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    m4 Mini-Unit Vance

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    api-413069794
    This backward design template outlines a unit on Native American culture in North America. The unit has three stages: desired results, assessment evidence, and learning plan. In the desired results stage, the established goals are for students to locate geographical features and Native American tribes on maps. The unit aims to teach students how the environment shaped different Native American societies. The assessment evidence stage outlines performance tasks for students to correctly locate features and tribes on maps and describe Native American uses of the environment. The learning plan stage provides a 5-day plan where students will use online resources to locate features and tribes on maps, research a Native American nation, and present their findings.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    m4 Mini-Unit Vance

    Uploaded by

    api-413069794
    81 views3 pages
    This backward design template outlines a unit on Native American culture in North America. The unit has three stages: desired results, assessment evidence, and learning plan. In the desired results stage, the established goals are for students to locate geographical features and Native American tribes on maps. The unit aims to teach students how the environment shaped different Native American societies. The assessment evidence stage outlines performance tasks for students to correctly locate features and tribes on maps and describe Native American uses of the environment. The learning plan stage provides a 5-day plan where students will use online resources to locate features and tribes on maps, research a Native American nation, and present their findings.

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    m4 mini-unit vance

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    This backward design template outlines a unit on Native American culture in North America. The unit has three stages: desired results, assessment evidence, and learning plan. In the desired results stage, the established goals are for students to locate geographical features and Native American tribes on maps. The unit aims to teach students how the environment shaped different Native American societies. The assessment evidence stage outlines performance tasks for students to correctly locate features and tribes on maps and describe Native American uses of the environment. The learning plan stage provides a 5-day plan where students will use online resources to locate features and tribes on maps, research a Native American nation, and present their findings.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    81 views3 pages

    m4 Mini-Unit Vance

    Uploaded by

    api-413069794
    This backward design template outlines a unit on Native American culture in North America. The unit has three stages: desired results, assessment evidence, and learning plan. In the desired results stage, the established goals are for students to locate geographical features and Native American tribes on maps. The unit aims to teach students how the environment shaped different Native American societies. The assessment evidence stage outlines performance tasks for students to correctly locate features and tribes on maps and describe Native American uses of the environment. The learning plan stage provides a 5-day plan where students will use online resources to locate features and tribes on maps, research a Native American nation, and present their findings.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    Backward Design Template

    Unit Name: Group Members:


    Native American Culture in North America Kirby Turner
    Laurie Vance
    Stage 1 – Desired Results
    Established Goals

     Successfully use an atlas to locate important geographical features (The Atlantic Coastal Plain,
    Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence
    Rover, and the Great Lakes) on a blank outline map and use a symbol to identify each feature.
     Locate and map where the Native Americans tribes of the Artic (Inuit), Northwest (Kwakiutl),
    Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern (Seminole) settled.
     Describe how the environment of the different Native American nations.
     Use Twiddla and Office 365 accounts to collaborate with team members.

    Understandings Essential Questions


    (BIG IDEA – SO WHAT?) (Question must be open ended to be a true EQ)
    Students will understand THAT
     How does environment affect how you live?
    In this unit, students will learn about the
    groups of people who first inhabited North  How did important physical features of the
    America before the Age of Exploration. United States affect the lives of Native
    Student will learn how location helped the Americans?
    Native Americans throughout the continent
    establish settlements and utilize the  What information can you gather from a
    resources available in their area. By map?
    understanding the intrinsic reasons for
    movement/migration, student will learn  How would you describe the environment
    how the Native American and European (land, climate, resources, and culture) of the
    explorers affected each other and the different Native Americans nations?
    development of culture and economy in
    North America. (Georgia DOE, 2004)

    Students will know…. Students will be able to…..

     The student will understand that  Students will be able to locate where the Native
    location affects a society’s economy, Americans settled with emphasis on Artic
    culture, and development. (Inuit), Northwest (Kwakiutl), Plateau (Nez
    Perce), Southwest (Hopi), Plains (Pawnee), and
     The student will understand that the Southeastern (Seminole) tribes.
    movement or migration of people and
    ideas affects all societies involved.  Students will be able to locate major physical
    features of the United States; include the
    Atlantic Coastal Plain, Great Plains, Continental
    Divide, the Great Basin, Death Valley, Gulf of
    Mexico, St. Lawrence River, and the Great
    Lakes.

     Students will be able to describe how the


    Native Americans used their environment to
    Backward Design Template
    obtain food, clothing and shelter.

    Stage 2 – Assessment Evidence


    Performance Tasks Other Evidence

     SS4H1 The student will describe  Correctly located important geographical


    how early Native American cultures features (The Atlantic Coastal Plain, Great
    developed in North America. Plains, Continental Divide, the Great Basin,
    a. Locate where the Native Americans Death Valley, Gulf of Mexico, St. Lawrence
    settled with emphasis on Arctic Rover, and the Great Lakes) on a blank outline
    (Inuit), Northwest (Kwakiutl), map (obtained using Office 365 account) and
    Plateau (Nez Perce), Southwest used symbols to identify each feature using
    (Hopi), Plains (Pawnee), and Twiddla.
    Southeastern (Seminole).  Correctly mapped where the Native Americans
    b. Describe how the Native tribes of the Artic (Inuit), Northwest (Kwakiutl),
    Americans used their Plateau (Nez Perce), Southwest (Hopi), Plains
    environment to obtain food, (Pawnee), and Southeastern (Seminole) settled.
    clothing, and shelter.  Correctly described how Native Americans used
    their environment to obtain food, clothing and
     SS4G1 The student will be able to shelter.
    locate important physical and
    man-made features in the United
    States.
    a. Locate major physical features of
    the United States; include the
    Atlantic Coastal Plain, Great
    Plains, Continental Divide, the
    Great Basin, Death Valley, Gulf of
    Mexico, St. Lawrence River, and
    the Great Lakes.

    Stage 3 – Learning Plan


    Learning Activities

    Day 1: With a partner, and using an atlas (online or text), students will locate important geographical
    features (the Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of
    Mexico, St. Lawrence River, and the Great Lakes) on a blank outline map sent by the teacher and obtained
    using students’ Office 365 accounts. Students will upload maps to Twiddla accounts and create a key in
    the margin of their Twiddla page for each of the symbols used on their map. Students will send Twiddla
    links to the teacher when complete.

    Day 2: With a partner, using the same blank map, students will locate where the Native Americans
    settled with emphasis on Artic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains
    (Pawnee), and Southeastern (Seminole) tribes. Students will create a key in the margin of their Twiddla
    page for each of the symbols used on their map. Students will send Twiddla links to the teacher when
    complete.

    Day 3-5: With a partner, students will choose one Native American tribe to study. As students research
    and learn about Inuit, Kwakiutl, Nez Perce, Hopi, Pawnee, or Seminole nations, they will complete graphic
    Backward Design Template
    organizers about the clothing, shelter, food, and environment of the nation. Partners will compile their
    findings in a chosen technological medium to share with their classmates.

    Resources: Georgia Department of Education. (2004). Unit # 2 “The Discovery of North America”. Pg. 1-4

    Discussion of 21st Century Learning


    This unit is great for the 21st century classroom because it utilizes the 4 C’s— creativity, critical
    thinking, collaboration, and communication—and operates at an OSPI Tier 3. According to OSPI, this tier
    promotes students to be actively engaged in using technology in individual and collaborative learning
    activities. Throughout the unit students create and use online resources to facilitate inquiry, engage in
    inquiry-based projects driven by essential questions, and direct their own use of technology. Together,
    Twiddla and this unit promote creativity by the many colors and text features of the site and the choice
    to create unique keys and symbols. Students critically think by combining their use of the atlas and
    online blank map to locate important topographical features and locations of Native American nations.
    Students collaborate and commutate through Twiddla’s unique whiteboard feature. As students finish
    different aspects of the unit, they use their Office 365 accounts to submit their work.

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