SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: ________________________________________________________________________

Thematic Unit Theme/Title/Grade Level:______________________________________________________
Wiki space address: ______________________________________________________________________
Daily Lesson Plan Day/Title: _______________________________________________________________
LearningGoals/Objectives LearningGoal:StudentswillbeabletodescribepioneerlifeinFlorida.
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

LearningObjectives:
1. Thestudentwillbeabletorecognizenaturalresources.
2. Thestudentwillbeabletorecognizehumanresources.
3. Thestudentwillbeabletorecognizecapitalresources,
4. Thestudentwillbeabletoanalyzeproductsandservicesthatcanbeoffered
byusingresources.
NCSStheme(s):
People,Places,andChanges
CommonCoreStateStandard(s):
SS.4.A.4.2DescribepioneerlifeinFlorida
NextGenerationSunshineStateStandards:
LAFS.4.W.1.1Writeopinionpiecesontopicsortext,supportingapointof
viewwithreasonsandinformation.A)Introduceatopicortextclearly,state
anopinion,andcreateanorganizationalstructureinwhichrelatedideasare
groupedtosupportthepurpose
LAFS.4.SL.1.1Engageeffectivelyinarangeofcollaborativediscussions
(oneonone,ingroups,andteacherled)withdiversepartnersongrade4
topicsandtexts,buildingonothersideasandexpressingtheirownclearly.
SS.4.A.1.2SynthesizeinformationrelatedtoFloridahistorythroughprint
andelectronicmedia.
SS.4.FL.1.1Peoplehavedifferenttypesofjobsfromwhichtochoose.
Identifydifferentjobsrequiringpeopletohavedifferentskills.

Pre/Post Assessment: Florida Pioneers

1] Describe typical Pioneer life in Florida?
_______________________________________________________________
_______________________________________________________________
______________________________
2] What types of responsibilities do the men, woman and children have within
the family? (Name one for each)
1. _____________________________
2. _____________________________
3. _____________________________
3] What are some of the natural resources pioneers need to survive?
_______________________________________________________________
_______________________________________________________________
______________________________
4] What types of crafts did pioneers take part in? (Try to name as many as you
can.)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

____________________________________________________________
5] Name three tools the Pioneers used to survive in their habitat:
1. ______________________________
2. ______________________________
3. ______________________________
Ongoingdaily(progressmonitoring)Assessment:
StudentswillbeassessedontheircompletionoftheirKWLChartandclassparticipationin
discussions.Studentswillalsoselfevaluatethemselveseachdatewitha4pointscalewhich
willbelocatedintheirprovidedFlipBook.
Scale is rated as the following:
4 I know it so well I can teach it
3- I got it
2 I kind of got it but I need a little help
1 I dont get it, I need help

Design for Instruction

Student Activities & Procedures
Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

Student Activities and Procedures

Introduction:
Before we begin, the students will be instructed to rate themselves on a scale from 1 to 4,
located in their flip book, on how much they know about pioneer life in Florida thus far.
Scale is rated as the following:
4 I know it so well I can teach it
3- I got it
2 I kind of got it but I need a little help
1 I dont get it, I need help
Greet the class by opening a class discussion about Mondays lesson on the Pioneer family
Guiding Questions:

What are the working parts of a pioneer family?

Did families live in groups or independently?
Describe the relationship between pioneers and their extended families.

Introduce Tuesdays lesson to the class

Part 1 Introducing Content
The instructor will continue the class discussion by asking the class how did pioneer families
survive.
Guiding Questions:
What/How did they get food and water? Could they go to Wal-Mart?
How did they keep themselves warm during cold winters?
How did they cook their food? Did it come ready to eat?
Where did they live? Did they buy a house similar to the way we do today?
The objective of this discussion is for the students to reach the point of understanding that they
had to use what was around them (Resources) in order to survive.
Part II YouTube Video - https://www.youtube.com/watch?v=MHutG0e58os
This video will allow students to be introduced to the three types of resources that we will be

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

covering (Capital, Natural, Human). This videos purpose is to be short and sweet; we want the
students to come up with examples on their own by brainstorming and collaborating with their
peers.
Part III Group Instruction
The teacher will begin group instruction by given a written definition of each of the 3 main
resources. Students should copy down definitions and examples in their Flipbooks.
Natural Resource Things that occur naturally, such as air, water, minerals, and trees
Examples air, water, minerals, plants and trees
Local Examples Lake Okeechobee, Everglades, St. Johns River
Capital Resource Resources made by people, such as buildings, tools, and equipment used to
make and sell goods and services.
Examples buildings, tools, equipment, and machines.
Local Examples UCF, self serve soda machines, lawnmowers
Human Resources People who do the work that a business or community needs in order to
survive.
Examples store employees, factory workers, and office employees
Local Examples Teachers, police officers, fire fighters
Once students have head time to copy down this information in their Flipbooks, I will ask the
class to break into their stations and begin working on their iPads with the preselected app.
Station One Audubon Nature Florida
This is a free app which is filled with text, pictures, and videos about Floridas plants.
https://itunes.apple.com/us/app/audubon-nature-florida-ultimate/id365337170?mt=8
Station Two Nature Viewing Along the Great Florida Trail
This is a free app which is filled with text, pictures and videos about Floridas wildlife.
https://itunes.apple.com/us/app/nature-viewing-along-great/id492774850?mt=8
Station Three Earth Viewer
This is also a free app which allows you to take a trip back in time and view Florida.
https://itunes.apple.com/gb/app/earthviewer/id590208430?mt=8
Once each group has completed the station rotation, I will ask the students to help me create a
list of resources that would help the pioneer families and their communities survive based on
what they have learned through the apps and given definition. This list will be a Triple Venn
Diagram created by the students thoughts.
After each given example, you should encourage the student to speak on how and why this
would be beneficial and important for a pioneers survival.
The list may include key points such as:
Natural Resources:
Plants (Trees, Branches, Shrubs)
Wildlife (Deer, Rabbit, Fish, Ox, Bear, Birds)
Water (Oceans, Lakes, Ponds)
Fruits and Vegetables (Apples, Oranges, Bananas, Carrots, Basil, Corn)
Live Stock (Cows, Horses, Chickens)
Capital Resources:
Travel (Horses, Canoes)
Hunting (Bow and Arrow, Lasso, Knifes, Fishing Poles, Nets)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Cooking (Bowls, Plates, Fire Place, Coontie Strainer)

Clothing (Wool, Leather, Fur)
Shelter (Huts, Chickees)

Human Resources:
Tribe (Men, Women, Children Roles, Extended Family)
Nearby Tribes?
Part IV: Cooperative Learning
Once the class has created a Triple Venn Diagram and developed an understanding of the three
major resources; we will break up into groups and begin our cooperative learning. This activity
is designed for students to activate and develop critical thinking skills.
The class will break into small pioneer families (4-5 students) and receive an Information Card.
Each group will have one information card consisting of a location, season, and a few natural
capital and human resources that they will use to create a plan of action for survival. Each card
will be different.
Example of Card One
Location Forrest (Closest water supply is 10 miles away)
Season Summer
Natural Resources Plants baring fruit, Trees with large palms, pit in the ground 3 to
4 feet wide surrounded by rock, Wildlife (Deer, Wolfs, Ox)
Capital Resources 2 horses, Bow and Arrow and Spear
Human Resources Extended family of 25 (15 Males, 10 Females)
Example of Card Two
Location Open Field (Closest water supply is 2 Miles)
Season Winter
Natural Resources Small plants baring fruit, Large population of fish and crab
nearby, Small trees, Open Plain, Wildlife (rabbit, tortoise, snakes)
Capital Resources 4 horses, Knife, Nets, Fishing Rod, Bowls, Coontie Strainer
Human Resources Extended Family of 15 (9 Males, 6 Females) Nearby tribe of 50
that is open for trade.
After 10-15 minutes of group work, the groups will present to the class how they would plan to
survive with their given resources.
Part V Closing
Once presentations are complete, students will be instructed to revisit their Flipbook and copy
down any information they feel is important along with writing down one interesting thing they
learned today. The students will also be asked to re-evaluate themselves on their Scale with
where they think they are now with their understanding of pioneer life
Materials and Resources
Computer
YouTube
iPad with Pre-Downloaded Apps
White Board
Smart Board
Flip Book
Information Chart
Writing utensils
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.

Resources/Materials