Jasmine Ayten 5th Grade Demo Lesson: ELA/Social Studies

Lesson Desired Outcome

Exploration and description of pre-Columbian settlement: The Anasazi

Standard:
5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers

Evidence of Learning
(informal and formal assessment)

1.Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils. Historical Interpretation ELAWriting Strategies 1.2 Create multiple-paragraph expository compositions: a. Establish a topic, important ideas, or events in sequence or chronological order. Objective: Students will be able to describe the main features of the Anasazi culture. Students will write responses to worksheet questions both independently and in teams. Independent informative writing. Observation of student progress and engagement. Archaeology box PowerPoint Worksheets (1 & 2) Poster paper and markers Open the lesson with a question: What is an archaeologist? (think-pair-share) Brain storm on white board about possible definitions. Greek meaning of the word archaeology: word came from the ancient Greek over 2,000 years ago. Archaiosmeaning old and logosmeaning word or speech. It is basically the discussion or study of ancient things. Why are archaeologists important? Introduce the objective of todays lesson: Today we will be archaeologists excavating our own dig cite. We will explore and discover a culture and the environment in which they lived. Review worksheet 1 and rules of the dig cite. Have students excavate. 1. Review results of findings from the dig and make a prediction about the identity of the culture. 2. Reveal the identity of the culture.

Materials Needed

Opening Lesson

Introduction and Modeled/Guided practice

Independent Practice

Closing

Follow Up Lesson

3. Have students clean up and return to desks. 3. Introduce worksheet #2 4. Present PowerPoint on the Anasazi while students take notes on worksheet #2. I will ask engaging questions throughout the presentation and check for understanding. 5. Explain that students will draw an artifact from the culture and write about how that artifact represents the culture. 1. Students will work at their desks and begin drawing and writing about their artifact. 2. I will walk around the room and see how students are doing. 3. I will assist students in developing their concepts by asking questions about their artifact and how it represents the culture. I will select 2-3 students to present their artifact to the class. Ask the class what they learnedwhat they found the most interesting. Share with a partner and then share with the class. This lesson can be used as an introduction to Cliff Dwellers. Subsequent lessons can then focus on specific aspects of the culture more in-depth. The independent writing portion of this lesson could be expanded. Revisions of this paper could be made. Also, explorations of writing styles could be explored: writing a newspaper article, journal entry, narration etc. Students could have a take home project in which they research an artifact and its uses in the society. A web-quest project would also be of benefit for this topic. Assigned topics and team investigation could be another added element. Use and creation of actual cultural elements such as using a metate or weaving baskets.