4th Grade

Jenifer (Darling) DudenTE 804-02Fall 2011

Native American Unit: Plains Indians

Introduction

Fourth Grade has social studies everyday all school year long. The object of this Unit is to cover the Plains Indians. I will use the Nebraska Standards for Social Studies to cover topics as well as standards form ISTE NETS for their final project.

Unit Objective

Working in groups of 3-4 students will research a Native American Tribe from the Plains Indians. Students will use information from class and during research time to make a PowerPoint about their Tribe. At the end of the unit each group will be required to present their PowerPoint.

Social Studies Objective – NE Dept of Education Standards

4.2 Students will describe the contributions from the cultural and ethnic groups that made up our national heritage: Native Americans• Identify regional characteristics

• Identify important men and women from different cultural and ethnic groups.

4.4 Students will describe the

interaction between Native Americans and their environment on the plains prior to European contact.• Explain how Native Americans used the resources for daily living.• Identify different types of shelters used by Native Americans.• Describe the daily life of a Native American.

ISTE NETS-

1.Creativity and Innovation a. apply existing knowledge to generate new ideas, products, or processes.b. create original works as a means of personal or group expression.c. use models and simulations to explore complex systems and issues.

2.Communication and Collaboration a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.d. contribute to project teams to produce original works or solve problems.

3.Research and Information Fluencya. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Unit Design

Anticipatory- Ask students questions about their background. Any Native American’s in class? What do they know about Native Americans?

Objective/goal- To have students investigate Plains Indian Tribes.

Purpose- To have students to become aware of Native American Tribes focusing on the Plains Indians. To acquire information about the Tribes from our region.

Input- Model research techniques and PowerPoint computer skills.

Check for Understanding- Monitor student’s progress. Have students work in groups.

Modeling- Demonstrate skills/techniques using the interactive board as well as the overhead, showing PowerPoints.

Guided Practice- Help students individually, and modify if needed.

Closure- Have students complete the assessment forms. Display student’s work for others to view. Students will present PowerPoints to the class.

Independent Practice- Students will each have individually projects to complete during the unit.

Evaluation- Each lesson will have a rubric/assessment check-off for the students to evaluate their work.

Unit Plan at a Glance

Lesson Time Goal and ProjectLesson 1

Plains Indians1 day Students will learn the Names of the different tribes of

the Plains. Project: Students will Map out the Plains Tribes.

Lesson 2Housing

1 day Students will learn what the Plains Indians Lived in. Project: Make a model of a Teepee or an earth Lodge

Lesson 3Food

1 day Students will learn the Importance of Corn to the Plains Indians. Project: Students will make a poster: products from corn.

Lesson 4Horses

1 day Students will learn of the Importance of Horses to the Plains Indians. Project:  Student will write a brief essay on how that a modern invention has changed daily life.

Lesson 5Buffalo

1 day Students will learn of the Importance of the Buffalo to the Plains Indians. Project: Bison Economy Word Search

Lesson 6Women

1 day Students will learn what daily life was like for women. Project: Crafts- Beaded Jewelry, Dream Catcher

Lesson 7 Men

1 day Students will learn what daily life was like for men. Project: Crafts- Drum, Totem Pole, Shield

Lesson 8Children

1 day Students will learn what daily life was like for children. Project: Crafts- Native American Doll (Boy Or Girl)

Lesson 9 Communication

1 day Students will learn how Native Americans talked and wrote.

Project: Students will write their own stories with the aid of pictures. Will use clipart and the word to type story.

Lesson 10Government

1 day Students will learn how the Native American’s governed each other. Project: Students will divide up into “Tribes” and determine who the chief and other leaders will be. This will be used for final projects.

Lesson 11 Power Points

3-5 days

Students will review Power Point and Research basics. Project: Students will use “Tribes” Formed during lesson 10 to work in groups. Research and make Power Point about their tribes.

Lesson 12Presentations

2-3 days

Students will present their PowerPoint presentations to class. They will “Teach” the class about their Tribe.

Multi-Intelligence

Lesson Linguistic

Verbal

Spatial

Visual

Bodily

Kinesthetic

Musical Interpersonal Naturalist Logical

Math

Intrapersonal

1.Plains Indians X X X X X X X X

2. Housing X X X X X X X

3. Food X X X X X X X

4. Horses X X X X X X X

5. Buffalo X X X X X X X

6. Women X X X X X X X X

7. Men X X X X X X X X

8. Children X X X X X X X X

9.Communication X X X X X X X X

10. Government X X X X X X

11. PowerPoints X X X X X X X X

12. Presentations X X X X X X X X

Blooms

Knowledge- The students will acquire knowledge from research and from listening to other students presentations.

Comprehension- Students will demonstrate comprehension through use of knowledge in their projects.

Application- Putting the knowledge into their projects.

Analysis- Analyzing the research for their projects.

Synthesis- Comparing the different tribes to each other.

Evaluation- Rubrics, final presentation, and assessment sheets.

Lesson 2: Housing Lesson Plan

Teacher: Jenifer Duden

Subject: Social Studies

Grade Level: 4th grade

Focus of Content: Students will learn what the Plains Indians Lived in.

Duration: 40 min for lesson- 40 min for Project: Total of 80 min.

Objective:

Standards/Benchmarks:

4.2 Students will describe the contributions from the cultural and ethnic groups that made up our national heritage: Native Americans

4.4 Students will describe the interaction between Native Americans and their environment on the plains prior to European contact.

Materials: Notes on types of houses. Teepee Kits, Construction Paper, empty Kleenex boxes, glue, craft sticks, computer lab.

Rational: Students need to be able to identify different types of homes for Plains Indians.

Target Skills: To learn about the different types of housing the Plains Indians lived in.

Instructional Strategies: See Chart for full details.

Accommodations: Students with visual impairments will be seated close to the front of the room. Students with physical or learning impairments will be included in heterogeneous groups that work together. Students with hearing impairments will rely on the written information to work through the labs. The activities already access the learning styles of all students: visual, auditory, and tactile kinesthetic learners. Students with IEP’s or 504 will have adaptations as necessary according to their plans. Higher learners can make both types of models. Lower levels can use pre- cut out kits.

Resources:

http://nativeamericans.mrdonn.org/plains/teepees.html http://nativeamericans.mrdonn.org/earthhomes.html

http://www.surfnetkids.com/games/indians-mm.htm

http://www.ahsd25.k12.il.us/curriculum/nativeamericans/plains.html

Students will go to the resource websites to learn more about the different types of homes the Plains Indians lived in.

Project: Paper Teepees Make a miniature teepee using craft sticks and construction paper. Gather five craft sticks about

one-fifth of the way from one end and secure them with a rubber band. Wrap the rubber band around the sticks several times, making it tight enough to hold the sticks in place, but loose enough to allow you to arrange them in a circle. Measure the triangular sections between the sticks and cut five paper triangles to that size, adding 1/4 inch on the right and left long edges for joining. Decorate the paper triangles using markers, crayons, paints, stickers or photos. Glue the paper sections together by overlapping the long edges, leaving the last one open on the bottom to a point about halfway up for a door flap. Put a line of glue along each join on the inside. Drop the paper covering over the frame, making sure that the joins are resting on the sticks, and press them into place.

Read more: Kids Indoor Teepee Crafts | eHow.com http://www.ehow.com/way_5497376_kids-indoor-teepee-crafts.html#ixzz1gWwaCVD7

MAP Of Tribes:

Will give students a blank Copy to fill in during class discussion.

CATEGORY 15 10 5 1 Score

Originality Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Presentation shows an attempt at originality and inventiveness on 1-2 cards.

Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.

Content - Accuracy

All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Sequencing of Information

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.

Most information is organized in a clear, logical way. One card or item of information seems out of place.

Some information is logically sequenced. An occassional card or item of information seems out of place.

There is no clear plan for the organization of information.

Cooperation Group delegates tasks and shares responsibility effectively all of the time.

Group delegates tasks and shares responsibility effectively most of the time.

Group delegates tasks and shares responsibility effectively some of the time.

Group often is not effective in delegating tasks and/or sharing responsibility.

Effectiveness Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.

Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.

Project is missing more than two key elements. It would make an incomplete study guide.

Project is lacking several key elements and has inaccuracies that make it a poor study guide.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1-2 misspellings, but no grammatical errors.

Presentation has 1-2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and/or spelling errors.

Power Point Rubric

Student Name:     ________________________________________