Meg Winstead 1 Lesson Plan 4

Unit Lesson Plan Day 6 Essential Question/s In what ways were the American Indian lifestyles different? How did that Native Americans environment effect their survival? What types of artwork did the Native Americans make? What can one infer from the art created by the Native Americans?

NCSS THEME People Places and Environments VA Standards of learning History 2.2: The students will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Easter Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest. Living systems 2.5 The student will investigate and understand that living things are part of a system. Key concepts include a) living organisms are interdependent with their living and nonliving surroundings; b) an animals habitat includes adequate food, water, shelter or cover, and space; c) habitats change over time due to many influences; and d) fossils provide information about living systems that were on Earth years ago. Fine Arts 2.13: The students will compare works of art, elements of architecture, and artifacts of other cultures with those of their culture. Health 2.5: The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community.

Objectives Students will be able to (SWBAT): SWBAT: Compare the different Native American tribes using a matrix SWBAT: Label the parts of a living system/ habitat on a picture SWBAT: explain why an animals environment affects their way of life Materials for Learning Activities o Matrix Worksheet o Photocopied pictures of paintings and artifacts o PowerPoint o Gallery Walk Worksheet o Doll Activity o Letter from Dan the Archeologist o Investigation Journal

Procedures for Learning Activities Introduction (Individual Small Group/ 7 min) 1. Teacher will lay out pictures containing information about the Powhatan Tribe and students will go on a gallery walk. Students will compile their own ideas about what life was like as a Powhatan Native American. a. Students will make observations and inferences about what they see in their Investigation Journal b. Students will complete the gallery walk worksheet as they walk around the room. (Assessment) Instructional strategies - (on the carpet/ whole group/ 10 min) 2. Students come to the carpet and explain the inferences that they have made using clues from the different pictures. a. Teacher writes their findings on the whiteboard 3. Teacher gives students a choice between listening to the first portion of a PowerPoint or staying at their desk and doing research independently on Powhatan Native Americans (with an informational/ Nonfiction book). (VerbalLinguistic Intelligence- Students learn through reading an writing) 4. Teacher presents a brief PowerPoint mini lesson showing pictures of the Powhatan Native American Tribe and makes connections to what the students have said and noted on the whiteboard 5. Students come back together and look at the second half of the PowerPoint (including music and Powhatan artwork) (Musical/Harmonic Intelligence: Lecture style can be beneficial for these students because it involves listening. This PowerPoint will also include a musical piece of Powhatan culture to help students formulate a general picture about Powhatan Indian Culture) a. While the teacher is talking, students can update the matrix that they have been working on for the different Native American tribes 6. (8 min) Have students go back to their seats and begin working on the Native American Doll Activity a. Give students doll foldable b. Have them color the doll c. On the inside of the foldable have students write about the Powhatan tribe (where they lived, what they ate, etc.) d. (See Weebly attachment) They will do one of these for each tribe Summary (Whole Group/ 5-7 min) After about 8 minutes, have the letter noise go off **I just received another clue from Archeologist Dan 1. Ask students to come to the carpet with their Investigations Journal 2. Dear Students! Some of the last puzzle pieces have come back from the dig site. We found this artifact (Arrow) lying close to where we believe the Native Americans lived. We have found so many of these artifacts in the same area, and as promised, I have sent a map this time. Thanks for all of your help detectives! Sincerely, Archeologist Dan a. Tell the students to write in their Investigation Journals the clues that Archeologist Dan has given the class

Meg Winstead 3 Lesson Plan 4

b. Depending on time- have students talk to a shoulder buddy about what these artifacts may mean about the tribe that they are associated with c. For homework ask the students to further examine all of the tribes that we have studied and to make some hypotheses about which tribe the artifacts and fossil are from. 3. Tomorrow we will be examining all of the evidence to determine where these artifacts are from Assessment 1. Assess the students knowledge of Native Americans using the matrix sheet and the Native American Doll 2. Use the Gallery Walk Worksheet to assess science content Differentiation This lesson is very interactive and utilizes a lot of questioning and inquiry techniques to help students discover the material. In this lesson students are able to choose if they want to learn through reading or listening to a presentation. Some students have trouble sitting during a presentation, giving them the ability to choose how they learn can help them be more successful. Accommodations o Use visual signs (sign language) for less vocal students so they can still interact and participate in classroom conversations o Scribe for ESOL students if necessary o Check with individual students who may need extra support when doing individual work. o Give students a choice between working with a partner or individually o Allow students to draw instead of write when completing the worksheet Technology o PowerPoint