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Group Members/Group Name: Mrs.Cadenas, Ms. Barrett, Ms. Brezina, Ms.

Pike
Thematic Unit Theme/Title/Grade Level: Native tribes of Florida, Fourth Grade
Group Weebly space address: https://floridanativeamericans.weebly.com/
Daily Lesson Plan Day/Title: Day 1/An introduction to the Tribes of Florida
Lesson Length: 30 minutes

Rationale for Instruction It is very essential for students to know the historical elements of the different tribes of Florida and how
they contributed to the Native American community.

NCSS Theme/Next NCSS Curriculum Themes/Standards addressed in this lesson:


Generation Sunshine State 1. Culture (anthropology)
Standards/Common Core 3. People, places, and environments (geography)
Standards (LAFS/MAFS)
NGSSS addressed in this lesson:
SS.4.A.2.1 -Compare Native American tribes in Florida.
SS.4.G.1.1 -Identify physical features of Florida.
SS.4.G.1.2 -Locate and label cultural features on a Florida map.
VA.4.C.3.1 -Apply meaning and relevance to document self or others visually in artwork.
LA.4.2.2.3 -The student will organize information to show an understanding of the main ideas
within a text through charting, mapping, or summarizing.

Learning Objectives 1. The students will be able to identify information they know and want to know about three of the
Native American tribes in Florida by using a KWL chart.
2. The students will locate and label the areas on a map of Florida in which these tribes live(d).
3. The students will be able to examine for themselves their knowledge of the three tribes through the
use of an interactive Who Wants to be a Millionaire game.
4. The students will begin reading various age appropriate books on one of the three tribes. The students
will use this information to enhance their knowledge of a tribe throughout the week.

Modified 2/18 – Van De Mark from document created by L. Spaulding


Student Activities & 1.At the very beginning of the lesson on this day (if not a week or two prior), students will take a pre-
Procedures assessment on their background knowledge of Native tribes in Florida, in particular the Seminole,
Design for Instruction Calusa, and Timucuan tribes.
2.The pre-assessment is a game like Who Wants to be a Millionaire” on TV. The game has been
previously created to specifically target the topic at hand. The IWB will be used for this assessment in
conjunction with the clickers connected to the program on the computer.
3.The pre-assessment can be found by clicking on this link: Who Wants To Be A Millionaire?
4.The teacher will then introduce the social studies unit lesson for the next week. Ask questions like:
“Does anyone know who Native Americans were”” Where did Native Americans come from ““Does
anyone know of any specific Native American people?” Did Florida have Native Americans?” ... “What
do you know about them?”
5.The teacher will write the word “tribe” on the board and give a definition of it.
6.The teacher will write the names of the 3 tribes to be studied throughout the next week. (Seminole,
Calusa, Timucua) The teacher will explain that each lesson throughout the week will be dedicated to
learning about the culture and history of one of the tribes.
7.The teacher will also explain that at the end of the week on Friday, the class will hold what is going to
be called a “Council of the Chiefs.” Students will come to the front of the room playing the role of the
chief of one of the tribes and describe an aspect of that tribe’s traditions, food, etc. More will be
explained as the week goes on.
8.The teacher will hand out to the students a KWL Chart. A KWL chart is a graphic organizer that
allows students to document what they already KNOW about the tribes, what they WANT to know
about the tribes, and finally what they LEARNED about each of the tribes. There will only be one KWL
chart for all three tribes, but the chart will be divided easily for students’ use and organization of
information. A sample KWL chart is attached to this lesson.
9.The students will complete the KWL chart to the best of their ability.
10.The teacher will introduce the large Florida map hanging at the front of the room.
11.The teacher will go over the compass rose that is used on a map to determine North, South, East, and
West. Together, the teacher and students will locate and label each of these directions on the Florida
map.
12.Using a doc cam, the teacher will bring up the following
website:http://fcit.usf.edu/florida/maps/galleries/nativeamericans/state/index.php
13.The teacher will introduce some of the maps on this page to students.
14.The teacher and students will look at the maps of the locations of Seminole Indians, Calusa Indians,
and Timucuans in Florida. The teacher will select students to come to the front of the room and label the
location of each tribe on the large Florida map
.15. At this time, the teacher will introduce the students to the Native American pocket vests that they
will be making on this day. The vests are made from brown bags. Instructions on how to make the bags
Modified 2/18 – Van De Mark from document created by L. Spaulding
are attached to this lesson plan. On the vests are pockets that will house “postcards” the students will be
filling in with information about each tribe as they learn it. The postcard holds information that students
are required to find and learn about each tribe. A sample postcard is attached.
16.Students will decorate their pocket vests and will wear them each day during this social student’s
unit. Ample time will be allotted for decoration and discovery of information
17. On each postcard is a miniature map of Florida. Students are to color in the geographical area in
which that tribe is/was located in Florida. Students will complete this task on day one of the lesson.
18.While students are creating and decorating their pocket vests, the teacher will play Native American
music in the background. This music can be found on iTunes for $0.99. This can be helpful for ESOL
students
19.Students will also be able to Think-Pair-Share with a partner or small group some of their ideals and
knowledge of the native tribes of Florida during this time.
20.After the pocket vests are done being made and decorated, the teacher will introduce the students to
three novels that they will be reading throughout the week when they have free time and may continue
to read the book after the unit is over if they are not finished. The teacher will allow the students to take
the books home with them. The books for each tribe are listed in the resources/materials sections of the
lesson plan.
21.Students will be divided into three groups, one for each tribe, and will skim over the book the teacher
has handed out. This book will serve as the focus of the literature circles for the week (and after if need
be). These groups are the ones students will be categorized in for the “Council of the Chiefs” on Friday
(Seminole tribe, Calusa tribe, Timucua tribe).

Assessment Unit Pre-Assessment: An interactive Who Wants to be a Millionaire type game will be played using the
program Kahoot. Students will use clickers connected to the program to answer appropriately and the
results of the game will be saved as data for use during future instruction.

Unit Post-Assessment: Students will re-take the Who Wants to be a Millionaire game at the end of the
week. The results of this game will be used in comparison with those of the pre-assessment results given
on day one to check for understanding and learning.

Daily Lesson Plan Assessment: During the first day of the lesson, students will first complete a KWL
chart. This will give the instructor an idea of what students already know and what they don’t, and how
to go about ensuring students learning information they are interested in or do not know yet. Also,
during this lesson students will be creating Native American pocket vests. These vests will house all the
postcards the students create throughout the week that document the information learned. At the end of
the week, all pockets on the vest will be filled with postcards on different Native American tribes. As
Modified 2/18 – Van De Mark from document created by L. Spaulding
students place labels on the Florida map, the teacher will watch for knowledge of geographical locations
and features on the map that have been previously taught. Throughout the day, the teacher will be
watching and listening to
student’s observations, as a method of informal instruction

Resources/Materials 1.Website: Super Teacher Tools www.superteachertools.com


2.Website: Maps http://fcit.usf.edu/florida/maps/galleries/nativeamericans/state/index.php
4.Website: Exploring Florida http://fcit.usf.edu/florida/websites/links001.htm
5.Website: Native American Tribes of Florida http://www.native-languages.org/florida.htm
6.KWL Chart
7.Postcard (Teacher created)
8.Native American Pocket Vest (Directions are attached to this lesson plan)
a. Brown Paper Bag (from local grocery store)
b. Scissors
c. Crayons/markers
d. Envelopes
e. Hole Puncher
f. String
Exceptionalities ESOL; Students with Learning Differences:
 Large Florida map hanging at the front of the room for easy access
 There will only be one KWL chart for all three tribes, but the chart will be divided easily for students’ use and
organization of information.
 Ample time will be allotted for decoration and discovery of information
 Students will also be able to Think-Pair-Share with a partner or small group some of their ideals and knowledge of
the native tribes of Florida
 Play calming music while working.

Gifted/Talented: students' higher-order thinking skills will blossom as they research their choice of various Plains Indian
Tribes to create a teepee graphic organizer.

Modified 2/18 – Van De Mark from document created by L. Spaulding