Social Studies Lesson Plan Template

Group Members/Group Name: _____ _______________________________

Thematic Unit Theme/Title/Grade Level: ___ _____________
Group Weebly space address: _______________________________________________________
Daily Lesson Plan Day/Title: __ ___________
Lesson Length (ie. 30 minutes): __________________

Rationale for Instruction

A rationale is an essential part of The purpose of this lesson is to introduce students to the origins of the Seminole Indians and
thoughtful planning of classroom
instruction. This is a brief written their migration into Florida.
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.
NCSS Theme/Next
Generation Sunshine State  SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events
Standards/Common Core throughout Florida history.
Standards (LAFS/MAFS)  SS.4.A.3.8: Explain how the Seminole tribe formed and the purpose for their migration.
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.

These can be downloaded from the

Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
Learning Objectives Students will learn about the origins of Native Americans like the Seminole Indians. Also what Native Americans groups
What will students know and be able to where here before the Seminole Indians. (example: Calusa, Apalachee, and Timucua) Then what happened to those Indians.
do at the end of this lesson? Be sure to set We will also discuss which groups of Indians lived north of Florida( Creek Cherokee, Choctaw, and Chickasaw.)
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging, .
measurable and appropriate learning
goals!

Modified 2/18 – Van De Mark from document created by L. Spaulding

 Social Studies Lesson Plan Template
Student Activities &
Procedures
Design for Instruction
What best practice strategies will be Part I: Introducing Content
implemented?
How will you communicate student
expectation? 1. Teachers should begin by reviewing what students know about Native Americans in
What products will be developed and Florida and the southern United States.
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
a. Which Native American groups were in Florida before the Seminoles? (For
may be in place in your classroom. example: Calusa, Apalachee, and Timucua.)

b. What happened to the Calusa, Apalachee, and Timucua Indians? (They were
decimated by disease, warfare, and slavery. Some were likely absorbed by the Creeks
and Seminoles.)

c. Which groups of Indians lived north of Florida? (For example: Creek, Cherokee,
Choctaw, and Chickasaw.)

2. Teachers should review what students know about the origins of the Seminoles.

a. Where did the Seminoles come from?

b. Where did they live?

c. What do they look like?

Part II: Seminole Origins and Migration Into Florida

1. The teacher will use the maps in the PowerPoint or the PDF with the notesto illustrate
the origins of the Seminoles and their migration into Florida.

2. After the presentation, the teacher will hold a short class discussion and answer any
questions.

Modified 2/18 – Van De Mark from document created by L. Spaulding

 Social Studies Lesson Plan Template

Part III: Retelling the Story

1. Using the maps, students will retell the story in their own words.

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes
Resources/Materials
Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for
individual, daily lesson plans!
Unit Pre-Assessment: KWL chart on prior knowledge of Florida Native Americans
Unit Post-Assessment: Students will create a Kahoot assessment in whole group as part of Florida history
Daily Lesson Plan Assessment:.
***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson
plan.
 Seminole Origins and Migration Into Florida (PowerPoint | PDF)

 Accompanying Teacher Notes (Web | PDF)

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
ESOL; Students with Learning Differences: I have many visuals and underlining details of the topic addressed for the
students to know.
Gifted/Talented: Will ask higher level questions with these students.

These accommodations and/or

modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.
Additional Comments and Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.
Notes

Modified 2/18 – Van De Mark from document created by L. Spaulding