Grade Level- 6th Grade

Student Characteristics- Students are from a low socioeconomic status. All Students receive free or reduced lunch.
Special Considerations- Students must have parents and student sign the responsible iPad paper in order to use the
recording device on the iPad. This paper connects responsibility to the students and their parents in reference to
respecting personal property. There are a few parents that do not sign this paper so please be aware of this when
grouping students. Students also need to know the iPad rules. iPad procedure is placed in the classroom.

Lesson 1: What People do for a Living?

General Overview
Grade Level(s): 5th through 6th Grade.
Subject: Social Studies
General Topic: What people do for a living in early civilization?
Prior Knowledge: Students need to know the theories of how humans came to exist.
Lesson Plan
Michigan Curriculum Standards: 6 W1.1.2 Examine the lives of hunting and gathering people during the earliest eras
of human society
NETS-S Technology Standards: 4a. Identify and define authentic problems and
significant questions for investigation
Learning Objectives (must directly relate to the standards): Students will be able to determine what people did for a
living in the early civilization in North America and how their lives influenced the migration of the people?
Technology

Identify technology: iPad or some kind of recording device.

Why it is appropriate? Students need to be motivated to do well on their presentation. To motivate them one person
in the group will be recording their short presentation on the iPad and then for review the next day I will show clips of the
information.

What resources and equipment are needed? Document camera, 5 iPads or iPhones (one for each group), Hunters
and Gatherers page, poster paper, and markers.

What technology skills do the students and teacher need to use effectively? Teachers need to be able to
navigate the recording setting on the iPad.

What could go wrong? The iPad may not work and the doc cam may not turn on.

What is your backup plan? If you have a smartphone use that (the quality may be less but it still does the job) You
can print out the short paper for each student.
Anticipatory Set
Instruction Strategies
1. Teacher gives overview of lesson saying Today we are going to learn about early civilizations in North America and
how they lived. To start today you will be get into groups. Your group is responsible for a section of the Hunters and
Gatherers paper. I will give you 15 minutes to create a presentation. You will be given a poster paper that will be use as a
visual for you presentation. For example, If I was talking about Hunter-Gatherers Adapt to Environments. I might draw a
map. I would placed animals and hunters on the map and draw an arrow to show that people move when food runs out. I
would explain that early civilizations hunted animals and as the animals moved so did the people. When you are able to
present information based on your paper one person in your group will record your presentation on the iPad. I would also
like to show your presentations to our principle so please put in your best effort. (Divide into groups of 3 to 4 people, Use
questions up to page two) You have 15 minutes. Please start.
2. After students present teacher goes over any missed parts and explains details to students.

How would you adjust for different learning styles? For students with special needs or ESL students I would
disperse them in groups making sure I have groups with all levels of understanding.
Guided Practice
Assessments (formative and summative)
Formative: Teacher will review over material needed to understand the new material. Teacher will ask question to
students off the cuff to retrieve information from their schema.
Summative: The assessment would be the students presentation.
Closure
If there is time the teacher will to popcorn review. This is when teacher engages kids with question based on the
information they just learned. These are questions that may be application questions or informative questions.
Independent Practice (homework): During library time students will be able to look for a book discussing ancient
civilizations.
Early Humans Way of Life
ESSENTIAL QUESTION How did early humans interact with the
environment?
Hunter-Gatherers Adapt to Environments
Early humans were hunter-gatherers
- hunted animals, gathered plants for food
- moved to a new location when food ran out
Depended on natural environment for shelter
- lived in caves and shelters made of rocks, branches, animal skins
Small Bands

 Lived in small bands of about 30 people

- group included several families
- group size refl ected how many people could live off food in region
Men hunted, fished
Women gathered nuts, berries; cared for children
- children also worked
Early Humans on the Move
Hunter-gatherers were nomadspeople who moved from place to
place
Groups returned to the same places with the changes of seasons
- bands joined together at certain times of year, formed communities
Moved to new, distant lands while following animals to hunt
- migrationmoving from one place to settle in another

Lesson 2: Berringa Land Bridge

Michigan Curriculum Standards: 6 W1.1.1 Describe the early migrations of people among Earths continents
(including the Berringa Land Bridge).
NETS-S Technology Standards: 3d. Process data and report results
Learning Objectives: Students will be able to describe how the land bridge affected the settlement of Native Americans.
Students will also illustrate the movement of Native Americans on a map According to the Land Bridge Theory.
Technology

Identify technology: Computer lab

Why it is appropriate? Students are able to navigate the sites given and be in control of their own learning
while being in a controlled environment.

What resources and equipment are needed? Students need to in either a computer lab where every
student gets a computer or in a classroom where every student gets a computer.

What technology skills do the students and teacher need to use effectively? Teachers need to be able
to effectively place sites onto a wiki website and link it to students email.

What could go wrong? Computers might crash

What is your backup plan? To have students draw a picture of the land bridge and write down what
occurred on the paper then place the papers up on the wall.
Anticipatory Set:
(All computers are turned off and mouse on tip except teachers computer)Today we are going to learn about the land
bridge that brought people into North America. You will be given three sites. (Show the sites and do a little walk through)
You may navigate these three sites at your own pace. You will be given 30 minutes. We will have a review back in our
classroom and I expect you all to create a bubble chart with the knowledge you receive during our lab time. If you need to
write something down to jog your memory for the bubble please write bullet points on the lined piece of paper I have
handed you. When you are ready for students to start use the cue word go
Instruction Strategies
Lecture, activities, discussions, demonstrations, etc:
Teacher will demonstrate how to use each of the three websites. During this short 5 to 7 minutes introductions to the
websites students will have their computers off and mouse on the top of their screen. This activity is for students to be in
control of their learning. Students will have accountability at the end of the lab time. Students need to be able to create a
bubble map with all the information they obtained during the lab time.

How would you adjust for different learning styles? If students are having a hard time reading longer words
they will be paired up with a helper classmate. In my classroom we are all in charge of our own learning and we are
expected to help others in our learning community. We are a team and if one member of our team doesnt understand
something we help them out to the best of our ability.
Guided Practice:
Teacher will show students how to manipulate the websites by using the computer and projecting to onto the wall. The
students will be able to all go to their school email and click on the page the teacher sent. Then students will have 20
minutes to manipulate the website content.
Assessments (formative and summative)
Students will create a bubble map of what they have learned.
Closure:
This is feedback time (teacher talks about what she like about the way students acted during this activity and then talk
about what needs to be worked on.)
Independent Practice (homework)
Students will be able to continue their bubble map either for homework or during their after school program.
Links:
http://haismaclass.weebly.com/

Lesson 3: Places to settle

Michigan Curriculum Standards: 6 W1.1.1 Describe the early migrations of people among Earths continents
(including the Berringa Land Bridge).
NETS-S Technology Standards: 3d. Process data and report results
Learning Objectives: Students will be able to interpret the situation in each photo based on the content just learned
deductive reasoning.
Technology

Identify technology: laptops for every student in the classroom. Computer lab

Why it is appropriate? Students are able to give educated explanation of the pictures at their own pace.

What resources and equipment are needed? Students need to be in a computer lab where every student
gets a computer or in a classroom where every student gets a computer.

What technology skills do the students and teachers need to use effectively? The teacher needs to be
able to effectively place sites onto a Weebly website and link it to students email.

What could go wrong? Computers might crash

What is your backup plan? Place the pictures on the document camera and have the students write what
they see in the pictures based on what they have just learned.
Anticipatory Set:
Show students the first picture on the slide on weebly. Ask students What can we determine from this picture without
any prior knowledge? Have 3 students answer.
Instruction Strategies
Lecture, activities, discussions, demonstrations, etc:
(all computers are tuned off and mouse on tip except teachers computer) Today we are going to learn what
determined the places for people to settle in North America. I will read a talk about what determines where people live. I
will be adding more information while I talk so please take notes. After about 15 minutes we will regroup and you will look
at each picture provided and based on what you have just learning write about what you can determine from the picture.
Guided Practice:
After lecture teacher will go back to the picture that was shown in the anticipatory set. Tell the students you need to
answer 5 questions about the picture.
o 1. What do you see in the picture?
o 2. What is their job?
o 3. Where do you think they live?
o 4. How do you know they live there?
Teacher will give an example. In this first picture I see women carrying grain. I will write down This photograph shows
five women carrying grain. I believe they are gatherers based on what they are carrying. I believe they live near fertile
ground or some kind of lake or river because they have lots of grain.
Assessments (formative and summative)
The formative assessment will be seen in the anticipatory set. If I have lots of hands for the question I know my
students have somewhat of an understanding but if there are very few then I know my students and little understanding.
The formative assessment will be done at the end when students right down the answers to based on the pictures.
Students will create a bubble map of what they have learned.
Closure:

At the closure I want students to turn and talk to a partner about what was their favorite picture to write about and what
they said.
Independent Practice (homework)
Students will be able to continue their discussion with parents at home by getting on Weebly. I will copy a picture of their
answers and send them home to parents in an email so they are able to see what each child said.
Links:
http://haismaclass.weebly.com/

Lesson #4 Permanent settlements

General Overview
- Grade Level(s) 6 Grade
- Subject- Social Studies
-General Topic- Describe the spread of people in the western Hemisphere
-Prior KnowledgeDay 1: What did people do for a living in early civilization?
Day 2: Examine how their lives influenced the migration of the people?
Day 3: What determined the places for people to settle at?
Lesson Plan
Michigan Curriculum Standards:
Describe the spread of people in the Western Hemisphere in Era 1.
In the first era of human history, people spread throughout the world. As communities of hunters, foragers,or
fishers, they adapted creatively and continually to a variety of contrasting, changing environments in the
Americas.
6 W1.1.1 Describe the early migrations of people among Earths continents (including the Berringa Land
Bridge).
6 W1.1.2 Examine the lives of hunting and gathering people during the earliest eras of human society
(tools and weapons, language, fire).
NETS-S Technology Standards
th

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
3. Model digital age work and learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global
and digital society.
Learning Objectives (must directly relate to the standards):
How and why did hunter gather societies change to permanent settlement societies?
Technology
Identify technology
o Computer lab
o Teacher blogpost and instructions for assignment

Why it is appropriate?
o It helps create research skills, as far as reading text, comprehension, and answering questions
What resources and equipment are needed?
o Computer lab or computer cart
What technology skills do the students and teacher need to use effectively?
o Internet navigation
What could go wrong?
o No internet connection

What is your backup plan?

o Print out article before, read article in class together rather than online.
Anticipatory Set
Free write prompt (answer in 2-3 sentences):
What are some of the benefits of farming?
Instruction Strategies
Activity
o Online reading, and research

How would you adjust for different learning styles?

o Have students raise hands if they have questions when they do their research. If students are better
and drawing pictures to answer the questions they can do that on the worksheet.
Guided Practice

Show them how to :

o Go to the blog mrbollwegsocialstudies.blogspot.com
o Go through instructions
o Go to link http://www.historyworld.net/wrldhis/PlainTextHistories.asp?
groupid=1091&HistoryID=ab05&gtrack=pth
o How to navigate the through the link
o How to answer the questions
Assessments (formative and summative)

Formative assessmenttheir answers on the worksheet

Closure
Free Write prompt (answer in 2-3 sentences)
Based on your research how did Native Americans change from a hunter gatherer society to a permanent
settlement society?
Independent Practice (homework)
If they cannot finish the closing free write in class than that is their homework.