TIE 512 Mini Unit

8/10/2019 TIE 512 Mini Unit

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November 23rd, 2014

TIE 512

An Analysis of the Development of Human Interaction with Nature through

the Study Native American Geography

3rd GradeJuan Bottia

Introduction

We will research about one Native American region with the objective

of comparing its physical and human geography elements with the way people

now live in that same region. The information collected through this

comparison, will help students analyze the way we have interacted with

nature in order to survive for the last 800 years. Students will assess the

impact these changes have had on our ecosystem.

Aim

For students to categorize data, take notes, and implement reading

strategies to research a topic. The factual information collected will be used

to analyze the changes of human interaction with nature the last 800 years.

Students will work in teams to create a Google Presentation about one

Native American group. In groups they will present about the regions

physical geography and compare it with ours. Additionally, they will use its

human geography to analyze the changes of human interaction with nature in

that region.

Rationale

After the preliminary stages of a research project is completed, the

Common Core Standards ask students to answer analytically to literature or

informational text. However, prior to teaching the analytical stage, students

in the elementary grades should practice planning the blueprint for a

research project. This means that students have to learn how to collect

information, and also how to categorize it to be able to present it in an

organized fashion. This project is designed to teach students to collect keyfactual information about a topic, categorize it, and apply it for higher level

learning purposes.


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General Goals

The components of physical and human geography affect the way

people live. The interactions between those elements (landforms, bodies of

water, climate, culture, and basic necessities) shape the economy of a region

and define the way people survive.Essential Questions

How does the geography of a region affect peoples lives?

How did geography affect the lives of Native Americans?

What can you do to positively affect our environment?

How did human interaction with nature change the last 800 years?

Skills Essential Understanding

Use nonfiction features

to identify main ideasand details

Categorize information

Note-taking

Revising and editing

Students will understand the impact

of geography on peoples way of life Students will understand the

importance of taking preliminary

steps before fully immersing into a

research project

Students will analyze the impact of

human and nature interaction to our

ecosystem

Learner DescriptionThis project can be utilized in grades 3 to 5. Students in special

education and English learners are encouraged to do this project. The

project will include web 2.0 tools that will help students with difficult

vocabulary and also reading dense nonfiction text.

Prerequisites

Identify the features of physical geography and human geography

Identify map features and nonfiction features

Define what is a region

Identify the 5 regions in the United States

Know at least one theory about how the first Americans arrived to the

Americas

Know the basic functions of Google Presentation


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Subject Matter

This is a social studies unit. It concentrates heavily on geography and

how it impacts our life.

Learning Goals

-CCSS.ELA-Literacy.RI.5.2Determine two or more main ideas of a text andexplain how they are supported by key details; summarize the text.

-CCSS.ELA-Literacy.RI.5.3Explain the relationships or interactions between

two or more individuals, events, ideas, or concepts in a historical, scientific,

or technical text based on specific information in the text.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RI.5.9Integrate information from several texts on the

same topic in order to write or speak about the subject knowledgeably.

W5.2Writing information (Note-Taking)

W5.5Revising and editingW5.2Writing information (Note-Taking)

W5.5Revising and editing

L5.4Using references

Instructional Plan

In whole group and with the assistance of the teacher, the class will

research one Native American region. The research will focus on the regions

physical and human geography. Throughout the research the teacher will

model taking notes from the resources provided in the classrooms website.

When the research about the Native American region is completed, the

focus will be on researching the present status of that same region. The

teacher will draw comparisons on the changes of its physical and human

geography. These comparisons will help analyze the changes of human

interaction with nature in that specific region. After this is completed, the

teacher will use the features of Google Presentation to model how to

assemble the project.

Day 1

Technology:

Smart Board (Notebook)

www.bottia.weebly.com

TodaysMeet.com, and 4 Laptops.

Lessons objective:

Students will group ideas into categories.
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1) Think, Pair, Share: How does the land around you looks like?

2) Each table will have a computer; so one team member is able to write

the groups ideas in TodaysMeet.com.

3) Think Pair, Share: Describe the climate of Des Plaines:

4)

Group responses will be written on TodaysMeet.5) Each student will use the responses in TodaysMeet to help them

answer the following question: How do the physical geographical

features of Des Plaines affect the way you live? (Students will

answer this question in My Ideassection of the graphic organizer

below)

My Ideas My Partner Ideas

6) Give One, Get One: Share and gain ideas from at least 8

classmates.

7) Then, group your ideas and come up with 4 or 5 categories. Students

will use the graphic organizer below to categorize their ideas.


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4) Quick Write (10mins):Based on the evidence gathered, what are the

most important factors that influence the way we live in Des Plaines? Why?

Day 2

Technology:

Smart Board (Notebook)

www.bottia.webly.com TodaysMeet.com

4 Laptops.

Lessons Goal:

Use nonfiction features to gather facts about the Native Americans

of the Plains.

1) Think, Pair, Share: How would the climate and the geographical

features of Des Plaines affect your life if electricity was not available?

2) The scribe for each table will write the answers in TodaysMeet.

3) Teacher will display a map of North America through Google Earth.

Today we are going to read about the American Indians that lived in the

Plains region of the United States. For hundred of years they did not have

electricity available. Look at their geographical location and think about the

following question: How did the Native American of the Plains survived

without electricity?

5) Responses in TodaysMeet.com.
http://www.bottia.webly.com/http://www.bottia.webly.com/http://www.bottia.webly.com/


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6) Next, students will write the outline below in their social studies

notebook: (This will be the outline the teacher will use to model note-taking

skills)

Outline

-Native American Region:Plains

-Famous Tribe:Cheyenne

-Geography:

a) Landforms:

b) Bodies of Water:

c) Climate

d) States that now exist in the region:

-Basic Necessities

a) Shelter:

b) Food:

c) Clothing:

d) Weapons:

-Culture:

a) Ceremonies

b) Games:

c) Language:

d) Crafts:

7) Students will open up their social studies textbook to the section titled

The Peoples of the Plains.

8) Use the subtitles, maps, bold and highlighted words, italics, pictures, and

captions of the first and second page to find facts that could be added to

your outline. Record your findings on your outline

9) Give One, Get One: Share theinformation you found with the person

next to you.

10) The teacher will write students answers on the outline that is projected

on the Smart Board (students will also write it on their outline).

11) Quick Write:How did non-fiction features helped you find facts about

the American Indians of the Plains?


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Day 3 - 5

Technology:

Smart Board (Notebook).

Lessons Goal: Students will turn titles and subtitles into questions to predict the

main ideas and details of a text.

1) Students will open their socials studies books to the section titled Peoples

of the Plains.They will also open the outline located inside their social

studies notebook.

2) Before reading, change the title (Peoples of the Plains) into a question.

The teacher will write some of the questions generated by the students on

the Smart Board.

3)Look at the questions we generated. What other questions could you askabout the text we are about to read?

4) The teacher will continue writing students examples on the Smart Board.

5) The teacher and students will use the students responses to predict the

main idea of the selection.

6) Next, students will change the title of the first sub-heading into

questions (The land and the people). Using the questions the students will

also predict what this sections main idea might be.

7) Students will read quietly the first section (2 paragraphs).

8) After reading students will confirm their predictions about the main idea

of the section.

9) The teacher will ask students to look at their outline and identify which

areas of study they should focus on while reading the text the second time

(geography, basic necessities, or culture).

10) After students finish reading the selection for the 2ndtime, they will

share information that should be added to the outline. The teacher will write

the examples an outline shown through the Smart Board. The students will

copy the teachers example on their outline.

7) The teacher will continue following this procedure for each subtitle

throughout the chapter.At the end of the 5thday all students will have their outline completed.


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Day 6-7

Technology:

12 laptops

6 iPads

5 eReaders www.bottia.weebly.com

Lessons Goal:Students will use main ideas and details to practice their

note-taking skills.

1) The teacher will give students a new graphic organizer:

2) Use your outline to write important facts about the people of the Plains

on the graphic organizer.

Food Shelter Ceremonies Landforms

People of the

Northwest

People of the

Southwest

People of

the Plains

People of the

east

3) When completed students will share their information to the class. Then

they will put the graphic organizer inside their social studies folder.

4) Next, the teacher will give students another outline for the Midwest

region. The teacher will model how to complete this outline by researching

the regions current status (research database is in www.bottia.weebly.com).

Outline

-Region:Midwest

-Who lives there now?

-Geography:

a) Landforms:

b) Bodies of Water:
http://www.bottia.weebly.com/http://www.bottia.weebly.com/http://www.bottia.weebly.com/


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c) Climate


-Basic Necessities

a) Shelter:b) Food:

c) Clothing:

d) Weapons:

-Culture:

a) Ceremonies

b) Games:

c) Language:

d) Crafts:

4) Next, the teacher will use a Venn diagram to compare the human

geography of both outlines (Native Americans of the Plains region and the

Midwest region today)

5) The teacher will show an example of a completed presentation about the

Native American of the Plains.6) Next, the teacher will divide the class into 4 groups. Each group will be

designated a Native American region to research about.

7) Each group will again use an outline to note-take information throughout

their research. They will use 3 resources: Social Studies textbook, a non-

fiction book, and an Internet source.


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Outline

-Native American Region:__________

-Famous Tribe:________

-Geography:

a) Landforms:

b) Bodies of Water:

c) Climate


-Basic Necessities

a) Shelter:b) Food:

c) Clothing:

d) Weapons:

-Culture:

a) Ceremonies

b) Games:

c) Language:

d) Crafts:

Day 8

Mid-term Assessment

Students will complete a concept map, which will show that a student

is able to categorize the geography terms into the following categories:

Human Geographyand Physical Geography. The linking words will be provided

in this concept map. However, students will write words from the word bank

and reading selections inside the bubbles on the concept map. The

vocabulary in the reading selections will be used to fill out the outer bubbles

of the concept map. I will meet with students during writers workshop to

conference about their concept maps. During this time students will provide

a rationale about their word selection and word location. Students that


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successfully complete the concept map will begin to infer about the regions

economy and why it is important for peoples survival.

During guided reading students learning progressions will be focused

on nonfiction features and how students use them to improve their reading

comprehension of difficult texts. During social studies the learningprogression will focus on maps and how students can use them to locate the

physical geography of a region.

Concept Map

Word Bank

Physical Geography / Landforms / Basic Necessities / Shelter / Clothing / Food

Human Geography / Bodies of Water / Culture / Climate / Weapons / Ceremonies

Crafts / Language


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Day 9-11

Technology:

12 laptops

6 iPads

5 eReaders www.bottia.weebly.com

Google Presentation

Lessons Goal:

-Students will use main ideas and details to practice note-taking skills.

-Students will collaborate with team members to create a group

presentation.

1) Groups that complete the outline will be given specific areas of study to

further their research (students must again use 3 resources).

2) For example:Green Group

1) Student A and B will research about the culture (specific tribe).

2) Student C will research about peoples basic necessities.

3) Student D will research about the regions geography.

3) The research will be written in Google Presentation, which will allow each

member to add pictures and videos to the presentation. After all the group

members complete their presentation, the teacher will show the group how

to put their work into one presentation.

4) The teacher will share the rubric with the group so members are able to

use it as a checklist. (Rubric in Assessments section)

Day 12-13

Technology:

Smart Board

Google Presentation

Lessons Goal:

-Students will present their project following the rubrics criteria

-Students will use a graphic organizer to gather facts during each

presentation.

1) Each group will present about their region.

2) During each presentation the audience will complete the graphic organizer

below:
http://www.bottia.weebly.com/http://www.bottia.weebly.com/http://www.bottia.weebly.com/


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Food Shelter Ceremonies Landforms Major Changes

Human

Geography

People of

theNorthwest

People of

the

Southwest

People of

the Plains

People of

the east

Day 14-15

Technology:

12 laptops

6 iPads

SmartBoard

5 eReaders.Lessons Goal:

-Students will measure the length and width of a miniature Native American

home.

-Students will find the area of a miniature Native American home.

-Students will collaborate with team members to build a Native American

home.

1) What tools are required to build a house?

2) If you did not have electricity, what kind of problems you may encounter

while building a house?

3) Today your group is going to build a Native American home from your

region. Some groups will make longhouses, tipis, adobe homes, and plank

houses. Use the resources available in your social studies textbook and the

internet in order to decide the look of your shelter,

4) Use the worksheet to help you design your home.


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Type of Shelter: ______________________

Length (inches): ______________________

Width (inches): ______________________

Height (inches): ______________________

Area (square inches): ______________________

Tasks for each group member:

Added details, ex: Totem Poles, whale hunters, bodies of water, food, etc..

Day 16

Technology:

SmartBoard

Pandora.com.

Lessons Goal:Students will explain the challenges and other facts they

encountered while making the Native American home.

1) Classroom Celebration:

2) Each group will present their home to the class. They will explain how

the home was built and what challenges they encountered during its

construction. They will also share other interesting facts about the

home (optional).

3) Next, the teacher will play Native American music (Pandora). Then,

the teacher will ask students to create a new research question that

digs deeper into one are of study about Native Americans (ex: A

research project about the Bean Dance, kachinas, whale hunting,


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Totem poles, etc..). They will do this research as a center during the

literacy block. Students have other research questions they have

developed during prior units of study. As a result, this research

question becomes another optional project they can do during the

literacy block.

Day 16-17

Multiple-Choice Test and Essay questions:

How did the cultural differences of Native American vary depending

on their geographical area?

How did human interaction with nature change the last 800 years?

(Rubric under Needed Resources)

Materials/Resources

TodaysMeet.com: Brainstorm ideas.

Bottia.weebly.com: Access to resources

Google Earth

Smart Board

10 Laptops and 6 iPads: Access to Internet (Google Accounts and

Google Earth)

Social Studies Text Book

Assessments

Rubrics for presentation and essay

Multiple-Choice Questions

Checklists

Concept Map with Word Bank


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Presentation Rubric


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Assessment checklist for each area of study:

Geography 2pts per criteria

Region

Continent

Bodies of Water

Landforms

Climate

States located in that area

Culture 2pts per criteria

Ceremonies/Festivals

Tribe leaders

Crafts

Language

Games

Gender Roles in the tribe

Basic Necessities 2pts per criteria

Shelter

Clothing

Food

Weapons /Tools


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Delaware Department of Education (information/expository rubric).

Worksheet to design a Native American home:

Type of Shelter: ______________________

Length (inches): ______________________

Width (inches): ______________________

Height (inches): ______________________

Area (square inches): ______________________

Tasks for each group member:

Added details, ex: Totem Poles, whale hunters, bodies of water, food, etc.


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Concept Map

Word Bank

Physical Geography / Landforms / Basic Necessities / Shelter / Clothing / Food

Human Geography / Bodies of Water / Culture / Climate / Weapons / CeremoniesCrafts / Language

Documents

TIE 512 Mini Unit