ED 345 Calvin College Lesson Plan

Teacher: Kristina Wicks

Date: 10/10, 10/11
Subject/Topic/ Theme: Social Studies/Native American Research Project
I. Objectives
What is the main focus of this lesson?
This lesson focuses on considering how geography effects a peoples culture (ie. Native American Tribe.)
How does this lesson tie in to a unit plan?
This lesson introduces students to how geography effects a people groups culture. They will be answering
this question for the next three weeks through a Native American group project.
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:
Formative:
1. Explain what resources
No standards were specifically
1. Students will explain the
they would use in Grand
covered in this lesson. However,
resources they would use
Rapids to build shelter,
this lesson sets up the foundation
to build shelter, find food,
find food, and use
for students to consider the
and use transportation in
transportation.
geographical difference between
Grand Rapids through
2. Apply their outside group
four Native American tribes.
whole class discussion
discussion to the Native
outside.
American group project.
2. Students will apply their
outside geography
discussion to Native
American Projects for the
next three weeks.
Summative:
3. Students will work with a
group on the Native
American Project.
4. Students will write paper
that answers how
geography affected their
Native American tribes
culture.
II. Before you start
Knowledge:
- Migration
- 3 ancient civilizations (Inuit, Anasazi, and Mound Builders) and how
geography affected their culture
Skills:
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 observe what they

would be able to use for food,
transportation, and shelter outside.
Hear: Students will participate in class
discussion about how geography effects
the culture of those who live in Grand
Rapids.
Options for Language/Symbols

Students will go outside to talk

about how geography influences
someones culture.

Students must meet all

requirements. However, they can
be creative in the way they
choose to present the information
pictures, short video, decoration
on poster board.

Options for Expression

Students will receive hand out to follow

along as teacher is explaining
requirements for Native American project.

Students will express themselves

verbally through discussion.

Options for Sustaining Effort &

Persistence

Teacher will clarify what culture and

geography refers to for the question: how
does geography effect the culture of your
Native American Tribe?

Options for Comprehension

Teacher will lead discussion on
geographical influences outside and then
explain how it connects to their project.

For the project, students will

express themselves through
pictures and words on their
posters. (Teacher will give mini
lessons on what she wants to see
in students presentation, writing
assignment, and researching.)
Options for Executive Function
(Cognitive Controls including
attention, memory, inhibitory,
language motor/sensory, problem
solving, planning/organization,
spatial/sequential, social,
emotional)

Students will work in groups to

research, make poster, and
present about one Native
American group.
Students will choose to use a
variety of tools to enhance
presentation.
Options for Self Regulation (ability
to monitor and control own
behavior, emotions, or thoughts)
Students will assess themselves
and each other at the end of the
project.

Teacher gives the schedule for

the next three weeks. This will
provide goals for students each
day they work on their project.

Students will be expected to use

time effectively in class to finish
Project in the intended time. (If
students are fooling around
during class time, they may owe
the teacher time at recess.)
Arsema: Require her to present for less time than other students because
she is shy in front of large groups and has difficulty speaking English. (For
most assignments she is required to do less or something different than the
other students.)

Differentiation
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

26 Native American Project Requirement handouts

Students will be seated in individual desks. There will be two rows. The
desks face the white board.
Students will be going outside for 15 minutes.

Teacher Activities

Student Activities

Mrs. Colago: Teacher will briefly review what

migration is and details about each of the three
ancient civilizations, the Mound Builders, the Anasazi,
and the Inuits. (Teacher may only review Anasazie
and Inuit which were discussed during the last class
period.) (5 mins)

Students will raise hand to

answer questions that Mrs.
Colago asks.

Kristina: Remember when we talked about the Inuits

and I asked you to imagine what it would be like to
live outside in the winter? I would like you to think
about how you would live outside in Grand Rapids,
Michigan. We are going outside to observe and talk
about how we could live outside in Grand Rapids
during each season.
Teacher will instruct students to line up at the door.
Then teacher will lead students outside. Teacher will
remind students that this is social studies class, which
is a time for listening not talking. I still expect you to
raise your hands so we take turns talking.
What do you observe that would help you live
outside like Native Americans did? I would like you
think silently to yourself about what you would use to
build shelter, what you would eat for food, or how you
would travel. Teacher may tell students to turn and
talk to a partner before coming back for full class
discussion.
- What could you use to build shelter/a home?
(Wood from trees. Build dirt mounds. Igloos in
winter.)
- How would you build your house? (Mud to stick
wood pieces together. Hunting animals to use
the skins as a wall to shelter.)
- What could you eat? (Rabbits, bugs, squirrels.
Berries, bark, leaves. Farm crops in summer.)
- What would you do once it is winter? How
would your plans change once it is summer
time? (Different shelter. Different food.)
- How would you travel if you could not use a
car? (Horses, dogs pulling sled in winter, by
foot.)
(15-20 mins)
Mrs. Colago: Teacher will ask additional questions or
add comments to help students use the mindset they
will need for their Native American projects.

Developm
ent

Kristina: You had great ideas of how you could live

outside like Native Americans. Now we are going to
head back inside. When we get inside do not talk in
the hallway and find your seats quietly.
Kristina: You used your knowledge of Grand Rapids
geography to figure out what you could use for

Students will line up, go

outside, and listen to
teachers instructions.
Students will observe and
think about what resources
they could use if they were
a Native American tribe.
Students share ideas with
the group.

Students answer and of

Mrs. Colagos additional
questions.
Students will walk quietly
back inside and find their
assigned seats.

shelter, food, and transportation. For the next few

weeks you will be answering the same sorts of
questions we discussed outside but for a specific
Native American Tribe. Mrs. Colago and I will put you
in groups of 3-4 students and you will research one
Native American tribe. Mrs. Colago and I will tell you
who your group members are and which tribe you
have next class time. Here are the requirements for
the Native American Project.
Teacher will hand out assignment requirements.

Students will receive Native

American project handout.

You will be responsible for the following information

about your Native American Tribe: shelter, food,
region, transportation, weapons, tools, crafts,
customs, and beliefs. All of these are shaped by
where a Native American tribe lives. You will also be
answering how your Native Americans geography
effects the tribes culture. For example, when we
talked about the Anasazi, we found out that they lived
in the cliffsides of mesas. They built their houses out
of rock because it was abundant in this part of the
world. They did not have fertile soils to build mounds
out of like the Mound Builders. So the geography
determined what the Anasazi could build homes out
of.
You will be making a poster for this presentation.
Mrs. Colago and I will provide you with the poster and
other materials for this project. Your poster should
have pictures and words.
Your presentation must be in-between 6-9 minutes.
This means that each group member should be
talking for 2-3 minutes.

Students will ask questions

about the project
requirements.
Students will ask questions
about writing assignment.

Teacher will ask if students have any questions about

the project.
(10-15 mins)

Closure

Mrs. Colago: She will explain the requirements for the

individual Native American geography paper. This
paper answers the question: How does geography
effect your Native American Tribes culture? (Culture
includes food, shelter, religion, beliefs, values, and
behaviors.)
(5-10 mins)
Next time we meet you will start researching your
Native American tribe with your group.

Students put Native

American Project handouts
in binders.

Your reflection on the lesson including ideas for improvement for next time: