Owen, A.

(2009)

Lesson Plan #3: Integrating Language Arts & Social Studies Grade: 5th Social Studies Strand: History
Submitted By: Tracy Sides
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #3 - history

B. Summary of the Lesson Plan:

submitted by: TSides

In this social studies lesson, fifth grade students will learn about Native American diversity across three different Native groups. This lesson is based on the National Endowment for the Humanities EDSITEment! lesson plan; Not Indians, Many Tribes Activity 2 lesson plan (National Endowment for the Humanities, 2010). C. Basic Information: Grade Level: 5th grade Time to Complete this Lesson: 50 minutes Groupings: small groups (approximately 5 students per group) and whole group

D. Materials: Chart paper Map of historically correct Native American map Data sheet Native American documents: o o o Abenaki (Mikmaq) Cinderella Story Hopi Butterfly Dance Kwakiutl Recipe for Beached Whale (Winter Harbour, Canada)

E. Objectives:

NV State Social Studies Standards

History 1.0 - People, Cultures, and Civilizations - Students understand the

development, characteristics, and interaction of people, cultures, societies, religion, and ideas. o H1.5.1 Identify and describe Native North American life and cultural regions prior to European contact. o H1.5.2 Identify and describe the attributes of Native American nations in the local region and North America.

Student-Friendly Standards I will understand the original ways of life of Native American groups. I will be able to identify and describe Native American tribes in various parts of North America.

F. Vocabulary Agriculture the science of farming Ancestor a member of the family who lived in the past
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Lesson Plan #3 - history

Diversity collection of cultural differences Environment the area in which beings exist or live

submitted by: TSides

Natural resource something found in nature that can be used by people.

G. Procedure: 1. Students will brainstorm ideas that come to mind when they hear the terms Indian or Native American. The teacher will list responses on chart paper. 2. Students will break into their respective homogenous groups in various areas of the room (Group one will gather in one area, group two in another, and groups three and four in two other areas). 3. After distribution of copies of one document to each group (Abenaki document to group one, Hopi document to group two, etc.), students will be asked to become detectives by looking for clues about where their assigned tribe may have lived and the sort of lifestyles they led. 4. The teacher will model using a separate document on the Cherokee nation by reading and thinking aloud while completing a data sheet listing a few clues found under each applicable label. Data Sheet: Name: _____________________________ Climate Plant Life Animal Life Relationships Important to the Group

Students will be asked to suggest clues using information they found within the reading of the Cherokee document. 5. Students will complete their own data sheets using observations garnered from their own readings and will hypothesize about the location and lifestyle of the people of their readings. Which of the locations studied in previous lessons was most likely home to this group? 6. Each small group will share their findings in a brief summary with the whole group and support conclusions with observations from their texts. 7. Each student will illustrate their vision of their texts environment and lifestyle.
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Lesson Plan #3 - history

H. Assessment: What will you use to measure student understanding?

submitted by: TSides

Students' data sheets and illustrations can be assessed using the following rubric: Score 4 3 2 1 Criteria All five sections of the data sheet are completed with in-depth insight. All five sections of the data sheet are completed with acceptable insight. Three-four sections of the data sheet are completed with acceptable insight/all five sections are completed with numerous errors. Fewer than three sections of the data sheet are completed/significant errors are present in all sections.

Explain how you will know students understand the concepts from the lesson. At the conclusion of the activity, students will be able to: Carefully illustrate a historic Native American way of life Summarize observations and findings in narrative form Identify areas where further data can be collected I. Closure: Students will write one fact they learned about one of the three tribes and pin this fact to our Native American cork board, under the name of the tribe to whom the fact applies.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The portion of the lesson in which students take over the lesson will be the easiest in the moment. While they teach one another, I will be cognizant of their growth in the way of knowledge as well as in their presentation and teamwork skills. 2. Which part will be most challenging for you to teach? Conversely, the portion in which individual groups take over and teach the class themselves will initially be the most difficult to teach. We will be using this strategy quite a bit throughout the year but the initial learning curve on the procedure may be steep according to students previous school experiences. 3. How will you follow up or extend this lesson?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #3 - history

submitted by: TSides

Students will be asked to find alternate groups from other areas of the country and will compare and contrast lifestyles, especially those based in the environment. 4. What can you do for students who dont grasp the concepts? I will redirect these students to areas of their own lives that are dictated by their environment. What clues would someone reading about your life have? Is there something about you, your daily routines and traditions that would let someone know that you live in the desert? I could also mention characters in stories and name clues that would let a reader know where they live or how they live their lives. 5. Which part of the lesson, if any, do you think might need to change? The presentation itself may need to have a rubric in order for students to know the end goals of their presentations while also keeping me on track to evaluate and aid students in setting goals for future presentations. This will also ensure a productive learning experience for the whole group. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part, for me, was focusing the lesson on one area and/or one activity. Native American studies can be so exciting as well as very broad. Standards helped tremendously in keeping me focused. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. This lesson uses elements of the Mystery Artifact Investigation from Integrating Language Arts and Social Studies. Students are given texts rather than an actual artifact. Students deconstruct these texts in order to solve the mysteries of where the locations and lifestyles of the peoples in their readings. Reading Materials:

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #3 - history

submitted by: TSides

Reference Owen, A. (2009) Young Dancer. Photograph by Andrew Owen, American Festivals Project Melber, Leah M., Hunter, Alice A.. Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-Based Learning (Kindle Locations 306-307). Kindle Edition.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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