Meg Winstead 1 Lesson Plan 2

Unit Lesson Plan Day 2 Essential Question/s What fossils and artifacts have archeologists collected that support that Native Americans lived in Virginia? NCSS THEME People Places and Environments VA Standards of learning History 2.2: The students will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Easter Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest. Living Systems 2.5: The student will investigate and understand that living things are part of a system. d) Fossils provide information about living systems that were on Earth years ago. Fine Arts 2.13: The students will compare works of art, elements of architecture, and artifacts of other cultures with those of their culture. Health 2.5: The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Objectives Students will be able to (SWBAT) SWBAT: Discuss how fossils are used and explain how they impact archeologist knowledge of the world SWBAT: Analyze data recovered by archeologists to make inferences about Native American Cultures Materials for Learning Activities 1. Letter from Dan the Archeologist 2. Deer Jaw Artifact 3. Chart Paper 4. Markers 5. Clip boards 6. Observation Worksheet (in investigation journal) 7. Primary and secondary source documents, photographs and pictures 8. Investigation Journal Procedures for Learning Activities Introduction Teacher explains unit problem (circle time 3 min) o Letter from Dan the Archeologist: Dear Students, I am currently studying various Native American tribes across North America, and I need your help. I recently recovered a fossil and cannot figure out what it is, or what tribe it belongs to! Ms. Winstead told me that her bright group

of second graders could possibly help me out! I have sent her the fossil and will be in touch later this week to let you know if I scrounge up any more information on its findings! Sincerely, Dan the Archeologist Instructional strategies1. (Whole group)(5 Min) Complete a K-W-L with students a. Have students share everything that they know about Native Americans and record it on chart paper b. Then ask students what questions they have about Native Americans 2. (Independently/ on carpet) (5 Min) Have students make observations about the fossil silently using paper and clipboards 3. (Whole group/ on carpet) (3 min) Make predictions about where the fossil is from using prior knowledge (Math Extension: Examine the fossil more closely in Math class. Measure the fossil and find all of its dimensions. Measure other items in the room to determine what other objects have a similar size) 4. (5 Min) In order to continue with the research, ask the students what we can use, other than fossils to find out about Native Americans a. Discuss that you have both primary and secondary sources for the students to take a look at b. Ask students what the difference is between a primary and secondary source 5. (Table groups)(10 min) Spread primary and secondary sources (artifacts and photographs) on the students group tables and have them write down anything they are observing on their observation worksheet. 6. (Whole group) (10 min) Have students share their findings (have them turn in journal for an assessment and then return it to the students for the next lesson) Summary (5 Min) Have students complete the 3rd portion of the K-W-L chart 1. Reflect on their experience and assess what students learned through their investigation. (Intrapersonal Intelligence- Self Reflection is important for these students to grasp material and will help consolidate their learning) Assessment o Pre-assessment (KWL) History 2.2 - prior knowledge using the data collected from the students about what they already know about Native Americans o Assessment (Observation Worksheet): living systems 2.5- observation skills, living and nonliving characteristics through observation worksheet o Assessment (Notes/ Continuous observation throughout unit): Health 2.5Students can communicate through their presentation of their findings o Pre-assessment (Notes) Fine Arts 2.13- Determine how to help students be more successful analyzing different documents, photographs and paintings. Assess conversations that students are having, or not having about the art related artifacts.

Meg Winstead 3 Lesson Plan 2

Differentiation This lesson requires students to work independently, in whole group and in small group. It uses visual and auditory techniques to help the students understand the content through inquiry and investigation. o Primary and Secondary sources are provided in multiple levels so that all learners can participate Accommodations o Provide ESOL students with labeled pictures to use as resources during investigation aspect of lesson o Give students with higher reading levels, text that may require deeper thinking o Give extra support to students who may have trouble creating inferences o Do this by asking questions and having direct conversations with those students about what they are observing o Pull a small group to work with composed of students who are having trouble communicating with their peers. Focus on communication and how to work together to develop inferences and hypothesis. This may help scaffold students toward communicating with others, working together to analyze information.