Running Head: UNIT LESSON PLAN

Unit Lesson Plan

Zandria Butts Averett University ED 556 W422 July 26, 2013

Running Head: UNIT LESSON PLAN

This unit plan includes lessons on the Native Americans. The target audience for these lessons is a class of twenty-four general education second grade students. Native Americans will be studied during the third grading period during the sememster, February 3 through 28th. Usually by this time of year the students are able to complete assignments more independently. We will have completed other lessons requiring them to work both within a group and independently. These lessons fit into the beginning of the unit on Native Americans and provide the background information that will lead to the understanding of the impact of the Native Americans on the United States. During lesson one, I will use two methods of instruction. I use the cooperative learning model to break students into groups of two to three students. Each group will complete a webquest on an assigned Native American tribe. Opportunities for differentiation are presented within the webquest. The links include sites with short passages to read and video clips. This will address the needs of every level reader in the class. The problem centered model is also used with the introduction of the webquest. While the students are working in groups, I will be able to circulate, monitor progress, ensuring that they are staying on task, and problem solve as needed. This lesson takes three to four days to complte and will provide a solid foundation for the unit. The Vocabulary Acquisition model will be used in each of the remaining lessons. The students will be using their interactive notebooks and a graphic organizer to define key words and concepts. The information will be added to the notebooks to be used to help with the culminating project. Assessments used in this unit contain various pictures and maps to demonstrate these ideas. Including samples in their notebooks will be helpful when studying for tests. They will need to be able to both read and know their definitions.

Running Head: UNIT LESSON PLAN

UNIT PLAN: SOCIAL STUDIES 1. Unit: SOL 2.4 Regions/Climate/Environment/Cultures of Eastern Woodlands, Plains, and Soutwest Indians Unit Theme Unit Subthemes Time Frame Native American 1. People relate to their environment in different ways 2. Powhatan Indian lived in Eastern Woodland region (Virginia) 3. Lakota Indians lived in Great Plains region. 4. Pueblo Indians lived in the Southwest region. Wks 2-5 of 3rd 9 weeks Students know: 1. Virginia is located in the Eastern Woodlands region. 2. What land forms can be found in each region. 3. Ways Native American adapted to their environment. Students can do: Locate the regions of the Powhatan, Lakota, and Pueblo Indians on a United States map.

Unit Objectives

Outline of Unit Lessons/subthemes (The number of lessons/subthemes will vary according to the timeframe for the unit subtheme. ) Amount of time for each lesson 4 days 2 days 2 days 2 days 5 days 5 days

What is the major focus of each lesson for this unit? TTW introduce vocabulary (region, plains, adobe, teepee, long house) and basic information for tribes and regions TSW learn vocabulary climate, environment, tribe and relate. Reviw region. TSW learn how these things impacted Native Americans TSW describe the Powhatan region, environment, land forms, and natural resouces (forest, mountain, land, river, coastland) TSW describe the Lakota Indian region, environment, land forms, and natural resources. (prarie, hills, plains) TSW describe the Puebleo Indian region, environment, land forms, and natural resources. (adobe, irrigation, desert) TSW complete cumminating diorama on a tribe they have selected.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Running Head: UNIT LESSON PLAN

Lesson Plan

Unit: SOL 2.4 Native Americans Stage 1: What will students know and be able to do at the end of this lesson?

Lesson Number 1 of 6

KNOW: TSW know the names of the three regions studied, the tribes associated with the region, the natural resources used, and the types of homes in which they lived. DO: TSW complete a webquest located on the classroom wikki (missbutts.pbworks.com) Stage 2: How will you know that students can do that? TSW work with a partner to collect information about their assigned Native American Tribe. TSW be given 2 class periods (1 hr. 30 min) to complete the task. On the third day the students will be placed into a group of 6, each pair covering a different tribe. TSW present what they have learned to the other pairs. Each student will complete a graphic organizer in their interactive notebook that will be checked for participation points (10 pts). Stage 3: What instructional activities will be used? (Use as many as necessary to achieve your learning targets.) Opening/Activity 1: TTW use a Dicovery Education video as a hook to introduce Native Americans. Activity 2: TSW be broken into teams of two to complete the webquest using a graphic organizer on an assigned tribe. Activity 3:TSW be grouped with other students who were studying other tribes. Complete graphic organize in Social Studies interactive notebook. Closing/Activity 4: TSW make a diagram showing what they have learned using construction paper, glue, crayons in their interactive notebook. Materials needed for this lesson: laptops, social studies interactive notebooks, pencil, crayons, scissors, glue stick. Assessment: Quiz on vocabulary

Lesson Plan

Running Head: UNIT LESSON PLAN

Unit: Native American Stage 1: What will students know and be able to do at the end of this lesson? TSW define climate, environment, relate and region. Stage 2: How will you know that students can do that? TSW be able to demonstrate understanding on vocabulary quiz.

Lesson Number 2 of 6

Stage 3: What instructional activities will be used? (Use as many as necessary to achieve your learning targets.) Opening/Activity 1: TTW ask students to describe todays weather. Ask how the weather has impacted them today or most days. TTW show the class a map and explain that the country is divided into regions that are effected by the climate. Activity 2: TSW work with a partner, using a graphic organizer write what they think is the definition of climate, region, and relate based upon previous lesson on Native Americans. Activity 3: TSW add a map of the United States showing the Eastern Woodlands, Southwest, and Plains region. TTW lead discussion on the tribes of each region and how the climate affected the tribes way of life. Closing Activity 4: TSW write a question on an index card about region, climate,

Materials needed for this lesson: index cards, interactive notebook, pencil

Assessment: TSW complete vocabulary quiz from Our World textbook.

*Send home letter to parents asking for items students may use to complete in class project.

Running Head: UNIT LESSON PLAN

Lesson Plan

Unit: Native American - Powhatan Stage 1: What will students know and be able to do at the end of this lesson?

Lesson Number 3 of 6

TSW be able to describe the region, land forms, coast lands, mountains, forest, river formations of the Easternwoodlands, including Virgina. TSW describe how these things impacted the Powhatan tribe. Stage 2: How will you know that students can do that? TSW represent the environment of a Powhatan Indian in their interactive notebook. Stage 3: What instructional activities will be used? (Use as many as necessary to achieve your learning targets.) Opening/Activity 1: TTW ask students have they been to other parts of Virginia. TSW make a list of things they see in Virginia on the board. Activity 2: TTW show a map of the United States showing other states in the region that have similar features. Activity 3: TSW define coastlands, mountain, forest, and river in their interactive notebook. Closing/Activity 4: TSW work with a partner to compose a picture showing the features of the Easternwoodland region.

Materials needed for this lesson: interactive notebook, pencil, pictures from http://k3hss.pwnet.org/2grade/2_all.htm. Images will be added to notebook.

1. Assessment : TSW take 10 question Powhatan quiz on Interactive Achievement

Running Head: UNIT LESSON PLAN

Lesson Plan

Unit: Native Americans - Lakota Stage 1: What will students know and be able to do at the end of this lesson?

Lesson Number 4 of 6

TSW be able to describe the region, land forms: plains, hills, and prarie formations of the Great Plains. TSW describe how these things impacted the Lakota tribe. Stage 2: How will you know that students can do that? TSW represent the environment of a Lakota Indian in their interactive notebook. Stage 3: What instructional activities will be used? (Use as many as necessary to achieve your learning targets.) Opening/Activity 1: TTW show video clip from Discovery Education on the great plains. While watching TTW ask students to write down what they see. TSW make a list of things they might see in the great plains. (tall grass, flat land, hills, few trees, big animals(bison), sometimes snow) Activity 2: TTW show a map of the United States showing the states in the region that have similar features. Activity 3: TSW define prarie, hill, and plain in their interactive notebook. Closing/Activity 4: TSW work with a partner to compose a picture showing the features of the great plains region.

Materials needed for this lesson: interactive notebook, pencil, pictures from http://k3hss.pwnet.org/2grade/2_all.htm. Images will be added to notebook.

Assessment : TSW take 10 question Lakota quiz on Interactive Achievement

Running Head: UNIT LESSON PLAN

Lesson Plan

Unit: Native Americans- Pueblo Stage 1: What will students know and be able to do at the end of this lesson?

Lesson Number 5 of 6

TSW be able to describe the region, land forms: desert, adobe and the use of irrigation in the Sothwest. TSW describe how these things impacted the Pueblo tribe. Stage 2: How will you know that students can do that? TSW represent the environment of a Pueblo Indian in their interactive notebook. Stage 3: What instructional activities will be used? (Use as many as necessary to achieve your learning targets.) Opening/Activity 1: TTW show video clip from Discovery Education on the southwest region. While watching TTW ask students to write down what they see. TSW make a list of things they might see in the southwest. (little to no grass, dirt, sand, red dirt, cactus, looks hot/dry, not many animals) Activity 2: TTW show a map of the United States showing the states in the region that have similar features. Activity 3: TSW define desert, adobe, and irrigation in their interactive notebook. Closing/Activity 4: TSW work with a partner to compose a picture showing the features of the Southwestern region.

Materials needed for this lesson: interactive notebook, pencil, pictures from http://k3hss.pwnet.org/2grade/2_all.htm. Images will be added to notebook.

Assessment : TSW take 10 question Pueblo quiz on Interactive Achievement

Running Head: UNIT LESSON PLAN

Lesson Plan

Unit: Native Americans Stage 1: What will students know and be able to do at the end of this lesson?

Lesson Number 6 of 6

TSW be able to present information learned about a Native American tribe of their choice. TSW provide information on their home, region, natural resources, land forms from the region, and how it relates to the tribe. Stage 2: How will you know that students can do that? TSW be able to talk about their tribe and include at least one new fact. Stage 3: What instructional activities will be used? (Use as many as necessary to achieve your learning targets.) Opening/Activity 1: TTW ask the students about which tribe they have most enjoyed learning and why. TTW inform the students that they will be using the materials they have brought in to condtruct a diorama of the life of their favorite Native American tribe. Activity 2: TTW for the next four days work independently on their diorama using information they have collected from their notebook and from the links found on the webquest. Closing/Activity 5: On the following Monday, TTW have five - ten minutes to present their project to the class.

Materials needed for this lesson: Materials brought from home: shoe box, construction paper, pipe cleaners, figurines, popscicle sticks, glue, crayons, markers, poster board, toilet paper rolls, tissue box, markers.

Assessment Projects will be graded based upon rubric: neatness, completeness and accuracy of information, creativity and originality, time spent on research, and presentation to class.

Running Head: UNIT LESSON PLAN

10

Running Head: UNIT LESSON PLAN

11

Running Head: UNIT LESSON PLAN

12

At the end of the unit, students should be able to compare and contrast the lives of the Powhatan, Lakota and Pubelo Indians. They have made great contributions to the United States. The students should be able to describe the impact of their contributions on our life today.

Running Head: UNIT LESSON PLAN

13

References Estes, T. H., Mintz, S. L., Gunter, M. A. (2011). Instruction: A Models Approach. Boston, Ma.: Pearson Education, Inc.