Title of Unit: History Title of Lesson: Unit Review & Native American Project Submitted By: Denise Crosby

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to assess and share their knowledge of the life and culture of Native North Americans. Students will also use criticalthinking skills to organize and create a project focusing on a Native American tribe and is designed for two or three days. The lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History Volume 1 (pg. 74-75). B. Target Population: Grade Level: 5th grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, independent for project and assessment C. Materials: Houghton Mifflin 5th grade Social Studies Book: United States History (pg. 74-75) Pencils and paper Art supplies (colored pencils, markers, construction paper) Resource books from the library about different tribes of North American Computer Lab D. Objectives: o NV State Social Studies Standards o H1.5.1 Identify and describe Native North American life and cultural regions prior to European contact.

Student-Friendly Standards I can prepare and present a project about the life and culture of a Native North American tribe of my choice.

E. Procedure: 1. Chapter Review (TE pg. 74-75) In pairs, have the students develop questions they might ask about the chapter. Review questions that students wrote for the chapter in whole group discussion. In small groups, students will discuss & answer the questions from the Review & Test Prep.

2. Native American Project: Turning points in early American History (computer, library books)

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: History Title of Lesson: Unit Review & Native American Project Submitted By: Denise Crosby

Students will use critical-thinking skills to organize and create a project focusing on a native American tribe on a standard size, 3-part display board. (Brought from home) In a logical & appealing manner, the student will display the following: a) Name of the tribe b) Illustration of symbol/tribe member c) 3 characteristics displayed separately (shelter, food, defense, clothing, religion, transportation, medicine) d) Map/location of tribe e) Bibliography f) A model or diorama focusing on the 3 characteristics they chose to research

3. CLOSURE: Presentations Students will present their projects to each other in Open House style, with half the class presenting at a time. F. Assessment: What will you use to measure student understanding? Native American Project: Students prepare and present their project of a Native American Tribe of their choice. Explain how you will know students understand the concepts from the lesson. Students will show understanding of the Native American tribe they chose by including all aspects of the project. (See Rubric) G. 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 will be helping the students work in small groups answering the Review and Test Prep questions. 2. Which part will be most challenging for you to teach? I think the most challenging part of this lesson for some students will be the critical thinking skill of developing questions of their own about the chapter/unit. 3. How will you follow up or extend this lesson? As Individual work - continue As an extension to this lesson, I would plan a field trip to either the Lost City Museum or the Marjorie Barrick natural History Museum. 4. What will you do for students who dont grasp the concepts?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: History Title of Lesson: Unit Review & Native American Project Submitted By: Denise Crosby

For the students who are having trouble understanding the concepts of this lesson, I would review with students the steps involved when they develop questions about a passage of text and guide them in revising their questions based on the discussion. (Bottom of TE pg. 74) 5. Which part of the lesson, if any, do you think might need to change? This lesson is very complete and concise as it is written. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson was developing the rubric for the project.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: History Title of Lesson: Unit Review & Native American Project Submitted By: Denise Crosby

Research Report: Turning Points - Native American Project

Teacher Name: Ms. Denise

Student Name: ________________________________________ CATEGORY 4 3 2 Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Diagrams and illustrations are neat, accurate and add to the reader\'s understanding of the topic. No grammatical, spelling or punctuation errors. All sources (information and graphics) are accurately documented in the desired format. Information is very organized with wellconstructed paragraphs and subheadings. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Diagrams and illustrations are accurate and add to the reader\'s understanding of the topic. Information clearly relates to the main topic. No details and/or examples are given. Diagrams and illustrations are neat and accurate and sometimes add to the reader\'s understanding of the topic. A few grammatical spelling, or punctuation errors.

1 Information has little or nothing to do with the main topic.

Diagrams & Illustrations

Diagrams and illustrations are not accurate OR do not add to the reader\'s understanding of the topic. Many grammatical, spelling, or punctuation errors.

Mechanics

Almost no grammatical, spelling or punctuation errors All sources (information and graphics) are accurately documented, but a few are not in the desired format. Information is organized with well-constructed paragraphs.

Sources

All sources Some sources are (information and not accurately graphics) are documented. accurately documented, but many are not in the desired format. Information is organized, but paragraphs are not wellconstructed. The information appears to be disorganized. 8)

Organization

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4