SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)Kyle

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Teacher(s) Name: ___Kyle Guise ______________________________________________________
Thematic Unit Theme/Title/Grade Level: Native American Tribes in Florida/
Floridas Fab Five Native American Tribes/ Grade 4
Wiki space address: http://ucfgr4flnativeamericanssp15t.weebly.com
Daily Lesson Plan Day/Title: Day 1- The Apalachee Tribe of Northwest Florida
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

StudentswillbeabletodiscoverandcomprehendthelivesofNativeAmericantribes
ofFlorida.
LearningObjectives:
1. Thestudentwillunderstandthatcrossculturalcontactcanchangethefood
waysofpeople.
2. Thestudentwillcompareandcontrastthecharacteristicsoftheclothingworn
bytheApalacheeIndiansbeforeandaftercontactwiththeSpaniards.
3. ThestudentwillcollaboratewithpeerstolabelthelocationoftheApalachee
tribe,GulfofMexico,AtlanticOcean,St.AugustineandOrlandoonamapof
Florida.
4. ThestudentwilldocumentimportantfactsabouttheApalacheeIndians
homes.
NCSStheme(s):
Geography
History
Anthropology
NextGenerationSunshineStateStandards:
SS.4.G.1.2Locateandlabelculturalfeaturesonamap.
SS.4.A.3.2DescribecausesandeffectsofEuropeancolonizationontheNative
AmericantribesofFlorida.
LAFS.4.RI.4.10Bytheendofyear,readandcomprehendinformationaltexts,
includinghistory/socialstudies,science,andtechnicaltextsinthegrades45
textcomplexitybandproficiently,withscaffoldingasneededatthehighend
oftherange.
VS.4.H.1.3Describeartworksthathonorandarereflectiveofparticular
individuals,groups,events,and/orcultures.

UnitPreAssessment:

Thepretestwillbeadministeredtheweekpriortothestartoftheunit.
Itwillconsistof20questionsintotalabouttheApalachee,Tocobaga,Calusa,
TequestraandTimicuaNativeAmericantribesinFlorida.
Thequestionswillconsistofeither:True/False,ShortAnswer,Fillinthe
BlankorMultipleChoice.
Topicsinassessmentare:Housing,Food,GeographyandCulture

UnitPostAssessment:
Thesamepretestwillbeutilizedtodeterminegainsorregressionsof
students.
Studentsmustscore80%formasteryofsubject.
Ongoingdaily(progressmonitoring)Assessment:
Observational/Discussionassessmentandtheuseofalearningscale
(1,2,3,4)willbeutilizedtomonitortheirdailyprogress.
4 = I know and could teach someone about Native Americans Tribes in Florida
3 = I know and could talk about Native Americans in Florida

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2 = I know about Native Americans in Florida

1 = Ive heard of Native Americans in Florida
Students will have a file folder that will summarize what they have learned
over the whole unit. (Informal Assessment)
Inclosingthelesson,IwillhavestudentscompletetheirKWLchartand

Design for Instruction

recordthemselvesatthecomputersummarizingwhattheyhavelearned
toturnintoQRcodesfortheirfilefolders.
Studentswillalsowritethenameofthetribecovered,5factsaboutthe
ApalacheeIndiansanddrawasmallpictureintheirfilefolders.(Partof
InformalAssessment)
Studentswillshowmetheiroverallnumberfortheinformationlearned
inthelessonandtransposetheirnumberontotheChecklist
*Week prior a 20 Question Pre-test will be completed to steer instruction.

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

1. Open up lesson by having students create and complete the K and W

section of a KWL chart and then the teacher will read chapter two (pgs. 8-9) of
Native Americans in Florida. (ESOL/ESE Accommodation: Visuals,
Speaking slowly)

2. While reading the chapter emphasize the names of tribes being covered over
the unit and write their names on the whiteboard. (Timucua, Tequesta, Calusa
and Apalachee tribes will be mentioned in the text, be sure to mention we will
also be covering the Tocobaga tribe.) (ESOL/ESE Accommodation: Visuals)
3. Ask students to rate themselves (1-4) on their knowledge of Native American
tribes in Florida. *Chart will be provided for visual reference. (ESOL/ESE
Accommodations: Visuals)
4. Spark a discussion of what students know:
Has anyone met a Native American or visited a Native American
Museum?
What did Native Americans live in?
Were they hunters? If so, what did they hunt?
Were they farmers? If so, what did they grow?
Does anyone know where FSU is located?
5. Play video http://safeshare.tv/w/EcmKBLmLjs on the Apalachee Tribe
(ESOL/ESE Accommodation: CC Video)
6. Group students into four groups and provide instructions for centers.
*Groupsstudentsaccordinglytomeettheirneedsbydeterminingtheirlevel
onthelearningscale.
Center #1: Geography- Students will use Googleearth.com on the IWB
to locate Tallahassee, Gulf of Mexico, Atlantic Ocean, St. Augustine
and Orlando. Students will then label these locations on a blank map of
Florida. (ESOL/ESE Accommodation: Hands on activity,
collaborative work, Visuals)
2

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Center #2: Food- Students will independently read New Food in the
Pot: Changes in the Spanish and Apalachee Diets and collaboratively
complete the worksheet accompanied with text on the foods of the
Apalachee Indians and Spaniards. (ESOL/ESE Accommodation:
Group work, visuals)

Center #3: Culture- Students will independently read From Spanish

Moss to Spanish Style: Spanish and Apalachee Clothing Styles and
collaboratively complete the worksheet accompanied with the text on
the clothing of the Apalachee Indians before and after European contact.
(ESOL/ESE Accommodation: Visuals, Group work)

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Center #4: Housing- Students will search the classroom with an iPad
for QR codes to scan. The QR code will contain pictures, a video and
detailed information about the housing of Apalachee Indians that the
students will transpose on to student notes worksheet. (ESOL/ESE
Accommodation: Visuals, Video w/CC)

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* Set timer for 15 minutes. When timers goes off ask students to rate
themselves at the particular station they are in and make a mental/sticky note of
who may need additional learning opportunities.
* Constantly walk around the classroom to observe students progress or
provide scaffolding to ensure students understand the topic.
7. Bring to a close and have student complete the L section of their KWL
chart.
8. Begin a brief discussion on what was covered today: (ESOL/ESE
Accommodation: Use of student notes, Speaking slowly and clearly, ample
wait time.)
Where was the Apalachee tribe located? (Tallahassee)
What were the three main crops of the Apalachee Indians? (Corn,
Beans and Squash)
Did European influence the way Apalachee Indians dressed? If so, how?
(Yes, Native Americans began to wear shirts, pants, shoes, long dresses)
Did the Apalachee Indians live in teepees? If not, what did they live in?
(No, They lived in Daubs or Wattles made by weaving rivercane, wood,
and vines into a frame, then coating the frame with plaster. The roof
was either thatched with grass or shingled with bark.)
9. Have students create their audio recording summarizing what they learned
for the day and then audio recordings will be turned into QR codes that will be
glued to their file folder. (ESOL/ESE Accommodation: Hands-on activity,
provide extended time)
10. Students will also write in their file folder the nameofthetribecovered,5
factsabouttheApalacheeIndiansanddrawasmallpicture.(Partofinformal
assessmentovertheunit)
11. Use checklist to make note of students level on the learning scale of the
entire lesson. Students at a level of 3 are at the mastery level.
12. Finally, close the lesson down with mentioning that we will be investigating
the Tocobaga tribe tomorrow and their location in Florida. (Tampa Bay Area)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)Kyle

Resources/Materials

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Books:
Costabel, E., Costabel, E., & York, N. (1993). The early people of Florida.

New York: Atheneum

Internet:
www.googleearth.com
http://missionsanluis.org/
Information Text & Worksheets: (Click on Educational Programs then
Resources for Teachers and then Grades 3-5.)
1. New Food in the Pot: Changes in the Spanish & Apalachee Diet
2. From Spanish Moss to Spanish Styles: Spanish and Apalachee Clothing
Styles
www.tribalhealthy.org/wattle_and_daub.htm
https://www.youtube.com/watch?v=YeKqXqxpBtI
Other:

Blank map of Florida

Pen/Pencil
IWB
iPads
QR Codes
File folder

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.