EGP 335

Chelsea Flynn
1.0 Lesson Plan Details
Unit: Southwest
Lesson Title: Ranching and farming in the Southwest region
Day Number: 7
Author: Chelsea Flynn
Grade Level: 4th
Expected Duration 45 minutes
Concepts
o Places
o Environment
o Supply and Demand
o Innovation
o Climate

1.1

Vocabulary
o irrigation
o ranches
o farms
o Spanish Mission
Skills
o Active listening
o Identifying
o Analyzing and writing relevant information
o Independent reading
o Constructing a visual representation

Integration of Learning Outcomes/Objectives

1: Students will analyze cause and effects of climate, history, and
economics of the Southwest.
2: Students will work effectively as individuals.
3: Students will create pictures and phrases to represent events
about the Southwest region.

1.2 Standards PA Civics, History, Economics, Science,

Technology, and Society,
NCSS Themes I - X with subthemes
PA Standards
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Economics 6.1.3.A: Describe how individuals, families and

communities with limited resources make choices.
Economics 6.1.3.D: Identity examples of local businesses opening,
closing, expanding or contracting.

Farms
Ranches

Geography 7.4.3.A: Identity the impacts of physical systems on

people. How people depend on, adjust to and modify physical
systems on a local scale (e.g., soil quality and agriculture, snowfall and
daily activities, drought and water use) Ways in which natural
hazards affect human activities (e.g., storms, lightning, flooding)
NCSS Sub-Themes
Science, Technology, and Society: 1.8.b: provide opportunities for
learners to make judgments about how science and technology have
transformed the physical world and human society and our
understanding of time, space, place, and human-environment
interactions
Economics: 1.7.a:.enable learners to explain how the scarcity of
productive resources (human, capital, technological, and natural)
requires the development of economic systems to make decisions
about how goods and services are to be produced and distributed.
Economics 1.7.b: help learners analyze the role that supply and
demand, prices, incentives, and profits play in determining what is
produced and distributed in a competitive market system.
1.3 Anticipatory Set
The teacher will start by saying, Boys and girls the last few days we
have covered the history of the Mexican War which touched on the
resources in the Southwest area. Also as a class, we have also been
reading Out of the Dust By Karen Hesse, in language arts which takes
place in Oklahoma, which is part of the Southwest region." The teacher
will read two quotes from the book.
The way I see it, hard times aren't only about money,
or drought,
or dust.
Hard times are about losing spirit,
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and hope,
and what happens when dreams dry up.
Karen Hesse, Out of the Dust
I hear the first drops. Like the tapping of a stranger at the door of a
dream, the rain changes everything.
Karen Hesse, Out of the Dust
Boys and girls, based on what we learned about the geography and
climate of the southwest, why do you believe Billie Jo feels so strongly
about rainfall? Students will discuss their thoughts, and then the
teacher will ask several students to share. As you know farmers grow
our food and need water to grow their crops. Today we are going to
learn the different methods people in the Southwest used farm. We will
also cover settlers moving into the area and effect on crops." The
teacher will inform the students of the book s/he will be reading and
the activity to go along with it. "I have a wonderful nonfiction book
called The Southwest by Dana Meachen Rau I would like to share with
you. While I am reading I would like you to be detectives and find
causes and effects. The teacher will ask the students to gather their
paper and pencils before s/he begins reading The Southwest.
1.4 Procedures
Students will be using a cause and effect chart while
listening to the nonfiction book The Southwest. When a
student hears a cause they will write the cause on the left
side of their paper. The students will write the effects in the
boxes on right side. If an effect leads to a cause or another
effect, space will be provided between the boxes for the
students to draw arrows to the next box.
After the teacher has finished reading the book, they will
lead a class discussion on what the students have written
down. The teacher will make a class chart of causes and
effects. The teacher will create a class cause and effect
chart on the smartboard.
Teacher will use the class participation, and they will look
over the cause and effects sheets as an informal
assessment.
The class chart will include Native Americans, supply of
food, methods/innovations (irrigation), and the belief
system which led to Missions arriving in the Southwest.
Missions led to higher demands for crops, and how was the
demand met? Finally, how did the new settlers of the
1820s changed the demand for food?
Why did people in the Southwest need new technologies?

Students will read notes from their previous geography

lesson and books provided. The teacher will remind the
students to be selective when using the additional books.
Students will create a small rubber band book with facts
about cause and effects of the climate/land, farming,
ranching, new technology, people, and supply and
demand.
Have the students leave two blank pages at the end of
their book.
Tell the students There is breaking news! Settlers have
migrated to the Southwest region in the 1820s.
Have the students discuss what effects the new settlers
will have on the supply and demand on the crops/food and
cattle/beef?
The teacher will lead a discussion on supply and demand.
The students will add their thoughts on the effects of new
settlers on the two remaining pages in their rubber band
book.

1.5 Differentiation
For Gifted Students: For students who need more of a challenge, and
may be stronger readers, the teacher can modify the lesson by
providing higher level reading material for these students during the
rubber band book activity.
For ELL Students: Some students who are still struggling to learn
English may need additional support and accommodations. The
teacher can similarly modify the reading materials to assist ELLs in
their understanding. A group of ELL students can use books which
match their reading level and have more pictures.
1.6 Closure
When students have finished making their rubber band books, the
students will be asked to clean up and return to their seats. As a
closure activity, the students will work in pairs, to share a few parts of
their books. "Boys and girls, it has been fun to learn about the effects a
lack of water has on an area and how people have overcome this
challenge. We were able to use the cause and effect method
effectively. I look forward to reading your books. Tomorrow we start
our expert groups which will cover resources, geography, and the
culture of the Southwest.

1.7 Formative/Summative Assessment of Students (P-12)

Formative assessment will occur throughout the lesson through
teacher observations. The teacher will observe how the students
behave during the making of their rubber band books. The teacher will
look for students who are working independently and not bothering or
asking peers for their thoughts. (learning outcome 2).
Summative assessment: The teacher will look at both the cause and
effect charts and the rubber band books for connections between
events and an understanding of how the Missions effected the
Southwest. (learning outcomes 1) The teacher will check for a clear
connection between the illustrations and the written text in the rubber
band books. The teacher will also check the content in the rubber ban
book to make sure that it includes two cause and effects discussed
about the Southwest during class. The teacher will include the rubber
band books in the students' portfolios. (learning outcome 3)

1.8 Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES:

The Southwest by Dana Meachen Rau (one book per student. See
references for more information)
Premade flow charts
Pencils
Crayons/markers/colored pencils
Precut paper
Rubber bands
Other Books students can use as references while making their
rubber band book.

The Southwest Indians: Daily Life in the 1500s by Judy Monroe

(See references for more information)
Spanish Missions by John Perritano (See references for more
information)
Historic Spanish Missions by Boobie Kallman and Greg Nicolas
(See references for more information)
Spanish Missions of New Mexico by Robin Lyon (See references
for more information)

Spanish Missions of Arizona by Robin Lyon (See references for

more information)

B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN: List

resources you used to design the lesson plan (teacher materials, to
provide background on the content, etc...)

Sample Teacher Lesson Plan: Regions of the United States Unit

Plan: The Southwest
o http://www.htps.us/cms/lib/NJ01000418/Centricity/Domain/
543/Southwest.pdfWas useful for constructing ideas of flow
chart
Other Websites mostly for building content knowledge:
o //en.wikipedia.org/wiki/Irrigation#Surface_irrigation
o http://www.missionscalifornia.com/ate/eat-missions.html
o http://education.texashistory.unt.edu/lessons/notebook/Spa
nishMission/docs/Mission_PlacardC_J.pdf
o http://www.scholastic.com/teachers/article/spanishmissions-us-history
o http://www.native-languages.org/food.htm
o http://nativeamericanadventures.weebly.com/southwest.ht
ml
o http://www.archaeologysouthwest.org/pdf/scvnha/chapter0
4_h.pdf
o http://web.nrcs.k12.oh.us/wilcox/shaffer/regions/southwest.
html
C. CHART
Website

http://www.sc
holastic.com/t
eachers/articl
e/spanishmissions-ushistory helped
with Spanish
Mission

M.IMinor
Influence
or S.ISignifica
nt
Influence
M.I

If S.I include
why credible

How easy is it
for teachers to
access?

How easy is it for

students to access?

Very easy

history
//en.wikipedia.
org/wiki/Irrigat
ion#Surface_ir
rigation
Helped with
the definition
of irrigation
http://www.mi
ssionscaliforni
a.com/ate/eatmissions.html
and
http://educatio
n.texashistory.
unt.edu/lesson
s/notebook/Sp
anishMission/d
ocs/Mission_Pl
acardC_J.pdf
was used for
information on
farming and
crops within
Spanish
Missions
http://www.nat
ivelanguages.org
/food.htm
and
http://nativea
mericanadven
tures.weebly.c
om/southwest.
html- was
used for
statements
about Native
Americans, in
the
Southwest,
farming
techniques
http://www.arc
haeologysouth

M.I

Is a .org

Very easy

Teaching resource

S.I

Is a .edu

Took some
digging, but was
useful

Teaching resource

M.I

Used a specific
search and
found several
options

Teaching resource

M.I

Need to read
through a lot to

Teaching resource

west.org/pdf/s
cvnha/chapter
04_h.pdf Used for
information on
cattle and
ranching in
the Southwest
http://www.htp M.I
s.us/cms/lib/NJ
01000418/Cen
tricity/Domain
/543/Southwe
st.pdfWas helpful inn
constructing
ideas for
lesson plan
http://web.nrc M.I
s.k12.oh.us/wi
lcox/shaffer/re
gions/southwe
st.htmlhelped clarify
useful with
climate and
ideas for flow
chart

find specific
topics related to
area and time
period

Was very useful Teaching resource

for ideas for flow
chart

Easy to find

Teaching resource

References

Hesse, Karen. Out of the Dust. N.p.: n.p., n.d. Print.

Kalman, B, and Greg N. Spanish Missions. New York: Crabtree Pub.,

1997. Print.
Lyon, R. The Spanish Missions of Arizona. New York: Children's, 2010.
Print.

Lyon, R. Spanish Missions of New Mexico. New York: Children's, 2010.

Print.
Monroe, J. The Southwest Indians: Daily Life in the 1500s. Mankato,
MN: Capstone, 2006. Print.
Perritano, J. Spanish Missions. New York: Children's, 2010. Print.
Rau, D. The Southwest. New York: Children's, 2012. Print

D. Attach teacher content notes sheet, SEE Appendix A

1.9 Technology

A smart board and/or projector will be used to display the class

cause and effect chart.

2.1 Reflection on Planning

The lesson plan was difficult at first. The research was hard to locate
and my topic was a bit broad, but with time and narrowing my topic,
the research and lesson began to take shape.
The lesson ideas were fairly strong, but a concern was the materials
the students would use while constructing the rubber ban book. All
students should have materials on reading level and there should be
enough materials to cover the topics without overwhelming the
students. It was hard to find a good blend of materials for all learners,
but was accomplished in the end.

Lesson Plan Elements (see WCU lesson plan rubric

on D2L for specifics)
Lesson Plan Details
Integration of Learning Outcomes/Objectives
Standards PA Civics, History, Economics, Geography &
Anticipatory Set

Point Value
Total /30
/1
/2
/2
/1

Procedures
Differentiation
Closure
Formative/Summative Assessment of Students (P-12)
Materials/Equipment, Citation of Sources
Evaluation of Sources (Information Literacy)
Lesson Plan Teacher Content Notes
Technology
Reflection on Planning

/5
/1
/1
/3
/2
/5
/7
*
*

Total
Points will be taken off for spelling/mechanics.
Comments

APPENDIX A: Content Outline

I.

Land type of the Southwest

a. Dry and hot

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II.

III.

b. Little rain in the region

Indians in the Southwest methods of producing food.
a. Hunting
i.
Based on the winters the Indian tribes would have to
split their hunting camps.
ii.
Or move from place to place with the herds.
b. Types of meats eaten by Native Americans:
i.
Wild turkey, rabbit, and birds.
c. Gathering
i.
The process of picking seasonal fruits and wild brush.
a. Farming of the Native Americans in the Southwest
i.
Types of crops:
a. Corn, beans, squash, and pumpkins.
ii.
Techniques for moving water.
a.
Irrigation
i.
Flood irrigation was used to flood one
whole area/crop so it would gain access
to water.
b.
Terracing
i.
Dig long terraces that sloped from high
point to low point. The low point going
into their crops.
c.
crop rotation
i.
The use of different crops in the same
field at different periods of time. For
example, one season they planted beans,
then the next season they planted corn.
a. The land would benefit from the
different nutrients in the soil. The
plants would also benefit from these
nutrients.
d.
planting windbreaks to improve their farms
i.
Planted taller trees to protect their farms
and corps.
e.
they usually harvested enough crops to dry
and store for the winter
Reasons why Spanish Missions arrived in the Southwest.
a. Spain had the view there were no wealthy Indian tribes,
like the Aztec, north of Mexico.
b. The Spanish believed there were many souls to be saved.
c. Spain established Missions in the Roman Catholic faith.
i.
Missions were put in place to convert the Native
Americans to the Roman Catholic Church.
d. The Spanish built several Missions in the Southwest region
and many people moved into the area to run the Missions.

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IV.

V.

VI.
VII.

VIII.
IX.

The effect of people moving to the Southwest region because

of the Spanish Missions on food demands.
A. Supply and Demand
a. The demand for food went up based on the amount of
people in the area and the supply was less at first.
b. Many of the Missions were not economically stable at first.
i.
They did not produce enough food or meat products
to substantiate their own community.
Farming on missions.
a. Missions would convert the Native Americans. Then the
Native Americans job would be to take care the crops by
the Mission.
b. Through this process, the farm lands of the Missions grew
large and most of the Missions supported themselves and
provide for their workers.
c. The Missions used the Native Americans method or
irrigation to get crops thriving.
Meats eaten by the Missions
a. Cattle and sheep
Use of ranches for cattle
a. What is a Ranchers job
i.
To care for and keep the cattle safe.
ii.
Some ranchers would move their cattle from one
area to another because there were more people so
there product (cattle) was more in demand.
iii.
Some ranchers kept their cattle in one place and the
people in the area used the product.
b. Watering the land for the cattle.
i.
Some ranchers relied only on rainfall, thus, there
were years their cattle were very thin.
ii.
Some ranchers use land on a down slope (bottom of
a hill) so water would run down to their land, but still
did not always work.
iii.
Some ranchers used irrigation to move water to their
land.
iv.
Some ranchers used wells to gather water and use in
on their land.
Settlers of the 1820s and 1830s
a. People moved to the Southwest to farm.
i.
This led to a higher demand for food and less supply.
Modern day water conservation
a. Reservoirs
b. Aqueducts
c. Dams

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