I Can If You Can by Melanie Lewis
Prerequisite Technolgoy Skills Needed: none
Time Allotment: two 45 minute periods
Subjects: social studies and technology
Grade Level: 4
Standards: VA SOL VS.2 Nets*S 1, 3, 4, 5, 6
How can this resource be used?
Equipment, Considerations, and Teacher Prep
Native Amercans: The First Peoples. 100% Educational Videos. 1998. unitedstreaming. 12 June 2006. United Learning. 2003. United Streaming 12 June 2006
<
http://www.unitedstreaming.com>
1. Preview the video in advance of the lesson. Plan some questions to ask students during the video. These guided questions will be used to stimulate discussion and help you determine when to build students' background knowledge.
2. Preview and book mark all web sites listed in the Description part of this plan. One good idea would be to use Portaportal.
3. Collect and have ready several different technologies for the student to choose from in completing their final project. Examples may include KidPix, PowerPoint, Microsoft Paint, Publisher, MovieMaker, Inspiration, et. One idea may be to list the available technology resources on a poster to display so that students can formulate some ideas
Objective
SWBAT
Describe how Virginia’s American Indians (First Americans) interacted with the climate
and their environment to meet their basic needs.
Describe the American Indian’s (First American’s) adaptation to the environment.
Explain how the kinds of food they ate, the clothing they wore, and the shelters they had,
depended upon the seasons. Use the following information as a guide:
• Foods changed with the seasons.
– In winter, they hunted birds and animals.
– In spring, they fished and picked berries.
– In summer, they grew crops (beans, corn, squash).
– In fall, they harvested crops.
• Animal skins (deerskin) were used for clothing.
• Shelter was made from materials around them
Apply the skills that they have learned by working in cooperative groups and individually
Use the Internet as a source for reinforcing concepts learned about verbs
Use a perfered software for a demonstration
Differentiation:
Know: Native Americans adapted to in unique ways to regional climate and environment.
Understand: Adaption and change are necessary parts of life
Do: Design a persuasive presentation to convince settlers that if Native Americans can settle a region, the region must be habitable.
Description of lesson
Note: Procedures for this lesson were mostly taken directly from the VDOE's Enhanced Scope and Sequence.
1. Complete a KWL chart about the American Indians (First Americans) with the students, using graphic
organizers from the following Web sites:
• <http://www.eduplace.com/graphicorganizer/>
• <http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm>
2. Watch the video, Native Americans: The First Peoples, with the students using the DRTA (Directed Reading, Thinking Approach) by pausing and asking the questions you determined during your preview of the video. (Note: This video is broken into segments and each segment may be used in this format as a stand-alone lesson.)
3. Have students read Becoming a Homeplace from the Virginia Historical Society Web site: <http://www.vahistorical.org/sva2003/homeplace.htm>
4. Point out that the Virginia American Indians (First Americans) were called the Eastern Woodland Indians. Help the students conclude that the land in early Virginia was covered with forests.
5. Show pictures of a Virginia American Indian (First American) village, and discuss what the students observe and what these pictures show about the Eastern Woodland Indians. Lead the students to understand that climate and environment played an important role in the way of life of the Virginia Indians in acquiring food, clothing, and shelter for their survival. Explain that Virginia had a relatively mild climate with four distinct seasons, resulting in a variety of vegetation. Visit <http://chumby.dlib.vt.edu/melissa/posters/vastudiesposter.html> for additional posters about Eastern Woodland Indians.
6. Introduce the term artifact. Display any sample artifacts. Ask students, “How do we know Indians lived in Virginia?” and record the responses on a chart. Define artifact with the students and make a list of possible artifacts. Discuss what the artifact tells us about the Virginia American Indian (First American). Show the picture from the Web site http://chumby.dlib.vt.edu/melissa/posters/vastudiesposter.html entitled Virginia
Indians’ Artifacts.
7. Explain there were three major language groups in early Virginia. Display a Virginia map that demonstrates the location of each language group. A good map to us is found at <http://www.pen.k12.va.us/VDOE/Instruction/History/virginiaregionswithcounties.pdf> Print out this map for each of the students. Using the Smart Board you can label the location of each language group in one color and use another color label to identify a tribe of each language group. Have the students label their own Virginia maps as well.
8. Divide the class into three groups by passing out number or color cards. One group is the Native American Food Group. Another is the Native American Clothing Group. The third group is the Native American Shelter Group. Each group is to meet briefly (5 minutes). Within the groups allow each student to choose one of the Language Groups to research.
9. Provide the students with the following websites: The first three are part of an excellent webquest by Nancy Garrett from Hampton City.
Iroquoian Language Group (Cherokee Tribe)
Algonquian Language Group (Powhatan tribe)
Siouan Language Group (Monacan tribe)
http://indians.vipnet.org/tribes/index.cfm
http://www.wm.edu/AIRC/
http://www.wm.edu/AIRC/vaindians.html.
http://www.wm.edu/AIRC/resources.html.
http://www.virginiaplaces.org/regions/fallshape.html
http://www.mariner.org/chesapeakebay/native/nam002.html
http://www.scott.k12.va.us/martha2/History Page.htm
http://www.mce.k12tn.net/indians/navigation/native_american_chart.htm
Students are to research the item they have been assigned as it pertains to the Language Group they chose.
10 Students sharing the same language group are to now meet. Each student will share with his Language Group the information that pertains to the original grouping. (ie they are to share about food, clothing or shelter.)
11. Students now come back together for a class discussion on what wat learned.
12. Students are to now given the following assignment. Allow them to complete this assignement alone, in pairs or small groups.
Assisstive Technology:
Students may work in pairs if needed. Since students are allowed to choose the means of their final project, they may pick the mode they are most comfotable using.
Assessment Strategies
Performance Task:
| You are a scientist from the 1600's and at the King's request, you decided to settle with one of the Virginian Language Groups for one year. Other colleagues of yours have been asked to settle with other Language Groups. What would your presentation to the King look like? Using today's technologies design a presentation to the King. Your presentation will be used to assist in planning for other settlers coming to the colonies. Your presentation should include how your Language Group utilizes food, shelter, and clothing resources to survive. You will also need to cite four website sources you used in your presentation. |
This rubric for the writing project is below:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1282379&
After viewing student projects ask the student the following questions.
1. Tell me three items that a settler would need to pack in order to survive in Virginia during the winter season. (Knowledge)
2. What differences would you expect to see between two settler's trunks if one were to settle with the Cherekees and another with the Monacans? (Application)
3. If your group of scientists had access to all the resources of today, what would have been the best change for them to make for the Language Group you chose?(Evaluation)
Other question stems may be found at: <http://www.teachers.ash.org.au/researchskills/dalton.htm>
The rubric for the presentation can be found at:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1282379&
Resources:
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