ELED 360 – K-8 Social Science Methods Unit Plan Template

CONTEXTUAL INFORMAITON
Grade Level: 3rd Grade

Subject: Social Studies

Date: 03/30/22

Timeframe: 280 minutes, or 4 hours (3 days)

Sequence &
3 80min class periods
Explanation:

PLANNING 1 of 3
STANDARDS, OBJECTIVES, & THEORISTS
SS Standard: List the South Dakota social studies content standard(s) to be addressed in this lesson. LINK
3.G.2.1 Identify reasons why people move and how it affects their communities

Other Standard: List the South Dakota tested content standard to be addressed in this lesson. Optional
LINK

OSEU: List the Oceti Sakowin Essential Understanding to be incorporated in this lesson. Only identify for the
lesson incorporating the OSEU. LINK
Standard 4.1 – Compare and contrast the traditional Oceti Sakowin family structure to contemporary family
structures

NCSS Theme: List the NCSS theme that will guide instruction in this lesson. LINK Click on “Executive
Summary”
Culture: Through experience, observation, and reflection, students will identify elements of culture
as well as similarities and differences among cultural groups across time and place.

Objectives: List the learning objective(s) to be addressed in this lesson. (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…” SUGGESTED LINK
SWBAT draw a photo representing their idea of a community
SWBAT explain the similarities and differences between cultural groups
SWBAT create a 5-page PP following the guidelines
SWBAT explain what culture is and how it can change the way people live

Rationale: List and Explain Theoretical Rationale. (e.g., Piaget, Vygotsky, etc.) Max of 2. SUGGESTED LINK
Constructivism is based on the premise that we construct learning new ideas based on our own prior
knowledge and experiences. Learning, therefore, is unique to the individual learner. Students adapt their
models of understanding either by reflecting on prior theories or resolving misconceptions.

This relates to this lesson because the student has prior knowledge about communities and cultures but do
not yet know to the full extent of what they will learn in the next few class periods. They will use the
 PLANNING 1 of 3
information they already know and add to that.

MATERIAL, ACCOMOATIONS, ASSESSMENT, & MANAGEMENT

Prior Knowledge: In terms of the whole class and individual students, explain connections to prior
knowledge. This might include real world experiences and/or prior standards.
The prior knowledge would be the how each student has lived their whole life and what kinds of
cultural differences they may have in their own homes.

Materials/Resources: List the materials/resources you will need to teach the lesson.
Paper
Markers
PowerPoint
Computers
Pre and Post assessments
Smartboard
Technology: Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.
Smartboard-used to help students visualize the ideas being presented, on a screen in front of them.

Projector-this is used to help the smartboard work and it helps the students visualize the assignment. It also
helps the teacher show examples of what they expect from their students.

Computers-these will help the students create their assignments and have the ability to look up new
information.
Accommodations: Hypothesize the accommodations/differentiation/modifications you will use to meet the
needs of TWO learners and accommodate differences in students’ learning, culture, language, etc.
Culture-I will make sure that the lesson is relating to their culture and help the class to understand
the culture and be able to relate to that student (if they are comfortable talking about their culture)

Specific reading disability- I will make sure that the student(s) that struggle with reading are getting
chance to work one-on-one with the teacher or the para. I will also make sure that the ones who
struggle with reading will get an easier version of the reading or have a PowerPoint with visuals to
help them understand what is being taught

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
(2)I will have the students draw a picture of their community/what they believe to be their
community. I will then have them talk about what they drew with a group of others.

Pre-Assessment Example: (Links or visuals)

 PLANNING 1 of 3

Paper and colored pencils

Post-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) after the lesson. This must be comparable to the pre-assessment.
I will have the students create their own slideshow about new cultures that they learned about.

There will be 5 slides total (including title page).

First slide-title/name

Second slide-they will upload their drawings and give a description of what they drew

Third slide-they will talk about a new culture or their own culture and include a photo

Fourth slide-they will talk about why some people may move away due to the difference in cultures
(3-5 sentences)

Fifth slide-a paragraph about the similarities and differences among cultural groups

Post-Assessment Example: (Links or visuals)

5 slide PowerPoint (this is an example from google, I would expect any information similar to what is on
any of these slides) communities
Classroom Management: Identify the management and motivational strategies you will use to meet
student behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson. SUGGESTED LINK
I will make sure to keep the kids entertained and engaged in the lesson at all times. I will make sure
to have a lot of visuals and keep everyone on the same page. I will make sure to have extra
“assignments” for kids who get done before others (help others, add slides to presentation, do an
extra worksheet, etc.

IMPLEMENTATION 1 of 3
Explanation of the “I Do, We Do, You Do” Model
“I Do” (Teacher introduces lesson and models expected outcome(s) of learning objectives) Describe what instructional
strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
(1) I will introduce what a community is and show a video that uses visuals to help students
understand what I am looking for when they do their drawing. I will then show a video about
cultures that uses visuals as well. I will talk about how communities and cultures relate to each
other and how they differ. I will then talk about why some people move due to their culture. I will
also show a video about how Native American cultures differ and tell them to continue to think
 IMPLEMENTATION 1 of 3
about that throughout the class period because we will go over it more in the next lesson.

Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

https://www.youtube.com/watch?v=NR7z9FbUf5k community
https://www.youtube.com/watch?v=FOEB87B0Zas culture
https://www.youtube.com/watch?v=XS8DEjd2QBg Native American culture
“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide
students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
(3) After they get the chance to talk about their drawings as a group, we will go over what a
community is again and how there can be different cultures dispersed throughout a community (you
do). (4) We will then show the rest of the class a few student examples (those who volunteer). We
will talk about what they drew and why they drew it. I will then ask the class if there are any things
that they do at home that make their culture different from others. (5) If anyone wants to speak, they
will have a chance to explain their culture to the rest of the class.

Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

“You Do” (Students engage in independent practice) Describe what the students will do to independently practice
the knowledge and skills required by the lesson objectives?
(2) I will have the students draw a picture of their community/what they believe to be their
community. I will then have them talk about what they drew with a group of others. (6) After we
finish talking about the different cultures in the classroom, they will all get the chance to use
PowerPoint to create their 5 slide PP.

Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

communities

Lesson Closing: Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner. This also includes the prementioned Post-Assessment.
(7) I will make sure to grade the slides that students create and see that they understand the
information. I will also have some students present their slides the next class period. I will have
them also print out their slides and create a small book that they can take with them to show people
 IMPLEMENTATION 1 of 3
what they learned about culture and community.

Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

communities (something similar to this but printed straight from their

PowerPoints)

PLANNING 2 of 3
STANDARDS, OBJECTIVES, & THEORISTS
SS Standard: List the South Dakota social studies content standard(s) to be addressed in this lesson. LINK
3.G.2.1 Identify reasons why people move and how it affects their communities

Other Standard: List the South Dakota tested content standard to be addressed in this lesson. Optional
LINK

OSEU: List the Oceti Sakowin Essential Understanding to be incorporated in this lesson. Only identify for the
lesson incorporating the OSEU. LINK
1.4 – Identify and explain contemporary environmental issues facing Oceti Sakowin lands (i.e.,
Dakota Pipeline, etc.)

NCSS Theme: List the NCSS theme that will guide instruction in this lesson. LINK Click on “Executive
Summary”
Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and
to place these in the context of the institutions, values, and beliefs of the periods in which they took place.

Objectives: List the learning objective(s) to be addressed in this lesson. (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…” SUGGESTED LINK

SWBAT understand the difference between communities and cultures

SWBAT build a community representing different cultures

SWBAT will be able to understand why some people move from their community

SWBAT understand what kind of environmental factors can cause a community to fall apart
Rationale: List and Explain Theoretical Rationale. (e.g., Piaget, Vygotsky, etc.) Max of 2. SUGGESTED LINK
Vygotsky talks about Elementary Mental Functions, by which he means the basic cognitive processes of
 PLANNING 2 of 3
Attention, Sensation, Perception and Memory.

This relates to this lesson by using different forms of activities to help the student learn. They will need to
pay close attention and use the sensation of building the community themselves. The activity will also help
to remember the lesson and continue to learn from it.

MATERIAL, ACCOMOATIONS, ASSESSMENT, & MANAGEMENT

Prior Knowledge: In terms of the whole class and individual students, explain connections to prior
knowledge. This might include real world experiences and/or prior standards.
Student learned deeper about communities and cultures last class. They will be able to use the information
that they learned from the class previous to help each other build a community as a class.
Materials/Resources: List the materials/resources you will need to teach the lesson.
Cardboard boxes
Scissors
Markers
Small toy cars
Road printouts
Computer
People printouts
Leaf blower
Water bucket
Pre and Post assessment
Chalk
Technology: Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.

Accommodations: Hypothesize the accommodations/differentiation/modifications you will use to meet the

needs of TWO learners and accommodate differences in students’ learning, culture, language, etc.
Culture-I will make sure that the lesson is relating to their culture and help the class to understand
the culture and be able to relate to that student (if they are comfortable talking about their culture)

Specific reading disability- I will make sure that the student(s) that struggle with reading are getting
chance to work one-on-one with the teacher or the para. I will also make sure that the ones who
struggle with reading will get an easier version of the reading or have a PowerPoint with visuals to
help them understand what is being taught

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
(1) Community reading worksheet. This will help the students do a small recap on communities and
 PLANNING 2 of 3
cultures.
Pre-Assessment Example: (Links or visuals)

Post-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) after the lesson. This must be comparable to the pre-assessment.
The students will do a self-evaluation on how well they worked throughout the class. I will grade them
based on how accurate their answers are.
Post-Assessment Example: (Links or visuals)

Classroom Management: Identify the management and motivational strategies you will use to meet
student behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson. SUGGESTED LINK
(11) I will make sure to walk around while the community is being built. I will expect my students to work
together and help each other learn. I will make sure that my students are focusing on the lesson, rather than
any outside factors.

IMPLEMENTATION 2 of 3
Explanation of the “I Do, We Do, You Do” Model
“I Do” (Teacher introduces lesson and models expected outcome(s) of learning objectives) Describe what instructional
strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
(3) I will explain how we plan to go outside and “build” our own community. I will break the students into
group of 3. I will hand out cards that have the names of different places in the community (hospital, school,
 IMPLEMENTATION 2 of 3
store, etc.) to groups of 3. I will then explain how the groups will work together to create the part of the
community that they received. (7) I will explain how there are different things that cause communities to fall
apart. (We will focus on environmental factors) (9) I will then explain how they all put so much work into
building their community. (7) I will then use a leaf blower to show the class how strong winds (dust bowl)
can tear a community apart. I will then use a bucket of water doing the same as the leaf blower)
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide
students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
(2) we will go over the pre assessment worksheet quickly in class and the students will hand them in. (4) We
will go outside and I will present the class with printouts of a road and let them set the roads up as a class.
Each group will grab the materials that they need for their part of the community. (Example; school, a
cardboard box, markers, toy school bus) (6) They will as a class determine where they would like to draw
lakes using chalk. (8) The students will have a chance to guess what kind of environmental factors can cause
members of a community leave the area. (10) After the students are done comprehending what just took
place, we will pick up the parts of the community that each group had, and we will go back to the
classroom. We will talk about how environmental factors are just one example of what can cause people to
vacate an area.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

Cardboard boxes, printout roads, markers, toy cars, chalk

“You Do” (Students engage in independent practice) Describe what the students will do to independently practice
the knowledge and skills required by the lesson objectives?
(5) Each student/group will be given about 20-30 minutes to set up their part of the community as they
 IMPLEMENTATION 2 of 3
would like.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

Cardboard boxes, printout roads, markers, toy cars, chalk

Lesson Closing: Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner. This also includes the prementioned Post-Assessment.
(11) Students will fill out post assessment. A worksheet used to evaluate the work that they put in
themselves. (12) We will finish talking about the different ways a community can become torn apart. We
will also tie in the Native American lifestyle and talk about what kinds of environmental factors may have
affected them as well.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

PLANNING 3 of 3
STANDARDS, OBJECTIVES, & THEORISTS
SS Standard: List the South Dakota social studies content standard(s) to be addressed in this lesson. LINK
3.H.2.3 Analyze a community’s culture and history

3.H.1.1 Demonstrate knowledge of the obstacles and successes of the early settlers and in creating communities

Other Standard: List the South Dakota tested content standard to be addressed in this lesson. Optional
LINK
 PLANNING 3 of 3

OSEU: List the Oceti Sakowin Essential Understanding to be incorporated in this lesson. Only identify for the
lesson incorporating the OSEU. LINK
1.4 – Identify and explain contemporary environmental issues facing Oceti Sakowin lands (i.e.,
Dakota Pipeline, etc.)

Standard 3.1 – Identify similarities and differences among the Lakota/Dakota/Nakota language dialects

Standard 7.2 – Examine and describe actions taken by Oceti Sakowin individuals and communities that bring
about social change.

NCSS Theme: List the NCSS theme that will guide instruction in this lesson. LINK Click on “Executive
Summary”
Cultures are dynamic and change over time.

Objectives: List the learning objective(s) to be addressed in this lesson. (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…” SUGGESTED LINK

SWBAT fill out a worksheet by following a video

SWBAT explain what they see in a photo

SWBAT identify differences between native cultures and their own

SWBAT write their own journal entry as though they were a new person
Rationale: List and Explain Theoretical Rationale. (e.g., Piaget, Vygotsky, etc.) Max of 2. SUGGESTED LINK
The affective domain (sometimes referred to as the feeling domain) is concerned with feelings and emotions
and also divides objectives into hierarchical subcategories. It was proposed by Krathwohl and Bloom in
1964.

This relates to this lesson because the students are expected to portray another person. To write a successful
entry, they must feel the emotions of that person.

MATERIAL, ACCOMOATIONS, ASSESSMENT, & MANAGEMENT

Prior Knowledge: In terms of the whole class and individual students, explain connections to prior
knowledge. This might include real world experiences and/or prior standards.
Students will use the information that took place in the class prior to determine differences between
different cultures and races. They will also use the information gathered in the first lesson to be able to
understand what a community is and how it can change due to different cultures.
Materials/Resources: List the materials/resources you will need to teach the lesson.
Video https://www.sdpb.org/learn/nativeamerican/oceti/
 PLANNING 3 of 3
Computer
Smart Board
Pre and post assessment
PowerPoint
Worksheets
Construction paper
Scissors
Glue
Colors
Notebook paper
Pencil
Journal entry
Technology: Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.
PowerPoint- it will help me as the teacher determine what the students are seeing in the photos I present.

Video-Helps the students visualize the native American lifestyle

Computer-helps the teacher to portray what they are teaching the lesson on

Smart Board-helped to show the video to the students so they can visualize the information
Accommodations: Hypothesize the accommodations/differentiation/modifications you will use to meet the
needs of TWO learners and accommodate differences in students’ learning, culture, language, etc.
Culture-I will make sure that the lesson is relating to their culture and help the class to understand
the culture and be able to relate to that student (if they are comfortable talking about their culture)

Specific reading disability- I will make sure that the student(s) that struggle with reading are getting
chance to work one-on-one with the teacher or the para. I will also make sure that the ones who
struggle with reading will get an easier version of the reading or have a PowerPoint with visuals to
help them understand what is being taught

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
I will show a PowerPoint with photos of Native Americans and I have will the students draw something that
sticks out to them from each photo.
Pre-Assessment Example: (Links or visuals)
 PLANNING 3 of 3

Native studies .pptx

Post-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) after the lesson. This must be comparable to the pre-assessment.
I will have the students act as though they are living the same life as one of the Native Americans from the
video. They will write one journal entry for one day. Once they are finished, they will draw a picture that
corresponds with the journal article. They will glue the photo and the article to a piece of construction paper
and we will hang them in the hallway for other classes to see.
Post-Assessment Example: (Links or visuals)

(Similar to this but not about a pumpkin)

Classroom Management: Identify the management and motivational strategies you will use to meet
student behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson. SUGGESTED LINK
I will watch while the video is playing to make sure that all students are paying attention. I also have short
clips so that they students do not get bored and are staying on task. I will make sure that the students are
respectful when viewing the Native photos and video. I will make sure that they understand the hardships
 PLANNING 3 of 3
they went through and how important the information is.

IMPLEMENTATION 3 of 3
Explanation of the “I Do, We Do, You Do” Model
“I Do” (Teacher introduces lesson and models expected outcome(s) of learning objectives) Describe what instructional
strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.
(1) I will start with showing the PP that has pictures of native people and lands. (4) I will then handout the
worksheet that corresponds with the video. (7) I will read a short journal entry from a Native American.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)
Native studies .pptx

. /Native story.docx
“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide
students multiple opportunities to practice the skills and content needed to meet the learning objective(s).
(2) We will go over the photos again and talk about what the students saw in each photo and how they think
it may relate to the Native community or culture. I will also ask if they think that some of the things in the
photos are still part of the native lifestyle. (6) We will go over the worksheet and they will change their
answers if necessary.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)
Native studies .pptx
“You Do” (Students engage in independent practice) Describe what the students will do to independently practice
the knowledge and skills required by the lesson objectives?
(3) The students will look at the pictures and draw or write what sticks out to them most from each photo.
(5) The students will fill out the worksheet while watching the video. (8) The students will pretend they are
the person I read the story about and they will write a journal entry for the next day. If they would like to tell
their story they are more than welcome but I not make anybody read their entry if they do not want to. They
will then draw a picture relating to the entry and they will glue both pages onto a piece of construction
paper.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)
https://www.sdpb.org/learn/nativeamerican/oceti/ (19:08-23:43) (43:48-47:37)

. /Native American worksheet.docx

 IMPLEMENTATION 3 of 3

Lesson Closing: Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner. This also includes the prementioned Post-Assessment.
(9) We will hang each journal entry and picture in the hallway for other classes to see. I will grade the
entry’s before hanging them in the hallway.
Materials Example(s): Slides, images, worksheets, etc. (Links or visuals)

REFLECTION
Reflect on each of the following areas:
1. How well your instructional strategies, theorists, and standards work with one another?
2. What you think would work well?
3. What you think might need to be revised in the future?
4. What was the most useful part of this process?
5. How well does your unit flow from one lesson to another?
1. I think that my lesson flow pretty well together. I can see how my first lesson was not as written out as it
should have been. I think that since I explained my theories it gives a better understanding of how it correlates
with my lessons. I also think that having some different standards helps more information get passed to the
student through each lesson.
2. I think that the activities are engaging and work well with the age group I choose. I also think that by adding
emotion to the last lesson, it gives the students a better understanding of how the Natives live/lived. It helps
the students to feel more passion towards their work and for each other.
3. I think that the second lesson is a kind of “wing it” lesson. I believe it has good intentions, although I am
nervous that it would not end the way I would like it to. It could get messy and the students could get
sidetracked since we would be outside. It also might take more time than what I expect it to.
4. I think that this helped me to understand how hard it can be to make lessons for just more than one day. I
 REFLECTION
think that it gives me a good idea about how to move into another lesson properly. I also think that it helps
me to understand what kinds of resources are out there. I got a lot of great resources and ideas from the
internet.
5. I think that my unit flows quite well. I do think that it went from learning about communities to Native
Americans quickly. But, I wanted a whole lesson to be focused on the Native lifestyle and how important it is
to learn about.