Unit: History of Native Americans

CCSS or State Standards:

5 U1.1.1 Use maps to locate
peoples in the desert Southwest, the
Pacific Northwest, the nomadic
nations of the Great Plains, and the
woodland peoples east of the
Mississippi River (Eastern
Woodland). (National Geography
Standard 1, p. 144)
5 U1.1.2 Compare how American
Indians in the desert Southwest and
the Pacific Northwest adapted to or
modified the environment. (National
Geography Standard 14, p. 171)
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)
ISTE for students 1.b Create original
works as a means of personal or
group expressions
ISTE for students 1.c Uses models
and simulations to explore complex
systems and issues
ISTE for students Evaluate and select
information sources and diital tools
based on the appropriateness to the
specific tasks
Resources and Materials:

Lesson Title: Native

Americans: Digital
Museums

Grade/Period:
5th Grade

(can be attached)

Explore Native American Cultures!

Students Powerpoint
Rubric for presentations
End of Unit 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: Name what tribe my powerpoint

is about.
I can: Create a digital museum.
I can: Give new information on a tribe.
What did this tribe do for shelter?
What did this tribe do for food and clothes?
Who was in charge in this tribe?

is it you want the students to

learn/know? Why?

What did this tribe do for fun?

Did anyone famous come from the tribe?

Inclusion Activity:

We will be presenting our digital museums today. We will

start the class by doing a brief overview of the past lessons.
The students will discuss the four regions and what makes
them different. I will ask them to name the four regions.
They will them in pairs come up with on unique thing
about each area. After a few minutes (no more than 5) each
pair will give what their unique things are.

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.

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

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.).

1. Students will be presenting their digital

museums to the class today.
2. First we will go over how to behave while
someone is presenting
a. No talking while the presenter is talking.
b. Eyes forward
c. No getting up or moving around
d. After someone is done everyone claps for
them.
3) Next ask for volunteers to go first. If there are
no volunteers I will be drawing names for the order.
After that go with volunteers or drawing names.
4) Student A Chinook
5) Student B Hopi
6) Student C Cherokee
7) Student D Sioux
8) After everyone is done students will receive
their end of unit paper to complete.
The students digital museums will show that they
have used a computer to create something. They will
have to be able to work their powerpoint.
Formative: I will formatively assess the
students in the very beginning as we are
going over the past few lessons. I will take
notes as the pairs are discussing what their
unique differences are about if both
students are contributing to the
conversations.
Summative: The summative assessment
will be in two parts. The first part will be
their digital museums. I will be scoring
each of them. They will also be given an
end of unit paper to complete at the end of
class.

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

If a student asks to repeat presentation because they

felt they did not do their best on the speaking part they
may give their presentation again. They will not be
able to redo the presentation because of their
powerpoint as they have had time to work on it and I
have checked with them different times on their
progress.
Lesson four brought the unit to an end. It wrapped up
the other three lessons. The students were able to use
what they learned to teach the class something new.