Social Studies Lesson Unit Plan

Teacher(s) Name: Ameri Arias, Danielle Edison, Jacquelyn Gonzalez, Kelli Lewis
Word Processed by: Ameri Arias
Thematic Unit Theme/Title/Grade Level: Native Americans/Exploring Native
Americans in the US/2nd gr.
Wiki space address: http://ucfgr2nativeamericanssp15t.weebly.com/
Learning
Learning Goal:
Goals/Objective The students will be able to compare Native American cultures
s
from different regions of the United States.
What will
students
Learning Objectives:
accomplish be
1. The students will be able to identify the regions on the map
able to do at the
where the Iroquois tribe and the Chinook tribe were located.
end of this
2. The Students will analyze the food, shelter, clothing, language,
lesson? Be sure
and transportation of the Iroquois tribe.
to set significant
3. The students will analyze the food, shelter, clothing, language,
(related to
and transportation of the Chinook tribe.
SSS/CCSS),
4. The students will create wampum belts to further their learning
challenging and
on the culture of the Iroquois tribe.
appropriate
5. The students will create totem poles to further their learning on
learning goals!
the culture of the Chinook tribe.
NCSS Themes
NCSS theme(s):
Common Core
1. Culture
State
2. Time, Continuity, and Change
Standards
3. People, Places, and Environment
(CCSS)
4. Science, Technology, and Society
Next
Generation
Common Core State Standards (CCSS):
Sunshine State
CCSS.ELA-LITERACY.W.2.1:
Standards
Write opinion pieces in which they introduce the topic or book they
(NGSSS) List
are writing about, state an opinion, supply reasons that support
each standard.
the opinion, use linking words (e.g.,because, and, also) to connect
opinion and reasons, and provide a concluding statement or
section.
CCSS.ELA-LITERACY.W.2.3:
Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order,
and provide a sense of closure.
CCSS.MATH.CONTENT.2.G.A.2:
Partition a rectangle into rows and columns of same-size squares
and count to find the total number of them.
Next Generation Sunshine State Standards:
SS.2.A.2.2: Compare the cultures of Native American tribes from
various geographic regions of the United States.
SS.2.A.1.2: Utilize the media center, technology, or other
informational sources to locate information that provides answers
to questions about a historical topic.
SS.2.G.1.3: Label on a map or globe the continents, oceans,

Equator, Prime Meridian, North and South Pole.

MAFS.2.G.1.2: Partition a rectangle into rows and columns of
same-size squares and count to find the total number of them.
LAFS.2.W.1.1: Write opinion pieces in which they introduce the
topic or book they are writing about, state an opinion, supply
reasons that support the opinion, use linking words (e.g., because,
and, also) to connect opinion and reasons, and provide a
concluding statement or section.
LAFS.2.SL.2.4: Tell a story or recount an experience with
appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
Assessment:
-How will student
learning be
assessed?
Authentic/Alterna
tive
assessments?
-Does your
assessment align
with your
objectives,
standards and
procedures?
-Informal
assessment
(multiple modes):
participation
rubrics, journal
entries,
collaborative
planning/presenta
tion notes, etc.

Unit Pre-Assessment:
Two weeks prior to teaching the lesson, the teacher will administer
a 17 question quiz containing true or false and multiple choice
questions. The students will take this quiz on the interactive white
board, using iclickers. The quiz will be on the most important
aspects of the Native American (Iroquois, Chinook, Cherokee,
Navajo, Sioux and Nez Perce) tribes.
Unit Post-Assessment:
This will be the same questions from the pre-assessment using a
different format. It will be administered at the end of the unit, and
will also contain 17 multiple choice and true or false questions.
Students will take the test on the interactive white board and use
the iclicker to choose their answers. The teacher will be able to
print the pre and post-assessments in order to compare the
results.
On-going daily (progress-monitoring) Assessment:
Teacher will informally assess students through their journal
entries and as they share their findings from each center to the
class.
The teacher will conduct self-assessments by allowing students to
use the pin-wheel on their desk. The student will point the arrow in
the direction of the numbers 0, 1, 2, 3, 4 depending on their
understanding of the Iroquois and Chinook tribe after the centers
and at the end of the lesson.
4-Im an expert. I understand it well and can teach others.
3- Im a practitioner. I somewhat understand it but sometimes
make mistakes.
2-Im an apprentice. Im starting to get it but still need someone to
coach me.
1-Im a novice. Just started to learn this. I dont quite understand it
fully yet.
0- I do not understand any of it.

Design for
Instruction
Student
Activities &
Procedures
-What best
practice
strategies will be
implemented?
-How will you
communicate
student
expectations?
-What products
will be developed
and created by
students?
-Consider
Contextual
Factors (learning
differences/learni
ng
environment/lear
ning styles) that
may be in place
in your future
classroom.
Exceptionalities
What
accommodations
or modifications
do you make for
ESOL,
Gifted/Talented
students,
Learning/Reading
disabilities (SLD),
etc.

1. Ask students to take out their journals and answer the question:
who were the Native Americans? Also, have them write down one
interesting fact they learned yesterday. Then have the students
share. (ESOL/ESE Students can draw what they learned or
use a printable map to label as many regions as they can
remember.)
2. Show the students a wampum belt artifake and a picture of a
wampum belt picture and have them share ideas on what they
think it is or what it is used for. (ESOL/ESE Students: Visuals
can help them provide meaning to the context)

3. Tell the students they will be learning about the Iroquois tribe.
Have them refer to the map on the back of their flipbooks:
http://access.sd25.org/curriculum/NativeAmericans/Index.html

4. Ask the students if they can identify which region the Iroquois
belongs to by telling them this woodland region has a lot of rivers,
streams, lakes, trees, and plant. The summers are hot and humid
and the winters are cold and snowy. There is a lot of rain therefore
plants grow well. Have them use the assigned color on the map to
create a key on where the tribes are located. (GREEN-IroquoisNortheast Region) Teacher will label it on the white board and
student will label it on their flipbooks too. (ESOL/ESE
Accommodations: Modeling by the teacher will set clear
expectations. Using the map as a visual and having them
color code it will organize the content being taught.)
4. The book If You Lived With the Iroquois by Ellen Levine was read

to the students during their reading block, have the students

share what they found interesting about the culture of the Iroquois
tribe or one thing they learned. (ESOL/ESE Accommodations:
The teacher will ask questions through the reading and
point and gesture as well. Using realia can help bring the
story to life.)
5. Have the students get into their tribes and explore 5 center
activities (Food, Shelter, Clothing, Language, and Transportation of
the Iroquois) (ESOL/ESE Accommodations: Collaboration
through small group work will provide them more
confidence & reinforce their learning with their peers.)
Center 1: Iroquois food
The students will explore different pictures of the foods
(ESOL/ESE accommodation) that the Iroquois tribe ate and
there will be a QR code that they will scan with their IPad. This will
take them to a website where they will read a passage on Iroquois
food. They will write this information down in their flipbook under
the Iroquois tab in the food section. (Flipbooks are an ESOL/ESE
accommodation in order to scaffold their learning through
a graphic organizer.)

http://www.historyforkids.org/learn/northamerica/before1500/food/
iroquois.htm
Center 2: Iroquois Shelter
Students will have pictures of the different longhouses the Iroquois
lived in (Visual ESOL/ESE Accommodations) and a QR code
they can scan for a website that has a passage on the Iroquois
shelter. They will also draw their own interpretation of the
longhouse in their flipbook under the shelter section.

http://iroquoisgroup24.weebly.com/daily-life.html
Center 3: Iroquois Clothing
They will examine different pictures of Iroquois people and what
they wear. Students will have the book If You Lived With the
Iroquois by Ellen Levine and refer to page 33 to find what clothing
the Iroquois tribe wore. They will also have the opportunity to
draw themselves in Iroquois clothing and label the clothing on the
drawing.

Center 4: Iroquois Language

Students will refer to page 11-13 in If You Lived With the Iroquois
by Ellen Levine. They had no written language so the Wampum
belts were a way for them to tell stories.
Have the students refer to page 14-15 and re-read the information
on wampum belts and their significance to the Iroquois tribe.
(Teachers model/artifact is an ESOL/ESE accommodation
because it is a visual of what they will be creating)
The students will create a design on paper on what they want their
wampum belts to look like on grid paper of 12 squares by 6. They
will then create their designs with pipe cleaners and purple
(quahog seashells) and white (whelk seashells) beads. Have

them share the message of their belts amongst their tribe.

Center 5: Iroquois Transportation

Have the students look at the pictures provided and then read the
passage from the QR code below and write down the two main
modes of transportation and have them write one interesting fact
they learned. (ESOL/ESE accommodation-Visuals)

http://redryan.weebly.com/transportation.html
6. Review what the students should have under the Iroquois tab
for food, shelter, clothing, language, and transportation by having
the students share their findings.
7. Tell the students they will be learning about the Chinook tribe
next and have the students guess what region they are associated
with. Have them refer to their maps on the back of their flipbook
and tell them this region is a narrow strip of land between the
pacific ocean on the west and the mountains on the east.
8. Have them label it on their flipbook and add the assigned color

for the region on their key. (PURPLE-Chinook- Northwest Region).

The teacher will use the whiteboard to label it too. (Visual
ESOL/ESE accommodation through reinforcement of the
material)
9. Show the students a totem pole artifact and have them share
ideas on what they think it is or symbolizes. After the activity they
will know what it is and what it symbolizes. (Visual ESOL/ESE
accommodation)
10. The students will break up into their tribes/groups and will be
assigned a category (food, shelter, language, clothing, or
transportation) and use the following resources provide by QR
codes to scan with their Ipads. They will write the important
information for their category to share with the class. (Jigsaw
learning method)

http://www.slideshare.net/MeredithMalone/chinookindians-10173203?next_slideshow=1

http://safeshare.tv/w/ZAHlXkvGHj

http://access.sd25.org/curriculum/NativeAmericans/
NW.html
11. The students will become experts on their topic and share with
the class their findings as each tribe/group shares, the students
will jot down on their flipbooks what they have learned as the
teacher reviews with them on each topic using the resources
provided.
12. As their final activity they will create a totem pole where they
will choose 4 people or pets they would like their totem pole to
represent and they will write a sentence to explain the person/pets
importance in their life.

ELLs/ ESE students have the option to use the virtual totem pole
maker on the website below. On this website they can click on the
animals they would like to add on their totem pole and it tells
them what each animal symbolizes. They can print out their totem
pole and it comes with an explanation on what each animal
represents in the northwest culture. (ESOL/ESE
accommodation)
http://mrnussbaum.com/totem/
Resources/Mate
rials

http://simplysecondgrade.blogspot.com/2013/11/native-americanactivities.html
http://wesbmsart.blogspot.com/2012/02/grade-2-wampumbelts.html
http://www.slideshare.net/MeredithMalone/chinook-indians10173203?next_slideshow=1
http://safeshare.tv/w/ZAHlXkvGHj
http://access.sd25.org/curriculum/NativeAmericans/NW.html
http://www.mrnussbaum.com/flash/indians3.swf
http://redryan.weebly.com/transportation.html
-Ipads/Tablets with QR reader & QR codes
-Wampum belt artifact & Totem Pole artifact
-If You lIved with the Iroquois by Ellen Levine
-Flipbooks, paper, pencils/pens, markers/colored pencils
-Construction paper, pipe cleaners, beads (Wampum belts)
http://www.enchantedlearning.com/crafts/na/totempole/template2.
shtml (Totem Poles)

Discussion
Notes

Daily lesson plan day/Title: Day 2/NE Iroquois & NW Chinook