SS LESSON PLAN AND UNIT PLAN

Teacher(s) Name: __ Jael Gattle, Jordan Anthony, Emily Broy, and Carleigh Mengel _________________
Thematic Unit Theme/Title/Grade Level: Social Studies/Florida Pioneer Life/4th
Wiki space address: https://www.weebly.com/editor/main.php__________________________________
Daily Lesson Plan Day/Title: Day Four: Florida Pioneer Food_____________________________________
LearningGoals/Objectives
LearningGoal:
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

Studentswillbeabletodescribepioneerlifeverballyandthroughwritingbyciting
academicresources.

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)

NCSStheme(s):

Listeachstandard.Cuttingand
pastingfromthewebsiteispermitted
http://www.cpalms.org/Public/

LearningObjectives:

1. Thestudentwillbeabletoexperiencepioneercookingtechniquesand
mealsthroughwatchingvideos,readingarticles,andmanipulatingphysical
objects.
2. Thestudentwillnameandrecognizecommonpioneerfoodsand
understandtheproductionmethodsofeachfoodproduct.
3. Thestudentwillbeabletoapplyandmodelmathematicstoplanouta
healthyweeklydietusingapioneerbudgettoexchangeandbuyfood
goods.
4. Studentswillbeabletomatchpioneerfoodstotheirappropriatenutritional
categories.
5. Thestudentwillbeabletosynthesisandreportabouttheirlearning
regardingFloridapioneerfoodinaconcludingwrittenstatementintheir
ticketoutjournalusingquotes,facts,andsummaries.

PRODUCTION, DISTRIBUTION, AND CONSUMPTION

This theme provides for the study of how people organize for the
production, distribution, and consumption of goods and services, and
prepares students for the study of domestic and global economic issues.
CULTURE
Through the study of culture and cultural diversity, learners understand
how human beings create, learn, share, and adapt to culture, and appreciate
the role of culture in shaping their lives and society, as well the lives and
societies of others.

FloridaStandard(s):

LAFS.W.4.2.E Provide a concluding statement or section related to the

information or explanation presented.
LAFS.RI.4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.
LAFS.4.SL.2.4 Report on a topic or text, tell a story or recount an
experience in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at an
understandable pace.

NextGenerationSunshineStateStandards:

SS.4.A.4.2DescribepioneerlifeinFlorida.
SS.3.E.1.3 Recognize that buyers and sellers interact to exchange goods
and services through the use of trade or money.
MAFS.K12.MP.4.1 Model with mathematics.

Assessment
Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?
Doesyourassessmentalignwithyour
objectives,standardsandprocedures?
Informalassessment(multiplemodes):
participationrubrics,journalentries,
collaborativeplanning/presentation
notes,etc.

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedandcreated
bystudents?
ConsiderContextualFactors(learning
differences/learningenvironment/learning
styles)thatmaybeinplaceinyourfuture
classroom.
Exceptionalities

ForESOLstudents,theteachercouldput
thestudentsinagroupwithfellowESOL
students.Thestudentscouldreadthe
textsoutload.MoreadvancedESOL
studentscouldtranslatetheconceptsto
otherstudentsintheirnativelanguage.
ESOLstudentscoulduseillustrationsto
planoutpioneerweekmenu,insteadof
writingtheinformationverbally.
ESOLstudentsandstudentswith
learningdisabilitiescouldbegivenmore
timetocompletetheactivities.
Studentswillbewritingdifficultiescould
verballydelivertheirticketout
reflectionstoateachertowritedown.
Studentscouldusevoicerecognition
softwarethatwouldtypeoutthewords
thestudentsaredictating.
Theteachershouldcheckwithstudents
previouslytoensurethatstudentsarenot
allergictothefoodopportunities.
Writtentranscriptsofthevideoscanbe
providedforstudentswithhearing
disabilities.

SS LESSON PLAN AND UNIT PLAN

UnitPreAssessment:
ThestudentswillanswertriviaandfactquestionsregardingtheFloridapioneers.
Studentswillanswerthequestionsanonymouslyusingtheclickeranswersystem.The
answersandclassresultswillbedisplayedontheboard.

UnitPostAssessment:

Usingtheirticketoutjournals,studentswillwriteaprofessionalessayregardingoneofthe
topicscoveredintheunitplan.Thispaperwillbeaminimumoftwopagesinlength.

Ongoingdaily(progressmonitoring)Assessment:
Studentswilljournaleverydaytoanswerthequestion,WhatwasFloridapioneerlife
like?Studentwillmakeaculminatingjournalfortheticketoutseveryday.Thejournal
canincludeparagraphwriting,importantfacts,orillustrations.Thiswillhelptomakesure
studentshavegainedsomeknowledgeofwhatwasbeingdiscussedthatday.Thiswillalso
allowforteacherstocheckforcomprehension.
Studentswillcompleteagraphicorganizertoplanapioneerweekmenu.Studentswill
workwithalimitedbudgettofulfillthenutritionalneeds.
1. Before class, the teacher will prepare the classroom by setting up four stations
(listed below) with different types of pioneer food. Each station will include the
food product, the opportunity for students to help make the food, information
regarding production, price, and nutritional value.
a. Corn bread
b. Vegetable and Florida Beef Cattle Stew
c. Sugar Cane
d. Florida Citrus and Oranges
2. The teacher will welcome the class and distribute the clicker answer system.
Students will anonymously answer review questions regarding the material
covered in the previous days of this unit plan. There will be five questions
regarding each day for a total of twenty questions. Students will be able to see the
results on the main board through a projector. Teacher will review correct answers
with students.
3. Students will be split into four rotation groups. Students will move to sit together.
Using their ticket out journals for reference, students will discuss the material
from day one and day three regarding the pioneer family dynamic and pioneer
technology. The discussion question will be How do you think pioneers fed their
families?
4. Before rotations and main instruction begins, students will pull out their
cumulative ticket out journals. Using their ticket out journals for reference,
students will discuss the material from day one and day three regarding the
pioneer family dynamic and pioneer technology. The discussion question will be
How do you think pioneers fed their families?
5. During the five-minute discussion, students will be given heavy whipping cream
in glass jar. The students will take turns shaking up the heavy cream. This will
eventually turn into butter. This is how pioneers made butter.
6. The teacher will introduce each of the following stations. The teacher will
introduce the concepts verbally and model the activities for ESOL students.
Students will rotate through the stations with their groups. Students will have ten
minutes at each station. As students progress through the stations, they will take
notes regarding nutritional value and dietary meal requirements such as proteins,
vegetables, fruits, or carbohydrates, using a self-created graphic organizer.
Students will later use this information to plan a pioneer week menu. The videos
are beneficial for ESOL students.
a. Corn Bread. Students will have the opportunity to grind dried corn using
a mortar and pestle. Students can watch the following videos
demonstrating the mortar and pestle technique of grinding corn. Students
will taste prior made corn bread. Students will watch the following videos
and read the articles to learn about corn production.
i. Women Pound Grain with Wooden Pestle and Mortar in
Arunachal https://www.youtube.com/watch?v=Bfgj2JQzc0o
Grinding Corn-Old Florida Museum St. Augustine
FLhttps://www.youtube.com/watch?v=ViMuGojYaD0

SS LESSON PLAN AND UNIT PLAN

b.

Resources/Materials

Florida Beef Cattle and Vegetable Stew. Students will get to taste the
previously made beef stew. Students will watch a video regarding the
history of the cattle industry in Florida or read an article about the cattle
industry.
i. Florida Cracker Cattle A Spanish Legacy Florida Museum
https://www.youtube.com/watch?v=mtMgsv5miHg
ii. Article: Cattle and Cowboys in Florida
https://fcit.usf.edu/florida/lessons/cowboys/cowboys.htm
c. Sugar Cane. Students will get to see and feel a sugar cane stick. Students
will get to taste sugar cane syrup. Students will read one of the articles
about sugar cane growth, harvesting, or processing. Students will discuss
the articles with one another. The video shows how sugar cane syrup is
grinded from the sugar cane. Instead of using a tractor, the pioneers
would have used a donkey or cattle.
i. How Sugar Cane is Made http://www.sucrose.com/lcane.html
ii. Sugar Cane Grinding in DeFuniak Springs
https://www.youtube.com/watch?v=hU19aCGxBRk
d. Florida Citrus and Oranges. Students will get to taste Florida orange
juice. Students will juice orange slices to create orange juice. Students
will read articles regarding the citrus industry and influential people in
the citrus industry.
i. Citrus Industry History http://flcitrusmutual.com/citrus101/citrushistory.aspx
7. Students will pause to self-evaluate and journal in their ticket out journals about
the information they just learned.
8. The teacher will review the concepts of a balanced diets. The teacher will use the
My Plate.gov resource to help students remember the concept. A balanced diet was
critical for pioneers to complete their jobs and remain healthy. Students will
discuss with their shoulder partner the question, Why was it important for the
pioneers to eat balanced, healthy diets? Why is it important for me to eat
balanced, healthy diets?
9. As the teacher, I will display the pioneer food costs. I will explain the amounts of
the food products such as bushel or pound. I could show visuals to help students
understand. Students will work independently to plan a week menu. Students will
use the menu planner worksheet to calculate the cost of food products. Using a
teachers salary of $16 a month or $4 a week, students will plan a week menu
meeting nutritional needs and staying in the budget.
a. Pioneer Food Pricing Guide
http://www.choosingvoluntarysimplicity.com/prices-for-1860-1872-1878and-1882-groceries-provisions-dry-goods-more/
b. Pioneer Teaching Salary Information
http://www.logcabinvillage.org/docments/pioneer_school_curriculum.pdf
10. Students will turn in their menu planning worksheet. Students will journal in learn
ticket out journal about any new ideas or thoughts.
11. Teacher will recap ideas from the day.
Materials:
Pioneer food: corn bread with corn grinder, beef and vegetable stew, sugar cane
and cane sugar syrup, and Florida citrus or oranges.
Heavy whipping cream
Four glass mason jars
Orange Juicer
Paper
Pencils
Example of Graphic Organizer
Computers with Internet Access to watch videos
Physical copies of articles
Menu Planner Worksheet
Pioneer Pricing Guides

SS LESSON PLAN AND UNIT PLAN

Resources:
Women Pound Grain with Wooden Pestle and Mortar in Arunachal
https://www.youtube.com/watch?v=Bfgj2JQzc0o
Grinding Corn-Old Florida Museum St. Augustine FLhttps://www.youtube.com/watch?
v=ViMuGojYaD0
My Plate. United States Department of Argiculture. Web.
https://www.choosemyplate.gov/MyPlate
Sample Questions for Pre/Post Assessment: Cracker Family Lesson Plan
http://www.thehistorycenter.org/wp-content/uploads/2016/09/Cracker-Family-LessonPlan.pdf
Florida Cracker Cattle A Spanish Legacy Florida Museum
https://www.youtube.com/watch?v=mtMgsv5miHg
Article: Cattle and Cowboys in Florida
https://fcit.usf.edu/florida/lessons/cowboys/cowboys.htm
Pioneer Food Pricing Guide http://www.choosingvoluntarysimplicity.com/prices-for-18601872-1878-and-1882-groceries-provisions-dry-goods-more/
Pioneer Teaching Salary Information
http://www.logcabinvillage.org/docments/pioneer_school_curriculum.pdf
Citrus Industry History http://flcitrusmutual.com/citrus-101/citrushistory.aspx
Sugar Cane Grinding in DeFuniak Springs https://www.youtube.com/watch?
v=hU19aCGxBRk
AssessmentMeasures:
Ifstudentsarehavingtroublefocusingwhilewritingtheticketouts,thestudentcouldmovetoaquietlocationandreturntothe
classwhentheyhavefinished.Ifastudentisnotcapableofwritingtheticketouts,thestudentcouldorallydeliverythe
information,whileateacheractedasascribetowritedowntheirthoughts.Studentscouldalsousevoicerecognitionsoftwareif
available.
ParentInvolvement:
Studentswillbeabletotakehometheirticketoutcumulativejournalsinorderforparentstoreviewthedocument.Thiswillhelp
parentsfeelinvolvedandintheloop.Parentscouldalsocomeintohelpsupervisearotationgroup.
FieldTripIdeas:
StudentscouldtourthepioneercityandfortatFortChristmas.Theyhavestudentworkshopsthatallowstudentstolivethelifeof
aFloridapioneerthroughcandlemakingorfoodprep.Studentscanalsowitnesshistoricalbattlereenactments.Studentswillsee
timeperiodaccuratefarms,technology,andbuildings.http://www.nbbd.com/godo/FortChristmas/
StudentscouldvisittheOrangeCountyHistoricalCenter.ThismuseumhasawholesectiondevotedtoFloridapioneerlife.The
museumwouldalsoprovidethestudentswithmorevisualsandgreatcontexttotheeventswithintheunitplan.
http://www.thehistorycenter.org/
StudentscouldvisitthePioneerFloridaMuseumandVillage.http://www.pioneerfloridamuseum.org/index.php?
option=com_content&view=article&id=15&Itemid=60