of the Old Duwamish River and
show how it was straightened and deepened to
benefit the Port of Seattle. Note Students at
Cleveland High School wrote and published a book
called Duwamish Diary a fictional account of the
transition told by the river itself.After
viewing Ships in the Port use Inspiration to
create a graphic organizer showing a variety of
boats/ships and their uses. This organizer can
then be imported into PowerPoint to create a
short presentation to be used in the
future. CULMINATING EVENT The class will work
as a group to develop a PowerPoint presentation
bringing us up to date on the Seattle harbor
using digital cameras, sound recorders and other
resources to develop slides that parallel the
introductory PowerPoint making sure to include
narrative to illuminate the illustrations.
Teachers may choose to group students to work on
slides or assign a slide per student. (See
checklist and rubrics for specific criteria.)
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Presentation Rubric Project Title Harbor to
Port Teacher Grosvenor Rubric Number 338527
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Bibliography 1895 Atlas Washington - What did
Washington State look like 100 years ago? Print
state and county maps from 1895 American Indians
of the Pacific Northwest (American Memory,
Library of Congress) Seattle Photos
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Name Laura Grosvenor IMFINERU Occupation
teacher/librarian Wanted for Obstreperous Manne
r
MO Highly Verbal Enthusiastic Flitters Floats
Engages This person is like a moving train. If
spotted, get out of the way.
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