Teacher(s) Name: Casey Berkhimer
Thematic Unit Theme/Title/Grade Level: Native Tribes of Florida, 4th Grade
Wiki space address: http://ucf4floridanativeamericanssp11th.wikispaces.com/
Daily Lesson Plan Day/Title: Day One, An Introduction to the Tribes of Florida
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 particular tribe throughout the week.
NCSS Theme/
NGSSS- Next Generation
Sunshine State Standards
NCSS Curriculum Themes/Standards addressed in this lesson:
 1. Culture (anthropology)
 3. People, places, and environments (geography)
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.
Unit Pre-Assessment: An interactive Who Wants to be a Millionaire type game
will be played using the ActivBoard. 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.
On-going 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 of 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
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

Assessment
student’s observations, as a method of informal instruction.
Design for Instruction
Student Activities & Procedures
Exceptionalities
What accommodations or
modifications do you make for
ESOL, Gifted/Talented students,
Learning/Reading disabilities (SLD),
etc.
1. At the very beginning of the lesson on this day (if not a week or two prior),
students will take a pre-assessment on their background knowledge of
Native tribes in Florida, in particular the Seminole, 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 gong 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.
Resources/Materials
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 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 students 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 particular 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).
1. Website: Super Teacher Tools  www.superteachertools.com
2. Active Promethean Board with clickers
3. Website: Maps Etc 
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.nativelanguages.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
g. Glue/Tape
9. Native American Music: iTunes (Search any Native American music)
10. Novel: Night Bird: A Story of Seminole Indians: Once Upon America by
Kathleen V. Kudlinski
11. Novel: Eyes of the Calusa by Holly Moulder
12. Novel: The Timucua Indians by Kelley G. Weitzel
Discussion Notes: Make comments here related to ideas for assessment measures, homework, parent
involvement, field trips, or extension to the unit plan ideas.