Lesson Plans Social Studies & Science 2011 MS Word 1997

August 2011
[Most items are hyperlinked]

MONDAY TU!DAY "DN!DAY T#U$!DAY %$&DAY
1 'ake #ouse 2 ( ) *
+ , 10
%irst Day o- !.hool
!.ript
11
%ist Days o- !.hool
!.ript
!.ien.e/ Note0ook
Organi1ation
!o.ial !tudies/ The
'and o- the United
!tates
12
%irst Days o- !.hool
!.ript
!.ien.e/
!o.ial !tudies/
2o3er 2oint [U$']
1*
!.ien.e/
!o.ial !tudies/ $e4ie3
Map !kills
15
!.ien.e/
!o.ial !tudies/ $e4ie3 Map
!kills
16
!.ien.e/
!o.ial !tudies/
$e4ie3 Map !kills
1+
!.ien.e/
!o.ial !tudies/
$e4ie3 Map !kills
1,
!.ien.e/
!o.ial !tudies/
$e4ie3 Map !kills
2ayDay
22
!.ien.e/ 7ells
!o.ial !tudies/ 7hapter
T3o 2re4ie3 8 Mrs9 Nasr
!TA%% MT&N:
D#Y
2(
!.ien.e/ 7ells
!o.ial !tudies/ The %irst
Ameri.ans
Open #ouse 5 ; 6
2)
!.ien.e/ !imple and
7omple< Organism
!o.ial !tudies/
2*
!.ien.e/ 'i-e
2ro.esses o- 2lant
!o.ial !tudies/
25
!.ien.e/ 'i-e
2ro.esses o- 2lant
!o.ial !tudies/
2,
!.ien.e/ 2lants
!o.ial !tudies/
(0
!.ien.e/ 2lants
!o.ial !tudies/ Cause &
Efects
(1=
!.ien.e/ 2lants
Peoples of the
East Ameri.an
&ndian D3ellinga
$ed #oliday
:reen !to.ks
D#Y Di4idends 22 August 2011
O$AN: #ardy !
2ayDay
!2TM>$ 2011 [MO!T &TM! A$ #Y2$'&N?D]
MONDAY TU!DAY "DN!DAY T#U$!DAYDAYAY %$&DAY
$ed #oliday
:reen !to.ks
'ake #ouse
O$AN: #ardy !
2ayDay ,2)900
Arkansas !ate Uni4ersity
1 'ake #ouse
!.ien.e/ 2lants
!o.ial !tudies/ $e4ie3 and
$e.ap
2
!.ien.e/ 2lants
!o.ial !tudies/ 7hapter T3o Test
2ayDay
*
'A>O$ DAY #O'&DAY
5
!.ien.e/ #o3 do Animal 'i-e
7y.les @ary
!o.ial !tudies/
6
!.ien.e/ Animal 'i-e
7y.les
!o.ial !tudies
+
!.ien.e/ <tend Animal 'i-e
7y.les
!o.ial !tudies
,
!.ien.e/ Assessment
!o.ial !tudies
?ids %irst 7ampaign
12
!.ien.e
!o.ial !tudies/ 7hapter (92 $e4ie3
!ta-- Meeting
?ids %irst 7ampaign
1(
!.ien.e/
!o.ial !tudies/ Chapter 3
Test
?ids %irst 7ampaign
7reati4e Dis.o4ery #ealth
Night
1)
!.ien.e
!o.ial !tudies/ Europeans
Arrive in the Americas
?ids %irst 7ampaign
2ro-essional De4elopment
1*
!.ien.e
!o.ial !tudies/ uropeans Arri4e
in the Ameri.as
2:# Di4idend
?ids %irst 7ampaign
15
!.ien.e
!o.ial !tudies/ 2resentations
2ayDay
?ids %irst 7ampaign
1,
!.ien.e/ Adapt to !ur4i4e
!o.ial !tudies
?ids %irst 7ampaign
'itera.y De4elopment 1*1* ; 161*
20
2.ien.e/ 7amo 'a0
!o.ial !tudies
?ids %irst 7ampaign
21
!.ien.e/ #a0itat :raph
!o.ial !tudies
?ids %irst 7ampaign
22
!.ien.e/ Aui1 and $e4ie3
!o.ial !tudies
D#Y Di4idend B09
025*
?ids %irst 7ampaign
2(
!.ien.e/ Adaptation $esear.h
!o.ial !tudies
?ids %irst 7ampaign
25
!.ien.e/ #o3 are Organisms
Adapted to !ur4i4e
!o.ial !tudies/ @A !ettlement
!TA$T !7&N7 %&$!T
TUTO$ 1+00
26
!.ien.e/ #o3 are Organisms
Adapted to !ur4i4e
!o.ial !tudies/ @A !ettlement
16(0 7he- Night
2+
!.ien.e/ "hat Threatens
the !ur4i4al o- !pe.ies
!o.ial !tudies/ Ne3
ngland !ettlement
2,
!.ien.e/ "hat Threatens the
!ur4i4al o- !pe.ies
!o.ial !tudies/ Ne3 ngland
!ettlements
(0
!.ien.e/ Test 7hapter T3o pp 65 C 66
!o.ial !tudies/ 7enters o- @A
!ettlement 8 Ne3 ngland
!ettlement
2ayDay
O.to0er 2011
('ake #ouse
!.ien.e/ %ood 7hain
!o.ial !tudies/ *9( Dut.h
8 %ren.h 7olonies
!ta-- Meeting
)
!.ien.e/ %ood 7hains
!o.ial !tudies/ *9( Dut.h
8 %ren.h 7olonies
*
!o.ial !tudies/ $e4ie3
8 Test
5
!o.ial !tudies/ 591
:eography o- the 7olonies
06)0 $ead -or the $e.ords
6 NO !7#OO'
nd o- 1
st
Auarter
10
!.ien.e/
!o.ial !tudies/
11
!.ien.e/
!o.ial !tudies/
12
!.ien.e/
!o.ial !tudies/
?ids on the >lo.k
1(
!.ien.e/
!o.ial !tudies/
1)
!.ien.e/
!o.ial !tudies/
2ayDay
$eport 7ards ))9* Days]
0,00 or 0,)* 7!O "ood3ind
16 NO !7#OO'
2:# Di4idend
0+00 Dental Appointment
1+ NO !7#OO' 1, NO !7#OO' 20 NO !7#OO' 21 NO !7#OO'
2)
!.ien.e/
!o.ial !tudies/
!ta-- Meeting
D#Y Di4idend
2*
!.ien.e/
!o.ial !tudies/
1*1* 2arent Tea.her
7on-eren.es
25
!.ien.e/
!o.ial !tudies/
26
!.ien.e/
!o.ial !tudies/
2+
!.ien.e/
!o.ial !tudies/
2ayDay
(1
!.ien.e/
!o.ial !tudies/ @A
!ettlement
$ed #oliday
:reen !to.ks
2ayDay ,2)900
2$%O$MAN7 $@&" O% !TO7?!
2:#
'ake #ouse
D -or 'O"
No4em0er 2011
1 'ake #ouse
!.ien.e/
!o.ial !tudies/
2
!.ien.e/
!o.ial !tudies/
2ro-essional
De4elopment
(
!.ien.e/
!o.ial !tudies/
)
!.ien.e/
!o.ial !tudies/
6
!.ien.e/
!o.ial !tudies/
+
!.ien.e/
!o.ial !tudies/
,
!.ien.e/
!o.ial !tudies/
10
!.ien.e/
!o.ial !tudies/
11 @$T$AN! DAY 8 7A$$ DAY
!.ien.e/
!o.ial !tudies/
2ayDay
1)
!.ien.e/
!o.ial !tudies/
'O" (A11 $eport
1*
!.ien.e/
!o.ial !tudies/
2:# Di4idend
15
!.ien.e/
!o.ial !tudies/
16
!.ien.e/
!o.ial !tudies/
1+
!.ien.e/
!o.ial !tudies/
21
!.ien.e/
!o.ial !tudies/
22
!.ien.e/
!o.ial !tudies/
D#Y Di4idend
2(
Thanksgi4ing "est
2alm >ea.hE %'
2)
Thanksgi4ing
"est 2alm >ea.hE
%'
2*
Thanksgi4ing
"est 2alm >ea.hE %'
2ayDay
2+
!.ien.e/
!o.ial !tudies/
2,
!.ien.e/
!o.ial !tudies/
(0
!.ien.e/
!o.ial !tudies/
2$%O$MAN7 $@&"
O% !TO7?!
2ayDay ,2)900
De.em0er 2011
TA? %OM FAN 2012 AND 2O!T &NTO A7# MONT# 1 'ake #ouse 2
* 5 6 + ,
12 1( 1) 1*
2:# Di4idend
15
1+00 "inter 7on.ert
1, 20 21 22 "&NT$
>$A?
D#Y Di4idend
2( "&NT$ >$A?
25 "&NT$ >$A? 26 "&NT$
>$A?
2+ "&NT$
>$A?
2, "&NT$
>$A?
(0 "&NT$ >$A?
Fanuary 2012
2 "&NT$ >$A?
Ne3 YearsG Day
O0ser4ed
'ake #ouse
( "&NT$ >$A? ) "&NT$ >$A? * 5
,
%U'' MOON
10 11 12 1(
15
M'? Day
"AH&N: MOON
16
2:# Di4idend
1+ 1, 20
2(
N" MOON
D#Y Di4idend
2) 2* 25 26
(0 (1
"AN&N: MOON
$ed #oliday
:reen !to.ks
O$AN: #ardy ! or #7D
2ayDay ,2)900
'unar 2hase
'esson/ 'earning
'ake #ouse
%e0ruary 2012
!TO7? $>A'AN7&N:
D&@&DND $&N@!T&N:
MT&N: "&T# MNTO$ 2$ M9dII
'ake #ouse
$ed #oliday
:reen !to.ks
1'ake #ouse 2 (
5 6 + , 10
1( 1)
@alentines Day
1*2:# Di4idend 15 16
20
2residents Day
21 22D#Y Di4idend 2( 2)
26
'O" )A11 $eport
2+ 2, O$AN: #ardy !
2ayDay ,2)900
'unar 2hase
'esson/ 'earning
Mar.h 2012
[Most items are hyperlinke
d
]
$ed #oliday
:reen !to.ks
O$AN: #ardy !
'unar 2hase
'ake #ouse
2ayDay ,2)900
'esson/ 'earning
1 "a<ing
'ake #ouse
2
* 5 6 + %ull ,
12 1( 1) 1* "aning
2:# Di4idend
15
1, 20 21 22 Ne3
D#Y Di4idend
2(
25 26 2+ 2, (0 "a<ing
April 2012
2 ( ) * 5
, 10 11 12 1(
15 16 1+ 1, 20
2( 2) 2* 25 26
(0 One Year $e4ie3
!.ottrade
May 2012
1 2
* 5 6 + ,
12 1( 1) 1*
2:# Di4idend
15
1, 20 21 22
D#Y Di4idendJ
2(
25 26 2+ 2, (0
Fune 2012
1 2
* 5 6 + ,
12 1( 1) 1*
2:# Di4idend
15
1, 20 21 22
D#Y Di4idend
2(
25 26 2+ 2, (0
Fuly 2012
1 2
* 5 6 + ,
12 1( 1) 1*
2:# Di4idend
15
1, 20 21 22
D#Y Di4idend
2(
25 26 2+ 2, (0
August 2012
1 2
* 5 6 + ,
12 1( 1) 1*
2:# Di4idend
15
1, 20 21 22
D#Y Di4idend
2(
25 26 2+ 2, (0
!ept 2012
1 2
* 5 6 + ,
12 1( 1) 1*
2:# Di4idend
15
1, 20 21 22
D#Y Di4idend
2(
25 26 2+ 2, (0
O.t 2012
1 2
* 5 6 + , 'ake #ouse
12 'ake #ouse 1( 'ake #ouse 1) 'ake #ouse 1* 'ake #ouse
2:# Di4idend
15 'ake #ouse
1, 20 21 22
D#Y Di4idend
2(
25 26 2+ 2, (0
No4em0er 2012
1 2
* 5 6 + ,
12 1( 1) 1*
2:# Di4idend
15
1, 20 21 22
D#Y Di4idend
2(
25 26 2+ 2, (0
De. 2012
1 2
* 5 6 + ,
12 1( 1) 1*
2:# Di4idend
15
1, 20 21 22
D#Y Di4idend
2(
25 26 2+ 2, (0
!O7&A' !TUD&! '!!ON 2'AN TM2'AT
!7&N7 '!!ON 2'AN TM2'AT
!hared %ile
08.01 [LESSON NAME]
Standad
!ade Le"el E#pectat$ons
%!LE&
Chec's fo (ndestand$n)
%C*(&
State Pefo+ance
O,-ect$"es %SP.&
Essent$al /uest$on
State)0 [1he students 2$ll]
Assess+ent
Mate$als
3oca,ula045od 5all
!hared %ile
0+901 [LESSON NAME]
!tandard
'earning <pe.tations
A..omplishments
!2&
T2&
7ommon 7ore
O0Ke.ti4e [The learner 3illL]
!trategy
Materials [U$'] !o.ial !tudies >ook
Assessment
#ome3ork
@o.a0ulary
%irst Day o- !.hool !.ript
Anthony Maiorano
#ardy lementary !.hool
2100 :lass !treet
7hattanoogaE TN (620+
)2(9),(90(00
&9 >e-ore 7lass 2rep
a9 2la.e 7olored 2aper 3ith num0er on desk [<2)]
i9 $ed 1 C )
ii9 :old 1 C )
iii9 >lue 1 C )
i49 "hite 1 C )
49 $ed 1 ; )
4i9 Orange 1 C )
09 #a4e your o3n .opy o- ea.h num0erE 3hen students arri4e to .lass -rom gym
hand them a num0er 3hi.h .orresponds to their seat
.9 2la.e !tudent &n-ormation !heet on ea.h desk
d9 Turn on %irst Day 2o3erpoint !lide
e9 :o Outside and remind students 3hom arri4e early to go to the
:ymMMultipurpose $oom
-9 #a4e 7learly Marked !ign on Door &ndi.ating $oom Num0erE NameE :radeE
!u0Ke.ts Taught
g9 #a4e 7learly Marked !ign on >oard &ndi.ating $oom Num0erE NameE :radeE
!u0Ke.ts Taught
h9 2ost !.hedule
i9 !et Up &ndi4idual Trays -or a.h !heet O- 2aper
i9 !tudent &n-ormation !heet [DO7]
ii9 "el.ome >a.k 'etter [DO7]
iii9 >eha4ior $e-le.tion !heet [DO7]
i49 2arent 7onta.t 'og [DO7]
49 !o.ial !tudies !tandards [U$']
4i9 !.ien.e !tandards [U$']
4ii9 #7D 7alendar [U$']
4iii9 !ample agle !lip
i<9 Manila %older 2< per student [one -or 3orkE one -or agle !lips]
<9 !et Up !ample Te<t -or !.ien.e
<i9 !et Up !ample Te<t -or !o.ial !tudies
<ii9 !et Up any needed 3ork0ooks -or so.ial studies andMor s.ien.e
&&9 :etting to the 7lass9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it
takes all day9
a9 nsure Tra4eling 2osition mandate is metE and students are Nuiet in hall3ay9 Do
it o4er and o4er and o4er until they get it .orre.t and e4en i- it takes all day9
&&&9 :reet a.h !tudent at the Door9 Do it o4er and o4er and o4er until they get it .orre.t and
e4en i- it takes all day9
a9 nsure ea.h .hild hangs 0elongings on hook and not on -loor and enters Nuietly9
&- not Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it takes all
day9
09 Tell ea.h .hild to read and -ollo3 dire.tions on the 0oard9 AlsoE remind them
they may 0egin the 0ell 3ork on.e seated in their seat
.9 !hake hands 3ith ea.h student and make a .omment a0out something or
Nuestioning something
d9 #a4e instru.tions 3ritten on the 0oard -or 0ell 3ork9
i9 7omplete the !tudent &n-ormation !heet
ii9 "hen -inished on the sheet o- paper 3rite three paragraphs o- si<
.omplete senten.es ea.h a0out your summer9
iii9 %inish greeting until the last student arri4es in .lass
&@9 "el.ome !tudents to .lass 8 introdu.e mysel-9 Do it o4er and o4er and o4er until they
get it .orre.t and e4en i- it takes all day9
a9 Ask students to hold up their .ard they 3ere handed outside the .lassroom9 The
.olor and num0er should mat.h to the .ard on their seat9
09 %ill Out !eating 7hart [DO7]
.9 Make .ertain ea.h student is in the .orre.t pla.e 0y .he.king Attendan.e in
2urple %older
d9 Arri4ing 7lass9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it
takes all day9
e9 !tudents .ome in Nuietly9
-9 #ang !tu-- on #ook
g9 :o to seat Nuietly
h9 !tart >ell 3ork
i9 %or se.tions A C DO Do it o4er and o4er and o4er until they get it .orre.t and e4en
i- it takes all day9
K9 Tell students a0out you as a person
i9 <perien.e
ii9 'ittle a0out onesel-
iii9 "hy & like tea.hing -ourth grade
k9 Attendan.eM'un.h 7ount 2erson take role and lun.h .ount 0y hand raising
system9
@9 'ea4ing 7lass9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it takes
all day9
a9 >ell does not dismissE the tea.her does
09 2ush .hairs in and .lean up around your area9 'ea4e the room like you -ound it9
@&9 nd o- Day Dismissal9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it
takes all day9
a9 >us Num0ered PPP goes 3ith PPPPPPPPPPPPPPPP 8 PPPPPPPPPPPPPPPP
09 >us Num0ered PPP goes 3ith PPPPPPPPPPPPPPPP 8 PPPPPPPPPPPPPPPP
.9 >us Num0ered PPP goes 3ith PPPPPPPPPPPPPPPP 8 PPPPPPPPPPPPPPPP
d9 >us Num0ered PPP goes 3ith PPPPPPPPPPPPPPPP 8 PPPPPPPPPPPPPPPP
e9 7ar riders goes 3ith PPPPPPPPPPPPPPPP 8 PPPPPPPPPPPPPPPP
-9 "alkers go 3ith PPPPPPPPPPPPPPPP 8 PPPPPPPPPPPPPPPP
g9
@&&9 Non Negotia0leE 2oli.ies 8 2ro.edures9 Do it o4er and o4er and o4er until they get it
.orre.t and e4en i- it takes all day9 [!tudents 3ill set these up on the -irst day in groups]
a9 "hat makes a good tea.her
09 "hat makes a good student on .hart paperJ
i9 %rom these responses 3e 3ill deri4e the pro.edures and nonnegotia0le9
@&&&9 Num0er Assignments9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it
takes all day9
a9 As students .ome inE they are issued a num0er9 This 3ill go on all papers 3hi.h
.orrespond to a num0er in the grade 0ook9
&H9 $espe.ting the 7lassroom 8 Tea.her !upplies9 Do it o4er and o4er and o4er until they
get it .orre.t and e4en i- it takes all day9
H9 Tea.hers &tems9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it takes
all day9
a9 !ome &tems are only -or me
i9 Others are -or you i- you need them
H&9 !tudents &tems9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it takes
all day9
a9 !ome items are -or student useE 0ut al3ays raise your hand and ask
H&&9 <plain 'essons -or %irst %e3 Days9 Do it o4er and o4er and o4er until they get it .orre.t
and e4en i- it takes all day9
a9 "arm Up [Ten Minutes]
09 :o O4er
.9 7he.k #ome3ork
d9 'esson
e9 7entersM&ndependent 2ra.ti.eM&ndi4iduali1ed helpM:roup "ork
-9 "rap UpMAuestions
g9 Dismissal
H&&&9 !o.ial !tudies9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it takes
all day9
a9 Assign 0ooks ha4e students 3rite name in -ront .o4er=
H&@9 !.ien.e9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it takes all day9
a9 "e 3ill set up note0ooks tomorro3
09 Assign 0ooks ha4e students name in -ront .o4er and 3rite do3n 0ook num0er
H@9 7enters9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it takes all day9
a9 Des.ri0e .enter pro.eduresE and ho3 3e 3ill 3ork them9 Do not spend too mu.h
time on these 0e.ause 3e 3ill not start until !eptem0er
i9 'ine Up 0y 7olor in the -ront o- the room
ii9 :o to your assigned .enter
19 7enter One
29 7enter T3o
(9 7enter Three
)9 7enter %our
*9 7enter %i4e
59 7enter !i<
69 7enter !e4en
H@&9 $e3ards !ystem
a9 Mrs9 Moore is gi4en .redit
H@&&9 Note0ooks9 Do it o4er and o4er and o4er until they get it .orre.t and e4en i- it takes all
day9
a9 To store 4o.a0ulary 3ords -or -uture usage
09 To 3rite the e4ery other day Kournal entry using the ru0ri. pro4ided
i9 The ru0ri. 3ill 0e di--erent ea.h time you 3rite9 #o3e4erE it 3ill 0e
posted in the same spa.e9 You must 3rite -or -i-teen minutes9 &- & 3alk
around and see you o-- task you 3ill lose points -or the group9
+910 +911 +912
!tandard
%irst
Day o-
!.hool
!.ript
:eography
'earning
<pe.tations
)9(902 $e.ogni1e
the intera.tion
0et3een human
and physi.al
systems around the
3orld9
)9(90( Understand
ho3 to identi-y
and lo.ate maKor
physi.al and
politi.al -eatures
on glo0es and
maps.

A..omplishments
)9(902a/ <plain
ho3 physi.al and
human
.hara.teristi.s o-
pla.es and regions
3ithin the state
and the United
!tates de4eloped9
)9(90(a/ <plain
ho3 physi.al
pro.esses shape
the United !tatesQ
-eatures and
patterns9
!2& )9(9spi929 &denti-y
and use key
geographi.al
-eatures on maps
Ri9e9E mountainsE
ri4ersE plainsE
4alleysE -orestsS9
)9(9spi9*/
Determine ho3
physi.al pro.esses
shape the United
!tatesQ -eatures and
patterns Ri9e9
erosionE 4ol.anoesE
plate te.toni.sE
-loodingS9
T2& )9(9tpi9) 7reate
salt dough maps to
sho3 physi.al
-eatures9
7ommon 7ore
O0Ke.ti4e [The
learner 3illL]
%ind out 3hat
-or.es shape the
landJ "hat are the
maKor regions o-
the U!AJ
!trategy The students 3ill
dis.uss 3hat
happens and 3hy
Sc$ence Note,oo'
O)an$6$n) a Sc$ence Note,oo'
1. 1a,le of Contents
a. 7a"e each student pesonal$6e the co"e of h$s o he sc$ence
note,oo'
,. 7a"e students use the 8st fou pa)es of the note,oo' to ,e)$n
+a'$n) a ta,le of contents. 1h$s 2$ll ,e an on)o$n) pocess
thou)hout the 0ea
c. As students +a'e ent$es $nto the note,oo'9 +a'e sue the0
update 0ou ta,le of contents
:. Ent0 10pes
a. .+a)e po+pts 8 note,oo' ent$es ae found thou)h the
Student Ed$t$on t help students dete+$ne 2hen to add the ent0
to the$ Sc$ence note,oo'. 1hee ae s$# ,as$c t0pes of ent$es
$nto 0ou -ounal
$. ;a2$n)4S'etches
$$. !aph$c O)an$6es
$$$. 1a,les4!aphs
$". .n"est$)at$ons
". 5$t$n)4Notes
"$. .nsets
<. .nde# 7a"e students use 'e02ods fo+ the$ ent$es to ,u$ld an
$nde# thou)hout the 0ea
a. (se the last fou pa)es of the Sc$ence Note,oo' to +a'e an
$nde#
,. ;$"$de each pa)e $nto s$# sect$ons
c. La,el each sect$on 2$th an A =
Soc$al Stud$es 1he Land of the (n$ted States
A. 1he Land of the (n$ted States
a. Vocabulary:
1. 1ecton$c Plate> hu)e p$ece of slo2l0 +o"$n) oc' $n
Eath?s cust
a. Landfo+> featue on Eath?s suface
,. Eos$on> the pocess ,0 2h$ch 2ate and 2$nd
2ea a2a0 at the land
c. @e)$on> aea that has one o +oe featues $n
co++on
d. Pla$ns> la)e aea of Aat o )entl0 oll$n) land
:. (se the 8"e c$cle o fou ,o# +ethod to ceate
"oca,ula0 cads fo these 2ods [1B +$nutes]
ii. Physical Processes
1. Natual *oces shaped the land
$. 1ecton$c Plate
$$. !lac$e
iii. Erosion
1. !and Can0on
$. As' students fo othe
e#a+ples9 and tal'
a,out ho2 the0 ae
eos$on [10 +$nutes]
$". EathCua'e "esus 3olcano [Landfo+]
a. Students 2$ll ceate a 3enn
;$a)a+ co+pa$n) and
contast$n) these t2o [1B
+$nutes]
vii. Regions
a. @e)$on
1. 1he 5est
:. 1he South
<. 1he M$d2est
D. 1he East
B. 7a"e students d$scuss 2hat +a'es each e)$on d$feent
[10 +$nutes]
a. As' students 2h$ch of the
e)$ons on pa)e 8 $s the
s+allestE 1he East
,. As' students $n 2hat e)$on
ae the +ounta$n states
locatedE 1he 5est
c. As' students 2hat $s a
e)$onE An aea that has on
o +oe featues $n co++on
d. 5$te a paa)aph a,out
eos$on. Paa)aphs should
+ent$on that eos$on 2eas
a2a0 and ca$es a2a0 oc'
and so$l
e. ;esc$,e the efect of the
+o"e+ent of tecton$c plates
of Eath?s sufaceE
Mounta$ns ae caused 2hen
tecton$c plates push
to)ethe9 caus$n) ,ea'$n)
and push$n) up of oc'.
3olcanoes ae caused 2hen
tecton$c plates sl$de to)ethe
o +o"e apat caus$n) hot
+elted oc' to co+e to the
suface.
f. 7o2 do )lac$e and Aood$n)
help o hut the landE
!lac$es and Aood$n) ca0
a2a0 oc's & so$l & +o"e
the+ to ne2 locat$ons
). 5hat ae so+e of the
ph0s$cal featues of the
South & M$d2est e)$onsE
1he South has foests9
fa+lands9 and s2a+ps9 and
d0 pla$nsF the M$d2est has
h$lls and pla$ns.
h. 5h0 +$)ht sc$ent$sts 8nd so$l
fo+ fa a2a0 $n a "alle0
fo+ed ,0 a )lac$eE
!lac$es ca0 oc's and so$l
o"e la)e d$stances as the0
+o"e
$. 5$te a desc$pt$on of the
cl$+ate 2hee 0ou lo"e and
e#pla$n ho2 the cl$+ate $s
afected ,0 landfo+s.
$$. 5o',oo'
1. Co+plete pa)e D & B
!o.ial !tudies August 1* C 1, 2011
$e4ie3 Map !killsE TennesseeGs 'andO 2eople 8 the 'and
0+91* [$e4ie3 Map !kills 8 TN 'and] 0+915 [TN 'and 8 The 2eople 8 the 'and] 0+916 [2eople and the 'and] 0+91+ [$e4ie3
and 7enter
<planation]
0+91, [7hapter One
$e4ie3 8 7enter
<planation]
!tandard
:eography 8 .onomi.s 8 #istory .onomi.s 8 #istory .onomi.s 8
#istory
:eography
8
.onomi.s
8 #istory
'earning <pe.tations )92901/ Des.ri0e the potential .osts and
0ene-its o- personal e.onomi. .hoi.es in a
market e.onomy9
)9(901 Understand ho3 to use mapsE glo0esE
and other geographi. representationsE toolsE
and te.hnologies to a.NuireE pro.ess and report
in-ormation -rom a spatial perspe.ti4e
)9(902/ $e.ogni1e the intera.tion 0et3een
human and physi.al systems around the 3orld9
)9*905/ &denti-y maKor e4entsE peopleE and
patterns in Tennessee9
)92901O )9(902O )9*905 )92901O )9(902O
)9*905
)92901O
)9(901O
)9(902O
)9*905
A..omplishments )92901./ Analy1e ho3 people in di--erent parts
o- the United !tates earned a li4ing in the past
and do so in the present9
)9(9010/ 'o.ate pla.es on a map using .ardinal
and intermediate dire.tionsE latitude and
longitudeE and time 1ones
)9(902a/ <plain ho3 physi.al and human
.hara.teristi.s o- pla.es and regions 3ithin the
state and the United !tates de4eloped9
)9*905a/ 7ondu.t a thorough study o- the
di--ering regions o- Tennessee and their
history9
)92901.O )9(902aO )9*905a )92901.O )9(902aO
)9*905a
)92901.O
)9(9010O
)9(902aO
)9*905a
!2& )929!2&92/ interpret a .hart o- maKor
agri.ultural produ.e in Tennessee9 Ri9e9E .ottonE
to0a..oE soy 0eansE ri.eE .ornE .attleE 3heatE
s3ineE sheepS
)9(9!2&92/ identi-y and use key geographi.al
-eatures on maps Ri9e9E mountainsE ri4ersE
plainsE 4alleysE -orestsS9
)929!2&92O )9(9!2&92O
)9(9!2&96/ determine ho3
densityE distri0utionE and
gro3th rate a--e.ted United
!tates settlement patterns
)9(9!2&9+/ identi-y .ause
and e--e.t relationships
0et3een population
distri0ution and
en4ironmental issues Ri9e9E
3ater supplyE air NualityE
solid 3asteS9
)929!2&92O )9(9!2&92O
)9(9!2&96O )9(9!2&9+
)929!2&92O
)9(9!2&92O
)9(9!2&96O
)9(9!2&9+
T2& )929T2&91/ dra3 a produ.t map o- Tennessee or
a United !tates region9
)929T2&92/ -ind pi.tures o- produ.ts produ.ed
in Tennessee9
)929T2&91O )929T2&92 )929T2&91O )929T2&92 )929T2&91O
)929T2&92
7ommon
7ore
O0Ke.ti4e
[The learner
3illL]
'o.ate pla.es on a map using .ardinal and
intermediate dire.tionsE longitudeE latitudeE and
time 1onesO learn TN is di4ided into three
regionsO
7omprehend -a.ts a0out the
#ighland $imO a0out
middle 8 "est TNO the
e--e.t land 8 resour.es
ha4e on the 3ay people li4e
#o3 physi.al
pro.ess and human
a.ti4ities shape the
land
$e4ie3
7hapter One
and learn
a0out
.enters -or
ne<t 3eek
Take 7hapter
One $e4ie3O
Update !o.ial
!tudies %olderO
'earn a0out
.enters -or ne<t
3eek9 Update
!o.ial !tudies
!tandards
7he.ker pending
test results9
!trategy
Using 4arious maps students 3ill lo.ate Using 4arious graphi. Using 4arious "hole "hole :roupE )
4arious items9 Using 4arious graphi.
organi1ersE and dis.ussion the student 3ill
.ompare and .ontrast the three regions o- TN
organi1ersE and dis.ussion
the student 3ill .ompare
and .ontrast the three
regions o- TN9 !tudents
3ill 3rite do3n three
Nuestions a0out 7hapter
OneJ
graphi. organi1ersO
2ra.ti.e >ookO
dis.ussionO 3hole
group and small
groupO students 3ill
dis.uss 2eople and
the 'and
:roupO >oys
4s9 :irlsG
!mall
:roups
per groupO
&ndi4idual Test
Materials
http/MM3339-lipdri4e9.omMsharedP-olderM(50d6e--,0a,5*1d2*5)(.*6,
0(d0e)2
!o.ial !tudies Tennessee pp 12 C 1(O 1) ; 1,
!o.ial !tudies Tennessee 2ra.ti.e >ook p5O 6O +O ,O 10O 11O 12
Atlas &ntermediate p )+O ),O *(O **O 5)O 5*O 55O 65O 66
Auestions -or Atlas &ntermediate
Three :rand Di4isions %lo3 7hart
$e4ie3 Map !kills 8 TennesseeGs 'and !.ript
2o3er 2oint !lides [U$']
TN Tra4el @ideo [U$']
TN @a.ation :uide [U$']
TN T7A2 7oa.h p 60 ; +0
7enter 7ut Outs 1 C 5
TN @ideo [U$']
TN @a.ation :uide [U$']
%alls 7reek !tate 2ark >ro.hure [U$']
7arrie Under3ood [U$']
Memphis Tourist &n-ormation >ro.hure [U$']
National De0t 7lo.k [U$'] http/MM3339usde0t.lo.k9orgM
Assessment
Mini Aui1 at the end o- lesson on maps
"hi.h 2rodu.ts Are Made in TN Aui1
Three :rand Di4isions
%lo3 7hart
2ra.ti.e >ook p 10 "rite t3o
paragraphs
on some
e--e.ts
humans ha4e
had on the
landJ
7hapter 1
$e4ie3 pp 2) C
2*
Note.ard 7he.k
Up
#ome3ork
>ring in/ :reen Note0ook 2eriod 1O $ed Note0ook 2eriod 2O >lue Note0ook 2eriod (
@o.a0ulary
2hysi.al Map/ a map that sho3s the lo.ation o- physi.al -eatures su.h as land-ormsE 0odies o- 3aterE or resour.es
2oliti.al Map/ map that sho3s .itiesE states and .ountries
2lateau/ high area o- land that .an 0e -lat or hilly on top
$im/ outer edge o- something
%lood 2lain/ area near a ri4er that regularly -loods 3hen the ri4er o4er-lo3s
2ollution/ harm-ul materials that damage or .ontaminate airE 3aterE or soil9
7ardinal Dire.tions/ northE southE eastE and 3est
'atitude/ the angular distan.e o- that lo.ation south or north o- the Nuator9
'ongitude/ spe.i-ies the east;3est position o- a point on the arthQs sur-a.e9
Soc$al Stud$es Au)ust 1B = 1G :011
/uest$ons fo Atlas .nte+ed$ate
HHHHH;O NO1 5@.1E ON 17.S PAPE@HHHHH
Pp ID J IB
1. (s$n) the +ap on pa)e ID = IB of Atlas .nte+ed$ate 2hat '$nd of +ap
$s $tE
:. 5hat ae thee states $n the South2est @e)$onE
<. *lo$da $s $n the KKKKKKKKK e)$onE
Pp II
D. 7o2 +an0 people l$"e $nL
a. @hode .slandE
,. ;ela2aeE
c. Ne2 Mo'E
B. 5hat $s the cap$tal ofL
a. MAE
,. Ne2 7a+psh$eE
c. 3e+ontE
Pp NI
I. 5hat state )o2s theL
a. Most conE
,. Least conE
Pp NN
N. 5hat state )o2s theL
a. Most 5heatE
,. Least 5heat
c. Oushel of 5heat Closest to I09000E
Pp D8 = DG
8. 5hat '$nd of +ap $s $tE
G. 7o2 +an0 states ae thee $n the (n$ted StatesE
Pp B<
10. L$st thee +a-o $"es of the (n$ted States.
Pp BB
;
O
N
O
1
5
@
.
1
E
O
N
1
7
.
S
P
A
P
E
@
KKK 4 1G
Standad D.<.01,
11. 5hat do 0ou not$ce a,out the Cl$+ate pattens and the @e)$on
%ID = IB& la0out.<
1:. 5hat t$+e 6one $s Chattanoo)a9 1N $nE
Soc$al Stud$es Au)ust 1B = 1G :011 [ANS5E@ PEM]
/uest$ons fo Atlas .nte+ed$ate
Pp ID J IB
1. (s$n) the +ap on pa)e ID = IB of Atlas .nte+ed$ate 2hat '$nd of +ap
$s $tE P7MS.CAL
:. 5hat ae thee states $n the South2est @e)$onE A@.QONA9 NE5
MER.CO9 OPLA7OMA9 1ERAS
<. *lo$da $s $n the SO(17EAS1 e)$onE
Pp II
D. 7o2 +an0 people l$"e $nL
a. @hode .slandE G8N9000
,. ;ela2aeE N<19000
c. Ne2 Mo'E ALOANM
B. 5hat $s the cap$tal ofL
a. MAE OOS1ON
,. Ne2 7a+psh$eE CONCO@;
c. 3e+ontE MON1PEL.E@
Pp NI
I. 5hat state )o2s theL
a. Most conE .O5A
,. Least conE O7.O
Pp NN
N. 5hat state )o2s theL
a. Most 5heatE PANSAS
,. Least 5heat .LL.N.OS
c. Oushel of 5heat Closest to I09000E .LL.N.OS
Pp D8 = DG
8. 5hat '$nd of +ap $s $tE POL1.CAL
G. 7o2 +an0 states ae thee $n the (n$ted StatesE B0
Pp ID J IB
10. L$st thee +a-o $"es of the (n$ted States. COL(MO.AF
SNAPEF @E;F M.SS.SS.PP.F PLA11EF M.SSO(@.F 1ENNESSEEF
A@PANSASF COLO@A;OF C(MOE@LAN;
Pp BB
11. 5hat do 0ou not$ce a,out the Cl$+ate pattens and the @e)$on
%ID = IB& la0out
1:. 5hat t$+e 6one $s Chattanoo)a9 1N $nE EAS1E@N
Soc$al Stud$es Au)ust 1B = 1G :011 [Three :rand Di4isions %lo3 7hart]
EAST MIDDLE WEST
NATURE HUMANS
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Soc$al Stud$es Au)ust 1B = 1G :011 [$e4ie3 Map !kills 8 TennesseeGs 'and !.ript]
.. @e"$e2 Map S'$lls [1: = 1<]
1. Vocabulary:
$. Pol$t$cal Map> +ap that sho2s c$t$es9 states9 and count$es
$$. Ph0s$cal Map: +ap that sho2s the locat$on of ph0s$cal
featues9 such as landfo+s9 ,od$es of 2ate9 o esouces.
:. Ans2e the Cuest$ons on pa)e 1<9 ,0 us$n) pa)e 1:. [1al' a,out
ho2 +aps help and can ,e used to 8nd "a$ous $nfo+at$on as a
2hole )oup]. @e$nfoce the hand a$s$n).
$. A,out D00 +$les
$$. N5
$$$. South9 5est9 E
$". Pol$t$cal Map
". M$d2est.
<. (se the 1anspaenc0 !u$de Student Pa)es 1:9 2h$le students
ans2e Cuest$ons
$. Co+plete Pact$ce Ooo' pp I
D. One student ha"e )asp on concept +o"e on to 2o'sheet and
.nte+ed$ate Atlas.
... 1ennessee?s Land
1. Pla0 3$deo [(@L] http>44222.tn"acat$on.co+4+ult$+ed$a4
:. Sho2 3acat$on !u$de [(@L]
http>44222.tn"acat$on.co+4+ult$+ed$a4
<. *alls Cee' State Pa' Oochue [(@L]
http>44222.tn.)o"4en"$on+ent4pa's4,ochues4pdf4fallcee'fall
s.pdf
D. Ca$e (nde2ood [(@L]
http>44+0pla0.co+4aud$oKpla0e4ca$eJ
unde2ood48<4B01<N84B01D08Eallo2Oo2s$n)S0
B. Me+ph$s 1ou$st .nfo+at$on Oochue [(@L]
http>44222.n#t,oo'.co+4n#t,oo's4+e+ph$s4:011Me+ph$sMap1
ou$st!u$de4
I. Nat$onal ;e,t Cloc' [(@L] http>44222.usde,tcloc'.o)4
N. 3oca,ula0
$. Plateau> h$)h9 steepJs$ded aea $s$n) a,o"e the
suound$n) land [1I].
$$. @$+> the oute ed)e of so+eth$n) [1N]
$$$. *lood Pla$n> aea nea a $"e the e)ulal0 Aoods 2hen
the $"e o"eAo2s [1G]
8. 1hee !and ;$"$s$ons
1. D<: +$les acoss
:. ;$"$ded $nto thee e)$ons
<. Cl$n)+ans ;o+e $s the h$)hest po$nt $n 1N
$$. East 1N [Pa)e 1B]
1. 7as +ounta$ns9 "alle0s9 and h$lls
:. !eat S+o'e0 Mounta$ns Nat$onal Pa'
<. Cl$n)+an?s ;o+e [sho2 PP1 sl$de]
D. 3alle0 & @$d)e
a. APA !eat 3alle0 of 1N
b. Chattanoo)a and Nash"$lle ae hee
c. 1he locat$on on the $"e helped the+ ,eco+e
po2ehouses
B. Cu+,eland Plateau
a. .ncludes a nu+,e of "alle0s and plateaus [As'
students 2hat these ae calledE LAN;*O@MS
b. *alls Cee' State Pa' $s located at 35.66211N
85.34978W
$$$. M$ddle 1N
1. Lo2 @oll$n) 7$lls9 2$de "alle0s and 2$de $"es
:. *a+$n) $s 2hat?s up
<. Nash"$lle $s $+potant ,ecause $t la0s on the
Cu+,eland @$"e
a. As' Students to loo' at chat on pa)e 1N
$. 5h$ch cop has the +ost "alueE
CO11ON
$$. 5h$ch cop has the least "alueE 57EA1
$$$. 5hat $s the "alue of con9 cotton and
ha0E 1B0 T :NB T :D0 S IIB +$ll$on
(S;
b. Nash"$lle Oas$n
$. !ood fa+$n)
$$. State )o"en+ent $s located $n Nash"$lle
$$$. Mus$c $s hee too
$". 5est 1N
a. Oodeed ,0 t2o $"esF 1N & MS
:. !ulf Coast Pla$n
a. Oest *a+land
$. 5hat cops do fa+es )o2 $n 5 1NE
SOMOEANS
b. Me+ph$s
$. Sho2 students Me+ph$s 1ou$st
.nfo+at$on Oochue
<. MS *lood Pla$n
a. .t Aoods a lot. Me+ph$s *loods o"e the
su++e
D. AC1.3.1M> (s$n) 2hat 0ou ha"e leaned ceate a
ta"el ,ochue sho2$n) one of the e)$ons used $n
1N
B. AC1.3.1M> Students co+plete pa)e N98 $n Pact$ce
Ooo'
.... People and the Land [:0 = :<]
1. 7o2 Land Afects People
$. 1he land and $ts esouces efect 2hee people l$"e
$$. U One M$ll$on people l$"e $n Me+ph$s ,ecause of
!eo)aph0
$$$. Sh$pp$n)9 1ade9 and *E;ER
a. As' Students> 5h0 does Me+ph$s?s locat$on
attact ,us$ness & peopleE .1 .S LOCA1E;
ON AN .MPO@1AN1 1@ANSPO@1A1.ON
@O(1E9 17E MS @.3E@
:. Sho2 students V7o2 Land Afects People? Sl$de $n
PP1 1GGN
a. As' 2h0 the @ed aeas +ean and 2h0 the0 ae
edE LA@!E C.1.ES & !@EA1E@
POP(LA1.ON ;ENS.1M
$". People settle $n places 2hee the0 can ean W9 ,ut also
2hee the0 en-o0.
". AC1.3.1M> 7a"e students 2$te as to 2hat appeals the+
a,out Chattanoo)a and d$scuss
:. Chan)$n) the Land
$. AC1.3.1M> Students co+plete pa)e 10 & 11 & 1:
$$. Ph0s$cal Pocesses ae cons$stentl0 chan)$n) the land
a. As' students> 5hat $s anothe Ph0s$cal
Pocess that chan)es the land 2e tal'ed a,out
last 2ee'E E@OS.ON
$. 5hat $s Eos$onE P@OCESS OM 57.C7
5A1E@ & 5.N; 5EA@ A5AM 17E
LAN;
$$$. 7u+an Act$"$t$es [p ::]
1. 7u+an act$"$t$es chan)es the land
a. M$nes9 7ouses9 etc
$. As' Students fo othe e#a+ples
b. Xo,s and st$+ulates the econo+0
$. Sho2 students nat$onal de,t cloc'
1. 1al' a,out -o,s and econo+0 and
de,t
$". Populat$on & En"$on+ent [p :<]
1. AC1.3.1M> 7o2 do esouces afect the 2o' people
doE [D.:.01c]E PEOPLE .N 17E ;EN3E@ A@EA
OECOME M.NE@S OECA(SE !OL; AN; S.L3E@
5@E ;.SCO3E@E; 17E@E
:. AC1.3.1M> 5hat $s the elat$onsh$p ,et2een the
)eo)aph0 $n 0ou e)$on and the act$"$t$es people
do fo funE @ESPONSES S7O5 (N;E@S1AN;.N!
O* @ELA1.ONS7.P OE15EEN
<. !EO!@AP7M AN; 7(MAN AC1.3.1.ES
Sc$ence :: Au)ust = :I Au)ust :011
L$"$n)oodJMa$oano Sc$ence Lesson Plans [Sc$ence 7o+eoo+ 1D10 = 1DD8]
Plant & An$+als CellsF S$+ple & Co+ple# O)an$s+sF L$fe Pocesses of Plants
08.:: [Plant & An$+al
Cells]
08.:<[Plant & An$+al
Cells]
08.:D [S$+ple & Co+ple#
O)an$s+s]
08.:B [L$fe Pocesses of
Plants]
08.:I
Standad 1 Cells .nC E+,edded
.nCu$0F . CellsF & .3
7eed$t0
.nC E+,edded .nCu$0 & ... *lo2
of Matte and Ene)0
!ade Le"el
E#pectat$ons
%!LE&
0D0N.1.1
@eco)n$6e that
cells ae the
,u$ld$n) ,loc's
of all l$"$n)
th$n)s
0D0N..nC.<
O)an$6e data
$nto appop$ate
ta,les9 )aphs9
da2$n)s9 o
d$a)a+s
0D0N.1.1
@eco)n$6e that
cells ae the
,u$ld$n) ,loc's
of all l$"$n)
th$n)s
0D0N..nC.<
O)an$6e data
$nto appop$ate
ta,les9 )aphs9
da2$n)s9 o
d$a)a+s
0D0N..nC.1 E#ploe
d$feent sc$ent$8c
pheno+ena ,0 as'$n)
Cuest$ons9 +a'$n)
lo)$cal ped$ct$ons9
plann$n)
$n"est$)at$ons9 and
ecod$n) data.
0D0N.D.1 ;es$)n a
s$+ple de+onstat$on
that $llustates the
elat$onsh$p ,et2een
epoduct$on and
su"$"al of a spec$es
0D0N.<.1 ;e+onstate that
plants eCu$e
l$)ht ene)0 to )o2 and su"$"e.
D0N.<.: : .n"est$)ate d$feent
2a0s that
o)an$s+s +eet the$ ene)0
needs
0D0N..nC.< O)an$6e data $nto
appop$ate ta,les9 )aphs9
da2$n)s9 o d$a)a+s
Chec's fo
(ndestand$n
) %C*(&
0D0N.1.1 (se $llustat$ons o d$ect
o,se"at$ons to co+pae and
contast the ,as$c stuctues of
plant and an$+al cells
0D0N..nC.< Ma$nta$n a sc$ence note,oo' that $ncludes
o,se"at$ons9 data9 d$a)a+s9 and e#planat$ons
State
Pefo+ance
O,-ect$"es %SP.&
0D0N.1.1
Co+pae ,as$c stuctues of plant and an$+al cells
Essent$al
/uest$on
5hat $s a l$fe
pocessE 7o2
5hat $s a cellE
5hat ae the
5hat $s the
d$feence ,et2een a
5hat ae the
+a-o pats of a
7o2 ae plants
cate)o$6edE
ae l$fe
pocesses al$'e
and d$feent
,et2een plants
and an$+alsE
chaacte$st$cs
of an$+al and
plant cells and
the$ funct$onsE
s$+ple and co+ple#
o)an$s+E
plant and 2hat
do the0 doE
State)0 [1he
students 2$ll]
)a$n $nto "oca,
%life process,
reproduce&
ead
VCharacteristics
of Living Things
on pa)e 1I of
the SE
lead d$scuss$on
of l$fe pocess
chat on pa)e 1N
of the SE
ead Plant and
Animal Cells on
P 18
1he 1eache
5$ll lead
d$scuss$on of
the cell
d$a)a+s on
pa)es 189 1G of
te#t 9 ela,oate
on the pats of
the cells 2$ll
co+pae and
contast plant
and an$+al cells
2h$le
constuct$on a
3enn ;$a)a+
and st$c'$e
notes
1he Students 2$ll use
a 1 ta,le to co+pae
s$+ple to co+ple#
o)an$s+s9 not$n)
+a-o and +$no
d$feences.
Suende one
of the$ sho2s
to de+onstate
class$8cat$on.
1he sho2s 2$ll
,e )ouped $nto
cate)o$es9 -ust
l$'e plants.
Assess+ent Cell Ceat$on Cell Ceat$on &
3enn ;$a)a+
Loo'$n) at 1 1a,le
Ceat$on. 5$ll )o $n
sc$ent$8c note,oo'.
V7o2 do Plants
Ca0 Out L$fe
Pocesses?
Sheet
Plant Pats
La,ele Sheet
Mate$als 3oca, cads> l$fe pocess and epoduce
VChaacte$st$cs of L$"$n) 1h$n)s? p 1I
7o2 do Plants Ca0 Out L$fe Pocesses Sheet
VPlant Pats La,el? Sheet
VVPlant & Animal Cells? P 18
Chat Pape
Post .t Notes
Sc$ence 1e#t pp :0F :1F ::F :<
1 1a,le
3oca,ula045
od 5all
Cell> the ,as$c un$t 2h$ch +a'es up all l$"$n)
th$n)s
L$fe Pocess> funct$on that a l$"$n) th$n)
pefo+s to sta0 al$"e & epoduce
@epoduce> to +a'e +oe of ones o2n '$nd
1$ssue> )oup of s$+$la cells that 2o'
to)ethe
O)an S0ste+> )oup of o)ans that 2o'
to)ethe to ca0 out l$fe pocesses
O)an$s+> an0 l$"$n) th$n)s that ca$es out
l$fe pocesses on $ts o2n
O)an> spec$al pat of an o)an$s+ that
pefo+s a spec$8c funct$on
Chlooph0ll> a )een +ate$al that helps plants
+a'e food9 and )$"es the$ lea"es the$ colo
Leaf> the pat of the plant that uses sunl$)ht
and a$ to help the plant +a'e food
Photos0nthes$s> the pocess plants use to
+a'e food
@oot> the pat of the plant that ta'es $n
nut$ents9 fo+ the )ound
Seed> an unde"eloped plant sealed $n a
potect$"e coat$n)
Ste+> the pat of a plant that ca$es 2ate
and nut$ents to and fo+ the oots and lea"es
S.N!LE COMPLER
Sc$ence L$"$n)oodJMa$oanoJ5h$te
7o2 do Plants Ca0 out L$fe Pocesses?
;.@EC1.ONS> .n each colu+n desc$,e ho2 the pat of the plant %Leaf9
Ste+9 o @oot& helps to ca0 out the L$fe Pocess of the plant & )$"e an
e#a+ple of L$fe Pocess.
L$fe Pocess e#a+ple>
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK.
LEA3ES S1EM @OO1S
KKKKKKKKKKKKKKKKKKKKKK
Na+e
Pe$od
;ate>
!@A;E
KKK out of B L$fe Pocess
KKK out of 1B Ste+9 Lea"e9 @oots
KKK out of :0
Sc$ence L$"$n)oodJMa$oanoJ5h$te
7o2 do Plants Ca0 out L$fe Pocesses?
[ANS5E@ PEM]
;.@EC1.ONS> .n each colu+n desc$,e ho2 the pat of the plant %Leaf9
Ste+9 o @oot& helps to ca0 out the L$fe Pocess of the plant & )$"e an
e#a+ple of L$fe Pocess.
L$fe Pocess e#a+ple> AN5E@S 5.LL 3A@M
LEA3ES S1EM @OO1S
SOME PLAN1S 7A3E
17.CP LEA3ES
SOME PLAN1S 7A3E
NEE;ELE LEA3ES
SOME PLAN1S 7A3E A
1AP@OO1
SOME PLAN1S 7A3E
*.3E@O(S @OO1S
SOME PLAN1S 7A3E A
5OO;M S1EM
SOME PLAN1S 7A3E A
SO*1 S1EM
Na+e
Pe$od
;ate>
!@A;E
KKK out of B L$fe Pocess
KKK out of 1B Ste+9 Lea"e9
@oots
KKK out of :0
Plant & An$+als CellsF S$+ple & Co+ple# O)an$s+sF L$fe Pocesses of
Plants
Plant Pats La,el
;.@EC1.ONS> La,el the plant 2$th the coect 2od. Once la,el 2$te a
sentence o t2o a,out 2hat the $te+ does. *o e#a+ple9 the oots ta'e $n
2ate and nut$ents fo+ the )ound.
B. 5hat ae fou 2a0s that plants can ,e class$8edE
I. 5hat ae the t2o t0pes of oot s0ste+sE
N. 5hat $s photos0nthes$sE
Na+e
Pe$od
;ate>
!@A;E
KKK 4 D La,el

KK 4 D ;esc$pt$on
KKK 4 < /uest$ons
KK 4 11
Plant & An$+als CellsF S$+ple & Co+ple# O)an$s+sF L$fe Pocesses of
Plants
Plant Pats La,el [ANS5E@ PEM]
;.@EC1.ONS> La,el the plant 2$th the coect 2od. Once la,el 2$te a
sentence o t2o a,out 2hat the $te+ does. *o e#a+ple9 the oots ta'e $n
2ate and nut$ents fo+ the )ound.
B. 5hat ae fou 2a0s that plants can ,e class$8edE
OM LEA*F OM @OO1F OM S1EMF O@ 7O5 17EM @EP@O;(CE
I. 5hat ae the t2o t0pes of oot s0ste+sE
17E 1AP@OO1 AN; 17E *.OE@O(S @OO1
N. 5hat $s photos0nthes$sE
17E P@OCESS PLAN1S (SE 1O MAPE *OO;
*LO5E@> 57E@E
A PLAN1
P@O;(CES SEE;S
LEA* (SES S(NL.!71
& A.@ 1O 7ELP 17E
PLAN1 MAPE *OO;
S1EM CA@@.ES9 *OO;
5A1E@9 & N(1@.EN1S 1O &
*@OM 17E @OO1S AN;
LEA3ES
@OO1 1APES .N N(1@.EN1S
AN; 5A1E@ *@OM 17E
!@O(N;
!o.ial !tudies August 22 C 25 2011
$e4ie3 Map !killsE TennesseeGs 'andO 2eople 8 the 'and
0+922 0+92( [The %irst Ameri.ans] 0+92)[The %irst Ameri.ans] 0+92*92011 [2eople o- the "est] 0+92592011 [2eoples in the "est]
!tandard
7hapter 2
2re4ie3 and
Mrs9 Nasr
2eriod 1/ 0,/1*
; 10)*
$e4ie3
Auestions
Missed -rom
7hapter One
& 7ultureO &&& :eographyO @ #istory & 7ultureO && .onomi.sO @ #istory
'earning
<pe.tations
)9(90(/ Understand ho3 to identi-y and lo.ate maKor
physi.al and politi.al -eatures on glo0es and maps9
)9*901/ &denti-y the an.ient .i4ili1ations o- the
Ameri.as
)9*902/ Understand the pla.e o- histori.al e4ents in the
.onte<t o- pastE present and -uture
)91902/ Dis.uss .ultures and human patterns o- pla.es
and regions o- the 3orld
)92901/ Des.ri0e the potential .osts and 0ene-its o-
personal e.onomi. .hoi.es in a market e.onomy
)92902/ :i4e e<amples o- the intera.tion o- groupsE
0usinessesE and go4ernments in a market e.onomy
Ameri.as

A
.
.
o
m
p
l
i
s
h
m
e
n
t
s
)9(90(d/ <plain the in-luen.es o- physi.al and human
-eatures on histori.al e4ents
)9*901a/ &denti-y the an.ient .i4ili1ations o- the
Ameri.as at the time o- uropean arri4al
)9*9010/ <plain the .ultures o- the "estern
#emisphereQs nati4e peoples prior to uropean .onta.t9
)9*902a/ Demonstrate an a0ility to use .orre.t
4o.a0ulary asso.iated 3ith time su.h as pastE presentE
-utureE and long agoO read and .onstru.t simple
timelinesO identi-y e<amples o- .hangeO and re.ogni1e
e<amples o- .ause and e--e.t relationships9
)919020/ 7ompare ho3 people -rom di--erent .ultures
think a0out and handle their physi.al en4ironments and
so.ial .onditions9
)929010/ Des.ri0e ho3 Nati4e Ameri.ans in Tennessee
and the "estern #emisphere met their 0asi. e.onomi.
needs9
)92902a/ <plain the e.onomi. patterns o- 4arious early
Nati4e Ameri.an groups in Tennessee and the "estern
#emisphere
)9*901a/ &denti-y the an.ient .i4ili1ations o- the
Ameri.as at the time o- uropean arri4al
!2&
)919!2&91/ identi-y pre;7olonial Nati4e Ameri.an
groups Ri9e9E 7herokeeE 7reekE 7hi.kasa3E A1te.E
MayansE Olme.E Mississippi Mound >uildersS
)929!2&9)/ $e.ogni1e the di--eren.e 0et3een a 0arter
system and a money system
T2&
7hapter 2
2re4ie3 and
)929T2&9(/ 7ompare e.onomi. patterns among 4arious
Nati4e Ameri.an groups
Mrs9 Nasr
2eriod 1/ 0,/1*
; 10)*
$e4ie3
Auestions
Missed -rom
7hapter One
7ommon
7ore
O0Ke.ti4e
[The learner
3illL]
2re4ie3
7hapter T3oO
'isten to Mrs9
Nasr
&ntrodu.tion 8
2ro.eduresO
and make
.orre.tions to
7hapter One
Test
'earn a0out the -irst inha0itants o- Ameri.as 'earn ho3 the Ameri.an &ndians o- the North3est
7oast learned to make use o- the natural resour.es
around themO ho3 the !outh3est &ndians sol4ed the
pro0lem o- limited natural resour.esO ho3 the 2lains
&ndians relied on the >u--alo 8 horse
!trategy
"hole :roupE
Diads -or
Preview Guide
!tudents 3ill use 3hole groupE indi4iduali1edE small
groupE and partner instru.tion9 They 3ill .reak up into
dyadsE and triadsE to dis.uss some points en.losed
3ithin ea.h .hapter9
!tudents 3ill use 3hole groupO 2airsO ThirdsO and
Auads to .ompare and .ontrast the &ndians9
Materials
http/MM3339-lipdri4e9.omMsharedP-olderM
(50d6e--,0a,5*1d2*5)(.*6,0(d0e)2
!.ript -or 0+922 C 0+925
2ra.ti.e >ook pp 1(O 1)O 1O 15O 16
Te<t0ook pp 2+O 2,O (0O (1O (2
The %irst Ameri.ans @ideo [U$']
:rade ) !o.ial !tudies &!>N 1;*52();(01;6 pp 66 < *+
An.ient 7i4ili1ations @ideo [U$']
Olma. @ideos [U$'] [U$']
7ahokiaE &ll &ntera.ti4e Map o- Mounds [U$']
TN Outline Map [DO7] [U$']
7hapter T3o 2re4ie3 :uide < 10
:rade ) !o.ial !tudies &!>N 1;*52();(01;6 pp 6* C 6+
!peakers ['i4ingood]
>lank U!A Map [U$']
7ompare 7ontrast &ndians Diagram
0+922 0+92( 0+92) 0+92* 0+925
Assessment
2re4ie3 :uide 2ra.ti.e >ook pp 1)O 1* 7ompare and 7ontrast
!tudy &sland Diagram
2ra.ti.e >ook pp 16E 1+
#ome3ork
7reate a 4o.a0ulary 3e0 o- t3o terms -rom 7hapter 1 >ring in Map o- U!A
@o.a0ulary Migration/ mo4ement -rom one region to another
Agri.ulture/ -arming or gro3ing o- plants
7i4ili1ation/ group o- people li4ing together 3ho ha4e systems o- go4ernmentE religion and .ulture
An.ient/ 4ery oldE o- a distant past
!urplus e<tra
&rrigation 3ay o- supplying 3ater to .rops 3ith streamsE dit.hesE or pipes9
7eremony/ spe.ial e4ent at 3hi.h people gather to e<press important 0elie-s
Nomad person 3ho mo4es around and does not stay in one pla.e too long
$eligion/ 0elie- in one or more :ods
Olan' (SA
SC@.P1 *O@ 08.:: = 08.:I [L$n's 5o' as of 0841B4:011]
a. *$st A+e$cans [Sect$on One :8 = <<]
$. OE*O@E OE!.NN.N! ANM5O@P ON MON;AM 7AN;
O(1 17E P@E3.E5 !(.;E S.NCE M@S. NAS@ 5.LL OE
.N 17E @OOM.
$$. People A$"e .n A+e$cas
a. Pla0 3$deo a,out 1he *$st A+e$cans [(@L]
http>44teachetu,e.co+4"$e23$deo.phpE
t$tleS1heK*$stKA+e$cans&"$deoK$dS1<0II1
$. Oefoe "$deo $s pla0ed tal' a,out $t 2$th
students
,. Sc$ent$sts ae not sue ho2 people a$"ed $n
A+e$ca ,ut the0 ca+e :N000 0eas a)o
$. Land O$d)e connect$n) As$a & Noth
A+e$ca
1. Out $t +elted e"entuall0. Sho2
students the (@L of ,$d)e +elt$n)
[(@L]
http>44act$cstud$es.p,2o's.co+4f4
11G118<8GN4Oe$n)$aKlandK,$d)eJ
noaa)o".)$f
$$. Ooat alon) the coasts
:. Oe$n)$a sho2 sl$desho2 on Oe$n)$a. 7a"e
students ta'e tuns us$n) "oluntees to ead aloud
to class
$$$. C$"$l$6at$ons ;e"elop [Ma$n .dea> *a+$n) led to "$lla)es9
+oe people and c$"$l$6at$ons]
a. Paleo .nd$ans hunted an$+als a,out 119000
0eas a)o.
,. G9000 0ea a)o Paleo .nd$ans ,e)an to pact$ce
a)$cultue
:. 1he Mound Ou$ldes
a. @E3.E5> 5hee d$d +ound ,u$ld$n)
c$"$l$6at$ons l$"eE [.N 17E O7.O @.3E@
3ALLEM9 17E LO5E@ M.SS.SS.PPP. 3ALLEM9
O3E@ MOS1 17E SO(17EAS1 AN; AS *A@
NO@17 AS 5.]
,. .ncluded the follo2$n) thee c$"$l$6at$ons $n the
Oh$o @$"e 3alle0 [!.3E S1(;EN1S A OLANP
(SA MAP 1O COLO@1 .N 57E@E 17EM
L.3E;]
1. Adena
:. 7ope2ell
<. M$ss$ss$pp$ans
a. Caho'$a9 .ll
http>44caho'$a+ounds.o)4e#
ploe4
<. 1he Ol+ec
a. Ou$lt the 8st aCueducts
$. http>44"$deos.ho2stuf2o's.co+4)eo)a
ph04ol+ecJ"$deosJpla0l$st.ht+Y"$deoJ
:8N1:
$$. http>44"$deos.ho2stuf2o's.co+4)eo)a
ph04ol+ecJ"$deosJpla0l$st.ht+Y"$deoJ
:8N10
D. 1he Ma0a
a. 7a"e students ta'e Ma0an /u$6
$. http>44n)+.nat$onal)eo)aph$c.co+4:00N
4084+a0aJ$seJfall4+a0aJCu$6J$nteact$"e
B. 1he A6tecs
a. La)e 1e+ples
,. Peoples of the 5est [Sect$on : pp <I = D1]
$. S(MMA@M
1. Pac$8c Noth2est .nd$ans stoed suplus sal+on and
ate $t all 0ea ound. 5ood 2as a esouce used fo
+a'$n) canoes9 houses9 and tote+ poles
:. South2est .nd$ans used $$)at$on to 2ate the$
cops. @el$)$on 2as $+potant. 1he 7op$ had
el$)$ous cee+on$es such as the ,ean dance.
$$. Noth2est Peoples
1. Noth2est 5a0 of L$fe
$$$. South2est Peoples
1. South2est *a+$n)
:. South2est Oel$efs
$". !eat Pla$ns Peoples
1. L$fe on the 5esten Pla$ns
:. 7oses on the Pla$ns
<. Pesent ;a0 Nat$ons
COMPLE1E P@AC1.CE OOOP pp 1N9 18
C7ECP *O@ (N;E@S1AN;.N! (S.N! 17E 7ompare 7ontrast &ndians Diagram
c. People of the East [Sect$on <
Native American Groups
Cherokee Some important facts about the Cherokee are:
Their tribal name was Tsalagi.
They first came to Great Smoky Mountains around A.D. !!!.
Their homes were wood frames with wo"en "ines co"ered in mud.
They were the largest tribe in the southeast of what is now the #.S.
They had a society based on farming.
The Cherokee alphabet was created by a man named Se$uoyah in %&.
'n %&() they established themsel"es as the Cherokee *ation.
Thousands were killed during the Trail of Tears in %+%) when they were
resettled in ,klahoma.
Creek Some important facts about the Creek are:
They called themsel"es the Muscogee -or Muskogee..
They were actually a group of tribes) rather than /ust one people.
'n the 0!!s) they occupied areas in what is now the southeast #nited
States.
1uropeans called them 2Creeks2 because many of their "illages were located
at ri"ers and creeks.
1ncouraged by a Shawnee named Tecumseh) the Creek fought against the
#nited States in the Creek 3ar of %+45.
After the Creek 3ar) the Creek signed a treaty gi"ing about two6thirds of
their land to the #nited States. They were later mo"ed west to ,klahoma.
Chickasaw Some important facts about the Chickasaw are:
They li"ed in what is now Mississippi and western Tennessee.
Their spoken language was "ery similar to that of the Choctaw tribe.
They often fought with their neighbors the Choctaw) the Creek) the
Cherokee) and the Shawnee.
7and conflicts between the Chickasaw and the 8rench and 1nglish resulted in
other wars.
'n the %+!s) they were forced to sign a treaty that mo"ed them to
,klahoma.
Olmec Some important facts about the ,lmec are:
Their name means 9rubber people.: They are thought to be the first to make rubber
from rubber trees and to in"ent the ball game.
They li"ed in Me;ico between &!! and 5!! <.C.
They were known for their art and sculptures.
,ther Mesoamerican ci"ili=ations replaced the ,lmec culture by 5!! <.C.
Mayans Some important facts about the Mayans are:
They li"ed on the >ucatan ?eninsula and in modern Guatemala) in Central America)
starting from about &0! <.C.
They had religious ceremonies that in"ol"ed human sacrifice.
They de"eloped a written language and an accurate calendar.
They built large pyramids for religious purposes.
3hen Spain took o"er the area) the Mayans continued e;isting in small communities.
The Maya region was not a good place for crops) so they did not ha"e an ad"anced
farming system.
Aztecs Some important facts about the A=tecs are:
They li"ed in the central part of Me;ico.
The capital of their empire was Tenochtitlan.
Their language was called *ahuatl.
They built large pyramids for religious purposes.
They were con$uered by the Spanish in 0&
Mississippi Mound Builders Some important facts about the Mississippi Mound
<uilders are:
They li"ed in Midwest and southeastern #.S. from @!! to the 0!!s.
They built giant dirt mounds) for burial and for buildings) in the Mississippi and ,hio
"alleys.
The mounds were sometimes used as religious temples.
The Mound <uilders fought using bows and arrows.
TIMELINE
1!"#1$%& Aernando de Soto e;plored the southeastern part of the #nited States. Ae
fought many of the *ati"e Americans there) but diseases brought by the 1uropeans killed
many more.
Late 1'((s& American pioneers migrated west into the ,hio Balley. This forced many
*ati"e Americans to relocate farther west.
1)!(& ?resident Andrew Cackson signed the 'ndian Demo"al Act. This policy forced many
*ati"e Americans off of their lands in the eastern part of the #nited States.
1)!)#1)!"& The Cherokee who li"ed in Georgia were forced to mo"e to ,klahoma. This is
known as the Trail of Tears because so many Cherokee died on the way to ,klahoma.
Late 1)((s& AmericansE o"erhunting of the buffalo caused the animal to come near
e;tinction. This de"astated *ati"e American tribes that depended on the buffalo for
food. Some tribes) like the Arapaho) had to mo"e elsewhere to find food.
The #nited States tried to force *ati"e Americans onto reser"ations) but many *ati"e
Americans did not wish to gi"e up their own land. This resulted in the ?lains 'ndian 3ars.
1))'& The Dawes Act of %%( broke up *ati"e American lands into F! acre pieces. The
lands had pre"iously been parts of reser"ations owned by entire *ati"e American
communities) but the Dawes Act ga"e the pieces of land to indi"idual *ati"e
Americans. After the land was di"ided) e;tra pieces were sold to whites) so whites actually
gained control of much land that had been held by *ati"e Americans.
1)"(& The #nited States attacked a group of Siou; *ati"e Americans at a place called
3ounded Gnee. The 3ounded Gnee Massacre was the last ma/or e"ent of the ?lains 'ndians
3ars.
1"(s& The #nited States began a policy called 2termination.2 This attempted to mo"e
*ati"e Americans from their reser"ations into cities and make them become part of #.S.
society. Many *ati"e Americans broke their tribal bonds and lost their tribal identity.
1"*(s& The #nited States began ending the termination policy. *ati"e American ci"il rights
groups protested the treatment of their people) and the #nited States began allowing 2self6
determination.2 Self6determination allowed *ati"e Americans to choose whether they
wanted to maintain their tribal lands or mo"e into urban areas.
7hapter T3o 2re4ie3 :uide
Please do not write on this page
D&$7T&ON!/ 2lease put your nameE period and date on a separate sheet o- paper9 2lease do not 3rite on this page9
Using 7hapter T3o The %irst Ameri.ans ans3er the -ollo3ing Nuestions 0elo39
19 "hat are the years .o4ered in 7hapter T3o The %irst Ameri.ansJ
29 "ho 3ere the -irst Ameri.ans and list one .ontri0ution o- ea.hJ You should ha4e -our9
(9 7hoose one 7i4ili1ation -rom Nuestion 2 and des.ri0e itJ [0)0*901a]
)9 "here did the Maya li4eJ
*9 Using the map on page (6 R7hapter 2 !e.tion 2SE 3hi.h Ameri.an &ndian :roups li4ed in present day
"ashingtonJ
59 "hy 3as the >u--alo important to the 2lains &ndiansJ
69 De-ine and gi4e an e<ample o- 7i4ili1ation
+9 "rite a paragraph Rsi< senten.esS a0out #audenisaunee trading using the terms 3ampum and 0arter9 [0)9029!2&9)]
,9 :i4e an e<ample o- present day 0arter system9
Please do not write on this page
D&$7T&ON!/ 2lease put your nameE period and date on a separate sheet o- paper9 Using 7hapter T3o The %irst
Ameri.ans ans3er the -ollo3ing Nuestions 0elo39
*9 Using the map on page (6E 3hi.h Ameri.an &ndian :roups li4ed in present day "ashingtonJ
D
O

N
O
T

R
!
T
E

O
N

T
"
!
#

P
$
%
E
D
O

N
O
T

R
!
T
E

O
N

T
"
!
#

P
$
%
E
Please do not write on this page [ANSWER KE!
D&$7T&ON!/ 2lease put your nameE period and date on a separate sheet o- paper9 2lease do not 3rite on this page9
Using 7hapter T3o The %irst Ameri.ans ans3er the -ollo3ing Nuestions 0elo39
1100 ;; 1600
MOUND >U&'D$! C AN!"$! @A$Y
T# O'M7 C AN!"$! @A$Y
T# MAYA C AN!"$! @A$Y
T# ATT7! C AN!"$! @A$Y
MOUND >U&'D$! C AN!"$! @A$Y
T# O'M7 C AN!"$! @A$Y
T# MAYA C AN!"$! @A$Y
T# ATT7! C AN!"$! @A$Y
2$!NT DAY MH&7O AND 7NT$A' AM$&7A 22 ((
*9 Using the map on page (6 R7hapter 2 !e.tion 2SE 3hi.h Ameri.an &ndian :roups li4ed in present day
"ashingtonJ
7#&NOO?E YA?&NAE !?A:&T pp (6
T# 2'A&N! &ND&AN! U!D @$Y 2A$T O% T# >U%%A'O TO MA? %OODE !#'T$E TOO'!E
7'OT#&N:E AND OT#$ &TM!E T#Y NDD %O$ !U$@&@A'
7&@&'&TAT&ON C :$OU2 O% 2O2' '&@&N: TO:T#$ "#O #A@ !Y!TM! O% :O@$NMNTE
$':&ON AND 7U'TU$
HAM2' C AN!"$! @A$Y
2A$A:$A2#! !#OU'D D!7$&> T# "AY! T# NO$T#"!T &ND&AN! 7AU:#T A !U$2'U! O%
%&!#E T# !OUT#"!T &ND&AN! U!D &$$&:AT&ON TO "AT$ T#&$ 7$O2!E 8 T# "!T$N
2'A&!N &ND&AN! "$ NOMAD! "#O %O''O"D T# >U%%A'O
AN!"$! @A$Y
Noth2e
st
Peoples
!eat
Pla$ns
Peoples
South2e
st
Peoples
Peoples of the 5est Chapte 12o Sect$on :
7ompare 7ontrast &ndians Diagram
)919020O )929010O )9202aO )9*9010
!o.ial !tudies August 2, C 0( !eptem0er 2011
Cause & Efects9 Peoples of the EastF A+e$can .nd$an ;2ell$n)sF Chapte 12o 1est
0+92,92011 [2eople o- the "est] 0+9(092011 [2eoples in the "est] 0+9(192011 [2eoples o- the
ast 8 7ause 8 --e.t]
0,901 0,902
[$e4ie3
8 Test
!tandard & 7ultureO && .onomi.sO @ #istory & 7ultureO && .onomi.sO &@ :o4ernan.e 8 7i4i.s
$e4ie3
8
Test
on
7hapter
T3o
'earning
<pe.tations
)91902/ Dis.uss .ultures and human patterns o- pla.es and regions
o- the 3orld
)92901/ Des.ri0e the potential .osts and 0ene-its o- personal
e.onomi. .hoi.es in a market e.onomy
)92902/ :i4e e<amples o- the intera.tion o- groupsE 0usinessesE and
go4ernments in a market e.onomy
)9*901/ &denti-y the an.ient .i4ili1ations o- the Ameri.as
)91901/ Understand the di4ersity o- human
.ultures9
)91902/ !ee 0+92, 8 0+9(0
)92901/ !ee 0+92, 8 0+9(0
)9)901/ Dis.uss the stru.ture and purposes o-
go4ernan.e

A..omplishments
)919020/ 7ompare ho3 people -rom di--erent .ultures think a0out
and handle their physi.al en4ironments and so.ial .onditions9
)929010/ Des.ri0e ho3 Nati4e Ameri.ans in Tennessee and the
"estern #emisphere met their 0asi. e.onomi. needs9
)92902a/ <plain the e.onomi. patterns o- 4arious early Nati4e
Ameri.an groups in Tennessee and the "estern #emisphere
)9*901a/ &denti-y the an.ient .i4ili1ations o- the Ameri.as at the
time o- uropean arri4al
)91901a/ Des.ri0e .ultures o- Nati4e Ameri.an
tri0es9
)9102a/ <plore similarities and di--eren.es in
ho3 groupsE so.ietiesE and .ultures address
similar human needs and .on.erns9
)919020/ !ee 0+92, 8 0+9(20
)9)901a/ <plain ho3 Nati4e Ameri.ans go4erned
their .ommunities9
!2& )929!2&9)/ $e.ogni1e the di--eren.e 0et3een a 0arter system and a
money system
)919!2&9(/ Determine ho3 4arious groups resol4e
.on-li.t Ri9e9E s.hoolE tri0al .oun.ilsE .ourtsS
)929!2&9)/ !ee 0+92, 8 0+9(0
T2& )929T2&9(/ 7ompare e.onomi. patterns among 4arious Nati4e
Ameri.an groups
)919T2&9)/ !ho3 ho3 a .on-li.t .an 0e sol4ed
through a tri0al .oun.il andMor .ourt
7ommon 7ore
O0Ke.ti4e [The
learner 3illL]
'earn ho3 the Ameri.an &ndians o- the North3est 7oast learned to
make use o- the natural resour.es around themO ho3 the !outh3est
&ndians sol4ed the pro0lem o- limited natural resour.esO ho3 the
2lains &ndians relied on the >u--alo 8 horse
'earn ho3 Ameri.an &ndians used the natural
resour.es around themO and to identi-y .ause and
e--e.t relationships as history deems su.h
!trategy !tudents 3ill use 3hole groupO 2airsO ThirdsO and Auads to
.ompare and .ontrast the &ndians9 !tudents 3ill use the
Middle>rooks >ook
!tudents 3ill use 3hole groupO partners and
indi4idual e--ort to grasp the .on.epts o- U2eoples
o- the astG and U7ause and --e.tG
Materials >lank U!A Map < 50
T7A2 7oa.h pp 6,
Map !kills [&!>N ,6+;0;6)(,;(62,;01] pp *
SC@.P1 *O@ 08.:G = 0G.0:
7ross3ord 2u11le 191O 291O 292
@&DO/ >uilding a 7edar #ouse
@&DO/ 7ompleted 7edar #ouse
(7olumn 7hart
$u0ri. -or :rading [U$']
2ra.ti.e >ook pp 16 C 22
The 7omplete >ook o- U! #istory 12 C 1*O 1, ; 22
Assessment T7A2 7oa.h pp 6, Map !kills :rade ) pp ) 7ross3ord 2u11le 291 8 292
@o.a0ulary
* Auestions
#ome3ork 7reate a @o.a0ulary "ord "e0 !tudy -or 7hapter
T3o Test
@o.a0ulary 19 Migration/ mo4ement -rom one region to another
29 Agri.ulture/ -arming or gro3ing o- plants
(9 7i4ili1ation/ group o- people li4ing together 3ho ha4e systems o- go4ernmentE religion and .ulture
)9 An.ient/ 4ery oldE o- a distant past
*9 !urplus e<tra
59 &rrigation 3ay o- supplying 3ater to .rops 3ith streamsE dit.hesE or pipes9
69 $eligion/ 0elie- in one or more :ods
+9 7eremony/ spe.ial e4ent at 3hi.h people gather to e<press important 0elie-s
,9 Nomad person 3ho mo4es around and does not stay in one pla.e too long
109 !urplus [(6] e<tra
119 &rrigation [(+] 3ay o- supplying 3ater to .rops 3ith streamsE dit.hes or pipes
129 $eligion [(,] the 0elie- in one or more :ods
1(9 7eremony [(,] spe.ial e4ent at 3hi.h people gather to e<press important 0elie-s
1)9 Nomad [)0] Cperson 3hom mo4es around and does not li4e in one pla.e
1*9 7ause/ [)2] e4ent or a.tion that makes something else happen
159 --e.t [)2] another e4ent or a.tion that is a result o- the .ause
169 'onghouse [)*] large house made o- 3ood and 0ark
1+9 7on-ederation [)5] type o- go4ernment in 3hi.h separate tri0es Koin togetherE 0ut lo.al leaders still make most
o- the de.ision -or their group
1,9 "ampum [)5] 0elts made o- .are-ully shaped and .ut seashell
209 >arter [)5] trade 3ithout money
SC@.P1 *O@ 08.:G = 0G.0: [L$n's 5o' as of 084:84:011]
... C7AP1E@ 15O 17E *.@S1 AME@.CANS [:I = B1]
$. 3oca,ula0
19 Migration/ mo4ement -rom one region to another
29 Agri.ulture/ -arming or gro3ing o- plants
(9 7i4ili1ation/ group o- people li4ing together 3ho ha4e systems o- go4ernmentE
religion and .ulture
)9 An.ient/ 4ery oldE o- a distant past
*9 Suplus e#ta
59 .$)at$on 2a0 of suppl0$n) 2ate to cops 2$th stea+s9 d$tches9
o p$pes.
69 @el$)$on> ,el$ef $n one o +oe !ods
+9 Cee+on0> spec$al e"ent at 2h$ch people )athe to e#pess
$+potant ,el$efs
,9 No+ad peson 2ho +o"es aound and does not sta0 $n one
place too lon)
109 Suplus [<N] e#ta
119 .$)at$on [<8] 2a0 of suppl0$n) 2ate to cops 2$th stea+s9
d$tches o p$pes
129 @el$)$on [<G] the ,el$ef $n one o +oe !ods
1(9 Cee+on0 [<G] spec$al e"ent at 2h$ch people )athe to e#pess
$+potant ,el$efs
1)9 No+ad [D0] =peson 2ho+ +o"es aound and does not l$"e $n
one place
1*9 Cause> [D:] e"ent o act$on that +a'es so+eth$n) else happen
159 Efect [D:] anothe e"ent o act$on that $s a esult of the cause
169 Lon)house [DB] la)e house +ade of 2ood and ,a'
1+9 Confedeat$on [DI] t0pe of )o"en+ent $n 2h$ch sepaate t$,es
-o$n to)ethe9 ,ut local leades st$ll +a'e +ost of the dec$s$on
fo the$ )oup
1,9 5a+pu+ [DI] ,elts +ade of caefull0 shaped and cut seashell
209 Oate [DI] tade 2$thout +one0
a. @e"$e2 Sect$on :.1 *olda,le 2$th @u,$c [<0 M$nutes]
,. Peoples of the 5est [Sect$on : pp <I = D1]
$$. S(MMA@M
19 Pac$8c Noth2est .nd$ans stoed suplus sal+on and ate $t all
0ea ound. 5ood 2as a esouce used fo +a'$n) canoes9
houses9 and tote+ poles
29 South2est .nd$ans used $$)at$on to 2ate the$ cops. @el$)$on
2as $+potant. 1he 7op$ had el$)$ous cee+on$es such as the
,ean dance.
(@L fo th$s Sect$on> https>44docs.)oo)le.co+4leafE
$dS0O01(@R"OusN5M6.6N!M:M!MtQ1/0M$00Q;E0L5X-Q-(tM1.BM-h'M:M0Q-M0&so
tSna+e&la0outSl$st&nu+SB0 [Co+pleted Ceda 7ouse]
https>44docs.)oo)le.co+4leafE
$dS0O01(@R"OusN5M5/:M-l+M6'tM53lN$00Q5M0L1'2O1MtM;MBO;.<Q5/#Q!X$
&sotSna+e&la0outSl$st&nu+SB0 [Ou$ld$n) Ceda 7ouse]
https>44docs.)oo)le.co+4leafE
$dS0O01(@R"OusN5M:NhM1MDN;(tM1(2NS00M!M#L1)#M;'tN+.DN+M0M:/1N
+.D&sotSna+e&la0outSl$st&nu+SB0 [7op$ Oean ;ance]
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=208064& "Rubric#
$$$. Noth2est Peoples = A+e$can .nd$ans of the Noth2est leaned to
+a'e use of the esouces aound the+
a. 1he Pac$8c Noth2est $s a coastal aea that stetches fo+
Alas'a to CA
,. ASP %(s$n) pp <N& 5h$ch Nat$"e A+e$can )oups l$"ed $n
pesent da0 CAE CA7(LLA9 C7(MAS7F MOP(1SF
M.5OPF POMOF M(@OP
c. ASP %(s$n) pp <N& 5h$ch Nat$"e A+e$can )oups l$"ed $n
pesent da0 5AE SPA!.1F C7.NOOPF MAP.MA
d. ASP %(s$n) pp <N& 5h$ch Nat$"e A+e$can )oups l$"ed $n
pesent da0 1NE NON L.S1E;
29 Noth2est 5a0 of L$fe
a. Noth2est .nd$ans hunted and )atheed e"e0th$n) the0
needed fo+ nea,0 land & 2ates.
$. Sal+on S "e0 $+potant
$$. 5ood S "e0 $+potant
1. Ca"ed ceda lo)s $nto canoes
a. Noo'a .nd$ans used canoes to hunt
2hales.
,. Noth2est .nd$ans ,u$ld la)e houses us$n) ceda lo)s &
tote+ poles
c. ASP> 5h$ch t2o $+potant esouces helped the Noth
5est .nd$ans l$"eE 5OO; & SALMON
$". South2est Peoples = South2est .nd$ans sol"ed the po,le+s of ha"$n)
l$+$ted esouces
a. Pesent ;a0 AQ & Me2 Me#$coF CO9 (tahF CAF 1RF
Nothen Me#$co
1. South2est *a+$n)
a. Man0 South 5est Peoples 2ee fa+es
$. Lac' of a$n +ade a)$cultue d$f$cult.
$$. .$)at$on 2as necess$tate
$$$. Planted con deep $n the )ound so the$ oots could
)et +o$stue
1. SC. CONNEC1.ON> ASP> 5hat ae oots and
2hat do the0 doE
:. South2est Oel$efs
a. @el$)$on 2as at the cente of South 5est .nd$an custo+s
,. @el$)$on "e0 $+potant
". !eat Pla$ns Peoples
19 L$fe on the 5esten Pla$ns
29 7oses on the Pla$ns
(9 Pesent ;a0 Nat$ons
COMPLE1E P@AC1.CE OOOP pp 1N9 18
C7ECP *O@ (N;E@S1AN;.N! (S.N! 17E 7ompare 7ontrast &ndians Diagram
c. People of the East [Sect$on <]
!o.ial !tudies 0+92, C 0,902
T7A2 7oa.h !o.ial !tudies :rade ) pp 6,
)9(9!2&9*
19 "hi.h .reates ne3
land-ormsJ
A9 arthNuakes >9 @ol.anoes
79 rosion D9 All o- these
29 "hi.h o- these does not .ause
3eatheringJ
A9 !unshine >9 "ind
79 $ain D9 &.e
(9 "hi.h is not a land-ormJ
A9 Mountain >9 2lateau
79 "ater #
2
O D9 2lains
)9 "hat do arthGs plates -loat onJ
A9 Mud >9 'a4a
79 "ater D9 Magma
!o.ial !tudies 0+92, C 0,902
Map !kills :rade ) pp ) [)9(9010]
!o.ial !tudies 0+92, C 0,902
Map !kills :rade ) pp )[)9(9010]
Na+e
Pe$od
;ate>
!@A;E> KK 4 8
Na+e
Pe$od
;ate>
!@A;E> KK 4 8 Na+e
Pe$od
;ate>
AC@OSS ;O5N
<. Mo"e+ent fo+ one e)$on to
anothe
1. +ap that sho2s c$t$es states9 &
count$es
D. Map that sho2s the locat$on of
ph0s$cal featuesF such as landfo+s9
,od$es Of 2ate9 o esouces
:. !oup of people l$"$n) to)ethe9
2ho ha"e s0ste+s of )o"en+ent9
el$)$on and cultue
10. A hu)e p$ece of slo2l0 +o"$n)
oc'
B. featues of the Eath?s suface
11. the ,el$ef $n one o +oe !ods I. Spec$al e"ent at 2h$ch people
)athe to e#pess $+potant ,el$efs
1:. peson 2ho+ +o"es aound and
does not lo"e $n one place
N. *a+$n) o )o2$n) of plants
1<. 2a0 of suppl0$n) 2ate to cops
2$th stea+s9 d$tches o p$pes
8. E#ta
G. "e0 old9 of a d$stant past
7ross3ord 2u11le 191O 291O 292
AC@OSS ;O5N
anothe
count$es
el$)$on and cultue
oc'
8. E#ta
AC@OSS ;O5N
anothe
count$es
el$)$on and cultue
oc'
8. E#ta
AC@OSS ;O5N
anothe
count$es
el$)$on and cultue
oc'
8. E#ta
MA$T&N 'UT#$ ?&N: !27#
2+ AU:U!T 1,5( "A!#&N:TON D7
' am happy to /oin with you today in what will go down in history as the greatest
demonstration for freedom in the history of our nation.
8i"e score years ago) a great American) in whose symbolic shadow we stand today) signed
the 1mancipation ?roclamation. This momentous decree came as a great beacon light of
hope to millions of *egro sla"es who had been seared in the flames of withering in/ustice. 't
came as a /oyous daybreak to end the long night of their capti"ity.
<ut one hundred years later) the *egro still is not free. ,ne hundred years later) the life of
the *egro is still sadly crippled by the manacles of segregation and the chains of
discrimination. ,ne hundred years later) the *egro li"es on a lonely island of po"erty in the
midst of a "ast ocean of material prosperity. ,ne hundred years later) the *egro is still
languished in the corners of American society and finds himself an e;ile in his own land. And
so weH"e come here today to dramati=e a shameful condition.
'n a sense weH"e come to our nationHs capital to cash a check. 3hen the architects of our
republic wrote the magnificent words of the Constitution and the Declaration of
'ndependence) they were signing a promissory note to which e"ery American was to fall
heir. This note was a promise that all men) yes) black men as well as white men) would be
guaranteed the 2unalienable Dights2 of 27ife) 7iberty and the pursuit of Aappiness.2 't is
ob"ious today that America has defaulted on this promissory note) insofar as her citi=ens of
color are concerned. 'nstead of honoring this sacred obligation) America has gi"en the
*egro people a bad check) a check which has come back marked 2insufficient funds.2
<ut we refuse to belie"e that the bank of /ustice is bankrupt. 3e refuse to belie"e that there
are insufficient funds in the great "aults of opportunity of this nation. And so) weH"e come to
cash this check) a check that will gi"e us upon demand the riches of freedom and the
security of /ustice.
3e ha"e also come to this hallowed spot to remind America of the fierce urgency of *ow.
This is no time to engage in the lu;ury of cooling off or to take the tran$uili=ing drug of
gradualism. *ow is the time to make real the promises of democracy. *ow is the time to
rise from the dark and desolate "alley of segregation to the sunlit path of racial /ustice. *ow
is the time to lift our nation from the $uicksands of racial in/ustice to the solid rock of
brotherhood. *ow is the time to make /ustice a reality for all of GodHs children.
't would be fatal for the nation to o"erlook the urgency of the moment. This sweltering
summer of the *egroHs legitimate discontent will not pass until there is an in"igorating
autumn of freedom and e$uality. *ineteen si;ty6three is not an end) but a beginning. And
those who hope that the *egro needed to blow off steam and will now be content will ha"e
a rude awakening if the nation returns to business as usual. And there will be neither rest
nor tran$uility in America until the *egro is granted his citi=enship rights. The whirlwinds of
re"olt will continue to shake the foundations of our nation until the bright day of /ustice
emerges.
<ut there is something that ' must say to my people) who stand on the warm threshold
which leads into the palace of /ustice: 'n the process of gaining our rightful place) we must
not be guilty of wrongful deeds. 7et us not seek to satisfy our thirst for freedom by drinking
from the cup of bitterness and hatred. 3e must fore"er conduct our struggle on the high
plane of dignity and discipline. 3e must not allow our creati"e protest to degenerate into
physical "iolence. Again and again) we must rise to the ma/estic heights of meeting physical
force with soul force.
The mar"elous new militancy which has engulfed the *egro community must not lead us to
a distrust of all white people) for many of our white brothers) as e"idenced by their
presence here today) ha"e come to reali=e that their destiny is tied up with our destiny. And
they ha"e come to reali=e that their freedom is ine;tricably bound to our freedom.
3e cannot walk alone.
And as we walk) we must make the pledge that we shall always march ahead.
3e cannot turn back.
There are those who are asking the de"otees of ci"il rights) 23hen will you be satisfiedI2 3e
can ne"er be satisfied as long as the *egro is the "ictim of the unspeakable horrors of police
brutality. 3e can ne"er be satisfied as long as our bodies) hea"y with the fatigue of tra"el)
cannot gain lodging in the motels of the highways and the hotels of the cities. 3e cannot be
satisfied as long as the negroHs basic mobility is from a smaller ghetto to a larger one. 3e
can ne"er be satisfied as long as our children are stripped of their self6hood and robbed of
their dignity by signs stating: 28or 3hites ,nly.2 3e cannot be satisfied as long as a *egro
in Mississippi cannot "ote and a *egro in *ew >ork belie"es he has nothing for which to
"ote. *o) no) we are not satisfied) and we will not be satisfied until 2/ustice rolls down like
waters) and righteousness like a mighty stream.2J
' am not unmindful that some of you ha"e come here out of great trials and tribulations.
Some of you ha"e come fresh from narrow /ail cells. And some of you ha"e come from areas
where your $uest 66 $uest for freedom left you battered by the storms of persecution and
staggered by the winds of police brutality. >ou ha"e been the "eterans of creati"e suffering.
Continue to work with the faith that unearned suffering is redempti"e. Go back to
Mississippi) go back to Alabama) go back to South Carolina) go back to Georgia) go back to
7ouisiana) go back to the slums and ghettos of our northern cities) knowing that somehow
this situation can and will be changed.
7et us not wallow in the "alley of despair) ' say to you today) my friends.
And so e"en though we face the difficulties of today and tomorrow) ' still ha"e a dream. 't is
a dream deeply rooted in the American dream.
' ha"e a dream that one day this nation will rise up and li"e out the true meaning of its
creed: 23e hold these truths to be self6e"ident) that all men are created e$ual.2
' ha"e a dream that one day on the red hills of Georgia) the sons of former sla"es and the
sons of former sla"e owners will be able to sit down together at the table of brotherhood.
' ha"e a dream that one day e"en the state of Mississippi) a state sweltering with the heat
of in/ustice) sweltering with the heat of oppression) will be transformed into an oasis of
freedom and /ustice.
' ha"e a dream that my four little children will one day li"e in a nation where they will not
be /udged by the color of their skin but by the content of their character.
' ha"e a dream todayK
' ha"e a dream that one day) down in Alabama) with its "icious racists) with its go"ernor
ha"ing his lips dripping with the words of 2interposition2 and 2nullification2 66 one day right
there in Alabama little black boys and black girls will be able to /oin hands with little white
boys and white girls as sisters and brothers.
' ha"e a dream todayK
' ha"e a dream that one day e"ery "alley shall be e;alted) and e"ery hill and mountain shall
be made low) the rough places will be made plain) and the crooked places will be made
straightL 2and the glory of the 7ord shall be re"ealed and all flesh shall see it together.2
&
This is our hope) and this is the faith that ' go back to the South with.
3ith this faith) we will be able to hew out of the mountain of despair a stone of hope. 3ith
this faith) we will be able to transform the /angling discords of our nation into a beautiful
symphony of brotherhood. 3ith this faith) we will be able to work together) to pray together)
to struggle together) to go to /ail together) to stand up for freedom together) knowing that
we will be free one day.
And this will be the day 66 this will be the day when all of GodHs children will be able to sing
with new meaning:
My country 'tis of thee, sweet land of liberty, of thee I sing.
Land where my fathers died, land of the Pilgrim's pride,
From every mountainside, let freedom ring!
And if America is to be a great nation) this must become true.
And so let freedom ring from the prodigious hilltops of *ew Aampshire.
7et freedom ring from the mighty mountains of *ew >ork.
7et freedom ring from the heightening Alleghenies of ?ennsyl"ania.
7et freedom ring from the snow6capped Dockies of Colorado.
7et freedom ring from the cur"aceous slopes of California.
<ut not only that:
7et freedom ring from Stone Mountain of Georgia.
7et freedom ring from 7ookout Mountain of Tennessee.
7et freedom ring from e"ery hill and molehill of Mississippi.
8rom e"ery mountainside) let freedom ring.
And when this happens) when we allow freedom ring) when we let it ring from e"ery "illage
and e"ery hamlet) from e"ery state and e"ery city) we will be able to speed up that day
when all of GodHs children) black men and white men) Cews and Gentiles) ?rotestants and
Catholics) will be able to /oin hands and sing in the words of the old *egro spiritual:
Free at last! Free at last!
han! "od #lmighty, we are free at last!
3
Sc$ence
Au)ust :GJ
Sep :
Monda0 1uesda0 5ednesda0 1husda0 *$da0
Sc$ence
7o+eoo+
:>10J:>DB
SP. 0D0N.<.1
C*( 0D0N.<.<
Essen&ial
'ues&ion
7o2 ae plants
class$8edE
Co+pa$n) Plant
Pats P:8J:G
Students 2$ll
ead pa)e :89 :G
15 lead
d$scuss$on of ho2
plant pats d$fe
,0 the$ pats and
epoduct$on.
SP. 0D0N.<.1
C*( 0D0N.<.<
Essen&ial
'ues&ion
7o2 do plants
+a'e foodE
7o2 Plants Ma'e
*ood P. <0J<1
Students 2$ll
ead pa)es <0J<1
15 $nto "oca,.
Photos0nthes$s9
chlooph0ll
15 lead
d$scuss$on of ho2
plants +a'e food.
SP. 0D0N.<.1
C*( 0D0N.<.<
Essen&ial
'ues&ion
5hat $s the l$fe
c0cle of a L$l0
Plant L$fe C0cles
p <DJ<B
Students 2$ll
ead pa)es <DJ
<B
15 $nto "oca,.
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15 lead
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l$fe c0cle of a
l$l0.
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Essen&ial
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7o2 do the l$fe
spans of d$feent
plants d$feE
L$fe Spans of
Plants P <IJ<N
Students 2$ll ead
pa)es <IJ<N
15 lead d$scuss$on
of the l$fe spans of
d$feent plants.
SP. 0D0N.<.1
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assess+ent&
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the p$st$l9 petals9
and sta+en9
then desc$,e
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each.
%fo+at$"e
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S5 su++a$6e l$fe
spans pa)e <IJ<N
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assess+ent&
#&uden&s +ill
label &he par&s
of a plan&.
#&uden&s +ill
describe &he
di,eren& &ypes
of roo&s, s&e(s,
and leaves
Soc$al Stud$es Lesson Plans 0B Septe+,e = 0G Septe+,e :011
Cheo'eeF Ch$c'asa29 Sha2neeF & Cee'F Chapte 1hee Assess+ent
0,90* 0,905 [The 7herokee] 0,906 [The
7herokeeO The
7hi.kasa3O
!ha3neeO 8 7reek]
0,90+ [The 7herokeeO The
7hi.kasa3O !ha3neeO 8
7reek]
0,90,
!tandard & 7ultureO && .onomi.sO &@ :o4ernan.e 8 7i4i.sO
@ #istory
&&/ !ee 0,905
$e4ie3
and
Assessment
'earning
<pe.tations
)91901/ Understand the di4ersity o- human .ultures
)92901/ Des.ri0e the potential .osts and 0ene-its o-
personal e.onomi. .hoi.es in a market e.onomy9
)9)901/ Dis.uss the stru.ture and purposes o-
go4ernan.e9
Ameri.as
)92901/ !ee 0,905
)92902/ :i4e e<amples o- the intera.tion o-
groupsE 0usinessesE and go4ernments in a
market e.onomy9

A..omplishments
)91901a/ Des.ri0e .ultures o- Nati4e Ameri.an
tri0es9
)929010/ Des.ri0e ho3 Nati4e Ameri.ans in
Tennessee and the "estern #emisphere met their
0asi. e.onomi. needs9
)9)901a/ <plain ho3 Nati4e Ameri.ans go4erned
their .ommunities
)9*9010/ <plain the .ultures o- the "estern
#emisphereQs nati4e peoples prior to uropean
.onta.t9
)929010/ !ee 0,905
)92902a/ <plain the e.onomi. patterns o-
4arious early Nati4e Ameri.an groups in
Tennessee and the "estern #emisphere9
!2& )919!2&91/ &denti-y pre;7olonial Nati4e Ameri.an
groups Ri9e9E 7herokeeE 7reekE 7hi.kasa3E A1te.E
MayansE Olme.E Mississippi Mound >uildersS9
)9*9!2&91/ &denti-y Nati4e Ameri.an groups in
Tennessee 0e-ore uropean e<plorations Ri9e9E
7herokeeE 7reekE 7hi.kasa3S9
)919!2&91/ !ee 0,905
T2&
7ommon 7ore
O0Ke.ti4e [The learner
3illL]
Llearn a0out the 7herokee and ho3 their 3ay
o- li-e dependend on resour.esO Llearn ho3
7herokee .ulture in.luded religious .eremonies
8 go4ernment
Llearn a0out ho3 the 7hi.kasa3 met some o-
their e.onomi.s needs 0y hunting in TNO L
learn a0out ho3 the !ha3nee 8 7reek 0oth
.laimed land in TNO Llearn the 0asi.s o-
summari1ing passages
!trategy "hole :roupO 7enter <planation and !mall "hole :roupO 7enter <planation and !mall
:roup R7enterS &nstru.tion :roup R7enterS &nstru.tion
Materials [U$'] !o.ial !tudies >ook pp *2 C 56
!o.ial !tudies 2ra.ti.e >ook pp 2( C 2,
!o.ial !tudies T7A2 2ra.ti.e pp )E *E 5O 6O +
7enter !heet
$u0ri. -or %olda0le [U$']
Dinah Tyke >ig >ook o- !o.ial !tudies pp 20O
2+
2o3er 2oint 7herokee
7herokee %a.ts -or ?ids [U$']
The 7herokee &ndians @ideo [U$']
7herokee &ndian Aui1 [U$']
Three !isters &n-ormation !heet [U$']
Assessment <it !lip Three Things & learned !o.ial !tudies T7A2 2ra.ti.e pp )E*
#ome3ork 0,90*
0,905/ !o.ial !tudies T7A2 pp + C One 2aragraph per nite DU 0,90,92011
0,906/ !o.ial !tudies T7A2 pp + C One 2aragraph per nite DU 0,90,92011
0,90+/ !o.ial !tudies T7A2 pp + C One 2aragraph per nite DU 0,90,92011
0,90, /!o.ial !tudies T7A2 pp + C One 2aragraph per nite DU 0,90,92011
@o.a0ulary 2la1a [**]/ an open area
7oun.il [**]/ group o- people 3ho make la3s
!ettlement [*+]/ a snall .ommunity o- people li4ing in one pla.e
7on-li.t [50]/ disagreement
CEN1E@ S7EE1 0G.0B = 0G.0G
CA@;
N(MOE@
MAR.M(
M S.QE
@O1A1.O
N
CEN1E@ MA1E@.ALS CEN1E@
OOXEC1.3E
G & 1 B 1 @ed Soc$al Stud$es Pact$ce Ooo'
pp :<F :D
Soc$al Stud$es 1e#t BB
7$)h L$)hte
Co+pete
Pact$ce
Ooo' pp :<F
:D
D & : B : Mello2 Pape
Sc$ssos
E#a+ple
;$nah Q$'e O$) Ooo' of SS pp
:0 & :8
8.B # 11 Pape
Ceate a
fou doo
,oo'
co+pa$n)
the
Cheo'eeF
Sha2neeF
Cee'F
Ch$c'asa2
N & 10 B < 11 1eache 1a,le 1eache
1a,le
< & B B D Olue Stud0 .sland
Co+putes
Co+plete
the Stud0
.sland
O,-ect$"es
8 & 0 B B 5h$te 1ade Ooo's
Note,oo' Pape
@ead the
tade ,oo's
and
co+plete the
Cuest$ons $n
the ,ac'
@O1A1.ONS
@ed Mello2 11 Olue 5h$te
G & 1 1 B D < :
D & : : 1 B D <
N & 10 < : 1 B D
< & B D < : 1 B
8 & 0 B D < : 1
@O1A1.ONS
@ed Mello2 11 Olue 5h$te
G & 1 1 B D < :
D & : : 1 B D <
N & 10 < : 1 B D
< & B D < : 1 B
8 & 0 B D < : 1
;.@EC1.ONS> Co+plete the spec$8ed 2o',oo' pa)es. Please follo2 all
d$ect$ons. 7$)hl$)ht +eans h$)hl$)ht9 undel$ne +eans undel$ne9 c$cle
+eans c$cle9 and ,o# +eans ,o#. 5hen 8n$shed place 0ou co+pleted
pape 2$th 0ou na+e date and c$cled pe$od $nto the folde at 0ou ta,le
and ead the Soc$al Stud$es ,oo' chapte 0ou ae 2o'$n) on. 1he last
+$nute 2$ll ,e allotted to2ads clean up[
Cheo'ee *acts fo P$ds
How do you pronounce the word "Cherokee"? What does it mean?
&tQs pronoun.ed V7#A&$;uh;kee9V &t .omes -rom a Muskogee 3ord meaning Qspeakers o-
another language9Q 7herokee &ndians originally .alled themsel4es AniyunwiyaE Vthe
prin.ipal peopleEV 0ut today they a..ept the name 7herokeeE 3hi.h is spelled and
pronoun.ed Tsalagi in their o3n language9
Where do the Cherokee Indians live?
The 7herokees are original residents o- the Ameri.an southeast regionE
parti.ularly :eorgiaE North and !outh 7arolinaE@irginiaE ?entu.kyE and Tennessee9 Most
7herokees 3ere -or.ed to mo4e to Oklahoma in the 1+00Qs along the Trail o- Tears9
Des.endants o- the 7herokee &ndians 3ho sur4i4ed this death mar.h still li4e in
Oklahoma today9 !ome 7herokees es.aped the Trail o- Tears 0y hiding in the
Appala.hian hills or taking shelter 3ith sympatheti. 3hite neigh0ors9 The des.endants o-
these people li4e s.attered throughout the original 7herokee &ndian homelands9
What was the Cherokee Trail of Tears?
Trail of Tears 3as the 7herokee name -or 3hat the Ameri.ans .alled Indian Removal9
During the 1+00QsE the U! go4ernment .reated an V&ndian TerritoryV in Oklahoma and
sent all the eastern ati4e Ameri.an tri0es to li4e there9 !ome tri0es 3illingly agreed to this
plan9 Other tri0es didnQt 3ant to goE and the Ameri.an army -or.ed them9 The 7herokee
tri0e 3as one o- the largest eastern tri0esE and they didnQt 3ant to lea4e their homeland9
The 7herokees 3ere pea.e-ul allies o- the Ameri.ansE so they asked the !upreme 7ourt
-or help9 The Kudges de.ided the 7herokee &ndians .ould stay in their homes9 >ut the
2residentE Andre3 Fa.ksonE sent the army to mar.h the 7herokees to Oklahoma any3ay9
They 3erenQt prepared -or the KourneyE and it 3as 3inter time9 Thousands o- 7herokee
&ndians died on the Trail o- Tears9 Many Nati4e Ameri.ans -rom other tri0es died too9 &t
3as a terri0le time in history9
#ere are memories o- the 7herokee Trail o- Tears -rom t3o 1,th;.entury 3ritersE
a 7herokee &ndian 3ho 3alked the Trail as a 0oy and an Ameri.an soldier 3ho
a..ompanied the 7herokees9
How is the Cherokee Indian nation organized?
There are three federally recognized 7herokee tri0es/ the 7herokee Nation o- OklahomaE
the United ?eetoo3ah >and in OklahomaE and the astern >and o- 7herokee &ndians in
North 7arolina9 Other 7herokee .ommunities in Ala0amaE :eorgiaE and other states are
.onsidered uno--i.ial 0y the U! go4ernment9 The astern 7herokee people li4e on
areservation9 &ndian reser4ations are lands that 0elong to Nati4e Ameri.an tri0es and are
under their .ontrol9 The Oklahoma 7herokee people li4e on trust landE though many
7herokees .all it a reser4ation any3ay9 The ?eeto3ah 7herokee do not ha4e a land 0ase9
a.h 7herokee tri0e has its o3n go4ernmentE la3sE poli.eE and ser4i.esE Kust like a small
.ountry9 #o3e4erE 7herokee &ndians are also U! .iti1ens and must o0ey Ameri.an la39
&n the pastE ea.h 7herokee 0and 3as led 0y one 3ar .hie- and one pea.e .hie-9 7herokee
.hie-s 3ere .hosen 0y a tri0al .oun.il9 7herokee 3ar .hie-s 3ere maleE 0ut the pea.e
.hie- .ould 0e a 3oman9 TodayE 7herokee tri0al .oun.ils and .hie-s .an 0e either gender
and are popularly ele.tedE like senators and go4ernors9
What language do the Cherokees speak?
Most 7herokee people speak nglish todayE 0ut 20E000 people also speak the Cherokee
Indian language9 7herokee is a .omple< language 3ith so-t sounds9 &- youQd like to
kno3 a -e3 easy 7herokee 3ordsE VosiyoV Rpronoun.ed oh;see;yohS is a -riendly
greetingE and V3adoV Rpronoun.ed 3ah;dohS means Qthank you9Q You .an hear 7herokee
0eing spokenhereE or read a 7herokee pi.ture di.tionary here9
The 7herokee language has an inno4ati4e 3riting system that 3as in4ented 0y the
7herokee s.holar !eNuoyah9 !eNuoyahQs 3riting system is a syllaary9 That means one
.hara.ter represents ea.h sylla0le9 RAnother language that uses a sylla0ary today is
Fapanese9S #ere is a .hart o- the sym0ols used in the 3ritten 7herokee language9 TodayE
many 7herokee people use a modi-ied nglish alpha0et instead o- the sylla0ary
!eNuoyah in4entedE 0e.ause it is easier to type9
What is Cherokee culture like?
#ere are links to the 7herokee Nation o- Oklahoma and astern >and o- 7herokeesE
3here you .an learn a0out the 7herokee people past and present9 You .an also read
simple arti.les a0out the 7herokee &ndians here and here9
How do Cherokee Indian children live?
They do the same things all .hildren do;;play 3ith ea.h otherE go to s.hool and help
around the house9 Many 7herokee .hildren enKoy hunting and -ishing 3ith their -athers9
&n the pastE 7herokee kids had more .hores and less time to playE Kust like .olonial
.hildren9 >ut they did ha4e dollsE toysE and games to play9 &n one popular gameE 7herokee
kids tried to thro3 a dart through a mo4ing hoop9 AneKodiE a stickball game related to the
&roNuois game o- la.rosseE 3as a popular sport among 7herokee teenagers and adult men9
'ike many Nati4e Ameri.ansE 7herokee mothers traditionally .arried 0a0ies
in .radle0oards on their 0a.ks;;a .ustom 3hi.h many Ameri.an parents
ha4e adopted no39
What were men and women!s roles in the Cherokee trie?
'ike their distant .ousins the &roNuoisE the 7herokee &ndians had an e4en di4ision o-
po3er 0et3een men and 3omen9 7herokee men 3ere in .harge o- huntingE 3arE and
diploma.y9 7herokee 3omen 3ere in .harge o- -armingE propertyE and -amily9 Men made
politi.al de.isions -or the tri0eE and 3omen made so.ial de.isions -or the .lans9 7hie-s
3ere menE and lando3ners 3ere 3omen9 >oth genders took part in storytellingE art3ork
and musi.E and traditional medi.ine9
TodayE 7herokee gender role traditions ha4e .hanged9 7herokee 3omen .an 0e .hie-s
also999 and 7herokee men are sometimes -armers9 #o3e4erE modern 7herokee people still
tra.e .lan relationships through their mothers9
What were Cherokee homes like?
The 7herokee &ndians li4ed in settled 4illagesE usually lo.ated near a ri4er9 7herokee
houses 3ere made o- ri4er.ane and plasterE 3ith that.hed roo-s9 These d3ellings 3ere
a0out as strong and 3arm as log .a0ins9 #ere are some pi.tures o- Nati4e Ameri.an
houses like the ones 7herokee &ndians used9 The 7herokees also 0uilt larger se4en;sided
0uildings -or .eremonial purposesE and ea.h 4illage usually had a 0all -ield 3ith 0en.hes
-or spe.tators9 Many 7herokee 4illages had palisades Rrein-or.ed 3allsS around them -or
prote.tion9 TodayE 7herokee -amilies li4e in a modern house or apartment 0uildingE Kust
like you9
What was Cherokee clothing like? "id they wear feather headdresses and face
paint?
7herokee men 3ore 0ree.h.loths and leggings9 7herokee 3omen 3ore 3raparound skirts
and pon.ho;style 0louses made out o- 3o4en -i0er or deerskin9 The 7herokees
3ore mo..asins on their -eet9 A-ter .oloni1ationE 7herokee &ndians adapted uropean
.ostume into a .hara.teristi. styleE in.luding long 0raided or 0eaded Ka.ketsE .otton
0louses and -ull skirts de.orated 3ith ri00on appliNueE -eathered tur0ansE and the
.ali.o tear dress9 #ere are pi.tures o- 7herokee .lothing and photographs o- traditional
Nati4e Ameri.an .lothing in general9
The 7herokees didnQt 3ear long headdresses like the !iou<9 7herokee men usually
sha4ed their heads e<.ept -or a single s.alplo.k9 !ometimes they 3ould also 3ear
a por.upine roa.h9 7herokee 3omen al3ays 3ore their hair longE .utting it only in
mourning -or a -amily mem0er9 Men de.orated their -a.es and 0odies 3ith tri0al tattoo
art and also painted themsel4es 0right .olors in times o- 3ar9 Unlike some tri0esE
7herokee 3omen didnQt paint themsel4es or 3ear tattoosE 0ut they o-ten 3ore 0ead
ne.kla.es and .opper arm0ands9
TodayE some 7herokee people still 3ear mo..asins or a ri00on shirtE 0ut they 3ear
modern .lothes like Keans instead o- a 0ree.h.loth999 and only 3ear roa.hes and -eathers
on spe.ial o..asions like a dan.e9
What was early Cherokee transportation like? "id they paddle canoes?
Yes;;the 7herokee &ndians used to make long dugout .anoes -rom hollo3ed;out logs9
O4er landE the 7herokees used dogs as pa.k animals9 There 3ere no horses in North
Ameri.a until .olonists 0rought them o4er -rom urope9 TodayE o- .ourseE 7herokee
people also use .ars999 and non;nati4e people also use .anoes9
What was Cherokee food like in the days efore supermarkets?
The 7herokees 3ere -arming people9 7herokee 3omen har4ested .rops o- .ornE 0eansE
sNuashE and sun-lo3ers9 They also gathered 0erriesE nuts and -ruit to eat9 7herokee men
hunted deerE 3ild turkeysE and small game and -ished in the ri4ers9 7herokee dishes
in.luded .orn0readE soupsE and ste3s .ooked on stone hearths9 #ere is a 3e0site 3ith
some7herokee re.ipes you .an try out -or yoursel-I
What were some Cherokee weapons and artifacts?
7herokee hunters used 0o3s and arro3s or 0lo3guns to shoot game9 %ishermen generally
used spears and -ishing poles9 "arriors -ired arro3s or -ought 3ith a melee 3eapon like a
tomaha3k or spear9 Other important tools used 0y the 7herokee &ndians in.luded stone
ad1es Rhand a<es -or 3ood3orkingSE -lint kni4es -or skinning animalsE 3ooden hoes -or
-armingE and pots and 0askets -or storing .orn9
What are Cherokee arts and crafts?
Traditional 7herokee art in.luded pipe .ar4ingE ri4er.ane 0asketsE gourd artE and pottery9
A-ter mo4ing to OklahomaE the 7herokees .ouldnQt get the materials they used to use -or
traditional .ra-tsE so they .on.entrated on other .ra-ts like0ead3ork and te<tile arts9 #ere
are photographs o- 0eauti-ul 0eaded 7herokee 0andolier 0agsE and a 7herokee arti-a.t
display -rom North 7arolina9
What other #ative $mericans did the Cherokee trie interact with?
The 7herokee &ndians traded regularly 3ith other southeastern Nati4e Ameri.ansE 3ho
espe.ially liked to make trades -or high;Nuality 7herokee pipes and pottery9 The
7herokees o-ten -ought 3ith their neigh0ors the 7reeksE 7hi.kasa3sE and !ha3neesE 0ut
other timesE they 3ere -riends and allies o- those tri0es9
I read that the Cherokee were part of the %ive Civilized Tries& Was that an alliance
like the Iro'uois Confederacy?
No9 Many people guess thisE 0ut it isnQt true9 VThe %i4e 7i4ili1ed Tri0esV 3as Kust a name
that the 3hite settlers used to re-er to the 7reekE 7hi.kasa3E 7ho.ta3E !eminoleE and
7herokee tri0es o- the !outheast9 These -i4e tri0es 3ere ne4er part o- an allian.e togetherE
and they did not .all themsel4es the 7i4ili1ed Tri0es in their o3n languages9 OriginallyE
the 3hite settlers pro0a0ly .alled them this 0e.ause these -i4e tri0es 3ere early .on4erts
to 7hristianity9 They 3ere also -armers 3ho li4ed in settled to3ns under sophisti.ated
go4ernment systemsE 3hi.h uropeans and early Ameri.ans .onsidered more higher
.i4ili1ation a.hie4ements than independent 0ands o- hunters 3ho mo4ed -rom pla.e to
pla.e9 #o3e4erE there 3ere do1ens o- other Nati4e Ameri.an tri0es 3ho also led -arming
li-estylesE not Kust these -i4e9
What kinds of stories do the Cherokees tell?
There are many traditional 7herokee legends and -airy tales9 !tory;telling is 4ery
important to the 7herokee &ndian .ulture9 #ere is a 7herokee legend a0out the origin o-
stra30erries9
What aout Cherokee religion?
$eligions are too .ompli.ated and .ulturally sensiti4e to des.ri0e appropriately in only a
-e3 simple senten.esE and 3e strongly 3ant to a4oid misleading any0ody9 You .an 4isit
this site to learn more a0out 7herokee .eremonies or this site a0out Ameri.an &ndian
spirituality in general9
Who are some famous Cherokee Indians?
One o- the 0est;kno3n people in 7herokee history 3as !eNuoyah9 !eNuoyah 3as a 4ery
0rilliant man9 Although he did not kno3 ho3 to read or 3rite in any other languageE he
su..eeded in in4enting a 3riting system -or 7herokee that is still used today9 A -amous
7herokee &ndian -rom modern times is "ilma MankillerE the -irst 3oman to 0e 2rin.ipal
7hie- o- the 7herokee tri0e9
Can you recommend a good ook for me to read?
You may enKoy &ndian !hoesE a .harming .olle.tion o- short stories a0out a .ontemporary
7herokee;!eminole 0oy and his grand-atherE or Aunt MaryE Tell Me A !toryE a .olle.tion
o- traditional tales retold 0y a 7herokee elder9 &- you 3ant to kno3 more a0out the Trail
o- Tears and 7herokee historyE t3o good 0ooks -or kids are Only the Names
$emain and!o-t $ain9 Older readers may 0e interested in @oi.es -rom the Trail o-
Tears or 7herokee "omen9 You .an also 0ro3se through our reading list o-
re.ommended Ameri.an &ndian 0ooks in general9
How do I cite your wesite in my iliography?
You 3ill need to ask your tea.her -or the -ormat he or she 3ants you to use9 The authorsQ
names are 'aura $edish and Orrin 'e3is and the title o- our site is Nati4e 'anguages o-
the Ameri.as9 "e are a nonpro-it edu.ational organi1ation 3orking to preser4e and
prote.t Nati4e Ameri.an languages and .ulture9 You .an learn more a0out our
organi1ationhere9 Our 3e0site 3as -irst .reated in 1,,+ and last updated in 20119
Thanks -or your interest in the 7herokee &ndian peopleI
Soc$al Stud$es Lesson Plans 0G.0B = 0G.0G
1hee S$stes .nfo+at$on Sheet
https>44s$tes.)oo)le.co+4s$te4)eo)$anat$"ea+e$cans4food
The Three Sisters" #orn$ %eans$ s&'ash
The 7reek and 7herokee 3ere -arming people9 The
main -ood gro3n and eaten 0y the 7herokee and
7reek 3as kno3n as the WThree !istersVO mai1e
R.ornSE 0eansE and sNuash9 >esides these -oods the
7herokee and 7reek gre3 many other -oods su.h as
s3eet potatoesE sun-lo3ersE and potatoesE and
pumpkins9

The 3omen did the -arming and planted and
har4ested the .rops9 Young girls helped their
mothers 0y gathering 3ild plantsE nutsE and 0erries9
They also helped prepare the -oodO su.h as pounding
the mai1e to make
.orn0read9

&n addition to 0eing -armers the 7reek and
7herokee 3ere also hunters9 The men 3ere
responsi0le -or hunting9 The men used 0lo3gunsE
spearsE and 0o3s and arro3s to kill the animals9
They hunted deerE turkeysE and 0ears9 &n additionE
they also made traps to .at.h -ish in the streams9

Sc$ence Lesson Plans 0B Septe+,e = 0G Septe+,e :011
La,o ;a0F 7o2 ;o An$+al L$fe C0cles 3a0F An$+al L$fe C0clesF E#tend 1.DF
Assess+ent
0G.0
B
0G.0I [1.D 7o2 do An$+al L$fe
C0cles 3a0]
0G.0N [An$+al L$fe
C0cles]
0G.08 [E#tend
An$+al L$fe C0cles]
Standad
L
a
,
o

;
a
0
E+,edded .nCu$0F .3
7eed$t0
.3 7eed$t0 Sc$ence 3>
O$od$"es$t0 &
Chan)e
Math> 3>;ata
Po,a,$l$t0 &
Stat$st$c
ELA> .3> @eseach
!ade Le"el
E#pectat$ons
%!LE&
0D0N.D.:> ;$feent$ate
,et2een co+plete and
$nco+plete +eta+ophos$s.
0D0N..N/.B> ;$feent$ate
$nco+plete +eta+ophos$s.
0D0N.D.1
0D0N.D.:> See 0G.0I
0D0N.B.1> Anal06e
ph0s$cal and
,eha"$oal
adaptat$ons that
ena,le o)an$s+s
to su"$"e $n
the$ en"$on+ent
Math 0D0I.B.1>
Collect9 ecod9
aan)e9 pesent9
and $ntepet data
us$n) ta,les and
"a$ous
epesentat$ons.
ELA 0D01.D.:>
Collect9 o)an$6e9
and dete+$ne the
el$a,$l$t0 of
eseached
$nfo+at$on.
Chec's fo
(ndestand$n)
%C*(&
0D0N.D.:> Stud0 the l$fe
c0cles of a "a$et0 of
o)an$s+s and dete+$ne
2hethe these pocesses
$llustate co+plete o
$nco+plete +eta+ophos$s
State
Pefo+ance
0D0N.D.:> ;$feent$ate
0D0N.B.1 ;ete+$ne
ho2 a ph0s$cal o
O,-ect$"es
%SP.&
$nco+plete +eta+ophos$s. ,eha"$oal
adaptat$on can
enhance the
chances of su"$"al.
Essent$al
/uest$on
7o2 can 2e d$feent$ate
$nco+plete +eta+ophos$s
5hat ae so+e
d$feent t0pes of
an$+al l$fe c0clesE
7o2 do 2e
$ntepet )aphs fo
sc$ent$8c
undestand$n)E
State)0
[1he students
2$ll]
1he students 2$ll use
+eal2o+s to co+plete th$s
tas'
1he students 2$ll use
"a$ous chats to
co+pae and
contastF and 2hole
)oup $nstuct$on
5hole )oup9
.nd$"$dual
Assess+ent (n$t @esouces pp DD 1e#t pp D8
Mate$als
Clea Plast$c Co"e 2$th L$d
Pushp$n
Plast$c Spoon
Meal2o+s
Oat+eal
7and Lens
Sc$ence Ooo' pp D0 = DBF D8
(n$t @esouce pp D1 VMon$to
Meal2o+s
(n$t @esouce pp D< VMeal2o+ Chan)es?
(n$t @esouce pp DD V7o2 do An$+al L$fe
C0cles 3a0?
(n$t @esouce pp DB V7o2 do An$+al L$fe
C0cles 3a0?
Sc$ence 1e#t pp D1
(n$t @esouce pp D: VMon$to Meal2o+s
:?F D<
3oca,ula045od
5all
Adult [D:] full0 )o2n9 +atue o)an$s+
E)) [D:] the 8st sta)e $n the l$fe c0cle
La"a [D<] 2hen the e)) hatches $nto a 2o+l$'e fo+
Meta+ophos$s [D<] pocess $n 2h$ch so+e o)an$s+s chan)e fo+ $n d$feent sta)es
of the$ l$fe c0cle
N0+ph [D<]> second sta)e of +eta+ophos$s
MaioranoM'i4ingood
!.ien.e :' 0)069&nN9*
Unit $esour.e pp )1 Monitor Meal3orms
MON&TO$ MA'"O$M!
2ro.edures
19 7O''A>O$AT/ "ork 3ith a partner9 7are-ully use a pushpin to make air holes in the
lid o- a plasti. .ontainer9 2la.e a thin layer o- oatmeal in the .ontainer9
29 Use a plasti. spoon to put meal3orms gently in the .ontainer9 7lose the lid
(9 $7O$D DATA/ 'ook .losely at the meal3orms 3ith a hand lens9 $e.ord your
o0ser4ations and dra3 a sket.h o- the meal3orms using the .hart 0elo39
)9 Add more oatmeal as ne.essary9 $epeat step three on.e a 3eek -or -our months9 $e.ord
all your o0ser4ations and keep this sheet in your 0la.k s.ien.e note0ook9
1.ME OOSE@3A1.ONS SPE1C7
5ee' 0
1
:
<
D
B
Na+e
;ate
I
N
8
G
10
11
1:
1<
1D
1B
1I
Ma$oano4L$"$n)ood
!.ien.e :' 0)069&nN9*
Unit $esour.e pp )2 Monitor Meal3orms 2
19 ANA'YT DATA/ A meal3orm is one o- the stages o- the li-e .y.le o- a darkling 0eetle9
"hat di--erent stages o- the li-e .y.le ha4e you o0ser4edJ "hat stages do you think .ome ne<tJ
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
29 !UMM$&T/ <.hange o0ser4ations 3ith another team9 Do you and your teamGs sket.hes
and o0ser4ations di--er -rom the other teamsJ Dis.uss 3hy this might 0eJ
Na+e
;ate
MaioranoM'i4ingood
!.ien.e :' 0)069&nN9*
Unit $esour.e pp )( Meal3orm 7hanges
MA1E@.ALS
1. Meal2o+ cultues
:. 7and Lens
P@OCE;(@ES
1. Colla,oate 2$th anothe student
:. (se the hand lens to o,se"e the d$feent sta)es of
a +eal2o+.
<. @ecod chaacte$st$cs of each sta)e $n the chat
,elo2. Also $nclude a s'etch.
Spec$+en O,se"at$ons S'etches
CONCL(S.ONS
19 A meal3orm is one o- the stages o- the li-e .y.le o- a darkling 0eetle9 "hat di--erent stages
o- the li-e .y.le ha4e you o0ser4edJ "hat stages do you think .ome ne<tJ
:. .n 2hat ode do 0ou th$n' these sta)es occu $n the l$fe c0cleE
Na+e
;ate
Ma$oano4L$"$n)ood
!.ien.e :' 0)069&nN9*
Unit $esour.e pp )) U#o3 Do Animal 'i-e 7y.les @aryG
D&$7T&ON!/ Use the .hart to .ompare and .ontrast an AlligatorE &nse.tE and >ird9
A''&:ATO$ &N!7T >&$D
Na+e
;ate
Ma$oano4L$"$n)ood
!.ien.e :' 0)069)92
Unit $esour.e pp )* #o3 Do Animal 'i-e 7y.les @ary 2
D&$7T&ON!/ 2ut your name and date on the paper9 %ill in the 0lanks using 3hat you ha4e
learned a0out li-e .y.les9
1. A4An KKKKKKKKKKKKKKKKKKKKKKKK $s the 8st sta)e $n the c0cle of +ost
an$+als
:. An ofsp$n) de"elops $nto a4an aKKKKKKKKKKKKKKKKKKKKKKKKK9 o full0 )o2n9
+atue o)an$s+.
<. 1he pocess $n 2h$ch so+e o)an$s+s chan)e fo+ $n d$feent sta)es of
the$ l$fe c0cle $s 'no2n
as KKKKKKKKKKKKKKKKKKKKKKKK
D. 1he e))9 the 8st sta)e of +eta+ophos$s hatches $nto a 2o+l$'e fo+
called a4an KKKKKKKKKK.
B. 1he second sta)e $n the l$fe c0cle of an $nsect 2$th $nco+plete
+eta+ophos$s $s called the KKKK.
;.@EC1.ONS> Ceate 0ou o2n l$fe c0cle us$n) the te+s adult9 la"a9 e))9
and pupa.
Na+e
;ate
!@A;E
KKK4G
!o.ial !tudies 'esson 2lans 0,912 C 0,915
The 7herokeeE The 7hi.kasa3E !ha3nee 8 7reekO Test 7hapter (O $esear.h <plorersO 2resentations
Maiorano
0,912 [The 7herokeeO The
7hi.kasa3O !ha3neeO 8 7reek]
0,91( 0,91) [$esear.h
<plorers in 7lass]
0,91* [$esear.h
<plorers in 'i0rary]
0,915
[2resent]
!tandard
&&/ .onomi.s $e4ie3 8 Assessment o-
7hapter Three
&&/ !ee 0,912O &&&/ :eographyO @/ #istory
'earning <pe.tations )92901/ Des.ri0e the potential
.osts 8 0ene-its o- personal
e.onomi. .hoi.es in a market
e.onomy
)92902/ :i4e e<amples o- the
intera.tion o- groupsE
0usinessesE 8 go4ernments in
a market e.onomy9
)92901/ !ee 0,912
)9(901/ Understand ho3 to use mapsE glo0esE
and other geographi. representationsE toolsE
and te.hnologies to a.NuireE pro.ess and
report in-ormation -rom a spatial perspe.ti4e
)9*902/ Understand the pla.e o- histori.al
e4ents in the .onte<t o- pastE present and
-uture
A..omplishments )929010/ Des.ri0e ho3 Nati4e
Ameri.ans in Tennessee 8 the
"estern #emisphere met their
0asi. e.onomi. needs
)92902a/ <plain the e.onomi.
patterns o- 4arious early
Nati4e Ameri.an groups in
Tennessee 8 the "estern
#emisphere9
)92901a/ &denti-y the e.onomi. moti4ations
-or uropean e<ploration and .oloni1ation9
)9(901a/ 'o.ate maKor .ountries o- the 3orld
on a map or glo0e in4ol4ed 3ith early
Ameri.an de4elopment9
)9(901./ 'o.ate the routes o- early e<plorers
o- North Ameri.a on a map9
)9*902a/ Demonstrate an a0ility to use .orre.t
4o.a0ulary asso.iated 3ith time su.h as
pastE presentE -utureE and long agoO read and
.onstru.t simple timelinesO identi-y
e<amples o- .hangeO and re.ogni1e e<amples
o- .ause and e--e.t relationships9
)9*9020/ $eali1e that geographi.E
te.hnologi.alE and s.ienti-i. -a.tors
.ontri0uted to the uropean age o-
e<ploration and settlement in the Ameri.as9
=)9*902./ Des.ri0e the immediate and long;
term impa.t o- 7olum0usQ 4oyages on Nati4e
populations and on .oloni1ation in the
Ameri.as9
)9*902d9'ist the .hara.teristi.s o- the !panish
and 2ortuguese e<ploration and settlement o-
the Ameri.as
!2& )919!2&91/ $e.ogni1e the
.on.ept o- supply 8 demand9
)9(9!2&91/ &denti-y the routes the e<plorers o-
the Ameri.as on a map Ri9e9E 7olum0usE
>al0oaE 2i1arroE De!otoS9
T2&
7ommon
7ore
O0Ke.ti4e
[The learner
3illL]
Llearn a0out ho3 the
7hi.kasa3 met some o- their
e.onomi.s needs 0y hunting
in TNO Llearn a0out ho3 the
!ha3nee 8 7reek 0oth
.laimed land in TNO Llearn
the 0asi.s o- summari1ing
passages
7omplete the W!kill >uilder
!ummari1eXE W7hapter (
$e4ie3XO Unit 1 T7A2 Test
2ra.ti.eO 8 7hapter Three
Test
Llearn a0out ho3 the <plorers -irst routed their trips to
Ameri.aO
Lresear.h indi4idual e<plorers and present to the .lass
!trategy
"hole :roupO 7enter
<planation 8 !mall :roup
R7enterS &nstru.tion
"hole :roupO @isualO AuditoryO 2artner 8 !mall :roup
Materials
http/MM3339-lipdri4e9.omMsharedP-olderM(50d6e--,0a,5*1d2*5)(.*6,
0(d0e)2
!o.ial !tudies pp *+ C 56 8 +)
!o.ial !tudies 2ra.ti.e >ook pp 26 C (6
!o.ial !tudies 2ra.ti.e >ook pp (6 < 50
!o.ial !tudies T7A2 Test 2ra.ti.e pp 5O 6O +
7hapter Three Test R%iling 7a0inetS
<tra 7redit 2apers
%i4e Manilla n4elopes
2ennies < (00
Folly $an.her 8 $e.ees
7ross3ord 2u11le [>ookmark]
urope Ameri.a Map
7ompare 8 7ontrast the $outes o- <plorers
<plorer 'ist
"ki2edia Arti.les on <plorer 'ist
&ntera.ti4e Map/ <ploration o- North Ameri.a
1),2 C 1600 [U$']
7hristopher 7olum0us @ideos 1 C 10 [U$']
2oster >oard
"orld Outline Map
:oogle arth [U$']
Assessment
Three %a.ts a0out &ndians 7hapter %our 2re Test Three %a.ts a0out an
<plorer
#ome3ork
0,M12/ 2retend you are 7olum0us 8 3rite a Kournal entry pro.laiming you ha4e -ound Ne3 'and
0,M1) C !o.ial !tudies 2ra.ti.e >ook pp ()
@o.a0ulary
Mer.hant [6)]/ someone 3ho 0uys 8 sells goods to earn money
Na4igation [6)]/ planning 8 .ontrolling the dire.tion o- a ship
2ro-it [6*] money a 0usiness makes a-ter all e<penses ha4e 0een paid
7olum0ia <.hange [65]/ trade 0et3een the astern 8 "estern #emisphere
<plorer [6+] tra4els to ne3 pla.es to learn a0out them
5old Outl$ne Map
ERPLO@E@ L.S1 *O@ CLASS P@ESEN1A1.ON
Pedo Menende6 de A"$les %Span$sh& Chapte D
3asco N\]e6 de Oal,oa %Span$sh& Chapte D
Pedro Alvarez Cabral (Span!"# C"ap$er 4
Joo Rodrigues Ca,$llo %Span$sh& Chapte D
Sa+uel de Cha+pl$an %*ench& Chapte D & Chapte B
Ch$stophe Colu+,us %.tal0& Chapte D
7en^n Cot_s %Span$sh& Chapte D
Coanado %Span$sh& Chapte D
7en0 7udson %Nethelands& Chapte B
Xuan Ponce de Le`n %Span$sh& Chapte D
*ed$nand Ma)ellan %Potu)uese& Chapte D
Xuan de O]ate %Span$sh& Chapte D
*anc$sco P$6ao %Span$sh& Chapte D
7enando de Soto %Span$sh& Chapte D
A+e$)o 3espucc$ %.tal$an& Chapte D
European Exploration
The 1uropeans e;plored the Americas to look for natural resources M gold.3hen
the e;plorers tra"eled o"er the ocean to the Americas) they found that nati"e
cultures were already li"ing there. The period of 1uropean e;ploration had
se"eral important e"ents.
1$"%NColumbus landed in the Americas. Ae thought he had reached the 'ndies so
he called the nati"e people he saw there 'ndians.
1*('NCamestown) in Birginia) was the first permanent 1nglish settlement in *orth
America.
1*1"NTobacco became the leading crop M e;port of Birginia.
1*%(N?ilgrims on the Mayflower arri"ed at Cape Cod from ?lymouth) 1ngland.
1*""N3illiamsburg became the capital of Birginia after Camestown burned.
1)(!N7ewis M Clark e;plored the 7ouisiana ?urchase M the western part of the
#nited States.
1)1)NTennessee bought the Chickasaw ?urchase. There was a large group of
people who mo"ed west to claim a piece of land.
!o.ial !tudies 0,912 C 0,915 [7hapter %our 2re Test]
D&$7T&ON!/ 7ir.le the letter 3hi.h 0est ans3ers the Nuestion9
19 The -irst uropean settlements in the original Ameri.an .olonies 3ere started near 3hi.h 0ody o-
3aterJ [)929!2&9*]
A9 Atlanti. O.ean
>9 Ohio $i4er
79 Mississippi $i4er
D9 'ake Mi.higan
29 "hi.h o- the -ollo3ing 3as the -irst permanent nglish settlement is Ameri.aJ [)929!2&9*]
A9 2lymouth
>9 Ne3 York
79 Famesto3n
D9 Massa.husetts
(9 "hi.h statement 0est des.ri0es li-e -or the .olonists o- Famesto3n 3hen they -irst arri4edJ [)929!2&9*]
A9 The .olonists 3ere -or.ed 0a.k to ngland9
>9 7onditions 3ere toughE 8 many did not sur4i4e9
79 The .olonists made plenty o- money gro3ing .rops9
D9 The Nati4e Ameri.ans killed most o- the .olonists9
)9 "hat 3as the maKor .rop that .olonists -rom @irginia in the 1500s sent 0a.k to nglandJ [)929!2&9*]
A9 mai1e
>9 tea
79 to0a..o
D9 sugar
*9 "ho 3as already li4ing on the land 3hen the .olonists arri4ed in Ameri.aJ [)929!2&9*]
A9 7hinese
>9 A-ri.an Ameri.ans
79 &talians
D9 Nati4e Ameri.ans
59 Mount !t9 #elens is a 4ol.ano lo.ated in "ashington !tate9 "hat physi.al pro.ess most likely -ormed
Mount !t9 #elensJ [)9(9!2&9*]
A9 soil erosion .arried do3nstream
>9 many earthNuakes o4er millions o- years
79 la4a 8 ash 0uilt up -rom eruptions
D9 solar e.lipses that temporarily 0lo.k the sun
69 !ome s.ientists 0elie4e that southern 7ali-ornia is mo4ing north 8 3ill e4entually .ollide 3ith Alaska in
a0out 1*0 million years9 These s.ientists say thatE at one timeE the arthGs .ontinents 3ere Koined together as
one huge .ontinent9 This massi4e .ontinent had se4eral ro.k plates underneath it9Due to the platesG mo4ementE
the huge .ontinent 0egan to 0reak 8 mo4e apartE -orming se4en smaller .ontinents9 The mo4ement o- the
1. A : C. < O D C. B. ; I. C N. A 8. O G. ; 10. A
Na+e>
;ate>
Pe$od>
!@A;E
KKK 4 10
.ontinents is .alled the W.ontinental dri-t9X TodayE the .ontinents .ontinue to mo4e 8 .hange9 The mo4ement is
not usually noti.ea0leE 0e.ause it happens so slo3ly9 The only 3ay to measure the .hanges is to take small
measurements o4er a long period o- time9 [)9(9!2&9*]
!.ientists use a theory .alled PPPPPPPPPPPPPPP to e<plain the physi.al pro.ess des.ri0ed a0o4e9
A9 plate te.toni.s
>9 soil erosion
79 gla.ial -looding
D9 4ol.ani. a.ti4ity
+9 "hat is the name -or the physi.al pro.ess 3here an areaQs soil is slo3ly 3ashed a3ay 0y 3ind 8
3aterJ [)9(9!2&9*]
A9 -looding9
>9 erosion9
79 4ol.ani. a.ti4ity9
D9 plate te.toni.s9
,9 $i4er -looding .an .ause a lot o- destru.tionE 0ut some -looding e4ery no3 8 then .an 0e a good
thing9 !ome ri4ers in the United !tates o4er-lo3 their 0anks e4ery -e3 years 3hen the rains are hea4y9
"hi.h o- these is a 0ene-it o- su.h -loodingJ [)9(9!2&9*]
A9 &t .arries a3ay the seeds that -armers ha4e planted9
>9 &t .an .ause erosion 8 destroy ri4er 0anks9
79 &t .hanges the .ourse o- ri4ers 8 streams9
D9 &t makes the surrounding land more -ertile9
!. Aow does flooding make some land infertileI [)9(9!2&9*]
A. The water carries away minerals M nutrients.
<. Grass M trees help keep floods from carrying away the soil.
C. 8armers decide not to plant crops where flooding might occur.
D. The flood irrigates the crops M helps them grow.
1. A : C. < O D C. B. ; I. C N. A 8. O G. ; 10. A
!hared %ile
0G.1:.:011 [Meal2o+s] 0G.1< [1.D
An$+al L$fe
C0cles]
0G.1D [L$fe C0cles & L$fe
Spans]
0G.1B @e"$e2 and
;$)est$"e 1acts
0G.1I 1est
Standad .3> 7e$d$t0 Sc$ence .3> 7e$d$t0
Math 3> ;ata
Po,a,$l$t0 and
Stat$st$cs
Sc$ence 3>O$o
;$"es$t0 &
Chan)e
Math 3> See
0G.1D
!ade Le"el
E#pectat$ons
%!LE&
!LE 0D0N.D.:
;$feent$ate ,et2een
co+plete and
$nco+plete
+eta+ophos$s.
0D0N.D.1>
@eco)n$6e
the
elat$onsh$
p
,et2een
epoduct$
on and the
cont$nuat$o
n of a
0D0N.D.1> @eco)n$6e
the elat$onsh$p
,et2een epoduct$on
and the cont$nuat$on of
a spec$es.
0D0N.D.:> See 0G.1:
Math 0D0I.B.1>
Collect9 ecod9
aan)e9 pesent9 and
$ntepet data us$n)
ta,les and "a$ous
epesentat$ons
0D0N.B.1>
Anal06e
ph0s$cal and
,eha"$oal
adaptat$ons
that ena,le
o)an$s+s to
su"$"e $n
the$
en"$on+ent
0D0I.B.1> See
0G.1D
Chec's fo
(ndestand$n
) %C*(&
0D0N.D.:> Stud0 the l$fe c0cles of a
"a$et0 of o)an$s+s and dete+$ne
2hethe these pocesses $llustate
co+plete o $nco+plete
+eta+ophos$s.
State
Pefo+ance
O,-ect$"es %SP.&
Meal 5o+s and Meal
5o+ O,se"a$ons
SP. 0D0N.D.:
;$st$n)u$sh
,et2een
co+plete
and
$nco+plete
+eta+ophos$
s
Essent$al
/uest$on
7o2 ae
l$fec0cles
of d$feent
o)an$s+s
d$feent
5hat ae the
d$feence ,et2een l$fe
c0cle and l$fe spanE
7o2 can 2e
use )aphs to
8nd out a,out
an$+als
d$)est$onE
State)0 [1he
students 2$ll]
1he
students
2$ll
co+plete a
thee t$e
chat on
the
l$fec0cles
of the
follo2$n)
an$+als>
ept$le9
$nsect9 and
,$d
5hole !oup to
co+plete the +ath
+$n$ lesson afte
d$scuss$n) and ead pp
DDF DB
5hole !oup
and Patnes
5hole
!oup
Sc$ence
1est as
seen on
pp B0F B1
Assess+ent (n$t
@esouces
pp DB
[(@L]
Math M$n$ Lesson 1un $n
!aphs
1un $n
1est
Mate$als
%Ooo'&
Sc$ence
1e#t
(n$t
@esouces
pp DB
Math M$n$ Lesson Sc$ence 1e#t
pp D8
Sc$ence
1e#t pp
B0 J B1
3oca,ula045
od 5all
Adult> full0 )o2n +atue o)an$s+
E))> the 8st sta)e $n the l$fe c0cle of +ost an$+als
La"a> 2o+ l$'e fo+9 and the second sta)e $n the l$fec0cle of
+ost an$+als
Meta+ophos$s> pocess ,0 2h$ch an an$+al chan)es fo+ $n
d$feent sta)es of the l$fe c0cle
N0+ph> second sta)e of co+plete +eta+ophos$s
!.ien.e
Math Mini 'esson
D&$7T&ON!/ :i4e students the data at the rightE the li-espans -or * animals9 #a4e them -ind the meanE medianE
mode and range o- the data9
!ea 'ion 12 years
Oppossum 1 year
Deer +
'eopard 12
%o< 6
Mean
The total num0er o- years di4ided 0y the total num0er o- animals
12 Y 1 Y + Y 12 Y 6 Z )0
)0 M * Z +
Median/ the middle on.e the num0ers are put in order
1O 6O +O 12O 12
+
Mode/ most o..urring
12
$ange/ highlest minus lo3est
12 C 1 Z 11
!hared %ile
0G.1G [Adapt to Su"$"e]
SC.ENCE 1
S1
0G.:0 [Ca+o La,] 0G.:: [7a,$tat !aph] 0G.:< [/u$6] 0G.:D [Adaptat$on
@eseach]
Standad .3 Sc$ent$8c .nCu$0
3> O$od$"es$t0 &
Chan)e
3> O$od$"es$t0 and Chan)e 3> O$od$"es$t0
and Chan)e
!ade Le"el
E#pectat$ons
%!LE&
0D0N.B.1> Anal06e
ph0s$cal and ,eha"$oal
adaptat$ons that ena,le
o)an$s+s to su"$"e $n
the$ en"$on+ent
0D0N..nC.1> E#ploe
d$feent sc$ent$8c
pheno+ena ,0 as'$n)
Cuest$ons9 +a'$n)
lo)$cal
ped$ct$ons9 plann$n)
$n"est$)at$ons9 and
@ecod$n) data.
0D0N..nC.1
E#ploe
d$feent
sc$ent$8c
pheno+ena ,0
as'$n)
Cuest$ons9
+a'$n) lo)$cal
ped$ct$ons9
plann$n)
$n"est$)at$ons9
and
@ecod$n)
data.
0D0I.B.1>
Collect9 ecod9
aan)e9 and
$ntepet data
us$n) ta,les &
"a$ous
epesentat$ons
0D0N.B.1> See
0G.1G
0D01.D.:>
Collect9
o)an$6e9 &
dete+$ne the
el$a,$l$t0 of
eseached
$nfo+at$on
0D0I.B.1>
Collect9
ecod9
aan)e9 and
$ntepet data
us$n) ta,les &
"a$ous
epesentat$on
s
Chec's fo
(ndestand$n
) %C*(&
0D0N.B.:>
;esc$,e ho2
an$+al
,eha"$os
such as
+$)at$on9
defense9
+eans of
loco+ot$on9
and
h$,enat$on
ena,le the+
0D0N.B.:>
;esc$,e ho2
an$+al
,eha"$os
such as
+$)at$on9
defense9
+eans of
loco+ot$on9
and
h$,enat$on
ena,le the+
to
su"$"e $n an
en"$on+ent.
to
su"$"e $n an
en"$on+ent
State
Pefo+ance
O,-ect$"es %SP.&
Essent$al
/uest$on
5hat ae so+e plant
and an$+al adaptat$ons
fo su"$"alE
7o2 does
colo afect an
o)an$s+s
su"$"al
7o2 do 2e
dete+$ne ho2
an o)an$s+
h$,enates
Pupose
1o 8nd out 2hat so+e
plant and an$+al
adaptat$ons ae
1o sho2 colo
has a lot to do
2$th su"$"al
1o eseach
an$+als
adaptat$ons
State)0 [1he
students 2$ll]
1he students 2$ll 2o'
as a 2hole class to 8nd
out a,out ca+ouAa)e
and ceate an ancho
chat ,ased on ca+o.
.nd$"$dual 5o'
2$th teache
ass$stance9
students 2$ll
ceate )aphs
Patne 5o'
Assess+ent L$st thee an$+als and
the$ ca+o and ho2 $t
helps
B Colo
Co+,$nat$ons
*$n$shed !aph /u$6 1CAP
/uest$ons
Adaptat$ons
fo Su"$"al
One Pa)e on
Adaptat$on of
An$+al
Selected
Mate$als Sc$ence 1e#t pp B8F I<
(@L of Ca+o An$+als
Constuct$on
Pape
Sc$ssos
Coloed
Constuct$on
Pape
1ash Oa)
Ca+o La,
P$n) Sna'e
7$,enat$n)
An$+als
!aph Pape
@ules
Ooo's
Pape
Penc$l
1ade Ooo's
P$c
Coal Sna'e
P$c
3oca,ula045
od 5all
Adaptat$on> ph0s$cal featue o a ,eha"$o that helps a l$"$n) th$n) su"$"e
Ca+ouAa)e> the ph0s$cal appeaance 2$th an an$+al 2h$ch helps $t ,lend $n 2$th $ts
suound$n)s
7a,$tat> 2hee an o)an$s+ l$"es
7$,enate> to )o $nto a deep sleep du$n) 2h$ch l$ttle ene)0 $s used and food $s not
usuall0 eaten
M$+$c0> adaptat$on that allo2s an an$+al to potect $tself ,0 loo'$n) l$'e anothe an$+al
N$che> ole a plant o an$+al pla0s $n $ts ha,$tat
Adaptations
?lants and animals ha"e special characteristics) or adaptations) that allow them to sur"i"e
in the en"ironment that they li"e in. An adaptation may be a part of an organismEs body)
either inside or outside) but it could also be a change in the organismHs beha"ior.
?lants and animals also adapt when their en"ironment changes. These changes often occur
as the seasons change. 8or e;ample) birds migrate to a"oid the cold weather of winter) and
dogs shed their hair to keep themsel"es cool in summer.
Adaptations ha"e many purposes. They can help a plant or animal find food or shelter)
sur"i"e certain weather conditions) and protect themsel"es.
+ettin, -ood or Ener,y
3ithout food) animals cannot sur"i"e) so animals ha"e adapted certain features that allow
them to more easily get food. 8or e;ample) the great white shark has a strong sense of
smell that allows it to locate food) and it has sharp teeth that allow it to attack its
prey. 7i=ards ha"e long) fast6mo"ing tongues that allow them to catch insects. Giraffes ha"e
long necks that allow them to reach high into trees to get lea"es for food. ?elicans ha"e
enormous) pouched bills that they can e;pand to eat fish. Aawks ha"e cur"ed beaks that
allow them to catch prey more easily.

Giraffes have long necks to reach leaves high in trees. Hawks have
curved beaks to catch small prey.
Animals also adapt to changes in the a"ailability of food. 8or e;ample) some types of
s$uirrels store nuts for winter) while bats) hedgehogs) and some other animals hibernate in
winter to sur"i"e the long period where there is little food a"ailable.
?lants make their own food using energy from the Sun) so they need sunlight to
sur"i"e. Many plants will grow in the direction of the Sun to increase the amount of sunlight
they recei"e.
-indin, .helter
Adaptations also help animals find shelter. 8or e;ample) woodpeckers make nests in the
hollows of trees. 3oodpeckers ha"e sharp beaks that allow them to tunnel through trees
and make hollows. Many animals that li"e in trees ha"e claws that allow them to climb
easily. ,ther animals that li"e in burrows ha"e feet designed for digging.
.ur/i/in, the 0eather
Adaptations also help plants and animals sur"i"e certain weather conditions. 8or e;ample)
many plants grow during summer months and then stop growing during winter months to
conser"e energy. 3hen the plants stop growing) they aredormant.
Also) the seeds of most plants will not germinate until there is enough water and sunlight
a"ailable. This helps ensure that the seed does not sprout until the conditions are right for
the plant to sur"i"e.
Animals adapt to the weather conditions in their en"ironments) too. 8or e;ample) emperor
penguins ha"e a thick layer of blubber that helps keep them warm in cold areas. ?olar bears
ha"e thick fur and padded paws to help them sur"i"e the e;treme weather of the
Arctic. 8lying birds) such as the tundra swan) migrate to sur"i"e cold winters and find food
more easily during stressful en"ironmental conditions.

The emperor penguin has protective layers of fat to live in cold temperatures,
while many bird species migrate each year to warmer climates.
Some organisms ha"e adaptations to help them sur"i"e hot or dry en"ironments.Desert
biomes ha"e "ery little water) so animals that li"e in desert biomes must possess
adaptations which allow them to sur"i"e without water for long periods of time.
1rotection
Adaptations also help plants and animals protect themsel"es. ,ne method of protection
is camouflage) which is where the animalEs appearance helps it blend into its
en"ironment. Many stick insects) li=ards) and frogs ha"e camouflage that makes it hard for
predators to see them.

The lizard and the stick insect shown are using camouflage to protect themselves
against predators.
Animals also beha"e in ways that help protect them. 8or e;ample) snakes strike at
predators) and owls spread their wings to appear larger and scare predators.
Some animals protect themsel"es by mimic!ing other animals. ,ne e;ample is a type of
wasp that does not sting but looks similar to a stinging wasp.
?lants also ha"e adaptations that help protect them. ,ne e;ample is the rose bush) which
has thorns on its stems. These thorns stop predators from eating the plant and help it to
sur"i"e.
Adaptations M Sur"i"al TCA? Ouestions
12 3ild ducks often spend a lot of their time in the water. The ducks ha"e special
structures) called PPPPPPP) that impro"e the ducksH ability to swim.
A2 webbed feet
B2 gills
C2 wings
32 feathers
E4planation&
Ducks ha"e we55ed 6eet that help them mo"e $uickly through the water. This allows them
to catch food) such as fish and insects.
%2 Many plants and animals ha"e physical characteristics) such as camouflage or
sharp spines) that help them to sur"i"e in their habitats. Aow do these
characteristics gi"e those plants and animals a reproducti"e ad"antageI
A2 The characteristics help the plants and animals sur"i"e longer so that they can
reproduce.
B2 The characteristics help the plants and animals reproduce more than their predators.
C2 The characteristics help the plants and animals sur"i"e) but this does not affect
reproduction.
32 The characteristics help the plants and animals reproduce e"en without nutrients.
E4planation&
?hysical characteristics that help plants and animals sur"i"e can also help with
reproduction. 'f the plant or animal sur"i"es longer) it will ha"e more time to reproduce.
!2 Adaptations are important for the sur"i"al of both animals and plants. A plant
such as the cactus has many adaptations that help it sur"i"e in its en"ironment.A
cactusH roots are long) but close to the surface of the ground) and co"er a large
area.
3hat is the possible ad"antage that this root system offers the cactusI
A2 't doesnHt help the cactus at all.
B2 't makes getting water easier and $uicker for the cactus.
C2 't makes getting water harder and slower for the cactus.
32 't makes the cactus look pretty.
E4planation&
Aa"ing roots that are long) close to the surface of the ground) and that co"er a large area
would help the cactus to ,et water easier and 7uicker2
Since the roots are nearer to the surface and they are spread out in a large area) more
water would reach the roots when it rains.
$2 Bines are plants that can use other structures to grow. They can grow on most
ob/ects) such as rocks) buildings) and trees. 3hich of the following reasons best
describes why the "ine below is growing on the poleI
A2 to get as much sunlight as possible
B2 to get nutrients from the pole
C2 to keep sunlight from the pole
32 to reach the soil
E4planation&
The pictured "ine is growing upward on a pole. 't is likely doing this to ,et as much
sunli,ht as possi5le2 The "ine is growing upward) so it is not trying to reach soil. Also) the
pole isnHt li"ing) so the "ine cannot get nutrients from it and the pole does not re$uire
sunlight.
2 The picture below shows a skunk. Skunks ha"e structures called scent
glandswhich help the skunks produce "ery bad6smelling odors.
3hy do skunks use their scent glands to produce the odorsI
A2 to attract a mate
B2 to blend in better with the en"ironment
C2 to feed other animals
32 to protect themsel"es
E4planation&
Skunks e$pel) or put out) a bad6smelling odor to protect themsel/es.
Skunks rarely attack unless cornered or defending their young. 'f approached by an intruder
and unable to flee) a skunk will usually fluff its fur) shake its tail) stamp the ground with its
front feet) growl) stand on its hind legs) turn its head and spit to scare the potential
attacker. 'f those techni$ues do not work) it will lift up its tail and spray. The li$uid sprayed
by the skunk has a "ery strong) unpleasant odor.
*2
Aow does a hummingbirdHs beak help it to meet its basic needsI
A2 The beak allows the bird to swim fast.
B2 The beak allows the bird to eat the nectar out of flowers.
C2 The beak scares away predators.
32 The beak helps the bird to fly.
E4planation&
A hummingbirdHs beak allows it to eat the nectar out of flowers. This helps the bird to meet
its need for food.
'2 3hich of the following is a way that some animals ha"e adapted to sur"i"e in hot
climatesI
A2 growing thick fur
B2 eating more food
C2 being acti"e at night
32 mo"ing "ery slowly
E4planation&
Animals ha"e adapted to sur"i"e in many different climates. 'n hot climates) animals may
adapt by 5ein, acti/e at ni,ht instead of during the day.
This would help keep the animals from suffering illness due to heat. 't would also help the
animals need less water.
)2 Aedgehogs enter a deep sleep during winter to conser"e energy. This is known as
A2 hibernation.
B2 recreation.
C2 migration.
32 mimicry.
E4planation&
3hen animals hi5ernate) they enter a state of deep sleep. 'n this state) they use "ery little
energy. Aedgehogs and other hibernating animals do this to sur"i"e long winters where
there is little food a"ailable.
"2 The below image is an e;ample of a wasp) a kind of insect. 3asps ha"e a sting
that feels much like a beeHs sting) but a wasp can sting many times in a row.
,ne type of wasp does not ha"e a stinger) but it tricks other animals into thinking
that it does by looking the same as a stinging wasp. 3hen an animal defends
itself from others by pretending to be something more dangerous) it is called
A2 camouflage.
B2 mimicry.
C2 scaring.
32 poisoning.
E4planation&
Mimicry is a method of defense where one animal mimics) or imitates) another. 'n this
case) the harmless wasp mimics the stinging wasp. ,ther animals are tricked by the waspHs
appearance and a"oid it because they think it is a stinging wasp.
1(2 The list below describes different kinds of plant mo"ement.
Mo/ement o6 1lants
phototropism 6 plants turn toward light
,eotropism 6 plants turn because of gra"ity
hydrotropism 6 plants turn toward water
A plant that is indoors will often grow toward the window. <ased on the
information in the list) which type of plant mo"ement is thisI
A2 none of these
B2 hydrotropism
C2 phototropism
32 geotropism
E4planation&
A plant that is growing towards the window is actually growing in that direction because the
plant will recei"e more sunlight when it is closer to the window. Therefore) the mo"ement
is phototropism.
?hototropism is an adaptation that helps plants to sur"i"e. 't helps them get the light that
they need to make their food.
AN!"$! to Adaptations 8 !ur4i4al T7A2 Auestions
19 A
29 A
(9 >
)9 A
*9 D
59 >
69 7
+9 A
,9 >
109 7
!.ien.e
Unit $esour.es pp *( W#o3 Are Organisms Adapted to !ur4i4eX
2$O>'M !O'UT&ON
1 2olar 0ears li4e in the North 2oleE 3hi.h is 4ery .old 29 2olar 0ears ha4e thi.k -ur that .o4ers almost their
entire 0ody
!.ien.e
Unit $esour.es pp *) W#o3 Are Organisms Adapted to !ur4i4eX :' 0)069*91
Main &dea/ To sur4i4eE plants and animals must 0e adapted to their en4ironment9 Their adaptations help organisms
to o0tain -oodE hide -rom other organismsE and generally sur4i4e the .onditions o- the en4ironment9
'a0el the dra3ings using the 4o.a0ulary 3ordsE mimi.ryO 3arning .olorationO or .amou-lage9
Arti. "ol- >utter-ly Ama1on %rog
19 PPPPPPPPPPPPP 29 PPPPPPPPPPPPP (9 PPPPPPPPPPPPP
%ill in the 0lanks9 Use the dra3ings a0o4e to ans3er ) C 5
)9 The arti. 3ol- .hanges the .olor o- its .oat to PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
*9 The !outh Ameri.an >utter-lys large spots PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
59 The >lue .olor o- the poision dart -rog PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
69 $a00it run in 1ig 1ag pattern to PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
+9 7hipmunks hi0ernate to PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Olu
Na+e KKKKKKKKKKKKKKKKKKKKKK
;ateKKKKKKKKKKKKKKKKKKKKKKK
!@A;E> KKK 4
1<
!.ien.e
[AN!"$ ?Y]
19 7amo 29 Mimi.ry (9 "arning 7amo
)9 The arti. 3ol- .hanges the .olor o- its .oat to 0lend in 3ith his or her surrounding and hunt 3ithout 0eing noti.ed
*9 The !outh Ameri.an >utter-lys large spots look like the eyes o- an o3l to prote.t it -rom predators
59 The >lue .olor o- the poision dart -rog 3arns predators to stay a3ay
69 $a00it run in 1ig 1ag pattern to help them dodge predators
+9 7hipmunks hi0ernate to help them sur4i4e the .old 3inter
Olu
1 2olar 0ears li4e in the North 2oleE 3hi.h is 4ery .old 29 2olar 0ears ha4e thi.k -ur that .o4ers almost their
entire 0ody
!.ien.e
19 PPPPPPPPPPPPP 29 PPPPPPPPPPPPP (9 PPPPPPPPPPPPP
)9 The arti. 3ol- .hanges the .olor o- its .oat to PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
*9 The !outh Ameri.an >utter-lys large spots PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
59 The >lue .olor o- the poision dart -rog PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
69 $a00it run in 1ig 1ag pattern to PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
+9 7hipmunks hi0ernate to PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Olu
Na+e KKKKKKKKKKKKKKKKKKKKKK
;ateKKKKKKKKKKKKKKKKKKKKKKK
!@A;E> KKK 4
1<
!.ien.e
Ca+o La,
MA1E@.ALS> Sc$ssosF Coloed Constuct$on Pape
1EAC7E@ P@OCE;(@E>
1. Cut out thee shapes fo+ the constuct$on pape> a c$cle9 a
sCuae9 and a t$an)le.
:. Place a shape a)a$nst the e+a$n$n) sheet of )een pape and
sho2 $t fo t2o seconds ,efoe h$d$n) $t a)a$n. 7a"e the class tell 2hat
shape $t 2as. @epeat 2$th puple.
S1(;EN1 P@OCE;(@E>
1. Cut out thee shapes fo+ the constuct$on pape> a c$cle9 a
sCuae9 and a t$an)le.
:. Place a shape a)a$nst the e+a$n$n) sheet of )een pape and
sho2 $t fo t2o seconds ,efoe h$d$n) $t a)a$n. 7a"e the class tell 2hat
shape $t 2as. @epeat 2$th othe colos.
<. Students epeat teache pocedue us$n) "a$ous colos and ecod
the$ 8nd$n) $n the$ sc$ence note,oo'.
!.ien.e
#i0ernating Animals
D&$7T&ON!/ Use the data 0elo3 to make a graph o- #i0ernating Animals9 On.e the graph is .omplete -ind the
meanE median and mode o- the data set9
$%ac& $ear ' (onths
)rog 2 (onths
$rown $ear * (onths
+o%ar $ear , -ear
.roundhog (onths
C"p%&n'! 4 (onths
Po!!&%! ' (onths
$ats * (onths
S(&rrel! , (onth
!hared %ile
0,91, [!pain <plores the Ameri.as] 0,920 [Ne3 !pain] 0,921 [Ne3 !pain] 0,922 [$e4ie3 0,92( [$e4ie3 Unit
One 8 7hapter )]
!tandard
&@/ :eography
@/ #istory
&&/ 7ulture
&@/ !ee 0,91,
@/ !ee 0,91,
'earning
<pe.tations
)9(901/Understand ho3 to use
mapsE glo0esE and other
geographi. representationsE
toolsE and te.hnologies to
a.NuireE pro.ess and report
in-ormation -rom a spatial
perspe.ti4e
)9*902/ Understand the pla.e o-
histori.al e4ents in the .onte<t
o- pastE present and -uture
)9*90(/ $e.ogni1e maKor
e4entsE peopleE and patterns in
Tennessee
)9190(/ $e.ogni1e the .ontri0utions o-
indi4iduals and people o- 4arious ethni.E
ra.ialE religiousE and so.ioe.onomi. groups
to the de4elopment o- .i4ili1ations
)92901/ Des.ri0e the potential .osts and
0ene-its o- personal e.onomi. .hoi.es in a
market e.onomy9
)9*902/ !ee 0,91,

A..omplishments
)9(901./ 'o.ate the routes o-
early e<plorers o- North
Ameri.a on a map
)9*902a/ Demonstrate an a0ility
to use .orre.t 4o.a0ulary
asso.iated 3ith time su.h as
pastE presentE -utureE and long
agoO read and .onstru.t simple
timelinesO identi-y
e<amples o- .hangeO and
re.ogni1e e<amples o- .ause
and e--e.t relationships
)9*9020/ $eali1e that
geographi.E te.hnologi.alE and
s.ienti-i. -a.tors .ontri0uted to
)9190(0/ &denti-y the reasons -or the
esta0lishment o- !panish missions in early
Ameri.an history
)92901a/ &denti-y the e.onomi. moti4ations
-or uropean e<ploration and .oloni1ation9
)9*902a/ !ee 0,91,
)9*902d/ !ee 0,91,
the uropean age o-
e<ploration and settlement in
the Ameri.as
)9*902d/'ist the .hara.teristi.s
o- the !panish and 2ortuguese
e<ploration and settlement o-
the Ameri.as
)9*90(./ &denti-y
a..omplishments o- signi-i.ant
e<plorers and e<plain their
impa.t on the settlement o-
Tennessee
!2&
)9(9!2&91/ &denti-y the routes
the e<plorers o- the Ameri.as
on a map Ri9e9E 7olum0usE
>al0oaE 2i1arroE De!otoS9
)919!2&92/ identi-y .ultural groups 3ho
inha0ited North Ameri.a in the 16th .entury
Ri9e9E 2uritansE AuakersE !panishE %ren.hS
)919!2&9)/ e<amine ho3 Nati4e Ameri.an
.ulture .hanged as a result o- .onta.t 3ith
uropean .ultures9 Ri9e9 de.reased
populationE spread o- diseaseE in.reased
.on-li.tE loss o- territoryE in.rease o- trade9S
T2&
)919T2&96/ 3rite or gi4e an oral report a0out
early Ameri.an !panish missions
7ommon 7ore
3illL]
7onstru.t a * %old Map -or
Di--erentiated &nstru.tion
Map out the routes o- 4arious
e<plorers
7ompare 8 7ontrast W"hat
!panish 'ooking -or 8 "hat
They %oundX
'earn A0out 2i11aro
"ithout >ooksE 7ompare and
7ontrast ( <plorers
'earn ho3 the !panish in.reased the si1e o-
Ne3 !pain 8 3hy the !panish settlers li4ed
togetherE 0ut not al3ays ni.ely
7omplete any 3ork
missing -rom 7hapter
%ourE and 3ork in
.enters to -oster a
.omplete
understanding o-
<ploration
2urpose
The learner 3ill -ind early
e<ploration maps on a mapO
and -urther e4aluate ea.h
e<plorer
'earn a0out the !panish settlement o- early
North Ameri.a
!trategy
"hole :roupO &ndi4idualO
2artnerO Daid -or Talking
!mall :roupsO "hole :roup !mall
:roupsM7enters
"hole :roup
Materials [U$'] !o.ial !tudies >ook pp +2 ;; ,(
2ra.ti.e >ook pp (*O (5O (6O (+O (,O )0
<plorer $outes Ado0e 2D%
T7A2 7oa.h pp +2
<plorers 2D%
%i4e %olda0le
:oogle arth
Folly $an.her
2ennies
Another 7heap &tem
!tudy &sland $e4ie3 !upply 8 Demand )929!2&91
7onNuistador @ideo [U$']
7hapter %our Test
T7A2 7hapter ) pp 11O 12O 10O 1)O 1(
Assessment
$esear.h !heet 2erriod 1
* %olda0le [2eriod 2E(]
2ra.ti.e >ook pp (* 8 (5
2ra.ti.e >ook pp (6 8 (+
2ra.ti.e >ook pp (, 8 )0
7reate !eNuen.e
7hart to $e .reate
lesson )92 8 )9(
'atitude 8 'ongitude
T7A2 2ra.ti.e
#ome3ork
One 2aragraph a0out ho3 pro-it helps Ameri.a today !tudy the !tudy
:uide
@o.a0ulary
7onNuistador/ !panish solider 3ho helped .onNuer the nati4e .i4ili1ations o- North 8 !outh Ameri.a
mpire/ territories 8 groups o- people .ontrolled 0y one go4ernment
7olony/ settlement ruled 0y a -ar a3ay nation
!la4ery/ .ruel system in 3hi.h people .an 0e o3ned and made to 3ork 3ithout pay
Mission/ 7hristain settlement 8 religious .ommunity
7on4ent/ to -or.e or .on4in.e someone to .hange to another religion
$e4olt/ re0el against a ruler
!o.ial !tudies
%i4e %olda0le
"ho 7ame %rom "here To "here "hen "hy
"hat !panish 'ooking -or 8 "hat They %ound
22 +2 ;; +*
'OO?&N: %OUND
Supply and Demand 5.&.spi.
() >illy is selling lemonade on the street .orner -or *0 .ents a glass9 Foey
opens a lemonade stand a.ross the street -rom >illy and is selling
lemonade -or 2* .ents a glass9 "hat e--e.t 3ill FoeyQs ne3 stand
pro0a0ly ha4e on >illyQs pri.eJ )929spi91
A) >illyQs pri.e 3ill stay the same9
*) >illyQs pri.e 3ill in.rease9
#) >illyQs pri.e 3ill de.rease9
D) FoeyQs stand 3ill ha4e no e--e.t on >illyQs sales at all9
E+planation"
FoeyQs stand is .ompetition -or >illyQs stand9 &- >illy doesnQt lo3er his pri.e .loser
to FoeyQsE he 3ill likely lose all his .ustomers to Foey9
,) !pring-ield is a small to3n 3ith -i4e gas stations9 7edar4ille is a similar
si1ed to3n 3ith only one gas station9 "hi.h o- the -ollo3ing statements
3ould you e<pe.t to 0e trueJ )929spi91
A) :as pri.es are pro0a0ly the same in 0oth to3ns9
*) The num0er o- gas stations has nothing to do 3ith gas pri.es9
#) :as pri.es in 7edar4ille are higher than gas pri.es in !pring-ield9
D) :as pri.es in !pring-ield are higher than gas pri.es in 7edar4ille9
E+planation"
Other things 0eing eNualE more .ompetition Rmore gas stationsS 3ill result in lo3er
pri.es9
-)
"hi.h o- the -ollo3ing des.ri0es 3hy diamonds are e<pensi4eJ )929spi91
A) Diamonds are hea4ily ta<ed 0y the go4ernment9
*) Diamonds are 4ery dangerous9
#) Diamonds are 0eauti-ulE and their supply is 4ery small9
D) Diamonds ha4e many pra.ti.al uses9
E+planation"
&- something is rareE it is automati.ally more e<pensi4e9 &- you .olle.ted 0ase0all
.ardsE and there 3as only one e<isting .opy o- a .ertain 0ase0all .ardE you 3ould
pro0a0ly spend a lot o- money to pur.hase it 0e.ause it is so rare9
.) "hat 3ill 0e the likely e--e.t on orange pri.es i- %lorida e<perien.ed a
-ree1e that killed most o- the orange treesJ )929spi91
A) Orange pri.es 3ill go up9
*) Orange pri.es 3ill stay the same9
#) Orange pri.es 3ill go do3n9
D) &t 3ould 0ankrupt the market -or oranges9
E+planation"
The -ree1e 3ould .ause a shortage o- oranges 3hi.h 3ill make pri.es rise9 "hen
supply drops 3hile demand stays the sameE pri.es 3ill rise9
/)
"hy does an oun.e o- gold .ost more than an oun.e o- steelJ )929spi91
A) :old is prettier than steel9
*) There is little demand -or steel9
#) :old is mu.h more use-ul than steel9
D) The supply o- gold is mu.h smaller than the supply o- steel9
E+planation"
!in.e gold is a desira0le material 3ith a 4ery small supplyE it is 4ery
e<pensi4e9 !teel is also a desira0le material 0ut it is easily a4aila0le in large
Nuantities9
0) "hat 3ould 1ost li2el3 happen i- there 3as only one i.e .ream shop in
to3nE it 3as 4ery popularE and it .harged B10 -or an i.e .ream .oneJ
)929spi91
A) The i.e .ream shop 3ould start selling ham0urgers9
*) The i.e .ream shop 3ould go out o- 0usiness9
#) A ne3 i.e .ream shop 3ould pro0a0ly open9
D) The go4ernment 3ould -or.e the i.e .ream shop to lo3er its pri.es9
E+planation"
&- there is only one supplier o- a produ.tE and that supplier .harges a 4ery high
pri.eE ne3 suppliers 3ill enter the market9
4)
The .ho.olate doughnuts at FillQs doughnut shop are so popular that
.ustomers are o--ering to pay dou0le -or them9 "hat 3ill Fill pro0a0ly
doJ )929spi91
A) !he 3ill lo3er the pri.e o- .ho.olate doughnuts9
*) !he 3ill in.rease the num0er o- .ho.olate doughnuts she makes9
#) !he 3ill stop making .ho.olate doughnuts9
D) !he 3ill de.rease the num0er o- .ho.olate doughnuts she makes9
E+planation"
!upply is dire.tly related to demand9 &- a lot o- people are demanding FillQs
doughnutsE then she 3ill pro0a0ly make or supply enough to keep her .ustomers
happy9
5) "hat 3ill 1ost li2el3 happen to the pri.e o- oil i- there is a ne3
dis.o4ery o- a large supply o- oilJ )929spi91
A) The pri.e o- oil 3ill in.rease9
*) The pri.e o- oil 3ill de.rease9
#) &t 3ould 0ankrupt the market -or oil9
D) The pri.e o- oil 3ill not 0e a--e.ted 0y a ne3 supply o- oil9
E+planation"
Other things 0eing the sameE the pri.e o- a good 3ill de.rease i- there is a large
in.rease in the supply o- the good9
Supply and Demand )929spi91
A shopkeeper places an order for one thousand Duncan ?rofessional yo6yos. Ae hires
a local yo6yo club to do a demonstration at his shop. Soon after) the local kids start
buying all the yo6yos. To begin with) the shopkeeper is not sure there will be a demand
for the yo6yos) so he sells them cheaply. <efore the week is out he has sold )!!! of
them for Q.!! each. The supply of yo6yos is gone) but the demand is now high.
3hen a new order of yo6yos arri"es) the shopkeeper decides to make a bigger
profit.Ae raises the price to Q+.!! apiece. Gids keep buying the yo6yos) so at the end of
the week) after selling 0!!) he raises the price again to Q0.!!. 8ewer kids come to his
shop) but the yo6yos are still selling. Ae raises the price to Q!.!!. Sales are now "ery
slow) but the shopkeeper is making a lot of money. 8inally) he tries to sell the yo6yos at
Q&!.!! apiece) but no one buys a single one.
"2 3hen the yo6yos were priced low) the demand for them was
A2 up and down.
B2 low.
C2 high.
32 gone.
E4planation&
3hen there is a good supply of something at a low price) many people will buy the
product.Another way to say this is that the demand for the product will be high. 3hen the
shopkeeper sold yo6yos for Q.!!) many people bought them. <ut he was not making much
money) so he raised the price.
(6) )929spi91 A..ording to the graph a0o4eE the shopkeepers sold the -e3est yo;
yos 3hen the pri.e 3as
A) B19
*) B*9
#) B109
D) B209
E+planation"
"hen pri.es -or goods or ser4i.es are highE .onsumers 3ill 0uy -e3er o- those
goods or ser4i.es9 %or a 3hileE the kids kept 0uying yo;yos e4en though the pri.e
3as going up9 >ut -inallyE 3hen the pri.e got too high RB20SE the demand
dropped9 2eople 3ere not 3illing to spend this mu.h -or a yo;yo9

!o.ial !tudies 0,925 C 0,9(0 Maiorano
!hared %ile
0,925 [*91 @A !ettlement] 0,926 [*91] 0,92+ [*92 Ne3 ngland
!ettlements]
0,92, [*92] 0,9(0 [7enters]
!tandard
&&/ .onomi.s
&&&/ :eography
@/ #istory
&@/ !ee 0,926
@/ !ee 0,926
@&/ &ndi4idualsE :roups 8 &ntera.tions
&&/ !ee 0,925
&&&/ !ee 0,925
&@/ !ee 0,926
@/ !ee 0,926
@&/ !ee 0,92+
'earning
<pe.tations
)92901/ Des.ri0e the potential .osts 8 0ene-its o- personal
e.onomi. .hoi.es in a market e.onomy
)9(902/ $e.ogni1e the intera.tion 0et3een human 8 physi.al
systems around the 3orld9
)9(90(/Understand ho3 to identi-y 8 lo.ate maKor physi.al
8 politi.al -eatures on glo0es 8 maps
)9*90(/ $e.ogni1e maKor e4entsE peopleE 8 patterns in
Tennessee9
)9*90)/ $e.ogni1e the role desire -or -reedom played in the
settlement o- the Ne3 "orld
)9*90*/ Understand the pla.e o- histori.al e4ents in the
.onte<t o- pastE present 8 -uture9
)9)902/ Des.ri0e the 7onstitution o- the United !tates 8 the
Tennessee !tate 7onstitution in prin.iple 8 pra.ti.e
)9*90(/ !ee 0,925
)9*90*/ !ee 0,925
)95901/ $e.ogni1e the impa.t o- indi4idual 8 group
de.isions

A..omplishments
)92901a/ &denti-y the e.onomi. moti4ations -or uropean
e<ploration 8 .oloni1ation
)9(9020/ <plain ho3 the maKor ri4er systems a--e.ted the
de4elopment o- early settlements
)9(90(d/ <plain the in-luen.es o- physi.al 8 human -eatures
on histori.al e4ents
)9*90(0/ !ummari1e reasons -or uropean e<ploration 8
settlement o- Tennessee 8 the "estern #emisphere
)9*90)0/ Des.ri0e the li4es o- -ree 8 indentured immigrants
3ho .ame -rom urope to North Ameri.a 8 the 7ari00ean
)9*90*0/ Detail the gro3th 8 .hange in the uropean
.olonies during the t3o .enturies -ollo3ing their -ounding
3ith an emphasis on Ne3 ngland 8 @irginia
)9)902a/ &denti-y e<amples o- representati4e go4ernment in
the Ameri.an .oloniesE in.luding the May-lo3er 7ompa.tE
&roNuois 'eagueE 8 the @irginia #ouse o- >urgesses9
)9*90(0/ !ee 0,925
)9*90*./ <plain the importan.e o- the May-lo3er 7ompa.t
)9*90*d/ Understand the role o- religion in the nglish
.olonies su.h as the e4olution o- religious -reedom 8 the
treatment o- religious dissenters9
)95901a/ Analy1e a parti.ular e4ent to identi-y reasons
indi4iduals might respond to it in di--erent 3ays
!2&
)9(9!2&9(/ $e.ogni1e the reasons settlements are -ounded on
maKor ri4er systems9 Ri9e9E transportationE manmade
0oundariesE -ood 8 3ater sour.esS
)919!2&92/ &denti-y .ultural groups 3ho inha0ited North
Ameri.a in the 16
th
.entury Ri9e9E 2uritansE AuakersE !panishE
%ren.hS
)9)9!2&9(/ <amine ho3 the May-lo3er 7ompa.t is a
sym0ol o- the -irst United !tates go4ernment9
T2&
)9*9T2&95/ "rite a Kournal entry des.ri0ing the hardships o-
early Ameri.an history
)9)9T2&9*/ 7ondu.t a li4ing history drama sho3ing the
reasons 0ehind the May-lo3er 7ompa.t9
7ommon 7ore
3illL]
Take a 2re Test on 7hapter *
'earn ho3 8 3hy the -irst
nglish settlements in North
Ameri.a -ailed 8 3hat the
-irst .olony 3as9 Moreo4erE
they 3ill 3rite a 3eek long
Kournal entry des.ri0ing their
-indings
'earn a0out .ash .ropsE 8
3hy nglish .olonists
settled at Famesto3n on a
ri4erO 8 .reate a .ompare
.ontrast o- $oanoke 4s9
Famesto3n
'earn a0out the 2ilgrims 8 3hy they .ame to Ameri.a -or
religious -reedom 8 3ho 3ere the 2uritans 8 3hy did the
settle the Mass >ay 7olony9 The students 3ill make an
an.hor .hart 3ith -a.ts a0out the 2ilgrims 8 2uritans
$e4ie3 7hapter %i4e
up To this point in
.enters9
1/ <plorer 7hart
2/ !tudent De0ate [try
it]
(/ 7ompare .ontrast
2ilgrim 8 2uritan
)/ 7omputer [!tudy
&sland]
*/ Feopardy
!trategy
7entersO "hole :roup 7entersO "hole :roupE
!mall :roup
"hole :roup9 Traids >rain 2op
User anthonymaiorano
2ass .t(+d<00
2urpose
Des.ri0e the -irst nglish settlements in @A Dis.uss pilgrim 8 2uritan settlements in Ne3 ngland
Materials [U$'] !o.ial !tudies >ook
2ra.ti.e >ook pp )2O )(O ))O )*O )5O )6O )+O ),O *0O *1
Narrati4e $u0ri.
!to.k 7erti-i.ates 8 :uide
Fournal 2rompts
7hapter %i4e 22T Auestions [U$']
May-lo3er
WMystery at $oanokeX
!tudy &sland Auestions 2re Test
@irtual Famesto3n [U$']
:reat <plorers U$'
Aui1 U$'
<plorer Feopardy U$'
Assessment
Fournal 1 Fournal 2 Fournal ( Fournal ) Fournal *
#ome3ork
@o.a0ulary
&n4est [,6]/ put money into a 0usiness 3ith hopes o- earning a pro-it
!to.k [,6]/ share or part o- a .ompany
7ash 7rop [,+] .rop that people gro3 8 sell -or money
&ndentured !er4ant [,+] person 3ho agreed to 3ork -or a .ertain num0er o- years in return -or sa-e passage 0a.k to Ameri.a
2ilgrim [102]/ person 3ho makes a long Kourney -or religious reasons
7olonial [10(]/ someone 3ho li4es in a .olony
7ape [10(]/ strip o- land that stret.hes into a 0ody o- 3ater
May-lo3er 7ompa.t [10(]/ an agreementE and in the May-lo3er 7ompa.tE passengers agreed to make la3s -or the general good o- the .olony
2uritan [10)]/ religious group that disagreed 3ith the .hur.h
NA$$AT&@ $U>$&7 [)9(9!2&9( 8 )9*9T2&95]
)
Narrati4e is 3ell organi1ed 8
sho3s .onsidera0le e--ortO uses
many details -rom the lessonO
me.hani.s are .orre.t
(
Narrati4e is adeNuately
organi1ed 8 sho3s e--ortO uses
some details -rom the lessonO
me.hani.s are .orre.t 3ith -e3
errors
2
Narrati4e is 3ell organi1ed 8
sho3s e--ortO uses -e3 details
-rom the lessonO me.hani.s are
in.orre.t
1
Narrati4e is poorly organi1ed
8 sho3s no e--ortO uses no
details -rom the lessonO
me.hani.s are horri0le
Fournal 2romps
*91 Fournal ntry Day 1/ 2retend you are Fohn !mith and you ha4e Kust returned -rom ngland and
your .olony is deserted9 "rite three paragraphs a0out your thoughtsM-eelings on 3hyJ &n-er ho3
you 3ould in-orm ?ing Fames & a0out the desertion9
Fournal ntry Day 2/ You had the opportunity to
0e.ome an indentured ser4ant9 2redi.t 3hat
3ould happenE i- you .hoose to go to
Famesto3n9 "hat .ould ha4e .aused these
negati4e -eelings to3ards ngland and ?ing
Fames &J
Fournal ntry Day (/ 2retend you are 7olonial Times $eporter a0out to .ondu.t an inter4ie3 3ith/
19 2o.ahontas Rmarried Fohn $ol-e 2o3hatan &ndianS
29 Fohn !mith Rnglish 'eader o- Famesto3n 7olonyS
(9 Fohn $ol-e R!ettler 3ho -ound .ash .rop 8 married 2o.ahontasS
)9 Fohn "inthrop R2uritan 'eader o- Mass >ay 7olonyS9
"rite ten Nuestions on your paper9 Use your partner9

Fournal ntry Day )/ &n t3o paragraphsE or ten senten.esE des.ri0e the purpose o- the May-lo3er 7ompa.tJ
Fournal ntry Day */ 7reate a ? C " C ' .hart -or the 3eek and re4ie3 your pre4ious -our Fournal ntries9 2la.e
them into your .olored !o.ial !tudies %older and Turn &nI
Date <plorer Nationality A..omplishment
1),2;1*0)
7hristopher
7olum0us
&talian
Made ) 4oyages to "est &ndies 8
7ari00ean &slands
1),6;1*0(
Amerigo
@espu..i
&talian !ailed to "est &ndies 8 !outh Ameri.a
1),6;1),+ Fohn 7a0ot &talian
<plored the shores o- Ne3-oundlandE
No4a !.otiaE 8 'a0rador
1),+ @as.o Da :ama 2ortuguese
%irst to tra4el to "est &ndies around
A-ri.a
1*1( @as.o de >al0oa !panish
'ed e<pedition a.ross 2anama 8 -ound
the 2a.i-i. O.ean
1*1(
Fuan 2on.e de
'eon
!panish
<plored %lorida looking -or the
%ountain o- Youth
1*20;1*21
%erdinand
Magellan
2ortuguese 7ommanded -irst glo0e .ir.ling 4oyage
1*1,;1*21 #ernando 7orte1 !panish 7onNuered A1te.s in Me<i.o
1*2(
:io4anni da
@erran1ano
&talian !ear.hed -or a North3est 2assage
1*2(;1*(* %ran.is.o 2i1arro !panish 7onNuered 2eru
1*();1*)2 Fa.Nues 7artier %ren.h Tra4eled !t9 'a3ren.e $i4er
1*(,;1*)1
#ernando De
!oto
!panish
<plored Ameri.an !outheast;
Dis.o4ered the Mississippi $i4er
1*)0;1*)2
%ran.is.o
@a1Nue1 de
7oronado
!panish <plored Ameri.an !outh3est
150(;1515
!amuel de
7hamplain
%ren.h
<plored eastern .oast o- North Ameri.a
8 the .oast o- the !t9 'a3ren.e $i4er to
'ake #uron;$ea.hed 'ake 7hamplain
150,;1511 #enry #udson nglish
<plored #udson >ayE #udson $i4erE 8
#udson !trait
15+2 $o0ert 'a!alle %ren.h
Tra4eled to the mouth o- the Mississippi
$i4er 8 .laimed it -or %ran.e
0,9(0 <plorer Timeline [!2& )9*90(0]
D&$7T&ON!/ %ill in the 0lanks 3ith the e<plorer name 8 a..omplishmentMreason -or e<ploration
!panish
%ren.h
1),0 1*10 1*(0 1**0 1*60 1*,0 1510 15(0 15*0 1560 15,0
7#A2T$ %&@/ U$O2AN 7O'ON&TAT&ON [pp ,) C 11*]
@O7A>U'A$Y
&n4est C to put money into something to earn more money
!to.k C pie.e o- o3nership in a .ompany
7ash 7rop C .rop that people gro3 to raise money
&ndentured !er4ant C someone 3ho agreed to 3ork -or a num0er o- years in e<.hange -or the .ost o- a 4oyage
to North Ameri.a9 &t 3as a pre.ursor to sla4ery
2ilgram/ person 3ho akes long Kournet -or religious reasons
7olonial/ person 3ho li4es in a .olony
7ape/ strip o- landthat stret.hes into a 0ody o- 3ater
May-lo3er 7ompa.t/ made la3s -or the good o- all
2uritain
Di4ersity
Toleran.e
Missionary
7ore 'esson 1/ @A !ettlement [pp ,5 C ,,]

o The 'ost 7olony C The -irst settlements in North Ameri.a -ailed
!ear.hed -or :old 8 !il4er
100 Men settled $oanoke &sland 0ut 0arely sur4i4ed
Fohn !mith lead the .olony
"hite 3ent 0a.k to ngland -or supplies 0ut 3hen returned no one 3as thereE hen.e the
name WThe 'ost 7olonyX
o @&DO/ #istory 7hannel WMystery at $oanokeX
o The Famesto3n 7olony C Famesto3n 3as the -irst su..ess-ul nglish settlement in North Ameri.a
1505 nglish Mer.hants .reate the @A 7ompany
o #A@ !TUDNT! 7$AT A T&M'&N TO ?2 DAT! AND
%A7T! &N O$D$
The @A 7ompany needed money -or ships 8 supplies so people .ould in4est 3ith them9
2eople in ngland 0ought sto.k o- the @A 7ompany
o #A@ !TUDNT! M&M&7 T#&! >Y A''O"&N: T#M A $A'
'&% MOD' O% T# @A 7OM2ANY "&T# 2NN&! AND
!TO7? 7$T&%&7AT!9
o A!? !TUDNT!/ "hy did the Famesto3n .olonists run out o- -oodJ
Most o- the settlers 3ere gentleman and did not kno3 ho3 to
-arm
o @&DO/ #istory 7hannel W'i-e at Famesto3nX
o @&DO/ #istory 7hannel WDeath at Famesto3nX
o Famesto3n !u..eeds
Fohn $ol-e C kne3 to0a..o gre3 3ell and made it into .ash .rop in 1512
o A!? !TUDNT!/ "hat gre3 3ell in @irginias hotE humid 3eatherJ
To0a..o
o A!? !TUDNT!/ "hy is to0a..o .alled a .ash .ropJ
.rop that people gro3 to raise money
!ho3 the graph o- t3o linesE !upply and Demand
o A!? !TUDNT!/ Analy1e the graph and 3hat .an you tell a0out the
demand -or to0a..o and the supply o- to0a..o
H A<is/ UnitsO Y A<is 2ri.e9
Fohn $ol-e C kne3 to0a..o gre3 3ell and made it into .ash .rop
o A!? !TUDNT!/ &n-er 3hat 3ould ha4e happened i- Fohn $ol-e
ne4er dis.o4ered that to0a..o gre3 3ell in @irginias hotE humid
3eather9 "rite eight senten.es9
151, C %irst indentured ser4ants .ame to Famesto3n9
o A!? !TUDNT!/ 7ompare and 7ontrast the 0ene-its and .osts o-
0eing an indentured ser4ant
o Famesto3n 8 the 2ohatans
151) ;; Fohn $ol-e married 2o.ahontis to make pea.e 3ith the &ndian tri0eE the
2o3hatans9
7olonists 3anted e4erything -rom the &ndians and ga4e them nothing
A!? !TUDNT!/ 2retend you are the 2o3hatans leader9 You are tired o- 0eing
taken ad4antage o- 0y the 7olonists9 You attempt to negotiate a pea.e 0et3een
you and the 7olonists9 'ayout your pea.e plan in t3o paragraphs O$ eight
items
A!? !TUDNT!/ "hy did the 7olonists in Famesto3n -ight the 2o3hatanJ
o The 2o3hatans sometimes re-used to gi4e the 7olonists -ood and the
7olonists 3anted 2o3hatans land9
o 'esson !ummary/
19 The $oanoke settlers disappeared mysteriously
29 &n 1506E Famesto3n 3as -ounded in the .olony o- @A
(9 A-ter Fohn $ol-e 0egan gro3ing to0a..oE the Famesto3n settlement gre3
)9 The 2o3hatan and nglish .olonists -ought o4er land -or de.ades9
Famesto3n 3as the -irst su..ess-ul nglish settlement in North Ameri.a9 The Famesto3n
settlers led the 3ay -or other nglish settlements in North Ameri.a9
:O FOU$NA' NT$Y
<tend 1/ On the Fames $i4er [pp 100 C 101]
7ore 'esson 2/ Ne3 ngland !ettlements [pp 102 C 10*] )9)902aO )9)9spi9(O 4)9*90*.O )9*90*dO
o The 2ilgrams .ame to Ameri.a -or religious -reedom
@$YON #AD TO >'ON: TO T# 7#U$7# O% N:'ANDE 0ut not e4eryone
agreed
1520 C one hundred menE 3oman and .hildren set sail a.ross the sea to Ameri.a in the
May-lo3er
2'AY @&DO/ )a*+lo,er -econ!$r&c$ed

!torms pushed ship o-- .ourse and ended up in Mass
Upon settling dre3 up a May-lo3er 7ompa.t
2'AY @&DO/ )a*+lo,er Co%pac$
A!? !TUDNT!/ "hy did 2ilgrams lea4e the Netherlands -or North Ameri.a
They 3anted to li4e apart -rom people 3ith other 0elie-s
2ilgrams gi4e Thanks
2'AY @&DO/ >rain 2op/ Thanksgi4ing
2'AY @&DO/ .!$or* o+ /"an'!0vn0
#A@ !TUDNT! $AD &N 2A&$! pp 10)
MA >ay 7olony
The 7olony :ro3s
'esson !ummary
7ore 'esson (/ Dut.h 8 %ren.h 7olonies [pp 105 C 10,]
Ne3 Netherland
!ettlers in Ne3 Netherland
Ne3 York
Ne3 %ran.e
The %ur Trade
<ploring the Mississippi
<tend (/ %ren.h %ur Trading

19 "hy 3as the May-lo3er 7ompa.t so importantJ
29 7reate a .ause and e--e.t .hart detailing the 2ilgrams
Kourney9
(9 "ho 3as the go4ernor o- 2lymouthJ
)9 &n-er 3hat 3ould ha4e happened i- !Nuanto 3as not a
helping person9 "rite 2 paragraphs R10 senten.esS
!to.k 7erti-i.ates 8 :uide [!2&)92901aE )9290(0 8 )9290(.]
!tudents 3ill 0e gi4en mo.k sto.k .erti-i.ates o- the @A 7ompany o- 'ondon to mimi.
in4estments 8 sto.k o3nership9
a.h Day the !to.k 2ri.e 3ill 0e listed on the 0oard -or the 7hapter %i4e days 3ith a headline
prompting a dis.ussion a0out 9 )92901aE )9290(0 8 )9290(.
This should in prompt dis.ussion a0out ! 8 D 8 the .orrelation 0et3een e4ents 8 pri.es
0,M26 * nglish Mer.hants need .ash to pur.hase ships 8
supplies &2O o- @irginia 7ompany o- 'ondon !to.k
o--ered9 The year is 0)M10M1505
0,M26 5900 7olony o- Famesto3n sta0lished 1506
0,M2+ ,900 'eader Fohn !mith is ele.ted
0,M2, 1 "inter .omes W!tar4ing TimeX "inter 1506
0,M(0 20900 1512 Fohn $ol-e plants the .ash .rop to0a..o 8
settlement e<pands
2*900 151) Fohn $ol-e marries 2o.ahontes
22900 2ea.e is 0roken 0ut Famesto3n e<pands 0e.ause
nglish killed many o- the 2o3hatans 15)5
>A!&7 $U'!
20 2$ 7'A!! %O$ A TOTA' O% 50
TA7#$ $!$@! T# $&:#T TO @&OD 7$T&%&7AT >A!D ON A7T&ON! O% !TUDNT!9 FU!T
%O''O" D&$7T&ON!
T# :$OU2 "&T# T# MO!T MONY AT T# ND "&'' "&N >A: O% 7#&2!
AT T# ND O% T# !&MU'AT&ON !TUDTN! "&'' :$A2# T#&$ 7'O!&N: 2$&7! ON 7#A$T
2A2$ AND #AND &T &N %O$ A :$AD9
Mayflower ompact
The May6lower Compact was written on the Mayflower in Cape Cod. 't was
signed by 5 membersNall of the male ?ilgrimsNof the ?lymouth Colony.
,riginally) the Mayflower was supposed to land in an area on the Audson Di"er
that was granted to the 7ondon Birginia Company. 'nstead) the decision was made
to sail farther north. <ecause the destination had changed) the passengers felt the
earlier agreement) in which many had agreed to work to repay the company for the
cost of the trip to the *ew 3orld) was no longer binding. The document was a
contract between the ?ilgrims in which they all promised to li"e by its rules.
The ?ilgrims belie"ed it was important to ha"e the Mayflower Compact signed
and ready when the ship landed so they would ha"e a structure to guide them.
,ne of the main reasons for the Mayflower Compact was because there had
been talk that some of the passengers were planning to break away from the group
and li"e on their own. The ?ilgrims knew they would need the help of e"ery person
on the ship if they were to sur"i"e. Since the document said the ?ilgrims could
write laws that e"eryone would ha"e to follow) it was a way to keep e"eryone
together under one go"ernment.
As a document that spelled out how the go"ernment was to be set up and run)
the Mayflower Compact was the first constitution in the *ew 3orld.Aistorians often
refer to it as the foundation for the #.S. Constitution.
The Mayflower Compact also raised the sub/ect of ma/ority rule. 't stated that
anything that affected e"eryone in the colony would need to be supported by the
ma/ority. 1"eryone in the colony was e;pected to follow the rules.
The ?ilgrims were religious people. 3hen they signed the Mayflower Compact)
they:
made a promise to God that they would make fair laws for e"eryone
promised to ha"e a type of go"ernment where the people in the colony got
to ha"e a say in what happened
promised to follow the laws in the Compact
The ?ilgrims followed the rules outlined in the Mayflower Compact until the
?lymouth Colony /oined the Massachusetts <ay Colony in F@.
'n the name of God) Amen.
3e whose names are underwritten) the loyal sub/ects of our dread
so"ereign 7ord) Ging Cames) by the grace of God) of Great <ritain) 8rance and
'reland king) defender of the faith) etc.) ha"ing undertaken) for the glory of
God) and ad"ancement of the Christian faith) and honor of our king and
country) a "oyage to plant the first colony in the *orthern parts of Birginia) do
by these presents solemnly and mutually in the presence of God) and one of
another) co"enant and combine oursel"es together into a ci"il body politic) for
our better ordering and preser"ation and furtherance of the ends aforesaidL
and by "irtue hereof to enact) constitute) and frame such /ust and e$ual laws)
ordinances) acts) constitutions) and offices) from time to time) as shall be
thought most meet and con"enient for the general good of the colony) unto
which we promise all due submission and obedience.
'n witness whereof we ha"e hereunder subscribed our names at Cape6Cod
the of *o"ember) in the year of the reign of our so"ereign lord) Ging
Cames) of 1ngland) 8rance) and 'reland the eighteenth) and of Scotland the
fifty6fourth. Anno Domine F&!.
0,92+
. The Mayflower Compact was the first PPPPPPPPPPPPPPP written in America.
RS?' 5.5.spi.+S
A2 treaty
B2 constitution
C2 bill of rights
32 te;tbook
E4planation& A constitution is a document that says how the go"ernment will be run. The
Mayflower Compact was signed in F&! by all the male ?ilgrims. 't said that laws could be
written by the colonists and that e"eryone in the group must obey them. This document was
the model for the #.S. Constitution.
%2 The Mayflower Compact was signed in F&!. 7ike the #.S. Constitution) the main
purpose of the Mayflower Compact was to RS?' 5.5.spi.+S
A2 make sla"ery illegal.
B2 protect the rights of citi=ens.
C2 declare war on <ritain.
32 set up a go"ernment.
E4planation& The ?ilgrims knew it was important to keep people together under one
go"ernment if the colony was to be successful. 8orty6one of them drew up the Mayflower
Compact /ust before they arri"ed at ?lymouth. <y signing this document) the ?ilgrims
agreed to form a temporary go"ernment and li"e by its laws.
!2 1n 17832 A%erca3! 4o&ndn0 4a$"er! ,ro$e a Con!$$&$on ,$" la,! $"a$ appled $o all
5.S. c$zen!. A "&ndred and ++$* *ear! earler2 $"e !0ner! o+ $"e )a*+lo,er Co%pac$ al!o
'ne, $ ,a! %por$an$ $o 'eep people &n$ed &nder one 0overn%en$. RS?' 5.5.spi.+S
The Mayflower Compact kept the ?ilgrims united by allowing them to
A2 write laws that e"eryone must obey.
B2 mo"e to a different colony if they chose.
C2 trade with the 'ndians to make a profit.
32 put people in /ail for practicing a different religion.
E4planation& A community cannot stick together if there are no laws or if the laws do not
apply to e"eryone. The Mayflower Compact said that the colonists could write laws that
would apply to e"eryone who li"ed at ?lymouth. Anyone who chose to li"e there must agree
to follow these laws.
$2 67 And b* 8r$&e "ereo+ $o enac$2 con!$$&$e2 and +ra%e2 !&c" 9&!$ and e(&al :a,! 7 a!
!"all be 7 +or $"e ;eneral 0ood o+ $"e Colon*76
--Mayflower Compact
The ?ilgrims of ?lymouth Colony hoped to li"e by what they had written in the
Mayflower Compact. <ased on the information shown abo"e) the Mayflower
Compact said laws would be written that RS?' 5.5.spi.+S
A2 must be obeyed by the whole country.
B2 were ordered by the king of 1ngland.
C2 would ser"e only wealthy colonists.
32 were good for the entire colony.
E4planation& The phrase 2for the general good2 means it must be good for e"eryone. The
Mayflower Compact described how the go"ernment of ?lymouth Colony would be created. 't
said that laws would be made that would be good for the colony as a whole) not /ust a few
people.
2 3hich of these best completes the diagram abo"eI RS?' 5.5.spi.+S
A2 said that sla"ery would not be allowed in ?lymouth Colony
B2 allowed first go"ernment in #nited States to be formed
C2 named a president and "ice president of ?lymouth Colony
32 described how trade with the 'ndians should be done
E4planation& The Mayflower Compact was not a list of laws. 't was a document) signed by
5 ?ilgrims) that was meant to help them form a go"ernment. This go"ernment was the first
one of its kind in the #nited States. The words in the document would later help the
8ounding 8athers write our national Constitution.
*2 The ?ilgrims of ?lymouth Colony li"ed by the principles of the Mayflower Compact
from F&! until RS?' 5.5.spi.+S
A2 the 'ndians attacked and wiped out the entire ?lymouth Colony.
B2 the leaders of the colony decided they did not need the Compact.
C2 the beginning of the 8rench and 'ndian 3ar in (00.
32 they became part of the Massachusetts <ay Colony in F@.
E4planation& The Mayflower Compact guided the colonists at ?lymouth for about (!
years. 'n F@) they became part of the Massachusetts <ay Colony. At that point) the
colonists had to obey the laws of Massachusetts. The Compact was no longer useful.
'2 The ?ilgrims aboard the Mayflower wrote the Mayflower Compact because they
were afraid RS?' 5.5.spi.+S
A2 the <ritish king might try to rule the colony from a distance.
B2 one person would try to rule the new colony like a dictator.
C2 some passengers wanted to break away from the group.
32 they wouldnHt be taken seriously if they had no go"ernment.
E4planation& The Mayflower passengers included ?ilgrims) ad"enturers) and indentured
ser"ants. All of these people had different needs and e;pectations of their new home. There
were rumors that some passengers wanted to go off and li"e on their own. This would ha"e
hurt the new colony. They would need e"ery person to contribute if they were going to be
successful. So a group of passengers got together and wrote the Mayflower Compact.
)2 3hich of these best completes the diagram abo"eI RS?' 5.5.spi.+S
A2 Myles Standish
B2 Thomas Cefferson
C2 Cohn 3inthrop
32 Cohn Aancock
E4planation& The Mayflower Compact was signed by the ?ilgrims aboard the
Mayflower. Myles Standish was on the Mayflower and signed the Compact.
"2 3hy did the ?ilgrims need to create the Mayflower CompactI RS?' 5.5.spi.+S
A2 because ?lymouth did not ha"e a go"ernment
B2 so they would be allowed to trade with the 'ndians
C2 so that sla"ery would be illegal in the new colony
32 to gi"e women and 'ndians the right to "ote
E4planation& The Mayflower was originally headed for Birginia. Since 1ngland ruled
Birginia) the Mayflower passengers would ha"e li"ed under 1nglish laws. Since they ended
up in a part of Massachusetts that had not been settled) they needed to ha"e a
go"ernment. The Mayflower Compact was the document that described the go"ernment of
the ?lymouth Colony.
1(2 3ho signed the Mayflower CompactI RS?' 5.5.spi.+S
A2 all male and female ?ilgrims on the Mayflower
B2 all ?ilgrims) ad"enturers) and ser"ants
C2 all male ?ilgrims aboard the Mayflower
32 all ?ilgrims and ad"enturers on the Mayflower
E4planation& 't was the ?ilgrims on the Mayflower who were concerned about how the new
colony would be go"erned. -The other passengers were ad"enturers and ser"ants.. The
?ilgrims drew up a document that described the go"ernment of ?lymouth Colony. ,nly male
?ilgrims were re$uired to sign the Compact.
No> KKKK Shaes> 1
This .erti-ies that
PPPPPPPPPPPPPPPPPPPPPPPPPPP is the is the
registered holder o- !hares o- the @irginia 7olony
o- 'ondon trans-era0le only on the 0ooks o- the
7orporation 0y the holder hereo- in person or 0y
Attorney upon surrender o- this 7erti-i.ate
properly endorsed9
.n 5$tness
5heeof9 the sa$d
Copoat$on has
caused th$s
Cet$8cate to ,e
s$)ned ,0 $ts dul0
autho$6ed of$ces
and $ts Copoate
Seal $s to ,e
heeunto af$#ed
th$s ,0 da0 of
/pri%9 A.;.,606
Co+pan0 of
London
!.ien.e 'esson 0,925 C 0,9(0 Maiorano
!hared %ile
0,925 [291 Adapt -or !ur4i4al] 0,926 [292] 0,92+ [292] 0,92, [$e4ie3] 0,9(0 [Test 7# 2]
!tandard
@/ >iodi4ersity 8 7hange $e4ie3 -or
test9
Test 7hapter T3o
:rade 'e4el
<pe.tations R:'S
0)069*91/ Analy1e physi.al 8 0eha4ioral
adaptations that ena0le organisms to sur4i4e in
their en4ironment9
7he.ks -or
Understanding R7%US
!tate 2er-orman.e
O0Ke.ti4es R!2&S
0)069*91 Determine ho3
a physi.al or
0eha4ioral adaptation .an
enhan.e the
.han.es o- sur4i4al9
0)069*92/ &n-er the possi0le reasons 3hy a
spe.ies 0e.ame e<tin.t9
ssential Auestion
"hat is the di--eren.e
0et3een adaptationE
.amou-lageE 8 mimi.ryJ
"hat threatens the sur4i4al o- spe.iesJ
2urpose
Understand the di--eren.e
0et3een adaptationE
mimi.ryE 8 .amou-lage
Understand the 4aria0les in4ol4ed in spe.ies
sur4i4al
!trategy [The students
3ill]
'earn a0out mimi.ryE
adaptationE 8 .amou-lage
0y using .olored paper to
demonstrate 8 looking at
4arious pi.tures to de.i-er
The student 3ill learn a0out threats to spe.ies
sur4i4al9 "orking 3ith a partnerE they 3ill
read pp 5+ C 5, 8 .omplete Unit $esour.es
pp *,
Assessment
:i4e an e<ample o- an
adaptation 8 ho3 it helps
the animal sur4i4e
Unit $esour.es pp *,
Materials 2lant Adaptations [U$']
Animal Adaptations [U$']
Mimi.ry U$'
$e4ie3 291
7oral !nake 2i.ture
Unit $esour.es pp *+O *,
:raphing ndangered !pe.ies
$e4ie3 292
!.ien.e Te<t pp 65 C 66 < 15
@o.a0ularyM"ord
"all
Adaptation
7amou-lage
#a0itat
#i0ernate
Mimi.ry
Ni.he
<tin.t
Migrate
!pe.ies
$@&" 291
19 #o3 does mimi.ry help a spe.ies sur4i4eJ De-end your
ans3er 3ith one e<ample9
[0)069*91]
29 "hat is .amou-lageJ #o3 .ould you pro4e it 3as
.amou-lage 8 not adaptation o "$ce "esaJ !upport 3ith
one e<ample9
[0)069*91]
(9 <plain 3hy it is important -or plants 8 animals to 0e
adapted to their en4ironment9 :i4e one e<ample o- a plant or
animal that has adapted9
[0)069*91]
)9 A ha3k is a 0ird that hunts small animals9 &ts adaptations
in.lude
[0)069*91]
/
AS 7la3ed -eet only
>S !harp 0eak only
7S !trong 3ings only
DS 7la3ed -eetE sharp 0eakE 8 strong 3ings among
other 0ody parts9
$@&" 291 [AN!"$ ?Y]
19 #o3 does mimi.ry help an animal sur4i4eJ De-end your ans3er 3ith one e<ample9 [0)069*91]
Mimi.ry allo3s an animal to prote.ts itsel- 0y looking like another animal or
plant9 <amples 3ill 4ary9
29 "hat is .amou-lageJ #o3 .ould you pro4e it 3as .amou-lage 8 not adaptation o "$ce
"esaJ !upport 3ith one e<ample9 [0)069*91]
(9 <plain 3hy it is important -or plants 8 animals to 0e adapted to their en4ironment9 :i4e
one e<ample o- a plant or animal that has adapted9 [0)069*91]
)9 A ha3k is a 0ird that hunts small animals9 &ts adaptations in.lude [0)069*91]/
AS 7la3ed -eet only
>S !harp 0eak only
7S !trong 3ings only
DS 7la3ed -eetE sharp 0eakE 8 strong 3ings among other 0ody parts9
(n$t @esouces pp B8
5hat 1heatens the Su"$"al of Spec$es
[!LE 0D0N.B.:]
CA(SES
E**EC1S
(n$t @esouces pp BG What Threatens the survival of Species
[!LE 0D0N.B.:]
;.@EC1.ONS> *$ll $n the ,lan's.
19 4ery li4ing thing .auses .hanges in its
PPPPPPPPPPPPPPPPPP that a--e.t other li4ing things9
29 The As3an Dam in gypt has pro4ided ele.tri.ity 8
impro4ed tra4elE 0ut it has also PPPP PPPPPPPPP
PPPPPPPPPP o- many plants 8 animals9
(9 #umans .an 0e one o- the 0iggest threats to PPPPPPP
PPPPPPPPPP PPP PPPPPPPPPPP9
)9 #umans killed so many passenger pigeonsE that the
passenger pigeon 0e.ame PPPPPPPPPPPPP9
*9 "hen the Ameri.an >ison 0e.ame PPPPPPPPPPPE they
3ere put in prote.ted parks 8 reser4es9
59 !ome animals PPPPPPPPPPP to another region 3hen
seasons .hange 8 -ood 0e.omes s.ares9 [#&NT/ Also a
!o.ial !tudies @o.a0ulary "ord]9
69 Migrating animals -a.e PPPPPPPPPPPPP 0arriersE su.h as
mountains9
+9 Migrating .ari0ou 3ill not .ross PPPPPPPPPPPPP 0arriersE
su.h as high3ays9
(n$t @esouces pp BG What Threatens the survival of Species
[!LE 0D0N.B.:]
[ANS5E@ PEM]
;.@EC1.ONS> @ead pa)es I8 & IG ent$tled b1heats to Su"$"alc. 1hen9 8ll
$n the ,lan's.
E"e0 l$"$n) th$n) causes chan)es $n $ts en"$on+ent that afect othe l$"$n)
th$n)s.
1he As2an ;a+ $n E)0pt has po"$ded elect$c$t0 & $+po"ed ta"el9 ,ut $t
has also d$supted the ha,$tat of +an0 plants & an$+als.
7u+ans can ,e one of the ,$))est theats to the su"$"al of spec$es.
7u+ans '$lled so +an0 passan)e p$)eons9 that the passen)e p$)eon
,eca+e e#t$nct.
5hen the A+e$can O$son ,eca+e endan)eed9 the0 2ee put $n potected
pa's & ese"es.
So+e an$+als +$)ate to anothe e)$on 2hen seasons chan)e & food
,eco+es scaes. [7.N1> Also a Soc$al Stud$es 3oca,ula0 5od].
M$)at$n) an$+als face natual ,a$es9 such as +ounta$ns.
M$)at$n) ca$,ou 2$ll not coss hu+an ,a$es9 such as h$)h2a0s.
!aph$n) Endan)eed Spec$es Math M$n$ Lesson
[!LE 0D0I.B.1]
D&$7T&ON!/ Using the ta0le at the rightE .reate a dou0le 0ar graph9 On.e .ompletedE Kusti-y
3hy the num0ers o- spe.ies are gro3ing9
Num0er o- ndangered !pe.ies
:roup 1,+0 2000
Mammals (2 5(
>irds *+ 6+
$eptiles 1( 1)
Amphi0ians * 10
%ish (( 60
19 #o3 many more mammals 3ere there in 2000 than in
1,+0J
29 #o3 many more 0irds 3ere there in 2000 than in 1,+0J
(9 #o3 many more -ish 3ere there in 2000 than 1,+0J
Math M$n$ Lesson
[!LE 0D0I.B.1]
[AN!"$ ?Y]
D&$7T&ON!/ Using the ta0le at the rightE .reate a dou0le 0ar graph9 On.e .ompletedE Kusti-y
3hy the num0ers o- spe.ies are gro3ing9
Num0er o- ndangered !pe.ies
:roup 1,+0 2000
Mammals (2 5(
>irds *+ 6+
$eptiles 1( 1)
Amphi0ians * 10
%ish (( 60
19 #o3 many more mammals 3ere there in 2000 than in 1,+0J
5( C (2 Z (1
29 #o3 many more 0irds 3ere there in 2000 than in 1,+0J
6+ C *+ Z 20
(9 #o3 many more -ish 3ere there in 2000 than 1,+0J
60 C (( Z (6
$e4ie3 292
19 "hat is the di--eren.e 0et3een human 0arrier 8
natural 0arrier9 !upport your ans3er 3ith one
e<ample o- ea.h9
[!2&0)069*92]
29 "hat are some positi4e 8 negati4e e--e.ts o- the
As3an DamJ
[!2&0)069*92]
(9 Des.ri0e some things that .an threaten spe.ies9
"hat in-ormation .an you use to support thisJ
[!2&0)069*92]
)9 "hen all the li4ing spe.ies ha4e 0een killedE like
the dinosaursE the spe.ies is said to 0e
[!2&0)069*92]
AS ndangered
>S <tin.t
7S 2rote.ted
DS Threatened
!hared %ile
1090( [*9(Dut.h 8 %ren.h 7olonies] 1090) 1090*
[$e4ie3 and Test]
10905 10906
!tandard &&/ .onomi.s
&&&/ :eography
@/ #istory
&/ 7ulture
&&/ !ee 1090(
&&&/ !ee 1090(
N
O

!
7
#
O
O
'

'earning
<pe.tations
)92901/ Des.ri0e the potential .osts and 0ene-its o- personal
e.onomi. .hoi.es in a market e.onomy9
)9290(/ Understand -undamental e.onomi. .on.epts9
)9*90*/ Understand the pla.e o- histori.al e4ents in the .onte<t
o- pastE present and -uture9
)91902/ Dis.uss .ultures and human
patterns o- pla.es and regions o- the
3orld
)92901/ !ee 1090(
)9(902/ $e.ogni1e the intera.tion
0et3een human and physi.al systems
around the 3orld

A..omplishments
)92901a/ &denti-y the e.onomi. moti4ations -or uropean
e<ploration and .oloni1ation9
)9290(a/ <plain and demonstrate the role o- money in daily
li-e
)9*90*a/ 7ompare and .ontrast di--erent stories or a..ounts
a0out past e4entsE peopleE pla.esE or situationsE identi-ying ho3
they .ontri0ute to our understanding o- the past
)91902a/ <plore similarities and
di--eren.es in ho3 groupsE so.ietiesE
and .ultures address similar human
needs and .on.erns
)92901./ Analy1e ho3 people in
di--erent parts o- the United !tates
earned a li4ing in the past and do so in
the present9
)9(902a/ <plain ho3 physi.al and
human .hara.teristi.s o- pla.es and
regions 3ithin the state and the United
!tates de4eloped
!2& )919spi92/ identi-y .ultural groups 3ho inha0ited North
Ameri.a in the 16
th
.entury Ri9e9E 2uritansE AuakersE !panishE
%ren.hS9
)919spi9)/ e<amine ho3 Nati4e Ameri.an .ulture .hanged as a
result o- .onta.t 3ith uropean .ultures9 Ri9e9 de.reased
populationE spread o- diseaseE in.reased .on-li.tE loss o-
territoryE in.rease o- trade9S
)929spi9)/ re.ogni1e the di--eren.e 0et3een a 0arter system and
a money system9
)929spi9*/ analy1e the impa.t o- uropean e<ploration and
.oloni1ation on the e.onomy o- Tennessee9
)9(9spi9)/ re.ogni1e ri4er systems that impa.ted early
Ameri.an history Ri9e9E MississippiE Mysti.E 7harlesE #udsonS9
T2&
7ommon
7ore
2urpose To learn ho3 maKor ri4er systems helped the U!O determine the
di--eren.e 0et3een 0arter and market e.onomy
#elp address the human need -or
earning a li4ing in the early United
!tates9 <plain ho3 the United !tates
de4eloped
O0Ke.ti4e
[The learner 3illL]
'earn a0out the Dut.h settlements in the northeastern U!O ho3
and 3hy %ran.e o3ned most o- North Ameri.a in early 1500
'earn a0out ho3 the geography o- the
1( a--e.ted the 3ays .olonists li4ed
and 3orked9
!trategy "hole/ sta0lish a system o- items to 0e sold and 0ought to
demonstrate the e.onomy o- a market9 >e-ore money is
distri0utedO let students think o- .reati4e 3ays to 0uy and sell9
7enters
The students 3ill 0reak into groups o-
x until three total groups are .reated9
Using ea.h other and the te<t they 3ill
.reate a posted detailing the geography
and .limate and its impa.t on the
.olonists9
Materials
[U$']
2ra.ti.e >ook pp *0O ),
7enters 1/ Market .onomy 8 >arter .onomy
7enters 2/ 2ra.ti.e >ook pp ),O *0O *1O *2O *(O *)
7enters (/ %olda0le o- 'ost 7olonyO Famesto3n 7olonyO
2lymouth 7olonyO Ne3 NetherlandO Ne3 %ran.e
7enter )/ !tudy &sland WMay-lo3erX
7enter */ Te<t pp 10, D 1 C * 8 Fournal ntry 5
7enter 5/ Timeline 7reation pp 112 ; 11(
2rodu.e A 2rodu.t Map ['esson 7D]
Trading 7od -or 7loth ['esson 7D]
7ross3ord U$'
T7A2
Test
7hapter
!i< Test
!o.ial !tudies >ook
Markers
2oster >oard < 12
2ra.ti.e >ook **O *5
2oster $u0ri. [U$']
Auestions 591
1( 7olonies 7li.ka0le Map [U$']
2lymouth Auestions
1( 7olony Feopardy [U$']
1( 7olony Feapadry 22T
7olony Map 8 Dire.tions
1( 7olonies Aui1
Assessment 2oster
"rite %i4e things you learned a0out Ne3 ngland "rite 3hat you .an a0out a either Ne3
=#ome3ork 7olonies nglandO MiddleO 8 !outhern .olony9
Make it at least 1 paragraph
@o.a0ulary Di4ersity/
Toleran.e/
Missionary/
:ro3ing !eason/
Tide "ater/
%all 'ine/
Auestions 591
19 "hy 3as -arming di--i.ult -or Ne3 ngland .olonistsJ
29 "hat years did the .olony .hapter .o4erJ
(9 "hy 3as -arming in the Middle and !outhern .olonies
0etter than that o- Ne3 nglandJ
)9 7ompare and 7ontrast the gro3ing season o- ea.h .olony
region9 [)92901.]9
*9 You are a -armer9 "hi.h .olony 3ould you settle in and
3hyJ
59 Des.ri0e the daily li-e o- a .olonist9
2lymouth Auestions
The holiday o- Thanksgi4ing 3as 0orn -rom the 2uritan settlement o- 2lymouthE on the .oast o-
present;day Massa.husetts9
2uritan separatistsE desperate -or religious -reedomE le-t ngland in 1506 -or the Netherlands
under in.reasing pressure -rom the .ro3n to .on-orm9 Although they 3ere allo3ed religious
-reedomE they 3ere not granted .iti1enship in the NetherlandsE and hen.eE .ould not se.ure
meaning-ul Ko0s and 3ere restri.ted to those that 3ere lo3;paying and unskilled9 !ome 2uritansE
disheartened 0y the dri-ting o- their .hildren -rom the .hur.hE made arrangements 3ith the
Mer.hant Ad4enturers Ra 'ondon Koint;sto.k .ompanyS to relo.ate to Ameri.a9 2ayment -or their
passage 3as made in e<.hange -or -uture repayment and a per.entage o- -uture pro-its made 0y
the settlement9
(* 2ilgrims Ras they 3ould .ome to 0e kno3nS 0oarded the May-lo3er 3ith 56 other passengers
and set sail -or @irginia on !eptem0er 15E 15209 The trea.herous 4oyage a.ross the stormy
Atlanti. O.ean lasted 10 3eeks9 "hen the May-lo3er -inally approa.hed Ameri.aE it 3as no
3here near Famesto3n or e4en @irginia9 On No4em0er 11E 1520E the May-lo3er rea.hed land o--
present;day 7ape 7od9 !ome historians 0elie4e the May-lo3er ne4er intended to sail to @irginiaE
0ut rather had se.retly planned to sail to Ne3 ngland9 Many o- the passengers threatened
mutiny 0e.ause they 3ere supposed to 0e 0rought to @irginia9 As a resultE the May-lo3er
7ompa.t 3as dra-ted 3hi.h guaranteed the eNual treatment o- all settlers in the ne3 .olony9 The
May-lo3er 7ompa.t -urther do.umented the .olonyQs .ontinued allegian.e to nglandE 0ut also
.alled -or the esta0lishment o- an independentE .i4il go4ernment9
The 7ompa.t 3as signed 0y )1 male passengers and the de.ision to remain at 2lymouthE rather
than to spend more time at sea 3as made9 The settlers organi1ed themsel4es into a group kno3n
as the 7oun.il o- Ne3 ngland9 The .oun.il promised one hundred a.res o- land to those settlers
3ho remained at 2lymouth -or se4en years9 The May-lo3er and its passengers e<plored the .oast
o- Massa.husetts -or se4eral 3eeks 0e-ore -inding the per-e.t spot at 2lymouth on De.em0er 21E
15209
'i-e in Massa.husetts 3as di--i.ult -or the settlers9 #al- o- the original passengers on the
May-lo3er died o- disease E star4ationE and the harsh Massa.husetts 3inter9 Unlike Famesto3nE
ho3e4erE &ndian atta.ks 3ere not a .onstant threat9 $atherE the lo.al "ampanoag &ndians 3ere
responsi0le -or the .olonists sur4i4al9 !NuantoE 3ho 3as kidnapped and had e<perien.ed li-e in
urope as a sla4e and later as an o0ser4er o- uropean .ulture in a monasteryE had re.ently
returned to Massa.husetts only to -ind his -ormer 4illage ra4aged 0y death and disease9 #e
assimilated into the "ampanoag 4illage lo.ated at 2lymouth and later Koined the 2ilgrim .olony
at 2lymouth 3hen they learned he .ould speak nglish9 !Nuanto taught the 2ilgrims ho3 to
esta0lish -riendly relations 3ith the &ndians and ho3 to plant .ropsE -ishE and trap mammals -or
the -ur trade9 &- it 3asnQt -or !NuantoE the "ampanoags and their sa.hem MassasoitE all o- the
settlers 3ould ha4e surely perished9 One year a-ter the landing o- the May-lo3erE the sur4i4ing
2ilgrims .ele0rated their -irst -all har4est 3ith a prodigious -east9 They in4ited ,1 o- their &ndian
-riends9 The -east 3as the -irst e4er Thanksgi4ing9
"hat holiday 3as
2$ODU7 A 2$ODU7T MA2
Many early colonists struggled to make a living. The crops they could grow and the
resources they could use to manufacture items were diferent throughout the colonies.
Make a product and resource map showing the farm and manufactured products
available in diferent regions of the colonies.
1. Divide into three groups: New England Colonies, Middle Colonies, and Southern
Colonies. Within each group, work with a partner.
2. Depending on your region, reread the Life in New England, Life in the Middle
Colonies, or Southern Life lesson in your textbook.
3. Working with your partner, make a list of at least three crops and/or animals that
colonists in your region raised to feed their own families. Make a second list of at least
three cash crops, resources, and/or industries that the colonists used to
make a living.
4. Develop a symbol to represent each item on your list. Draw the symbols on your
region on the outline map. Create a legend for the map that shows what each
symbol means.
5. Write three questions that can be answered using your map. Trade maps with pairs
that made maps on the other two regions. Answer each others questions.
1( 7olonies MapMAui1
19 The thirteen .olonies 3ere .olonies o- 3hat .ountryJ
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
29 "hi.h .olony 3as -arthest northJ PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
(9 "hi.h .olony 3as -arthest southJ PPPPPPPPPPPPPPPPPPPPPPPPPPPP
)9 The .olonies 3ere 0ounded 0y the Appala.hian Mountains on the 3est9 "hat
o.ean 0ordered the .olonies on the eastJ
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
*9 The oldest .olony 3as @irginia R-ounded in 1506S9 "hi.h .olony 3as Kust south
o- @irginiaJ PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
59 The .olony o- @irginia .ontained 3hat are no3 the states o- @irginia and "est
@irginia9 "hat .olony 0ordered @irginia to the northeastJ
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
69 The .olony o- Massa.husetts 3as .omposed o- 3hat are no3 the states o-
Massa.husetts and Maine9 "hat .olony 3as 0et3een the t3o parts o-
Massa.husettsJ PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
+9 "hat .olony 3as lo.ated east o- 7onne.ti.utJ
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
,9 The .olony o- Ne3 York .ontained 3hat are no3 the states o- @ermont and Ne3 York9 "hat t3o .olonies 0ordered the .olony o-
Ne3 York on the southJ PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP and PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
109 &n 3hat year did the 1( .olonies de.lare their independen.e -rom >ritainJ PPPPPPPPPPPPPPP
Ma$oano [Sc$ence Lesson Plans 10.0< = 10.0N]
!hared %ile
10.0< <.1 5hat Ae *ood
Cha$ns
10.0D 5hat Ae *ood
Cha$ns
10.0B 5hat Ae *ood
Cha$ns
10.0I 5hat ae *ood
Cha$ns
Standad ..> .ntedependence
...> *lo2 of Matte & Ene)0
!ade Le"el
E#pectat$ons %!LE&
0D0N.:.1> Anal06e the efects of chan)es $n the en"$on+ent on the sta,$l$t0 of
an ecos0ste+.
0D0N.<.1> ;e+onstate that plants eCu$e l$)ht ene)0 to )o2 and su"$"e.
0D0N.<.:> .n"est$)ate d$feent 2a0s that o)an$s+s +eet the$ ene)0 needs.
Chec's fo
(ndestand$n) %C*(&
0D0N.<.:> Class$f0 o)an$s+s as can$"oes9 he,$"oes9 o o+n$"oes
State Pefo+ance
O,-ect$"es %SP.&
0D0N.<.1> ;ete+$ne ho2 d$feent o)an$s+s funct$on 2$th$n an en"$on+ent
$nte+s of the$ locat$on on an ene)0 p0a+$d.
Essent$al /uest$on
5hat can 2e
)eneal$6e a,out the
d$feences ,et2een
*ood Cha$n and
*ood 5e,
7o2 can 2e ceate a food cha$n
State)0 [1he students 2$ll]
(ndestand the
d$feence ,et2een
*ood Cha$n and
*ood 5e,
1act$le Lean$n) ,0 each student 2$ll
+a'e a *ood 5e,
@e"$e2
Assess+ent *ood Cha$n
5o'sheet
Co+plete *ood 5e, *ood Cha$n
Xeapod0 [(@L]
Mate$als
1e#t pp N8 JJ 10B
Ene)0
1ansfo+at$on $n
the Ecos0ste+
Ecos0ste+ Ene)0
L$fe at the Ootto+
of the Sea
Ceate A *ood 5e,
(@L
*ood Cha$n
Ceat$on
!lue # :0
S$ssos # :0
Constuct$on Pape
# :B
Coss2od
Pu66le
3oca,ula045od 5all
Can$"oe>
7e,$"oe>
*ood Cha$n>
O+n$"oe>
Na+e> KKKKKKKKKKKKKKKKKKKKKKK
;ate> KKKKKKKKKKK
Ceate *ood Cha$n [:00G Sc$ence !LE 0D0N.<.1 & !LE0D0N.:.1]
;.@EC1.ONS> Ceate a *ood Cha$n. .n ode to )et full ced$t 0ou +ust
class$f0 each o)an$s+ as a 7e,$"oe9 Can$"oe9 o O+n$"oe. 1hee ae
se"eal p$ctues po"$ded. *ollo2 the steps outl$ned ,elo2.
1. Cut out a p$ctue of o)an$s+ and class$f0 as 7e,$"oeF O+n$"oe9 o
Can$"oe. (se a +$n$+u+ of ve o)an$s+s
:. Place at appop$ate le"el of food cha$n. .nclude the ao2s to sho2 the
Ao2 of food ene)0.
<. Place as +an0 o)an$s+s as 0ou can $n each le"el.
!@A;E KKK 4 <0
KKKCoect Locat$on
1pt
KKK Coect Class$f0 B
/uatena0 Consu+e>
o)an$s+s that eat tet$a0
1et$a0 Consu+e>
o)an$s+s that eat seconda0
Seconda0 Consu+e>
o)an$s+s that eat
p$+a0 consu+es.
7eteotophs.
P$+a0
Consu+e>
the0 +a'e the$
o2n food.
Autotophs.
Energy !low "#roug# an Ecosystem
The organi=ation of communities is based on the use of energy from the Sun within a
gi"en ecosystem. ,rganisms within a community are dependent on the sur"i"al of the
other organisms because ener,y is passed 6rom one or,anism to another. The SunHs
energy cycles through ecosystems. ?roducers absorb the SunHs energy and pass this to
consumers) which eat producers. 8inally) decomposers break down producers and
consumers and allow the energy to go back into the nutrient pool.
1roducer 6 ?roducers are organisms that use the SunHs energy to make their own
6ood. Green plants are producers. They make their own food using energy
from the Sun in a process called photosynthesis. ,ther producers include
algae and some kinds of bacteria and protists.
"reen plants, such as sunflowers, are producers that use energy from the
%un to ma!e food. #ll of the other organisms in an ecosystem depend on
producers for energy.
Consumer 6 Consumers are organisms that ,ain ener,y 5y eatin, producers and8or
other consumers. ?rimary consumers are organisms that feed off of
producers. 9er5i/ores are primary consumers. 8or e;ample) a deer that
eats grass is a primary consumer. Secondary consumers are organisms that
eat primary consumers. Carni/ores are secondary consumers. A wolf that
kills and eats a deer is a secondary consumer.*e;t come tertiary
consumers) then $uaternary consumers) and so forth until the top carni"ore
is reached. Omni/ores can be both primary and secondary consumers
because they are animals that eat both plants and other animals. A raccoon
is an e;ample of an omni"ore because its diet includes fruit) nuts) insects)
and fish.
&onsumers eat other organisms. 'eer are primary consumers because they
eat grass, which is a producer. (olves are secondary consumers because
they eat primary consumers li!e deer.
3ecomposer 6 Decomposers are organisms that consume dead plants and
animalsand release nutrients from those dead organisms into the soil)
water) and atmosphere. The role that decomposers play in an ecosystem is
crucial. Decomposers are important for the water) carbon) nitrogen) and
o;ygen cycles. The nutrients that decomposers release into the soil are also
used by producers to make food. 8ungi) such as mushrooms) are e;amples
of decomposers. Some kinds of bacteria are also decomposers.
'ecomposers, such as mushrooms, are vital to ecosystems because they
decompose dead organisms and recycle nutrients bac! into ecosystems.
The energy flow through an ecosystem can be shown in many ways:
A 6ood chain describes the eating relationships and energy flow between species within an
ecosystem.
The ultimate source o6 ener,y 6or all ecosystems is the .un. ?roducers recei"e energy
from the Sun and make food. ?roducers are the beginning of a 6ood chainbecause all of the
other organisms in the food chain depend on the food energy that is made by
producers. The ne;t organisms in the food chain are primary consumers) which eat
producers. *e;t come secondary consumers) then tertiary consumers) and so forth until the
top carni"ore is reached. All organisms in the food chain are decomposed by decomposers.
he food chain above shows the flow of energy from a producer, algae, to the consumers in
the ecosystem. Minnows are primary consumers, salmon are secondary consumers, and
bears are tertiary consumers.
The arrows in a 6ood chain or a food web represent the direction o6 ener,y 6low.The
arrow points from the organism that is being consumed to the organism that is recei"ing
energy. 8or e;ample) in the food chain abo"e) the arrow points from the algae to the
minnow. This means that the minnow is consuming the algae and recei"ing energy.
A 6ood we5 is a group of interconnected food chains. ,rganisms in a food web can belong
to multiple trophic le"els.
A food web shows multiple interrelated food chains. ,rganisms within a food web can
belong to more than one trophic le/el) or feeding le"el. 8or e;ample) in the food web
below) krill are both primary and secondary consumers. Grill are primary consumers
because they eat phytoplankton) which are producers. Grill are also secondary consumers
because they eat carni"orous =ooplankton) which are primary consumers.
A trophic le"el describes the feeding le"el that an organism belongs to. ?roducer)
decomposer) primary consumer) secondary consumer) and tertiary consumer are all trophic
le"els that can be used to describe an organismEs place in an ecosystem.
#n #ntarctic food web is shown in the picture above. )rganisms in food webs can belong to
more than one feeding level.
An ener,y pyramid is a diagram in which each trophic le"el is represented by a block. The
blocks are stacked one on top of another) with the lowest trophic le"el on the bottom. 1ach
trophic le"el in an energy pyramid has less energy a"ailable to it than the le"el below.
?roducers make up the bottom layer of an ener,y pyramid. Most of the stored energy in
an ecosystem is in plants and other producers. The reason for this is because most of the
energy in an energy pyramid is used or lost as heat energy as it mo"es up the pyramid. 'n
fact) only about ten percent of the energy produced at each le"el is a"ailable to the one
abo"e it. This is the reason that consumers in an ecosystem cannot outnumber producers
and predators cannot outnumber prey.
he si*e of each bloc! of the energy pyramid is determined by the amount of energy stored
in the organisms at that trophic level. #n average of only +,- of the energy from the
previous level moves to the ne$t level. he rest is used up or lost as heat energy.
Ecosystems
The food chain is made up of producers and consumers. ?roducers are the plants that use
the sunEs energy to produce food. This is the start of the food chain. Consumers are the
animals that eat plants and other animals.
Animals can be di"ided into categories based on whether they eat mainly plants) mainly
animals) or both.
o 9er5i/ores eat mainly plants. Aerbi"ores can also be di"ided into categories based
on what type of plants they eat. Folivores eat mainly lea"es. Giraffes and deer are
two e;amples. Frugivores eat mainly fruit.Se"eral types of monkey are
frugi"ores. ,ther herbi"ores eat any part of the plant including lea"es) fruit) nuts)
and roots.
o Carni/ores eat mainly animals. Sharks) lions) eagles) wol"es) and polar bears are all
carni"ores.
o Omni/ores eat both plants and animals. <ears) pigs) fo;es) and crows are all
omni"ores.
Animals can also be di"ided based on how they get their food. They can be di"ided into four
categories:
o 1redators 6 animals that hunt and kill the animals they eat. Sharks and lions are
both predators.
o .ca/en,ers 6 animals that do not kill the animals they eat) but feed on the remains
of animals that others ha"e killed. Bultures) blowflies) raccoons) and cockroaches are
all sca"engers.
o 1arasites 6 animals that li"e in or on another animal and take energy from the
animal. 8leas and ticks are e;amples of parasites.
o +razers 4 animals that gra=e on plants) eating the plants but lea"ing enough that
the plant regrows and pro"ides more food. Cows and sheep are both gra=ers.
1cosystems RS?' !5!(.&. M S?' !5!(.+.S
12 The picture shows a rainforest food chain.
'f some of the trees are cut down and taken away) how would the number of
termites changeI
A2 't would go up.
B2 't would not change.
C2 't would go down.
32 't would drop to =ero.
E4planation& 'f some of the trees were cut down and taken away) the number of
termites would ,o down.
Termites depend on trees for food. Ginka/ous eat the termites) and /aguars eat the
kinka/ous.!
Taking away a food source at the beginning of a food chain decreases the populations of the
rest of the animals in that chain.
%2 The picture shows a pond food chain.
'f the birds mo"e to another community) which animal population will growI
A2 beetle
B2 water plant
C2 fish
32 tadpole
E4planation& 'f the birds mo"e to another community) nothing will keep the fish
population in balance.
The 6ish population will grow until it becomes difficult for them to find food.
Then) the population will return to a si=e that the ecosystem can support.
!2 The picture shows a pond food chain.
'f more beetles are produced one year) which animal population will shrinkI
A2 bird
B2 plant
C2 fish
32 tadpole
E4planation& 'f more beetles are born one year) the tadpole population will shrink
because the beetles will eat more tadpoles.
$2 3hich of the following is an e;ample of how long term changes in the
en"ironment affect a significant portion of an ecosystemI
A2 During a rain storm) animals head towards shelter to get out of the rain.
B2 During the winter) some animals hibernate.
C2 During the mating season) some animals are more aggressi"e.
32 During the 'ce Age) all animals migrated south towards the 1$uator.
E4planation& A change in the en"ironment) like the long term decrease in temperature
during the Ice A,e) would significantly affect the ecosystems if it led all the animals to seek
warmer climates and lea"e their current community of organisms. Dain and winter are short
term changes in the weather) and the search for shelter and hibernation only affect a small
part of the ecosystem.
2 Animals that hibernate in the winter usually wake up in the spring as
temperatures become warmer.
'f the temperature got warmer earlier than usual) how would hibernating animals
be affectedI
A2 They would wake up later.
B2 They would ne"er wake up.
C2 They would wake up earlier.
32 They would wake up at the same time.
E4planation& Since animals determine when to wake up based on temperature) an early
increase in temperature would cause them to wake up earlier.
*2 3hat tends to happen to a population of animals when food is plentifulI
A2 The animal population becomes e;tinct.
B2 The animal population increases.
C2 The animal population stays the same.
32 The animal population decreases.
E4planation& 3hen the food supply increases) the population o6 animals who eat the
6ood increases as well.
'2 A "olcanic eruption like the one in the picture below can cause the sky to be filled
with dust so that the sunlight is blocked out for days.
Image courtesy of the .%"%
3hich of the following would most likely result from the reduction in sunlightI
A2 Deer would spend more time sleeping.
B2 Doosters would no longer crow since the Sun is not rising.
C2 Aumans would no longer need to use sunscreen.
32 ?lants would not be able to make food for themsel"es.
E4planation& 'f the amount of sunlight is reduced) plants would not 5e a5le to make
6ood 6or themsel/es since sunlight is a re$uirement for photosynthesis.
)2 3hich two animals get their food by gra=ingI
A2 eagles and hawks
B2 lions and tigers
C2 cows and sheep
32 cockroaches and beetles
E4planation& Cows and sheep are both gra=ing animals. Gra=ing animals eat plants but
only eat part of the plant. This allows the plant to grow again and pro"ide more food for the
animal.
"2 A herbi"ore eats
A2 plants.
B2 insects.
C2 bacteria.
32 fish.
E4planation& A herbi"ore is an animal that only eats plants. Aerbi"ores can eat the
lea"es) fruit) seeds) or roots of plants. Some herbi"ores mainly eat one part of the plant)
while others will eat any part.
1(2 The food chain is made up of producers and PPPPPPPPPPPPPPP.
A2 destroyers
B2 users
C2 gi"ers
32 consumers
E4planation& 8ood chains are made up of producers and consumers. ?roducers make
energy and most are plants. Consumers get their energy by feeding on either plants or
animals.
7#A2T$ T#$ AU!T&ON!9 Yes they are
gradedE yes they 3ill 0e .olle.ted9 "rite neatlyI
() Are h'1ans her%i7ores$ o1ni%o7es or
8arni7ores9 :'sti;3 3o'r answer)
,) What is one e+a1ple o; a<
<prod'8er9
<8ons'1er9
-) Where do plants get energ3 to 1a2e ;ood9
What is this pro8ess 8alled9
.) When 1ight an ani1al %e %oth predator
and pre39
A7$O!!
(n$t @esouces pp I:
bA ;$nne 5e,c
All o)an$s+s9 $nclud$n) 0ou9 need ene)0.
Na+e> KKKKKKKKKKKKKKKK
;ate> KKKKKKKKKKKKKKKKK
!@A;E> KK 4
(n$t @esouces pp I<
Ene)0 $n Ecos0ste+s
;.@EC1.ONS> (se the 2od to co+plete each sentence. 5$te the coect
2od $n the ,o#es. Cop0 the lettes $n the nu+,eed ,o#es to the ,o#es
,elo2 2$th the sa+e nu+,e.
!@A;E> KK 4 :<
1 Po$nt pe ,lan' o
Unit $esour.es pp 5)
"hat O3ls at [:' 0)069&nN9(]
MAT$&A'!/ :O::'! #AND 'N!
O"' 2''T TOOT#2&7?
2$O7DU$/
19 O0ser4e/ !pread out ne3spaper and a paper to3el on your 3ork sur-a.e9 Use t3ee1ers to
pla.e an o3l pellet on your paper to3el9 An o3l pellet is made up o- undigested -ood o-
an o3l9 Use a hand lens to o0ser4e the pellet9 %or sa-ety 3ear goggles9
29 $e.ord Data/ $e.ord 3hat you o0ser4e using the .hart 0elo39
(9 Use the t3ee1ers and a toothpi.k to pull the pellet apart into small pie.es9 'ook at ea.h
pie.e through the hand lens9 $e.ord your o0ser4ations on the .hart9
Des.ription o- &tem Dra3ing
)9 7lassi-y/ :roup similar items 3hen you -ind them9 'ist .ategories -or the types o- things
you ha4e -ound9 "ear goggles and 3ash your hand 3hen .omplete9
!@A;E> KK 4 10
;esc$pt$on B pts
;a2$n) B pts
Unit $esour.es pp 55
WTop 2redatorsX
MAT$&A'!/ 2i.ture o- a "ol-9 Or the DuranDuran !ong Wungry !ike A "ol#X9
2$O7DU$!/
7ON7'U!&ON
!@A;E> KK 4 10
;esc$pt$on B pts
;a2$n) B pts
Unit $esour.es pp 6* ;65
7hapter Three Test
19 'ook at the %ood 7hain 0elo3
Algae ?rill #erring !almon !hark
"hi.h organism 3ould 0e at the top o- an energy pyrimadJ [!2& 0)069(91]
A9 Algae
>9 ?rill
79 !almon
D9 !hark
29 !eagulls and seals 0oth eat -ish and .ra0s9 "hat 3ould most likely happen to the .ra0
population o- the num0er o- -ish greatly de.reasedJ [!2& 0)069291]
A9 &t 3ould disappear
>9 &t 3ould de.rease
79 &t 3ould in.rease
D9 &t 3ould stay the same
(9 'ook at the %ood 7hain9
7orn Mouse !nake O3l
"hi.h organism is 0oth predator and preyJ [!2& 0)069(91]
A9 7orn
>9 Mouse
79 !nake
D9 O3l
)9 #o3 is energy -irst supplied to the -ood 3e0J [!2& 0)069(91]
A9 7arni4ores release nutrients
>9 2redators .onsume prey
79 2lants .arry out photosynthesis
D9 Omni4ores eat dead organisms
Na+e> KKKKKKKKKKKKK
;ate>
KKKKKKKKKKKKKKKKK
!@A;E> KK 4 N
Coect Lette 1pt
*9 'ook at the -ood 3e09
5hat 2ould +ost l$'el0 happen $f a la)e nu+,e of sna'es d$edE [!2& 0)069291]
A. 1he nu+,e of +$ce 2ould $ncease
O. 1he nu+,e of a,,$ts 2ould decease
C. 1he ha2' 2ould eat fe2e +$ce and a,,$ts
;. 1he ha2' 2ould eat +oe )ass
I. .n an ocean food cha$n9 2h$ch ec$eces ene)0 d$ectl0 fo+ the SunE [!2&
0)069(91]
A. Ca,
O. L$+pet
C. Sea)ull
;. Sea2eed
N. Loo' at the food 2e,.
5h$ch o)an$s+s ae co+pet$n) 2$th each otheE [!2& 0)069291]
A. Al)ae and *$sh
O. *$sh and SCu$d
P$lle
Sea
*$s
Al)a
SCu$
Pen)u$
C. Seal and Pen)u$n
;. *$sh and P$lle 5hale
Unit $esour.es pp 6* ;65 [AN!"$ ?Y]
7hapter Three Test
19 'ook at the %ood 7hain 0elo3
Algae ?rill #erring !almon !hark
"hi.h organism 3ould 0e at the top o- an energy pyrimadJ [!2& 0)069(91]
A9 Algae
>9 ?rill
79 !almon
D9 !hark
29 !eagulls and seals 0oth eat -ish and .ra0s9 "hat 3ould most likely happen to the .ra0
population o- the num0er o- -ish greatly de.reasedJ [!2& 0)069291]
A9 &t 3ould disappear
>9 &t 3ould de.rease
79 &t 3ould in.rease
D9 &t 3ould stay the same
(9 'ook at the %ood 7hain9
7orn Mouse !nake O3l
"hi.h organism is 0oth predator and preyJ [!2& 0)069(91]
A9 7orn
>9 Mouse
79 !nake
D9 O3l
)9 #o3 is energy -irst supplied to the -ood 3e0J [!2& 0)069(91]
A9 7arni4ores release nutrients
>9 2redators .onsume prey
79 2lants .arry out photosynthesis
D9 Omni4ores eat dead organisms
*9 'ook at the -ood 3e09
5hat 2ould +ost l$'el0 happen $f a la)e nu+,e of sna'es d$edE [!2& 0)069291]
A. 1he nu+,e of +$ce 2ould $ncease
O. 1he nu+,e of a,,$ts 2ould decease
C. 1he ha2' 2ould eat fe2e +$ce and a,,$ts
;. 1he ha2' 2ould eat +oe )ass
I. .n an ocean food cha$n9 2h$ch ec$eces ene)0 d$ectl0 fo+ the SunE [!2&
0)069(91]
A. Ca,
O. L$+pet
C. Sea)ull
;. Sea2eed
N. Loo' at the food 2e,.
5h$ch o)an$s+s ae co+pet$n) 2$th each otheE [!2& 0)069291]
A. Al)ae and *$sh
O. *$sh and SCu$d
P$lle
Sea
*$s
Al)a
SCu$
Pen)u$
C. Seal and Pen)u$n
;. *$sh and P$lle 5hale
S1AN;A@;S
D.1.0:a>
D.:.01c>
D.<.0:a>
D.D.01c>
D.B.0Da>
D.B.0Bd>
D.D.01,>
D.:.0:,>
D.:.0:c>
D.<.sp$.D>
D.B.0Bf>
C7AP1E@ S.R> 1he Ne2 En)land Colon$es
a& !eo)aph0 of the Colon$es> 1he )eo)aph0 & cl$+ate of the th$teen
colon$es afected ho2 colon$sts l$"ed & 2o'ed
$& 1he 1h$teen Colon$es
$$& Ne2 En)land
$$$& 1he M$ddle Colon$es
$"& 1he Southen Colon$es
%1&Lesson Su++a0
,& Ne2 En)land>
$& Massassachusetts> @el$)$on 2as the cente of Pu$tan )o"en+ent
and co++un$t0 l$fe
$$& @hode .sland
$$$& Connect$cut9 Ne2 7a+psh$e9 Ma$ne
$"& ConA$ct O"e Land
%1&Lesson Su++a0
:& L$fe $n Ne2 En)land
$& (s$n) the Sea
$$& Sh$p,u$ld$n)9 *$sh$n)9 & 5hal$n)
$$$& 1$an)ula 1ade
$"& Sla"e0
"& 7o+e and Co++un$t0 L$fe
"$& 5o' at 7o+e
"$$& Educat$on & @eceat$on
"$$$& 1he !eat A2a'en$n)
%1&Lesson Su++a0

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Lesson Plans Social Studies & Science 2011 MS Word 1997

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August 2011

[Most items are hyperlinked]

&n4est C to put money into something to earn more money

!to.k C pie.e o- o3nership in a .ompany

7ash 7rop C .rop that people gro3 to raise money

2ilgram/ person 3ho akes long Kournet -or religious reasons

7olonial/ person 3ho li4es in a .olony

7ape/ strip o- landthat stret.hes into a 0ody o- 3ater

May-lo3er 7ompa.t/ made la3s -or the good o- all

7ore 'esson 1/ @A !ettlement [pp ,5 C ,,]

<tend 1/ On the Fames $i4er [pp 100 C 101]

2'AY @&DO/ )a*+lo,er -econ!$r&c$ed

2'AY @&DO/ )a*+lo,er Co%pac$

2ilgrams gi4e Thanks

2'AY @&DO/ >rain 2op/ Thanksgi4ing

2'AY @&DO/ .!$or* o+ /"an'!0vn0

#A@ !TUDNT! $AD &N 2A&$! pp 10)

The 7olony :ro3s

7ore 'esson (/ Dut.h 8 %ren.h 7olonies [pp 105 C 10,]

!ettlers in Ne3 Netherland

The %ur Trade

<ploring the Mississippi

<tend (/ %ren.h %ur Trading

You might also like

Lesson Plans Social Studies &amp; Science 2011 MS Word 1997

Uploaded by

Document Information

Copyright

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Share this document

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Lesson Plans Social Studies &amp; Science 2011 MS Word 1997

Uploaded by

Copyright:

Available Formats

August 2011

[Most items are hyperlinked]

&n4est C to put money into something to earn more money

!to.k C pie.e o- o3nership in a .ompany

7ash 7rop C .rop that people gro3 to raise money

2ilgram/ person 3ho akes long Kournet -or religious reasons

7olonial/ person 3ho li4es in a .olony

7ape/ strip o- landthat stret.hes into a 0ody o- 3ater

May-lo3er 7ompa.t/ made la3s -or the good o- all

7ore 'esson 1/ @A !ettlement [pp ,5 C ,,]

<tend 1/ On the Fames $i4er [pp 100 C 101]

2'AY @&DO/ )a*+lo,er -econ!$r&c$ed

2'AY @&DO/ )a*+lo,er Co%pac$

2ilgrams gi4e Thanks

2'AY @&DO/ >rain 2op/ Thanksgi4ing

2'AY @&DO/ .!$or* o+ /"an'!0vn0

#A@ !TUDNT! $AD &N 2A&$! pp 10)

The 7olony :ro3s

7ore 'esson (/ Dut.h 8 %ren.h 7olonies [pp 105 C 10,]

!ettlers in Ne3 Netherland

The %ur Trade

<ploring the Mississippi

<tend (/ %ren.h %ur Trading

You might also like

Lesson Plans Social Studies & Science 2011 MS Word 1997

Lesson Plans Social Studies & Science 2011 MS Word 1997