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Unit Plan #4: People of the Northwest

Submitted By: Gregory Winiewicz
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2013 Instructor: Karen Powell

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: The First Americans Title of Lesson: People of the Northwest Submitted By: Greg Winiewicz

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn about the way of life and culture of the Tlingit, This lesson uses the 5th grade Houghton Mifflin Social Studies textbook, United States History. (Pages 46-49) B. Target Population: Grade Level: 5th Grade Skill Level: Students at all learning levels Grouping: whole group reading & discussions, independent for activity and assessment

C. D. E. F. G.

Materials: Vocabulary & Study Guide (Unit Resources pg. 49)- 30 copies Reteach Mini lesson (Graphic Organizer pg. 49)-30 copies Houghton Mifflin 5th grade social studies book: United States History (p. 46-49) Paper and pencils

H. Objectives: NV State Social Studies Standards I. H1.5.2 Identify and describe the attributes of Native American nations in the local region and North America Student-Friendly Standards H1.5.2 Identify and describe the way of life and culture of the Tlingit

Procedure: Refer to notes on TE 48- Get Set to Read. Explain the attached Study Guide students will complete as we read. Call students attention to the map on pg. 47 and explain that the Pacific Northwest Indians settled in an area that was rich in natural resources. Have students notice that the Tlingit were the Indian Group who lived the farthest north on the Pacific coastline. Compare a natural resource to objects made out of paper. Introduce vocabulary (surplus, potlatch, clan)

As a class, read pg. 46-49 together, stopping to ask questions as indicated in the margins of TE (pg. 47, 48,))

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: The First Americans Title of Lesson: People of the Northwest Submitted By: Greg Winiewicz

Students should take notes and record information on their Study Guide while we read; they can continue working on their Study Guide when we complete reading the selection. Ask questions listed in the margins of the TE as an ongoing check for understanding. (TE47) What part of North America is considered the Pacific Northwest? (TE47) What important resource did the Northwest Indians catch in the rivers? (TE 47) What kind of houses did the Northwest Indians build? (TE 48) What resources did the Tlingit use to make their clothes? (TE 48) What did the inside of a Tlingit look like? (TE48) How did a salmon trap work?

Discuss with your group-Critical Thinking? If the Tlingit had been farmers long ago, do you think they would still be? CLOSURE: Discuss the statements on Review/Assess (TE 49)

J. Assessment: What will you use to measure student understanding? Students will write a short essay describing the Tlingit Indians. Share with their groups. Explain how you will know students understand the concepts from the lesson. I will have the students with their groups make a list of how the Tlingit used the resources around them. We would then post them around the room to share with all the classmates. K. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson to teach would be discussing the lesson as we read together. 2 Which part will be most challenging for you to teach? The most challenging part would be working in groups to make posters of how the Tlingit used their natural resources. 3. How will you follow up or extend this lesson? Have the students make a mini book on the Tlingit Indians. 4. What will you do for students who dont grasp the concepts?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: The First Americans Title of Lesson: People of the Northwest Submitted By: Greg Winiewicz

For the students who are having a difficult time with the concepts, we will work in a small group at my back table and break the lesson down so that they will understand and then I would help them complete their assessments. 5. Which part of the lesson, if any, do you think might need to change? I do not think at the time I would change anything. 6. When you were writing this lesson plan, what was the most difficult part? The hardest part about writing this lesson was the amount of facts that this lesson teaches and there is so much more I would have liked to of added. For Example, the totem poles were first made with the Tlingit and it would be nice to teach a little history about them and make little totem poles. .

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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