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Unit Plan #4: Ancient Americans

Submitted By: Gregory Winiewicz
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2013 Instructor: Karen Powell

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: The First Americans Title of Lesson: Ancient Americans Submitted By: Greg Winiewicz

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn the first people who came to the Americas, where they settled and why they did. This lesson uses the 5th grade Houghton Mifflin Social Studies textbook, United States History. (Pages 38-43) B. Target Population: Grade Level: 5th Grade Skill Level: Students at all learning levels Grouping: whole group reading & discussions, independent for activity and assessment

C. D. E. F. G.

Materials: Vocabulary & Study Guide (Unit Resources pg. 43)- 30 copies Reteach Mini lesson (Graphic Organizer pg. 43)-30 copies Houghton Mifflin 5th grade social studies book: United States History (p. 38-43) Paper and pencils

H. Objectives: NV State Social Studies Standards H1.5.1 Identify and describe Native North American life and cultural regions prior to European contact. H1.5.2 Identify and describe the attributes of Native American nations in the local region and North America Student-Friendly Standards H1.5.1 Identify how the first people came to Americas, where they settled and lived H1.5.2 Identify and describe some characteristics that the Ancient Americans left behind

I.

Procedure: Refer to notes on TE 38- Get Set to Read. Explain the attached Study Guide students will complete as we read. Call students attention to the map on pg. 39 showing how thousands of years ago when the glaciers were huge Beringia created a land route from Asia. Discuss how the wooly mammoth was hunted by the Paleo-Indians. Introduce vocabulary (coast, coastal plain, cape, bay)

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: The First Americans Title of Lesson: Ancient Americans Submitted By: Greg Winiewicz

As a class, read pg. 38-43 together, stopping to ask questions as indicated in the margins of TE (pg. 39,40,41,42) Students should take notes and record information on their Study Guide while we read; they can continue working on their Study Guide when we complete reading the selection. Ask questions listed in the margins of the TE as an ongoing check for understanding. (TE38 ) Which two continents did the Bringia land bridge link? (TE38) When did the migration over the land bridge stop? (TE 39) Why did the people who crossed over the bridge to North America stop? (TE 40) When did the Paleo-Indians begin using agriculture? (TE 40) What is a civilization? (TE41) What name was given to the Adena, Hopewell, and Mississippian?

Discuss with your group-Critical Thinking? Why were civilizations like the Mound Builders able to develop North merica?, CLOSURE: Discuss the statements on Review/Assess (TE 43)

J. Assessment: What will you use to measure student understanding? Students will work with partner to make a poster of one of the Ancient Americans. Explain how you will know students understand the concepts from the lesson. II will have the students discuss in small groups the review questions on page 43. I would walk around and assess students. K. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson to teach would be the Ancient Americans and how we think they may have gotten here. 2. Which part will be most challenging for you to teach? The most challenging part would be having them completely understand all of these new concepts. 3. How will you follow up or extend this lesson? I would have them gather information on the internet about the Ancient Americans. 4. What will you do for students who dont grasp the concepts?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 3

Title of Unit: The First Americans Title of Lesson: Ancient Americans Submitted By: Greg Winiewicz

For the students who are having a difficult time with the concepts, we will work in a small group at my back table and break the lesson down so that they will understand and then I would help them complete their assessments. 5. Which part of the lesson, if any, do you think might need to change? I would bring in more books and artifacts for the students to observe. 6. When you were writing this lesson plan, what was the most difficult part? The hardest part was doing the research before actually writing the lesson. .

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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