1. Touro University, Gibbs
Technology Integration Unit Launch Page
Type only in the gray areas
Teacher Name: Mike Bass
Project Name: QR Codes for Social Studies
Project Subject(s): Native Americans of the Pacific Northwest
Grade Level(s): 5th
Goals & Objectives: Fifth graders will use QR codes to go on an information hunt
for how geography and climate influenced the way the Native
Americans of the Pacific Northwest lived and adjusted to the
natural environment, including locations of villages, the
distinct structures that they built, and how they obtained food,
clothing, tools, and utensils
Emerging Trend: QR Code
Essential Question: How did geography and climate influence the influenced the
way the Native Americans of the Pacific Northwest lived and
adjusted to the natural environment, including locations of
villages, the distinct structures that they built, and how they
obtained food, clothing, tools, and utensils
Scaffolding Questions: What defines a culture and what activities are parts of a
culture?
Why do different people from different parts of the world dress
differently?
Does everyone in the world eat the same food? If not why do
they eat different types of food. Where do they get their food?
What types of tools do people use around the world for
everyday activities?
How do different cultures decorate their homes and why do you
think they decorate them in a particular manner?
Why are homes in a part of the world different than in other
parts of the world?
Approximate Length of Unit (days, weeks)
10 days
Unit Summary and Sequence of Events – give daily details:
Students will be using smart phones and QR codes to search for information about the
Pacific Northwest Native Americans.
Day 1: The class will begin by discussing the scaffolding questions listed above. We
will have a conversation about each different question revealing how people all over the
world are different. We will also discuss why our homes, food, or clothes are different.
The areas we live in and what is available for resources sculpt who we are and what is
provided for in our culture.
After our discussion, we will then discuss and learn what a QR code is. What it looks
like, how it is used and how it is made. I will provide several different examples of a
code and model for the students how to take a picture of one with a smartphone.
Once the students have a clear understanding of a QR code and resources and how they
shape a culture, we will go over the assignment. First, they will be placed into teams of
four. Each student on the team will have a job and jobs will change daily. Job A: will be

2. Touro University, Gibbs
the recorder, this student will record all information gain during their information hunt
onto their assignment sheet. Job B: This student will be the phone handler, they will be
the only one for the day able to hold, transport or use the phone. Job C: This student will
be the advisor, they will advise the recorder on what to write from a particular site,
careful to use their own words. Job D: This student will be the guide; they will decide
where to look for the code and which code they will go to.
The assignment sheet will be reviewed at this time (see attached). Students will be
required to find information about the Pacific Northwest Native Americans by means of a
smartphone and QR codes. They will be required to find information about: the culture,
the resources in the area, the homes they lived in, where they lived and why, what food
they ate and where it came from. Once the information is gathered, they will be required
to create a power point presentation and present it to the class.
Day 2-4: students will use smartphones to take pictures of the QR codes to gather
information about the Pacific Northwest Native Americans. They will be recording the
information and trade jobs daily.
Day 5-9: Students will be creating power point presentations in the computer lab
Day 10: Student presentations
Accommodations for Differentiated Instruction
Learning Challenged Learning challenged students will be required to only report on
Student: one aspect of the report. For example, they may be interested in
the housing of the Native American, so they will research and
write on this aspect only. They will be directed to sites with
more photos and paired with students willing to help with the
particular student.
Gifted Student: Gifted students will be required to create a PowerPoint
presentation on Native Americans. They will need to download
photos from the internet and present their findings to the class as
well.
ELD Student: ELD students will be required to present their project with
limited sentences. They will be directed to sites with lower level
English with more photos. They a smaller requirement on the
writing portion of the rubric.
IDENTIFY STANDARDS – Select two or three standards from each
category and copy/paste them into this document
Specific CA Content Standards:
5.1 Students describe the major pre-Columbian settlements, including the cliff
dwellers and pueblo people of the desert Southwest, the American Indians of
the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland
Peoples east of the Mississippi River.

3. Touro University, Gibbs
1. Describe how geography and climate influenced the way various nations lived and
adjusted to the natural environment, including locations of villages, the distinct structures
That they built, and how they obtained food, clothing, tools, and utensils.
2. Describe their varied customs and folklore traditions.
Specific ISTE Tech Standards for Teachers:
Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment
incorporating contemporary tools and resources to maximize content learning in context
and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
A. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
B. develop technology-enriched learning environments that enable all students to pursue
their individual curiosities and become active participants in setting their own educational
goals, managing their own learning, and assessing their own progress.
C. customizes and personalizes learning activities to address students' diverse learning
styles, working strategies, and abilities using digital tools and resources.
D. provide students with multiple and varied formative and summative assessments
aligned with content and technology standards and use resulting data to inform learning
and teaching.
Specific ISTE Tech Standards for Students:
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
A.plan strategies to guide inquiry.
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media.
Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks.
process data and report results

4. Touro University, Gibbs
Formative Assessment Plans (Checking for Understanding)
As the students are taking pictures of the QR codes, I will be checking in with each team
to make sure they understand how to accomplish the task. I will also be working with
groups in 10-15 minute increments to ensure they are working well together as well as
coping information that is important information for the assignment. As I go group to
group, I will focus on recorders working together with their group to put the information
in their own words to avoid plagiarism. By the second day, I would assume the groups
will be working well together and on the correct road. At that point, I can work with
groups that might be struggling in their data gathering or with the students that are
learning impaired or ELD students.
Summative Assessment (Paste rubric or create with table tools)
HyperStudio/Powerpoint Appearance and Content : Native
Americans of the Pacific Northwest
Teacher Name: Mr. Bass
Student
Name: ________________________________________
CATEGORY 4 3 2 1
Spelling and Presentation Presentation Presentation Presentation
Grammar has no has 1-2 has 1-2 has more than
misspellings or misspellings, grammatical 2 grammatical
grammatical but no errors but no and/or
errors. grammatical misspellings. spelling errors.
errors.
Cooperation Group Group Group Group often is
delegates delegates delegates not effective
tasks and tasks and tasks and in delegating
shares shares shares tasks and/or
responsibility responsibility responsibility sharing
effectively all effectively effectively responsibility.
of the time. most of the some of the
time. time.

5. Touro University, Gibbs
Effectiveness Project Project Project is Project is
includes all includes most missing more lacking several
material material than two key key elements
needed to gain needed to gain elements. It and has
a comfortable a comfortable would make inaccuracies
understanding understanding an incomplete that make it a
of the topic. It of the material study guide. poor study
is a highly but is lacking guide.
effective study one or two key
guide. elements. It is
an adequate
study guide.
Sequencing of Information is Most Some There is no
Information organized in a information is information is clear plan for
clear, logical organized in a logically the
way. It is easy clear, logical sequenced. An organization
to anticipate way. One card occasional of
the type of or item of card or item of information.
material that information information
might be on seems out of seems out of
the next card. place. place.
Content - All content Most of the The content is Content is
Accuracy throughout content is generally typically
the accurate but accurate, but confusing or
presentation is there is one one piece of contains more
accurate. piece of information is than one
There are no information clearly flawed factual error.
factual errors. that might be or inaccurate.
inaccurate.
Originality Presentation Presentation Presentation Presentation is
shows shows some shows an a rehash of
considerable originality and attempt at other
originality and inventiveness. originality and people's
inventiveness. The content inventiveness ideas and/or
The content and ideas are on 1-2 cards. graphics and
and ideas are presented in shows very
presented in a an interesting little attempt
unique and way. at original
interesting thought.
way.
REFERENCES – List websites, books, magazines, and other resources
used to collect content information for this unit
You may link to Delicious or online portal

6. Touro University, Gibbs
http://nativeamericans.mrdonn.org/plankhouses.html
http://nativeamericans.mrdonn.org/northwest/whales.html
http://nativeamericans.mrdonn.org/northwest/dailylife.html
http://nativeamericans.mrdonn.org/northwest/marriage.html
http://nativeamericans.mrdonn.org/northwest/baskets.html
http://nativeamericans.mrdonn.org/northwest/meals.html
http://nativeamericans.mrdonn.org/northwest/canoes.html
http://nativeamericans.mrdonn.org/northwest/totempoles.html
http://nativeamericans.mrdonn.org/northwest/government.html
http://nativeamericans.mrdonn.org/northwest/potlatch.html
http://nativeamericans.mrdonn.org/northwest/furtrade.html
http://nativeamericans.mrdonn.org/northwest/moneyblankets_and_coppers.html
http://nativeamericans.mrdonn.org/northwest/slaves.html
http://nativeamericans.mrdonn.org/stories/raven.html
http://nativeamericans.phillipmartin.info/index.htm

7. Touro University, Gibbs
Pacific Northwest Native American Assignment
Objective: During this assignment, you will work with a team of 4 students to research
and obtain valuable information to gain an understanding of:
1. different food
2. geography
3. housing
4. Culture of the Pacific Northwest Native Americans and what made them unique
due to their location and surroundings.
During this assignment, you will be using a smartphone to research your assignment.
Loaded on the smartphone will be description software that will take you to different web
sites to gather the research you will need. Your team will need to use each other to find
the hidden clues in the room and use this software to take you to the web sites to gather
information.
During your assignment, each member of your team will have a role to play. These roles
will change daily.
Recorder: you are responsible for writing down important information into your
notebook. This information is to written in your own words. I would encourage your
teammates to help you with the rephrasing of the sentences.
Equipment operator: You are in the sole person in charge of the phone for the time you
are finding research. No other person may be able to hold or touch the phone except the
equipment operator for the day.
Guide: your responsibilities are to guide your team to the hidden clues around the room.
The direction you take is your sole responsibility.
Advisor: Your role is to advise the team when needed. This can take happen during the
writing portion, the guide portion or at any time your team feels necessary for help.
After gathering all the information you need for the report, your team will create a power
point presentation and present it to the class. A rubric is provided so you know what is
expected and how you will be graded.