Lesson+2

Lesson 2- Native American Regions

** LESSON PLAN GRADE FIVE ** **__ Lesson Two __** How did the adaptations to different environments lead to the development of the cultures of the Native Americans?
 * **UNIT : Colonial America** ||
 * **LESSON 2: Native American Culture Regions** ||
 * **TIME FRAME: 3 Class Periods** ||
 * **BACKGROUND INFORMATION FOR TEACHER** ||
 * **STAGE 1 – DESIRED RESULTS** ||
 * **TOPICAL UNDERSTANDING:** Native American and Colonial societies changed throughout times. ||
 * **ESSENTIAL QUESTION:**

2.A.1.a – Students will be able to d escribe how environment and location influenced the cultures and lifestyle. 2.B.1.a – Students will be able to compare perspectives of Native Americas, Africans, and the European explorers. 3.A.1.c Students will be able to use photographs, maps, and drawings to describe geographic characteristics. 3.B.1.c – Students will be able to explain how geographic characteristics affect how people live and work, and the population distribution of a place or region. 3.D.1.a – Students will be able to compare ways Native American societies used the natural environment for food, clothing, and shelter.
 * OBJECTIVE**:

Draw conclusions and inferences and make generalizations and predictions from text. || 6.A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information. 6.A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 5 topic or subject area//. RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 4B.1.b Prepare writing and data for display with tools such as visual organizer, word processing, or multimedia software || __History Alive__ Text Book pages 29-37 __History Alive__ Teacher’s Guide Native American Regions Vocabulary BCR
 * POWER STANDARD**:
 * **CONNECT:** Refer to text features in order to make meaning of the text. ||
 * **SKILLS AND PROCESSES:**
 * CCSS: **
 * MTLSS: **
 * **STAGE 2 – ASSESSMENT EVIDENCE** ||
 * **PERFORMANCE TASKS:** Classroom Discussion ||
 * **OTHER EVIDENCE:** __History Alive__ Assessment ||
 * **STAGE 3 – LEARNING PLAN** ||
 * **MATERIALS:**


 * VOCABULARY:**
 * Artifacts –** objects made by groups of humans, such as tools and clothes**.** Artifacts help us understand the ways of life of the groups who made them.
 * Cultures** – ways of living for different groups of people.
 * Region** – an area with particular geographic, social, etc, characteristics

Watch the [|Thomas Savage video]. After watching ask the students to describe how Thomas Savage described the Powhatan Indians.
 * HOOK/MOTIVATOR:**
 * PROCEDURE:**
 * 1) Hand out the vocabulary paper to each student and review the vocabulary for lesson 2.
 * 2) Have the students take out their History Alive book and open to page 21.
 * 3) Read the third and fourth paragraph with the students. Make sure to discuss the vocabulary words “environment” and “adapt” from page 21 with the students. These paragraphs give an introduction to the Native Americans, their cultures, environment and adaptations.
 * 4) Distribute the Native American Regions Organizer. Introduce the students to the categories of information they will be researching in their group.
 * 5) Split the students up into 7 groups and assign each group a region to research. Each group should use the History Alive text (pages 29-37) and Native American Regions resource list to find the information on their assigned group. Allow ample time (40-50 minutes) for research collection.
 * 6) Students will then take their information and make a class book on Native American Regions using [|www.tikatok.com] . Each group will create a page for each of the 7 topics they researched (climate, geographical features, dwellings, plants, animals, clothing, interesting facts)
 * 7) Each group should rotate through using the computer to create their pages.
 * 8) Variation: Each group uses a student user to create a book on only their topic, resulting in 7 individual books.
 * 9) Then have the students complete the History Alive assessment for chapter 3 (questions #1-10)
 * Note: [|www.tikatok.com] is a free website that requires a teacher log in. The site is sponsored by Barnes and Noble. **

Classroom Discussion: Based on their reading, how does culture affect the environment? Cite examples from your reading. Option: Could give the discussion as a BCR instead.
 * CLOSURE:**

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 * Distance Learning Connection: **
 * Post this to your class blog or website: **
 * natural resource ** (//noun)//**:** something (as a mineral, waterpower source, forest, or kind of animal) that is found in nature and is valuable to humans (as in providing a source of energy, recreation, or scenic beauty

Name one way the Native Americans used their natural resources? ||