Lesson Planning Form for Differentiating Instruction Education 305

Teacher

Kacie Van Hofwegen & Lisa Spoelma

Grade level and theme

3rd, Michigan Studies

Thread/crossover Language Arts/History

I. Objectives
What is the main focus of this lesson? The main focus of this lesson is natural resources as well as the formation of the Three Fires
Council. Students will learn about the different natural resources that each tribe had access to, as well as how they utilized these
natural resources for clothing, transportation, and trade. Government and the issue of settlement will also be introduced into this
lesson plan.
How does this lesson tie in to your Big Idea?
This lesson is tied in to our Big Idea because the students will be learning about what resources the tribes of the Three Fires Council
used, as well as what the Three Fires Council is.
What are your objectives for this lesson? (students will be able to.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)
1) Students will be able to define natural resources and list natural resources they use in their everyday lives.
2) Students will be able to indicate the governments role in early settlement.
3) Students will be able to answer questions about the Three Fires Council based on the reading.
GLCES
3 H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway (Chippewa),
Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to
make generalizations about their beliefs.
3 H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early
history of Michigan adapted to, used, and modified their environment.
3 H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and
the first European explorers and settlers in Michigan.
3 G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
3 G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan

II. Before you start

Prerequisite knowledge and skills.
What are you assuming they know
or have already done.

Students learned in the previous lesson what natural resources the tribe used and what they
were used for from their information sheet.

Assessment
(formative and summative)

summative: worksheet
formative: observation

Key vocabulary for this lesson

(include key concepts from
individual threads ex- economicsopportunity cost etc)

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?

Opportunities for differentiation

Natural Resources:things like minerals, forests, rivers, products of land, that can be used for
survival and trading
Three Fires Council: Group formed by the tribes of Ojibwe, Potwatomi, and Ottawa
Oral Storytelling: Stories passed down verbally

Worksheet for Day 2, The piece titled How the Ojibwe, Ottawa, and Potawatomi Became
One People, Whiteboard, Markers

Lesson will be adjusted for diverse learners

III. The Plan

Time
Parts
Motivation
(Opening/
Introduction/
Engagement)

Development

Closure

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
-Teacher: Yesterday we learned about the different tribes that we are part of. Can someone remind me
what these three tribes are again?
-Students respond. (Ojibwe, Potawatomi, Ottatwa)
-Teacher: When we were learning more about the tribes that we are part of, on our worksheets we
answered the question, what natural resources did they use and what were they used for? Although almost
all of you answered that question, I am not sure that we all know what natural resources are. So today we
are going to learn more about natural resources that we have in Michigan. If you all could get into your
groups and send a member to grab your folder. Group 4 go ahead and join the group that you were with
yesterday
-Teacher writes three tribes names up on the whiteboard. Please get out your worksheets from yesterday
-Teacher calls members of each group to share what they wrote for what their tribe used as natural
resources as well as what they were used for. Continue until each group has nothing else to share. Now
lets take a look at what we have written on the board. Based off what you see, why do you think that these
things are called natural resources?
-Students give ideas as to why they are called that. Give more than one student the opportunity to answer
question.
-Teacher gives definition of natural resources. Now think about the way that you live everyday. How
many of these natural resources do you use everyday?
-Allow students to respond and explain how they use them. ***Encourage students to share other natural
resources that they use everyday that are not on the board
-Teacher: The reason why today we use less natural resources, or different resources than these three
tribes is because we live in a very developed world. As you can see from researching your tribes,
Michigan did not have cars or big and fancy houses when these tribes lived in Michigan. This is because
people from places where they did have better modes of transportation had not started to settle in
Michigan yet Give definition of settlement/settlers.
-Teachers: In order to try and prevent the government from buying more land, the three tribes (Ojibwa,
Ottawa, and Potawatomi form a group called the Three Fires Council. In your groups, you will together
read a story of how the group came to be and answer questions on what you read. Before I hand out the
reading, however, we are going to discuss the topic of stories. How do we hear stories today?
-Students respond. (Television, the Internet, Newspapers, Friends, Books, the Radio)
Teachers: Now remember, Native Americans during the time in which we are studying, did not live in as
technological word as we did. So how do you think that they told stories, and passed stories along to one
another?
-Students respond.
-Teacher: The way Native Americans told stories was by telling it to one another, today we call it oral
storytelling. So in our groups, I want each member to read the section aloud in order to get the experience
that many of the people in our tribes did day to day. Hands out reading and worksheet.
-Students read story together as a group and answer questions.
-Teacher: When you are finished with your worksheet, please place it in your group folder. When all of
your tribe members are finished, you can bring your folder to me.
-Tribe member return folder to teacher.