ED 305 Calvin College Lesson Planning Form

Teacher: Grace and Michaela

This Land is My land?

Date: May 2016

Big Idea: This Land is Your Land,
Thread: Geography

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is for the students to see how the Chesapeake bay area was
crucial for both the English and the Powhatans. Students will see how the physical
characteristics of bay changed over time due to how colonial perceived and used the land
and its resources.
How does this lesson tie in to your units Big Idea?
This lesson ties into our units Big Idea because students will see why the colonials
decided to settle in the area and how their view of land ownership conflicted with the
native Americans. The colonials viewed the land as something they have dominion over so
they used the area for their own benefit, which caused the area to change over time.
What are your objectives for this lesson? (As many as needed.) Indicate
connections to applicable national or state standards. Include any themes or
major concepts from the thread (themes of geography, Core Principles of Economics,
etc)
SWBAT
Locate Jamestown colony on the map of 1612.
Locate Powhatan tribes on the map of 1612.
Explain the geographical reasons for why the colonists chose to settle in that
particular location.
Compare and contrast historical map with modern day map.
Explain possible reasons for why the map looks different today
Construct a timeline of Chesapeake bay part of homework.
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). (G)
5-U2.1.1 Describe significant developments in the Southern colonies, including
Patterns of settlement and control including the impacts of geography (landforms
and climate) on settlement.
II. Before you start
Prerequisite
knowledge and
skills.

Explain the first Charter of Virginia and its effect

Explain ownership views of English and Natives
Have prior knowledge of how to use maps
Prior knowledge of Michigan Grand River and the change over time
from fourth grade.

Assessment
(formative and
summative)

Formative assessment-Teacher would walk around to make sure

students are completing their tasks and answer questions when
they have questions
Summative assessment-Students will be graded on their
completion of worksheet. Also, they will be assigned to complete
another timeline of Chesapeake bay watershed as homework.

Materials-what
materials (books,
handouts, etc) do
you need for this
lesson and do you
have them?

John Smiths map of Chesapeake bay in 1612

Current map of Chesapeake bay
http://www.nationalgeographic.com/chesapeake/
http://www.chesapeakebay.net/discover/baywatershed.
http://www.nationalgeographic.com/chesapeake/voyage/
http://www.chesapeakebay.net/history

http://smithtrail.net/the-chesapeake/post-smith-settlement/
Worksheet
Chromebook each student and headphones
Do you need to
set up your
classroom in any
special way for
this lesson? If so,
describe it.

Reserve a computer lab or have bring computers on wheels to the

classroom so that students can research with a chromebook.
Students will start by sitting in their seats. Then form four people
group to research and complete worksheets.

III. The Plan

Ti Parts
me
10 mins

Motivation
(Opening/
Introduction/
Engagement)

The description of (script for) the lesson, wherein you

describe teacher activities and student activities
(indicate in parenthesis where you are addressing
standards and themes)

Ask students what visitors to the Grand Rapids find if they

explored the area. What natural resources would they note?
(Grand river, lakes, some other resources that students
might notice)
Why might they want to stay and live in the area? Why might
not they not want to live there? (They might want to stay
because of fish and other food sources, clean water etc.)
(They might not want to stay because the river is polluted)
How might the answers would have been different a hundred
year ago? What about hundreds or even thousands of years
ago? (It might have been very clean or there were still
factories so it might not have been that different 100 years
ago. Thousands of years ago, the area might not have any
cities to cause pollutions)
Discuss with students how people and places are interrelated
and how their relationships evolve over time. People are
attracted to places in part because of the resources they
provide, but their interaction with and use of these resources
change over time, which affects the resources themselves.
Offer example of how the Grand River changed over time
used to ship goods from a local industry, but it is unable to

do so due to change in river flow, and pollution etc.

Today we are going to learn about how Chesapeake bay
changed over time. Show them a map of the 1612 and a
current map of the United States. Using the current map, point
to where Chesapeake bay is. Describe that Chesapeake bay is
on the east coast of the United States that includes Delaware,
the district of Columbia, New York, Maryland, Pennsylvania,
45 mins

Development

Then form five groups of four or five, and assign them a

number each. Hand out a Chesapeake bay worksheet to each
student. Assign each student a number.
The teacher should give directions as the students follow
along on the website.
Repeat steps as necessary.
Teacher: Person 1 and 2 from each group is going to research
about questions 2 and 3. Person 3 and 4 from each group is
going to research about question 4 and 5. Everyone is
required to research on question 1 and 6.
This activity requires full participation and a completion of
the worksheet. Try your best to do this. I will be showing you
where to do your research on watershed. These are the sites
where I want you to do research, so please do not navigate
away from the pages.
On your computer, type in this address.
http://www.chesapeakebay.net/discover/baywatershed. This
will give you a basic definition of the watershed. After
answering question 1, for students assigned question 2 and
3, you must go to this link,
http://www.nationalgeographic.com/chesapeake/voyage/ to
watch a video clip for 10 minutes to answer your questions.
For questions 4,5
Go to http://www.nationalgeographic.com/chesapeake/
Go to then map and explore Jamestown from May 13-14,
1607.
This is an interactive map of the bay which shows how
Chesapeake bay was in 1600s and it also shows the map of
now. Demonstrate how the interactive map works by having
students listen to the audio and view the accompanying
video, if they want. But they may simply read the
accompanying descriptions.

For question 6,

http://smithtrail.net/the-chesapeake/post-smith-settlement/ Use
this website to find out what happened post-smith settlement.
Students are also required to use this site:
http://www.chesapeakebay.net/history , which is an interactive
history of the bay area, which ranges from 35 millions years
ago to the current 2010s. Its a neat timeline so take time to
explore how the bay changed over time. You dont have to go
as far as 35 millions years ago, but start from 1607 which
starts from the Virginia Company landing on Jamestown. Focus
on 1607-1650, there are only 3 events outlined on the timeline.
Then, try to learn what has happened to the bay until today.
5 mins

Closure

Assign students to make a timeline of what they found as a

homework. Starting from 1607, they must include the 5
different dates that they chose to research on. They must
include drawings of each event as well as the descriptions.

Explain how this lesson supports your Big Idea. What is the takeaway?

We want our students to understand how the Chesapeake bay changed over time
due to human interaction. The English expanded into the west since they viewed
the land as something they had dominion over.