Noah Treffers and Mckenna Miller

Education 305

Lesson Plan #1

7 October 2018

Navigating the Mitten Narrative

For this lesson assignment we had to incorporate economy and geography standards. We

chose to make a lesson for third graders and we made our lesson’s big idea “Navigating the

Mitten.” In this lesson we created a worksheet and a google presentation to meet the standards

that we chose. In the google presentation, we made an example of what the students will be

doing in their development part of the lesson- the worksheet. Our Google presentation involves

planning a trip to Traverse City. This gives the students an idea of what they will be doing on

their worksheet without giving them all of the answers to the questions. In the worksheet we are

having the students work in small groups to plan a trip up to Mackinaw and think about what

planning a trip entails. Students will be investigating and doing this through using technology

and also through using some of their math skills as we wanted to cross between content for this

lesson. The big take-away from this lesson is that we are hoping students understand directions

and maps better, that they understand some key concepts that have to do with economy and

where products come from, and finally that they can practice their math skills that they are

learning.

One of the UDL goals we have chosen for our lesson is “foster collaboration and

community.” In our lesson we want students to work together to find answers on their worksheet

and not just work alone. We do this with hopes that the students build social skills and that we as
teachers can foster community. As we do this, we want to make sure that students feel

comfortable working in their groups, we want to encourage a good community. The classroom

should be a safe space for everyone where all opinions should be heard. In order to create this

safe space we will foster collaboration and try our best to make the classroom a warm and

welcoming community for all.

The second UDL goal we have chosen for our lesson is “guide information processing

and visualization.” We have created a powerpoint that goes along with the worksheet the

students will be doing as their summative assessment. Although we will not be reviewing the

powerpoint while the students have their worksheet, the students will still be able to use it as a

tool if they have any questions or concerns. By using a powerpoint that goes over the worksheet

before it’s even handed out, we are trying our best to guide information processing and

visualization by having them think about the responses and the assignment before it is even

given.
ED 305 Calvin College Lesson Planning Form (with comments)
Names: Noah Treffers and McKenna Miller Big Idea: Navigating the Mitten Thread/Crossover:
Math/Geography/Econ.

I. Objectives
What is the main focus of this lesson?
Teaching 3rd graders economic and geography standards through a big idea of Navigating the Mitten.
How does this lesson tie in to your unit’s Big Idea:
Throughout this unit we are having students plan different trips to different places in Michigan. This lesson is having them
plan a trip to Mackinaw City. This lesson ties into the unit’s big idea because it incorporates how to get to Mackinaw City
through geography. It also incorporates different economic activities that are needed to travel.
What state standards are being address (list them)?
3 – E1.0.4 Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in
Michigan.
3 – E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development
(e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile
manufacturing, furniture making, and tourism).
3 – G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture ​(e.g., corn, cherries, dairy),​
manufacturing ​(e.g., automobiles, wood products)​, services and tourism, research and development ​(e.g., Automation Alley, life
sciences corridor, university communities),​ and explain the factors influencing the location of these economic activities. (E)
3. G1.01.1 Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the
immediate environment.

What themes or core principles from the sub-disciplines (ex- themes of geography, core economic principles) are being
addressed in this lesson?
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For
example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

II. Before you start

Prerequisite knowledge and skills.
Assessment
(formative and summative)
-How to multiply and divide.
-Students are aware of how natural, capital, and human resources affect our economy.
-Students know the concepts of cardinal directions.
-Students understand the four areas of economic activity (agriculture, services and
tourism, manufacturing, and research and development)
Formative:
-Ask questions during the lesson and judge students understandings through thumbs up
or thumbs down.
-Meet with groups during the lesson to assess their understandings.
Summative:
-Grade/review the final worksheet done in groups using a rubric.

Universal Design for Learning Networks/Domains (​see UDL Guidelines​)

Multiple Means of Engagement Multiple Means of Representation Multiple Means of Expression

Self Regulation Comprehension Executive Functions
-​Guide information processing and
visualization

Sustaining Effort and Persistence Language and Symbols Expression and Communication
-Foster collaboration and community

Recruiting Interest Perception Physical Action

Materials-what materials (books,
handouts, etc) do you need for
this lesson and do you have
them?
-Worksheets
-Projector
-Computer
-Google Presentation
-Pen/Pencils
-Ipads or Laptops
-Google Maps
Link for worksheet:
https://docs.google.com/document/d/1e0pObuUAyF8mlxT4esM1KDFGGI_YVQRcYMcP0
qMmrAQ/edit?usp=sharing
Link for Google Presentation:
https://docs.google.com/presentation/d/1skfnX6Qysai4Kz9iNAG2Vvp7Gk18Q5fJyRKkeJZ
9yPs/edit?usp=sharing

Link for Narrative:

https://docs.google.com/document/d/1_h-NwGSbQjpgMVp_0h993UxK_7GbBYCRK-kJD
GIhJgI/edit?usp=sharing
The room is set up in table groups of 3 or 4.
Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities (indicate in parenthesis where you are addressing standards and themes)
Motivation Teacher: “Who here has ever travelled to a place in Michigan”
(Opening/ Students: *respond*
Introduction/ Teacher: “Grab your imaginary caps and put them on because today we are going on an imaginary
Engagement) trip to Traverse City Michigan!”
*Put the Google Presentation on the screen*
Teacher: “Who here has ever been to Traverse City? What can you tell us about your trip? Did you
learn anything about Traverse City while you were there?” *if no one has been have students
explain a different trip they have gone on*
Students: *respond with teachers guidance asking about the traveling, location, and any products
that they bought*

Slide 1: Introduce Traverse City/Navigating the mitten. Explain how we will be taking an imaginary
Development
trip to Traverse City and how later on in the class the students will be taking an imaginary trip in
 their small groups to a different city in Michigan. In the upcoming slides the students will learn
about different things that will help them along the way while they travel.

Slide 2: Directions Slide: Now is when we will explain how to use Google Maps/Maps. We will show
them how to use Google Maps by pulling it up on the screen and showing them different features of
the map. Teacher will then put in their starting location and then make the end location Traverse
City. Students will then see where Traverse City is in regards to their location, how far away it is in
miles, and how many hours away it is.

2. G1.01.1
Slide 3: Compass Slide: For this slide the teacher is going to want to talk through what cardinal
directions are even though they do have prerequisite knowledge of cardinal directions. The teacher
can do this by asking students what north, east, south, and west all mean and by ask the students to
tell the teacher the different directions.

3.OA.1
3.OA.3
Slide 4: Gas Mileage Slide: During this slide you are teaching the students how to find gas mileage.
This is incorporating math into the lesson so you are going to want to make sure that you explain
the equation you will be using, which is total mileage traveled/miles per gallon of the car and this
will give you the amount of gallons of gas used in the car.

3 – E1.0.4
Slide 5: Souvenirs Slide. Teacher will explain that students only have $15 to spend and then go
through and say the price of each item. The teach will then ask the students what he/she can
purchase with that $15. The teacher will then explain that souvenirs are a big part of tourism cities
and many of these cities are sustained by the tourism and what tourists buy. Talk about these items
in terms of natural, human, and capital resources.

3 – G4.0.1
3 – E1.0.3
Slide 6: Economic Growth Slide: Teacher will explain the four areas of economic activity even though
students have prerequisite knowledge of these concepts. Then the teacher will give a few obvious
examples of economic activity that can be seen in Traverse City (agriculture and services/tourism).
Ask the students why they think that Traverse City is so well known for their tourism? Does this
depend on the location of a city? Explain how natural resources and location affect the economic
development of an area. Give examples of different places such as Detroit - this is a city because of
the car industry, Grand Haven - this is a city because of tourism and Lake Michigan, ect.

Teacher: *Explain to students that they will be doing this same concept of the google presentation
through a worksheet with a group. Explain your expectations of students using their technology.*

Teacher: Pass out the worksheet and assign groups as desired. Students can raise their hands if they
have any questions for the teacher. Teacher should roam around the room and ask students
questions and make sure they’re staying on track.
Teacher: Go over the group worksheet with the whole group by asking the different groups what
they got for their answers and then agreeing or disagreeing with the students. This is a good time to
promote productive discourse between the students. Have the students make notes in a different
Closure
color pen or marker if they need to change their answer (this way we are able to use the worksheet
for the formative assessment). Teacher will take group worksheet from the students when class is
over and grade/review the responses to assess and evaluate the learners.
Documentation: What sources did you consult for this lesson?
Michigan Department of Education. “Social Studies Grade Level Expectations.” C
​ ommon Core ​, 
www.michigan.gov/documents/mde/SSGLCE_218368_7_ADA_605719_7.pdf​. 
 
Michigan Department of Education. “Math Grade Level Expectations.” C
​ ommon Core ​, 
https://www.michigan.gov/documents/mde/K-12_MI_Math_Standards_REV_470033_7_550413_7.pdf  
 
 

Link for worksheet:

https://docs.google.com/document/d/1e0pObuUAyF8mlxT4esM1KDFGGI_YVQRcYMcP0qM
mrAQ/edit?usp=sharing

Link for Google Presentation:

https://docs.google.com/presentation/d/1skfnX6Qysai4Kz9iNAG2Vvp7Gk18Q5fJyRKkeJZ9yPs
/edit?usp=sharing
 Names: ________ ________ ________ ________ 
 
NAVIGATING THE MITTEN 
You are planning a trip to Mackinaw, how fun!?  
How far away is Mackinaw City from your current location? How long would it take you 
to get there? How many miles away is it? Which cardinal direction is it to this 
destination? 
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______ 
 
Why is Mackinaw City and Mackinac Island such a big tourist attraction? Use your 
laptop or ipad to research it.  
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____ 
 
What region of Michigan is Mackinaw CIty in? Research it if you do not not using your 
laptop or ipad. 
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___ 
 
How much gas would you use if you drove a car to Mackinaw city? The car you will 
drive gets an average of 25 miles per gallon (think about how this relates with how 
many total miles it takes to get to Mackinaw City). Equation: mileage/25 mpg = gallons 
of gas used. 
Use this area to show your math work: 
 
 
 
_____________________________________________________________________________
_____________________________________________________________________________
__ 
You have $25 to spend on souvenirs or food while you are up at Mackinaw. You can 
buy a sweatshirt for $15, a shirt for $10, or fudge for $5. Decide what you are going to 
buy, you must spend your $25 dollars.  
Use this area to show your math work: 
 
 
 
 
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______ 
What resources did it take to buy the souvenirs or products you bought (natural, 
human, and capital resources)? 
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____ 
What areas of economic activity did you experience in Mackinaw City (agriculture, 
services and tourism, manufacturing, and research and development)? 
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____ 
Noah Treffers and McKenna Miller

Education 305

Professor Devries

20 November 2018

Lesson #2 Narrative

This lesson is based on the big idea of of navigating the mitten. While navigating the

mitten would be the unit, this lesson ties into this unit with the idea of traveling to Lansing to

learn more about civics and government (in Michigan in specific.) We have students imagine

taking a trip to lansing to learn more about Michigan’s government and how it’s run. The key

takeaway we want students to learn from the big idea is that Michigan has so much history and

uniqueness which is why we should be interested and invested as citizens here. The takeaway we

want students to understand from the lesson is how Michigan came to be a state and how it

functions from day to day with government. Through these takeaways we hope that students will

learn about history, civics, geography, econ, math, and even language arts.

The UDL guideline we are focusing on for this lesson is “activate or supply background

knowledge.” We do this through teaching literacy skills in Social studies and by providing

different ways for students to obtain the knowledge at hand. We read a book, ​Michigan Past and

Present,​ to them and go through a powerpoint before the students do the summative worksheet.

By doing this we provide background knowledge of the task at hand.

One of the pieces of input we received from peers was making the theme of our lesson

more accessible and known. The theme we chose was uses and abuses of power. When we got

this advice we chose to add a slide in our powerpoint that talks about separation of powers. We
added this slide to explain that each branch of government has different powers, but some

branches have more of a say in certain situations than others. Also, that it may be true that some

people in government may use and abuse their powers and their say in government. We hoped

that this would allow the students to better understand this theme of abuses and power within our

lesson on Navigating Lansing.

ED 305 Calvin College Lesson Planning Form (with comments)
Names: Noah Treffers and Mckenna Miller Big Idea: Navigating the Mitten
Thread/Crossover: ELA

I. Objectives

What is the main focus of this lesson?

Learning how Michigan attained statehood and how the government works within Michigan. This will be
addressed with the idea of Traveling to Lansing.

How does this lesson tie in to your unit’s Big Idea

It ties into Navigating the Mitten with the idea of Traveling to Lansing.

What state standards are being address (list them)?

3-H3.0.9 Describe how Michigan attained statehood.
3-C2.0.1 Describe how Michigan state government reflects the principle of representative
government.
3 – C3.0.3 Identify the three branches of state government in Michigan and the powers of each.
RL.3.1 - Ask and answer questions to demonstrate 1. understanding of a text, referring explicitly
to the text as the basis for the answers.

What themes or core principles from the sub-disciplines (ex- themes of geography, core economic
prinicples) are being addressed in this lesson?
In this lesson we address the History and Civics theme uses and abuses of power.

II. Before you start

Prerequisite knowledge and -How to write.

skills. -How to draw big ideas out of a story.

Assessment Formative:​ As we go through the presentation we will be having discourse

(formative and summative) with the students in order to make sure they are comprehending what’s being
taught.

Summative: ​A powerpoint will be presented to the class and afterwards

students will complete a worksheet based on the powerpoint with their table
groups- we will review the worksheet with the table groups after they are
done so they receive immediate feedback.

Universal Design for Learning Networks/Domains (​see UDL Guidelines​)

Multiple Means of Engagement Multiple Means of Representation Multiple Means of Expression

Self Regulation Comprehension Executive Functions

Activate or supply background
knowledge:
​-We are doing this through
teaching literacy skills in
Social Studies.
-We are using visuals.

Sustaining Effort and Persistence Language and Symbols Expression and Communication

Recruiting Interest Perception Physical Action

Materials-what materials -Book: ​Michigan Past and Present ​- Janey Levy

(books, handouts, etc) do you -Worksheet
need for this lesson and do -Projector
you have them? -Computer
-Pencil and different color pen
-Google presentation

Do you need to set up your -In groups facing towards the screen
classroom in any special way
for this lesson? If so, describe
it.

III. The Plan

The description of (script for) the lesson, wherein you describe teacher activities
and student activities (indicate in parenthesis where you are addressing standards
Time Parts and themes)
Motivation 3-H3.0.9 Describe how Michigan attained statehood.
(Opening/ 3-C2.0.1 Describe how Michigan state government reflects the principle of representative
Introduction/ government.
Engagement) 3 – C3.0.3 Identify the three branches of state government in Michigan and the powers of each.
RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
​ y Janey Levy
Michigan Past and Present b
Pg. 15 - 23

-Read the book to the students. Stop after sections and ask:
1. Michigan becoming a state:
a. How did Michigan become a state? What did they have to do in
order to become a state?
2. Constitution:
a. What did the constitution do for Michigan?

3. Executive Branch:
a. What does the executive branch do?

4. Legislative Branch:
a. What does the legislative branch do?

5. Judicial Branch:
a. What does the judicial branch do?

6. Local Government:
a. Who makes up the local government? What do they do?

General question: What branches have more power than other branches? Can local
governments do more than other branches? Have you ever heard of checks and
balances? Explain to the students what checks and balances are within the
government.

Development 3-H3.0.9 Describe how Michigan attained statehood.

3-C2.0.1 Describe how Michigan state government reflects the principle of representative
government.
3 – C3.0.3 Identify the three branches of state government in Michigan and the powers of each.
-Go through the Google Presentation with the whole class. Use it as a guide to have
a discussion.

-Have students work on worksheet in groups.

-As students are working through the worksheet walk around and ask them
questions or answer questions to see if they have misconceptions.
 Closure 3-H3.0.9 Describe how Michigan attained statehood.
3-C2.0.1 Describe how Michigan state government reflects the principle of representative
government.
3 – C3.0.3 Identify the three branches of state government in Michigan and the powers of each.
-Go over the worksheet with the whole class. Have students correct their
worksheets with a different color pen or pencil. Collect the worksheets to use as
summative assessment.

Documentation: What sources did you consult for this lesson?

https://study.com/academy/lesson/relationship-between-michigans-state-local-governments.html

Levy, Janey. M
​ ichigan: Past and Present​. Rosen Central, 2010.
 Name:___________________________
Navigating Lansing
What is the legislative branch? What do they do?
______________________________________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________________________________________________

Draw a picture below that will help you remember what the legislative branch does:

What is the Executive Branch? What do they do?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________________________________________________________________________________

Draw a picture below that will help you remember what the Executive Branch does:

What is the Judicial Branch? What do they do?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________________________________________________________________________________

Draw a picture below that will help you remember what the Judicial Branch does:
Where was the first Capital? Where is it now?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________________________________________________________________________________

Draw where it was and where it is now. Look at the map in the room if you need help.

Who are some people that make up the local governments?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________________________________________________________________________________

What are local governments responsible for?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________________________________________________________________________________

How did Michigan attain Statehood?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________________________________________________________________________________
Noah Treffers and McKenna Miller

Education 305

Professor Devries

9 December 2018

Lesson Plan #3 Narrative

In this lesson our big idea is Navigating the Mitten. This has been our big idea for our

previous lesson also, it is a great big idea to create lesson from. With this lesson we were

thinking that if this was actually being taught that it would be taught within a culture unit. This

unit would be looking at all the cultures that are represented in the classroom. It would be a unit

where afterwards they could compare and contrast different cultures. This specific lesson would

be about Dutch Heritage within Michigan. In this lesson students will be looking at the Dutch

Heritage specifically in West Michigan. It will look at why Dutch immigrant came here, places

where they immigrated to, and then looking at Dutch food, clothes, dances, and language.

Overall, after teaching this lesson we would want students to take away the uniqueness of the

Dutch culture and how it is similar or different to other cultures that would be taught within this

unit.

One of the UDL guidelines for this lesson is under self regulation and it’s optimize

relevance, value, and authenticity. We hope to do that with this lesson by looking at all of the

different cultures in the classroom. Each student’s culture is relevant, vlalued, and authentic so

by talking about each we hope to implement this UDL. The other UDL guideline that we focus

on for this lesson is under expression and communication and it is use multiple tools for

construction and composition. During this lesson we have the students write a paper on their

ipad/computers about the Dutch heritage and so we accomplish this UDL by having students

use the grammar check, spell check, and word prediction software. In addition we also received
a lot of good feedback from peers. One peer stated that we should add a movement piece into

our lesson to keep the students engaged, so we added a portion where students will learn how

to Dutch dance. Another piece of input from our peers that resulted in a change were our

standards. Some of our standards at first didn’t really make sense with the overall lesson so we

were able to change them in order to fit with our lesson. Receiving feedback from our peers was

very beneficial and it helped us make some crucial changes to benefit our lesson.
ED 305 Calvin College Lesson Planning Form
Names: Noah Treffers and McKenna Miller Big Idea: Navigating the Mitten
Thread/Crossover: ELA

I. Objectives

What is the main focus of this lesson?

This is a lesson within a unit plan about culture. The main focus of this lesson is focused on Dutch culture
and heritage, but over the course of this unit the class would be looking at all the cultures represented
within the class. In this lesson we will be learning about the heritage of Dutch people. We will be looking
at why many of them came to West Michigan, how they came here, and what heritage they brought with
them to West Michigan. Within this lesson we will be focusing on the big idea of Navigating the Mitten
through looking at different places with many Dutch influences, such as Grand Rapids and Holland. The
idea of this lesson is to learn more about a different heritage, but not to discriminate about different
heritages. We are thinking that this could be one lesson within a unit that looks at many different culture
and heritages within Michigan.

How does this lesson tie in to your unit’s Big Idea?

Our big idea is Navigating the Mitten, we will have students look at different places in West Michigan that
have dutch culture and heritage that is very evident.

What state standards are being address (list them)?

● 3 – H3.0.1 -Identify questions historians ask in examining the past in Michigan ​(e.g., What
happened? When did it happen? Who was involved? How and why did it happen?​)
● 3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of
Michigan.
● 3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why
they came (push/pull factors). (H)
● 3 – E1.0.3Analyze how Michigan’s location and natural resources influenced its economic
development ​(e.g., how waterways and other natural resources have influenced economic
activities such as mining, lumbering, automobile manufacturing, furniture making, and tourism).

ELA Standard:

● W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
○ Introduce a topic and group related information together; include illustrations when
useful to aiding comprehension.
○ Develop the topic with facts, definitions, and details.
○ Use linking words and phrases (e.g., also,another, and, more, but) to connect ideas
within categories of information.
○ Provide a concluding statement or section.

What themes or core principles from the sub-disciplines (ex- themes of geography, core economic
prinicples) are being addressed in this lesson?
-Expressing Identity
-Our theme we chose from the culture themes is:
1. a. explore and describe similarities and differences in the ways groups, societies, and cultures
address similar human needs and concerns;

II. Before you start

Prerequisite knowledge and -Students will already know how to type.

skills. -Students will already know how to write.
-Students will already know about the Chinese culture as that was a past
lesson in this unit plan.
-Students will already know how to read thematic maps.

Assessment -Assessment will be based around the students’ writing of the Dutch culture.
(formative and summative) This writing will be based around the objectives that we have to cover and it
will help the students practice their writing skills.

Universal Design for Learning Networks/Domains (​see UDL Guidelines)​

Multiple Means of Engagement Multiple Means of Representation Multiple Means of Expression

Self Regulation Comprehension Executive Functions

-Optimize relevance, value, and
authenticity
This will be done in this unit
through looking at all of the
different cultures in the classroom
and seeing how these cultures are
all unique and relevant to our lives.

Sustaining Effort and Persistence
Language and Symbols
Expression and Communication
-Use multiple tools for construction
and composition.
This will be used through the
grammar check, spell check, and
word prediction software while the
 students write their papers on their
computers or ipads.

Recruiting Interest Perception Physical Action

Materials-what materials -Projector

(books, handouts, etc) do you -Worksheet
need for this lesson and do -Computer or Ipad
you have them?

Do you need to set up your -The classroom would ideally be set up in groups to encourage a collaborative
classroom in any special way community. It would also have a place where all the students could come sit
for this lesson? If so, describe on the ground and listen to the teacher.
it.

III. The Plan

The description of (script for) the lesson, wherein you describe teacher activities
and student activities (indicate in parenthesis where you are addressing standards
Time Parts and themes)

Motivation -Before the unit plan the teacher would send out an electronic survey to the parents
(Opening/ in the class. This survey would explain that the class would be having a unit plan
Introduction/ looking at the cultures represented within the classroom. Parents would then tell the
Engagement) teacher what culture or cultures are represented within their families.

-For the intro to this lesson we will be asking students that have a dutch heritage to
go home and ask their family these questions for homework the night before:
1. What does it mean to you to be Dutch?
2. When did your family immigrate to MI and why?
3. Do you celebrate anything within your Dutch culture that other cultures
wouldn’t celebrate?
4. What does culture mean to you and your family?

-As students come to school with these questioned answered they will share what
their family said to the whole class.

3 – H3.0.1 -Identify questions historians ask in examining the past in Michigan (e.g., What happened?
When did it happen? Who was involved? How and why did it happen?)
 -We will ask if students have ever celebrated anything from the Dutch culture,
hinting at if anyone had ever been to the Tulip Time Festival in Holland, MI.
● Why is do tourist come to Holland?
● Why does Holland’s location attract people?
○ Lake MI
○ Lake Macatawa
○ Downtown

Development ● 3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics
of Michigan.
● 3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why
they came (push/pull factors). (H)
● 3 – E1.0.3Analyze how Michigan’s location and natural resources influenced its economic
development (e.g., how waterways and other natural resources have influenced economic
activities such as mining, lumbering, automobile manufacturing, furniture making, and
tourism).

-The teacher will go through the google slides that are made for this lesson. This will
introduce the students to:
1. A video that looks at what the Netherlands is like.
2. Why Dutch people came to MI.
3. Where they came to in MI.
4. Tulip Time Festival in Holland
5. Clothing
6. Food

-To get the students moving, at the end of the Google Slides lesson we will be having
the students briefly learn how to dutch dance. This will be taught through a video.
The students need a partner to dance with.

-After the teacher goes through the google slides the students will work on their
worksheet.

-The worksheet is made to help students process and retrieve information to have it
when they write their paper. This can be done in groups or in partners.

-The students will then be given a writing guide which will help them come up with
an outline for their writing. This needs to be done individually because the writing is
part of the assessment.

-The students will then be given directions to write an informative/explanatory text

about the Dutch culture. They will be allowed to write this paper on a laptop or ipad
so that they can use spell check and grammar check. The standard below will shape
the directions for how to have students write this:
● W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
○ Introduce a topic and group related information together; include illustrations when
useful to aiding comprehension.
○ Develop the topic with facts, definitions, and details.
○ Use linking words and phrases (e.g., also,another, and, more, but) to connect ideas
within categories of information.
 ○ Provide a concluding statement or section.

-The students will be given directions for this writing. These directions will also have
an area for the students to do a self check to make sure they have all the parts of the
writing that is needed.

Closure -In the closure the students will compare the Dutch culture to the Chinese culture.
(or a different culture that is represented in the classroom) As I have said, this is a
unit plan that is looking at all of the different cultures that are represented within
the classroom. Looking specifically at how different groups or cultures address
similar human needs and concerns. This means that all students cultures need to be
met and respected.

-While doing this teachers need to make sure they create a safe environment
where students can be excited to share their cultures and learn about other’s
cultures. This should not be a time where students or a teacher is saying one
culture is better than the other.

Documentation: What sources did you consult for this lesson?

 Name:______________________

Dutch Culture

1. What are 5 different things you learned about the Netherlands from watching the video?

2. What is a political reason why Dutch immigrated? What is an economic reason why
Dutch people immigrated? Why do we call these factors push and pull factors?

3. Where did Dutch people immigrate to in Michigan? When did they immigrate?

4. Why do tourist come to Holland, MI in the spring every year?

5. What did their clothing look like?

What is famous Dutch food?

 Name:_______________________

Writing Guide - Explanatory Text

Briefly fill this guide out before you start this writing. This will help you think through what you want your writing to look
like and what you want to include in it.

How are you going to introduce Dutch culture in you writing?

What facts or details do you want to use in the writing?

What are two ideas that you can connect using linking words (also, another, and, more,
but)?

What is your concluding statement or section going to be?