NLMUSD Model Integration Technology Pilot

Technology Integration Unit/Lesson Plan Template

(modified from MTS Lesson Plan Template)

Lesson title: California Native Americans Compare and Contrast Name: Ardell Hucko Subject area: Social Studies Grade level: 4th Time frame: 4 sessions !" minutes each session# The$%re 4 steps to the lesson& 'ach step is a session& Brief lesson/unit Summary/Description Students (ill indentif$ the re)ions# foods# homes# and traditions or customs of the Chumash# Cahuilla# *i(ok# and Hupa tribes of California& Students (ill be usin) i+ads to research the information to complete an ',cel spreadsheet matri,& State Content Standard/Benchmark addressed http:// !cde!ca!go"/#e/st/ss/inde$!asp

Social Studies 4&-&. /iscuss the major nations of California 0ndians# includin) their )eo)raphic distribution# economic activities# le)ends# and reli)ious beliefs1 and describe ho( the$ depended on# adapted to# and modified the ph$sical environment b$ cultivation of land and use of sea resources&

%ducational Technology Standard/Benchmark addressed http://

!iste!org/standards!asp$

2. Communication and Collaboration

Students use di)ital media and environments to communicate and (ork collaborativel$# includin) at a distance# to support individual learnin) and contribute to the learnin) of others&
&'st Century Skill(s)/Theme(s) addressed http:// !p&'!org/route&'/inde$!php

/emonstrate abilit$ to (ork effectivel$ and respectfull$ (ith diverse teams& +articipate activel$# as (ell as be reliable and punctual& 2nderstand and utili3e the most appropriate media tools to complete a task& Interact Effectively with Others Know when it is appropriate to listen and when to speak Conduct themselves in a respectable, professional manner
Integration into *L+USD Curriculum +aps (If applica#le in Language arts or +ath) Not Applicable Students ill understand (lesson/unit o#,ecti"es):

Speakin) Students (ill speak (ith a loud# clear voice and enunciate correctl$& 4eadin) 5 Students (ill read their matri, to a small )roup or (hole class& 6ocabular$ Students (ill practice usin) (ords that compare and contrast people or thin)s& %ssential -uestions to guide this unit/lesson and focus teaching and learning: Ho( did earl$ people live in California before 'uropean e,plorers came to California7 Technology . /e# &!0 resources needed (hard are and soft are1 Technolo)$ needs: e#sites)

NLMUSD Model Integration Technology Pilot

Hard(are i+ad# printer Soft(are 5 ',cel A variet$ of (ebsites (ill be used (hile doin) a Goo)le Search& Procedure (learning acti"ities)/ lessons of unit Step .: Teacher models ho( to locate8research information on the Chumash tribe usin) an i+ad8Goo)le search& Step -: Groups of students are )iven an i+ad& As a class# )roups research information to)ether to help the class fill in the matri, for the Cahuilla tribe& Teacher (ill solicit responses from each )roup to fill in the matri,& The teacher (ill print out a cop$ of the matri, for each student& Step !: Groups of students (ill conduct research for the *i(ok tribe on the i+ad to fill in their matri,& Teacher (ill (alk around to assist as needed& Step 4: Students (ill take turns in a (orkstation to individuall$ research the Hupa tribe usin) an i+ad& Students (ill complete the matri, and turn it in for revie( b$ the teacher&

2ssessment +ethod Grades (ill be assi)ned to matri, based on a 4 point rubric scale& *otes: (this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)