Craig+Jones+Lesson+Week+6

Lesson Title: **Getting to Know the Ancient Inhabitants of Georgia** Grade Level: 8th Unit: Georgia Prior to European Contact

=GOALS=


 * Academic Knowledge and Skills:**
 * Evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia (GPS) (8SS_D2007-32)
 * Indicator of Achievement:
 * 32a - analyze the evolution of Native American cultures prior to European contact: Paleo, Archaic, Woodland, and Mississippian

ISTE NETS-S

 * 1) Communication and collaboration
 * 2) Research and information fluency
 * 3) Critical thinking, problem solving, and decision making
 * 4) Technology operations and concepts

=ACTION= During Class
 * Instructional Objectives:**
 * Students will research and compose a list of the major cultural differences between the four time periods of ancient inhabitants of the United States prior to European contact in order to determine which group they would most want be a part of.
 * Before-class preparation**: Reserve computer lab for student usage. The students will continue within the groups they had previously been place in. Group wiki’s will need to be reviewed by the teacher and feedback given to the students in order to ensure that students are learning the curriculum standards. Double check that the websites [] (prehistory link on the left), [] (links to cultural periods on the left), and [] (links throughout article to different time periods) are working. Also, a digital chart would need to be created and saved to a student accessible location on the school network. Lastly, reserve the computer lab for a morning make-up/completion period for students who are not able to complete workload. As a back up plan, have Ancient Inhabitants PowerPoint ready.

Time: 5 Minutes Instructional Activities: Escort students to computer lab Materials/Resources: Reserved computer lab, internet connection

Time: 20 Minutes Instructional Activities: Students log into computer, get into collaborative group, discuss/share their findings so far. This acts as a point where the student becomes the expert and teaches his/her collaborative group about one of the four ancient inhabitant groups. Materials/Resources: Prearranged collaborative groups, www.wikispaces.com

Time: 25 Minutes Instructional Activities: Students input their information into a graphic organizer that visually displays: These charts will combined on each group’s wiki page, and will include words and pictures/visual representations of each category. Materials/Resources: [|www.wikispace.com], [], [], [], example graphic organizers for students to choose from
 * Family/tribe/group size, leadership
 * Food source
 * Technology
 * Weapons
 * Religion

Time: 5 Minutes Instructional Activities: Each group will review another groups’ graphic organizers, and leave brief constructive criticism/feedback.

Time: 5 Minutes Instructional Activities: Group check-off of each group members work on wiki, save progresss, sign off of computers, and dismissal. Materials/Resources: [|www.wikispace.com].

=MONITOR=


 * Ongoing Assessment**: Again, like in the previous lesson, ongoing assessment would be preformed via observation, discussion, and questioning. Make announcement of time remaining so students can self-evaluate their progress and understanding of the major areas of advancement for their own cultural time period of ancient inhabitants. These time checks can also be used for group members to check on each other and give encouragement/assistance when necessary. Students also will benefit from self and peer assessment once they have reviewed another groups’ work.


 * Accommodations and Extensions**: The teacher will need to watch for students who struggle to finish workload in one class period, and offer extra time in the pre-arranged morning time slot. If students are unable to attend in this morning session, they will need to access their group wiki from home and complete the research there.


 * Back-up Plan**: In case of computer problems on large scale, have Ancient Inhabitants graphic organizer (printed version) ready for students to use for completion of the assignment.

=EVALUATION=


 * Lesson Reflections and Notes ** : Student assessment should reflect that students are actively engaged in self-directed, cooperative learning. Upon informal visual and oral assessment, take note of problems students encounter and fine tune for ease of use upon next class, if possible. For student evaluation, students would have the task of viewing and providing feedback on other student work. This will allow the work to be authentically reviewed and critiqued, allow students to see other ways of creating visual representations of the information, and force students to truly know the material.