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Jennifer Savage Three Week Lesson Plan 1

Jennifer Savage

Three Week Curriculum

04/22/2012

Three Week Plan – American IndiansI. Stage 1: Identify Desired Results

A. Established Goals

i. Students will work in groups to research a certain North American Indian region to

create an expert book.

ii. Student will understand where the first Americans came from.

iii. Students will understand that different regions have different cultures and different

beliefs.

B. What Essential Questions Will be Considered?

i. Because I am alive, what do I need to care for?

ii. Why does the geography of where we live matter in relation to the four needs (water,

food, clothing, shelter)?

C. What Understandings are Desired?

i. The first Americans came across the Bering Land Bridge because they were following

the buffalo.

ii. In order to survive, people need to make sure that the four needs (water, food, shelter,

and clothing) are met.

iii. American Indians of different regions had different resources in order to survive and

worshiped different things.

iv. Different regions influenced how the people who lived in the region survived.

D. What Key Knowledge and Skills Will Students Acquire as a Result of this Unit?

i. Student will know…

a. The four human needs – water, food, shelter, and clothing

b. Geographic Terms – latitude, longitude, equator, prime meridian, international

date line, the seven continents, the four oceans, the hemispheres


c. Where the people of the plains, the northeast, the pacific northwest, and the

southwest lived, got their food, got water, and what they used for clothing.

d. Different landforms and how they affect the way that people life – forests,

mountains, rivers, oceans etc.

ii. Students will be able to…

a. Name the different types of houses for each of the four regions

b. Describe how the first North Americans got here

c. label a globe with the seven continents, four oceans, equator, prime meridian,

and international date line

d. decide which hemisphere a continent lies in

e. List the four things that human beings need to survive

f. use maps to figure out how a person living in a certain area would meet their

needs

g. list several characteristics of a certain region


II. Stage 2: Determine Acceptable Evidence

A. What evidence will show that students understand?

i. Performance Tasks

a. Part 1 – Geography

-Label the seven continents, four oceans, and four hemispheres on a

map.

-Use model magic to construct a globe and label the seven continents,

four oceans, prime meridian, equator, and international date line

-morning work worksheets that require students to use their

knowledge of geography and map reading to complete them

b. Part 2 – History

-put the series of important events in order

-choose a date from a group of dates to add to the classroom timeline

c. Part 3 – Needs

-Name the four needs

-use several types of maps (physical, rainfall, vegetation) to complete

a chart for each of the four regions (Northeast, Southwest, Plains,

Pacific Northwest) describing how each region got met their four

needs

d. Part 4 – Culture

-Expert book pages – rough drafts, post-it notes research notes

-Diorama

B. What other evidence needs to be collected in light of Stage 1?

i. Quiz about geography

ii. Expert book – as a whole, did the group make a book that helped them accurately

display what we learned throughout the unit and through research

C. Student Self-Assessment and Reflection

i. Region application – students fill out an application to study a certain region and

say why they would be a good candidate to study a region and why.


III. Stage 3 – Learning Plan

A. Rough Outline

-Day 1: Intro to Geography

-Day 2: Model Magic Globe

-Day 3: Geography Assessment

-Day 4: History

-Day 5: Needs – Day 1

-Day 6: Needs – Day 2 – Survival Island

-Day 7: Needs – Day 3

-Day 8: Finish Needs – Introduce Group Project

-Day 9: Where to begin – complete needs part of project

-Day 10: Model final draft – research and complete needs part of project

-Day 11: Finish up researching needs

-Day 12: Going beyond the need – research something of interest

-Day 13: Continue Research

-Day 14: Continue Research

-Day 15: Finish up projects


Day 1 – Intro to Geography

Objectives: By the end of this lesson students will be able to:

1. Locate the equator, Prim Meridian, and the International Date Line on a map.

2. Label the seven continents and the four oceans on a blank map or the world.

3. Distinguish a line of latitude from a line of longitude.

4. Locate each of the four hemispheres and use them to describe the location of a

continent on the map.

Materials:

-world map – one to project or a wall map

-labels for the map – longitude, latitude, equator, prime meridian, international date line, North

America, South America, Antarctica, Europe, Asia, Australia, Africa, Pacific Ocean, Atlantic

Ocean, Indian Ocean, Arctic Ocean, Northern Hemisphere, Southern Hemisphere, Eastern

Hemisphere, Western Hemisphere

-tape – to put the labels on

Vocabulary:

-Equator

-International Date Line

-Prime Meridian

-Latitude

-Longitude

-Hemisphere

Activities:

-What do you know? (10 minutes): During this time, I will ask my students what they think of

when I say “geography”. We will make a list of the things that they come up with on the board.

Then I will define geography as the study of physical features of the earth and how they affect

the lives of humans and we will go through the list and talk about how each item relates to or

does not relate to geography.


-The Map of the world (45 minutes): As a class we will go over to the world map and begin to

study it. I will ask the students what they know about maps and about the map of the world. Then

we will begin by introducing the terms latitude and longitude. We will talk about how they are

the lines on the map that help us say exactly where we are and they are measured in time. The

trick to remembering latitude is that you “sat on lat” because you can sit on the horizontal lines,

or the lines of latitude. Then we will introduce the important longitude and latitude lines: the

equator, the prime meridian, and the international date line. The equator divides the globe in half

horizontally, and the prime meridian and international date line divide it vertically. The

international date line marks the change of a day. Next we will talk about the directions on a

compass and the different hemispheres. As we talk about each of these, we will label them on the

map. Then we will label the seven continents and the four oceans.


Day 2 – Model Magic Project

Objectives: By the end of this lesson, students will be able to:

1. Label the equator, prime meridian, and international date line on a blank globe.

2. Label the seven continents and the four oceans on a blank globe.

Materials:

-model magic balls (dried) – one per students and one for you

-magic markers

-list of things to be labeled – equator, prime meridian, international date line, continents, oceans

Activities:

-Geography game (10 minutes): We will use this time to review the continents and oceans using

the following website: http://www.sheppardsoftware.com/World_Continents.htm . As a class we

will complete these two quizzes. We will start off by doing the beginner quiz. Each student will

have a chance to come up and answer one of the questions. Then we will do the same thing with

the intermediate quiz.

-Introduction to project (7 minutes): Here I will introduce the project to the model magic project

to the students. I will model it on my magic model ball and make a list on the board with

directions on what to color which thing.

Prime Meridian – red

Equator – Blue

International date line – purple

Continents – Green

Oceans – black

-Model Magic Project (30 minutes): Here the students will each receive a model magic ball.

They will work individually to label the different things on the ball. If they finish early, I will

have them look at a globe and label the mountains on the continents on their model magic balls.

Then I will have worksheets for them to complete if they finish that. If they are struggling, I will

give them one on one attention by giving them a specific thing to label and moving on to the next

person. Then when I come back to them I will give them another task. As the students work,

http://www.sheppardsoftware.com/World_Continents.htm


Day 3 – Assessment


1. Label the equator, prime meridian, international date line, seven continents, four oceans,

and four hemispheres on a blank map.

Materials:

-Assessment page – one per student

-map constructed on Day 1

-computers

Activities:

-Review (7 minutes): Before the students have the assessment, we will quickly review the map

and the things that they are expected to know.

-Assessment (20 minutes): Student will complete the above assessment. As they finish, they will

play the geography games on the computer from the last class.

-Go over the assessment (10 minutes): When we are done with the assessments, we will go over

them as a class. We will do this by me filling in the assessment on the projector.


Day 4 – History


1. Explain how the first Americans came to this continent.

2. Describe how the Americans were populated.

Materials:

-Map showing the Bering Land Bridge

-whiteboard/chalkboard

Vocabulary:

-Bering Land Bridge

-Pangea

Activities:

-Wonder (5 minutes): I will have my students imagine that they live in Europe. Then I will ask

them how they would get to America. I will then inform them that they do not have cars, planes,

or boats, only their two feet.


-History (20 minutes): We will talk about how the first Americans crossed over the Bering Land

Bridge form Europe which did not use to be under water. During an ice age, it was covered with

ice and was thus above water. 25,000 years ago, the buffalo migrated over the bridge, and so the

people followed them. We will talk about how it took 15,000 for them to get all the way down to

the bottom of South America. Other important dates include 15,000 years ago when evidence

shows that the Plains were widely inhabited, 5000 BC, the first American farmers, and 1492

when Europeans came over to the Americas and brought disease.

-Timeline (20 minutes): Students, in pairs, will each choose a date to plot on the class timeline.

They will list the date, convert it to the scale (1,000 years = 1 inch), and list the event. Then we

will put it up around the classroom in order with our other timeline dates.


Day 5 – Needs Day 1


1. Distinguish between a want and a need

2. List the four needs that humans need to survive

Materials:

-Wants vs. Needs video: http://www.schoolvideos.com/product/A5701

-whiteboard/chalkboard

Activities:

-Introduction (5 minutes): All human beings have things that they want and things that they need.

Before we look at the American Indians, we need to look at what human beings need to survive.

What things do you need to survive?

-Wants vs. Needs video (20 minutes): Student will watch the wants vs needs video shown here:

http://www.schoolvideos.com/product/A5701 They will not be asked to fill anything out while

they watch it.

-Discussion (10 minutes): As a class we will list the four needs and talk about how we can get

them. Then we will talk about why they are important and why when people think about settling

it is essential for them to consider how they will meet their needs.

http://www.schoolvideos.com/product/A5701

http://www.schoolvideos.com/product/A5701


Day 6 – Needs Day 2


1. Draw pictures of the different landforms, including plateau, mountain, river…

2. List the positives and negatives of each landform.

3. Use maps and landforms to decide whether or not it is logical to set up a village.

Materials:

-transparencies of maps – enough copies for one per pair

-lined paper – enough for students to use to write descriptions and reasons

-pictures of mountains, rivers, oceans, plateaus, forests, deserts, and valleys

Vocabulary:

-mountain

-river

-valley

-plateau

-ocean

-forest

-desert

Activities:

-Introduction to landforms (15 minutes): I will introduce each of the landforms and talk about

their properties. Then we will discuss how each landform could help us (or not help us) meet our

needs. For example, a river gives us fresh water to drink.

-Survival Island (30 minutes): The class should be split up into pairs. Each pair will work

together to decide where to live on a fictional island. I will have printed six different maps of the

same fictional island on transparencies for each group. I will start off by giving them the first

map; water sources. It will show the different water sources on the island, including rivers and

lakes. As a pair, students need to decide where to set up their village. They will mark it on their


map and write a short explanation on lined paper explaining why they chose to set up their island

there. They will also need to talk about which needs are met in this location.

Next they will receive a map of the same island but with only the mountain ranges. Now

with the two maps, students need to decide whether to stay where they are or move their village.

They will again explain why and what needs are met in their location. They will do this four

more times, with a map of forests, rainfall, soils, and the average temperature in winter. After

each map is added, two groups will show the class where they chose to set up their village and

why.

Students will then map these maps in order on a large piece of paper and their

explanations. This will help them to summarize what they did and sort of pull everything they

did together.

I will ask the students the following questions:

1. What are the four needs?

2. Give me an example of how we meet each of our needs.

3. How can a forest help us meet our needs?

4. Would it be better to live in a desert or on a beach? Why? What about your needs?

5. How many of you set up your village in a different place in the end from the beginning?

Why?

6. Do you think that you chose a good location for your village? Why?


Day 7, 8, and 9 – Needs Day 3


1. Use maps to describe an area of land.

2. Determine what needs can be met in a certain area.

3. Use maps about vegetation, soils, water surplus, and hours of sunshine to determine what

needs can be met in an area.

Materials:

-map of United States vegetation

-map of United States soils

-map of United States hour of sunshine in inter and summer

-map of United States water surplus

-Physical map of the United States

-pictures of shelters, food sources, water sources, and clothing for the Northeast Woodlands, the

Plains, the Pacific Northwest, and the Southwest.

-wants and needs chart, four per student


Activities:

-Introduction to final project (10 minutes): Here I will introduce the students to the final project

that they will be doing for this unit. Each student will be assigned to a region with two other

students. They will be in charge of becoming an expert on that region and making a sort of book

on that region. As part of this book, students will need to include the needs charts for each

region. This will encourage them to pay attention to what we will do.

-Regions: During this section, I will examine specific regions. We will start off with looking at

the whole map of North America and looking at the different geography of it. Then we will zoom

in on a certain region and cover the rest of the map. For each region, we will look at the world

map and talk about the geography of that area. Then we will look at the previous maps that

talked about the soils, hours of sunshine in summer and winter, water resources, and vegetation

and focus on the northeast woodlands. As a class, we will talk about what we know about the

land (i.e. what resources do we have) and what we know about the climate. Then we will take

what we know and try to figure out what we don’t know, for example what the houses were


made of, what food the ate, what they used for clothes, and what the did for food. We will do

this for the Northeast Woodlands and the Southeast Woodlands. Then I will make multiple

copies of each map for students to look at on their own. They will then independently use the

maps to fill our the charts for the other regions.

-The Northeast Woodlands: This is the region of the northeast woodlands. The

geographic map tells us that there are mountains and

that the land is green.

-Soils: The soils map tells us that this

area has temperate (loose, brown, and fertile

soil) and mountain (filled with rocks and stones

that were pushed up from underneath the earths

surface) soils. We can tell from this that they

were able to grow crops

-Sunshine: The sunshine map

tells us that this region gets the average amount of

sunshine during the summer and about average

sunshine during the winter. From this we can

deduce that they can grow food easily and that the

temperatures do fluctuate.

-Water Resources: From the water resources map we can see that this region has a

large water surplus. This means that they will be able to have fresh water.

-Vegetation: From the vegetation map, we can tell that this area has Mixed Forest

(mixed pine and broadleaf trees, natural vegetation) and Deciduous forests (trees that loose their

leaves in the winter, such as oak, maple, walnut, and beech). From this we can tell that there was

a lot of wood and forest animals.

-Southeast Woodlands: This is the region of the southeast woodlands. In this region, the

geographical map tells us that this area is very

lush and green.

-Soils: The soils map tells us that

the southeast has temperate (loose, brown, and

fertile soil), wetland (good for growing crops,


dark brown and very dense), and river (rich and fine-grained, very fertile). This tells us that they

were very able to grow crops.

-Sunshine: The sunshine hours in the southeast are average in the summer and

above average in the winter. This tells us that the winters are warm.

-Water Resources: The water resources map tells us that there is a large water

surplus in the southeast. This means that the people have access to water and crops can grow.

-Vegetation: the vegetation map tells us that the southeast has mixed forests (pine

and broadleaf trees) and everglades (cypress and mangrove trees). This map tells us that they had

a lot of trees.

-The Plains: This is the plains region. The geographical region tells us that region is flat.

-Soils: The soils in this region are mostly prairie (brown, dense, and very fertile

with tall grasses) with some temperate. This tells us that the

people were able to gather plants.

-Sunshine: This region has above

average sunshine in the summer and average sunshine in the

winter. This means that the weather is good for

growing.

-Water Resources: The water resources map

shows us that this area has low water surplus. This means

that the people of this region need to live near streams or rivers in order to get water.

-Vegetation: The vegetation in this region is grassland (dry, windy climate with

tall grasses). This vegetation helps us learn about the animals in that region.

-Pacific Northwest: This region is the pacific northwest. The geographic map of this

region shows us that there are a lot of mountains. It is also by an

ocean which tells us that they fished.

-Soils: The soils map tell us that this region has

temperate soil (loose, brown, fertile soil) and mountain soil (rocks

and stones). This tells us that the people of this region could grow

crops.


-Sunshine: The sunshine in the summer is below average and in the winter is the

lowest on the spectrum. This means that it would be difficult to grow crops.

-Water Resources: This region has a large water surplus. This means that they

have water available to them.

-Vegetation: The vegetation in this area is pacific (ancient forests, mild

temperatures, California redwood, cedar, and Douglas fir). This tells us that there are many

animals and that there are many trees that can be used for help.

With this activity, students will fill out the attached worksheet. We will work together as a class

to fill out the first worksheet and I will leave the maps out so that they can do the rest on their

own. During this time I will circulate around and see how things are going. I will ask them to

think about how certain resources in a region will help fill a certain need and how the climate

will affect the need. We will do this region by region. As the students finish the regions, we will

share and talk about what the houses looked like and what they were made of. We will go

through each region independently.

-Northeast Woodlands:

-Water: The people of this region build their villages near a river or stream so that

they have access to water.

-Food: The people in this region did not have trouble finding food. They lived in

the woods and hunted deer. The people closer to the ocean caught fish. The people were farmers

and farmed corn, beans, pumpkins and squash, the 3 sisters. The people of this region are hunters

and gatherers, they moved around a lot and followed the food.

-Shelter: The people of this region lived in longhouses build from trees called

saplings and covered with bark. Living in the woods provided them trees to build their homes.

Many families lived in one longhouse. Also, people lived in wigwams which were like

longhouses but much smaller.

-Clothing: In this region, the people used deer hides and other animal skins for

clothing. When it was hot, men wore les clothing and when it was cold, they wore deerskin

leggings and shirts.

-Southeast Woodlands:

-Water: This region has a lot of rain and a lot of water sources. The people

collected water in dried gourds.


-Food: This region is very fertile, and so people grew many crops, such as corn

and gourds, nuts and berries. They also hunted deer.

-Shelter: The people of this region lived in chickees with a frame made of logs

and the roof of leaves and grasses. The logs were from the cypress trees. There were no walls in

these houses because of the warm summer temperatures. The floor is up off of the ground

because of the wet and soggy ground and snakes. In the winter if it was cold, people went into a

cold, circular shaped council house with packed mudwalls.

-Clothing: The people of this region wore deerskin hides as clothes.

-The Plains:

-Water: The people of the plains lived near rivers and streams to get their water.

-Food: The people in this region were buffalo hunters. They followed the buffalo

all over the plains. The buffalo provided everything for them. In addition, people had

wildflowers and berries.

-Shelter: The people of this region lived in tipis made from lodgepole pine poles

and buffalo hides. These shelters were easy to take down and set up so they helped the people of

the region move around to follow the buffalo. They also used grasses for mats or sleeping.

-Clothes: The people of this region wore clothes from hides of animals, especially

deer.

-Southwest:

-Water: The people of the southwest needed to live near a river in order to get

water because the air is very dry and there is very little rain.

-Food: The people of this region farmed food. They were known for being

farmers. They farm corn, beans, pumpkins and squash.

-Shelter: The people of this region lived in hogans, which had six sides and were

built from wood poles and mud. They also lived in pueblos made of adobe, a mixture of clay and

sand. They built their homes high up in cliffs to protect themselves from enemies. They slept on

animal skins.

-Pacific Northwest:

-Water: The people of this region have access to the Pacific Ocean and many

streams. It also rains a lot.


-Food: The people of this region had many options for food. Because they live by

the ocean they fish. Many people followed the salmon and dried it out for the winter. They also

ate oysters and clams, and sometimes even whales. They made sure to gather all of the food they

needed for the whole year in the spring and summer so that they could do other things during the

winter.

-Shelter: The people of this region live in cedar plank longhouses with boards cut

from cedar trees. They had no windows and had multiple stories and many families living in

them. They were often decorated with the family history or beliefs.

-Clothing: People made clothing from animal skins and woven grass clothing or

reeds. They often wore woven cedar shirts.

-Discussion: Here we will have small group discussions about how each map affects the needs.

They will discuss the following questions with their tablemates:

-Would you rather live in a region with a high water surplus or a low water surplus?

Why?

-If you lived in the forest, how would you meet your needs?

-Why would people settle in the Southwest?

-Application: Now that the students have had a taste of the regions, they will now “apply” to

research a region. This application gives them a chance to self-assess and think about their

region:

Region ApplicationI am applying to study the __________________________________________________ region.

I would be a good candidate to study this region because

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


______________________________________________________________________________

_____________

Some things that I want to research about this region are

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

________________________

If I can not study this region, I would like to study the ____________________ region.


Day 10 – Introduction to Final Project


1. Use at least one book to decide how people of a certain region met their needs.

2. Delegate work between different group members.

3. Take notes using post-its of an article or nonfiction book.

4. Write a rough draft based off of the notes taken.

Materials:

-significant amount of books on each region at the appropriate reading level

-lined paper to write rough drafts

-post-its to take notes on

Activities:

-Introduction to project (10 minutes): Here I will have already told the students which groups

they will be in. I will have them move to sit in their groups and will explain what I want them to

do first. I will also have already talked to the group about which student will be the leader of the

group. I will have explained to them that the leader is not the boss, but is in charge of making

sure that people are doing their work and that everything is getting done.

Now I will introduce the project. I will start off by showing them how I took notes about

my region by leaving tracks in my book, aka using post-its to make notes, or highlighted a

scanned page. Here is an example of a scanned research page that I showed the students. As I

showed it to them, I explained my reasoning. For example, I will read “survived by hunting” and

“hunted sea mammals such as seals and whales along the coasts” and say that I thought to

myself, this is how they got food, this would be important to include. I will ask them if they think

it is important to include how their region met their needs in the region and why.


Then I will show them my final draft so that they have an idea of where they are going. Here is

an example of a legend that I decided to include in my expert book. I will start off by showing

them my shelter page because I want them to work on the four needs first.


Then I will ask the leader to help the group decide who is going to do which need. I will tell the

leader that it is their job to make sure that all four needs are covered by the three group members.

Then I will give them their books and let them explore them.

-Research (40minutes): As they research, I will circulate around and check in with the groups. I

will ask them who is in charge of what need and how they plan to research that need. I will give

them post-its and ask them which books they will use. I will also check back in later on during

the period to make sure that they are working and on the right track.


Day 11 – Rough Draft Minilesson


1. Transfer their written notes into a rough draft.

2. Organize their thoughts to create a n organized train of though in their rough draft.

Materials:

-lined paper

-books for research

-projector

Activities:

-Minilesson (10 minutes): Here I will show my students how I made my rough draft from my

notes. I will show them my rough draft and walk through it with them. As we go along we will

make corrections to my rough draft. When they tell me a correction, I will write it on my rough

draft which I will have projected onto the board.


-Research (50 minutes): Here I will let my students continue their research and write their rough

drafts. I will again circulate around and check in with my students.


Day 12 – 17 - Research and Compostition

Objectives:

1. Transfer an edited rough draft to a final draft.

2. Create an expert page about one of the needs with facts and pictures.

Materials:

-blank cardstock for final pages – enough for students to make final pages

-books for research

Activities:

-Research: By this point students will know how to research and what they are researching. As

they finish their rough draft, I will edit with them and have them transfer it to a piece of

cardstock for their final draft. Once a group has finished the needs of their region, they will go on

to researching something that interests them about that region whether it be legends of that

region, sports, reservation life today, or hunting techniques. At this point, If it interests them and

they are willing to research it and get quality information, it is fine with me. They will go

through the same process that they did for the needs pages. Each student in the group is

responsible for completing pages about two things that interest them. As they research, I will

check in with them and set goals with the group about what should be completed by when.

Day 18 – Finish books

On this day we will put our books together. The students will work in their groups to decide the

order they want their pages in and will put the book together. They will also make a cover for

their book based off of different pictures that they have found in their research books.

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