Microteaching

Date:
April 19th, 2016
Name: Lindsey Gof
Subject/level: Social Studies/Second Grade
Lesson Title: The Evolution of the Peoples of Kansas
Standard, Benchmark,
Indicator

Units: History
Standard: 4) Societies experience continuity and change
over time.
Theme: Peoples/Roles pioneers, Plains Indians, U.S.
inventors
Skills:
Use information to understand cause and effect.
Use historical information, artifacts and documents
acquired from a variety of sources to investigate the
past.
Analyze information and draw conclusions.

Lesson Goal

Know how the people in Kansas have evolved and changed.

Lesson Objective

Students will be able to compare and contrast the people who

have inhabited Kansas. (ANALYSE)

Essential Question(s)

How have people in Kansas changed over time? (ANALYSE)

Vocabulary

Native Americans: a member of any of the indigenous peoples

of the Americas.
Settlers: a person who settles in an area, typically one with no or
few previous inhabitants.
Modern Citizens: people who live in our world right now.

Assessment and Criteria

Furniture/Materials/Tech
nology Set-up

Resources (books,
articles, video links,
etc.)
Est.
Time
of Task

Exit Ticket/ Slip

Slate Presentation
Dry Erase Markers
Pencils and Paper
Youtube Video: Early Settler Children (2:07-4:17) 2
minutes
Three circle Venn diagram on whiteboard
Exit Slips for students and observers
Tri-Venn diagram for students and observers
Video Link:
https://www.youtube.com/watch?v=g6YD8U2gLqg

Lesson Activities

gBeginnin

1:00
Minut
e

Middle

5:00
Minut
es

2:00
Minut
es

0:30
Minut
es

End

1:30
Minut
es
2:00
Minut
es

Teacher will welcome students.

Teacher will ask students, Does anyone know how the people in
Kansas have changed over time?
Teacher will tell students that today we are learning about the
different people who have lived in Kansas and how they have changed
through time.
Teacher will show students an Adobe Slate presentation about the
different people who have inhabited Kansas. The presentation will
cover the Konza Indians, settlers, and modern day people.
If time permits the teacher will play Youtube clip about Early Settler
Children. If teacher feels like they rushed through the presentation
they can play it right after or they can play it after the tri-Venn
diagram activity, https://www.youtube.com/watch?v=g6YD8U2gLqg
Once the teacher has gone through the presentation they will ask
students to brainstorm with their table about how the Konza, settlers,
and modern day Kansans are different and alike.
Once students have come up with their answers they will be
instructed to write them on the pre-drawn Venn diagrams that the
teacher handed out before the lesson.
Once students have come up with some ideas the teacher will ask
students to share what they put in their diagram. The teacher will
write the ideas on the board.
At the end of the lesson the teacher will ask students to pull out a
piece of paper and answer the question, How have people in Kansas
changed over time?
Once they are done they will turn their paper in and this will be
considered as their exit ticket.

Adaptations:
What could you
adapt to help
students with
learning
disabilities,
students with
learning
exceptionalities,
&/or ELL students
with this lesson?
(Ex: guided notes,
extended time,
fewer questions,
fewer distractors,
alternate setting,
etc.)
Modalities: What
modalities did you
utilize in this

Providing a guided note worksheet

Allow a longer amount of time for students to make Venn
diagram and answer exit ticket

Visual: Adobe Slate Presentation

Auditory: Teacher discussing the presentation
Kinesthetic: Having students write answers on Venn diagram

lesson? How?
Strategies: What
instructional
strategies did you
utilize in this
lesson? (Ex:
graphic organizer,
cooperative
learning,
discussion,
technology
integration, etc.)

Direct instruction: the teacher will use this in order to show

students the Adobe Slate presentation
Hands-on Sorting Activity: students will work together in order
to come up with ways that the Kansa, settlers, and modern
day Kansans are a like and different.
Questioning: the teacher will ask divergent questions that
allow the students to think deeper about the content.