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Holly Van DykeSocial Studies Unit

Table of Contents

Title Page Number Unit Overview………………………………………………..1

o Introduction……………………………………………………2o State of Michigan Content Standards…………………….……2o Goals (Standards) and Objectives (Learning Targets)………....3o Integrated State of Michigan Content Standard(s)………….....4o Accommodations………………………………………………5o Subject Integration………………………………………….….5o Differentiated Strategies……………………………………….5o Unit Time Span………………………………………………...6o Technology…………………………………………………….8o Affective Domain and Higher Level Thinking…….………….8o Global/Multicultural…………………………………………...8o Classroom Setup…………………………………………….…9o Assessments……………………………………………………9

Standards Based Lesson One: Pre-Assessment and Five Themes of Geography…………………………………………………………….10

Standards Based Lesson Two: Using maps to locate the regions where the American Indians lived…………………………………….….17

Standards Based Lesson Three: Making Connections Between Geography and Culture…………………………………………………25

Standards Based Lesson Four: Native American Adaptations and Modification to the Environment ……………………….….….31

Standards Based Lesson Five: The Life of a Native American………………………………………………………..………...39

Post Assessment…………………………………………………..………...##

Bibliography…………………………………………….………………..….49

Reflective Evaluations………………………………………50o Individual Lesson Reflections….……………………………..50o Entire Unit Reflection…………………………………….…..55

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o Student Evaluations…………………………………………..56

Introduction:

This unit covers all of the Grade Level Content Expectations for fifth grade, under American Indian Life in the Americas (U1.1). The unit describes the life of peoples living in North America before European exploration, through investigations in the five themes of geography. The first lesson focuses on reviewing the five themes of geography and what they entail. The second lesson incorporates the use of videos and maps to locate peoples in the Desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland). During the third lesson the students are given an opportunity to make connections between the geography and culture of the American Indians in these four regions. Literature, reference sheets, and graphic organizers are incorporated into the fourth lesson and are designed to help students further explore how the people living in the Desert Southwest and the Pacific Northwest adapted to and modified their environments. During the last lesson, the students will explore the village life, family life, and other cultural components of the Pacific Northwest, Great Plains, and Eastern Woodlands in order to understand what life was like for each group.

The materials in this unit will be taught using a variety of materials and reference sheets. This unit was written for a classroom in which no social studies text is available, therefore all the materials needed are include with each lesson plan. Students are expected to participate in the construction of all included charts, maps, and organizers in order to develop personal understanding of the material. The lessons expose students to a selection of videos, informational texts, multicultural literature, and multimedia references that are designed to access the range of multiple intelligences. Each lesson can be modified to meet every student’s learning needs.

State of Michigan Content Standard(s)

K1.8 Understand significant concepts, principles, and theories of history, geography, civics, and economics as disciplines.

U1.1 American Indian Life in the Americas- Describe the life of people living in North America before European exploration.

5 – U1.1.1 Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland). (National Geography Standard 1, p. 144)

5 – U1.1.2 Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment. (National Geography Standard 14, p. 171)

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5 – U1.1.3 Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use. (National Geography Standard 11, p. 164, C, E)

Goals (Standards) and Objectives (Learning Targets)

Unit Goals

The learner will know Native American groups in the following four regions in the Unites States: Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands.

The learner will enjoy exploring children’s literature, online maps, and informational text to learn more about Native Americans life.

The learner will understand how Native Americans used the land and resources available to live.

Unit Objectives/Learning Targets

Lesson One:

I can list and explain the five themes of geography.

Lesson Two:

I can locate where the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands lived on a map.

Lesson Three:

I can make connections between the geography and culture of the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions using a graphic organizer.

Lesson Four:

I can make connections between the geography and culture of the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions using a graphic organizer.

I can describe how the American Indians of the Desert Southwest and the Pacific Northwest adapted to and modified their environments.

Lesson Five:

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I can describe the village life, family life, and other cultural components of the Pacific Northwest, Great Plains, and Eastern Woodland American Indians?

Integrated State of Michigan Content Standard(s)

Common Core State Standards for English/Language Arts

CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

CCSS.ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Integrated Unit Targets

I can determine two or more main ideas of a text and explain how they are supported by key details.

I can explain the relationships between two or more ideas, or concepts in a historical text based on specific information in the text.

I can analyze how visual elements contribute to the meaning, tone, or beauty of a text.

I can develop a topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Accommodations

This unit will be taught in an inclusion classroom that contains ESL students. For those students who do not speak English fluently, they will be paired with another student who can translate for them when needed. During one of the lessons, the students will be given the opportunity to select their groups, which will foster discussion between students at all levels. Each lesson has general accommodations that can be made to best fit these students.

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http://www.corestandards.org/ELA-Literacy/W/5/2/b/

http://www.corestandards.org/ELA-Literacy/RL/5/7/

http://www.corestandards.org/ELA-Literacy/RI/5/3/



Subject Integration

Imbedded in the lessons, are a variety of fifth grade English/Language Arts Standards. The unit was designed to incorporate these standards so that the students are able to make cross-curricular connections and see the value in authentic learning practices. The integration of all subjects (especially Language Arts) is critical since we want students to develop a wide range of writing and reading strategies. This unit provides an authentic context for developing writing and reading skills. It is important that our students are able to articulate what they are learning about Native Americans through written expression, as well as construct this understating through the analysis of a variety of texts. When students are encouraged to write about what they know, they are forced to synthesis what they have learned which helps to clarify their understanding.

Differentiated Strategies

In order to meet the needs of all students, a variety of grouping methods are incorporated in the lessons as well as a variety of graphic organizers, visuals, and multimedia resources. Students will work with their elbow partner and table group in every lesson. This arrangement allows for mixed ability levels and therefore a wider range of discussion points. During this time, the students at a higher level of understanding will be able to share this knowledge with lower students and the lower students will learn from their peers. Throughout the entire unit, the students touch on all strands of TAPS grouping. In fact, every lesson students move between total group, alone work, partner practice, and small group discussion. This is a great way to keep students engaged and active in their learning process.

Unit Time Span

The sequence of the unit will proceed in the order that will the lessons are written. The unit begins with a pre-assessment followed by 5 interconnected lessons that help students develop a holistic understanding of how the Native Americans lived, where they lived, and what they valued. As the lessons progress, the students will look at Native American life at a deeper level. Although there are only five lessons, each lesson will take more than one day to complete. Therefore, the unit will take approximately 12 days to complete from pre-assessment to summative assessment. The summative assessment will be given the day after the last lesson is complete.

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October 29Lesson One: I can list and explain

the five themes of geography.

Activities: Pre-assessment Video

http://video.nationalgeographic.com/video/kids/history-kids/native-americans-kids/

(Input #1-11)

Materials: Computer Elmo Pencils Pre-Assessment Offices Pencils Book box (with

books in it)

October 30Lesson One: I can list and explain

the five themes of geography.

Activities: Five Themes of

Geography Chart/Graphic Organizer

Procedure: Five themes of

Think about yesterdays video.

Input #12-36

Materials: Word Cards Five Themes of

Geography blank Reference Sheet

Five Themes of Geography Teacher Copy

October 31Lesson Two: I can locate where

the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands lived on a map.

Activities: Video

http://www.youtube.com/watch?v=9RhPlrgk0-0

Creating A map of the Native American Regions

Input #1-11

Materials: Locating

American Indian Regions

November 6Lesson Two: I can locate where

the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands lived on a map.

Activities: Finish Map of

Native American Regions

Input #12-18

Materials: Locating

American Indian Regions

Locating American Indian Regions Completed

November 7Lesson Three: I can make

connections between the geography and culture of the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions.

November 11Lesson Four: I can make

connections between the geography and culture of the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions.

I can describe how the American

November 12Lesson Four: I can make

connections between the geography and culture of the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern

November 13Lesson Five: I can describe the

village life, family life, and other cultural components of the Pacific Northwest, Great Plains, and Eastern Woodland American Indians.

Activity: Read the

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Activities: Connecting

Back: Making connections Chart

Google maps and Images

Try to do the entire lessonMaterials:

Elmo Pencils Computer Reference

sheets from previous lessons

Blank map of United States

Connecting Back-Sample Complete Chat

Connecting Back

Word Cards

Indians of the Desert Southwest and the Pacific Northwest adapted to and modified their environments.

Activity: Finish anything

from lesson three that wasn’t covered yesterday.

Reading Brother Eagle Sister Sky

Northwest and Southwest Native American Research and Comparison.

Input #1-14

Materials: Brother Eagle,

Sister Sky Comparing

American Indians Assessment

SW Am. Indians Reference Sheet

NW Am. Indians Reference Sheet

Woodlands regions.


Activity: Northwest and

Southwest Native American Research and Comparison.

Input #15-32

Materials: Summarizing

Information-Sample Completed Chart

Word Cards

Ghost Dance Making

connections using videos Activity

Input #1-27

Materials: Book: The

Ghost Dance Three videos Computer Projector Comparing

American Indians

NE Am. Indians Reference Sheet

SE Am. Indians Reference Sheet

November 14Lesson Five: I can describe the

village life, family life, and other cultural components of the Pacific Northwest, Great Plains, and Eastern Woodland American Indians.

November 18Buffer Day (if needed): Finish previous

lesson. This day is set

aside in case any given lesson took longer than expected.

In the case

November 18 or 19

Assessment day:

Activities Post-

assessment Student

reflections

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Activity: Making

connections using videos Activity

Activities: Reading The

Ghost Dance Comparing

American Indians Graphic Organizer

Input #28-40

Materials: Book: The

Ghost Dance Reference

sheets from previous lessons

Three videos Computer Projector Comparing

American Indians

NE Am. Indians Reference Sheet

SE Am. Indians Reference Sheet

where a lesson went over the time allotted, this day is built in to cover the overage.

Materials: Assessment Student

evaluation copies

Technology

Throughout the unit, technology is used in every lesson. All five of the lessons use the document camera and projector in some way. Lessons one, two, and three include videos or maps in the schema activation, while lessons five includes videos within the input. Lesson four does not have any videos used to enhance the content, but children’s literature and other resources are displayed to the class using the document camera. Since technology is present in

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the classroom that the unit was written for, it should be used as much as possible in every lesson to enhance student learning.

Affective Domain and Higher Level Thinking

During the course of the year, the teachers have worked to create a classroom environment that encourage discussion and is a safe place for mistakes. The students have been encouraged to take risks, help peers in need, and support students who make mistakes. The classroom environment is one in which the students praise hard work and jobs well done, as well as help students who are struggling in a positive manner. The lessons were written to connect with students at a variety of levels with a variety of learning styles. Students will receive positive feedback when they demonstrate appropriate understanding and positive guidance when they need more direction. In addition to the attention paid to the affective domain, Blooms higher order thinking skills were considered when writing these lessons. Each lesson requires students to use higher level thinking in order to foster deep knowledge. The chart below shows the thinking level evident in each lesson of the unit.

Knowledge

Comprehension Application Analysis Synthesis Evaluation

Lesson One

X X X X

Lesson Two

X X X X X

Lesson Three

X X X X

Lesson Four

X X X X

Lesson Five

X X X X

Blooms level Lesson ExampleKnowledge 3 Students repeat the direction: What are we going to do first?

What information will we include in our review discussion? Number one? Number two?...”

Comprehension 1 “What did we see in the video that had to do with geography?”Application 2 “Who can show me where the Southwest Corner of the United

States is?”Analysis 5 “If these people were always on the move and there were few

trees, what did they live in?”Synthesis 4 “How are the Native Americans of the Southwest and

Northwest alike and how are they different? Compare and contrast these two groups using a Venn Diagram.

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Evaluation 2 “Which region of the United States is the flattest? Justify your answer.”

Gardener’s Multiple Intelligence

Intelligence Lesson Example/ActivityInterpersonal 4 During this lesson students engage in cooperative learning

through working with a partner, in small groups, and as a whole class to compile and analyze information.

Intrapersonal 5 This lesson provides time for students to think individually and work independently to gather their own ideas and show personal understanding.

Visual 5 During this lesson the students view multiple videos as well as look at pictures from the story “ The Ghost Dance.”

Linguistic 4 Students are given time to talk to their partner and small groups, as well as discuss their connections as a whole class.

Musical 1 There is music incorporated in the video that the students are watching during the anticipatory set.

Kinetic 3 Throughout the lesson the students will be given copies of maps and information sheets to manipulate when working on the connecting back chart. These materials can then be used at a later date for studying purposes.

Logical 2 The students construct a color coded map that indicates where each Native American tribe lived in the United States.

Global/Multicultural

The concepts and strategies used in this unit are ideas that will be applicable in everyday life. Students will be expected to reference pages to research the different Native American in order to learn how each group lived, what they believed, and how they adapter to and modified their environments. Throughout their educational careers, these students will be expected to use these research methods in a variety of subjects and situations. In addition to these research skills, the students will need to identify the important facts and organize them in graphic organizers. The process of organizing material into a more accessible way will help students highlight important facts and synthesize the material. During lessons one through three, the students will also be exposed to many videos, electronic maps, and multimedia resources. As the students progress through life, they will be expected to use technology at an exponential rate. The more exposure they have to what technology has to offer the better. In lessons four and five the students will have access to children’s literature that focuses on Native Americans. It is

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important for students to learn the value in authentic literature. As fifth graders, these texts should be explored at a deeper level and the contents should be discussed so students can realize the depth of knowledge these stories have to offer. Finally, the entire unit focuses on Native American life, which connects to every student within the room. It is important for them to understand how people, with a variety of cultures settled here, specifically the process of change that took place for this to become a free and diverse nation.

Classroom Setup

Our classroom will have a bulletin board that displays a variety of Native American Artifacts. This board will include maps, pictures, information snip-its, and student work. Before the unit begins, I will take the time to compile pictures of Native American art including pottery, totem poles, and drawing. There will also be pictures of what the land looked like during the lives of the Naïve Americans from each region, and the variety of shelters they constructed. This bulletin board will provide a visual reference for topics throughout the unit and will act as a reminder of our studies during other subjects.

Assessments:

Pre-Assessment: Before we dive into the first lesson, students will work individually to complete a pre-assessment. This is the same assessment that will be used at the end of the unit to determine if the students reached their target goals. Once the students have completed the pre-assessment, I will score them and identify the greatest area of need. This pre-assessment will be the initial driving force for my instruction.

Formative: Throughout the unit, every lesson has many opportunities for formal assessment. It is essential that the teacher constantly monitor the students progress and adjust instruction as needed. The use of verbal, non-verbal, and written responses will make it easy for the teacher to gauge where each student is at in terms of understanding.

Summative: The final assessment in this unit will be the same assessment that was given as a pre-assessment. The reason that the summative assessment is the same as the pre-assessment is to be able to see the direct amount of growth. The assessment contains multiple choice, short answer, matching, fill in the blank, and map identification. The students will have seen all of the material numerous times throughout the unit. In addition, the “I can statements” are discussed at the beginning and end of every lesson so that the students are always away of what they should be learning.

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Standards Based Lesson Plan Format

Lesson One (COE Student Teaching)Holly Van Dyke

Lesson: Pre-Assessment and Five Themes of GeographySubject: Social Studies

I. Standards:K1.8 Understand significant concepts, principles, and theories of history, geography, civics, and economics as disciplines.

II. Objective/Benchmark: I can list and explain the five themes of geography.

III. Anticipatory Set:I will tell the students that today we are starting a new unit in social studies on the Native

Americans or American Indians! During this unit, we will be discussing different Native American Groups including peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland). We will look at where the these American Indian groups lived on a map, make connections between the geography and cultures of these groups and describe how the American Indians of the Desert Southwest and the Pacific Northwest adapted to and modified their environments. To start, I have a video that will get you in the Native American spirit!http://video.nationalgeographic.com/video/kids/history-kids/native-americans-kids/

IV. Input:Task Analysis:This will take one whole day and may spill to a second depending on how long the pre-assessment takes:

1. Perform the anticipatory set.2. Now that we have our minds on the American Indians, in order to see what you already

know we are going to take a quick inventory of your knowledge.3. Explain to the students that this “pre-assessment” is for my eyes only, and will not be

graded. However, I want you to do your best because these will help me teach you better. I need to know where to start and where to go from there. Please do you best.

4. Have students put a book to read under their chairs, so when they are done they have something to do.

5. Hand out offices to the students who wish to use them.6. Remind the students that they should keep their eyes on their own paper and try their

best.7. When they are done, they can turn their test over and draw on the back of their test or

read the book under their desks.

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8. Hand out the pre-assessment.9. Give the students time to complete the pre-assessment.10. When every student is done, collect the assessment and the offices.11. Show the video using the projector and computer.12. Explain to the students that it is important to understand some of the vocabulary that we

will encounter during the unit before we begin our students. Therefore, at this time we will review some important vocabulary.

13. Using the ELMO, display word card 15.a. Start by showing the word Geography.

i. Ask the students what the word is.ii. Have the students say the word in unison as a class.

iii. Give students a few seconds to think about what the word means and put their thumbs up when they think they have a definition.

iv. Pick a stick to select a student to share what they think it means.v. Once a definition has been discussed, show the students the definition that

is printed on the word card.14. Ask the students “What did we see in the video that had to do with geography?”15. Pull sticks to hear what students are thinking (check for understanding).16. Think aloud to the students to model the type of answers you are looking for.

a. “Hmm, I saw mountains in the video, that is a geographic feature in the region where the native Americans lived.”

b. What else? Think on your own and then turn and talk to your partner about your ideas

17. Pull sticks or ask volunteers to answer the posed question (share what they discussed with their partner).

18. Once multiple ideas have been shared, use the ELMO, display word card 16.a. Show the students the phrase “Five themes of geography”

i. Ask the students what the phrase is.ii. Have the students say the phrase in unison as a class.

iii. Give students a few seconds to think about what the five phases are.iv. On a scrap piece of paper, have them work in pairs to list as many of the

five themes down as they can.v. Pick a stick to select a student to share one of the five themes.

vi. Keep pulling sticks until all five themes have been listed.vii. Once all five themes have been identified, show the students the list that is

printed on the word card.19. Now that we have discussed these two new vocabulary words, I am going to hand out

those two word cards for you to keep in your social studies folders.20. Give the students time to put these two cards away so they don’t get lost.21. Once every student is showing a listening body, explain to the students that these five

themes will come up a lot in this unit, as well as other social students units throughout the year.

22. Hand out a copy blank of “The Five Themes of Geography Chart” to each student (see attached for a copy of the chart).

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23. Explain the geography and history are closely connected and we will find connections between the groups of people we are about to study and the places in which they lived, so it is important to understand what these themes mean.

24. Discuss what each of the themes mean by having the students work in pairs to complete the chart one theme at a time by writing questions that help us to understand each of the five themes.

25. Model for the students how you want this done. a. Show the blank worksheet on the Elmo.b. So, the first theme you and your partner are going to talk about is location.c. Think aloud, “What do I know about location? Well the question that comes to

mind (point to the questions column) “Where is it?” “What is the location?” (write this question in the questions column.) “What else could I ask about location or do you think that this one question is good enough?”

d. Ask the kids for a response.e. Do you see how I did that?f. I want you all to look at each theme one at a time and devise questions that could

go in the questions column for each. We will start with location.g. I will set a time for 2 minutes and then after the two minutes we will discuss the

first theme.h. When we are done discussing we will move to the next, and the next, and so on

until we are done.i. Call on students to repeat the directions (talk with your partner about the first

theme, after two minutes we will discuss as a class, then we will move to the next theme. Discuss with our partner and then with the class.)

j. Release the students to work in pairs to answer the questions:i. What are the 5 themes of geography?

ii. Explain each theme and give an example of a question that helps to state each theme.

26. This should take no longer than 3-4 minutes per theme. 27. After each 3-4 minute “think and pair” section, call on students (using the sticks) to

explain what they and their partner wrote and discussed for that given theme. “Who can explain one of the 5 themes of geography?

28. Once all five themes have been discussed and all students have the correct questions in the chart, the discussion will be over for the day.

29. Have the students put their charts in their social studies folders.30. Once everything is put away and only a pencil is left on their desks, check for

understanding by passing out a post-it note to use as an exit card.31. Using the Elmo, write the following directions: “Write the five themes of geography.”32. Explain to the students that when they are done they should stick their exit card to the

“Ticket out the Door poster” and then start SSR time at their seats.* Collect the exit cards during recess time and check to see who was following along and engaged in the lesson. For those who did not correctly write the five themes, during social studies work time tomorrow pull those students to the back table for a quick review.

33. Once everyone has returned to their seats have them read the I can statement from this lesson:

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a. “I can list and explain the five themes of geography.”34. Give the students 2 minutes to talk in their groups to list and explain the five themes of

geography. This is how they will see what they remember from the lesson.a. Encourage them to look at all their notes and handouts to do so!

35. Walk around and listen to the groups discussions.36. Tell the students that in our next lesson we will be exploring where the American Indians

of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands lived on a map.

Thinking Levels Knowledge:

o What do I know about location?o What else could I ask about location or do you think that this one question is good

enough? Comprehension:

o What did we see in the video that had to do with geography? Application:

o None in this lesson. Analysis:

o None in this lesson. Synthesis:

o What are the 5 themes of geography? Explain each theme and give an example of a question that helps to state each theme.

Evaluation:o Who can explain one of the 5 themes of geography?

Learning Styles and/or Accommodations: Remediation- For those students who do not speak English fluently, they will be paired

with another student who can translate for them when needed. There will also be students who need to be checked on every 3 minutes are so during individual work time in order to remind them of the directions and keep them focused. The students who cannot list and explain the 5 themes of geography will be pulled to work in a small group, in order to make a foldable that will help them to remember the five themes.

Extensions- For those students who finish any section of the work early, they should write a poem, start a journal from the perspective of an American Indian, draw a picture, or design a visual that will help them understand the material at a deeper level.

Learning Styles: Interpersonal: Cooperative learning through working with a partner and in small groups

to compile and analyze information Intrapersonal: Students will have to time think individually and work independently to

gather their own thoughts and show personal understanding Visual: Throughout the lesson the Elmo, word cards, and video are consulted regularly. Linguistic: Students are given time to talk to their partners and small groups, as well as

discuss their findings with the class as a whole. Musical: There is music incorporated in the video that the students watched during the

anticipatory set.

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Kinetic: The students will be given copies of the word cards and information sheets to cut apart and manipulate when studying.

Logical: The student’s use of a chart to help them remember the five themes of geography and what each topic entails.

Methods/Managing the lesson:1. Instructional Methods: The teacher will present new information and instructions through

telling, explaining, modeling, and showing. Students will learn the material through following these directions, thinking on their own, discussing ideas with a partner, and sharing their ideas with the entire group. During whole group discussion and instruction the students will play the role of listener and speaker.

2. Engagement Strategies: Students will remain focused due to the use of varying engagement methods. Throughout this lesson, students are constantly switching between individual, partner, team, and whole class discussion. Students are also presented with a chart and word cards to help them organize and actively engage in understating the new material

Materials: Computer Projector National geographic video Elmo Pre-Assessment Offices Pencils Book box (with books in it) Word Cards (handout 32 copies) Five Themes of Geography blank Reference Sheet (handout 31 copies) Five Themes of Geography Teacher Copy

V. Modeling: Think aloud to the students to model the type of answers you are looking for.

o “Hmm, I saw mountains in the video, that is a geographic feature in the region where the native Americans lived.”

o What else? Model for the students how you want this done.

o Show the blank worksheet on the Elmo.o So, the first theme you and your partner are going to talk about is location.o Think aloud, “What do I know about location? Well the question that comes to

mind (point to the questions column) is where is it? What is the location? (write this question in the questions column.) What else could I ask about location or do you think that this one question is good enough?

o Ask the kids for a response.o Do you see how I did that?

VI. Checking for Understanding: Pull sticks to hear what students are thinking (check for understanding).

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After each 3-4 minute “think and pair” section, call on students (using the sticks) to explain what the par wrote and discussed for that given theme.

Once everything is put away and only a pencil is left on their desks, check for understanding by passing out a post-it note to use as an exit card.

Collect the exit cards during recess time and check to see who was following along and engaged in the lesson. For those who did not correctly write the five themes, during social studies work time tomorrow pull those students to the back table for a quick review.

VII. Guided Practice:The whole lesson is chucks of guided release. The first activity that involves discussing the video and how it relates to region starts by having the teacher (I do) model how the question should be answered through a think aloud. Once this modeling is complete, the students have an opportunity to think on their own and share their ideas with their elbow partner and then with the class. During this process the teacher is always available for support and can help the students if they have questions are express confusion (we do). During the second activity that involves completing the five themes chart, the teacher introduces the chart and then models (I do) the expectations for filling in the questions column. Once the students have seen and heard what they are suppose to do, they are given time to think about the topics independently and discuss their ideas with their partners. After the students written down their ideas, the teacher facilities a discussion about each topic (we do). Finally, at the end of the lesson the students are given an exit slip and are expected to write down the five themes individually with no help from their peers or the teacher (you do).

VIII. Independent Practice:The students are given many opportunities to think independently and share their personal ideas throughout the lesson. During each think-pair-share (five themes chart) the students will be encourage to remember as much as they can from fourth grade, as well as from things they have seen or read about in the past. The exit card that they fill in at the end of the lesson is also to be done individually. This is the only way that I will be able to check-in on each students personal understanding. The students will be given more independent work time in future lessons when new material is introduced. Since there was no new material included in this lesson, that is it was all review, little independent practice time was incorporated.

IX. Closure:Students will fill out the exit card independently. This informal assessment will then be turned in on the “ticket out the door” chart and will be looked at when I have free time. Once every exit slip is turned in, we will discuss the learning target for the day. By ending the lesson with the I can statement and discussion of the material, the students are able to re-identify what they should have just learned and discuss these new concepts with their partner. This also acts as review for the lesson. Finally, I will explain to the students what we will be leaning next. Upon telling them about the Native American group(s) we will explore next, and will encourage them to look for the five themes in each lesson of the unit.

X. Assessment:There will be no form of summative assessment during this lesson. The teacher will only use formative assessment by checking individual work (pre-assessment, five themes chart, and

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exit card) and listening to student’s responses during the lesson, guided practice, and closure times.

XI. Reflection:

Did the students reach the target goals?

Were the students engaged in each task?

Did the pay attention to the video during the anticipatory set?

What do the results from the pre-assessment look like? How did they do?

Using the pre-assessment, what target(s) will need the most attention?

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Standards Based Lesson Plan FormatLesson Two (COE Student Teaching)

Holly Van Dyke

Lesson: Using maps to locate the regions where the American Indians lived.Subject: Social Studies

I. Standards:5 – U1.1.1 Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland). (National Geography Standard 1, p. 144)

II. Objective/Benchmark: I can locate where the American Indians of the Desert Southwest, Pacific Northwest,

Nomadic Nations of the Great Plains, and Eastern Woodlands lived on a map.

III. Anticipatory Set:Tell the students that we will be discussing the different regions of the United States

where the Desert Southwest, Pacific Northwest, Great Plains, and Eastern Woodland peoples use to live. Before we begin, I want to turn and talk to your partner about the different landforms that you know can be found in the united states. Once the students have had a few minutes to talk tell them that we are going to watch a quick video to get them thinking more about the geography of the United States and how different the land is in different regions (activate schema).


IV. Input:Task Analysis:

1. Perform the participatory set.2. Let the students discuss the landforms that can be found in the United States3. Show the video.4. Now that we are thinking about geography, using the ELMO, display word card 17.

a. Show the students the word region.i. Ask the students what the word is.

ii. Have the students say the word in unison as a class.iii. Ask “What does the word geography men?” Give students a few seconds

to think about what the word means and put their thumbs up when they think they have a definition.

iv. Pick a stick to select a student to share what they think it means.v. Once a definition has been discussed, show the students the definition that

is printed on the word card.5. Explain to the students that the American Indians that we will be studying in this unit

lived in a few distinct regions.6. Hand out a blank copy of the map labeled “Locating American Indian Regions”

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7. Remind the students that the papers we are receiving today and throughout the unit are going to help us learn throughout the unit, so we need to be doing our best work and make sure they end up in our social studies folders right when we are done. We do not want to lose them! (We do not have a Social Studies text, so the papers I hand out will act as the reference sheets.)

8. Display a blank copy of the map on the Elmo.9. Model for the students how to color in their blank map indicating where the Pacific

Northwest, Desert Southwest, Great Plains, and Eastern Woodlands peoples lived respectively.

a. Starting with the Pacific Northwest.i. Who can tell me where the Pacific Ocean is on this map? (ask for a raise

of hands).ii. (Call on volunteers) Who can locate the Pacific Ocean on this map?

iii. Once the Pacific has been located, have students discuss where the Northwest corner of the United States.

iv. Have students point to the Northwest corner of the United States (walk around and check for understanding: where are the students pointing?)

v. Once everyone is pointing to the Northwest corner of the United States, show the students the region where the Pacific Northwest Indians lived by coloring in the region using a blue crayon or marker.

b. Desert Southwest,i. Who can show me the Southwest “corner” of the United States on this

map?ii. (Ask for a show of hands) Who can locate the Southwest “corner” of this

map of the United States? Have the student(s) walk up to the screen to do so.

iii. Once the Southwest “corner” of the United States has been located, have students discuss where why this region would be called the Desert Southwest with their elbow partner. Ask the students “Where do you think the hottest region of the United States is?”

iv. Pull sticks to have students share what they talked about with their partner.v. Once everyone understands that this corner of the U.S. is referred to as the

desert southwest because of its hot and dry climate, show the students the region where the Desert Southwest Indians lived by coloring in the region using a yellow crayon or marker.

c. Great Plainsi. Think aloud: “Well I know that The Great Plains is a large flat area of

land.” Who can show me where the flattest part of the United States is?ii. To answer this question we will use the four corners of the room. Number

the corners of the room.iii. If you think the flattest part of the U.S is up here by Mane and Michigan

(using a pencil lightly box in the Northeast) then go to corner one.iv. If you think the flattest part of the U.S. is down here by Florida and

Tennessee (using a pencil lightly box in the Southeast) then go to corner two.

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v. If you think the flattest part of the U.S. is in the middle by Kansas and North Dakota (using a pencil lightly box in the Great Plains Region) then go to corner three.

vi. If you think the flattest part of the U.S. is over here by Colorado and Idaho (using a pencil lightly box in the region between the Desert Southwest and the Pacific Northwest) then go to corner four.

vii. Model what two choices would look like: “So if I think the flattest part of the US is found in region one is the Great Plains I would walk over here….”

viii. Give the students time to think and identify which corner they think is correct (which region makes the most sense based on its geography), and then allow them to pick a location in the room by prompting them: “Show me where the flattest region of the United States is on the map.”

ix. Ask each corner: “What region do you think is the flattest? Justify your answer with examples.”

x. Tell the students that corner three is correct. It is in this region that the land is very flat and is sometimes referred to as The Great Plains Region.

xi. Have the students go back to their seatsxii. Once everyone is back at their seat, show the students the region where the

Great Plains Indians lived by coloring in the region using a brown crayon or marker.

d. Eastern Woodland Indiansi. Ask the students to point to the East coast of the United States.

ii. Point to the East coast the map that is on the Elmo.iii. Have partners check to see if their buddy is pointing to the correct placeiv. Now that we know where the Eastern Part of the United States is, talk in

your groups to identify why this region would be called the Eastern Woodlands

v. Select a student from each group explain what they talked about in their groups.

vi. Once everyone understands that the East Coast is referred to as the Eastern Woodland Region because there are many forests, show the students the region where the Eastern Woodlands Indians lived by coloring in the region using a green crayon or marker.

vii. Tell them that these American Indians can also be referred to as the peoples east of the Mississippi River because that is where their region starts. Point to the map: see this is the Mississippi river and the green region is east of the Mississippi.

10. Have the students put this map aside. 11. Use the Elmo to show word card 18.

a. Show the students the word culturei. Ask the students what the word is.

ii. Have the students say the word in unison as a class.iii. Give students a few seconds to think about what the word means and put

their thumbs up when they think they have a definition.iv. Pick a stick to select a student to tell what they think it means.

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v. Once a definition has been discussed, show the students the definition that is printed on the word card.

12. Hand out these two new word cards for the students to keep in their binders for studying and reference.


a. “I can locate where the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands lived on a map.”

14. Give the students 10 minutes to talk in their groups and locate where the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands lived on a map.

15. This is how they will see what they remember from the lesson.a. Encourage them to look at all their notes and handouts to do so!

16. Walk around and listen to the groups discussions.17. At this time the students should file their maps and word cards.18. Tell the students that where people live often affects how people live! There is a

connecting between geography and culture. Tomorrow we will begin to explore these connections in detail. We will use the maps we created today and some of the information regarding the geography that we discussed to take a closure look at each groups culture and how it connects the region in which they lived.


o What does the word geography men?o Who can tell me where the Pacific Ocean is on this map?o Where do you think the hottest region of the United States is?

Comprehension:o Who can locate the Pacific Ocean on this map?o Who can locate the Southwest “corner” of this map of the United States?o Who can show me where the flattest part of the United States is?

Application:o Show me where the flattest region of the United States is on the map. (This is a

question.) Analysis:

o None in this lesson Synthesis:

o What do you think the word culture means? Evaluation:

o What region do you think is the flattest? Justify your answer with examples.


with another student who can translate for them when needed. There will also be students who need to be checked on every 3 minutes are so during individual work time in order to remind them of the directions and keep them focused.

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Extensions- The students who know a lot about the geography of the United States will be able to share this information with others and act as a teacher in their group. They will have time to teach their group what they know during group discussion time.


to compile and analyze information. Intrapersonal: Students will have to time think individually and work independently to

gather their own thoughts and show personal understanding. Visual: Throughout the lesson the Elmo, word cards, and maps are consulted regularly. Linguistic: Students are given time to talk to their partners and small groups, as well as

discuss their findings with the class as a whole. Musical: None Kinetic: The students will be given copies of the word cards and information sheets to cut

apart and manipulate when studying. Logical: The regions are color coded for easy identification.

Methods/Managing the lesson:

3. Instructional Methods: The teacher will present new information and instructions through telling, explaining, modeling, and showing. Students will learn the material through following these directions, thinking in their own, discussing ideas with a partner, movement around the room, and sharing their ideas with the entire group. During whole group discussion and instruction the students will play the role of listener and speaker.

4. Engagement Strategies: Students will remain focused due to the use of varying engagement methods. Throughout this lesson, students are constantly switching between individual, partner, team, and whole class discussion. Students are also presented with word cards and maps to help them organize and actively engage in understating the new material.

Materials: Elmo Video Pencils Crayons or markers Locating American Indian Regions (wksh 31 copies) Locating American Indian Regions Completed (wksh 1 copy)

V. Modeling: Model for the students how to color in their blank map indicating where the Pacific

Northwest, Desert Southwest, Great Plains, and Eastern Woodlands peoples lived respectively.

Think aloud: “Well I know that The Great Plains is a large flat area of land.” So, who can show me where the flattest part of the United States is?

Model what two choices would look like: “So if I think the flattest part of the US is found in region one is the Great Plains I would walk over here….”

VI. Checking for Understanding:

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Give students a few seconds to think about what the word means and put their thumbs up when they think they have a definition.

Pick a stick to select a student to share what they think it means. Call on volunteers to locate the Pacific Ocean on the map. Have students point to the Northwest corner of the United States (walk around and

check for understanding: where are the students pointing?) Pull sticks to have students share what they talked about with their partner. Give the students time to think and identify which corner they think is correct (which

region makes the most sense based on its geography), and then allow them to pick a location in the room.

Select a student from each group explain what they talked about in their groups. Give students a few seconds to think about what the word means and put their thumbs

up when they think they have a definition. Pick a stick to select a student to tell what they think it means.

VII. Guided Practice:The whole lesson is chucks of guided release. Each word card brings about a new section of I do, we do, you do. During the discussion on region, the teacher starts by presenting the name of the Native American group, and then breaking down their title into identifiable chunks. Then, through questioning and collaboration, they students work with the teacher to locate each region on a map. During this section of the lesson, the only “I do” portions are when the students color in each geographic region and are asked to select a corner in the room. When the second word card is introduced, the teacher shows the students the word card and then guides them (we do) to an understanding. There is not a “you do” portion in this activity.

VIII. Independent Practice:The students are given many opportunities to think independently and share their personal ideas throughout the lesson. During each think-pair-share the students will be encourage to remember as much as they can from fourth grade, as well as from things they have seen or read about in the past. During the activity where the students are asked to move to an area in the room to identify which region makes the most sense based on its geography, they are expected to work alone so that I can see what each student knows. This is the only way that I will be able to check-in on each student’s personal understanding.

IX. Closure:Students will receive the word cards that were discussed during the lesson to keep in their binders and will be expected to add the map we created to their resources. Since there is no textbook, these self-created materials will be crucial for understanding the material. Once the word cards are handed out, we will discuss the learning target for the day. By ending the lesson with the I can statement and discussion of the material, the students are able to re-identify what they should have just learned and discuss these new concepts with their partner. This also acts as review for the lesson. The lesson then ends with a glimpse of what will be learned tomorrow. At this point, the students will be able to begin thinking about what they have just learned and will them to think about potential connections between region and culture.

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X Assessment:There will be no form of summative assessment during this lesson. The teacher will only use formative assessment by checking individual work (when the students point to different areas of the map and the four corners activity) and listening to student’s responses during the lesson, guided practice, and closure times.

XI Reflection: Did the students reach the target goals?


Did the pay attention to the video during the anticipatory set?

Did the students know what a region is? Should more exploration of this vocabulary word be included in the lesson?

Did the students know what culture is? Should more exploration of this vocabulary word be included in the lesson?

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Standards Based Lesson Plan FormatLesson Three (COE Student Teaching)

Holly Van Dyke

Lesson: Making Connections Between Geography and CultureSubject: Social Studies

I. Standards:U1.1 American Indian Life in the Americas: Describe the life of people living in North America before European exploration.



CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


II. Objective/Benchmark: I can make connections between the geography and culture of the American Indians of

the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions.

Integrated Unit Objectives I can determine two or more main ideas of a text and explain how they are supported by

key details. I can explain the relationships between two or more ideas, or concepts in a historical text

based on specific information in the text. I can develop a topic with facts, definitions, concrete details, quotations, or other

information and examples related to the topic.

III. Anticipatory Set:I will tell the students that today we will look at the climate, landforms, bodies of water,

vegetation, and other geographic information in the southwest and northwest regions. To do so, we will be using Google Maps and Google Images to look at a variety of climate and elevation maps to learn more about the geography of the United States. Hand the students a blank map of the U.S. to take notes on. This will give them a method for keeping track of their observations.

IV. Input:

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Task Analysis:1. Perform the anticipatory set.2. Hand out blank maps.3. Show students a variety of maps and have them share their observations as a whole

group. (They should be encouraged to take notes on the empty map that is handed out.)4. Have students get out their “Locating American Indian Regions” map.5. Model for the students how you would like them to review the regions and answer the

question “What do you observe about the geography on this map?”:a. Tell the students that when you say the magic word of the day, they should work

with their elbow partner to review the regions.b. During this discussion they should be sure to talk about (write these ideas using

the Elmo as you talk OR have the list already made):i. The name of the Native American Group.

ii. Point to the region on the map and mention what color that region is colored.

iii. What does the land look like in each region?iv. What the climate might be like based on what you have learned in the

past, or heard about from others, on TV, or in books?v. What predictions do you have about the way in which these people lived?

c. Have the students repeat the directions by asking them “What are we going to do? (turn and talk to you partner). What information will we include in our review discussion? Number one? (The name of the….) Number two? ( point to the region..) Number three? And so on…

d. Give the students 5 minutes to talk with their partner and review the regions.e. Circulate as the students talk and provide any support that is needed.f. Bring the class back together and pull 3 sticks to check for understanding and on

task discussions.6. Explain to the students that because these four American Indian groups lived in four

different regions, we are going to see that their cultures we also different.7. Show the students the large classroom map of North America.8. Ask the students to look at the map and think about what they learned in fourth grade and

in the discussion that just took place about the Southwest (point on map) and Northwest (point on map).

9. Now that we have a map in front of us, is there anything else that you could add to your discussion? Is there anything you left out that you now remember?

a. Model an example: “Hmm, oh yeah! I know that it is hot and dry over here (point to where Arizona is) because last summer I went to Las Vegas and it was super hot and dry. So, I am thinking that the Southwest region could be classified as a desert.”

b. Give the students 2 more minutes to look at the map and add to their discussion new observations and connections, now that they can refer to a map.

c. Bring the students back together and pull 2 more sticks to hear new observations and connections.

10. Hand out the chart labeled “Connecting Back”11. Model for the students how you would like them to fill out the chart. They should have at

least one bullet point in each box!:

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a. Use a pencil to fill in the chart in case you have to make changes when we discuss the chart as a whole class.

b. Look at the map on the board for information regarding the geography of each region.

c. Write your observations in the chart under the sections that make sense.d. Think aloud “Hmm, I know that it is really rainy in Washington state with fairly

mild temperatures. So, I am going to write mild and wet in the Climate box for the Northwest.”

e. Call on a student for one or two more observations.f. Review the directions with the group.

12. Give the students time to work in pairs to fill in the chart. Encourage them to examine the map and discuss anything that they can remember from what they have learned in the past.

13. Set a timer for 8 minutes.14. Bring the class back together and assign each team a row to focus on (climate, landforms,

bodies, of water, vegetation, and other geographic information.15. Have the students collaborate with their table groups to fill in any information they might

be missing in their category and to check if what they have matches what others have.16. Set a timer for 5 minutes.17. Open the discussion to the whole group. Display a blank copy of the chart on the Elmo.

Select one “expert” group at a time to help you fill in each row. 18. Remind the students that as we talk, they should be filling in any information they

missed.19. Once the team has had a chance to talk about their topic, open the discussion to the whole

class. Ask if anyone else had more information.20. Continue this sharing until the whole chart is filled in (refer to teacher copy for a

complete list of information).21. Now that the chart is filled in, have the students compare the two regions by answering

the following questions in the form of 3 Musketeers:a. What geographic challenges do you think American Indians living in each region

had to face? (Think aloud of one challenge/make a connection: I know that there were mountains and canyons in the southwest. I wonder how the groups lived on these landforms? Or did they avoid them?)

b. In what ways do you predict the cultures of the two regions were different? Justify your answer? (Think aloud of one challenge/make a connection. The Southwest is dry and the Northwest is wet. I bet that influenced their crops and shelters.)


a. “I can make connections between the geography and culture of the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions.”

23. Give the students 10 minutes to talk in their groups and make connections between the geography and culture of the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions. This is how they will see what they remember from the lesson.

a. Encourage them to look at all their notes and handouts to do so!

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24. Walk around and listen to the groups discussions.


o What are we going to do? (turn and talk to you partner). What information will we include in our review discussion? Number one? (The name of the….) Number two? ( point to the region..) Number three? And so on…

Comprehension:o What do you observe about the geography on this map?o What does the land look like in each region?

Application:o None in this lesson.

Analysis:o What geographic challenges do you think American Indians living in each region

had to face? Synthesis:

o None in this lesson. Evaluation:

o What predictions do you have about the way in which these people lived?


with another student who can translate for them when needed. There will also be students who need to be checked on every 3 minutes are so during individual work time in order to remind them of the directions and keep them focused. These students should try to have one bullet points in each box, and I will come by to help them so that this is a reality! I will check to see that these students are trying and participating in discussions.

Extensions- For those students who finish any section of the work early, they should write a poem, start a journal from the perspective of an American Indian, draw a picture, or design a visual that will help them understand the material at a deeper level. These students should have more than two bullet points in each box! I will check to see that they have made these observations.


to compile and analyze information Intrapersonal: Students will have to time think individually and work independently to

gather their own thoughts and show personal understanding Visual: Throughout the lesson the Elmo, maps, and reference sheets are consulted

regularly. Linguistic: Students are given time to talk to their partners and small groups, as well as

discuss their findings with the class as a whole. Musical: None Kinetic: The students will be given copies of the maps charts to manipulate when

studying.

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Logical: The use of a chart and map will aid in undemanding the unit in an organized fashion.


telling, explaining, modeling, and showing. Students will learn the material through following these directions, thinking in their own, discussing ideas with a partner, and sharing their ideas with the entire group. During whole group discussion and instruction the students will play the role of listener and speaker.

6. Engagement Strategies: Students will remain focused due to the use of varying engagement methods. Throughout this lesson, students are constantly switching between individual, partner, team, and whole class discussion. Students are also presented with multiple charts and worksheets to help them organize and actively engage in understating the new material

Materials: Elmo Pencils Computer Blank map of United States (wksh 31 copies) Connecting Back-Sample Complete Chat (wksh 1 copy) Connecting Back (wksh 31 copies) Word Cards (handout 32 copies)

V. Modeling: Model for the students how you would like them to review the regions… Model an example: “Hmm, oh yeah! I know that it is hot and dry over here (point to

where Arizona is) because last summer I went to Las Vegas and it was super hot and dry. So, I am thinking that the Southwest region could be classified as a desert.”

Model for the students how you would like them to fill out the chart. They should have at least one bullet point in each box!...

Think aloud “Hmm, I know that it is really rainy in Washington state with fairly mild temperatures. So, I am going to write mild and wet in the Climate box for the Northwest.”

VI. Checking for Understanding: Circulate as the students talk and provide any support that is needed. Bring the class back together and pull 3 sticks to check for understanding and on task

discussions. Give the students 2 more minutes to look at the map and add to their discussion new

observations and connections, now that they can refer to a map. (Circulate) Call on a student for one or two more observations. Open the discussion to the whole group. Display a blank copy of the chart on the

Elmo. Select one “expert” group to help you fill in each row. Now that the chart is filled in, have the students compare the two regions by

answering the following questions in the form of 3 Musketeers. (Circulate)

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VII. Guided Practice:The whole lesson is chucks of guided release. Each main section and new activity starts with me giving directions and pointing out some observations. Then, I model for the students what is expected of them and how they should approach and execute each task (I do). Once my directions have been given, the students work with partners or in small groups to collaborate and discus their ideas to review the regions, and then to fill in the connecting back chart. During these “We do” sections of the lesson, I will be circulating to ask questions and clear up and misconceptions. Finally, at the end of the lesson as a whole, and for sections of time during each activity, the students have the opportunity to show me what they have learned through discussion as a “three musketeer.”

VIII. Independent Practice:The students are given many opportunities to think independently and share their personal ideas throughout the lesson. During each think-pair-share the students will be encourage to remember as much as they can from fourth grade, as well as from things they have seen or read about in the past. The chart that they fill in throughout the lesson is filled out by the individual, but with group support. Therefore, this lesson does not include any strict independent practice.

IX. Closure:Students will have time at the end of the lesson to answer two questions that require higher order thinking skills. Since these questions may be challenging, I have purposely given the students a group of three to collaborate with. At this time, I will encourage students to ask questions and clear up any misconceptions they might have. I will also be circulating and listening in for any incorrect information or confusion. If any misunderstand is sensed on my part, I will pull the class back together and answer the questions as a class. I think that these questions will solidify the information discussed in this lesson and prove a nice stopping point and sense of closure. Once the questions have been discussed as a class, we will discuss the learning target for the day. By ending the lesson with the I can statement and discussion of the material, the students are able to re-identify what they should have just learned and discuss these new concepts with their partner. This also acts as review for the lesson.

X. Assessment:There will be no form of summative assessment during this lesson. The teacher will only use formative assessment by checking individual work (connecting back chart) and listening to student’s responses during the lesson, guided practice, and closure times.

XI. Reflection: Did the students reach the target goals?


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Did the 3 musketeers activity work or where the students just talking to their friends?

Did the students have sufficient knowledge regarding the geography of the United States or is more support need in this lesson?

Was one day enough for this lesson? Or is another day needed to complete all activities?

Do the students need more exposure to the Geography of the United States? That is, did they have enough background knowledge to do the activities or should more teaching be done regarding geography and climate?

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Standards Based Lesson Plan FormatLesson Four (COE Student Teaching)

Holly Van Dyke

Lesson: Native American Adaptations and Modification to the Environment Subject: Social Studies

I. Standards:U1.1 American Indian Life in the Americas: Describe the life of people living in North America before European exploration.

5 – U1.1.2 Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment. (National Geography Standard 14, p. 171)





II. Objective/Benchmark: I can make connections between the geography and culture of the American Indians of

the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions.


Integrated Unit Objectives I can determine two or more main ideas of a text and explain how they are supported by

key details. I can analyze how visual elements contribute to the meaning, tone, or beauty of a text. I can develop a topic with facts, definitions, concrete details, quotations, or other


III. Anticipatory Set:I will tell the students that today we will be doing a little research to better understand

how the Desert Southwest and Pacific Northwest Indians lived. Specifically, we will look at the types of food each group ate, the houses they lived in, the clothing they wore, the art they

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made, and the traditions they carried on. However, before we dive into this research I would like to read you a book titled “Brother Eagle, Sister Sky.” As I read I would like you to think about the story and make predictions about how these Native Americans lived and what they valued.


1. Perform the anticipatory set.2. Ask the students to think about the story and make predictions about how these Native

Americans lived and what they valued. Keep these predictions in your head and see if you were correct during research time later.

3. Now that we have made predictions about how these two groups of people lived, we are going to do some research.

4. Hand out a copy of three reference sheets on Southwest and Pacific Northwest Indians as (copies of these are attached).

5. Have the students work in groups of 2-3 to read through these materials and discuss how these groups are similar and different. Students should work to answer the question, “How are the Southwest and Northwest Indians alike and how are they different? Compare and contrast these groups using a Venn Diagram.”

6. Have the students organize their thinking by constructing a Venn Diagram (Model how to label the Venn Diagram). Both of these can be done on blank paper. (this is NOT optional).

a. Make copies of a Venn Diagram to save time.b. Hand out the blank Venn Diagrams.c. Display one on the Elmo.d. Think Aloud to the students:

i. “Since today we are discussing how the Native American People lived, I think my title will be Native Americans of the West.”

ii. “Above the left circle I am going to write Desert Southwest and above the circle on the right I am going to write Pacific Northwest.”

iii. That means this middle section here (point to overlap) will be things these two groups have in common.”

iv. “Now that I have my graphic organizer ready, I can start reading my materials.”

v. “It is Important to read all three pages before I start writing! Good readers read all the text first, and then go back and look for connections.”

e. Give the students directions for what to do in their groups of 2-3:i. Label the Venn Diagram just like mine.

ii. Read all three reference sheets as a group.iii. Go back through the readings and look for similarities and differences

between the Native Americans in each region.iv. Write these connections in the correct location on the Venn Diagram.v. When you are done, check your work!

f. Have the students repeat the directions one step at a time.7. Set the timer for 15 minutes and allow the students to work. Circulate to answer questions

and push thinking through questioning.

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8. Spot check the students work by pulling sticks to fill out a diagram as a class using the Elmo. This will allow the students to share what they discussed with the whole class. Ask the students, “How are these groups similar? How are they different?”

9. Using the ELMO display word cards 19 and 20.a. Show the students the phrase “human/environment interaction”

i. Ask the students “What is human/environment interaction?”ii. Have the students say the phrase in unison as a class.

iii. Give students a few seconds to think about what the phrase means and put their thumbs up when they think they have an explanation.

iv. Pick a stick to select a student to explain what the phrase means.v. Once an explanation has been discussed, show the students the definition

that is printed on the word card.b. Show the students the phrase “adapting to the natural environment”

i. Ask the students “What does adapting to the natural environment mean?”ii. Have the students say the phrase in unison as a class.



that is printed on the word card.10. Explain that people adapt their cultures to the environment in which they live.11. Have the students work in pairs to find examples of how people in the two regions

adapted to their environment. That is, they should work to answer the question “What are some examples of how people in these two regions adapted to their environment?”

12. Remind the students that the charts they constructed in step 5 might be very helpful.13. Set the timer for 5 minutes.14. Come back together as a whole class and have each pair share one thing they learned.15. Write these connections on the Elmo using a T-chart, no group should report the same

thing. (once the lesson is done, copy this page and give it to the students as a reference).a. Title: Adapting to Their Environmentsb. Side one: Desert Southwestc. Side two: Pacific Northwest

16. Using the Elmo, display word card 21a. Show the students the phrase “modifying the natural environment”

i. Ask the students what the phrase is.ii. Have the students say the phrase in unison as a class.



that is printed on the word card.17. On another sheet of paper create another T-chart of how each group modified their

natural environment by asking the students if they noticed any environment modifications in their references pages. (once the lesson is done, copy this page on the back of the chart made in step 14 and give it to the students as a reference).

a. Title: Modifying The Natural Environment

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b. Side one: Desert Southwestc. Side two: Pacific Northwest

18. Hand out word cards 15-21 and have students put them in their Social Studies folder so they can reference them whenever they need to.

19. Allow the students time to organize all their new materials, and close their binders.20. Hand out “Comparing American Indians-Assessment”21. Working individually, have the students complete this table. Give the students 8 minutes

to work without any notes.a. Directions: Think back to everything we have talked about today to fill out this

chart. I will give you 8 minutes to work from memory and then I will allow you to look back at your notes for 3 minutes. These three minutes should be used to check your work and add small details. Be sure to tell them to include evidence to support their connections.

b. Be sure to tell them to include evidence to support their connections.c. If you wait to fill everything in during the last 3 minutes you will not finish!d. Model for the students how they should approach each box:

i. Using the labels read what should go in the first box.ii. “Hmm, what do I know about how the Southwest Indians and how they

adapted their environment?”iii. “I remember something about then using clay and stones…”

e. Do your best, this is just for me to see how much you remember and understand.22. Set the timer for 8 minutes.23. Give the students 3 minutes to use their notes to fill in anything they couldn’t remember

on their own. Be sure to tell them to include evidence to support their connections.24. Collect these charts to see what topics might need to be re-taught.25. Display the Sample answers sheet on the ELMO.26. Read the information in each box (one box at a time).27. Have the students raise their hand if they included each piece of information.28. After reading a box, call on volunteers to share any information they included on their

papers that was not on the answer key.29. Once everyone has returned to their seats have them read the I can statements from this

lesson:a. “I can make connections between the geography and culture of the American

Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions.”

b. “I can describe how the American Indians of the Desert Southwest and the Pacific Northwest adapted to and modified their environments.”

30. Give the students 10 minutes to talk in their groups and connections between the geography and culture of the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions. They should also talk about how the American Indians of the Desert Southwest and the Pacific Northwest adapted to and modified their environments This is how they will see what they remember from the lesson.

a. Encourage them to look at all their notes and handouts to do so!31. Walk around and listen to the groups discussions.

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32. Tell the students that we will be looking at the village life, family life, and other cultural components of the Eastern Woodland and Great Plains American Indians. Encourage them to make connections to these groups as they learn more.


o What is human/environment interaction?o What does adapting to the natural environment mean?

Comprehension:o How are these groups similar? How are they different?

Application:o What are some examples of how people in these two regions adapted to their

environment? Analysis:

o None in this lesson. Synthesis:

o How are the Southwest and Northwest Indians alike and how are they different? Compare and contrast these groups using a Venn Diagram.

Evaluation:o None in this lesson.


with another student who can translate for them when needed. There will also be students who need to be checked on every 3 minutes are so during individual work time in order to remind them of the directions and keep them focused. During this lesson the students will be given the opportunity to select their groups which will foster discussion between students at all levels. This style of grouping will benefit those who struggle, for their partners will be able to help them along.

Extensions- For those students who finish any section of the work early, they should write a poem, start a journal from the perspective of an American Indian, draw a picture, or design a visual that will help them understand the material at a deeper level. During this lesson the students will be given the opportunity to select their groups which will foster discussion between students at all levels. This style of grouping will benefit those who have a deep understanding of the material, for they will be able to teach their peers what they know.



gather their own thoughts and show personal understanding. Visual: Throughout the lesson the Elmo, graphic organizers, word cards, and reference

sheets are consulted regularly.

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Linguistic: Students are given time to talk to their partners and small groups, as well as discuss their findings with the class as a whole.

Musical: None Kinetic: The students will be given copies of the word cards and information sheets to cut

apart and manipulate when studying. Logical: The use of a Venn Diagram will aid in undemanding the material at a deeper

level and keep track of any connections made.


telling, explaining, modeling, and showing. Students will learn the material through following these directions, thinking in their own, discussing ideas with a partner, and sharing their ideas with the entire group. During whole group discussion and instruction the students will play the role of listener and speaker.


Materials: Elmo Book: Brother Eagle, Sister Sky Comparing American Indians Assessment (wksh 31 copies) Comparing American Indians Assessment Sample Answers (wksh1 copy) Southwest American Indians Reference Sheet (handout 31 copies) Pacific Northwest American Indians Reference Sheet (handout 31 copies) Summarizing Information-Sample Completed Chart (wksh 31 copies) Word Cards (handout 32 copies)

V. Modeling: Have the students organize their thinking by constructing a Venn Diagram (Model

how to label the Venn Diagram). Both of these can be done on blank paper. (this is NOT optional).

Think Aloud to the students: “Since today we are discussing how the Native American People lived, I think my title will be Native Americans of the West.”…

Model for the students how they should approach each box: Using the labels read what should go in the first box.

i. “Hmm, what do I know about how the Southwest Indians and how they adapted their environment?”

ii. “I remember something about then using clay and stones…”

VI. Checking for Understanding: Set the timer for 15 minutes and allow the students to work. Circulate to answer

questions and push thinking through questioning.

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Spot check the students work by pulling sticks to fill out a diagram as a class using the Elmo. This will allow the students to share what they discussed with the whole class.

Give students a few seconds to think about what the phrase means and put their thumbs up when they think they have an explanation.

Pick a stick to select a student to explain what the phrase means. Come back together as a whole class and have each pair share one thing they learned. On another sheet of paper create another T-chart of how each group modified their

natural environment by asking the students if they noticed any environment modifications in their references pages. (once the lesson is done, copy this page on the back of the chart made in step 14 and give it to the students as a reference).

Collect these charts to see what topics might need to be re-taught.

VII. Guided Practice:The whole lesson is chucks of guided release. Each main section and new activity starts with me giving directions and pointing out main connections. Then, I model for the students what is expected of them and how they should approach and execute each task (I do). The use of the Elmo proved a visual, step-by-step reference; while my think-aloud(s) helped the students better understand how they should be thinking. Once my directions have been given, the students work with partners or in small groups to collaborate and discus their ideas. During this “We do” section of the lesson, I will be circulating to ask questions and clear up and misconceptions. Once the students have had time to work in groups on their Venn Diagrams, they are able to show me what they have learned through whole class discussion. Later in the lesson, after the students have had time to discuss the adaptations and modifications of these people in their groups, the students will have another opportunity to show me what they have learned through filling in each T-chart as a class. Finally, at the end of the lesson as a whole, the students have the opportunity to show me what they have learned through an independent written (informal) assessment.

VIII. Independent Practice:The students are given many opportunities to think independently and share their personal ideas throughout the lesson. During each think-pair-share and group time, the students will be encourage to remember as much as they can from fourth grade, as well as from things they have seen or read about in the past. The chart that they fill in at the end of the lesson is to be done individually! This is the only way that I will be able to check-in on each student’s personal understanding.

IX. Closure:Students will fill out the Comparing American Indians Table, independently and then have time to consult their notes to fill in any gaps in understanding. This informal assessment will then be turned in and then I will go over what should have been included in the chart in front of the entire group. This is a great way to give the students immediate feedback and fill in any gaps in understanding. Once the chart has been discussed as a class, we will discuss the learning target for the day. By ending the lesson with the I can statement and discussion of

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the material, the students are able to re-identify what they should have just learned and discuss these new concepts with their partner. This also acts as review for the lesson. Finally, I will explain to the students what we will be leaning next. Upon telling them about the group of people we will explore next, I will encourage them to pay close attention to the similarities and difference these people have with the Desert Southwest and Pacific Northwest Indians.

X. Assessment:There will be no form of summative assessment during this lesson. The teacher will only use formative assessment by checking individual work (graphic organizers the students created and the chart completed at the end) and listening to student’s responses during the lesson, guided practice, and closure times.

XI. Reflection:

Did the students appear to be actually listening to the reading in the anticipatory set?

Did allowing the students to select their own groups hinder the quality of discussion or enhance it?


Were the students engaged in each activity?

Did the students know what human/environment interaction is? Should more exploration of this vocabulary word be included in the lesson?

Did the students know what it means to adapt to the natural environment? Should more exploration of this vocabulary word be included in the lesson?

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Standards Based Lesson Plan FormatLesson Five (COE Student Teaching)

Holly Van Dyke

Lesson: The Life of a Native AmericanSubject: Social Studies

I. Standards:5 – U1.1.3 Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use. (National Geography Standard 11, p. 164, C, E)





II. Objective/Benchmark: I can describe the village life, family life, and other cultural components of the Pacific

Northwest, Great Plains, and Eastern Woodland American Indians.

Integrated Unit Goals/Standards I can determine two or more main ideas of a text and explain how they are supported by

key details. I can analyze how visual elements contribute to the meaning, tone, or beauty of a text. I can develop a topic with facts, definitions, concrete details, quotations, or other


III. Anticipatory Set:I will tell the students that today we are going to be looking at how the Native Americans

lived their day-to-day lives. We will look at village and family life, their culture, and other important details of their beliefs. Before we get into our discovery, I am going to read you a book called “The Ghost Dance.” As I read, I would like you to pay close attention to how the Native Americans lived. What did they value? How did they see the world? Things like that. Then, once I am done reading, I will call on students to share their observations.


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1. Perform the Anticipatory Set.2. Read the book while the students pay attention to how the Native Americans lived.3. Pull sticks to see what the students observed from the text.4. Tell the students that today we will start by looking at the Eastern Woodland American

Indians.5. Have students get out their “Locating American Indians Region” maps.6. Have the students point to where the Eastern Woodland Indians lived.7. Remind the students that the Native Americans of Michigan were part of the Eastern

Woodland cultural region. Therefore, anything we learn about this group of people will connect to our states history!

8. Explain to the students that today we will read through the reference pages just as we did for the Pacific Northwest and Desert southwest Indians in order to better understand this group of people.

9. Hand out a copy of the Northeast and Southeast Native American Reference sheets to each student.

10. Explain to the students that once they get these reference sheets they should work with a partner to read the text and highlight similarities between the groups in one color and differences between the groups in another color. Students should work to answer the question, “How are the Northeast and Southeast Native Americans alike and how are they different?”

11. Model for the students how to highlight the two reference pages:a. I will work with my shoulder partner (talk to an imaginary partner).b. Tell the students that they should first read through both pages, then go back, and

do the highlighting.c. Fake read through the two sheets, taking turns with imaginary partner.d. “Now that we are done reading, let’s go back and highlight the similarities in

yellow and the differences in orange.”e. Tell the students to use their highlighters and markers to do this.f. Remind them that they should be discussing as well as highlighting.g. Have students retell you the directions by calling on volunteers.h. Release the students to work with a partner to highlight connections between the

texts.i. Set the timer for 15 minutes.

12. Pull the students back together and pull sticks to see what students highlighted in their texts.

13. Use the Elmo and copies of the reference sheets to highlight what the students tell you.a. Similarities: farming, forests, rivers were important, mainly permanent villages.b. Differences: types of houses, climate, length of growing season, language

families.14. Draw student’s attention to how people in this region used resources around them to

make what they needed. Explain that this can sometimes limit the goods people have.15. Ask students how could people in this region get things that they did not have the

resources to make?a. Think aloud: Hmm I wonder if they used the waterways to trade?b. Call on students who have ideas.

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c. Guide students to understand that people traded fir the things they could not make themselves.

i. People in the Great Lakes region used the lakes and waterways of the area as trade routes.

ii. People like the Odawa developed as great traders- moving goods between other groups.

iii. Traders looked for goods that could not be found or made from the resources in their area.

1. Farmers traded crops and goods for meat and furs from hunters.2. People in forest areas traded wood and bark containers for copper.

16. Explain to the students that we are going to shift our focus a little and look back at the Pacific Northwest Indians. This group of people created some very interesting works of art that acted as signs.

17. Ask the students: What were the tall trees carving called? They were usually found outside of houses and told a story about the family.

18. Call on volunteers to identify the answer as a totem pole.19. Explain to the students that all Native American groups had specific traditions that they

followed, and the totem pole is the most famous tradition and work of art in the Pacific Northwest.

20. Show the students the short totem pole informational video.http://www.pbslearningmedia.org/resource/echo07.lan.stories.totem/oral-traditions/

21. Notice that the woman in the video said totem poles were a way for the Native Americans to write, remember stories, and represent their families.

22. Explain that people of this time believed that everything was alive and had a purpose. Therefore, when it came time to make a totem pole, the families would use creatures to represent their beliefs and histories.

23. Let us look at some examples of totem poles made by these people. Show the students the following video.http://www.youtube.com/watch?v=whw6tfNStTM

24. Have students talk with their partner about what they observed in the video.25. Pull stick to hear what groups talked about.26. Explain to the students that the Northwest Native Americans would carve these totem

poles and then put them outside their houses. They acted like signs to tell people about their family.

27. Have students repeat, “Northwest Native Americans would carve these totem poles and then put them outside their houses. They acted like signs to tell people about their family,” in small chunks.

28. Tell the students that last Native American group we are going to briefly talk about is the Great Plains Indians.

29. Remind the students that these people lived in the plains so there were very few trees and they had to move often to find food.

30. Ask the students: If these people were always on the move and there were very few trees, what did they live in? You cannot just build a new house everywhere you go, and you cannot just pick up a wood house!

31. Have the students do a think pair share to come up with the fact that pains Indians lived in teepees.

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http://www.youtube.com/watch?v=whw6tfNStTM

http://www.pbslearningmedia.org/resource/echo07.lan.stories.totem/oral-traditions/


32. In order to learn more about the Great Plains peoples we will watch a short video. As you watch, I want you to pay close attention to how these people used buffalo to live. How did they make their teepees?

33. Pass out a sticky note to each student. Tell the students that as they watch they should answer these two questions on the post-it and stick it to the ticket out the door after the lesson.

34. Post these two questions on the Elmo:a. How these people used buffalo to live. b. How did they make their teepees?

35. Show the video:http://www.youtube.com/watch?v=kBxsVlAxCjg

36. Give the students time to write their answers when the video is done.37. Once all the exit cards have been handed in, call on volunteers to share what they wrote

so everyone can be exposed to the correct responses.38. Once everyone has returned to their seats have them read the I can statement from this

lesson:a. “I can describe the village life, family life, and other cultural components of the

Pacific Northwest, Great Plains, and Eastern Woodland American Indians.”39. Give the students 10 minutes to talk in their groups and describe the village life, family

life, and other cultural components of the Pacific Northwest, Great Plains, and Eastern Woodland American Indians. This is how they will see what they remember from the lesson.

a. Encourage them to look at all their notes and handouts to do so!40. Walk around and listen to the groups discussions.


o Where did the Eastern Woodland Indians live?o What were the tall trees carving called?

Comprehension:o How are the Northeast and Southeast Native Americans alike and how are they

different?o How do these people use buffalo to live? o How did they make their teepees?

Application:o How could people in this region get things that they did not have the resources to

make? Analysis:

o If these people were always on the move and there were very few trees, what did they live in?

Synthesis:o None in this lesson.

Evaluation:o None in this lesson.

Learning Styles and/or Accommodations:

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http://www.youtube.com/watch?v=kBxsVlAxCjg


Remediation- For those students who do not speak English fluently, they will be paired with another student who can translate for them when needed. There will also be students who need to be checked on every 3 minutes are so during individual work time in order to remind them of the directions and keep them focused. During this lesson, the students will be given the opportunity to work in their table groups, which will foster discussion between students at all levels. This style of grouping will benefit those who struggle, for their partners will be able to help them along.

Extensions- For those students who finish any section of the work early, they should write a poem, start a journal from the perspective of an American Indian, draw a picture, or design a visual that will help them understand the material at a deeper level. During this lesson, the students will be given the opportunity to work in their table groups, which will foster discussion between students at all levels. This style of grouping will benefit those who have a deep understanding of the material, for they will be able to teach their peers what they know.



gather their own thoughts and show personal understanding. Visual: Throughout the lesson the Elmo, video, word cards, and reference sheets are

consulted regularly. Linguistic: Students are given time to talk to their partners and small groups, as well as

discuss their findings with the class as a whole. Musical: The second video on totem poles is set to a Native American song. Kinetic: The students will be given copies of the word cards and information sheets to cut

apart and manipulate when studying. Logical: The use of reference sheets and videos will aid in undemanding the unit in a

concrete fashion.


telling, explaining, modeling, and showing. Students will learn the material through following these directions, thinking in their own, discussing ideas with a partner, and sharing their ideas with the entire group. During whole group discussion and instruction, the students will play the role of listener and speaker.


Materials: Elmo Book: The Ghost Dance Three videos

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Computer Projector Comparing American Indians Assessment (wksh 31 copies) Comparing American Indians Assessment Sample Answers (wksh1 copy) Northeast American Indians Reference Sheet (handout 31 copies) Southeast American Indians Reference Sheet (handout 31 copies) Locating American Indian Regions (wksh 31 copies) Locating American Indian Regions Completed (wksh 1 copy)

V. Modeling: Model for the students how to highlight the two reference pages:

a. I will work with my shoulder partner (talk to an imaginary partner).b. Tell the students that they should first read through both pages, then go back, and

do the highlighting.c. Fake read through the two sheets, taking turns with imaginary partner.d. “Now that we are done reading, let’s go back and highlight the similarities in

yellow and the differences in orange.”e. Tell the students to use their highlighters and markers to do this.f. Remind them that they should be discussing as well as highlighting.g. Have students retell you the directions by calling on volunteers.h. Release the students to work with a partner to highlight connections between the

texts.i. Set the timer for 15 minutes.

Ask students how could people in this region get things that they did not have the resources to make?

j. Think aloud: Hmm I wonder if they used the waterways to trade?k. Call on students who have ideas.l. Guide students to understand that people traded fir the things they could not make

themselves.i. People in the Great Lakes region used the lakes and waterways of the area

as trade routes.ii. People like the Odawa developed as great traders- moving goods between

other groups.iii. Traders looked for goods that could not be found or made from the

resources in their area.1. Farmers traded crops and goods for meat and furs from hunters.

Ask the students: If these people were always on the move and there were very few trees, what did they live in? You cannot just build a new house everywhere you go, and you cannot just pick up a wood house!

VI. Checking for Understanding: Have the students point to where the Eastern Woodland Indians lived. Pull the students back together and pull sticks to see what students highlighted in their

texts. Ask students how could people in this region get things that they did not have the

resources to make?

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Think aloud: Hmm I wonder if they used the waterways to trade? Call on students who have ideas.

Ask the students: What were the tall trees carving called? They were usually found outside of houses and told a story about the family. Call on volunteers to identify the answer as a totem pole.

Pull stick to hear what groups talked about after the totem pole video. Ask the students: If these people were always on the move and there were very few

trees, what did they live in? You can’t just build a new house everywhere you go, and you can’t just pick up a wood house! Have the students do a think pair share to come up with the fact that pains Indians lived in teepees.

Pass out a sticky note to each student. Tell the students that as they watch they should answer these two questions on the post-it and stick it to the ticket out the door after the lesson.

Walk around and listen to the groups discussions during closure (discussing I can statement.)

VII. Guided Practice:The whole lesson is chucks of guided release. Each main section and new activity starts with me giving directions and pointing out main connections. Then, I model for the students what is expected of them and how they should approach and execute each task (I do). The use of the Elmo proved a visual, systematic reference; while my think-aloud(s) helped the students better understand how they should be thinking. Once my directions have been given, the students work with partners or in small groups to collaborate and discus their ideas. During this “We do” section of the lesson, I will be circulating to ask questions and clear up and misconceptions. Once the students have had time to work in groups to highlight similarities and differences, they are able to show me what they have learned through whole class discussion. Later in the lesson, after the students have had time to discuss the similarities and differences totem poles and teepees, the students will have another opportunity to show me what they have learned through discussion and sharing time. Finally, at the end of the lesson as a whole, the students have the opportunity to show me what they have learned through an independent written (informal) assessment (exit card).

VIII. Independent Practice:The students are given many opportunities to think independently and share their personal ideas throughout the lesson. During each think-pair-share and group time, the students will be encourage to remember as much as they can from fourth grade, as well as from things they have seen or read about in the past. The exit card they fill out at the end of the lesson is to be done individually! This is the only way that I will be able to check-in on each student’s personal understanding.

IX. Closure:Students will answer two questions about Plains Indians on an exit card independently in order to express their understanding. This informal assessment will then be turned in and then I will go over what should have been included on the card in front of the entire group.

Page | 47


This is a great way to give the students immediate feedback and fill in any gaps in understanding. Once the questions have been discussed as a class, we will discuss the learning target for the day. By ending the lesson with the I can statement and discussion of the material, the students are able to re-identify what they should have just learned and discuss these new concepts with their partner. This also acts as review for the lesson.

X. Assessment:There will be no form of summative assessment during this lesson. The teacher will only use formative assessment by checking individual work (highlighted reference sheets and the exit card) and listening to student’s responses during the lesson, guided practice, and closure times.

XI. Reflection:

Did the students appear to be actually listening to the reading in the anticipatory set?

Did the students appear to be actually listening to the videos shown?


Were the students engaged in each activity?

Were the reference materials at an appropriate reading level for the students? Could they work through any issues in their groups?

Page | 48


Bibliography

"5 Native Americans of the Plains." YouTube. YouTube, 25 Sept. 2010. Web. 03 Oct. 2013.

"Atlas - Social Studies 5." Atlas - Social Studies 5. N.p., n.d. Web. 03 Oct. 2013.

"Google Images." Google Images. N.p., n.d. Web. 03 Oct. 2013.

McLerran, Alice, and Paul Morin. The Ghost Dance. New York: Clarion, 1995. Print.

"Oral Traditions | English Language Arts and Literacy | Classroom Resources | PBS Learning Media." Oral Traditions | English Language Arts and Literacy | Classroom Resources | PBS Learning Media. N.p., n.d. Web. 03 Oct. 2013.

Seattle, Susan Jeffers, and Atha Tehon. Brother Eagle, Sister Sky: A Message from Chief Seattle. New York: Dial, 1991. Print.

"The United States - Location, Size and Regions." YouTube. YouTube, 08 July 2008. Web. 03 Oct. 2013.

"Totem Poles - Talking Trees." YouTube. YouTube, 17 Oct. 2008. Web. 03 Oct. 2013.

"Video -- Native Americans -- National Geographic." National Geographic. N.p., n.d. Web. 03 Oct. 2013.

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Lesson One Reflection

Did the students reach the target goals? Were the students engaged in each task? Did they pay attention to the video after the pre-assessment? What do the results from the pre-assessment look like? How did they do? Using the pre-assessment, what target(s) will need the most attention?

After teaching this lesson, I do feel that the students reached their target goal. When looking at the student’s pre-assessments, I noticed that no one knew the five themes of geography. After exploring the five themes in this lesson, many of the students were able to recite them shortly after learning them. The activity that involved formulating questions for figuring out each theme appeared to help the students conceptualize what each theme encompassed. This activity helped the students distinguish between each theme and solidified the importance of each. The target of the lesson was to list and explain the five themes of geography and I think all of the students are now able to do so confidently.

Throughout the lesson, I do believe that everyone was engaged in each activity. The most challenging activity in this lesson was definitely the pre-assessment. Many students raised their hands and expressed that they had never seen any of the material before, which is just fine since I have not taught them anything regarding this topic at this point in time. Some of the students experienced test anxiety even after I told them that this score would never appear in the grade book, it was just a tool to help me figure out what I need to teach them. Once everyone turned in their pre-assessment, we took time to discuss what they thought was challenging and reassure those who were stressed. During this discussion, the students decided that a flip chart would be beneficial for organizing the new content, so that they would have easy access to all the new material. It was at this point in time that I quickly gathered the appropriate paper materials and made a flip book for every student to organize their notes. We then used this flipbook for the second half of the lesson to list the five themes of geography under the first flap. The students were really excited to use the chart (since it was their idea) and remained engaged in the lesson, so they would know exactly what to write under this given flap. Overall, I think that the discussion we had after the pre-assessment helped the students feel involved in the planning process and really allowed them to take ownership of their learning.

After “grading” the pre-assessment, I quickly realized why so many students were stressed! The students were not kidding when they said they had never seen this material before; there was not one student who received higher than a thirty-three percent. Once I had all the scores, I went back to try to determine if there were any patterns related to the questions the students answered correctly, but no trend presented itself. This data told me that I would have to cover every lesson in great detail because I was basically starting with a blank slate. Starting with the five themes lesson, I will have to use lots of formative assessment to ensure all my students are on the same page and really learning this foreign material. Thankfully, my lessons were written to explore this content in great depth.

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Lesson Two Reflection

Did the students reach the target goals? Were the students engaged in each task? Did they pay attention to the video during the anticipatory set? Did the students know what a region is? Should more exploration of this vocabulary word

be included in the lesson? Did the students know what culture is? Should more exploration of this vocabulary word

be included in the lesson?

After teaching this lesson, I do feel that the students reached their target goal. When looking at the student’s pre-assessments, I noticed that no one knew what to write on the map that asked them to locate where the American Indians of the Desert Southwest, Pacific Northwest, Great Plains, and Eastern Woodlands lived. When I initially wrote this lesson, I had the students completing a color-coded map on a worksheet, but in order to incorporate their flipbook, I simply shrunk the map a little, so they could glue it under a new flap. The students then followed the same procedures indicated in the lesson and colored each region their respected color. The students made some geographic connections between the name of the region and its geographic location on the map. I think that these connections will help them to remember the name and location of each of the Native American regions. The students appeared to be engaged in the map activity and had time to practice identifying where each region was located. During the closure time, I gave the class a quick oral quiz and all of them were able to name the Native American region I was pointing to on the map. After this lesson, I do believe that all the students have met the target goal.

When it comes to engagement during the anticipatory set and all the activities within the lesson, I do believe that all students were participating and contributing to the learning environment. The students really enjoyed watching the video during the anticipatory set and were able to connect the content of the lesson back to this video. This video also helped to address some of the vocabulary words that were necessary for understanding the content within the lesson. When the students were confused about vocabulary terms, I encourage them to raise their hand and ask for clarification. My class has been really good about asking questions when they are confused, which really enhances the discussions we have. I do not feel that vocabulary was an issue in understanding the content in this lesson and the word cards helped to clarify any new words we encountered. Before teaching this lesson, I was unsure if the students had any background knowledge regarding the terms culture and region, however they knew a lot more than I expected. The students had great ideas that they were willing to share and those who were listening were able to make connections and expand upon the classes discussions. The amount of student involvement in this lesson was extraordinary and engagement was definitely not an issue.

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Lesson Three Reflection

Did the students reach the target goals? Were the students engaged in each task? Did the 3 musketeers activity work or where the students just talking to their friends? Did the students have sufficient knowledge regarding the geography of the United States

or is more support need in this lesson? Was one day enough for this lesson? Or is another day needed to complete all activities? Do the students need more exposure to the Geography of the United States? That is, did

they have enough background knowledge to do the activities or should more teaching be done regarding geography and climate?

After teaching this lesson, I do feel that the students reached their target goal. When looking at the student’s pre-assessments, I noticed that no one knew what to write on short answer questions that asked them to make connections between the geography and culture of the American Indians of the Desert Southwest, Pacific Northwest, Great Plains, and Eastern Woodlands regions. During this lesson, the students remained engaged while analyzing maps shown using the projector and in their student reference books. They also appeared to enjoy using the digital maps, texts, and coloring materials in order to construct their own maps with the information they felt was important. All of the students remained engaged as we discussed their findings and many were willing to share the many connections they were making. During the three musketeers activity, the students were very excited to use this new collaboration strategy and were not distracted by the presence of their friends. Before teaching the lesson, I was concerned that they would take part in off-task conversations, since I allowed them to select their musketeers. However, this was not at all the case. I was blown away by the maturity of the students and their discussions.

Another concern was that the students would not have enough background knowledge in order to contribute to a rich discussion regarding the geography of the United States. When I introduced the topic of the day during the schema activation, many of the students became very excited and quickly pulled out their student reference books. When this happened, I was a little confused since these reference books are usually only used during math. When I asked the students what they were doing, they quickly opened to the map sections found in the back. Many of them went on to tell me how during their free time they often look at them because they find geography very interesting. As we progressed through the lesson, it was obvious that many students had exposure to maps and had a general understanding of the geography of the United States. In addition, when a student did not have much background knowledge they were very interested in learning something new because they found the topic so appealing. I do think that one day was enough time for this lesson, however since I now know how much students enjoy learning about geography, I think they would have been interested in spending more time on this topic.

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Lesson Four Reflection

Did the students appear to be actually listening to the reading in the anticipatory set? Did allowing the students to select their own groups hinder the quality of discussion or

enhance it? Did the students reach the target goals? Were the students engaged in each activity? Did the students know what human/environment interaction is? Should more exploration

of this vocabulary word be included in the lesson? Did the students know what it means to adapt to the natural environment? Should more

exploration of this vocabulary word be included in the lesson?

After teaching this lesson, I do feel that the students reached their target goal. When looking at the student’s pre-assessments, I noticed that very few students knew what to write for the question that asked them to give examples of how the Native American cultures relate to the environment in which they live. The target for this lesson was to make connections between the geography and culture of the Desert Southwest, Pacific Northwest, Great Plains, and Eastern Woodlands regions. More specifically, to describe how the American Indians of the Desert Southwest and the Pacific Northwest adapted to and modified their environments. After having such great outcomes from the previous lessons, I was confident that the students would use the reference sheets given to them to discuss this new content and make rich connections between geography and culture. When given these materials, the students were eager to pair up and start reading. All of the students were able to complete the connections chart and share their findings with the class. When I initially wrote this lesson, I was not sure if the students would enjoy reading the reference sheets and then recording their connections, but they appeared to find the task meaningful and engaging. After this lesson, I do believe that all the students have met the target goal.

When it comes to engagement during the anticipatory set and all the activities within the lesson, I do believe that all students were participating and contributing to the learning environment. The students really enjoyed listening to the read aloud during the anticipatory set and were able to connect the content of the lesson back to this maps we crated yesterday and the story read during the opening. As with the first lesson of the unit, vocabulary knowledge did not seem to be an issue in terms of general understating. When the students were confused about vocabulary terms, I encourage them to raise their hand and ask for clarification. Before teaching this lesson, I was unsure if the students had any background knowledge regarding the terms human/environment interaction and adaptation, however they knew a lot more than I expected. The students had great ideas that they were willing to share and made many connections back to the five themes of geography during this lesson. The amount of student involvement in this lesson was extraordinary and engagement was definitely not an issue.

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Lesson Five Reflection

Did the students appear to be actually listening to the reading in the anticipatory set? Did the students appear to be actually listening to the videos shown? Did the students reach the target goals? Were the students engaged in each activity? Were the reference materials at an appropriate reading level for the students? Could they

work through any issues in their groups?

After teaching this lesson, I do feel that the students reached their target goal. When looking at the student’s pre-assessments, I noticed that almost no one was able to describe a totem pole, determine the foods people of a selected region ate, or identify the types of houses each group lived in. The target for this lesson was to describe the village life, family life, and other cultural components of the Desert Southwest, Pacific Northwest, Great Plains, and Eastern Woodlands American Indians. Of all the lessons that were taught in this unit, the students seemed the most excited about the content presented during this time. Many of the students had great questions regarding how the Native Americans lived and what they believed in. The students did not have any problems reading any of the distributed materials and were happy to help their partner when confusion arose from the text. The students continued to make connections between the geography of the region and culture that was present. I think that these connections will help the students remember these details of each regions culture. The students appeared to be engaged in every activity including the read aloud and the totem pole videos. During the closure time, I gave the class a quick oral quiz to review all the material learned during the unit. They were also given time to fill in their flip charts with any information they may have missed over the course of the last few weeks.

When it comes to engagement during the anticipatory set and all the activities within the lesson, I do believe that all students were participating and contributing to the learning environment. The students really enjoyed listing to the story during the anticipatory set and were able to connect the content of the lesson back to this story. The videos that we watched about totem poles led to some very deep discussion regarding their importance in daily life. The students were able to see how much time and energy went into creating these totem poles and expressed what cultural and family beliefs these works of art expressed. Before teaching this lesson, I was unsure if the students had any background knowledge regarding totem poles and daily life of the American Indians. After discussing these ideas with partners and as a whole class, I found that many students were able to draw from the information presented in previous lessons to constrict an accurate picture of Native American life. The students had great ideas that they were willing to share and those who were listening were able to make connections and expand upon the classes discussions. The amount of student involvement in this lesson was extraordinary and engagement was definitely not an issue.

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Entire Unit Reflection Were the unit objectives met? What evidence supports this statement? Based on the assessment data, what adjustments will be made next time the unit is taught? What adjustments were made to the lessons and activities? What do the student evaluations reveal about my teaching (the content and activities included in

the unit)?

Overall, I do think that the unit objectives were met. When looking at the scores on the pre-assessment (figure one) it is obvious that the students had very little background knowledge regarding Native Americans. Throughout the unit, the students remained engaged in the activities and worked really hard to understand the material. After grading the final assessments, I found that all of my students experienced a significant gain in understanding. The average score on the pre-assessment was a seven out of thirty (or a twenty-three percent), whereas the average score on the post-assessment was a twenty-four out of thirty (or an eighty percent). In terms of mastery, sixty-five percent of my students received an eighty percent or better on this test (figure two and figure three). This means that these students have mastered all of the learning targets contained

in the unit and do not need any re-teaching or extra practice. As for the other thirty-five percent, there are some areas of weakened that need to be addressed. Once I was done grading the final assessments, I went back through the tests, of those students who did not achieve mastery, and tried to identify areas in which re-teaching needed to occur. However, in doing so, I found no real trend in regards to common questions missed. This tells me that they there were no lessons (as a whole) that failed to teach the material in a way that allowed for personal connections, but rather these students needed more time with material they found challenging.

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37%

422%

515%

64%

77%

815%

97%

107%

1111%

124%

Figure One:Pre-assessment Scores

Number Correct Out of 30


Based on the data collected from these assessments, I will make

a few minor changes next time I teach this unit. One question on the assessment asked the students to name two Native American tribes that lived in the Desert Southwest. After looking over every student’s test, I found that this was the most missed question overall (even for those students who mastered that material with an eighty percent or higher). Once I identified this common challenge, I had a discussion with my students regarding their confusion. Many of them told me that they could remember many Native American tribe names; they just could not remember which region they lived in. Using this information, I went back into my lessons and found that there was not much emphasis on the tribe names in connection with where they lived. This tells me that if I am going to expect the kids to make a connection between

the names of the tribes and the region in which they live, I need to spend more time discussing these connections in order to establish this type of understanding. In the future, this will include incorporating more discussion and perhaps a tribe sort activity to help the students organize this information in a conceptual manner.

The only other section on the test that appeared to cause some students difficulty was the question that asked them to indemnity the common type of house in each Native American region. Almost all of the students were able to determine that the Native Americans of the Great Plains lived in teepees and the American Indians in the Desert Southwest lived in Hogan and Pueblo. I am confident that the students got these correct because they had the most exposure to the cultures in these regions. In lesson five of the unit, the students watch videos and have very detailed discussions about why the Native Americans of the Great Plains use teepees. It is through this discussion that they build a deep understanding of the Great Plains culture and make many connections between their lifestyle and choice of shelter. As for the Native Americans of the Desert Southwest, during the teaching of this unit the students are also reading a story in language arts that is set in this region during the time of the Native Americans. It is through this story that the students are exposed to Desert Southwest culture and are given the opportunity to make even more connections. Next time I teach this unit I will be sure to be more explicit about the types of houses that are the most common in the Pacific Northwest and Eastern Woodlands, so that the students can make lasting connections between their shelters and lifestyles. This will include more discussion and perhaps a coloring activity, so that the students will have a personal visual to refer back to and make deeper connections.

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74% 10

4% 144% 16

4%204%

214%

224%23

7%

247%

257%

267%

2719%

284%

2919%

304%

Figure Two:Final Assessment Score

Number correct Out of 30(28 and up is considered

mastery)

Figure Three:Mastery of MaterialMastered Ma-

terialDid not Master the Material


While teaching this unit I only made one real adjustment to the lessons that are included. After the students took the pre-assessment, we spent a little time discussion how they thought it went. During this discussion, they expressed their concerns regarding the content and voiced that they had very little exposure to this material. It was at this time that the students and I decided that a flip chart would be beneficial for organizing the new content, so that they would have easy access to all the new material. It was at this point in time that I quickly gathered the appropriate paper materials and made a flip book for every student to organize their notes. We then used this flipbook during each lesson to record key facts. The tabs were labeled the five themes of geography, the Desert Southwest, the Pacific Northwest, the Eastern Woodlands, the Great Plains, and teepees. The students were really excited to use the chart (since it was their idea) and remained engaged in the unit, so they would know exactly what to write under this given flap. Overall, I think that the discussion we had after the pre-assessment helped the students feel involved in the planning process and really allowed them to take ownership of their learning throughout the unit.

After looking at the students reflections, I found that all but three students felt like they mastered each of the target goals. The three students that did not feel confident in their mastery wrote that they needed more practice on describing village life, family life, and other cultural components of each Native American region. One way to make these students more confident in their mastery would me to give the class time during one of the lessons to read children’s books about life in each Native American region. When writing this unit I found many lists of children’s literature that was written to inform students about the time of the Native Americans. I think that if these students were able to make literary connections, they would have more confidence in their ability to describe Native American life. Overall, the students felt confident in their ability to meet each of these target goals.

The activity reflections showed me that all the students really enjoyed all the activities we did. After reading all of the responses regarding their favorite part of the unit, I found that the most popular activity was the flipbook we created. I think that the students enjoyed this the most because they had the final say in making it. They were the ones who came up with the idea and were always very excited to write new information in it as we progressed. The students stated that it was a very helpful way to organize all the new material and made it very easy to study for the test. Many of them said they were really excited to take it home and show their families what they have been learning. Overall, I think the students learned a lot about Native Americans and had fun doing so.

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Name:________________________

Student Activity Evaluations

Directions: Circle the totem pole that best shows how you feel about each activity.

This totem pole means you thought the activity was very helpful.

This totem pole means you thought the activity was a little helpful

This totem pole means you thought the activity did not help at all.

1. How do you feel about using the word cards to learn and review vocabulary words?

2. How do you feel about spending time reviewing the five themes of geography using the five themes chart?

3. How do you feel about working as a class and in small groups to create a map that shows where the Native Americans lived?

4. How do you feel about using maps and charts to make connections between geography and culture (“connecting back activity chart”)?

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5. How do you feel about using information sheets to learn about Native American groups?

6. How do you feel about using compare and contrast graphic organizers to understand how Native Americans lived?

7. How do you feel about watching videos in order to learn about Native American groups?

8. How do you feel about reading picture books in order to learn about Native American groups?

9. What was your favorite part of the unit? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name:________________________Student Learning Target Evaluations

Directions: Circle the totem pole that best shows how you feel about each learning target.

This totem pole means you totally understand the target.

This totem pole means you need more practice on the target.

This totem pole means you still need lots of help to understand the target.

10. I can list and explain the five themes of geography.

11. I can locate where the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands lived on a map.

12. I can make connections between the geography and culture of the American Indians of the Desert Southwest, Pacific Northwest, Nomadic Nations of the Great Plains, and Eastern Woodlands regions using a graphic organizer.

13. I can describe how the American Indians of the Desert Southwest and the Pacific Northwest adapted to and modified their environments.

14. I can describe the village life, family life, and other cultural components of the Pacific Northwest, Great Plains, and Eastern Woodland American Indians?

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