5th Grade Colonial Village Unit Plan

5th Grade Colonial Village Unit Plan
Bri Wise
Focus
This unit is designed to encompass all subjects while covering much of the
standards for colonial America. It is important for students to study this because it is
part of the story of how the United States formed. To understand ourselves and our
country today we have to understand how and why it was formed in the first place.
This unit includes the history of the different regions of the colonies and
incorporates math, science, art, health, music, and P.E.
The sequence of these lessons are not necessarily in the order that I would
teach them in, rather they are just a compilation of lessons that would be included if
this unit were to be taught. Some of the lessons are review and some are beginning
lessons, so there would be more lessons included in a larger unit. The main goal of
this unit is for students to build their own colonial village. Many of these lesson
include a formative assessment as a check for understanding and that the student
is completing the work. The final summative assessment will be the village and
villager journal.
Audience
This unit plan is designed for a 5th grade self-contained classroom. There are
26 students total in the class. There are 12 girls and 14 boys. Two of the students
have special needs and have IEPs. One of the male students suffer from mild ADHD
and the other is a female on the Autism Spectrum. This is a low socioeconomic area
in a rural area. Most of the families in the area are below the poverty level. Eighty
percent of the school receives free or reduced lunch. This school receives Title I
funding. There are two other school districts within a 15 mile radius.
5th Grade Colonial Village Unit Plan
1. Colonies Scavenger Hunt

2. Climate/Crops of Colonies
3. Occupations Learning Centers
4. Village Assembly
5. Colonial Government
6. Candle Making
7. Narrative Prewriting
8. Livestock Webquest
9. Quilt Geometry
10. Bartering- Market Day
11. Culminating Activity-Village Sharing
Resources:
http://www.scholastic.com/teachers/lesson-plan/olden-days
http://www.scholastic.com/teachers/lesson-plan/bartering-early-form-
interdependence
https://www.teacherspayteachers.com/Product/13-Colonies-New-England-Middle-
Southern-Activity-1616635
Social Math Scienc Langua Art P.E. Music Health Technolo
Studies e ge Arts gy
Colonies X X
Scavenger
Hunt
Climate/Crops X X X
of Colonies
Occupations X X X X
Learning
Centers
Village X X X
Assembly
Colonial X X
Government
Candle Making X X X X X
Narrative X X
Prewriting
Livestock X X X
Webquest
Quilt X X
Geometry
Bartering- X X X
Market Day
Village Sharing X X
Lesson 1: Colonies Scavenger Hunt
Course: Social Studies/P.E.

Time Period: 60 minutes
Materials: scavenger hunt cards, hidden message pages, scavenger hunt
worksheets, projector, villager journal
Standards:
SSGLCE 5 U2.1.1: Describe significant developments in the Southern colonies,
including
establishment of Jamestown (National Geography Standard 4, p. 150)
development of one-crop economies (plantation land use and growing season for
rice in Carolinas and tobacco in Virginia) (National Geography Standard 11, p. 164)
relationships with American Indians (e.g., Powhatan) (National Geography
Standard 10, p. 162)
development of slavery
SSGLCE 5 U2.1.2: Describe significant developments in the New England colonies,
including
growth of agricultural (small farms) and non-agricultural (shipping, manufacturing)
economies (National Geography Standard 15, p. 173)
religious tensions in Massachusetts that led to the establishment of other colonies
in New England (National Geography Standard 13, p. 169 C, E)
SSGLCE 5 U2.1.3: Describe significant developments in the Middle Colonies,
including
patterns of settlement and control including the impact of geography (landforms
and climate) on settlement (National Geography Standard 12, p. 167)
the growth of Middle Colonies economies (e.g., breadbasket) (National Geography
Standard 7, p. 156)
The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania,
and subsequent English takeover of the Middle Colonies
Outcome Statements:
Students will have an understanding of the New England, Middle, and
Southern Colonies including their development physically and socially.
Objectives:
I can name the New England, Middle, and Southern Colonies and describe
how they were founded and by whom.
I can describe the major products (natural resources/crops) produced by each
region.
I can analyze which colonial region my group would benefit from to settle.
Introduction:
Bring up a map of the United States on the projector. Ask if anyone can name
the thirteen colonies. Discuss these colonies and explain that theyre
classified into three regions: New England, Middle, Southern.
Steps:
The cards will be hidden around the room in various locations and difficulties.
Give the directions that there are cards around the room. In your groups you
will search the room for the cards and fill in the blanks on the worksheet with
the information from the cards. Remind them that they have to fill in a letter
from each card on the hidden message page. Hand each student a scavenger
hunt worksheet and hidden message page. Ask for questions and let them
begin.
Closure:
Once they have finished have them return to their seats. The teacher will
have a blank copy on the projector and the answer key on the desk for only
the teacher to see. Have students fill in the blanks as you ask around the
room to make sure they have the correct answers. Have a student reveal the
hidden message.
The students will then discuss in their groups which colonial region they
would prefer to settle in based upon their new information and write a
paragraph in their villager journal justifying their choice.
Assessment:
Teacher will read the paragraph in the villager journal to understand which
area the students choose and why. The teacher will also observe during the
activity.
Differentiation: Content Process Product
For readiness By interest Learning profiles Ability level
Affect
Kinesthetic: The card activity will benefit kinesthetic learners because it gets
them up out of their seats and interacting with the game.
Visual: The illustrations on the cards can help to cement the idea on the card
in the students minds. Filling in the blank on a separate worksheet also helps
the student remember the information.
Auditory: Reviewing the answers as a class to make sure they all have the
correct answers will benefit auditory learners because they get to listen to
their classmates read the answers out loud.
Accommodations:
Autism: Allow the student to take home or to the resource room a copy of the
cards to fill in the blanks on their own time after the activity.
ADHD: Moving in this activity will help benefit the student because it will be a
brain break. A partner can read the worksheet or cards out loud to the
student.
This lesson requires students to learn social studies content through a scavenger
hunt, incorporating physical education through getting up and moving around the
room.
Lesson 2: Climate and Crops of the Colonies
Course: Science/S.S.
Materials: colony maps, Geography and Climate of the Colonies PowerPoint, blue,
red, and yellow crayons
Standards:
SSGLCE5 U2.3.1 Locate the New England, Middle, and Southern colonies on a
map. (National Geography Standard 3 p. 148)
SSGLCE5 U2.1.1: Describe significant developments in the Southern colonies,
including
SSGLCE5 U2.1.2: Describe significant developments in the New England colonies,
including
SSGLCE5 U2.1.3: Describe significant developments in the Middle Colonies,
including
Outcome Statements:
Students will identify and locate each of the 13 colonies and separate them
into New England, Middle, and Southern colonies.
Students will describe each regions geography and settlement including the
crops each region grows.
Objectives:
I can locate each of the colonies and which region it belongs to on a map.
I can name the physical features of each region and the crops each one
grows.
Introduction:
Pass out the colony map to each student. Pair them up and have them fill in
each colony with the name.
Color in the southern colonies yellow, the middle colonies blue, and the New
England colonies red. Check in with another partnership to make sure they
have them correct.
Steps:
Bring up the PowerPoint. The first three slides are blank so that the students
can guess which region is being described. Read the first slide to them. Give
three minutes to discuss in partnerships which region they think it is. Ask for
answers and discuss for two minutes. Repeat with the next two.
After the class has shared, go to the next slides. They have the answers and
more information. Have students fill in boxes on map with the information.
Have them glue this into their journal.
Closure:
Have students get into colony group. After giving them the information about
each region, have them decide where they would like to live based upon
crops they can grow or jobs they can do. Have them write it in their journals.
Assessment:
Collect journals and correct worksheets. Look for the region that their group
chose to live in.
Affect
Simple: Worksheet will include names of colonies already filled in and regions
colored. The boxes will include information already written in.
More complex: Names of colonies will be filled in, but regions must be colored
by student. Boxes will include bullets to organize information.
Complex: Worksheet will not include names or regions. The boxes will be
empty so students can organize how they want. (This is whats included in
appendix.)
Accommodations:
Autism: PowerPoint will be read aloud to all students. This students partner
will be someone who can keep them on track.
ADHD: Color-coding of the regions will help this student. This student will
receive the more complex worksheet.
This lesson is mostly a social studies lesson with some science added. Climate and
weather of a region affected the history of what colonists grew and how they
settled.
Lesson 3: Occupations Learning Centers
Course: S.S./L.A./P.E./Tech
Materials: colonial jobs worksheet, villager journals, 2 computers, objects (listed
under Steps), job posters
Standards:
SSGLCE 5 U2.3.3 Describe colonial life in America from the perspectives of at
least three different groups of people (e.g., wealthy landowners, farmers,
merchants, indentured servants, laborers and the poor, women, enslaved people,
free Africans, and American Indians). (National Geography Standard 6, p. 154)
SSGLCE 5 U2.3.4 Describe the development of the emerging labor force in the
colonies (e.g., cash crop farming, slavery, indentured servants). (E)
CCSS.ELA-Literacy.W.5.3: Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and clear event sequences.
METS 3-5.R1.2. Use digital tools to find, organize, analyze, synthesize, and evaluate
information.
Outcome Statements:
Students will have a basic knowledge of the ten most common colonial era
jobs.
Objectives:
I can identify the names and duties of the ten most common colonial era jobs.
I can choose a job that I would like to have in my colony and write a
paragraph about that job.
Introduction:
Ask for some volunteers to explain their parents jobs. Connect prior
knowledge of students parents jobs to the idea that different jobs existed in
colonial times too.
Steps:
Have centers already set up around the room with tactile objects and
information sheets. Two of the centers will have a computer for them to look
up information on their own.
Farmer-seed packet, cow figurine
Tanner-piece of leather
Tailor- sewing kit, cloth
Miller- flour
Apothecary-mortar and pestle, dried herb
Blacksmith-nail, horseshoe
Chandler- candle, wick
Cobbler-old fashioned shoe, leather
Cooper-metal barrel ring, wood
Milliner-cloth, hat, feather
At each station students will look at the objects and try to guess what the job
is. The name will be covered up until they make a guess. Then they can take
off the name and read the information. They must jot a few notes down about
each job in their Villager Journal. Pair the students off and have them
complete each station-about 5 minutes each. Remind them that as they go
through they should be thinking about which job they want (girls can only be
milliners, chandlers, or tailors!)
Closure:
Once each pair has had a chance to go through all stations have the students
complete the colonial jobs worksheet individually. Have them pick a job and
write a paragraph about their first day on the job in their colony in their
villager journal.
Assessment: Colonial jobs worksheet will be handed in and teacher will collect the
journals to verify understanding of their colonial job.
Affect
Simple: Students will receive a handout with ten boxes with the job name
already in it and draw a picture describing the job. When they choose a job,
they can draw the picture of it in their journal.
More Difficult: Students will receive a handout with ten boxes and have to fill
in each job and a description using a few words to describe the job.
Complex: Students will write two sentences about each job in their journal as
they complete the stations.
Accommodations:
Autism: Pair this student with a high-achieving student who exhibits good
behavior to keep the student on task and to show proper social practices.
ADHD: Getting up and around the room will help this student so that they can
focus on the task, but be sure to pay attention to this student. They might
need a well behaving partner to keep them on task. Add pictures to the
worksheet to help them choose.
This lesson incorporates social studies, language arts, physical education, and
technology. Social studies includes the basic history lesson of the occupations,
language arts includes the discussion with their partner and the writing task, the
physical education component is included because students are getting up and
around the room, and finally technology is included in one of the centers by the
students using the internet to find information.
Lesson 4: Village Assembly
Course: S.S./Art/L.A.
Materials: large paper, scissors, glue
Standards:
CCSS.ELA-Literacy.SL.5.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others' ideas and expressing their own clearly.
SSGLCE 5 P4.2.2 Participate in projects to help or inform others.
ART.VA.II.5.1 Synthesize the knowledge of materials, techniques, and processes to
create artwork.
Outcome Statements:
Students will create a visual representation of the village that they have
designed.
Objectives:
I can create my village from the decisions that my group has made so far.
Introduction:
We have made some decisions about our villages so far like which region we
want to build in and the jobs each of our colonists have. Now we will build the
villages from construction paper.
Steps:
Paper will be available for the students to cut out houses, land, and other
objects they want to include. A large piece of paper, 2ft by 2ft, will be
available to put their objects on that will be the land allotted for their village.
Advise them that New England=seaport, commons; middle colonies=wide
rivers, southern colonies=large farm plots.
Observe as students cut out houses. They should have a lot of freedom to do
this themselves, as long as things on the rubric are included.
Closure:
Students may need more time another day. Other things will also be added as
lessons are continued.
Have students clean up and share what theyve done so far.
Assessment:
Students will leave villages and teacher will formatively assess. Other parts of
the rubric will be added on as lessons continue and there will be a summative
assessment of the entire village.
Teacher will also formatively assess as students discuss their ideas by
checking off each student on a list of the class as they contribute to their
village.
Affect
Visual: The village is a visual for this student to see the material theyve
learned in an organized way.
Auditory: Discussion in groups will help this student to make decisions and
connect their learning to the task.
Kinesthetic: Because this is a hands on activity creating the village from a
tactile material, the students will be able to connect their learning thus far to
the building of the village.
Accommodations:
Autism: This activity may give this student sensory overload, so they should
be allowed to take breaks when necessary. A parapro would also be beneficial
to keep this student on task.
ADHD: This student will have a yoga ball to sit on during this time so they can
fidget. A parapro would also be beneficial to keep this student on task.
This lesson incorporates what theyve learned in social studies so far and
representing it through art. They are using their fine motor skills to make paper
representations of their thoughts. This also uses language arts through discussion.
Lesson 5: Colonial Government
Course: S.S./L.A.
Materials: Four government handouts, playdoh, villager journals
Standards:
CCSS.ELA-Literacy.SL.5.1.a: Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
SSGLCE 5 U2.1.1: Describe significant developments in the Southern colonies,
including
development of colonial representative assemblies (House of Burgesses)
(National Geography Standard 5, p. 152)
SSGLCE 5 U2.1.2: Describe significant developments in the New England colonies,
including
the development of government including establishment of town meetings,
development of colonial legislatures and growth of royal government (National
Geography Standard 13, p. 169)
religious tensions in Massachusetts that led to the establishment of other colonies
in New England (National Geography Standard 13, p. 169 C, E)
SSGLCE 5 U2.1.3: Describe significant developments in the Middle Colonies,
including
The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania,
and subsequent English takeover of the Middle Colonies
Outcome Statements:
Students will analyze the three different forms of government in the colonies
and decide which they find most appealing.
Objectives:
I can describe each of the three forms of government in the colonies.
Introduction:
Students will already have done the reading of each government. Tell them
that we will be having a discussion about the different kinds of government.
Steps:
They will write notes on this in their journals in a table format. Give them the
example of how to set it up.
Methods Who was in Which
charge? colonies?
Proprieta
ry
Royal
Charter
Go through each type of government (proprietary, charter, and royal/House of

Burgesses). Ask students to name the methods of this kind of government,
which colonies were a part of it, and who was in charge.
Discuss which they like the best.
With each type of government, at their table groups they will choose a
symbol that represents each type of government (crown for royal, etc.) and
sculpt this symbol out of playdoh.
Closure:
Put them into their colony groups. They will decide which kind of government
they want for their colony.
Assessment:
Check journals.
Affect
Auditory: Discussion with the teacher of each of the types of government will
help this student connect with what theyve read.
Visual: Visual learners will benefit from reading the studied material and
taking notes in a structured manner in their journals.
Kinesthetic: These learners can connect the discussion topics to the symbol
that they will create with playdoh to describe each government.
Accommodations:
Autism: This student may require the notes already typed up or a scribe
during the discussion.
ADHD: The playdoh used in this lesson can be a good fidgeting tool for this
student. They can use the playdoh as a brain break when they are losing
focus.
This lesson incorporates social studies content with a language arts approach.
Speaking and listening are a huge part of language arts and it is incorporated
throughout this lesson.
Lesson 6: Candle Making
Course: Art/S.S./Science/Tech.
Materials: digital scales, 10 blocks of paraffin, cotton string for wicks (cut into 18
lengths), 8 tall metal cans, broken crayon pieces sorted into shades, cold tap water,
pot, stove for heating water (may have to use home ec room), masking tape for
labels, wooden spoon
Standards:
ART.VA.II.5.1 Synthesize the knowledge of materials, techniques, and processes to
create artwork.
NGSS 5-PS1-2 Matter and Its Interactions: Measure and graph quantities to provide
evidence that regardless of the type of change that occurs when heating, cooling, or
mixing substances, the total weight of matter is conserved.
CCSS MP.5: Use appropriate tools strategically. (5-PS1-2)
METS 3-5.CT.2. Use information and communication technology tools (e.g.,
calculators, probes, videos, DVDs, educational software) to collect, organize, and
evaluate information to assist with solving problems
Outcome Statements:
Students will use a digital scale to measure paraffin wax before and after
creating candles to provide evidence that melting and cooling do not change
the weight of matter.
Students will create candles to experience the work of a colonist.
Objectives:
I can make a candle like a colonist.
I can measure a substance before and after heating and cooling and record my
findings.
Introduction:
Begin a discussion about how we light our homes. Ask for multiple things that
are in our homes we can use for light, writing the list up on the board. Ask
what they think colonists would have had as a resource.
Teacher will play music from the era during this lesson.
Steps:
Introduce the candle making activity. Explain that this was often a job for the
children and was disliked because it was greasy and messy, but with our
technology we can do it easily.
The day before this activity, students will weigh the blocks of paraffin wax on
the digital scale, recording the weight in their villager journal.
Teacher prep beforehand: Break up the paraffin wax and crayon pieces into 6
of the cans, with each can being a different color wax. Put the cans in a pot of
boiling water (like a double boiler system) until it melts, stirring often. The
other two cans will have cold tap water for cooling.
Groups of four children will take their turn dipping 12 of their cotton string
into the wax, and then cold water. They will repeat this process until their
candle is 12 long and about in diameter at the base of the candle. Label
each students candle with a piece of masking tape on the wick.
Having a couple volunteers will be beneficial to help melt and replenish wax
and refill the cold water.
As the students are making the candles, discuss with the students and show
at the stove how the heat is melting the wax and the cold water is hardening
it. Ask if they think this will change the weight of the wax after we weigh the
candles.
As they wait their turn to make the candle, the other students will work on
their narratives in the villager journals. There will also be a math/candle
worksheet to color.
Closure:
Weigh the candles after they are made. We will make sure to make extra
candles if needed to use up the rest of the wax. Students will gather as we
weigh the wax candles as a group to compare it to our original. Students will
write this in their villager journal. The before and after measurements should
be close to the same. Discuss. If not, discuss the reasons for disparity
(leftover wax stuck on cups, etc.)
Assessment:
A finished candle will be the assessment for this activity. Teacher will check
the villager journals for recordings of weight of wax.

Affect
Auditory: Discussion of effects of melting and cooling will help this learner.
Playing music during the lesson may also help this student to focus.
Visual: Seeing the weighing and then melting and cooling of the candles will
help this student understand the standard.
Kinesthetic: Weighing the candles will help this student understand the
effects of melting and cooling. Making the candles will also be a fun hands-on
activity for them.
Accommodations:
Autism and ADHD: Pair this student with a volunteer to help them finish this
task.
This lesson is one of the fun ones that incorporates art with social studies, science,
and technology. Social studies and art are the main focus of this lesson by creating
something that the colonists made in our history. Science and technology are
incorporated by using the scales and discussing the effects that melting and cooling
have on a substance.
Lesson 7: Narrative Prewriting
Course: L.A./S.S.
Materials: A Journey to the New World: The Diary of Remember Patience Whipple,
Mayflower, 1620; composition books, brainstorm map, projector
Standards:
CCSS.ELA-Literacy.W.5.3: Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.CCRA.W.5: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
Outcome Statements:
Students will complete a brainstorming map to plan their narrative writing.
Objectives:
I can plan my narrative writing with a brainstorm map.
Introduction:
Introduce the mentor text A Journey to the New World: The Diary of
Remember Patience Whipple, Mayflower, 1620. Explain that it is a fictional
narrative of a colonist and we will be using it to model our own narrative
writing.
Steps:
Read the first chapter of the book out loud to the class. Ask the class how the
author of the book introduces the characters and the setting.
Introduce the brainstorm map on the projector. Fill in the brainstorm map with
student help to model the planning step of the writing process. Include the
main idea in the middle and other things about the story including
characters, time, setting, and main event.
Advise the students that they will be writing their own narratives about
something that would have happened on the voyage to North America or in
their colony. Have students discuss in partnerships their ideas for their own
personal narrative.
Have each student fill out a brainstorm map individually to plan their ideas.
Closure:
Students will glue their brainstorm map into their journal.
Assessment:
Teacher will check journals for finished brainstorm maps.
Affect
Visual: The brainstorm map will help this student organize their ideas.
Auditory: Working through the brainstorm map as a class will help show this
student what they should be doing.
Kinesthetic: The brainstorm map will help this student organize their ideas.
Accommodations:
Autism: Allow the student to take home or to the resource room a copy of the
brainstorm map to fill in the blanks on their own time after the activity.
ADHD: Give this student a brain break or a fidgeting tool during reading and
the activity. A partner can read the worksheet out loud to the student.
This lesson takes language arts areas of writing and reading and uses a social
studies mentor text to connect it to the unit.
Lesson 8: Livestock Webquest
Course: S.S./Tech/Science
Materials: information sheets, computers
Standards:
METS 3-5.CC.1. Use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat
rooms, videoconferencing, Moodle, Blackboard) and online resources for group
learning projects.
CCSS.ELA-Literacy.RI.5.7: Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve a
problem efficiently.
Outcome Statements:
Students will use multiple digital resources to collect information and analyze
which options most benefits their group.
Objectives:
I can use the internet to find information about livestock for my village.
Introduction:
Tell students they will be choosing which animals they would like to raise in
their villages. They will be completing a WebQuest in the computer lab.
Steps:
Take students to computer lab and hand out information sheets. Students will
sit with their partners and each complete the WebQuest on their own
computers.
Read Introduction page aloud to the class. Have them complete the
WebQuest.
Closure:
When WebQuest is completed, go back to the classroom. Have students sit
with their village groups and decide which three livestock they would like to
have in their village.
Glue the information sheet in their journal.
Assessment:
Collect journals and check for information sheets.
Extension Activity:
Have each student decide which animal they would be able to have where
they live based upon what theyve learned.
Affect
Simple: Information sheets will include three bullets with headings of food,
space, and items given for easier filling out of the sheet.
More complex: Sheets include just bullets for easier organization.
Complex: Sheets will be completely blank with animal filled in.
Accommodations:
Autism and ADHD: Pair this student with a high-achieving student who
exhibits good behavior to keep the student on task and to show proper social
practices.
This lesson uses technology as a way to pass on information from a science and
social studies background. Social studies is incorporated because this is the history
of the colony and also science because it is information about animals.
Lesson 9: Quilt Geometry
Course: Art/S.S./Math
Materials: quilt pattern sheet, shapes, projector
Standards:
CCSS.Math.Content.5.G.B.3: Understand that attributes belonging to a category of
two-dimensional figures also belong to all subcategories of that category. For
example, all rectangles have four right angles and squares are rectangles, so all
squares have four right angles.
Outcome Statements:
Students can identify two-dimensional figures when given their attributes.
Objectives:
I can create a quilt pattern made with two-dimensional figures.
Introduction:
Show the video for review https://learnzillion.com/lesson_plans/5735-classify-
two-dimensional-figures-by-examining-their-properties#lesson
Steps:
Tell students that they will be creating a quilt using clues I have given them.
They will each get a selection of pre-cut shapes of construction paper to
make the quilt.
Read the directions aloud as they design a quilt however they want, as long
as it contains the shapes listed.
Closure:
Have the students partner up and share their designs and check their
answers for 1-4.
Assessment:
Collect to check for understanding. More instruction may be necessary.
Affect
Visual: The video will help this learner.
Auditory: These learners will benefit from creating and seeing the quilt as well
as watching the video.
Kinesthetic: Placing the shapes as a quilt design will help this student.
Accommodations:
Autism: Cover the problems so that the student can only see one at a time.
The student will be given extra time if needed.
ADHD: Read the questions out loud as a universal accommodation. This
student may also need extra time.
This lesson incorporates a geometry review lesson with social studies content. Art is
also incorporated because they are designing their own quilt.
Lesson 10: Bartering-Market Day
Course: S.S./L.A.
Time Period: 2-60 minute periods
Materials: bell, marketplace laws, parent permission slip, student journals, yellow
sun
Standards:
SSGLCE 5 U2.3.2 Describe the daily life of people living in the New England,
Middle, and Southern colonies. (National Geography Standards 14 and 15; pp. 171
and 173)
CCSS.ELA-Literacy.SL.5.1.b Follow agreed-upon rules for discussions and carry out
assigned roles.
Outcome Statements:
Students will practice the bartering system first-hand for
Objectives:
I can barter what I have for something that I want.
I can show that I understand what bartering is and the pros and cons of it.
Day One
Introduction:
Remind students that they are European colonists that are used to having
stores in Europe, but now have to make their own supplies.
Steps:
Discuss what if there was a farmer who was great at growing crops but didnt
know how to make horseshoes while another colonist was great at making
horseshoes but didnt have fields to grow crops?
After discussing, tell them how one colonist could trade with another colonist
for the things they created. Tell them this was called bartering.
Tomorrow we will be bartering in our classroom. You will bring in one item of
yours to trade with your classmates. This is a parent permission slip so that
your parents know you are bringing something in.
Closure:
Hand out permission slips and remind kids to bring something in.
Day Two
Introduction:
Introduce yourself as the governor and tell the students they are colonists.
They are meeting in the town square to barter. Read the scroll of laws.
Steps:
Post the sun on the board and announce that bartering has started. Give the
students about a half hour to trade.
Walk around as they do this as the governor and encourage students to see
what everyone has to offer. Some people will have something that no one
wants and others may have many offers. That is all part of the system.
Ring the bell and announce that the market has closed. Take the sun off of
the board.
Discuss with students these questions: How did it go? Did you get what you
wanted? Why? Why not? What are some things you noticed? Point out that
bartering sometimes took extra trades that might not happen when using
money. If no one wants what you have, you may have to find another skill to
offer.
Have students write in their journals about the bartering experience. Have
them include the following points:
What did you bring and was it traded successfully?
Why or why not?
Give an example of what might be a good barter item in Colonial times. Name
something besides what the blacksmith can provide.
Why might the colonists have depended on that item or service being offered
in their community?
Closure:
Have the children share their responses in pairs.
Assessment:
Observe during activity for formative assessment. Collect journals and read
responses. Students will also have an extension activity with this that they
will add to the journal that will be summatively assessed.
Extension Activity:
Students will write a paragraph about their colonial job and how it helps the
community. They will also include who in the community would be dependent
upon them and who they would depend on.
Affect
Visual: Writing multiple times about this activity will help students solidify
their learning.
Auditory: Discussion about this activity will benefit this student.
Kinesthetic: This activity is a first-hand experience that shows kinesthetic
learners bartering beyond a description on a worksheet.
Accommodations:
Autism: Pair this student with a high-achieving student who exhibits good
behavior to keep the student on task and to show proper social practices.
ADHD: Getting up and around the room will help this student so that they can
focus on the task, but be sure to pay attention to this student. They might
need a well behaving partner to keep them on task.
This lesson takes a social studies topic of history and economics while using
speaking and listening within language arts to facilitate it.
Culminating Activity: Village Sharing

Course: S.S./L.A.
Audience: Another class
Materials: villages, talking points, rubric, journals
Standards:
CCSS.ELA-Literacy.SL.5.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.5.1.a: Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
SSGLCE5 U2.3.3: Describe colonial life in America from the perspectives of at least
three different groups of people (e.g., wealthy landowners, farmers, merchants,
indentured servants, laborers and the poor, women, enslaved people, free Africans,
and American Indians). (National Geography Standard 6, p. 154)
SSGLCE5 P4.2.2: Participate in projects to help or inform others.
Outcome Statements:
Students will be able to
Objectives:
I can discuss with students outside of my class the decisions my group made
in building our village.
I can defend my groups decisions and tell why we made those decisions.
I can have fun sharing my hard work!
Introduction:
Now that our projects are finished, Mrs. Johnsons class is coming in to see
our villages! Students should have villages and journals at tables.
Steps:
When the other class comes in, divide them up into groups and match them
up with already existing tables.
Pass out the Talking Points prompts and let them begin discussion. This is
supposed to be fun and a great way to share their projects!
Rotate groups until the other class has seen everyones village, or however
many time allows.
Collect projects for grading.
Closure:
Great job everyone! Im so glad you got the chance to share all of the hard
work youve accomplished. Now Im going to have you hand in your projects
for your final grade.
Assessment:
Formative assessment will be completed by teacher through observation
during discussion. Final grading of the village and journals will be performed
with a rubric.
Extension Activities:
When you go home tonight, tell your parents what life would be like for a
person your age in your village.
Affect
Auditory: Describing the village to someone else and listening and asking
questions will help this student.
Visual: Students can use the village itself to showcase the different parts of it.
The talking points sheet will help to keep them on track.
Kinesthetic: The village will be available for the students to interact with.
Accommodations:
Autism and ADHD: The talking points will help to keep this student on track.
The revolving groups will help to keep this student engaged.
This lesson uses a language arts method of speaking and listening to share the
social studies topic that they have been working on throughout the unit.

5th Grade Colonial Village Unit Plan

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5th Grade Colonial Village Unit Plan

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5th Grade Colonial Village Unit Plan

incorporates math, science, art, health, music, and P.E.

1. Colonies Scavenger Hunt

Course: Social Studies/P.E.

Lesson 4: Village Assembly

Go through each type of government (proprietary, charter, and royal/House of

Lesson 6: Candle Making

Differentiation: Content Process Product

Lesson 7: Narrative Prewriting

Lesson 10: Bartering-Market Day

Culminating Activity: Village Sharing

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