Tech Lesson Plan 1

Carrie Reid

MAT671: Applied Best Practices

Tech Lesson Plan

National University

November 2017
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NATIVE AMERICAN TRIBE GROUP SLIDESHOW

I. Topic/Grade Level: California Native American Group Project- 4th Grade Social Studies
II. Standards:
4.2.1 Discuss the major nations of California Indians, including their geographic
distribution, economic activities, legends, and religious beliefs; and describe how they
depended on, adapted to, and modified the physical environment by cultivation of land
and use of sea resources.
CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the same topic in order to write or speak
about the subject knowledgeably.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.4.5
Add audio recordings and visual displays to presentations when appropriate to enhance
the development of main ideas or themes.

III.Goals and Student Learning Outcomes (Objectives):

[GOAL: List what you want students to be able to understand / accomplish as a result of the
learning experience].

[STUDENT LEARNING OUTCOMES: what students will be able to demonstrate as a result

of the lesson. List the activities in this lesson that will allow students to accomplish each goal]

Write the Goal, and then list the Student Learning Outcomes under that specific goal.

Goal 1: Students will research and identify aspects of early Native American tribes of
California.
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Student Learning Outcome 1: Students will be able to identify four main early tribes of
California
Student Learning Outcome 2: Students will be able to identify and discuss how the
physical geography, environment, and/or climate affected
the natural resources of each tribe.

Goal 2: Students will effectively work in a collaborative group to complete a research project
and Google Slide presentation on their assigned tribe.
Student Learning Outcome 1: Students will compare and contrast how tribes lived in
different regions of California.
Student Learning Outcome 2: Students will demonstrate an understanding of, and be able
to give examples of the interactions among Native
American tribes of California.
IV. Learning Environment(s):

The entirety of this lesson plan will take place in the general education classroom
over the time frame of one week. There are some online components, however all
research will take place in the classroom with Chromebooks.
V. Resources:
Our California History-Social Science for California text
Social Studies notebooks for each student
Pencils
Chromebooks for each student
Google accounts for each student
Graphic organizer for each student
Visual vocabulary cards
Native Americans of California video (YouTube)

Group Slideshow Directions

VI. Diversity / Differentiation:

Variety of ethnicities identified in the classroom:

47% Latino/Hispanic
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16% African American

16% Caucasian
13% Asian/Pacific Islander
6% Eastern Indian,
2% American Indian

32 students: 16 boys, 16 girls

2 students are 8 years old, 28 are 9 years old, and 2 are 10 years old
8 students are ELs, 1 has an IEP, and 1 is in the process of an IEP
13 identified as High Achieving students, 10 as Medium Achieving students, and 9 as Low
Achieving students

Students are very active and social. The majority of the students in our district are members of
what is considered socioeconomically struggling families.

Differentiation:
Many visuals are used throughout the lesson/activity. Heterogeneous groupings are put into
place for the group activity.

VII. Technology Inclusion:

Students will use Chromebooks to complete additional research on their assigned
tribes.
Students will work in collaborative groups to complete a Google Slideshow on
their tribe.

VIII. Prior Knowledge: Prior to this lesson, we will have studied the four main regions of
California, including the features and characteristics of those regions. This knowledge will
tie into the understanding students will need in regards to the natural resources found in
each region that the tribes live in. This activity goes along with Unit 2, Lesson 1. In the
lesson, we will briefly overview four of the early California Indian tribes.
Lesson Placement in the Unit: This is lesson 1 of 6.

IX. Procedures:

1. Lesson Introduction / Anticipatory Set:

Students will be instructed to take out their Social Studies text, as well as their notebooks.
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Whole class, we will preview the vocabulary for the lesson: tradition, custom, belief,
religion, trade, and legend. I will use visual vocabulary cards to introduce the terms, along
with sentences using the terms. Students will copy down the vocabulary terms into their
notebooks.

2. Direct Instruction:
Whole class, we will read through Lesson 1 in the Social Studies text, stopping to
discuss each section in order to check for comprehension.

3. Student Interaction with lesson content / Guided Practice:

Students will respond to each of the comprehension questions in their notebooks after
they discuss with partners and whole class. The teacher will pass out the Group Slide
Presentation Directions.

4. Independent Practice:
Students will be placed into heterogeneous groups, where they will complete a group
research project and Google Slideshow presentation on a given California Native
American tribe. Each member of the group will research a different aspect of the tribe
(customs, resources, homes, etc.) independently. After researching and taking notes,
students will join back together and teach their group about their portion of the
research. As a group, students will be responsible for creating a Google Slides
presentation, featuring information, as well as graphics on the slides. All of this
research will be completed in class.

5. Presentations:
Once students have completed their group work on their Slides, they will present to the
class. Each group member will be responsible to present their portion of the
assignment. During each presentation, the rest of the class will take notes on each
aspect of the tribe being presented.

6. Review / Closure:
As a class, we will compare and contrast the tribes use of natural resources, homes,
customs and traditions, etc. Students will be asked to pick two tribes, and write a
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paragraph, comparing and contrasting those tribes.

X. Evaluation/Assessment:
1. During the classroom reading and discussions, the teacher will be monitoring for
comprehension by student responses and discussions. During the independent and
group work, students informal assessment will continue in the format of observations of
student work and discussions. The teacher will ask questions of students during the
research portion and group collaboration time. The student paragraph responses, as well
as the Google Slides presentation will be used as more of a formative assessment of
student learning. A unit test will be completed at the end of the unit.
XI. Risk Analysis:
Wireless connection tends to be an issue in our classroom. If students are not able to get
online to research, a variety of books will be provided on each of the tribes to use for
research and illustrative purposes. If wireless continues to be an issue, students will
complete the project as a brochure, rather than a Google Slideshow presentation. These
brochures will also have a requirement to add illustrations.

XII. References:

California State Board of Education. (2000). History-Social Science Content Standards for

California Public Schools. Kindergarten Through Grade Twelve. Retrieved

from: https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

Foresman, S. (2006). History-Social Science for California. Glenview, IL: Scott

Foresman Pearson.