Meg Winstead 1 Lesson Plan 3

Unit Lesson Plan Day 3 Essential Question/s What did Native Americans do if their environment could not support them? What is a living system? What part did the Native Americans play in their living system? What did the Native Americans use for shelter?

NCSS THEME People Places and Environments I. Objectives Living systems 2.5 The student will investigate and understand that living things are part of a system. Key concepts include b) An animals habitat includes adequate food, water, shelter or cover, and space; History 2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest Fine Arts (Art History and Cultural Context) 2.13 The student will compare works of art, elements of architecture, and artifacts of other cultures with those of their culture. Health 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include a) The impact of verbal and nonverbal aggressive behaviors; b) The effects of personal health decisions on other individuals. Objectives: Students will be able to (SWBAT) SWBAT: Name the different elements of a habitat (water, food, shelter/space) SWBAT: Explain that living organisms are part of a system SWBAT: Discuss the effect that resources have on the survival of living organisms in a habitat

II. Materials for Learning Activities Paper Pencils Pictures of Native Americans in different habitats
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Books with pictures of Native American tribes Investigation Journal Introduction (whole group) (3 min) 1. Explain that we will be learning about the different Native American Tribes in order to help Archeologist Dan 2. Today we are going to talk about how the different Native Americans lived in different habitats 3. Does anyone know what a habitat is?

III. Procedures for Learning Activities

Instructional strategies (individual) (15 min) 1. Have students go back to their seats and draw the habitat that they live in a. Walk around while students are working on their pictures b. Have the students label what they need to survive (For differentiation- Have students circle what they need to survive or scribe for them if necessary) c. Have the students turn and talk to their shoulder partner about what they drew (Visual/Special Intelligence- Students who are strong in this intelligence need to visualize the material, having the students visualize their own habitat can help them connect to the Native American habitat) d. (As a group) Take a minute to talk with students about what all living things need to survive (Food, water and shelter/space) 2. *** Make a noise that symbolizes that the teacher got an email from Dan the archeologist. Have students get their Investigations Journal and bring them to the carpet. a. Letter: Dear Students, I am excited to let you know that my team found an artifact from the dig site. I have attached a picture of the artifact. Thanks for all of your help. Sincerely, Dan the Archeologist b. Show a picture of an artifact (fish spear) c. Have the students make inferences in their investigation notebook d. Ask the students to turn and talk to a neighbor about what the artifact might tell us about the habitat that the Native Americans lived in.

(Language Arts Extension: Have students write letters to Dan, asking for more information about the artifacts or fossils that he is sending) 3. Spread out books and pictures of different Native American tribes while students are talking to their partner. 4. Explain that in order to make conclusions we are going to have to examine more information about Native American Tribes a. Ask students to work with a partner to identify basic elements of a habitat (food, water, and shelter/space) that they see in the pictures. (Interpersonal

Meg Winstead 3 Lesson Plan 3

Intelligences- These students learn best by communicating with others. Asking these students to participate in group work and peer interaction will encourage them to talk about and think through the material) i. (Extension: If students are finishing up ask: What would happen if the river dries up that the Native Americans use for water? What would the Native Americans have to do if the food that they were hunting kept moving from place to place? b. Start getting the students thinking about the environment and how it affects the Native American lifestyle. i. Ask: How do these resources affect the Native American life style? ii. Ask: Do you think the Native Americans affect the animal population? iii. Ask: Why do different Native American Tribes eat different things? iv. Ask: Based on the resources that the tribes had, can you make any inferences about their way of life? c. (Whole group) Create an anchor chart about what the Native Americans need to survive i. If students are having trouble differentiating the difference between a need and a want address the differences ii. Make connection between all living things and Native Americans 5. Summary (Whole group) (5 min) a. Summarize the terms that were learned today b. Have students Turn and Talk to a neighbor- How do these different habitats affect life in the different Native American tribes? c. Have the students go back to their seat and complete an exit ticket IV. Assessment Exit Ticket (Question one assesses: Living systems 2.5/ Question two assesses: Social Studies 2.2)

V. Differentiation and Accommodations Differentiation This lesson creates opportunities for students to learn through research, questioning and making observations using pictures. Students are connecting the habitats that they live in to the Native American Habitats. Reading is not required because students are using pictures and books, so they can chose how in depth their investigation is

Accommodations: (while students are working on their pictures independently, pull students who may need help thinking on a deeper level into a small group)

Ask this group of students to draw their perfect habitat. Have them work together and ask specific questions, scaffolding them to make conclusions about what they are learning. o What do you need in this picture? (Need) o What is this a picture of? (ESOL students) o What would you like to have? (Want) When they work on the book/picture portion, be sure to ask specific questions to help them focus on specific ideas. Work with ESOL students by naming the pictures that they are focusing on.