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Day 1 focuses on a lesson comparing maps of Native American tribal regions to a map of the modern US with reservations. Students will brainstorm and share what they notice about different regions. Day 2 introduces the unit's final project on how European explorers affected Native Americans. Students will complete a scavenger hunt to learn about the project requirements and rubric. Day 3 focuses on the Seminole tribe, with stations presenting artifacts, videos, and pictures to teach students about Seminole clothing, shelter, food, beliefs, music, art, and environment. Students will take notes in a graphic organizer.

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64 views5 pages

Lessonplans

Day 1 focuses on a lesson comparing maps of Native American tribal regions to a map of the modern US with reservations. Students will brainstorm and share what they notice about different regions. Day 2 introduces the unit's final project on how European explorers affected Native Americans. Students will complete a scavenger hunt to learn about the project requirements and rubric. Day 3 focuses on the Seminole tribe, with stations presenting artifacts, videos, and pictures to teach students about Seminole clothing, shelter, food, beliefs, music, art, and environment. Students will take notes in a graphic organizer.

Uploaded by

api-322577361
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plans

Day 1: August 17th


Topic: Maps of United States and Native Americans (Hook of Lesson)
Grade: 4/5
Duration: 30 minutes
Standards: SS.5.G.1.1 Interpret current and historical information using a
variety of geographic tools.
Objectives: Students will be able to compare and contrast maps of the
North America Tribal Regions to a map of the United States with Native
American Reservations marked.
Materials: Two maps: one of the North American Tribal Region and one of
United States today with Native American Reservations marked, SmartBoard

Plan: This mini-lesson will be set up like a Jigsaw. Students will be in groups
and each group will focus on one region. Students will brainstorm what they
notice about each region and/or what they think people in that area might
need to survive. Students will then come back together as a whole and share
what they predict about these areas. Students will be able to see what
changed in the lands once the United States became a country. The maps
will be shown on the SmartBoard once they come back as a whole group.

Day 2: August 24th


Topic: Introduce Unit and Final Project
Grade: 4/5
Duration: 30 minutes

Objectives: Students will be able to use a Google form for a scavenger hunt
to understand the rubric and final project of the entire unit.
Materials: Chrome books, Google form
Plan: This mini-lesson is set up to inform students about the unit they will be
studying for the next couple of months. They will learn about what we will be
studying and what to expect from their final project. A student and a partner
will use a Google form to do a scavenger hunt about the rubric and type their
answers into the Google form. For the final project, the essential question is
How did European explorers affect the Native Americans?
The final project will include a written narrative piece about how the
Explorers affected the particular tribe that the student picked. The story will
include whom it affected, when/where, what happened (2 or more aspects),
why it happened, and how it happened (describing details around this
experience). Students will use a technology tool like Google slides or
Storyjumper to present their narrative.
Rubric

Writing
demonstrates
appropriate
capitalization,

Almost all of the


writing

Much (>50%) of
the writing

Some (<50%) of
the writing

Almost none of
the writing

punctuation, and
correct spelling

Day 3: August 31st


Topic: The Seminole Tribe
Grade: 4/5
Duration: 30 minutes
Standards:
SS.4.A.2.1 Compare Native American tribes in Florida.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different
geographic regions of North America including but not limited to clothing,
shelter, food, major beliefs and practices, music art, and interactions with
the environment.
Objectives: Students will be able to identify the cultural aspects such as:
clothing, shelter, food, beliefs/practices, music, art, and interactions with
environment of the Seminole Tribe through an artifact walk, movie stations,
and picture cut outs. Students will take notes in a graphic organizer on their
Chrome books.
Materials: The Florida Natural History Museum has an inquiry box to rent,
Chrome books, and picture cut outs, graphic organizer.
Plan: With the inquiry box on the Seminole tribe from the Florida Natural
History Museum, there will be stations set up around the room with different
artifacts. Students will walk around to different stations to discover the
cultural aspects of the Seminole Tribe. At some stations there will also be
videos or picture cut outs of the information that is not included in the
inquiry box. Once the students inquire about the artifacts, we will come
together as a whole to talk about what we saw during the artifact walk and
how that pertains to the Seminole tribes culture. The students will take
notes on their Chrome books using their graphic organizers to save the
information for their final project.
Graphic Organizer
Native American Graphic Organizer

Government

Resources &
Economics

Religion &
Spiritual
Beliefs

Learning &
Technology

Desert
Southwes
t: Pueblo

Coastal
Pacific
Northwes
t: Nez
Perce

Great
Plains:
Sioux

Governm
ent

Resour
ces &
Econo
mics

Religi
on &
Spirit
ual
Belief
s

Learnin
g&
Technol
ogy

Family
Life &
Comm
unity

Arts
&
Craf
ts

Northeas
t
Woodlan
ds:
Iroquoi
s
Florida
Region:
Seminol
es

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