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Eskimo environment - used for gallery walk

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Resource #2 Primary source photo of the peoples of the Great Plains - used for gallery walk

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Resource #3 Primary source photo of the people of the Desert Southwest - photo used for gallery walk

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Central African shelter - photo
used for gallery walk

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Central African shelter/peoples - photo used for gallery walk

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Resource #4 - Bubble Map and Double Bubble Map for Native American Groups

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Grade: 5th

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A. List the California History-Social Science Standard(s) and

Sub-Standard(s) your plan will address.

H-SS 5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.

H-SS 5.1.1 Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

B. List the Key Disciplines your plan will address.

Geography

History

C. List the Historical and Social Science Analysis Skills and 21st Century skills your plan will address.

Students differentiate between primary and secondary sources

Students examine cultures of the various Historic Native American groups: People of the Great Plains, Desert Southwest, Eastern Woodlands, and Pacific Northwest

Students gather information from print and digital sources to form explanations as to how and why where you live affects how you live?

Students correctly use domain-specific vocabulary including resources, environment, adapt, and climate

D. List the Key Social Studies Concepts your plan will address:
Adapting to your environment

1) Overarching concept or “big idea”

Life for the First Americans

2) Unit-specific concept(s)

Adapting to your environment

E. State the estimated number of class periods.

5

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A. Overview and Rationale: Provide a brief overview of your unit plan. What is the purpose? Why is this important?

The purpose of this unit is to guide students in exploring the key concept of how where you live affects how you live, therefore having to adapt to that environment and way of living. Students will examine examples of different American Indian groups all over North America who adapted to different regions - more specifically, who adapted to the climate and geography of different regions. Students will engage in texts, videos, and primary and secondary sources that will show them the way in which these different American Indians groups lived according to their region. They’ll create a table with each group’s major resources, food, shelter, and technology. Students will then be able to compare the way in which different environments, depending on the region, have forced certain groups to live a certain way and adapt to their environment in a certain way due to major factors that they cannot change such as climate and geography. For example, those of the Desert Southwest are subject to scarce water source and do not have flourishing forests the way the Eastern Woodlands do. Students again see that because of their environment and where they live, they are to live a certain way and adapt to what might be a new way of living in order to survive. Students will be able to understand and explain, using evidence, how and why where you live affects how you live, and factors that contribute to this. This unit is important because it provides a global awareness of the varied climate, resources, and geographical features of North America. Students will realize that people from long ago established themselves in unfamiliar places and had to learn to adapt to their environment, just the way we would have to learn to adapt to a new environment that isn’t the like the beautiful California that we all know and love.

B. Overarching Question: Create a compelling question that stems from your social studies standard and sub-standard(s), and that will guide exploration of the content and concepts throughout your unit .

Why is "where" important?

C. Inquiry Question: Create a narrower question that stems from your overarching question, and that requires students to take a stance or provide an explanation. This question should be interesting and meaningful, and should provoke an evidence-based opinion or explanation regarding social studies phenomena.

How does where the people of the Great Plains live affect how you live and how they've adapted?

D. Supporting Questions: Provide 2-5 questions that will support students in addressing the Inquiry Question.

Can the same activities/chores be done in a cold climate environment than in a hot climate environment?

What resources are in your environment?
Do all groups have access to the same resources? Why or why not?
Do you need to have certain skills based on where you live? ie. how to fish, how to hunt, how to ride a horse...

E. History-social science content: Provide a summary of the historical background or history-social science content relevant to the unit.

Thousands of years ago, people settled in different parts of North America, and formed groups or nations, becoming the first Native Americans. These groups included the American Indians of the Great Plains, the American Indians of the Eastern Woodlands, the American Indians of the Desert Southwest, and the American Indians of the Pacific Northeast.

Because of the different resources found in each region, the American Indians of each particular group had to learn to live in this new environment that they were going to call home. The groups had to adapt in particular to their region’s climate and geography - two important factors that determined how they lived. Those in the Pacific Northwest had to become skilled hunters, being that their resources included rivers, oceans, and forests where they would have to hunt their food. In comparison, those of the Desert Southwest adapted to a hot and dry climate, where they had to live as farmers and adapted by irrigating the land. Depending on the skills that these people already had, some adapted faster and easier than others. It all depends on where it is that they migrated from before settling as the first Native Americans in North America.

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A. List specific standards from the California Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Describe how these standards will be addressed in your unit.

Reading 5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
- As students are learning about the different American Indian groups in different regions of North America through text and video. In groups, student will fill out a chart that lists the groups' major resources, food, shelter, and technology. Once this chart is filled, students will be able to compare and contrast the lives of the different groups and how they are similar or different based on their location (geography).

Writing 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Students will choose one of the four groups and write two paragraphs explaining how that group adapted to their environment and how they lived. Students will be given a vocabulary box with domain-specific vocabulary including adapt, resources, environment, shelter, teepee, dwellings

Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Students will have to draw evidence from the informational text Learning About the First Americans, along with the videos watched to support their topic in the writing prompt mentioned above

Speaking and Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
- During the engagement activity where teacher asks students to imagine moving to a new place - say Alaska, teacher has students talk with their elbow partners and discuss how their lives would change and how they would have to prepare for this new place. Students share their answers with the teacher and as the teacher responds and builds on their ideas, this now turns into a classroom discussion.
- Students are collaborating and working as a table group to fill out the chart where they must list the American Indian groups' major resources, food, shelter, and technology.
- As students finish their chart, the teacher brings the class back together for a teacherled discussion where we go over the different things listed in their charts. Students may add to their chart if they don't have something that another student came up with.

B. List specific standards from the California English Language Development Standards. Describe how these standards will be addressed in your unit.

Part I: Interacting in Meaningful Ways

A. Collaborative

1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
- Think/pair/share. Students are discussing orally with their elbow partner how their lives would change if they were to move to a location completely different from what they know here in California.
- As teacher introduces the American Indian group that they will be learning about today, teacher has students look at a map of the United States and has students discuss with their partners about the approximate location of this region on the map.
- Teacher briefly goes over with students about the directions North, East, South and West and gives them a way of remembering these cardinal directions: Never, Eat, Soggy, Waffles!

Part I: Interacting in Meaningful Ways

B. Interpretive

5. Listening actively to spoken English in a range of social and academic contexts
- Students listen to teacher as she reads sections of Learning About the First Americans.
- Students listen to their elbow partner during think/pair/share.
-Students listen to their table group as they collaborate and work together to fill out chart

6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
- Students will be reading and listening to information text. Teacher stops accordingly to check for comprehension and meanings of bolded words.
- Students will watch videos on the different groups to learn more about their lives and see more first hand examples of what the groups did.

C. Productive

9. Expressing information and ideas in formal oral presentations on academic topics
- As students finish their writing, they will share with the class what group they chose and the key points regarding their group's location and how that affected the way they lived. Academic vocabulary must be used.

Part II: Learning About How English Works

C. Connecting and Condensing Ideas

6. Connecting ideas
- Students will understand that geography and climate play a major role in the way a person lives. A group living along the coast will have different resources and live differently than a group living in the desert area of North America.

C. List one or more California State Standards in the Visual and Performing Arts. Describe how these standards will be addressed in your unit.

Derive Meaning

4.2 Compare the different purposes of a specific culture for creating art.
- All four different groups that the students will learn about use and create art for different reasons and in different ways. Students will read and watch about the way in which some groups paint the buffalo skin hides on their teepees to represent their family's personality, or some groups use beads to create images that represent their group or an animal important to their group.

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For students' culminating project, they will be asked to choose one of the four Native American groups they learned about and show us a day in the lives of that particular group. Students will work in groups and can either create a brochure, perform as news reporters, or a tri-fold poster board.
The teacher will let students know what details must be in each of their brochures, news reports or tri-fold posters.
Students will work together to create their project, but will have a particular role in the group and are responsible for fulfilling their part.
Students' final project will be presented to the class. Students will receive an overall group grade for their project along with an individual grade given by their peers and teacher.

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List of Activities That Will Be Assessed

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List of Activities That Will Be Assessed

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Books:
Sigue, S. (2007). Learning About the First Americans. Scott Foresman History-Social Science for California Grade 5 Social Studies Books. This book is part of a History-Social Science Unit 1 set that teaches students about the life of the first Native Americans. Students are taught how those groups lived and adapted to their environment. The shelter, food, and major resources for all four groups can be found in this book.

Computer Programs and Applications:
Kahoot! (2013). For iPad and the web. You can download the app for Kahoot or go online to its website. Either way, Kahoot provides a fun and engaging way for students to take quizzes, create quizzes, and as a teacher you can use it as an easy way to assess student learning! Can be used for any grade level.

Websites:
Peoples of the Great Plains: Retrieved October 1, 2018
https://www.youtube.com/watch?v=xy9BCCyU7_E&t=564s

Peoples of the Southwest: Retrieved October 4, 2018
https://www.youtube.com/watch?v=XLR7fnaD6Bk&t=653s

Peoples of the Woodlands: Retrieved October 9, 2018
https://www.youtube.com/watch?v=7sDXTKMB-uA

Peoples of the Northwest: Retrieved October 11, 2018
https://www.youtube.com/watch?v=owWuNmv2Dy0

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Throughout this unit, students are exposed to culturally diverse perspectives and images of ethnic diversity. Although the inquiry task and the unit as a whole focuses on the Native American experience of adapting to their newly settled environments, students also get to see the way in which other people also adapt to their environments in other places of the world and in more recent times. During a gallery walk, students see the way in which not only Native Americans, but also Eskimo people, who are closely related to the Mongolian people of east Asia, adapted to their environment. They also see images of people from Central Africa and their tropical and humid climate. During students' think/pair/share, they get a chance to draw on their own cultural background and think of a time when they had to move, or visit for a period of time, to a different city, state, or country where the climate and environment varied drastically from their own and how they had to adapt to it. Student also get a chance to think about where their parents or family members came from and consider how they may have had to adapt to their new environment if they migrated to the U.S

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Venn diagram for "home vs new environment" activity

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Writing Assessment

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Rubric for written response to Inquiry Question