Backward Design Lesson Plan Template
Teacher _Jordan, Sims, Greene, Roberts
Date August 27-31 Grade level 4th
Lesson title Landbridge Theory
Step 1—Desired Results
Standards, benchmarks, other objectives as needed (e.g., IEP)—What should students know,
understand, and be able to do as a result of the lesson?
Standard 4-2: The student will demonstrate an understanding of the settlement of North
America by Native Americans, Europeans, and African Americans and the interactions
among these peoples.
Indicator 4-2.1: Use the land bridge theory to summarize and illustrate the spread of Native
American populations (2 days)
(G, H)
 What is the Land Bridge Theory?
 How did the Land Bridge Form?
 What are the seven continents?

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The students will be able to compare major Native American cultural groupins.
Students should be able to summarize the impact of physical environment on the
culture of each group of Native Americans.
Standard 4-2: The student will demonstrate an understanding of the settlement of North
America by Native Americans, Europeans, and African Americans and the interactions
among these peoples.
Indicator 4-2.2: Compare the everyday life, physical environment, and culture of the major
Native American cultural groupings, including the Eastern Woodlands, Southeastern, Plains,
Southwestern, and Pacific Northwestern. (G, H)
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compare major Native American cultural groupings
summarize the impact of physical environment on the culture of each group of
Native Americans
identify examples of the similarities and differences in the everyday lives of these
Native American groups and compare the methods that the different groups used to
get food, provide shelter and govern themselves
Step 2—Assessment Evidence
Performance task—What will students do to show what they have learned?
Performance criteria—How good is good enough to meet standards?
 Quiz on Land Bridge Theory (Standard 4.1-1 Common Core) (Standard 4-2.1 SC State
Standards)
 Interactive Notebook Responses

Immersion Board Activities (Teepees, Totem poles etc)

Completion of Study Guide
Step 3—Learning Plan
Learning activities (step by step from start to finish, detailed enough for another teacher to follow)
Monday:
-TTW introduce Landbridge Theory using powerpoint (First Americans Land Bridge
Theory)
-Students will take notes in their notebooks from the powerpoint.
-Students will complete a KWL Chart in their learning clubs
-TTW give students a map showing the landbridge theory so students can see a visual of the
Bering Strait (landbridge theory)
-Students will complete a map and draw an arrow from Siberia to North America showing
where the hunter/gathers traveled.
Students will complete newflash activity in their learning clubs. Students infer how the
hunter gathers came to North America by listening to each news flash which will eventually
help them to figure out the answer.
Tuesday:
-TTW review the landbridge theory
-TTW will create a “Landbridge” by using ribbon or string. And string both strings
(parallel)Asia.
-TTW introduce a new challenge to students:
BRIDGING A NEW CONTINENT
Suppose that the land bridge that joined Asia and North America had joined North America
to Africa. How would North America and its early history be changed because of the land
bridge? Use the following topics to develop your ideas of possible changes that might have
occurred.
1. ANIMAL SPECIES
2. NATIVE AMERICANS
3. ARTIFACTS LEFT BEHIND
-Students will work in learning clubs to create a chart to complete the challenge.
Wednesday:
-TTW introduce the Eastern Woodland Native American Group using a united streaming
video Native Americans: The First Peoples-Eastern Woodlands.
-Students will view powerpoint of the Eastern Woodland Native Americans and answer
questions.
-TTW guide students on how to create Teepees out of brown paper bags to be put on display
under the immersion board.
-Students will create a Teepee out of brown paper bags and decorate them.
Thursday:
-TTW introduce the Native American groups by showing a map of the world and splitting it
into the five different areas. TSW paste a map in their interactive notebooks, and color the
map according to the regions in which the NA’s settled in.
-Students will reflect on the left side of their interactive notebook by writing about what area
they believe is the best place to settle in.
-quiz on land bridge theory
Friday:
-TTW introduce the Southwestern Native American group by using a United Streaming
video and Powerpoint presentation. TSW take notes in their interactive notebooks.
TTW show powerpoint on the South Western Native American group and students will take
notes in their note books.
*Students will have a graph to complete for each region and tribes within the region based on
the categories of everyday life, physical environment, and cultural practices.
Step 4—Reflection
What happened during my lesson? What did my students learn? How do I know?
What did I learn? How will I improve my lesson next time?