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LESSON PLAN FORMAT

Your name: Mary Hansen

School:

Cooperating Teacher:

Grade: 1st

Date/Time:
Oct. 19,
2015

Subject:
Geography and
History

Unit Plan Driving question/Theme/Title:


How did people migrate?
Why did people migrate?
What was one method of migration?

Lesson
title/Topic:
Migration
Lesson
number: 1

STANDARDS/BENCHMARKS/GLCE addressed in this lesson:


1-G1.0.4 - Distinguish between landmasses and bodies of water using maps and globes.
1-G4.0.1 - Use components of culture (e.g., foods, language, religion, traditions) to describe
diversity in family life.
1-H2.0.7 - Compare life today with life in the past using the criteria of family, school, jobs, or
communication
STUDENT LEARNING OBJECTIVES/OUTCOMES Through these learning activities,
the learner will demonstrate the ability to:
The learner will be able to discuss the Land Bridge Theory of migration.
The learner will distinguish between five Native American tribes and their diet
The learner will be able to define migration, Land Bridge Theory, diet, continent
INSTRUCTIONAL ACTIVITIES:

Time: Introduction
Engagement: Discussing the Bering Strait Theory using a demonstration from
http://www.layers-of-learning.com/land-bridge-model/ Use a tub, homemade
salt dough, water, blue food coloring, and ice cubes. Explain how the dough
represents North America and Asia. Discuss how the two continents are joined.
Place the ice cubes in the water and on the dough continents, and discover that,
as the ice melts, the water level rises. At the end, you can still see the bridge
that once connected the two continents. Discuss how there was once an Ice
Age, where the whole Earth was covered in Ice, and that is how the bridge was
created. Then talk about how the world was warming up, and all of the ice
began to melt thus destroying the bridge connecting two continents (land
masses).
Anticipatory set
Exploration: Tell the students that they will be traveling through time to find out
what it was like to travel from place to place. They will be discovering how to
define migration, Land Bridge Theory, diet, continent, Ice Age and Native
American.
Instructional activities (including checking for understanding activities,
modeling, guided practice, independent practice)
Explanation:
1. When the students arrive, have them get into the "time machine" (decorate the
door and have chairs set up in rows like a bus.) Set the date for 11,000 years
ago, during the Ice Age.
2. Separate desks in the back of the classroom into two sides, and name them
Siberia and Alaska.
3. Make a bridge of carpet squares connecting the two sides. Place chairs around
and place white tablecloths over them and name them icebergs. Place blue
paper on the ground to represent the ocean.
4. Appropriate the class to two sides, Siberia and Alaska.
5. Explain that people in this time were either hunters or gatherers, and they had to
migrate (move) with the herds.
6. Have the students CAREFULLY, one-by-one walk across the bridge. After a few
students walk over, explain how the earth began to warm up and icebergs
began to melt. Remove some "icebergs" and a few carpet squares.
7. Ask the students if there is any way for the people to get across from Siberia to
Alaska. (yes, by boat/canoe.)
8. Have students pretend to row from one side to another. After a couple minutes,
explain how the earth had warmed up so much that all of the icebergs melted
and the Land Bridge had been covered in water. Remove all icebergs and all
carpet squares. Now ask if there is a way to get across. (no.)
Conclusion/closure

Assignment/follow up

Extension

Time: 9. Have the students hop back into the time machine and set the time for the current
year.
10. Pass out un-colored maps of North America, including the Bridge. They will try to
recreate
a
map
similar
to
this
one:
http://www.nald.ca/library/learning/chikiken/pic2.gif
11. Have the students take out a red crayon and draw an arrow or line from Siberia to
Alaska.
12. Ask them how the people traveled from Siberia to Alaska (the bridge, canoes,
boats)
13. Pull up a map on the board of North America and the separate Indian tribes. here is
one: http://www.learner.org/interactives/historymap/images/new_map.jpg Explain how
each tribe had a different language and different food sources.
14. Explain how, after the Land Bridge was covered, the Ice Age had ended and the
people migrated to places with better food sources and shelters.
15. Have them hop back into the time machine and set the time for 1400, before
Christopher Columbus traveled to the Americas. Have the classroom decorated as five
tribes (Chinook, Nez Perce, Mandan, Apache, Winnebago). Have little tents spread
around the room, Chinook in the back and Winnebago near the front, and have signs
above each camp to associate it with a certain tribe.
16. Separate the students into five groups, and assign roles to them. There should be a
tribal leader, hunters, and gatherers. Have animal crackers tied to stuffed animals and
fruit snack packets spread around each camp. Have the leaders tell their hunters and
gatherers to go find food. The Chinooks will quickly learn that there are no fruit snack
packets around their camp. Have the tribal leader make a decision whether they want
to migrate (pick up and move) to a new area with fruit snack packets or stay where
they are. (Have an extra space set up in case they decide to move).
17. Ask the students to gather all their food into a pile in the center of their camp, and
distribute it to everyone in the group. Tell the kids that the food the tribes eat is
considered their diet. The Chinooks had a diet of mainly meat, which is why there
were no fruit snack packs around them.
18. Have the students jump back into the time machine and set the date for the current
time. Have the students bring back out their blank maps. Have them take out a blue
crayon and tell them to draw a blue arrow or line from Alaska to about California.
Then have them bring out a purple crayon and draw a line or arrow from North
America to South America.
19. Explain how each arrow shows a part of migration. Ask them to recall what
migration means.
20. Ask the students to explain the land bridge and how it helped people migrate. Ask
them what a continent is, what a diet is, and who Native Americans were.

Interdisciplinary Approaches:

Elaboration:
Accommodations for differentiated instruction
for:
Resource Students: They may have troubles
with the crossing of the bridge, so make it a bit
easier for them, and show them on the board or
with a felt board and characters that can be moved.
ESL Students: Have an interpreter in the room.
If one is not available, then help the students by
using smaller words or words that are easily
comprehended. Also, use a translate app on the
computer to assist with understanding of words.
Gifted Students: If they are having an easier
time understanding everything, and they can
explain it in a way other classmates can
understand, have them help you with time travel
and the definitions of words. Make them the tribal
leaders when getting to that point.

Assessment
Evaluation:
Have the kids define words first in
groups using a mismatch word game.
Then have the kids define words on the
backs of their maps. They may ask their
table/partner if they get stuck or need
help.
Conclusion/Closure
Discuss the events that happened in class.
The time travel, the ice bridge, the tribes.
Take a look back at the tub used in the
beginning and see how much of the
Assignment/Follow up
Extension
Ask the students the next day what
migration, diet, Land Bridge, continent,
and Native American means. Ask them if
they remember what activities they did the
day before.

LIST of MATERIALS and CLASSROOM SET UP needs:


tub, salt dough, water, blue food coloring, ice cubes
set chairs up for a time machine
set up the ice bridge (chairs for ice bergs, carpet squares for bridge, blue paper for water, tables
separated for two continents, signs for continents)
set up the tribes (Little tents, signs for tribes, animal crackers, fruit snacks, stuffed animals,

SAFETY/CAUTIONS:
Use caution with the carpet squares when crossing the land bridge; they slide around when
jumped upon.

LIST of RESOURCES:
http://www.layers-of-learning.com/land-bridge-model/
http://www.learner.org/interactives/historymap/images/new_map.jpg
http://www.nald.ca/library/learning/chikiken/pic2.gif

REFLECTION: What have you learned about teaching and student learning? What went well in
your lesson? What did not go well in your lesson? Why? What will you do differently next time?

LESSON PLAN RUBRIC

Components

0) Missing
or unrelated

1) Beginning

2) Developing

3) Meets
expectations (Target
Level)
(All of developing
plus)

Introduction:

Discusses why this


topic is important to
Understand.

Activity is
justified with
ideas discussed
in class and in
the readings.

Missing or
unrelated

Activity is not
clearly linked
with the lesson
objectives and
learning
outcomes.

Activity is
clearly linked
with the lesson
objectives and
learning
outcomes.

Activates prior
knowledge.

Activity is
clearly linked to
student learning.

Missing or
unrelated

Topic not
clearly
identified or
expressed to
students.

Topic clearly
identified and
expressed to
students.

Discusses why this


topic is important to
Understand.

Topic is clearly
linked to student
learning.

Missing or
unrelated

Assessment is
mainly factual
or recall or
quiz/test
based.

Assessment
strategies are
consistent with
activities.

Assessments are well


matched to student
ability.

Provide
opportunities for
students to
engage in
reflection and
analysis of their
own work and
learning.

Missing or
unrelated

Limited
discussion of
new ideas.

Discusses new
ideas students
learned.

Students synthesize
new ideas.

Insight adds to
the context of
the lesson.

Evaluation

Conclusion/closure

Lesson
objectives and
learning
outcomes are
clearly
identified or
expressed to
students.

Explanation

Assessment:

Lesson
objectives and
learning
outcomes are
not clearly
identified or
expressed to
students.

Exploration

Instructional activities:

Elaboration

(All of meets
expectations
plus)

Missing or
unrelated

Engagement

Anticipatory set:

4) Exceeds
expectations

TOTAL

Assignment/follow-up

Limited
experiences to
analyze topic.

Missing or
unrelated

Little evidence
of knowledge
of current
ideas in Social
Studies and
Language Arts
teaching or
dismissal of
such ideas.

Extension

Reflection

Missing or
unrelated

What have you


learned about
teaching and student
learning? What went
well in your lesson?
What did not go well
in your lesson?
Why? What will you
do differently next
time?

TOTAL

COMMENTS:

Guiding
students to
reflect on
connections
between topic
and life
experiences.

Engaging students in
seeking solutions for
real world problems.

Events in the
lesson are
clearly justified
with ideas
discussed in
class and in the
readings.

Statement indicates
understanding of
student Social Studies
and Language Arts
learning.
Statement indicates
understanding of the
recommendations for
Social Studies and
Language Arts
education content
and teaching
standards.

Relationships are
clearly linked to
student learning.

Thoughtful
application of
theory and
research on
Social Studies
and Language
Arts teaching
and learning.

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