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4.E1U1.6 Plan and carry out an investigation to explore and explain the interactions between Earth’s major systems and the impact on Earth’s surface materials and processes.

Students will meet the standards by:

Learning about the 5 major types of biomes. Specifically learning about the Tundra Biome of Alaska.

Students will:

Learn about the major biomes

https://www.nationalgeographic.org/article/five-major-types-biomes/

Learn about the Alaska Tundra Biome

https://earthobservatory.nasa.gov/biome/biotundra.php

Fill out the Biome Chart for Alaska Tundra

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4.G2.1 Compare the diverse ways people or groups of people have impacted, modified, or adapted to the environment of the Americas. ▪ Key concepts include but are not limited to disease, farming, family structure, housing, cultural assimilation, cultural amalgamation, climate, transportation, domestication of animals, clothing, recreation, and utilization of renewable and non-renewable natural resources

Students will meet the standards by:

Learning about the significance of Totem Poles to Alaska Natives.

Students will:

Watch two videos about Totem Poles. Answer Totem Pole Trivia in teams. Discuss totem poles in group discussion.

https://www.funtrivia.com/trivia-quiz/Humanities/Terrific-Totem-Poles-402246.html

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An Introduction to Totem Poles at Sitka National Historical Park

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Totem Pole Carving in Hydaburg, Southeast Alaska

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VA.CR.1.4 b. Collaboratively set goals and create artwork that is meaningful and has purpose to the makers (such as individual works with a similar purpose or group work with shared goals).

Students will meet the standards by:

Creating individual totem poles that represent their families.

Students will:

Use their explanation of totem animals and their families to create a paper towel Totem Pole representing their family. They will be provided various artistic mediums to complete their project.

https://www.cindyderosier.com/2016/08/totem-pole-craft.html

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4.RL.4 Determine the meaning of words, phrases, and figurative language found in stories, poetry, myths, and traditional literature from different cultures, including those that allude to significant characters.

Students will meet the standard by:

Reading a book that contains a variety of descriptive verbs and identifying them. They will also learn the meaning of onomatopoeia and identify examples of onomatopoeia.

Students will:

Read the book: Totem Tales: A Tall Story of Alaska by Deb Vanasse in small groups. As a group they will then fill out the chart on Vivid Verbs and Onomatopoeia.

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Final Alaska ELA Totem Vivid Verbs & Onomatopoeia

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4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Students will meet the standard by:

Students will research the meaning of different totem animals in various Native American traditions. Students will choose a totem animal to represent family members. Students will write an explanation of why they chose specific totem animals to represent members of their family.

Students will:

Read about the significance of various totem animals.

https://www.legendsofamerica.com/na-totems/

Choose a totem animal to represent up to five family members.

Write an explanation of why they chose each animal and how it represents their family member.

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4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Students will meet the standards by:

Writing an imaginary story as a group, focusing on organized sequence and descriptive words.

Students will:

After reading Totem Tales, students will create a Totem story of their own using different animals. They will work as a group to create a logical sequence. They will edit their work to focus on choosing more descriptive words.

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Final Alaska ELA Story Elements Activity Sheet

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4.E1U1.8 Collect, analyze, and interpret data to explain weather and climate patterns.

Students will meet the standards by:

Filling in an Alaska Sea Ice Chart every day for a week.

Students will:

Access the Alaska Sea Ice Report. Learn how to read and place longitude and latitude on a map. Mark the coordinates and fill in the area of sea ice on the provided map of Alaska.

Description

This blank Sea Ice Map provided by NOAA can be used in conjunction with the Alaska Sea Ice Report to chart the weekly expanse of Sea Ice. With practice, students can complete in 10 minutes or less!

To access the Alaska Sea Ice Report:

1. Go to this URL: https://www.weather.gov/afc/ice

2. Click Sea Ice Forecast

3. Click the latest update.

4. Click Forecast Maps to see key for what maps should look like.

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4.E2.1 Examine concepts of scarcity, choice, opportunity cost, and risk.

Students will meet the standards by:

Learning about the concept of subsistence food.

Students will:

Learn Key vocabulary: “Subsistence” “Scarcity Choice” as well as subsistence food of Alaska.

Using the website the class will learn and discuss concepts of subsistence foods.

https://www.akadventure.com/foods-of-northwest-alaskan-subsistence/

Students will then complete the Alaska Subsistence Foods worksheet.

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4.G1.1 Use and construct maps and graphs to represent changes in the Americas over time.

Students will meet the standards by:

Constructing a map of the locations of Alaska Natives.

Students will:

Define and label the major regions where different groups of Alaska Natives live.

Students will use an existing map to identify the regions.