EDEL453 Spring2013 GregWINIEWICZ Unit 4 LESSON 1 History Day 4

7/30/2019 EDEL453 Spring2013 GregWINIEWICZ Unit 4 LESSON 1 History Day 4

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Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

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Unit Plan #4: Peoples of the Plains

Submitted By: Gregory Winiewicz

EDEL 453: Teaching Elementary School Social Science

Nevada State CollegeSpring 2013

Instructor: Karen Powell


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Title of Unit: The First Americans

Title of Lesson: People of the Plains Submitted By: Greg Winiewicz


A. Summary of the Lesson Plan:This social studies lesson is designed for 5th grade students to learn about the AmericanIndians who lived on the Eastern and Western Plains and the different ways they

interacted with their environments. This lesson uses the 5th grade Houghton Mifflin Social

Studies textbook, United States History. (Pages 60-63)

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. Materials:D. Vocabulary & Study Guide (Unit Resources pg. 63)- 30 copiesE. Reteach Mini lesson (Graphic Organizer pg. 63)-30 copiesF. Houghton Mifflin 5th grade social studies book: United States History (60-63)G. Paper and pencils

H. Objectives: NV State Social Studies Standards H1.5.3 Discuss the interactions of early explorers with native cultures. H1.5.4Identify the contributions of Native Americans, Europeans, and Africans

to North American beliefs and traditions.

Student-Friendly Standards H1.5.3 Discuss how Spanish explorers brought horses to North America and how

this changed the Comanches way of life

H1.5.4 Describe the Comanche way of life and how they were different fromother tribes.

I. Procedure: Refer to notes on TE 62- Get Set to Read.

Explain the attached Study Guide students will complete as we read. Call students attention to the map on pg. 61 showing the vast area of the Plains,

that American Indian groups controlled very large sections.

Discuss how millions of buffalo used roam over the plains, eating the endless supplyof grass.

Introduce vocabulary (lodge, nomad, travois)


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As a class, read pg. 60-63 together, stopping to ask questions as indicated in themargins of TE (pg. 61,62)

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. (TE61) what was the land of the eastern Plains like? (TE61) How did the people of the Western Plains get food? (TE 61) What Plains Indian groups lived in Texas? (TE 62) When did the Comanche start riding and raising horses? (TE 62) why were the Comanche thought to be rich and powerful? (TE62) In what ways do modern Comanche maintain their culture?

Discuss with your group-Critical Thinking? What are some of the similarities anddifferences between the Comanche and other groups who lived on the Plains?

Think Aloud- I read that the Comanche became one of the most powerful Plains

groups. They also owned more horses than any other American Indian group. Like

other groups who lived on the Plains, they were nomads. They valued horses because

they made hunting, traveling, and fighting easier.

CLOSURE: Discuss the statements on Review/Assess (TE 63)

J. Assessment: What will you use to measure student understanding?

Students will write a short essay using their personal opinion about the advantages of

living either as a nomad or in a village. They will share their essay with a partner.

Explain how you will know students understand the concepts from the lesson.

I 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 will be reading and discussing the

Comanche and how they lived.

2. Which part will be most challenging for you to teach?


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The most challenging part would be having them compare the Comanche Indians

with other Indians.

3. How will you follow up or extend this lesson?I would have them make a teepee and paint designs on the outside of the teepee.

Also, they could do a little research on the size, the structure, the inside uses, and what

they did with the teepee during the warm weather.

4. What will you do for students who dont grasp the concepts?For the students who are having a difficult time with the concepts, we will work in a

small group at my back table and go over the review questions orally.

5. Which part of the lesson, if any, do you think might need to change?I would bring in a guest speaker who could share and answer questions about the

Comanche.6. When you were writing this lesson plan, what was the most difficult part?

The most difficult part of the lesson was not adding too many activities. We could

have studied about the buffalo, horses, and the Great Plains. There is just so many

different directions this lesson could take you.

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EDEL453 Spring2013 GregWINIEWICZ Unit 4 LESSON 1 History Day 4