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NATIVE AMERICAN/WEATHER AND CLIMATE PROJECT

FALL 4TH GRADE


Due Friday, October 9, 2015

Overview

This project will count as a project grade in Social Studies, Science, and Language Arts.

How could I survive as a Native American in pre-colonial days using


the natural resources found in my region?
How will my environment define my culture/way of life?

How could I compare my lifestyle to that of another Native American


group and perhaps persuade them to move to my area?
________________

Students will use research notes from classroom instruction and other
resources to complete this project that includes:
An opinion piece that compares the two Native American tribes as assigned to each
class.
o Writing can be in the form of a letter or a compare/contrast essay.

o Students will use the Native American Packet completed in class to find
facts/information about the Native American groups in their letter/essay.
The complete packet includes:

Graphic organizers.

Colored Maps

Highlighted notes within the text.


Comprehension sheets and Fill-in the blank sheets.

The completed packet is due on Tuesday, October 6, 2015 at the

beginning of class. The packet is worth 25 points of your total grade.

A class group project illustrating an Inuit and Seminole 'village' in the hallway.

An art project illustrating an individual/independent Inuit or Seminole day in the life.


Students may also use independent research to write their letter/essay.
There must be at least one illustration/picture included with the letter/essay.
Students must write using complete sentences.
The letter/essay may be typed or hand written.

***Typed projects must be typed by the student, in their own words.


*** DO NOT allow your student to:
Print straight from a website.
Plagiarize statements or information.

NATIVE AMERICAN/WEATHER AND CLIMATE PROJECT

First Quarter
Standards:
S4L1. Students will describe the roles of organisms and the flow of energy within an
ecosystem. ELEMENT a. Identify the roles of producers, consumers, and decomposers in a
community.
ELEMENT b. Demonstrate the flow of energy through a food web/food chain beginning with
sunlight and including producers, consumers, and decomposers.
ELEMENT c. Predict how changes in the environment would affect a community (ecosystem)
of organisms.
ELEMENT d. Predict effects on a population if some of the plants or animals in the community
are scarce or if there are too many.

S4L2. Students will identify factors that affect the survival or extinction of organisms such as
adaptation, variation of behaviors (hibernation) and external features (camouflage and
protection). ELEMENT a. Identify external features of organisms that allow them to survive or
reproduce better than organisms that do not have these features. (e.g. camouflage, use of
hibernation, protection, etc.) ELEMENT b. Identify factors that may have led to the extinction of
some organisms\
ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the text.
ELACC4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text in which it appears.
ELACC4W2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
ELEMENT a. Introduce a topic clearly and group related information in paragraphs and
sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
ELEMENT b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
ELEMENT c. Link ideas within categories of information using words and phrases. (e.g.,
another, for example, also, because).
ELEMENT d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
ELACC4SL2: Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
ELACC4SL4: Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.

NATIVE AMERICAN/WEATHER AND CLIMATE PROJECT


Students will create a Native American Village jointly with the class, complete an
informational packet during class instruction and independently, write a letter/essay to
compare/contrast two Native American groups, and choose 1 art activity.
**Student work must be evident**
Total of three (3) Activities must be turned in

LETTER/ESSAY ~ 35 POINTS

Write a letter or essay to a friend explaining


your opinion about the Inuit or Seminole
Culture.

Writing must use the correct form for letter


or essay (e.g., greeting, closure, paragraphs,
and grammar/conventions.)

Writing must:
- Include at least 3 reasons, facts, or
arguments to support your opinion about each
Native American group.
- Discuss:
o Region of North America
o Food: types of food eaten by each group and
how the food is obtained (hunted, grown, ?)
o Clothing: types of clothing (materials)
explain reasons for type of clothing
o Shelter: type of shelter (materials)
explain reasons for the material used.
o Climate/weather in the region with
relationship to water cycle and clouds.
o Include illustrations of each group (can be
pictures from the web or other resources)
PRESENTATION ~ 10 points

Neat and Tidy


Grammar and Conventions

5
5

NATIVE AMERICAN CLASS PACKET ~ 25


POINTS

Students will create and complete Native


American packet.
Students must have completed the
following:
Graphic Organizers
Maps
Fill-in the blank pages
Highlighted Text

DUE TUESDAY, OCTOBER 6TH


CHOOSE 1 ~ 30 POINTS
DIORAMA

Students will create a diorama of an


Inuit/Seminole village. Model must include:
- Model of the shelter
- Show natural resources used everyday
- Illustrate climate/weather.
- Use 3 different materials
POSTER
Make a poster to illustrate life in a
Inuit/Seminole village.
Poster must:
- be between 9x12 and 22x28
- Use 3 different materials
- Educate readers about Inuit/Seminole culture
and environment.

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