Lesson Plan #2

Grade: 5th Social Studies Strand: History

Submitted By: Brian Trenholm & Aaron Clay

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #2
B. Summary of the Lesson Plan:

submitted by: Brian Trenholm & Aaron Clay

This social studies lesson is designed for 5th grade students to learn about the attributes that are associated with the cultures in North Americas civilizations prior to European contact. The pages 38-45 will be used from both the teachers and students edition of Social Studies: United States History published by Houghton Mifflin. C. Basic Information: Grade Level: 5th grade Time to Complete this Lesson: 50 minutes Groupings: Whole Group, small group, and independent

D. Materials: A copy of the migration map from page 39 of the teachers edition Houghton Mifflin 5th Grade Social Studies Book: United States History (p. 38-45)- for each student paper and pencils Play Dough IPad US map

E. Objectives: o NV State Social Studies Standards H1.5.1 Identify and describe Native North American life and cultural regions prior to European contact.

Student-Friendly Standards I can name and talk about Native North American civilizations and the regions that they lived in.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 2

Lesson Plan #2
F. Vocabulary Glacier-a huge sheet of moving ice.

submitted by: Brian Trenholm & Aaron Clay

Migration- movement from one place to another Agriculture- another word for farming. Civilization- An organized system of religion, government and culture. Pueblo Spanish word for town.

G. Procedure: 1. Ask the students to look at the images on pages 38-39. Ask the students what the pictures might indicate about the chapter they will read Also hhave them compare and contrast the two pictures. Make sure do point out the colors and scaffold discussion towards the fact that they are glaciers. Draw attention to the map on page 39 of the student edition. Explain about the land bridge theory and how hunter-gather tribes most likely followed game across the land bridge from Asia to North America. Discuss with the class how the arrows on the map are indicators of migration and that the Native Americans spread out through North and South America by initially following the animals they hunted.

2. As a class, discuss the vocabulary words and how they help explain the chapter. Ask the students how migration patterns might have resulted in the development of different civilizations with different traits. Question the students about what knowledge is necessary for a people to settle an area and develop a civilization. (Page 40 main idea: Farming led to villages, more people, and civilizations.)

3. Have a class discussion about the mound builders which include the tribes consisting of the Hopewell, Adena, and Mississippians. (page 41 of the student text) Ask the students to place each tribe in the right location by pointing to the appropriate spot on the classrooms US map. Allow the students to use the Play Dough to replicate miniature mounds that were known to be made by these tribes. Let the students use an IPad to look up detailed images of the mounds built by these tribes.

4. Initiate a class discussion about the Pueblo civilization. (page 42 student text)
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #2

submitted by: Brian Trenholm & Aaron Clay

Ask the children to explain what is unique about the Pueblo in comparison to the other civilizations. ( You want them to bring up the topic of structures such as the Mesa Verde Cliff Palace on page 42) Ask several students to point out areas that the Pueblo lived in or migrated to on a US map.

5. Begin a discussion of the Aztec civilization. (page 43 of the student text) Point out that the Aztecs invented their own calendar. Aztec religion revolved around large temples that they built. The capitol of the Aztec empire was Tenochtitlan which is where modern day Mexico City was built.

6. Have the students group up into four person teams. Each student will pick a civilization to explain to the other members of his or her group. The textbook may be used to help the students review the material. Every member of the group must select a different civilization to explain to the other members. The Mound Builders may count as two different choices by either choosing the Mississippians or the Adena and Hopewell. Each student must state the location of each civilization as well as a minimum of two traits found within the chapter.

H. Assessment: What will you use to measure student understanding? The students will be asked to take out a pencil and paper for a quick quiz. The students will copy down their version of the standard: I can name and talk about Native North American civilizations and the regions that they lived in. Next the students will list two civilizations, name the regions they lived in, and describe two aspects of those respective civilizations. Finally the students will be asked to draw from memory The Great Serpent Mound which is pictured at the top of this lesson plan, an image of this mound will be shown on the IPads through the use of preloaded pictures. Once the students have finished drawing they will then be asked which civilization was responsible for the Great Serpent Mound. Either the Mound Builders or the Adena would be acceptable answers. Explain how you will know students understand the concepts from the lesson.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan #2

submitted by: Brian Trenholm & Aaron Clay

As I observe the small group discussions by the students I will be able to gauge relative comprehension of the standard being taught. Each student will explain aspects of one civilization to his peers which will reinforce the lesson. A formative quiz will be given to the students as individuals so that I will know which students have achieved understanding of the standard. Correct answers will indicate understanding while incomplete or wrong answers would indicate that the lesson needs to be adapted. I. Closure: Class today we have reviewed Native American life prior to European contact as well as the cultural regions each civilization is associated with. Lets do a quick review; I need four volunteers to describe these civilizations based upon their cultural location first.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part to teach in this lesson will be the vocabulary words. The words will be introduced and reviewed during the reading, thusly giving the instructor opportunities to review the words as often as they may need. 2. Which part will be most challenging for you to teach? The most challenging part of this lesson to teach will be making the students grasp the reality that our land was so different in the past. I believe it might be difficult because they cannot see what they are learning about. The instructor could bring in artifacts, additional pictures or even give the students a supplementary narrative piece of writing that tells a story from the perspective of someone during that time. 3. How will you follow up or extend this lesson? A follow up to this lesson will be extended lesson on page 44. 4. What can you do for students who dont grasp the concepts? For students that dont grasp the concepts, allowing the students extra time to read the text, or changing the independent reading time into read-aloud. 5. Which part of the lesson, if any, do you think might need to change? I would move the vocab discussion before the reading of the text. I would ask the students what they thought the word meant and how they might relate to the text they were about to read. After the reading, a quick review discussion of the vocabulary will help reinforce the students who found the meaning while reading and help students who may still be struggling to comprehend.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5

Lesson Plan #2

submitted by: Brian Trenholm & Aaron Clay

I might change the class discussions, about the mound builders, the Aztecs, and the Pueblo civilization into small group activities that would begin after the vocab review. I would also change the independent reading and have the teacher read and discuss through the text. Then, 4 groups could be assigned a culture and asked to gather information about their assigned civilization, from sources outside the text. Each group would then make a presentation to inform the class about their tribe.

6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson was thinking of a way to address the needs of the students that are struggling.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 6