1. Great Beginnings The Native American Experience Tamara Gray, Courtney Norgren and Daniel Kilpatrick

2. Summary Children will study and learn about This unit was created for Second grade students to teach them about the We will be integrating Language Arts, Social Studies, Science, Math, and the arts throughout the unit by focusing on the

3. Major Concepts Math Linear Measurement Measures of Volume Unit Conversions Patterns Language Arts Pre-Writing, Editing, Presenting Authors Theme & Development Reading Authentic Literature Elements of Myths & Legends Social Studies Cardinal & Intermediate Directions Limited Environmental Resources Native American Cultures & Practices Meeting Basic Needs for Survival Science Land Formations Soil Samples Basic Needs for Survival Seasonal Weather Patterns

4. Southeastern Woodlands Culture Chart & Pinch Pot Cherokee Hunting & Weapons Pattern Beaded Necklace Cherokee Legend Great Basin Culture Chart & Pow Wow Drum Soil Identification Karuk Tale Northeastern Woodlands Culture Chart & Tribal Mask Iroquois Farming Dream Cather Measurement Ojibwe vs. Lakota Dream Catcher Tales Pacific Northwest Culture Chart & Totem Ploe Geographic Collages Drum Pattern Taino Myth South West Culture Chart & Paint Pinch Pot Canyon Formation Mat Weaving Pattern Wasco Myth Great Plains Culture Chart & Headdress Buffalo resources & conservation Teepee Measurement Blackfoot Myth

5. Learning Goals

6. Student Learning Outcomes Social Studies Given a segmented map of the united states, a compass rose, and a list of regions; students will independently identify & label all six geographic regions of the united states with 100% accuracy. (NE Woodlands, SE Woodlands, Great Plains, South West, Great Basin, NW Pacific) – Knowledge: (SS.2.G.1.1) Given a segmented map of the united states, a compass rose, and a list of regions; students will independently identify & label all six geographic regions of the united states with 100% accuracy. (NE Woodlands, SE Woodlands, Great Plains, South West, Great Basin, NW Pacific) – Knowledge: (SS.2.G.1.1) After discussing the climate of each geographic region, students will give examples of plants and animals that the Native Americans were likely to use as a food source and predict how these might change throughout the different seasons. – Comprehension: (SS.2.E.1.1) After discussing the climate of each geographic region, students will give examples of plants and animals that the Native Americans were likely to use as a food source and predict how these might change throughout the different seasons. – Comprehension: (SS.2.E.1.1) As the teacher presents information on the interactive whiteboard, students will chart details about Native American tribe’s clothing, housing, food sources, and forms of transportation in each of the six geographic sections of the United States with 84% accuracy or 20/24. – Application: (SS.2.A.2.2) As the teacher presents information on the interactive whiteboard, students will chart details about Native American tribe’s clothing, housing, food sources, and forms of transportation in each of the six geographic sections of the United States with 84% accuracy or 20/24. – Application: (SS.2.A.2.2) Given photographs of six different typical Native American dwellings, students will first recognize specific natural materials which make up each kind of shelter. Then based on this information the students will work cooperatively in small groups to classify each dwelling as belonging to the inhabitants of one of the six geographic regions of the United States. – Analysis: (SS.2.A.2.2) & (SS.2.E.1.1) Given photographs of six different typical Native American dwellings, students will first recognize specific natural materials which make up each kind of shelter. Then based on this information the students will work cooperatively in small groups to classify each dwelling as belonging to the inhabitants of one of the six geographic regions of the United States. – Analysis: (SS.2.A.2.2) & (SS.2.E.1.1) Given pictures and appropriate materials, small cooperative work groups will design & construct an accurate model of a Native American shelter from one of the six geographic regions of the United States. (Hogan, Teepee, Cedar Plank House, Pueblo, Chickee, Longhouse, or Wickiup) within reasonable approximations. – Synthesis: (SS.2.A.2.2) Given pictures and appropriate materials, small cooperative work groups will design & construct an accurate model of a Native American shelter from one of the six geographic regions of the United States. (Hogan, Teepee, Cedar Plank House, Pueblo, Chickee, Longhouse, or Wickiup) within reasonable approximations. – Synthesis: (SS.2.A.2.2)

7. Student Learning Outcomes Language Arts After reading and discussing several Native American myths and legends as a class, the student will list common characteristics of Native American myths and legends, with the assistance of his cooperative learning group with 80% accuracy or 4/5 correct characteristics. Characteristics Include: Set in the past; moral to be learned; narrative format; explains creation or origin; speaking parts for spirits or animals. (reasonable approximations will be accepted) – Knowledge: (LA.2.2.1.1 & LA.2.1.6.1) After reading and discussing several Native American myths and legends as a class, the student will list common characteristics of Native American myths and legends, with the assistance of his cooperative learning group with 80% accuracy or 4/5 correct characteristics. Characteristics Include: Set in the past; moral to be learned; narrative format; explains creation or origin; speaking parts for spirits or animals. (reasonable approximations will be accepted) – Knowledge: (LA.2.2.1.1 & LA.2.1.6.1) After reading and discussing several Native American myths and legends as a class, the student will use their class notes (chart) to independently classify eight pieces of Native American Literature as Origin Mythology or a Moral Legend based on their knowledge of how they are alike and different, with 87% accuracy or 7/8 correct classifications. – Comprehension: (LA.2.2.1.1) After reading and discussing several Native American myths and legends as a class, the student will use their class notes (chart) to independently classify eight pieces of Native American Literature as Origin Mythology or a Moral Legend based on their knowledge of how they are alike and different, with 87% accuracy or 7/8 correct classifications. – Comprehension: (LA.2.2.1.1) After reading and discussing each (8) Native American myth or legend as a class, the student will chart the characteristics (5) present in each piece of Native American Literature, with the support of his cooperative learning group with 88% accuracy (35/40 characteristics correctly charted). – Application: (LA.2.2.1.1) After reading and discussing each (8) Native American myth or legend as a class, the student will chart the characteristics (5) present in each piece of Native American Literature, with the support of his cooperative learning group with 88% accuracy (35/40 characteristics correctly charted). – Application: (LA.2.2.1.1) The student will use the content of his own myth or legend and a poster rubric to illustrate his story in the form of a poster with 90% accuracy. – Analysis: (LA.2.3.5.1) The student will use the content of his own myth or legend and a poster rubric to illustrate his story in the form of a poster with 90% accuracy. – Analysis: (LA.2.3.5.1) After reading and discussing several Native American myths and legends as a class, the student will independently compose his own original legend or myth which incorporates the 5 key characteristics of Native American Origin Mythology and Moral Legends with 80% accuracy. (4/5 characteristics present) – Synthesis: (LA.2.3.5.1) After reading and discussing several Native American myths and legends as a class, the student will independently compose his own original legend or myth which incorporates the 5 key characteristics of Native American Origin Mythology and Moral Legends with 80% accuracy. (4/5 characteristics present) – Synthesis: (LA.2.3.5.1) The student, with the assistance of a teacher created rubric, will evaluate the legend of a peer, based on the inclusion of 5 known characteristics with 100% accuracy. – Evaluation: (LA.2.3.3.4) The student, with the assistance of a teacher created rubric, will evaluate the legend of a peer, based on the inclusion of 5 known characteristics with 100% accuracy. – Evaluation: (LA.2.3.3.4)

8. Student Learning Outcomes Mathematics Patterns- Plan and write about pattern used to create woven mat. Students will apply pattern ideas from their paper to create a patterned woven mat with the pattern with a 90% accuracy rate. (MA.2.A.4.3) Patterns- Plan and write about pattern used to create woven mat. Students will apply pattern ideas from their paper to create a patterned woven mat with the pattern with a 90% accuracy rate. (MA.2.A.4.3) Patterns- Plan and write about pattern used to create pasta necklace. Students will apply pattern ideas from their paper to create a patterned pasta necklace with a 90% accuracy rate. (MA.2.A.4.3) Patterns- Plan and write about pattern used to create pasta necklace. Students will apply pattern ideas from their paper to create a patterned pasta necklace with a 90% accuracy rate. (MA.2.A.4.3) Numeric Patterns-Composing a tribal rhythm to be played on the powwow drum- Students will compose a tribal rhyme by referencing to numeric pattern chart on the drum for 1 minute. (MA.2.A.4.3) Numeric Patterns-Composing a tribal rhythm to be played on the powwow drum- Students will compose a tribal rhyme by referencing to numeric pattern chart on the drum for 1 minute. (MA.2.A.4.3) Numeric Patterns – Students will compare re Numeric Patterns – Students will compare re Fractions, Multiples, Measurement - Double recipe to cook Native American Food for Culminating Feast- Students will measure out ingredients using cooking instructions and conversation sheet to produce a Native American food. (MA.2.G.5.1) Fractions, Multiples, Measurement - Double recipe to cook Native American Food for Culminating Feast- Students will measure out ingredients using cooking instructions and conversation sheet to produce a Native American food. (MA.2.G.5.1) Students will convert and measure (cups, pints, quarts, and gallons) using conversion guide on worksheet with 90% accuracy. (MA.2.G.5.4) Students will convert and measure (cups, pints, quarts, and gallons) using conversion guide on worksheet with 90% accuracy. (MA.2.G.5.4) Tee-pee Construction – Students will measure straws using a ruler to create a tee-pee with 100% accuracy. (MA.1.A.1.3) Tee-pee Construction – Students will measure straws using a ruler to create a tee-pee with 100% accuracy. (MA.1.A.1.3) Dream Catcher – Students will measure string using a ruler to create a dream catcher with 100% accuracy. (MA.1.A.1.3) Dream Catcher – Students will measure string using a ruler to create a dream catcher with 100% accuracy. (MA.1.A.1.3)

9. Student Learning Outcomes Science When presented with soil samples characteristic of those found in various geographical regions inhabited by Native American tribes, the student will classify the soil types based on color, texture (size of particles), the ability to retain water, and the ability to support growth of plants. Given a visual guide to reference, the student will accomplish this with 100% accuracy. - Comprehension: (SC.2.E.6.3) When presented with soil samples characteristic of those found in various geographical regions inhabited by Native American tribes, the student will classify the soil types based on color, texture (size of particles), the ability to retain water, and the ability to support growth of plants. Given a visual guide to reference, the student will accomplish this with 100% accuracy. - Comprehension: (SC.2.E.6.3) After learning about the means (e.g. folklore) by which Native Americans explained natural phenomena, the student, as a member of a small group, will choose a natural phenomenon (e.g. rain, wind, rainbows, tornadoes, lightning, thunder, drought) to research. The student will work with group members to develop an explanation for this phenomenon and present this explanation to classmates. Based on direct observation and teacher-created checklist, the student will contribute to the development of this explanation during 80% of group activities. - Synthesis: (SC.2.N.1.1) After learning about the means (e.g. folklore) by which Native Americans explained natural phenomena, the student, as a member of a small group, will choose a natural phenomenon (e.g. rain, wind, rainbows, tornadoes, lightning, thunder, drought) to research. The student will work with group members to develop an explanation for this phenomenon and present this explanation to classmates. Based on direct observation and teacher-created checklist, the student will contribute to the development of this explanation during 80% of group activities. - Synthesis: (SC.2.N.1.1) After learning about festivals and ceremonies held by Native Americans from different geographical regions and the folklore used by these tribes to describe cyclical patterns in nature (e.g. sunset/sunrise, seasons), the student will describe these patterns with 100% accuracy.-Knowledge: (SC.2.E.7.1) After learning about festivals and ceremonies held by Native Americans from different geographical regions and the folklore used by these tribes to describe cyclical patterns in nature (e.g. sunset/sunrise, seasons), the student will describe these patterns with 100% accuracy.-Knowledge: (SC.2.E.7.1) While learning about Native American's reliance on and respect for nature and its inhabitants, students will, with 80% accuracy, compare the needs of Native Americans (humans) and the plants and animals in their environments. -Analysis: (SC.2.L.17.1) While learning about Native American's reliance on and respect for nature and its inhabitants, students will, with 80% accuracy, compare the needs of Native Americans (humans) and the plants and animals in their environments. -Analysis: (SC.2.L.17.1) Students will, with 80% accuracy, identify different Native American tribe's shelters and describe how these shelters were adaptations to the climates and geographical regions in which they lived. - Comprehension: (SC.2.L.17.2) Students will, with 80% accuracy, identify different Native American tribe's shelters and describe how these shelters were adaptations to the climates and geographical regions in which they lived. - Comprehension: (SC.2.L.17.2) Students will, with 80% accuracy, identify the means by which different Native American tribes fed themselves (e.g. hunting, fishing, agriculture) and describe how these means were developed as adaptations to different environments. - Comprehension: (SC.2.L.17.2) Students will, with 80% accuracy, identify the means by which different Native American tribes fed themselves (e.g. hunting, fishing, agriculture) and describe how these means were developed as adaptations to different environments. - Comprehension: (SC.2.L.17.2)

10. Sunshine State Standards Social Studies SS.2.A.2.1 -Recognize that Native Americans were the first inhabitants in North America. SS.2.A.2.1 -Recognize that Native Americans were the first inhabitants in North America. SS.2.A.2.Pa.a -Recognize a characteristic of early Native Americans. SS.2.A.2.Pa.a -Recognize a characteristic of early Native Americans. SS.2.A.2.2 -Compare the cultures of Native American tribes from various geographic regions of the United States SS.2.A.2.2 -Compare the cultures of Native American tribes from various geographic regions of the United States SS.2.A.2.In.b -Identify practices of Native American tribes, such as clothing, housing, and food. SS.2.A.2.In.b -Identify practices of Native American tribes, such as clothing, housing, and food. SS.2.E.1.1- Recognize that people make choices because of limited resources. SS.2.E.1.1- Recognize that people make choices because of limited resources. SS.2.G.1.1 -Use different types of maps (political, physical, and thematic) to identify map elements. (Examples: coordinate grids, title, compass rose, cardinal and intermediate directions, key/legend with symbols and scale) SS.2.G.1.1 -Use different types of maps (political, physical, and thematic) to identify map elements. (Examples: coordinate grids, title, compass rose, cardinal and intermediate directions, key/legend with symbols and scale)

11. Sunshine State Standards Language Arts LA.2.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.2.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.2.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.2.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.2.1.7.4 The student will identify cause-and-effect relationships in text. LA.2.1.7.4 The student will identify cause-and-effect relationships in text. LA.2.2.1.1 The student will identify the basic characteristics of a variety of literary forms (e.g., fables, stories, fiction, poetry, folktales, legends) and how they are alike and different. LA.2.2.1.1 The student will identify the basic characteristics of a variety of literary forms (e.g., fables, stories, fiction, poetry, folktales, legends) and how they are alike and different. LA.2.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, webbing, drawing, writer's notebook, group discussion, other activities) LA.2.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, webbing, drawing, writer's notebook, group discussion, other activities) LA.2.3.2.2 The student will draft writing by organizing details into a logical sequence that has a clear beginning, middle and end and an awareness of audience. LA.2.3.2.2 The student will draft writing by organizing details into a logical sequence that has a clear beginning, middle and end and an awareness of audience. LA.2.3.3.3 The student will revise by creating interest by incorporating descriptive words and supporting details, such as sensory language. LA.2.3.3.3 The student will revise by creating interest by incorporating descriptive words and supporting details, such as sensory language. LA.2.3.3.4 The student will revise by evaluating the composition, with the assistance of teacher, peer, checklist, or rubric. LA.2.3.3.4 The student will revise by evaluating the composition, with the assistance of teacher, peer, checklist, or rubric. LA.2.3.5.1The student will produce, illustrate, and share a variety of compositions. LA.2.3.5.1The student will produce, illustrate, and share a variety of compositions.

12. Sunshine State Standards Mathematics MA.2.G.5.4-Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL) and liters (L). MA.2.G.5.4-Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL) and liters (L). MA.2.A.4.-Generalize numeric and non-numeric patterns using words and tables. MA.2.A.4.-Generalize numeric and non-numeric patterns using words and tables. MA.2.G.5.1-Use geometric models to demonstrate the relationships between wholes and their parts as a foundation to fractions. MA.2.G.5.1-Use geometric models to demonstrate the relationships between wholes and their parts as a foundation to fractions. MA.1.A.1.3-Benchmark Description: Create and use increasingly sophisticated strategies, and use properties such as Commutative, Associative and Additive Identity, to add whole numbers. MA.1.A.1.3-Benchmark Description: Create and use increasingly sophisticated strategies, and use properties such as Commutative, Associative and Additive Identity, to add whole numbers. MA.2.A.6.1-Solve problems that involve repeated addition MA.2.A.6.1-Solve problems that involve repeated addition

13. Sunshine State Standards Science SC.2.L.17.1 - Compare and contrast the basic needs that all living things, including humans, have for survival. SC.2.L.17.1 - Compare and contrast the basic needs that all living things, including humans, have for survival. SC.2.L.17.2 - Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. SC.2.L.17.2 - Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. SC.2.E.7.1 - Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. SC.2.E.7.1 - Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. SC.2.N.1.1 - Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SC.2.N.1.1 - Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SC.2.E.7.2 - Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. SC.2.E.7.2 - Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. SC.2.E.6.3 - Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support growth of plants. SC.2.E.6.3 - Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support growth of plants.

14. Daily Schedule 8:00-8:20Announcements, Pledge, National Anthem & Lunch Selection 8:00-8:20Announcements, Pledge, National Anthem & Lunch Selection 8:20-9:50Mathematics (90 minute block) 8:20-9:50Mathematics (90 minute block) 9:50-9:55Rest Room Break 9:50-9:55Rest Room Break 9:55-10:50Specials 9:55-10:50Specials 10:50-11:50Language Arts (60 minute block) 10:50-11:50Language Arts (60 minute block) 11:50-11:55Rest Room Break 11:50-11:55Rest Room Break 11:55-12:20Lunch 11:55-12:20Lunch 12:20-12:50Language Arts (30 minute block) 12:20-12:50Language Arts (30 minute block) 12:50-1:10Brain Break (recess) 12:50-1:10Brain Break (recess) 1:10-1:15Rest Room Break 1:10-1:15Rest Room Break 1:15-1:45Social Studies 1:15-1:45Social Studies 1:45-2:15Science 1:45-2:15Science 2:15-2:30Announcements & Pack-Up 2:15-2:30Announcements & Pack-Up 2:30Dismissal 2:30Dismissal

15. Weekly Schedule - 1 SUBJECTMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY Language Arts KWL Chart about Myths and legends Define characteristics of Myths vs. Legends How the Sea Began; A Taino Tale Origins Myth about the Sea Identify Myth Elements Fire Race; A Karuk Tale Moral legend of respect and appreciation for all living things small & large Identify Legend Elements Native American Play Moral legend Identify Legend Elements The First Strawberries; A Cherokee Story Moral legend of friendship and respect Identify Legend Elements Social Studies Use Compasses to determine locations of special rooms in the school. Use Mnemonic devise for compass rose. 4 corners (N,E,S&W) game Direct instruction on Cardinal Directions & Animals on the farm game Introduce & Practice Intermediate Directions. Label 6 Geographic Regions on a map of North America Examine Native American artifacts and make predictions about regional origins & about natural food sources Tribes of the Southeastern Woodlands Make a Pinch Pot Mathematics Introduction of measurement tools- gallons, quarts, pints, and cups. Whole group activity using water and measuring tools Guided practice activity with measurement tools Independent practice with measurement tools Sand Painting measurement conversion activity Beaded necklace pattern activity Science Importance of the sun and the energy it provides (temperature activity) Began evaporation experiment (predictions) Complete evaporation experiment Introduction to the water cycle Seasonal climates of 6 geographic regions (emphasis on precipitation), regions’ variations in daily temperatures (e.g. desert vs. coastal), Cherokee hunting techniques and weapon manufacturing Tracking activity

16. Weekly Schedule - 2 SUBJECTMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY Language Arts How the Horses Came Into The World; A Blackfoot Tale Origin myth about the introduction of horses to the plains Identify Myth Elements Two Legends of the Dream Catcher; Ojibwe vs. Lakota Tribes versions (Fighting over the Great Lakes territory spread this tradition) Complete Venn Diagram Coyote Places the Stars; A Wasco Tale Origin myth about the constellations and why coyotes howl Identify Myth Elements Complete graphic organizer to plan all elements of an original Myth or Legend Chehaw Native American Festival Field Trip Social Studies Tribes of the Great Plains Region Native American Culture Chart Make a feather head dress Tribes of the Northeastern woodlands Native American Culture Chart Make a tribal mask Tribes of the Southwest Native American Culture Chart Paint pinch pot Tribes of the Great Basin Native American Culture Chart Make A Pow-Wow Drum Chehaw Native American Festival Field Trip Mathematics Short review of measuring with a ruler Teepee Measurement Activity Review of how to measure using a ruler Dream catcher measurement activity Measure out straws to make a pan pipe Review of patterns Mat Weaving Pattern Activity Chehaw Native American Festival Field Trip Science Plains tribes reliance on the buffalo (use of all parts of the buffalo), emphasis on conservation and responsible use of resources Iroquois farming, Needs of plants (water, sunlight, nutrients) as they relate to needs of humans and other animals Erosion activity Formation of canyons (cliff dwelling Anasazi) Soil texture activity (identification of sand, silt, clay, and loam) Chehaw Native American Festival Field Trip

17. Weekly Schedule - 3 SUBJECTMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY Language Arts Use Graphic Organizer to write rough draft of original Myth or Legend Include descriptive language Review use of scoring rubric Peer review of student’s original Myth or Legend Edit for spelling, capitalization, and grammar Final Draft of student’s original Myth or Legend Illustration for student’s original Myth or Legend Follow Poster Rubric Culminating Activity: Presentation of Original Myths and Legends Watch Video Social Studies Tribes of the Pacific Northwest Native American Culture Chart Make Totem Pole Classification of Native American Dwellings Add Shelter Info. To Native American Culture Chart Group construction of one type of Native American shelter Complete Shelter Models Then complete a circle map about the region where this shelter is used & its people Culminating Activity: Model Shelters & Regional Circle Maps Displayed Mathematics Explain numeric pattern chart Pow-Wow Drum Pattern Activity Introduce repeated addition. Students will solve word problems that pertain Native American content through repeated addition. Find patterns of results from bar graph after each student decides which region of Native Americans they enjoyed learning about the most Review measurement skills for cooking activities Culminating Activity: Native American Foods Feast & use of patterned woven mats & necklaces Science Begin group collages of 6 geographic regions’ flora, wildlife, landmarks, characteristic terrain, etc. Complete group collages (w/ additional materials brought from home) Choose natural phenomena to research in small groups (trip to library and/or computer lab to begin research) Present scientific explanations of natural phenomena to class Supplemented by teacher Culminating Activity: Display of geographic region collage & soil samples

18. Media List Books Books Overhead Projector Overhead Projector Smartboard Smartboard Computers Computers Internet Access Internet Access Pre-selected Websites Pre-selected Websites Videos Videos Computer Video Clips Computer Video Clips DVDs DVDs

19. Lesson Plan Overview Social Studies Week one-Instruction commences with a focus on map skills in an effort to develop prerequisite skills the students will need to apply, while investigating the different geographical areas of North America. The inquiry then begins by making informed predictions about the origins of several artifacts and possible food supplies for the inhabitants of different geographical areas. Week one-Instruction commences with a focus on map skills in an effort to develop prerequisite skills the students will need to apply, while investigating the different geographical areas of North America. The inquiry then begins by making informed predictions about the origins of several artifacts and possible food supplies for the inhabitants of different geographical areas. Week two-Instruction systematically works its way across the country discussing and recording information about the cultures of Native American tribes on a “Culture Chart”. Each lesson also incorporates a tribe specific art for the children to actively experience and replicate. The week culminates with a field trip to the Chehaw Native American Festival, in which students will vicariously experience local Native American customs. Week two-Instruction systematically works its way across the country discussing and recording information about the cultures of Native American tribes on a “Culture Chart”. Each lesson also incorporates a tribe specific art for the children to actively experience and replicate. The week culminates with a field trip to the Chehaw Native American Festival, in which students will vicariously experience local Native American customs. Week three-Instruction is student centered, as cooperative groups analyze photos of Native American dwellings and then classify them based on the materials used for construction. The shelter information will be added to the “Culture Chart” and then groups will select a geographic region to specialize in. The group will create a circle map about their region and build a model of one type of Native American shelter used in that region. The week will end with the culminating activity day! Week three-Instruction is student centered, as cooperative groups analyze photos of Native American dwellings and then classify them based on the materials used for construction. The shelter information will be added to the “Culture Chart” and then groups will select a geographic region to specialize in. The group will create a circle map about their region and build a model of one type of Native American shelter used in that region. The week will end with the culminating activity day!

20. Lesson Plan Overview Language Arts Week one-Instruction commences with the each cooperative learning group starting a K-W-L chart about Myths and Legends. As a class we will define characteristics of both literary forms and complete a Venn diagram comparing and contrasting them. This information will then be applied to daily lessons as each day the class reads authentic Native American tales from specific tribes. Then in “Literature Circles,” students will identify characteristics of the tales and then categorize the daily literature selection as either a Myth or a Legend. The author’s theme and development as well as cause and effect relationships within the tales will be discussed. Students will be required to identify descriptive language and new vocabulary words. Week one-Instruction commences with the each cooperative learning group starting a K-W-L chart about Myths and Legends. As a class we will define characteristics of both literary forms and complete a Venn diagram comparing and contrasting them. This information will then be applied to daily lessons as each day the class reads authentic Native American tales from specific tribes. Then in “Literature Circles,” students will identify characteristics of the tales and then categorize the daily literature selection as either a Myth or a Legend. The author’s theme and development as well as cause and effect relationships within the tales will be discussed. Students will be required to identify descriptive language and new vocabulary words. Week two-Continues the investigation and analysis of Native American tales for three more days. The class is then presented with a rubric and a graphic organizer for creating an original myth or legend. Students will then complete the pre-writing activity as they brainstorm ideas and record them in a web. Week two-Continues the investigation and analysis of Native American tales for three more days. The class is then presented with a rubric and a graphic organizer for creating an original myth or legend. Students will then complete the pre-writing activity as they brainstorm ideas and record them in a web. Week three-Instruction focuses on all stages of the writing process. Students write a draft from the web completed during week two. The draft is then edited to include descriptive words and sensory language. A peer review is conducted using the rubric. The teacher corrects spelling errors. A final draft is written and then the student draws an illustration for the original composition. Student presentations will be part of the culminating activity. Week three-Instruction focuses on all stages of the writing process. Students write a draft from the web completed during week two. The draft is then edited to include descriptive words and sensory language. A peer review is conducted using the rubric. The teacher corrects spelling errors. A final draft is written and then the student draws an illustration for the original composition. Student presentations will be part of the culminating activity.

21. Lesson Plan Overview Math Week One- Week One- Week Two- Week Two- Week Three- Week Three-

22. Lesson Plan Overview Science Week One- Week One- Week Two- Week Two- Week Three- Week Three-

23. Assessments Social Studies Social Studies Explore Native American artifacts and predict which region each is from Explore Native American artifacts and predict which region each is from Identify and label geographic regions on a blank map Identify and label geographic regions on a blank map Food source predictions Food source predictions Native American Culture Chart Native American Culture Chart Classification of Native American Dwellings Classification of Native American Dwellings Construction of Native American Dwelling Model Construction of Native American Dwelling Model Language Arts Language Arts Class K-W-L Chart about myths and legends Class K-W-L Chart about myths and legends Characteristics of Myths & Legends Group List Characteristics of Myths & Legends Group List Independent Classification of Literature as Myth or Legend Independent Classification of Literature as Myth or Legend Group chart of specific myths & legends characteristic Group chart of specific myths & legends characteristic Independent Illustration of original myth or legend Independent Illustration of original myth or legend Independent composition of original myth or legend Independent composition of original myth or legend Independent use of rubric to complete peer review of original myth or legend Independent use of rubric to complete peer review of original myth or legend

24. Assessments Mathematics Mathematics Conversation worksheet Conversation worksheet Teacher observation and checklist during guided practice during measurement lesson Teacher observation and checklist during guided practice during measurement lesson Independent questions while using Gallon Man Independent questions while using Gallon Man Teacher observation of student using patterns on drum Teacher observation of student using patterns on drum Checklist of class participation in graphing activity Checklist of class participation in graphing activity Independent writing plans for pattern design for woven mat and past necklace Independent writing plans for pattern design for woven mat and past necklace Teacher observation of the final result of woven mat and pasta necklace Teacher observation of the final result of woven mat and pasta necklace Teacher will use a checklist and observe student making their tee-pee Teacher will use a checklist and observe student making their tee-pee Teacher will use a checklist and observe student making their dream-catchers Teacher will use a checklist and observe student making their dream-catchers Science Science Calendar of Iroquois festivals/ceremonies and corresponding seasonal changes Calendar of Iroquois festivals/ceremonies and corresponding seasonal changes Soil classification and identification of corresponding geographic region and trib. Soil classification and identification of corresponding geographic region and trib. Checklist of group participation in developing explanation for natural phenomenon Checklist of group participation in developing explanation for natural phenomenon

25. Culminating Activity Part I The Great Beginnings Thematic Unit will have an equally great ending. The culminating activity will be a day long celebration of Native American culture. First thing in the morning the students will be given a brief overview of Native American names and their meanings. The students will then select a Native American name for themselves and and add it to their head dress. Students will then be gathered for brief presentations of students original myths and legends. Each presenter will display his or her poster, name the main characters and describe their theme. At 9:15 the students will then have their Native American feast in the cafeteria. Class mother’s will be invited to help reheat the previously prepared foods, serve the food and help with clean up. The students will wear their necklaces and head dresses as they are seated around the models of Native American Shelters. They will use their woven mats as placemats. The walls will be a display center for the student’s geographic area collages, representative soil samples and circle maps. Native American music will be playing during the feast. During specials time, all second grade classes will report to the field for P.E. Since many Native American disputes were settled by playing ball games similar to field hokey, lacrosse, or soccer, the second grade classes will play soccer matches against one another.

26. Culminating Activity Part II During the Language Arts block, students will rotate through four classrooms. The students will learn to play a different game in each of the four classes. The games learned will be “hiding the disks”, “the hand game”, “the snake stick game” and “the bowl game”. The students will discuss how the skills used in each of these games would have been required for the survival of the Native American people and how practicing skills through games would be much like school for Native American youth. During recess students will pick up the school grounds as a way to practice respecting and preserving Earth’s resources for future generations. After recess, the students will watch three excerpts from the movie Dream Keeper where an elderly grandfather tells his grandson mysterious Native American tales of love, friendship, and magic. After each tale students will take five minutes to write down whether they thought the tale was a myth or a legend and one sentence explaining their decision. At the end of the day students will have an opportunity to visit the “trading post” to exchange the Wampum that they have been earning, for small rewards such as pencils, stickers, and erasers.

27. Student Work Samples

29. Student Literature References Bruchac, J. (1993). The First Strawberries. New York, NY: Dial Books for Young Readers. Bruchac, J. (1993). The First Strawberries. New York, NY: Dial Books for Young Readers. Crespo, G. (1993). How the Sea Began. New York, NY: Clarion Books. Crespo, G. (1993). How the Sea Began. New York, NY: Clarion Books. Dearborn, Lyn, & Ritchie, Mary (n.d.) Legend Ojibwe Dream Catcher. Retrieved from http://www.rivernen.ca/legend_1.htm Dearborn, Lyn, & Ritchie, Mary (n.d.) Legend Ojibwe Dream Catcher. Retrieved from http://www.rivernen.ca/legend_1.htm Dream Catchers Incorporated (n.d.) The Legend of the Dream Catcher. Retrieved from http://www.dreamcatchers.org/dcat16.html Dream Catchers Incorporated (n.d.) The Legend of the Dream Catcher. Retrieved from http://www.dreamcatchers.org/dcat16.html London, J. (1993). Fire Race; A Karuk Coyote Tale. San Francisco, CA: Chronicle Books. London, J. (1993). Fire Race; A Karuk Coyote Tale. San Francisco, CA: Chronicle Books. Shepard, A. (2004). The Hidden One. In Folktales on Stage: Children’s Plays for Readers Theater. Los Angeles, CA: Shepard Publications. Shepard, A. (2004). The Hidden One. In Folktales on Stage: Children’s Plays for Readers Theater. Los Angeles, CA: Shepard Publications. Taylor, C.J. (1993). How Horses Came Into the World. In How We Saw the World; Nine Native stories of the way things began. Montreal, Quebec: Tundra Books. Taylor, C.J. (1993). How Horses Came Into the World. In How We Saw the World; Nine Native stories of the way things began. Montreal, Quebec: Tundra Books. Taylor, H.P. (1993). Coyote Places the Stars. New York, NY: Bradbury Press. Taylor, H.P. (1993). Coyote Places the Stars. New York, NY: Bradbury Press.

30. Website References http://www.floridastandards.org/Standards/FLStandardSearch.aspx http://www.floridastandards.org/Standards/FLStandardSearch.aspx http://www.floridastandards.org/Standards/FLStandardSearch.aspx http://www.ahsd25.k12.il.us/Curriculum%20Info/NativeAmericans/Index.html http://www.ahsd25.k12.il.us/Curriculum%20Info/NativeAmericans/Index.html http://www.ahsd25.k12.il.us/Curriculum%20Info/NativeAmericans/Index.html http://www.mce.k12tn.net/indians/crafts/easterncrafts.htm http://www.mce.k12tn.net/indians/crafts/easterncrafts.htm http://www.mce.k12tn.net/indians/crafts/easterncrafts.htm

31. Planning Resources Martinello, M. L., & Cook, G.E. (2000). Interdisciplinary Inquiry in Teaching and Learning (2 nd ed.). Upper Saddle River, New Jersey: Prentice Hall. Martinello, M. L., & Cook, G.E. (2000). Interdisciplinary Inquiry in Teaching and Learning (2 nd ed.). Upper Saddle River, New Jersey: Prentice Hall. Roberts, P.L., & Kellough, R.D. (2008). A Guide for Developing Interdisciplinary Thematic Units (4 th ed.). Upper Saddle River, New Jersey: Pearson. Roberts, P.L., & Kellough, R.D. (2008). A Guide for Developing Interdisciplinary Thematic Units (4 th ed.). Upper Saddle River, New Jersey: Pearson. Jacobs, H.H. Interdisciplinary Learning in Your Classroom: From Concept to Classroom. Retrieved from: http://www.thirteen.org/edonline/concept2class/index.html Jacobs, H.H. Interdisciplinary Learning in Your Classroom: From Concept to Classroom. Retrieved from: http://www.thirteen.org/edonline/concept2class/index.html