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Observation Lesson: Puesta del Sol Date: 11/15/2018

Eric Aegerter Time: 10:45

Subject/Grade Level: Social Studies/4th grade

Lesson Duration: 50-60 minutes.

Relevance/Rationale Students will use the multi flow thinking map to collect
cause and effect information about the Native
Americans of the desert region of California. Students
will then write from the map

Outcomes/Objectives Students will understand how Native Americans used

the environment of their region (desert) to survive.

CCCSS 4.HSS.4.2.1 — Discuss the major nations of

California Indians, including their geographic
distribution, economic activities, legends, and
religious beliefs; and describe how they depended
on, adapted to, and modified the physical
environment by cultivation of land and use of sea

Designated ELD Standard Interacting in Meaningful Ways

1. Exchanging information and ideas with others
through oral collaborative discussions on a range
of social and academic topics.

Foundational Standard/Knowledge Students will gain understanding in geography and

Native American culture. They will be able to
understand how people were able to live in some of
California’s harsh regions and thrive due to their use of
natural resources.

Academic Vocabulary Scarce, kish, pottery, route, trade, irrigation.

Essential Question How does where you live affect the way you live?

Overview of Lesson Students will watch a short video that gives an

overview of desert Indians, hopefully fostering interest
in the subject. Students will then read an article about
the desert Native Americans, highlighting key
information, and then transferring that information
into a multi flow map, which they will then write a
summary on.

Materials/Resources highlighters, pencils, papers, tv, computer, adapter.

Lesson Procedure 7-10 minutes— Opening video on Mojave and Cahuilla
Indians. Before video starts, students are asked to
consider the way these Native Americans lived
compared to some of the other ones we’ve learned
about. Students should also try and use their
knowledge of California’s regions to infer how the
conditions might have been.

3-5 minutes — Teacher read aloud. Teacher will read

the handout from Studies Weekly that tells about
these desert Indians. Students are instructed to
consider some key points that would help them to
describe desert Indians.

3-5 minutes — Whole class discussion/partner sharing.

Students are asked several questions such as:
- Did you notice anything that tells you what these
Native Americans were good at?
- Do you think irrigation was important for these
people? Why?
- Why do you think they traded with coastal Indians?

7-10 minutes — (guided practice) students reread the

article to themselves, highlighting information that is
important in understanding the lifestyle of these
desert Native Americans (they will have had plenty of
practice doing this before this lesson).

Optional brain break 2 minutes.

10-12 minutes — Students use the Cornell note taking

strategy to answer the question “how did desert
Native Americans live and why?” They will complete a
cause and effect multi flow map with the middle

3-5 minutes — Students will finish by going on Studies

Weekly on their Chromebooks and answering the
three questions at the end of the lesson about desert

Differentiation Vocabulary will be front loaded and left on the wall.

Assessment Criteria for Success Students will turn in their Cornell notes at the end of
the lesson and the teacher will read and assess to drive