Unit: History of Native Americans

CCSS or State Standards:

5 U1.1.3 Describe Eastern
Woodland American Indian life
with respect to governmental
and family structures, trade, and
views on property ownership
and land use. (National
Geography Standard 11, p. 164,
C, E)
5 U1.1.3 Describe Eastern
Woodland American Indian life
with respect to governmental
and family structures, trade, and
views on property ownership
and land use. (National
Geography Standard 11, p. 164,
C, E)

Lesson Title: Native

Americans: Life in the
Eastern Woodland and
the Great Plains

Grade/Period:
5th Grade

ISTE for students 3.d Process data

and report results
ISTE for students 6.a Understand
and use technology systems
Resources and Materials:
(can be attached)

Explore Native American Cultures!

Chapters 1, 2, and 4 book
PowerPoint Great Plains and the
Eastern Woodlands
End of Lesson Paper

Objective:
What students will know and be able
to do stated in student friendly
language (use Blooms and DOK levels
for higher level thinking objectives)

Essential Question(s):
Over-arching questions of the lesson
that will indicate student
understanding of concepts/skills What

I can: State where the Great Plains end

and the Eastern Woodlands begin
I can: Name different tribes from each
area
I can: State how the tribes in the Great
Plains adapted and what their
environment was like
I can: State how the tribes in the
Eastern adapted and what their
environment was like
How did the environment of the Great Plains and
Eastern Woodlands change how the tribes in that area
lived?

is it you want the students to

learn/know? Why?

Inclusion Activity:
Describe an activity that will ensure
that all students and their voices are
included at the beginning of the
lesson.

Sequence of Activities:
Provide an overview of the flow of the
lesson. Should also include estimates
of pacing/timing.

How did the tribes adapt to what was happening around

them?
How did these areas differ from the those in the West?
How were the tribes similar to the West?
Why did the tribes chose to live where they
lived?
The inclusion activity for this lesson will a review as well a
look ahead. In pairs that are picked by the teacher the
students will be discussing the four regions.The students
will first give a review on the two regions that were already
covered, Northwest and Southwest. Then they will briefly
discuss the two regions that will be talked about today, the
Great Plains and the Eastern Woodlands. They will discuss
what they think will be different and what will be similar to
the the previous regions. This should take no more than 5 to
10 minutes.

1. After the inclusion activity bring the class back

together. Each set of partners will give one
thing they reviewed and one thing they think
will be different or similar for the new regions.
2. Have the students get out their Explore Native
American Cultures! They will be using their
books to look up information on each area.
3. Pull up the powerpoint .
a.
The powerpoint will give information as
well as provide a path to keep the students on.
4. We will be starting in the Great Plains.
4. The students will first discuss what the
environment was like in the Great Plains.
a.
If needed explain to students what
environment means.
b.
Ask questions such as what was the
weather like? Why did the tribes in this region travel
more than the others?
6. After environment the class will discuss what
homes were like for the tribes as well as what
the tribes did for food.
a.
There are pictures of different homes
located in the powerpoint.
b.
Ask questions such as
c. Remind students that traditions were a big
part of how each tribe lived. Students might want to
look more into the traditions of their tribes for their
digital museum presentation.
7. 8.
Next the class will discuss the clothing the
tribes wore. They will talk about why they wore
what they wore.

Instructional Strategies:
Research-based strategies to help
students think critically about the
concept/skill

7. Then we will move on to the Eastern

Woodlands.
7. The students will first discuss what the
environment was like in the Eastern Woodlands.
a.
Ask what the weather was like and why the
students think that they natives to that area chose to
stay. Did they weather change based on where in the
Eastern Woodlands the tribe lived? What area was
covered by the Eastern Woodlands.
10. After environment the class will discuss what
homes were like for the tribes as well as what
the tribes ate.
a.
There are pictures of different homes
located in the powerpoint.
b.
Why did they chose the type of homes
they did?
11. Next the class will discuss the clothing the
tribes wore. They will talk about why they wore
what they wore.
a.
Does it reflect the way we dress now in
that environment?
12. Each region should take about 20 minutes to
discuss.
12. After you are done with both regions take a few
minutes to discuss what the students learned.
Ask them what stood out the most to them.
12. Last pass out the end of lesson paper for the
students to complete. When they are done with
that they will have time to work on their final
project.
12. While students are finishing up their end of
lesson paper each student will come up
individually to the teachers desk to show where
they are in the process of creating their digital
museum presentation. This will help show if the
students need more time to work on the final
assignment.
The students will be showing the teacher where they
are in their digital museum presentation. They will be
using the computer to show what they have done. The
teacher will assess where they are and if they need
more time to work on the presentation.

Assessment:
List both formative and summative
assessments that you will use to
assess student understanding.
Formative assessments are given
during instruction (check for
understanding), summative are after
completion of instruction (how will
you grade quiz, test, project, paper,
presentation, demonstration, etc.).

Differentiation:
Describe who will need additional or
different support during this lesson,
and how you will support them.
Differentiated instruction could
include testing accommodations,
preferential seating, segmented
assignments, a copy of the teachers
notes, assignment notebook, peer
tutors, etc.

Summary, Integration
and Reflection:
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson

Formative:
1. The first formative assessment will be
in the inclusion activity. When each
pair of partners gives their answers
for the first two regions you will be
able to assess if certain parts need to
be gone over again. When they give
their answers for the two new regions
you will be able to see what they
already know and where you should
focus more time.
2. The second will be when you are
discussing the two different regions. If
the students are able to add
information to the discussion it shows
that they are both understanding and
listening. You will be taking notes on
who is participating and adding to the
discussion. You will also be marking in
anyone needs help as they are not
quite where they should be.
3. The third formative assessment will
be checking with the students on the
progress on their final project.
Summative:
There will be an End Of The Lesson Paper to
wrap up the lesson. This will show what the
students learned in from the lesson. There
will be questions that have to do with what
they learned as well as one review
questions.
The powerpoint will be available to students that need
extra time to take notes. If needed students may move
closer to the board so that they can see what is written
on it. Teacher has more in depth answers for each topic
ready in case some students have questions that are
more leading. The teacher will also be available during
free periods and while after class to help the students if
needed.
This is the last lesson before the students present their
digital museum presentations. That will bring the all of
the previous three lessons together. We have ended
each lesson by talking about new and interesting things
that the students have learned. Hopefully this has

helped encourage them to learn new things to put in

their presentations.