Ss Unit Lesson 4

ED 345 Calvin College Lesson Planning Form
Teacher:
Katie Klomp Date: 11/20 Subject/ Topic/ Theme: Social Studies
I. Objectives
What is the main focus of this lesson?
The main point for this lesson is to review what has been covered already. The students will be filling in a
comparison sheet after a class discussion.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson ties into the unit plan because in this lesson the students are comparing what they have
learned thus far. They will retain the information better if we continue to work on it and I wanted the kids
to compare and contrast three of the regions before they did it for all five.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I can organize information into categories based on my notes.
I can compare the different regions of Native Americans using a chart to find similarities and
differences.
5 U1.1.2 Compare how American Indians in the desert Southwest and the Pacific
Northwest adapted to or modified the environment. (National Geography Standard 14, p.

171)
5 - U1.1.1 Use maps to locate people in the desert Southwest, and Pacific Northwest, the nomadic
nations of the Great Plains and the woodland peoples east of the Mississippi River (Eastern
Woodland).
II. Before you start

Prerequisite knowledge
and skills.
Assessment
(formative and
summative)
Native Americans in the Northwest, Southwest, Great Plains; comparing,

contrasting, adaptation vs modification
Formative: class discussion
Summative: filling out the comparison sheet
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Students will perceive through looking
back on heir answers in comparison with
others.
Options for Language/Symbols
Students will use their notes to fill in the
comparison sheet
Options for Comprehension
Students will work together in partners to
make sense of their notes and compare the
regions.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will discuss the
information as a group and then
work in partners to fill out the
chart
Options for Expression
Students will use their notes to fill
out their comparison chart
Options for Executive Function
Students need to figure out what
is important to put on the chart
and evaluate the similarities and
differences
AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Students will be looking at their
answers from the previous lesson
as well as working in partners.
Options for Sustaining Effort &
Persistence
Students will be working to fill out
the chart but also be able to work
with a partner around the room.
Options for Self Regulation
Students will check themselves
with their peers and work so that
they will not have to finish the
sheet later.
Native American Comparison sheet, projector, Great Plains website, data

from Google Forms, Native American packet
Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
Students will begin in their desks for the review portion and then move
around the classroom to work in partner groups.
III. The Plan

Tim
The description of (script for) the lesson, wherein you describe teacher
Parts
e
activities and student activities
Motivatio
n
Begin by asking the students what they remember from the previous lesson
5
(Opening/
(for us it was Monday). Have the students share what they remember and
Introducti
what they found interesting.
on/
Engageme
nt)
8
5
Developm
ent
25
Pull up the Great Plains website www.wix.com/katievh87/nativeamericans

Go through each page and have the students talk through what they found
on each page and why it was important for the people of the Great Plains.
Pull up the results from the Google Forms and go through the answers with
the students.
Give me a thumbs up if you think that you did a good job comparing the
regions.
Tell the students that they are going to practice a little more.
Hand out the Native American Comparison sheet. Allow students to work in
pairs to complete.
As students are working walk around and ask a few questions:
- What parts are easy to fill out? Which ones are hard?
- Would you have taken better notes if you knew that you were going to do
this?
- What patterns do you see?
- How does where the people live affect the food they ate/what they wore?
Call the students back together and ask them to look over their sheets.
What patterns did you find, if any?
How does where the people live affect the food they ate and clothing that
10
Closure
they wore?
Ask the students to give a thumbs up if they think that they have a better
understanding of finding the similarities and differences among the regions.
Ask the students why finding the similarities and differences would be
important?
Turn and talk to your partner and then share with the whole class.
Your reflection on the lesson including ideas for improvement for next time:
In the beginning of the unit I was not planning on doing this lesson, however, because our
times for Social Studies is so spread out and we were doing one lesson per week, I thought
that my students needed a little reinforcement of the information. Instead of pressing
forward, I thought it would be a good idea to have them compare the first three regions we
studied and then move on to include the other two. This way the comparisons between the
three would be deeper (hopefully) and then later on those comparisons would be deeper as
well because they didnt have to compare as many at one time.
I played music while the students were working and this really helped. They are much more
willing to work quietly when there is music playing. The lesson as a whole went well and they
loved going back through the website because I showed them things that they did not realize
the first time they went through it.
Next time, I would have the comparison sheet a little more structured. The way I did it was
too much like rewriting notes and I think it would have been better to ask some leading
questions for deeper thought.

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ED 345 Calvin College Lesson Planning Form

Northwest adapted to or modified the environment. (National Geography Standard 14, p.

II. Before you start

Native Americans in the Northwest, Southwest, Great Plains; comparing,

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Native American Comparison sheet, projector, Great Plains website, data

Do you need to set up

III. The Plan

Pull up the Great Plains website www.wix.com/katievh87/nativeamericans

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