Lesson Planning Form for Differentiating Instruction Education 305

Teacher Rebekah Wissink and Courtney Gruner 3rd Grade Michigan Studies Thread/ Crossover __Geography, Culture__

Grade level and theme I. Objectives

What is the main focus of this lesson? The main focus of this lesson is to look at the history of the students chosen Michigan resource: Who used it first? Why they used it/ how it was first used? Did usage change with European settlers? etc. How does this lesson tie in to your Big Idea This lesson ties into our Big Idea by looking at the history of Michigans natural resources to gain more of a foundational understanding of what they are, how they are used, where they are, etc. What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If an objective applies to only certain students write the name(s) of the student(s) to whom it applies. Indicate themes addressed in thread (ex-Geography-human environment interaction) 1) Students will be able to use informational text to describe how Native Americans and Settlers used natural resources and the consequences of their use. 3 - H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment 3 - G5.0.1 Locate natural resources in Michigan and explain the consequences of their use. 2) Students will be able to use informational text and visual data to compare the rate of use of their natural resource over time. 3 - H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment 3) Students will be able to explain how Native Americans and settlers adapted to, used, and modified their environment. 3 - H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment 3 - G5.0.2 Describe how people adapt to, use, and modify their natural resources of Michigan **Lesson ideas/resources taken from these websites: http://www.michigan.gov/dnr/0,4570,7-153-54463_18670_18793-94373--,00.html http://www.michigan.gov/documents/hal_mhc_mhm_outlinemap_74426_7.pdf

II. Before you start

Prerequisite knowledge and skills. Assessment (formative and summative)

- Know what their resource is and basic information about it from previous lessons - Know how to research/ use resources to find and gather information -ISP chart: this will help us to see what the students are understanding and the information they are picking out as most important information, and the relations between Native Americans, Settlers, and natural resources. -Michigan Map (with Native American tribes located on it): this will show us that they are able to locate different Native American tribes in Michigan and the relationship they have to their natural resource. -Discussion: This will assess knowledge of the Native American tribe, Settlers, and connections between them and the natural resources in their general area. Menominee, Chippewa (Ojibwa), Ottawa, Potawatomi, Mascowten, Sauk, Fox, Kickapoo, Miami

Key vocabulary for this lesson

Materials-what materials (books, handouts, etc) do you need for this lesson and do you have them?

blank map of Michigan, labels, and map of Michigan answer sheet ISP worksheet, ISP copper example worksheet, books on natural resources and Indians Model lapbook and poster with Copper as natural resource pencils ELMO computers bin with folders labeled for each group

Do you need to set up your classroom in any special way for this lesson? If so, describe it.

Student will be at their desks for beginning of class (whole group map activity) and then split into their resource research groups.

III. The Plan Time Parts Motivation (Opening/ Introduction/ Engagement)

** 2 - 3 Day Lesson

The description of (script for) the lesson, wherein you describe teacher activities and student activities Begin lesson as whole group activity with identifying where certain Indian tribes lived in Michigan using the following tribes: Menominee - South central Upper Peninsula (near present Menominee River and Green Bay) Chippewa (Ojibwa) - Eastern Upper Peninsula Ottawa - Eastern Upper Peninsula, Canada Potawatomi - Western lower Michigan Mascowten - Western and central southern lower Michigan Sauk - Eastern central lower Michigan, near Saginaw Bay Fox - Eastern lower Michigan, near Lake Huron Kickapoo - Eastern lower Michigan, near Lake Huron Miami - Southwestern corner of lower Michigan 1. Start off with the blank map of Michigan (use ELMO or transparency) Blank Michigan Map Begin labeling the areas where the above tribes were located with the Michigan Map Labels. (Note that there are no definitive areas marked with lines. Tribes moved seasonally and, due to conflicts and interactions with the French, British, and Americans, changed locations into the 19th century.) Pull up or read one description of the tribes at a time. Once read, ask students to raise their hands and guess at where the tribes were located. Once guessed correctly, put the label on the map. Filled in Map **Students should each have their own map that they are filling out as well

Development

2. Based off of the map just made, show students how you find which Native American tribe is located in the area of our model resource (Copper). (Tell students they will have an opportunity to locate their tribes after the demonstration). 3. Explain to students that now that I have determined which tribe lived primarily in Copper Country that I will now use this ISP chart to fill out information about the adaptations, use, and modifications Native Americans and Settlers made during their time periods. - Explain what an ISP chart is if never used before: I is for the information that they find. S is to indicate where they got their information from - they must write the name of the article, website, etc. P is the page number the information was on if there were multiple pages **demonstrate with an example of recording a piece of information on your sheet. 4. Briefly go through the example ISP chart on Copper explaining why the information on the chart was chosen, as well as the thoughts, questions, and connections that were going through your mind as you were recording the information. How were the adaptations, uses, and modifications different between Native Americans and Settlers? How were they similar? What does this information begin to tell us about how we may use this resource today? Were Native Americans, Settlers, or both respecting or using this resource wisely?

What relationships do you see between how the Native Americans and settlers lived to the resources that were available to them? 5. Ask students if they have any questions. If they do not or once they are answered, tell students to begin determining which tribe relates to the area in which their resource is in. Tell them that once they have determined which tribe is located in the area of their natural resource to double check with the teacher before continuing onto their research. 6. For those students who accurately locate their resource hand them resources to begin researching and their ISP chart so they can begin filling it out. (For those who did not accurately determine which tribe was in the relative area of their natural resource have them go back and try again. If they cannot determine this after about 3 tries work through locating it together - do NOT just tell them the answer!) Closure 7. Show students lapbook and poster with model resource Copper as topic so they can keep in mind and be thinking about which they would like to use for their final presentation. http://pinterest.com/MeetPenny/lapbook-ideas/ 8. Have a bin with folders in it for each group. Have groups put their resources, research, information, worksheets, etc. (anything that they will need or want to put together their final presentations) into their assigned folder for future reference.