Design for Instruction (DFI) SSE 3312 Unit Plan

Theme: Florida Pioneers and Technology_ Grade level:

4 .

Total Standards Used:

SS.4.A.4.2 Describe pioneer life in Florida.
SS.4.A.4.1 Explain the effects of technological events in Florida.
SS.4.A.6.4 Describes the effects on the Spanish American War in Florida.
SS.4.A.3.7 Identify nations (Spain, France, England) that controlled Florida before it became a
United States territory.
SS.4.A.6.3 Describe the contributions of significant individuals in Florida.
SS.4.A.1.1 Analyze primary and secondary sources.
LAFS.W.4.2.E Provide a concluding statement or section related to the information or
explanation presented.
LAFS.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
LAFS.4.SL.2.4 Report on a topic or text, tell a story or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.

Group Members: Jordan Anthony, Emily Broy, Carleigh Mengel, and Jael Gattle
Pre-Post assessment ideas:
Trivia and fact questions regarding the Florida Pioneers. Students will answer using the clicker
answer system in a whole group, anonymous delivery.
Students will journal every day to answer the question, What was Florida pioneer life like?
Student will make a culminating journal for the ticket outs everyday. This will help to make sure
students have gained some knowledge of what was being discussed that day. This will also allow
for teachers to check for comprehension.
Outline below, what will take place on each day and who is responsible for the lesson plan!

Day 1: Family Dynamics During the Pioneer Times

SS.4.A.4.2 Describe pioneer life in Florida.
SS.4.A.6.3 Describe the contributions of significant individuals in Florida.
SS.4.A.1.1 Analyze primary and secondary sources.

LAFS.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,

graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
LAFS.4.W.2.6 With some guidance and support from adults, use technology, including the
internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single
sitting.
Students will learn the different jobs and roles each member of a family unit had during the
pioneer times. The students will have a chart separated and labeled into three parts: Women
pioneers, Children pioneers, and Men pioneers. Research through apps and other materials will
be conducted to fill in the appropriate parts of the chart with the matching characteristics for the
given role.
The different research methods will be placed in a circle around the room for students to take
turns filling in their findings. At the end of the research rotations we will collectively discuss the
similarities and differences of family life today versus during the pioneer era.

Day 2: Florida Pioneer Technology and Innovations- Carleigh Mengel

SS.4.A.4.1 Explain the effects of technological events in Florida.
SS.4.A.4.2 Describe pioneer life in Florida.
SS.4.A.1.1 Analyze primary and secondary sources.
LAFS.W.4.2.E Provide a concluding statement or section related to the information or
explanation presented.
LAFS.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
Students will grasp a better understanding into how the pioneers created tools and other
innovations to help them live and work more efficiently. During this lesson students will take a
look at some the technologies and even get a chance to create some of their own tools that would
have been utilized during the pioneer age. Students will be able to compare and contrast the tools
and technologies from then to now to better understand the pioneers ideas for their innovations.
Then students will write a ticket out based off what we talked to describe what they have learned
and what they will take with them in regards to florida pioneer technology and Innovations.

Day 3:

Geography of Florida during the Pioneer Times- Emily Broy

SS.4.A.4.2 Describe pioneer life in Florida.

SS.4.G.1.1 Identify physical features Florida
SS.4.G.1.2 Locate and label cultural features on a Florida Map

LAFS.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,

graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
Students will learn the overall geography of where the pioneers were located in Florida. They
will also learn the conditions of land for farming and living. During this students will use maps
to learn locations. Students will also use hands on experiences to learn the conditions of Florida
during pioneer times.

Day 4: Pioneer Food Jael Gattle

SS.4.A.4.2 Describe pioneer life in Florida.
LAFS.W.4.2.E Provide a concluding statement or section related to the information or
explanation presented.
LAFS.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
LAFS.4.SL.2.4 Report on a topic or text, tell a story or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at
an understandable pace.
PE.4.R.6.2 Describe the connection between skill competence and enjoyment of physical activity.
SS.3.E.1.3 Recognize that buyers and sellers interact to exchange goods and services through the use of
trade or money.
MAFS.K12.MP.4.1 Model with mathematics.

The lesson will review the roles and jobs of the pioneer family. Part of the work of pioneers was
providing food for the family. Students will learn about the traditional foods, such as corn bread
and stews, and diet of the pioneers. Students will create a graphic organizer categorizing
popular foods into the dietary meal requirement such as proteins, vegetables, fruits, and
carbohydrates. Students will learn about where the foods were produced through farming and
railroad trade. Students will get the opportunity to taste foods at different centers. When they
taste the food or help make the food at the centers, they will record them on their graphic
organizers. After the stations, the students will complete an economic activity to plan the food
for a pioneer family for a week on a budget.

Day 5: Pioneer Recreation Jael Gattle

SS.4.A.4.2 Describe pioneer life in Florida.
LAFS.W.4.2.E Provide a concluding statement or section related to the information or
explanation presented.
LAFS.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.

LAFS.4.SL.2.4 Report on a topic or text, tell a story or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at
an understandable pace.

After all the work is done, pioneers spent their time playing games. Lesson will include many
interactive game activities, such as tug of war, feather dance, and rolling hoops, that the pioneers
played. As the teacher, I will introduce the game using videos and a PowerPoint. Students will
each be assigned a game to become an expert on. Then through jigsaw, students will teach other
students how to play the game. Then students will rotate through stations for ten minutes each
with a small group to try out all the games.
Because this is the final day, students will be given the opportunity to compose the final
assessment of a written essay regarding one concept covered in the unit plan. This will be a two
page double spaced essay. Students can work in teams if necessary.
Note (bullet) technology use below:

Projector
Doc Cam
Computer with Youtube video links