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ED 345 Calvin College Lesson Plan

Teacher: Kristina Wicks


Date: 10/3, 10/4, 10/6, 10/7
Subject/Topic/ Theme: Social Studies/Migration and 3 Ancient Civilizations
I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to provide context for the Native Americans Unit. This lesson focuses on
the migration of Native Americans from Asia to North America and what those Native Tribes were like
based on their geography.
How does this lesson tie in to a unit plan?
This lesson provides context for the rest of the Native Americans Unit.
Objectives:
Standards:
Assessments (formative and
Indicate connections to
summative):
applicable national or state
standards. If an objective
1.
applies to only certain students
write the name(s) of the
student(s) to whom it applies.
Students will:
Social Studies Michigan State
1. Students will listen and
Standards:
participate in class
1. Listen and participate in
presentation/discussion by
class
watching slideshow,
U1.1 American Indian Life in
discussion/presentation
asking questions, and
the Americas
about each of the three
filling our graphic
ancient civilizations: Inuit,
organizer.
5 U1.1.1 Use maps to locate
Anasazi, Mound Builders.
2.
Students will compare
peoples in the desert Southwest,
2. Compare each civilizations the Pacific Northwest, the
each civilizations
geography, concluding
geography with the help of
nomadic nations of the Great
that the geography
the graphic organizer.
Plains, and the woodland peoples
affected each civilizations
3.
Students will describe life
east of the Mississippi River
culture.
of peoples living in North
(Eastern Woodland).
America before European
3. Describe life of peoples
exploration on graphic
living in North America
5 U1.1.2 Compare how
organizer.
before European
American Indians in the desert
exploration.
Southwest and the Pacific
Northwest adapted to or modified
the environment.

5UI.I.3 Describe Eastern


Woodland American Indian life
with respect to governmental and
family structures, trade, and
views on property ownership and
land use.
II. Before you start
Knowledge:
- Basic geography
- What continent is North America
Skills:
- Identify states mentioned in lesson on a map with little help
Universal Design for Learning Networks/Domains (see UDL Guidelines)

Prerequisite knowledge
and skills.

RECOGNITION
Multiple Means of Representation

STRATEGIC
Multiple Means of Expression
(Action)

AFFECTIVE
Multiple Means of
Engagement

Options for Perception (through senses)

Options for action/interaction

Options for recruiting interest

See: Students will see pictures of each


location and home the three ancient
civilizations lived in.
Hear: Students will hear storytelling
about each of the three ancient
civilizations, helping them distinguish
between them.

Students get to imagine what it


would be like to see the home of
the ancient native tribes.
Students will imagine what it
would feel like to be living
through Canadas winters living in
igloos.

Students will watch slideshow


and listen to stories about the
houses, foods, and cultures of the
three ancient civilizations.

Options for Language/Symbols

Options for Expression

Students will use symbolscolor, dotson


map to determine where each of the three
ancient civilizations lived.

Students express themselves


through verbal questions, written
notes, and visual stories.

Options for Sustaining Effort &


Persistence

Options for Comprehension

Options for Executive Function


(Cognitive Controls including
attention, memory, inhibitory,
language motor/sensory, problem
solving, planning/organization,
spatial/sequential, social,
emotional)

Students will take notes with direct


instruction from teacher on a graphic
organizer. Students will see picture and
hear stories about the three ancient
civilizations.

Students will be expected to keep


up with the notes while the
teachers explain what life was
like for the three ancient tribes.
Options for Self Regulation (ability
to monitor and control own
behavior, emotions, or thoughts)
Students are responsible for their
own graphic organizers (notes).

N/A for this lesson


Differentiation
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Graphic Organizer (Mrs. Colago will make)

Do you need to set up


your classroom in any
special way for this
lesson? If so, describe it.

Students will be in two rows of 6-7 desks each.

III. The Plan


Tim
Parts
e

Teacher Activities
Day 1:

Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

5-7 mins
Mrs. Colago: Teacher will show introduction to
migration video. Teacher will then explain that people
came to North America due to shallow waters of the
Bering Strait between Asia and North America,
creating a land bridge, when the two continents were
close together.
Me: Teacher will ask students what a strait is. A strait
is a narrow section of water that connects two larger
bodies of water. Teacher will show Pangea Puzzle on
overhead projector and show students where the
Bering Strait would have been and how this connects
to what they have been learning in science for the
past two weeks.
Mrs. Colago: Teacher will explain that the waters were
shallower during the Ice Age. Teacher will discuss why
people would have traveled from Asia to North
America. A possible theory for this is that people
were following Mammoths. Teacher will ask what
good a mammoth was to people many years ago.
Mammoths could be used for clothes, food, and
shelter.
Teacher will say they will be learning about the first
three ancient cultures.

Student Activities

Developm
ent

Mountain Builders: 10 min


Me: (Storytelling) Imagine you are on a plane. You are
excited because you have a window seat. You are
flying over south western Ohio and an unusual
landform catches your eye. (Teacher shows picture of
Great Serpent Mound on PowerPoint). What is that
you may wonder. It looks like a long snake slithering
along the countryside.
What is it? After looking at it a while, you decide this
could only have been made by people not tectonic
plates.
Who built it? This was made over 1,000 years ago. Do
you have any idea who made it? This mound it called
the Great Serpent Mound. It is in the state of Ohio. It
was made by people called the Mound Builders. These
people were one of the first ancient civilizations in
North America.
This is the largest mound the mound builders made.
(Teacher will show picture of Cahokia mound in
Illinois.) Most of the mounds were made east of the
Mississippi River where the land was rich in fertile soil,
lakes, rivers, and forests.
What were these mounds built for? They were built as
burial places for important people. Some were built to
honor animal spirits that were part of the mountain
builders religion.
Mrs. Colago: Teacher will say that we know much
about the Mound Builders because of tools
archeologists have found. Teacher will lead students
through most important information from storytelling
while they take notes on graphic organizer. Teacher
will discuss why the Mound Builders geography
affected their culture.
Day 2:
Anasazi: 10 mins
Me: (Storytelling) Imagine that you are walking on a
mesa. A mesa is like a plateau but not as wide; the
mesa is a flat raised piece of land with steep cliffs on
the side. As you look over the cliff, all you can see is
land at a lower elevation made out of the same rock
as the mesa. You dont know that you are standing
just above one of the most impressive Native
American living places in the world. If you could use
x-ray vision to look through the rock underneath your
feet, this is what you would see (Teacher will show
picture of Mesa Verde in Colorado).
This is the Cliff Palace carved into Mesa Verde in
Colorado. The Anasazi tribe lived in these buildings
carved into Mesa Verde. This cliff palace has 150
rooms and 23 kivas which are underground rooms

that the men were only allowed to go in. These kivas


were important to the Anasazi religion.
Where did the Anasazi live? They did not just live in
Colorado. They lived in Utah, New Mexico, and
Arizona as well. These four states are known as the
four corners today. This is where the boundaries of
these four states meet at one point.
Mrs. Colago: Teacher will lead students through most
important information from storytelling while they
take notes on graphic organizer. Teacher will discuss
why the Anasazi left; a theory is because there was
drought that prevented them from farming. Teacher
will discuss why the Anasazis geography affected
their culture.
Inuit: 10 mins
Me: (Storytelling) You know how cold it gets in Grand
Rapids Michigan. Sometimes it can be below freezing
and the snow can be too tall to walk through. Imagine
having to live outside during the winter instead of in
your nice warm home. Imagine living in Canada where
is gets even colder and has even more snow, but you
have to make your own house. This is what the Inuit
lived through. They lived through torturously cold
winters. The only resource they had in abundance
was snow. So they made igloos, or snow huts to live in
(teacher will show picture of Inuit Igloo). Thank fully
winter does not las all year even in Canada, so the
Inuits got a break. In the summer, they would make
tents out of whale bones/driftwood and caribou/seal
skins (teacher will show picture of what these tents
looked like). The Inuits hunted whales, walruses, and
caribou for not only to build houses, but for food.
Teacher will show picture of where Inuits lived in
Canada.

Closure

Mrs. Colago: Teacher will lead students through most


important information from storytelling while they
take notes on graphic organizer. Teacher will discuss
why the Inuits geography affected their culture.
We will be reviewing these three ancient civilizations
next week and then researching specific native
American tribes in small groups. Come ready to
research!
Teacher will ask students to put graphic organizers
and notes in interactive notebooks.

Your reflection on the lesson including ideas for improvement for next time:
Mrs. Colago and I tried a new way of having students write the notes down. Instead of having
students write the notes while she was writing them on the board, she asked them to write
them down during the last five minutes of class to motivate them to write them down faster.
However, this did not work efficiently. While Mrs. Colago was writing notes, they had nothing
to do with their hands and reverted to talking or playing with things on their desk. So it is
best to have the students write down the notes with the teacher.
The students were very engaged with the three storytelling. Many students asked me more
about these pictures/Native American tribes throughout the week outside class. Some
students even drew connects between social studies and science.
When Mrs. Colago and I reviewed the information with the students, they remembered the
information I presented during the PowerPoint the best. This made me realize how powerful
storytelling and picture can be for students memories.

Graphic Organizer
What were the reasons for migration?
What is a strait?
The Mound Builders

The Anasazi

The Inuits