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Lesson Planning Form for Differentiating Instruction Education 305

Teacher

Kacie Van Hofwegen & Lisa Spoelma

Grade level and theme

3rd, Michigan Studies_

Thread/crossover

Art/Geography

I. Objectives
What is the main focus of this lesson? Students will be learning more in depth about the three tribes that made up the Three Fires
Council. Students will be focusing on aspects of the tribe such as: where the each tribes territory is located in Michigan, what
resources each tribe used and what they were used for, and what the tribe was most typically known for. Students will also be
painting their clay topographical maps from the day before, connecting where their tribe is located to the features that it is
surrounded by on their clay map.
How does this lesson tie in to your Big Idea?
This lesson ties into our Big idea because the three tribes (Ottawa, Potawatomi, and Ojibwa) all make up the Three Fires Council. It
is important to know different aspects of each tribe, so students can better understand what each tribe brought to the council.
What are your objectives for this lesson? (students will be able to.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)
1) Students will be able to locate their tribe and the other two tribes on a map of Michigan.
2) Students will be able to indicate what types of landforms are in their region.
GLCES
3 G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.
3 G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be
divided into regions.

II. Before you start


Prerequisite knowledge and skills.
What are you assuming they know
or have already done.

Assessment
(formative and summative)

Students will know the three largest Native American tribes of Michigan from the last lesson.

Observation of student activities, check worksheets

Three Fires Names- Ojibwa, Potawatomi, Ottawa


Key vocabulary for this lesson
(include key concepts from
individual threads ex- economicsopportunity cost etc)

Materials-what materials (books,


handouts, etc) do you need for this
lesson and do you have them?

Opportunities for differentiation

Worksheet for Day 2 (One for each student), Information packet for 3 tribes (One for each
student in tribe), paint, brushes

Lesson will be adjusted appropriately for students with unique learning abilities

III. The Plan


Time
Parts
Motivation
(Opening/
Introduction/
Engagement)

Development

Closure

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
-Students sitting at desks.
Teacher: Yesterday we learned a lot about different maps. Who can tell me the different maps that we
looked at?
-Students respond (City map, Physical Map, and Topographical Map)
-Teacher: Today we will be revisiting the topographical map that we made in our groups, but before we
do that, does anyone remember what we quickly discussed before we started working on our clay maps
yesterday?
-Students respond. (Learning about Native American tribes in Michigan) **ask which three were the
largest
-Teacher: Yes, and today we will be talking more about those three tribes: the Ojibwa (also known as the
Chippewa), Potawatomi, and Ottawa. Before we do that, I want to see what you guys know already about
any of these tribes and what you want to know.
-Together fill out the KW of a KWL chart collectively as a class.
-Teacher: Hopefully by the end of this unit we will be able to answer most of the questions that you guys
want to know about each of these tribes. Now, if all of you could please get into the groups that you were
assigned yesterday
-Students get into assigned groups
-Teacher: Many of you may have thought that these groups were randomly selected, however, I had a
purpose behind each of these groups. Each of these groups represents a tribe, except for one that is not a
tribe, but rather, a different group of people who we will learn about later. So group 1 will be the Ottawa
Tribe, group 2 will be the Ojibwa or Chippewa tribe, group 3 will be the Potawatomi tribe, and group 4
you will find out who you are in a couple days. For this lesson, members of group 4 will join one of the
three tribes.
-Group 4 members join one of the other three groups.
-Teacher: I will now be handing out the worksheet you will be filling out for Day 2, along with a packet
of information about your designated tribe. Individually you will be filling out the questions using the
packet that has been given to you. Now that you are part of a tribe, you need to become an expert of the
tribe. Once you are finished with your worksheet, place it in your group folder and wait for further
instructions.
-Teacher hands out worksheet and information packet. Students read and fill in worksheet.***Information
packets taken from
http://mrsblacksstudentnews.weebly.com/uploads/3/8/7/8/3878318/ojibwe_ojibwa_ojibway_chippewa_ch
aracteristics_chart.pdf (Ojibwe)
http://mrsblacksstudentnews.weebly.com/uploads/3/8/7/8/3878318/ottawa_or_odawa_characteristics_char
t.pdf (Ottawa)
http://mrsblacksstudentnews.weebly.com/uploads/3/8/7/8/3878318/potawatomi_characteristics_chart.pdf
(Potawatomi)
-Once all groups are finished, instruct a member of each group to go get their clay topographical maps.
-Teacher: Today we will be painting our maps. If you could all take out the topographical map of
Michigan from your folders, you will see that different elevations are different colors. (Show model
example again, as well, pointing out different colors) As a group you will use the map as a guide to paint
your topological maps. After you are finished painting the different elevations, as a group, I want you to
draw a dashed line (show model) around the area in which your tribe is located.
-Teacher instructs members of groups to get paint and brushes, and walks around to different groups,
walking them through the process.
-Once everyone is finished painting, instruct students to clean up area and wash brushes
-Teacher: Before we are dismissed, each group is going to choose one or two representatives to come up
and present to the class where their tribe is located in the state of Michigan
-A representative from each group will come up and show the class where their tribe is located.
***prompt students to share what the elevation is like in their tribes territory, as well as what rivers or
lakes are in or nearby
-Thank you so much for sharing! Tomorrow we are going to be learning more about the natural resources
within each territory. As soon as a member of your group brings me your folder with all your papers, you
guys are dismissed

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