Beacon Lesson Plan Library
Expert Review
Laurie Ayers
Bay District Schools
Description
This lesson is for Day 13 of the unit, Native Americans. Students will review both social studies and language arts unit concepts.
Standards
Florida Sunshine State Standards
LA.A.2.1.3.2.1
The student reads informational texts for specific purposes (including but not limited to performing a task, learning a new task, sequentially carrying out the steps of a procedure, locating information to answer a question).
LA.C.3.1.1.2.1
The student uses volume, phrasing, and intonation appropriate for different situations (for example, large or small group settings, sharing oral stories, dramatic activities).
LA.C.3.1.1.2.2
The student speaks for different purposes (for example, informing, entertaining, expressing ideas).
LA.C.3.1.4.2.1
The student uses eye contact and appropriate gestures to enhance oral presentations.
SS.A.1.1.1.2.1
The student knows similarities and differences among selected Native American cultures from different regions and times (for example, nomadic groups, agricultural groups, city building, relationship with the environment).
SS.A.3.1.2.2.1
The student knows some works of art that reflect the cultural heritage of the community or country (for example, paintings, statues).
SS.B.2.1.1.2.1
The student understands ways climate, location, and physical surroundings affect the way people live (for example, food, clothing, shelter, transportation, recreation).
Florida Process Standards
Information Managers
01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Critical and Creative Thinkers
04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
Materials
-One copy of the Review Questions and Review Questions Key (in attached file)
-One copy of each of the Timeline Charts (in attached file)
-One copy of the Timeline made into an overhead transparency (in attached file)
-Overhead projector
-KWL Diagnostic Post Assessment (see extensions)
-Pencils, one per student
-Rewards or awards for student groups that answer all questions correctly (optional)
-Student Web Lesson: Different Tribes, Different Times (see Weblinks)
Preparations
1. Download and make a copy of Review Questions and Review Questions Key (in attached file).
2. Download and make a copy of the Timeline (in attached file).
3. Download and make one copy of each of the Timeline Charts (in attached file).
4. Download and make copies of the KWL Diagnostic Post Assessment, one per student (see extensions).
5. Gather materials.
6. Open Student Web Lesson: Different Tribes, Different Times (see Weblinks)
Procedures
1. Hold up the three Timeline Charts (in attached file). Ask students who thinks they can put the pieces in the right order according to the times they lived.
2. Choose a volunteer to put the charts in the correct order.
3. Review the Timeline transparency (in attached file) with students.
4. Tell students that the Native American unit is almost completed. They will have final assessments on what they have learned tomorrow.
5. Explain to the students that in order to prepare them for the assessment, you have planned a review activity for today called Numbered Experts (idea from Teacher Education Resources, P.O. Box 13747, Gainesville, FL 32604).
6. Divide students into small groups (3-5 students per group).
7. Give each student in each group a number. If there are 3 in each group, give them numbers 1-3. If there are 4 in each group, number them 1-4.
8. The teacher then asks a review question using the Review Questions (in the attached file). The teacher explains to the students that everyone in their group needs to know the answer.
9. Allow time for students in each group to discuss the answer and make sure everyone knows an appropriate answer.
10. After a given amount of time, the teacher randomly calls out a number between 1-3, 1-4, or 1-5, according to how many students are in each group.
11. Students in each group that have the number the teacher called stand up.
12. The teacher calls on one of the standing students to answer the question.
13. If there could be more than one answer, the teacher continues to call on other students with that same number.
14. Repeat the activity with different questions.
15. During the game, the teacher will provide specific formative feedback when necessary. Feedback should be guiding (Think about what we learned about how the Indians of the Southwest met their need for food. Were they hunters or farmers?) and positive (That is correct. The Anasazi were different from the Seminoles because they lived in an earlier time.)
16. Rewards or awards could be presented to groups whose members all do well.
17. Next, review the Language Arts standards for the unit. Discuss the criteria for effective speaking to both large and small groups and speaking for different purposes.
18. Students complete the KWL Diagnostic Post Assessment (see extensions). Students are encouraged to include thoughts about what they have learned in both Social Studies and Language Arts.
19. Hand out the KWL Diagnostic Pretest, Speaking Surveys and Board Activities (completed on Day 1 of the unit). Allow time for students to compare them to their KWL Diagnostic Post Assessments to get an indication of what they have learned.
20. Summative Assessments 3 and 4 (see extensions) are to be administered after this lesson.
21. Student pairs continue to complete the Student Web Lesson Different Tribes, Different Times located at http://www.beaconlc.org/ayersl/NativeAm/pages/groups001.htm.
Assessments
Use the Numbered Experts game and information on the KWL Diagnostic Post Assessment as a means of formatively assessing student understanding of unit concepts. Use this information to provide additional instruction and formative feedback. Specific feedback is given to students throughout the review game. Students are encouraged to self-evaluate their progress by comparing responses on the KWL Diagnostic Pretest, Speaking Surveys and Board Activities with their responses on the KWL Diagnostic Post Assessment (see extensions).
Extensions
1. Click here to view the Beacon Unit Plan associated with this lesson. See Attached Files to download the Unit Plan Overview, Unit Assessments, and other attached files.
2. Another possible means of review would be for the class to revisit the Class Matrix and discuss the information recorded on it.
3. A Native American Day could be planned as a culminating event. Speakers and craftsmen could share local Native American history. Native American food, music/dance, art, and storytelling could be enjoyed.
4. Students continue to complete the Student Web Lesson: Different Tribes, Different Times.
Web Links
This is an online Student Web Lesson that introduces various Native American culture groups. Different Tribes, Different Times
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