La Cueva Social Studies Lesson Plan- New Mexico History

Grade Level (circle): 9 10 11 12 / Teacher/Room: Elizabeth M. Collins C-4
Content Area (Shared/Integrated) / Math Reading Writing Speaking/Listening Language Social Studies XX Science
Technology Arts/Humanities Foreign Language Library Physical Education Other
Day 6 / Day 7 / Day 8 / Day 9 / Day 10
Standard(s):
CCSS- R: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W: 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3, 4, 5, 6, 7, 8, 9, 10
NMSS-NM History: Strand: History: Content Standard 1: Benchmark 1A: 1, 2A,2B,2C,2D, 2E, 3, 4, 5. Benchmark 1D: 1, 2, 3, 4, 5, 6, 7, 8. Strand: Geography: Content Standard 2: benchmark 2A: 1, 2. Benchmark 2B: 1, 2, 3, 4. Benchmark 2C: 1, 2, 3, 4. Benchmark 2D: 1, 2, 3, 4. Benchmark 2E: 1, 2, 3, 4, 5, 6, 7. Benchmark 2F: 1, 2, 3. / Standard(s):
CCSS- R: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W: 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3, 4, 5, 6, 7, 8, 9, 10
NMSS-NM History: Strand: History: Content Standard 1: Benchmark 1A: 1, 2A,2B,2C,2D, 2E, 3, 4, 5. Benchmark 1D: 1, 2, 3, 4, 5, 6, 7, 8. Strand: Geography: Content Standard 2: benchmark 2A: 1, 2. Benchmark 2B: 1, 2, 3, 4. Benchmark 2C: 1, 2, 3, 4. Benchmark 2D: 1, 2, 3, 4. Benchmark 2E: 1, 2, 3, 4, 5, 6, 7. Benchmark 2F: 1, 2, 3. / Standard(s):
CCSS- R: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W: 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3, 4, 5, 6, 7, 8, 9, 10
NMSS-NM History: Strand: History: Content Standard 1: Benchmark 1A: 1, 2A,2B,2C,2D, 2E, 3, 4, 5. Benchmark 1D: 1, 2, 3, 4, 5, 6, 7, 8. Strand: Geography: Content Standard 2: benchmark 2A: 1, 2. Benchmark 2B: 1, 2, 3, 4. Benchmark 2C: 1, 2, 3, 4. Benchmark 2D: 1, 2, 3, 4. Benchmark 2E: 1, 2, 3, 4, 5, 6, 7. Benchmark 2F: 1, 2, 3. / Standard(s):
CCSS- R: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W: 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3, 4, 5, 6, 7, 8, 9, 10
NMSS-NM History: Strand: History: Content Standard 1: Benchmark 1A: 1, 2A,2B,2C,2D, 2E, 3, 4, 5. Benchmark 1D: 1, 2, 3, 4, 5, 6, 7, 8. Strand: Geography: Content Standard 2: benchmark 2A: 1, 2. Benchmark 2B: 1, 2, 3, 4. Benchmark 2C: 1, 2, 3, 4. Benchmark 2D: 1, 2, 3, 4. Benchmark 2E: 1, 2, 3, 4, 5, 6, 7. Benchmark 2F: 1, 2, 3. / Standard(s):
CCSS- R: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 W: 1a, 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3, 4, 5, 6, 7, 8, 9, 10
NMSS-NM History: Strand: History: Content Standard 1: Benchmark 1A: 1, 2A,2B,2C,2D, 2E, 3, 4, 5. Benchmark 1D: 1, 2, 3, 4, 5, 6, 7, 8. Strand: Geography: Content Standard 2: benchmark 2A: 1, 2. Benchmark 2B: 1, 2, 3, 4. Benchmark 2C: 1, 2, 3, 4. Benchmark 2D: 1, 2, 3, 4. Benchmark 2E: 1, 2, 3, 4, 5, 6, 7. Benchmark 2F: 1, 2, 3.
Essential Questions/Enduring Understandings:
1. How have the people who live in New Mexico changed the environment?
2. In what ways do people impact the land in which they live? Are those ways NEGATIVE or POSITIVE?
3. What are some of the ways that people change the land on which they live?
4. Are there ways in which humans can live and NOT impact their environment negatively? / Essential Questions/Enduring Understandings:
1. How are a people affected by where they live?
2. What makes New Mexico special (unusual) in terms of fossil records?
3. How is geological time measured?
4. How did continental drift affect the climactic history of New Mexico?
5. How has the geological history of New Mexico created the state’s modern landscape?
6. How and why are geological processes important to the human inhabitants of New Mexico? / Essential Questions/Enduring Understandings:
1. How are a people affected by where they live?
2. What makes New Mexico special (unusual) in terms of fossil records?
3. How is geological time measured?
4. How did continental drift affect the climactic history of New Mexico?
5. How has the geological history of New Mexico created the state’s modern landscape?
6. How and why are geological processes important to the human inhabitants of New Mexico? / Essential Questions/Enduring Understandings:
ALL previous questions come together with our summative project cube. Questions are answered in the form of student writing and images that will be placed on each of the 6 sides. / Essential Questions/Enduring Understandings:
Goals/Objectives:
Students will be able to….
1. Explain and evaluate how changing perceptions of place and the natural environment have affected human behavior.
2. Understand New Mexico’s beginnings and the how and why of human settlement in the region.
3. The interaction between humans and the environment and the impact that one has on the other.
4. Integrate (CCSS 2 Comprehension and understanding) multiple sources of information presented in diverse media or formats: Promethean board presentation, orally, etc. / Goals/Objectives:
Students will be able to….
1. Explain and evaluate how changing perceptions of place and the natural environment have affected human behavior.
2. Understand New Mexico’s beginnings and the how and why of human settlement in the region.
3. The interaction between humans and the environment and the impact that one has on the other.
4. Integrate (CCSS 2 Comprehension and understanding) multiple sources of information presented in diverse media or formats: Promethean board presentation, orally, etc. / Goals/Objectives:
Students will be able to….
1. Students will be reading Spencer Lucas’ text CLOSELY, using highlighters to mark key terms and central concepts. / Goals/Objectives:
Students will be able to…. / Goals/Objectives:
Students will be able to….
Related Texts:
Literary / Informational
Close Reading Text:
PowerPoint created by me. / Related Texts:
Literary / Informational
Close Reading Text:
“N.M in the Beginning” by Dr. Spencer Lewis, Mach, G.H. , K.A. (Eds.). (2008). Socorro, New Mexico: New Mexico Geological Society. / Related Texts:
Literary / Informational
Close Reading Text:
“N.M in the Beginning” by Dr. Spencer Lewis, Mach, G.H. , K.A. (Eds.). (2008). Socorro, New Mexico: New Mexico Geological Society. / Related Texts:
Literary / Informational
Close Reading Text: / Related Texts:
Literary / Informational
Close Reading Text:
Academic Language/Vocabulary:
ALL PREVIOUS VOCABULRY comes together in this PowerPoint. / Academic Language/Vocabulary:
ALL PREVIOUS VOCABULRY / Academic Language/Vocabulary:
ALL PREVIOUS VOCABULRY / Academic Language/Vocabulary: / Academic Language/Vocabulary:
Bell Ringer:
What do you imagine that you will be doing in 5, 10, 25 years? Where will you be and what will you be doing? What are some of your hopes for the future? / Bell Ringer:
Using the colored pencils at your tables, draw (as accurately as you are able) the New Mexico ZIA SYMBOL. / Bell Ringer: / Bell Ringer: / Bell Ringer:
Activities/Lessons:
Whole / Guided / Independent
Completion of PowerPoint, student notes, and small-group/ large-group conversations
Resource/Materials/Pg:
PowerPoint of my own creation available on classroom website: http://www.lizcollinshistoryclasses.com / Activities/Lessons:
Whole / Guided / Independent
Resource/Materials/Pg:
“N.M in the Beginning” by Dr. Spencer Lewis, Mach, G.H. , K.A. (Eds.). (2008). Socorro, New Mexico: New Mexico Geological Society.
Quote (by Spencer Lucas) “Translation activity. What is Lewis saying? PLEASE use your words!
Website: http://www.nmnaturalhistory.org
http://geoinfo.nmt.edu / Activities/Lessons:
Whole / Guided / Independent
Resource/Materials/Pg:
“N.M in the Beginning” by Dr. Spencer Lewis, Mach, G.H. , K.A. (Eds.). (2008). Socorro, New Mexico: New Mexico Geological Society.
Read the text tasking time to highlight key terms, use glossary included in reading packet to define key terms and answer the included questions at the end of the reading. / Activities/Lessons:
Whole / Guided / Independent
Resource/Materials/Pg:
1. Students will be in the Media Center/Computer lab working on the computers, putting together informative bodies of text along with visuals that will be placed on each of the 6 sides of our summative project cube. / Activities/Lessons:
Whole / Guided / Independent
Resource/Materials/Pg:
1. Students will be in the Media Center/Computer lab working on the computers, putting together informative bodies or text along with visuals that will be placed on each of the 6 sides of our summative project cube.
Writing from Sources:
Opinion/Argument / Informational
/ Writing from Sources:
Opinion/Argument / Informational
/ Writing from Sources:
Opinion/Argument / Informational
/ Writing from Sources:
Opinion/Argument / Informational
Students will be researching (on computers) and writing up their work. The expectation is that they will be using multiple sources AND USE PROPER CITATIONS to indicate just where that work came from and to whom it belongs
. / Writing from Sources:
Opinion/Argument / Informational
Performance Task/DOK:
Level 2
Skills & Concepts / Level 3
Strategic Thinking / Level 4
Extended Thinking
1. Students are expected to take careful notes using highlighters to identify any and all key terms. / Performance Task/DOK:
Level 2
Skills & Concepts / Level 3
Strategic Thinking / Level 4
Extended Thinking
1. Students are expected to take careful notes using highlighters to identify any and all key terms. / Performance Task/DOK:
Level 2
Skills & Concepts / Level 3
Strategic Thinking / Level 4
Extended Thinking
1. Students are expected to take careful notes using highlighters to identify any and all key terms.
2. Packets will be checked to ensure that students have marked key terms within the text.
3. Question answers will be collected and graded. / Performance Task/DOK:
Level 2
Skills & Concepts / Level 3
Strategic Thinking / Level 4
Extended Thinking
1. Students will be completing their summative project cubes. / Performance Task/DOK:
Level 2
Skills & Concepts / Level 3
Strategic Thinking / Level 4
Extended Thinking
Differentiation(check):
Content / Process / Product
Description: / Differentiation check):
Content / Process / Product
Description: / Differentiation check):
Content / Process / Product
Description: / Differentiation check):
Content / Process / Product
Description: / Differentiation check):
Content / Process / Product
Description:
Assessment(s):
Formative
Description:
1. ALL Student work will be graded.
Summative
Description: / Assessment(s):
Formative
Description:
1. ALL Student work will be graded.
2. Quote translation activity specifically will be graded to get a better sense of student comprehension.
Summative
Description: / Assessment(s):
Formative
Description:
1. ALL Student work will be graded.
Summative
Description: / Assessment(s):
Formative
Description:
1. ALL Student work will be graded.
2. Summative project cubes will be graded.
Summative
Description:
Students will be completing their summative project cube. DUE: the following class period. / Assessment(s):
Formative
Description:
Summative
Description:
Integration:
Technology/Media Skills
Research
Other:
Description: / Integration:
Technology/Media Skills
Research
Other:
Description: / Integration:
Technology/Media Skills
Research
Other:
Description: / Integration:
Technology/Media Skills
Research
Other:
Description: / Integration:
Technology/Media Skills
Research
Other:
Description:

Adapted from Kentucky DOE Materials