Day+4+Lesson+Plan

Teacher of this Lesson: __Beth Ginsburg__ Group Members: __Nicole Eagleston, Christa Kovanis, Staci Schaffer, and Cooper Tisch__ Thematic Unit Theme/Title/Grade Level: __2nd Grade/ Geography/ Maps, Globes, America, and More__ Group Wiki space address: __sse3312geography.wikispaces.com__ Daily lesson plan day/ Title: __Day 4 (Thursday)- The Origins of Our Country and How Maps can help us discover Them!__ Lesson Length: __45 Minutes__

**The student will** will be able to research the Native American tribes that were the first inhabitants of North America and create a brochure providing information about that tribe. **The student will**, using their previous knowledge of maps and where they live, be able to use maps to compare their location with the locations of Native American tribes.
 * =Learning Objectives= || **The student will** understand that Native Americans lived here before they did.
 * The student will **, work in groups cohesively and cooperatively. ||
 * **NCSS Theme/Next Generation Sunshine State Standards** || SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital.

SS. 2.A.1.2: Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.

SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.

SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in North America || **//Design for Instruction//** || Anticipatory set- **SAY**: “This week we have talked about our homes and where we live. We also talked about how we can find where we live on a map or globe. I have a question, though. Who lived in these locations before we did? Who lived in the place where our homes are many, many, many years ago before this country existed? Can we use maps to find out?” ||
 * **Student Activities & Procedures**
 * 1) Have students do a turn and talk with a shoulder partner.
 * 2) Give students the opportunity to share any interesting discussions they had with the rest of the class.
 * 3) **SAY:** "Today I hope you'll be active listeners and participants as we talk about Native Americans- the first inhabitants of North America. I also hope you'll think and share more about old maps and new maps and where we live."
 * 4) Show the students a map of current day America.[[image:the-united-states-of-america-map.gif width="320" height="151" align="center"]]
 * 5) Ask a few students to come up and point to where they live now.
 * 6) Show the map of the location of the Native American tribes to the students.**SAY:**"This map shows where Native Americans lived. Native American people lived here long before any of us did. They are members of different tribes each with different characteristics. These are the people who lived here before we did."[[image:native_american_map.jpeg width="240" height="174" align="center"]]
 * 7) ** ASK ** : ** “ ** Can anybody come up to the map and identify the major and minor tribes in Florida?”
 * 8) Have volunteers come up to the map, point to the tribes in Florida, and state the name of the tribe.
 * 9) 10. Tell the students that the Seminole Indians were and still are the prominent tribe of Native Americans in Florida.
 * 10) The students will work in their cooperative learning groups to create a brochure on the computer giving information about one of the major Indian tribes they will be assigned. They should make the tribe sound appealing so that people would want to be a part of it. They must use the internet to gather information. They will need to write two to three sentences about several topics. The topics are housing (the kinds of homes the people in that tribe lived in), food (the kinds of food the people in that tribe ate and how they got the food), clothing (the kinds of clothes the people in the tribe wear), daily life (what life was like for these people), and location (where this tribe was/is located and a map). Other pictures they include will be great, as well. **These will be collected and evaluated for assessment. They will be displayed in the classroom after being assessed.**
 * 11) Share sample brochure with the students. Print it out and make copies available to each group for an example. Tell the students to use a template in Microsoft Word and monitor groups closely as they work. The tribes assigned by the teacher will be: Navajo, Cherokee, Apache, and Cheyenne.
 * 12) [[file:Seminole Indians Sample Brochure.docx]]
 * 13) Have students complete the assignment in groups.Be sure that ESOL students and students with exceptionalities are placed in groups where they will be provided with peer support. Monitor groups and walk around to provide assistance.
 * 14) Have students print their brochures.
 * 15) When the students complete the assignment, have a person from each group stand up and share the most interesting fact they found about that tribe. **Give specific praise.**
 * 16) Collect the brochures for assessment.
 * 17) **SAY:** "You all did a great job participating, working together, and completing this challenging assignment today. Who can tell me what you learned about the inhabitants of North America before we lived here. How do maps and what we know about location help us think about this?"
 * = Resources/Materials = || * Map of America
 * Map showing locations of Indian tribes
 * 4 computers for cooperative learning groups of 5 students to use for brochures
 * Example brochure
 * Pen and paper for anecdotal notes ||
 * **Assess****ment** || Unit Pre-Assessment: Students will complete the "Know" and "Want to Know" sections of a K-W-L chart they will receive on the first day of the unit.

Unit Post-Assessment: Students will complete the "Learned" section of the K-W-L chart they completed on the first day of the unit.

Daily Lesson Plan Assessment: Students will complete a brochure sharing their knowledge of an assigned Indian tribe. These will be collected and assessed for collaborative work, technology adeptness, and ability to understand the connection between maps, location, and the original inhabitants of North America. || Gifted/Talented: Incorporate technology components into the lesson, call on non-volunteer, higher-level students when asking questions and probe them for more in-depth answers, engage students in comparing and contrasting the map of America and the map of the Native American tribes ||
 * == Exceptionalities == || ESOL/Students with Learning Differences: Place in heterogeneous groups with students who will support them, use visuals
 * == Discussion Notes == || Make comments here related to ideas for pre-assessment measures, homework, parent involvement, extension to the unit plan or lesson ideas, etc.


 * Make sure to have many students participate in answering probing questions
 * Ask gifted and talented students probing questions so that their needs for more in-depth concepts are met
 * For homework, have students draw a venn diagram and compare and contrast their lives including the topics we discussed in the brochures with those of the Native Americans ||