Lesson/UnitPlanName: ’Native’Californians … · 2015. 7. 2. · Page 1 of 4 EdTech@WCCUSD...
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Page 1 of 4 EdTech@WCCUSD 06/30/15 Grade Level/Course: Fourth grade SocSci/ ELA Lesson/Unit Plan Name: Native Californians * Lesson credit: Thanks to Kenneth Bonner, Vanesa Franco, Brenda Mitchell, and Michelle Mula for the lesson plan. Rationale/Lesson Abstract: From the California Vistas textbook, students will take notes on native Californian tribes. Student will then caption images provided to them via Google Drive. Students will write a three paragraph essay summarizing one of the native Californian tribes, and the adaptations that tribe made to their unique environment. They will learn to create a Google drawing to integrate writing and images. Time Frame: Seven 50minute class periods California Common Core Standard(s): www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf CA CCSS.ELALITERACY 4.1.5 Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation 4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the preColumbian societies to the Spanish mission and Mexican rancho periods. 4.W.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. ISTE Standard(s) for Students: www.iste.org/standards/ISTEstandards/standardsforstudents 2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
Transcript of Lesson/UnitPlanName: ’Native’Californians … · 2015. 7. 2. · Page 1 of 4 EdTech@WCCUSD...
Page 1 of 4 EdTech@WCCUSD 06/30/15
Grade Level/Course: Fourth grade SocSci/ ELA
Lesson/Unit Plan Name: Native Californians
* Lesson credit: Thanks to Kenneth Bonner, Vanesa Franco, Brenda Mitchell, and Michelle Mula for the lesson plan.
Rationale/Lesson Abstract: From the California Vistas textbook, students will take notes on native Californian tribes. Student will then caption images provided to them via Google Drive. Students will write a three paragraph essay summarizing one of the native Californian tribes, and the adaptations that tribe made to their unique environment. They will learn to create a Google drawing to integrate writing and images.
Time Frame: Seven 50-‐minute class periods
California Common Core Standard(s):
www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
CA CCSS.ELA-‐LITERACY
4.1.5 Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation
4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-‐Columbian societies to the Spanish mission and Mexican rancho periods.
4.W.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
ISTE Standard(s) for Students:
www.iste.org/standards/ISTE-‐standards/standards-‐for-‐students
2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
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ISTE Standard(s) for Teachers:
www.iste.org/standards/iste-‐standards/standards-‐for-‐teachers
2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the standards.
Instructional Resources/Materials:
Technology:
Computers, Internet access, projector, document camera
Google Drive access for all students, familiarity with Google Drawings
Social Studies:
California Vistas -‐ Our Golden State (adopted text,) pub. Macmillan McGraw-‐Hill
Social Studies Fact Cards California Indians (http://factcards.califa.org/) ELA: Note-‐taking template (See ‘Period 2’ for details) Activity/Lesson:
Period 1: Students will be presented with picture icons from each of the major regions of the Native Californian Tribes. Using these icon images, the students will create captions that would appropriately capture the thoughts and feelings of the image. Students through this activity will be guided to focus on the connection between the region and culture of the people. Students will then use the completed activity as a launching pad for peer discussion. Students will share their prior knowledge and also develop a greater understanding from the shared knowledge.
Period 2: Students will be randomly assigned a Native Californian Tribe. Using the textbook, students researching the same tribe will work together to research the social, political, cultural, and economic life of their tribe. The goal of students working together is to learn the process and gain the skills of collaborative work. This is more for support rather than a true collaborative project.
Students will take notes using a note taking template provided by the teacher need to make this. To include: housing (architecture based on region), wealth and power, food (hunting vs agriculture based on game of the region), transportation, etc. At this point students will take notes on paper for later scanning to turn them into a PDF file for students to later store on
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their Google drive. (This would be introduced the previous chapter.)
Period 3: Students will repeat period two, but this time they will use the Fact Cards from http://factcards.califa.org/. This will provide students with multiple sources. Students would take similar notes and highlight any differences between the two sources.
Period 4: Teacher will create an assignment for the appropriate class. The drawing will include cause and effect of the California region and the means in which the tribe lived.
Teacher will introduce Google drawings.
By modeling on the projector:
1. Students log onto google classroom 2. Select folder with assignment 3. Students open assignment 4. Students will fill in from their notes, integrating the two sources.
Students will fill out a graphic summary on their tribe based on the information they discovered in their small groups.
Period 5: Students will present their Google drawing on their tribe to the class in an oral presentation.
Period 6: Students will participate in a Before/After reflections using the icon images that begin the lesson. The students will make a comparison of their beginning assessment of the image and its captions. Students will then complete a side by side comparison to further develop their understanding of their thoughts pre and post lesson.
Period 7: See assessment.
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Assessment: Students will write three paragraphs about their tribe and its region. They may use notes and their Google drawing.
1. Characteristics of the region (landscape features, climate, plants and animals, etc.). 2. One aspect of the tribe’s culture that responds to the characteristics of the region:
how this group obtains its food and what the diet is, e.g. 3. Another aspect of the tribe’s culture that responds to the characteristics of the
region: type of dwelling or transportation, e.g.
