Social Studies Lesson Plan Template

Group Members/Group Name: Meredith Price, Helena Hawn, Jamie Jensen, Coral Ortiz
Thematic Unit Theme/Title/Grade Level: Native American Tribes/ 2nd grade
Group Wiki space address: http://nativeamericantribes-sse.weebly.com
Daily Lesson Plan Day/Title: Introduction/
Lesson Length (ie. 30 minutes): 30 minutes
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives

Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools Elementary students
should begin to understand that as citizens of the United States, they have both rights (privacy, speech, religion, movement,
assembly) and responsibilities (voting, obeying the law, helping in the community). Students should be willing to exercise
both their rights and responsibilities.]
Archaeologists suggest that people arrived in tribes to America, at least 15,000 years ago. Tribes of Native Americans spread
across the land, depending on nature for food and shelter. Elementary students should begin to understand the different
migrations of tribes and how environments shaped their cultures.

What will students know and be able to

do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

The student will recognize different artifacts from both tribes, Cherokee and Navajo.
The student will understand, explain, and describe how each of the artifacts are used.

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)

Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical education,
technology) do you address in this lesson?

List each standard that will be addressed

during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

NCSS Theme: People, places, and environment Social studies programs should include experiences that provide for the
study of people, places, and environments.
SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in North American.
SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.
SS.2.A.2.3: Describe the impact of immigrants on the Native Americans.
LAFS.2.RL.3.7: Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
LAFS.2.SL.1.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Resources/Materials

This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence, including teacher
and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes
EVERYTHING and should be highly detailed!)
Anticipatory Set:
As students enter the classroom they will see all 20 items from the artifact bag on the desk and the remaining pictures of
Native American artifacts on the smart board. All of the artifacts will have a number next to them. Students will get a piece
of notebook paper and label numbers 1-10. Students will use prior knowledge and inference to try and name (spelling doesnt
have to be perfect) what each artifact is and how artifact is used. Students work on this individually for 5 minutes. After time
is up, we will use class discussion and identify each artifact.
Instructional input and procedures:
1. Check for Understanding
2. Are there stereotypes or misinformation that needs to be addressed?
3. Are there themes or resources that can be included in the curriculum throughout the year?
4. Background Information:
What comes to your mind when you think of "Indians" or "Native Americans?"
Students will heighten their awareness of Native American diversity as they learn about two different
Native groups in a series of activities. Students will achieve this as they use vintage photographs, literary
texts, and photos of artifacts.
One factor influencing Native American diversity is their environment. You will have the opportunity to
learn about the interaction between environments and culture differentiating between both tribes.
The Cherokee Indians were once a large population that ranged across much of the United States with the
population primarily concentrated in the southeast of the county.
The Navajo are an indigenous people from the American Southwest. They call themselves "Dine'", which
means 'people' in the Navajo language. The first Navajos settled in the Southwest in the early 16th Century.
Today, the Navajo Nation stretches across Arizona, New Mexico, and Utah, covering over 27,000 square
miles.
Their customs, traditions, and physical artifacts identify each cultural group. Likewise, the American
Indians also have distinct items, which set them apart from other groups of people.
5. Students will do a gallery walk of all the artifacts. Students number their paper 1-20 and do their best to identify
each item. Students will transition tables as they describe and name each artifact.
6. Students are to choose an artifact to make (Supplies would include markers, beans, and tape) Students have the
option to make a totem pole or a rain stick. Student will be given time to create their own artifact.
ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors),
childrens literature, etc. should be noted here. Citations should be in APA format.
Materials:
Pencil
Paper
Artifacts (teacher brought)
Paper towel/toilet paper rolls
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Markers/crayons
Beans
Tape

Florida Department of Education. (2013). Next Generation Sunshine State Standards Retrieved (June 16th,
2015), from http://www.cpalms.org/Public/search/Standard

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for
individual, daily lesson plans!
Unit Pre-Assessment: 10 question pretest questions taken from
http://www.ducksters.com/history/native_americans_questions.php
Unit Post-Assessment:
Students will complete 2 of the options below:
Picture sort - Students will have to show their understanding of the differences and similarities of the Navajo and
Cherokee tribes by completing a picture sort on a Venn diagram.
Biocube Students will complete a biocube about a famous Native American from the Cherokee or Navajo tribes.
Necessary information will include: persons name, when and where they lived, major events in their lives,
descriptive characteristics, why they were important, and challenges they overcame. Along with this information,
they will include a picture of this important person on the final side of the cube.
Diorama Students will create a diorama of either a Cherokee or Navajo village. This assignment will be brought of
the students attention on the first day of the unit, allowing them to work on it throughout the week. The diorama
must contain the correct items that correspond with the specific tribe, such as examples of food, clothing, housing,
living environment, weapons, and activities (arts and crafts, pottery, etc.). Points will be deducted for missing item
categories.
Daily Lesson Plan Assessment:
Informal discussion
After students turn paper in: What items did students identify correctly? What similarities did students show
between items? What common item did students not identify

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson
plan.
ESOL/ Students with Learning Differences:
SLIDE: Show, look, investigate, demonstrate, experience. TREAD: Tell, Read, Explain, Ask/Answer, Discuss.
Visuals and text, matching words to pictures, matching sentence strips to pictures.
Using graphics and a graphic organizer, express the main points in the reading passage with keywords.
Provide native language supportoverview, key words
Attach native language to artifacts; as well as English.
Provide glossary
Gifted/Talented: Multi-level and multi-dimensional aspects of the lesson, interactive nature of the lesson, opportunity to
explore many points of view and opportunity to analyze and evaluate material, opportunity for independent projects (student
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

suggested/identified), flexible grouping.

Additional Comments and

Notes

Make comments here related to ideas for homework, parent involvement, and extension to the lesson plan, etc.

Modified 5/15 Van De Mark from document created by L. Spaulding