1. Assure Method-Unit Plan
Olivia Fisher
CI-350
A-I will be teaching Native American History to my 3rd grade class. This class consists
of 11 girls and 9 boys, 21 children total. This class is 65% white, 20% African-American,
and 15% Hispanic. 5 students have mild ADHD.
S- By the end of a five day school week, my 3rd grade students will know Native
American History. They will learn this important information by working in groups to
create and present Native American projects. These projects will outline the importance
of the difference in Native American culture by introducing the children to different
foods, languages, song/dance, games, and ways of life. This will be completed with a
95% accuracy.
S- Method -Student research will continue. I will present the children with different forms
of Native American food. They will be allowed to taste and determine their likes and
dislikes. We will compare Native American food with the food we are familiar with
verbally. I will then require the children to blog about their experience with the food. We
will also cover Native American pottery and how they created their own materials to eat
with. The children will then get into their groups and create pottery used within the tribe
they were assigned
Media- Information during this lesson will available via the class blog.
Materials – I will provide all materials needed to complete this lesson, including clay
used for pottery making.
U- I will prepare the food required before class and have it available for the student. I
will also take into consideration allergies. I will then make students aware of the foods
we are going to sample and what is expected once sampling is complete. I will then
explain the creation of pottery and what is expected.
R- Participation will be required through food discussion and creation of pottery.
E- I will assess student learning by evaluating their group presentations. I will also
periodically evaluate my students based on participation during activities, and
involvement during class discussions.
