SS LESSON PLAN AND UNIT PLAN TEMPLATE

Teacher(s) Name: Carleigh Mengel

Thematic Unit Theme/Title/Grade Level: Social Studies/ Florida Pioneers/ Grade 4
Wiki space address:
Daily Lesson Plan Day/Title: Day 3 Florida Pioneer Technology and Innovations
LearningGoal:
LearningGoals/Objectives
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

UnitGoals:

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)

NCSStheme(s):
Science,Technology,andSociety
Technologyisthedesigningofthingsandprocessedtoachievepractical
purposes.Learnersneedtorealizethatbothscienceandtechnologyhavehada
profoundeffectinshapinghumanexperienceandtheworldaroundus.
Inthestudyofscienceandtechnologylearnersaretaughtto:
Identify,describe,andexaminebothcurrentandhistoricalexamplesofthe
interactionandinterdependenceofscience,technology,andsocietyinavarietyof
culturalsetting
Thisallhelplearnersbuildonknowledge,experienceanddevelopmental
capabilities.Studentswilllearnandengageonthetechnologiesandinnovationsthe
Floridapioneerscreatedtohelpthemlive.Studentswillbeabletorecreatean
exampleofoneofthetechnologiestheyreliedon.Studentswilltakealookatthe
technologypioneerscreatedandcompareandcontrastittotodaysadvancesusing
achart.

Listeachstandard.Cuttingand
pastingfromthewebsiteispermitted
http://www.cpalms.org/Public/

1.Students will learn the different jobs and roles each member of a family
unit had during the pioneer times.
2. Students will grasp a better understanding into how the pioneers created
tools and other innovations to help them live and work more efficiently.
3. Students will learn the overall geography of where the pioneers were
located in Florida.
4. Students will learn about the traditional foods, such as corn bread and
stews, and diet of the pioneers.
5. Students will have an understanding that though the pioneers worked a lot
they still found time for play.
Day 2 Lesson Goals:
1. Students will learn about how Florida pioneers created their own
innovations and tools to help them survive.
2. Students understand how technology from then to now has evolved
and changed and create a compare and contrast chart to visually see
and comprehend the different technologies and tools.
3. Students will recreate some of the tools from the pioneer life and be
able to figure out what it might have been used for and what benefit
it had for the pioneers.
4. Students will understand how the technology for the pioneers was
essential to living and describe technologies that are essential in our
lives today.

FloridaStandard(s):

LAFS.W.4.2.E Provide a concluding statement or section related to the

information or explanation presented.
LAFS.RI.4.7 Interpret information presented visually, orally, or

SS LESSON PLAN AND UNIT PLAN TEMPLATE

quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.

NextGenerationSunshineStateStandards:

SS.4.A.4.1 Explain the effects of technological events in Florida.

SS.4.A.4.2 Describe pioneer life in Florida.
SS.4.A.1.1 Analyze primary and secondary sources.
CCSS.ELA-LITERACY.RI.4.5 Describe the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text.
Assessment

Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?
Doesyourassessmentalignwithyour
objectives,standardsandprocedures?
Informalassessment(multiplemodes):
participationrubrics,journalentries,
collaborativeplanning/presentation
notes,etc.

UnitPreAssessment:

TriviaandfactquestionsregardingtheFloridaPioneers.Studentswillanswerusingthe
clickeranswersysteminawholegroup,anonymousdelivery.

UnitPostAssessment:
Ongoingdaily(progressmonitoring)Assessment:
Studentswilljournaleverydaytoanswerthequestion,WhatwasFloridapioneerlife
like?Studentwillmakeaculminatingjournalfortheticketoutseveryday.Thejournalcan
includeparagraphwriting,importantfacts,orillustrations.Thiswillhelptomakesure
studentshavegainedsomeknowledgeofwhatwasbeingdiscussedthatday.Thiswillalso
allowforteacherstocheckforcomprehension.
TouchDown!
75yards
50yards
25yards
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Studentcan
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Studenthasnot
giveexamples giveacouple
onlygiveone
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learned
anddescribe
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exampleof
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thetechnology describesthe
technologyand technologyand Florida
and
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innovations
pioneersin
innovations
innovations
fromthe
fromthe
regardstothe
fromthe
fromthe
Florida
Florida
technologyand
Florida
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pioneers.
pioneers.
innovations.
pioneers.
pioneers.
Studentcan
Studentcannot
Studentcan
Studentalso
eithercompare compareand
alsoproperly
cancompare
orcanjust
contrastthen
compareand
andcontrast
contrastthen
andnow.
contrast
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thentonow.
.

SS LESSON PLAN AND UNIT PLAN TEMPLATE

Design for Instruction
Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedandcreated
bystudents?
ConsiderContextualFactors(learning
differences/learningenvironment/learning
styles)thatmaybeinplaceinyourfuture
classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/file/v
iew/ESOLStrategiesComprehensibleInstructio
n.pdf/42902857/ESOLStrategiesComprehensi
bleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/udlgui
delines/udlguidelines_graphicorganizer

1.

Students will have already learned about Florida pioneer family dynamics and now
we will be learning about the technology and innovations so that the pioneers could
live and work efficiently. First we would start by discussing some innovations and
tools we rely on everyday and which ones we find crucial for living (2 minutes).
Ex: refrigerators to keep food fresh stove to cook our food, and running
water to shower and flush the toilet.
2.
Do you think Florida Pioneers had these tools and technologies?
Discuss as a whole group (1 minute). Do you know any of the innovations or tools
they created in order to work and live? This would allow for further discussion
and prior knowledge to come into play for those gifted students that may already
be knowledgeable ( 2 minutes).
3. Something needed to know going into this was that these pioneers came from other
places and were not initially settled in Florida. With that being said the tools and
technologies they had for farming and working were mostly tools they brought
with them. It is also relevant to remember that the term technology for the
pioneers obviously was not the same as technology for us (Ipads and cellphone).
4. http://theprepperproject.com/16-pioneer-tools-you-need-to-survive/ This is the first
site we will go on to see 16 pioneer tools that if you were a pioneer you would
need to help you survive. Each tool has pictures to go with them (ESOL). We
would go through all of them and the students would need notebook paper to take
notes on the different tools that they would want if not all of them. This site also
talks about how though we have current ways of survival those ways may not
always be the best (10 minutes).
Ex: A fire starter, yes we have a lighter but eventually that lighter will run
out of fluid so having a striker fire starter or knowing how to start a fire the old
fashion way is going to benefit you more.
5. After learning more about the pioneer tools gives students a piece of paper and in
groups have them create a compare and contrast chart of technology and
innovations from then to now (10 minutes). Discuss.
6. Do you think it is important to learn about how others lived through history and
learning techniques the old fashion way?
This question helps to summarize what they have just talked about and took notes
on. Next the students would now get the chance to create a innovation they used to
get to Florida.
How do you think they got to Florida and carried all of their children and
belongings? (2 minutes)
7. Go to http://educationpossible.com/pioneer-life-learning-activities-kids/ and
introduce that they will be creating a Covered wagon model to imitate the wagons
the pioneers used to travel long ways. Students will be give a picture of the wagon
and a variety of materials (construction paper, glue, markers, pencils, cardboard,
tape, different sized lids for wheels) and will working pairs to create there own
version of a covered wagon. As they create the wagon they will need to give
explanation for the different characteristics of their wagons (20 minutes). After
students create their wagons they will be able to come up in front of the class to
show the wagons and describe what materials they used (ESOL) (5 minutes).
8. To conclude this activity watch https://www.youtube.com/watch?v=39IoUNhiJMg
start at 5:31 and just let it play to the end (ESOL). This video just brings the lesson
to a closure the music ties in with the pictures of some of the innovations that have
been preserved at the Pioneer Florida Museum and Village. This also can serve as a
virtual fieldtrip.
Did you see any familiar technologies or tools?
This is the form of assessment and the other form would be their ticket out where
they must describe what they have learned today and what stuck with them. If they
are able to describe and give some examples of tools. Also collect their compare
and contrast charts they made, this also could help for assessment. I think the best
way of assessing if through discuss so as the lesson goes on make sure you walk
around and listen to the groups or partners to check for comprehension (Gifted and
ESOL).

SS LESSON PLAN AND UNIT PLAN TEMPLATE

ESOL strategies:
Used partner work, prior knowledge, videos, pictures, whole group discussion, outline
on the board classroom routine, and give enough time for second language learners to
respond to the questions asked.
ESE strategies:
Have students be the teachers helper, have computers for research or online activities when
they finish work, have an extension ready if they finish, have student take assessment before
starting the lesson to see what they already know.

ALL resources should be noted here including but not limited to: internet sites, professional
resources- books, journals (titles and authors), childrens literature, etc.
Material
Construction paper
Glue
Markers
Pencils
Cardboard
Tape
Paper
Different sized lids for wheels
Doc camera
Computer
Student ticket out journal
Resources
https://www.youtube.com/watch?v=39IoUNhiJMg
http://educationpossible.com/pioneer-life-learning-activities-kids/
http://theprepperproject.com/16-pioneer-tools-you-need-to-survive/
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.

Resources/Materials

1.
2.
3.

4.

AssessmentMeasures:Givestudentsaprojectandhavethempickatoolthatwediscussedtocreateandwriteashort
essayastowhatthetoolwasusedfor,ifyouwoulduseitifyouwereapioneer,whattoolcomparestointodaysworld.
Thiswillassesswhattheyhavelearnedaboutthetechnologyandhowessentialthesewereforthepioneers.
Parentinvolvement:Havethestudentsgohomeandinterviewaparentonthetechnologywhentheywerethestudents
ageandthensummarizeshowithaveevolved.
Fieldtrip:gototheFloridaPioneerMuseuminDadeCity,Florida.ThiswouldallowstudenttobecomeFloridapioneers
forthedayandwillallowthemthechancetouseandpracticeonthetechnologiesthatwereused.
Extension:Allowforstudentstodressuplikepioneersandworkintheclassroomforthedaylikeapioneerstudentwith
noelectricityandlimitedaccesstootheramenitiesthatweuseintheclassroomeveryday.