SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Danielle Eidson, Ameri Arias, Jackie Gonzalez, Kelli Lewis
Thematic Unit Theme/Title/Grade Level: Native Americans/2nd grade
Wiki space address: http://ucfgr2nativeamericanssp15t.weebly.com
Daily Lesson Plan Day/Title: Day 1: The Very First Americans
LearningGoals/Objectives Learning Goal: Students will be able to compare Native American cultures
Whatwillstudentsaccomplishbe
from different regions of the United States
abletodoattheendofthislesson?
Learning Objectives:
Besuretosetsignificant(relatedto
1. The students will be able to recognize that Native Americans were the
SSS/CCSS),challengingand
first inhabitants in North America
appropriatelearninggoals!
2. The students will be able to use maps and globes to locate important
personal and national landmarks
3. Students will be able to ask and answer who, what, where, when, how,
and why questions related to text
4. Students will be able to demonstrate understanding of key details in a
text
NCSS theme(s): Culture (Native Americans: Iroquois, Chinook, Cherokee,
NCSSThemes
Navajo, Nez Perce, Sioux)
CommonCoreState
Common Core State Standard(s):
Standards(CCSS)
NextGeneration
CCSS.ELA-Literacy.SL.2.2
SunshineStateStandards
Recount or describe key ideas or details from a text read aloud or
(NGSSS)Listeachstandard.
information presented orally or through other media.
Cuttingandpastingfromthe
Next Generation Sunshine State Standards:
websiteisallowed.
LAFS.2.RL.1.1: Ask and answer such questions as who, what, where,
http://flstandards.org.
when, why, and how to demonstrate understanding of key details in a
text.
SS.2.A.2.2: Compare the cultures of Native American Tribes from
various geographic regions of the United States.
SS.2.A.2.1: Recognize that Native Americans were the fist inhabitants
in North America.
SS.2.G.1.2: Using maps and globes, locate the students hometown,
Florida, and North America, and locate the state capital and the national
capital.
Assessment

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

Unit Pre-Assessment: 10 question, multiple choice quiz about Native

Americans given 2 weeks prior to lesson
Questions for Pre/Post-assessment: (Post-assessment
questions will be in a different order)
1. What is the capital of Florida?
a. St. Augustine
b. Tallahassee
c. Orlando
2. Who were the very first Americans?
a. Native Americans
b. Lewis & Clark
c. Christopher Columbus
3. True/False: The Iroquois tribe was located in the Northeast
Region.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

a. True
b. False
4. The Chinook tribe is located in which region?
a. The Pueblo Region
b. The Northwest Region
c. The Southeast Region
d. The Northeast Region
5. The Iroquois lived in
a. Longhouses
b. Teepees
c. Cedar Plank Houses
d. Chickees
6. The purpose of Wampum belts were
a. To tell stories
b. To wear them
c. To record great events
d. Both a & c
7. True/False: Totem Poles were located in the Pacific
Northwest Region.
a. True
b. False
8. What were the Cherokee houses made of?
a. Branches and mud
b. clay
c. grass
9. True/ False: The Cherokee farmed their own food.
a. True
b. False
10. What region did the Cherokee live?
a. Northwest region
b. Southeast region
c. Northeast region
11. What region did the Navajo live?
a. Northwest region
b. Southwest region
c. Northeast region
12. What is the climate like in the region the Navajo live?
a. Arid
b. Rainy
c. Tropical

13. True/False: The Sioux lived in the North Dakota,

Wisconsin, and Minnesota regions.
a. True
b. False

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

14. What did the Sioux men and women make their clothing
from?
a. deer skin and buck skin
b. cotton and wool
c. sheets and blankets
d. leather
15. The Sioux were originally meat eaters and then became
famers once they used horses.
a. True
b. False
16. How did the Sioux travel?
a. cars
b. horses
c. foot
d. both b and c
17. True/False: The Sioux lived inside of longhouses, which
were houses creates on top of the ground.
a. True
b. False

Unit Post-Assessment:
Formal: Same 10 question, multiple choice quiz (different order of questions)
Informal: Class mural of Native American regions, Each tribes flag, Individual
student flip book throughout the Unit
Ongoingdaily(progressmonitoring)Assessment:Journalreviewentrieseach
day,flipbookreviewattheendofeachday.
Theongoing/alternativeassessmentwill/couldchangedependingontheactivitiesand
objectivesontheindividual,dailylessonplans!ThisshouldincludeSCALES(0,1,2,3,4)
wherestudentsareselfassessingandyouareassessingtheirdepthofknowledgeregarding
thesubjectmatter.

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.

Anticipatory Set (10 min):

1. Read the book The Very First Americans by Cara Ashrose (This will be
done during the 90 minute reading block)

2. Have students rate themselves on a scale of 1-4 of their knowledge of

Native Americans
3. Remind students of the book they read earlier that day. Show them hard
artifacts that you brought in. Pass the artifacts around so everyone can

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

touch them. (ESOL/ESE hands-on accommodation)

4. On an anchor chart, ask students who, what, where, when, how, why
questions and write down answers related to the book. After asking
each question, have students turn to their partner to discuss before
sharing answers as a class. (ESOL/ESE accommodation: encourage
self-talk (positive thinking))
Ex. Who was the book, The Very First Americans about? Talk to your
partners.
Ex. According to the book we read, what were some of the tribes
mentioned? Talk with your partner to see if you can remember.
Ex. The book talked about where some of these tribes lived. Try to
remember with your partner some of the regions of the United States
that was mentioned.
Procedure (20 min):
1. Using the interactive whiteboard, pull up Google earth. Start at the
school and point out the school.
Google Earth

Then zoom out to see the city, point out the city. Zoom out to see all of
Florida. Point out the capital of Florida (Tallahassee) in relation to
where the school is. Zoom out slowly to view the United States.
(ESOL/ESE accommodation: visual)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

2. Point out capital of U.S. (Washington D.C.) and show where it is in

relation to the school and to Florida. Ask students if any of them had
been born in a different state. Point out several students hometowns on
the map. Using the globes on tables and raised relief physical maps,
look at the same areas. With a partner, have students find these same
places we found on Google Earth.

Identify North, South, East, and West and the different regions of the
United States. Notice how the regions have different kinds of
topography (mountain ranges, valleys, marshes)
4. Ask questions like:
Ex. If a Native American Tribe lived in these mountain ranges, how do
you think they could survive?
Ex. This land is very flat and swampy, do you think a Native American
Tribe could have lived here? Why?
Activity: (25 min)
1. Tell students we will be breaking up into Native American Tribes, and
each of them will be part of one. Break class up into Iroquois, Chinook,
Cherokee, Navajo, Nez Perce, and Sioux tribes.
2. Have students pick a chief for their tribe (this student will be the leader
3.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

of tribe)
3. Pass out the Native American Name worksheet (attached). Read over
the directions and model how you would pick your own name. Give
students 5 minutes to create their own name and symbol.

4. Students will make and decorate a nameplate with their new Native
American name and symbol on it.
5. Pass out 3 pieces of colored paper to each student. Show them how to
create a flip book by modeling it for them, then showing them the
finished product on the doc cam. Have them write the name of each
tribe on each piece of paper to keep all their facts organized and in one
spot. ESOL/ESE accommodation: flip book serves as graphic organizer
for simplicity)
6. Show students the wall map of the United States at the front of the
room. This will be the class mural that we will add to each day. Each
region will have a tribe name and QR code on it. (QR codes attached)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Navajo: Southwest region

www.ducksters.com/history/native_american_navajo.php

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Sioux: Great Plains

www.ducksters.com/history/native_american_sioux_nation.php
Iroquois: Northeast
www.ducksters.com/history/native_american_iroquois.php
Nez Perce: Northwest
www.ducksters.com/history/native_americans/nez_perce.php
Cherokee: Southwest
www.ducksters.com/history/native_american_cherokee.php
Chinook: Pacific Northwest
www.historyforkids.org/learn/northamerica/before1500/history/chinook
.htm
7. Each region will be previously cut so it separates easily from the rest of
the map. (ESOL/ESE accommodation: They can physically see how the
regions are part of the whole map and see which region their tribe is
located.) Have the chief come up to take their region back to their tribe.
8. Have students either share 1 IPad or use their own to look up the QR
code on their region. Have students read some of the information about
their tribe located on the childrens website the QR code takes them to.
Tell them they dont need to read everything, but this is to familiarize
them a little with their tribe.
Closure: (5 min)
1. Have students flip to their specific tribe in their flip books and write
down 3 interesting facts or things they liked about their tribe that they
just read about. Tell students to keep these flip books because they will
be using them the rest of the week.
2. Have students put their regions back on the map to make the mural
whole. (This shows them exactly where there tribe lives in relation to
the United States and the other tribes)
3. Have students rate themselves again on their knowledge of Native
Americans so far.
Modifications made for ESOL/ESE students depending on their need. All
activities in this lesson are ESOL/ESE appropriate. Bilingual dictionary will be
provided. Modeling and partner/group work is included. Many hands-on
activities.
Resources/Materials

The Very First Americans by Cara Ashrose, anchor chart (already made),
markers, Interactive whiteboard for Google Earth, physical maps and globes,
Native American Name worksheet, pens, crayons, paper for nameplate for each
student, 3 pieces of colored paper, stapler, map mural pre-cut, Ipads for QR
codes

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.