Lesson Design Template: MAT/Certification Elementary

Candidate Name: Sierra Afoa Host Teacher Name: n/a

School: n/a Grade Level: 4-5 # of Students: 22
Date & Time of Lesson: n/a Length of Lesson: 1 hour 30 minutes
Topic of Lesson: Time Content Area: History

Materials: Include all materials including types of technology used:

Puzzle pieces for each group, pencils, Chromebooks (w/internet), scratch paper, colored pencils

ALASKA CONTENT STANDARD

C. A student should develop the skills and process of historical inquiry.
1. Use appropriate technology to access, retrieve, organize, and present historical information
3. Apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and
evaluating, to understand the historical record

Alaska Cultural Standard for Educators

E. Culturally-responsive educators recognize the full educational potential of each student and provide the
challenges necessary for them to achieve that potential.

TRANSFER GOAL(S) (transferability)

- A student can research key historical events that occurred in Alaska and organize that information by when
the event occurred.
- A student can compare and contrast the lives of those in Alaska when it first became a state versus their
current life.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s):
Students will understand that….
- Students will understand the importance of
time and how life has changed over time
- Students will understand that research can be
used to find important/key information
What Essential Questions will be Considered?
- How has life in Alaska changed since Alaska
became a state?
- How do we decide what information is
important enough to write down for future
generations to know about?

STAGE ONE: Objectives STAGE TWO: Assessments

Evidence of Learning/Accountability -
Formative/Summative/Performance

Knowledge - What students should know…. Assessment(s)/Other Evidence:

- How life in Alaska has changed and what led to Students will be asked to put together a “timeline” of their
those changes lives in chronological order and asked the question “how
- How to organize historical events into a timeline has the world changed since you were born?”. (Formative)

Teacher will lead a discussion of Alaska and how the

events that have occurred over history have determined
where Alaska is now. Students will be asked to verbally
participate and think about how time impacts change.
 Skills - What students should be able to do…….
- Conduct research on specific topics using
reliable sources
- Determine key information from research that
should be used in reports
Assessment(s)/Other Evidence:
Students will be given the task of creating a timeline of
Alaska as a group. Each student in the group will receive
one puzzle piece with a significant event written on it.
Students will conduct research and write their findings on
the puzzle piece. Once everyone is finished, each individual
will present their information to the group and then the
group will put the puzzle pieces together in the order the
events occurred to make a timeline.
(Summative/Performative)

STAGE THREE: Opportunities to Learn (Acquisition)

Introduction/Hook
Have students get out a piece of paper and write down these things in order –

1. The date of the day they were born

2. The year they started kindergarten
3. The year they started 1st grade
4. The year they started 2nd grade
5. The year they started 3rd grade
6. The year they started 4th grade (current year)

Ask students to discuss with a partner how they have changed since the day they were born and from each year that
they wrote down (physically, emotionally, interests, friends, where they live, etc.).

Processes and products for Learning Opportunities
Teacher will talk to students about timelines and how they
created a very basic version of a timeline when they wrote
down the different years of when they started each school
year.
Teacher will lead a discussion about conducting research
and how to find reliable sources. Students will participate
by raising their hand and sharing their ideas about what a
reliable resource might look like.
Strategies for Differentiation/ Multimodal
Instruction/Universal Design for Learning
 Students will work in groups and use the jigsaw
method of piecing information together.
 Students get to decide with their group what event
they will research.
 Computers will be used to conduct the research.
 Students that struggle with their handwriting will be
given the option of typing their notes in order to
focus on the information they are researching.

Students will be split into 4 groups of 5-6 by the teacher.

Each student will be given a puzzle piece that will
eventually connect together with the rest of the group to
make a timeline. The students will have to research
Alaska starting before it became a state until current day
Alaska.

The groups will be given the following events to choose

from (no one can do the same event):

1. Europeans arrive in Alaska

2. The U.S. purchases Alaska
3. The Klondike Goldrush
4. Alaska becoming a state
5. The 1964 Earthquake
6. Trans-Alaska pipeline
 Students will be directed to www.ducksters.com and
www.britannica.com in order to conduct their research.
Students will need to find a minimum of 5 facts about
their specific event using the 5 W’s (who, what, when,
where, and why). Once every group member is finished,
students will take turns sharing their information with the
group.

After everyone is finished, groups will then piece together

their puzzles in the order that the events occurred, making
a timeline of Alaska.

Closure:

- Review with students the Essential Question: How has life in Alaska changed since Alaska became a
state?
- Teacher will lead a discussion of Alaska and how the events that have occurred over history have determined
where Alaska is now. Students will be asked to verbally participate and think about how time impacts change.

Sample of what the puzzle pieces would look like:

Considerations prior to the lesson:

• What is the objective of the lesson? How will you know if the students have met the
objective?
• What provisions are you making for faster and slower learners?
• How do you integrate local knowledge and cultural content?
• How do you use (or not use) technology wisely?
• How does this lesson fit into the overall curriculum?
• Have you changed the lesson plan at all?

Questions for reflection after the lesson:

 How did the lesson go?
 Did the students meet the objective? How do you know?
 Were there any unexpected events? How effectively did you respond?
 Comment on one student who did particularly well and one who did not meet your
expectations. Why did this happen? What can you do to follow up with the student
who did not do well?
 Are there any changes you would make in this lesson if you could do it again? Why?
 How did your lesson reflect culturally responsive teaching?