3rd Grade Communities Local Native Americans

1
3rd Grade Communities Local Native Americans

• Folsom Cordova Unified School District
• Cynthia Casner, M.A., White Rock Elementary

2
Lesson Description

• This lesson reviews the regional Native Americans
  in the Sacramento and El Dorado County regions
  Maidu and Miwok.  You will teach the geography of
  the region including landforms, climate, and
  natural resources  and their effect on the native
  people.  You will then explore the native
  communities, comparing and contrasting them to
  each other and to our local community. 
• Subject Social Science Language Arts Topic
  Regional Landforms and  Native People Grade
  Level3 Student Lesson name and URL
  http//ctap295.ctaponline.org/ccasner/student/

3
Timeline
4
Social Studies Standards

• Third Grade Social Science Continuity and Change
  Students in grade three learn more about our
  connections to the past and the ways in which
  particularly local, but also regional and
  national, government and traditions have
  developed and left their marks on current
  society, providing common memories. Emphasis is
  on the physical and cultural landscape of
  California, including the study of American
  Indians, the subsequent arrival of immigrants,
  and the impact they have had in forming the
  character of our contemporary society.
• 3.1 Students describe the physical and human
  geography and use maps, tables, graphs,
  photographs, and charts to organize information
  about people, places, and environments in a
  spatial context.
• 3.1.1. Identify geographical features in their
  local region (e.g., deserts, mountains, valleys,
  hills, coastal areas, oceans, lakes).
• 3.1.2. Trace the ways in which people have used
  the resources of the local region and modified
  the physical environment (e.g., a dam constructed
  upstream changed a river or coastline).
• 3.2 Students describe the American Indian nations
  in their local region long ago and in the recent
  past.
• 3.2.1. Describe national identities, religious
  beliefs, customs, and various folklore
  traditions.
• 3.2.4. Discuss the interaction of new settlers
  with the already established Indians of the
  region.  http//score.rims.k12.ca.us/grade3/liter
  ature/02.html 

5
Literature Standards

• Third Grade Literature  3.2 Students will
  describe the American Indian nations in their
  local region long ago and in the recent past, in
  terms of
• 3.2.1 the national identities, religious beliefs,
  customs, and various folklore traditions
• 3.2.2 how physical geography including climate
  influenced the way the local Indian nation(s)
  adapted to their natural environment (e.g., how
  they obtained their food, clothing, tools) 
• 3.2.3 the economy and systems of government,
  particularly those with tribal constitutions, and
  their relationship to federal and state
  governments 
• 3.2.4 the interaction of new settlers with the
  already established Indians of the region.

6
Instructional Objectives

• Using the textbook, students will define landform
  terms with 70 accuracy.
• Given a map on page 40 in the textbook
  (McGraw-Hill), students will be able to label the
  landforms of California with 70 accuracy.
• Given a regional map of Sacramento and El Dorado 
  counties, students will be able to identity and
  label landforms of the local regions with 70
  accuracy.
• Given direct instruction web site links, students
  will be able to compare and contrast the Maidu
  and Miwok Indians culture, religious beliefs,
  customs, folklore and traditions with their own
  culture.
• Given background information, direct instruction,
  and web sites students will write  paragraphs
  about their research on the Native communities
  that they studied and put it together into a
  PowerPoint presentation to be graded by the
  Rubric on the "Your Grade" page.
• Given the opportunity and computer usage,
  students will present their TRIBE in a PowerPoint
  Presentation Powwow at the end of the unit.

7
Overview of Activities

• This unit is two-fold.  Geographical landforms of
  California needs to be taught initially so that
  students have an idea of how the environment and
  geography of the area impacted how these people
  lived.  They then need to be split into two
  TRIBES which will further explore the specifics
  of each group and present their findings in (a)
  their journal and (b) as a group PowerPoint
  presentation which will be scored both
  individually (for their expert page) and as a
  "tribe.
• Members of each group include
• Archaeologist
• Architect
• Geologist
• Meteorologist

• Sociologist
• Linguist
• Culinary Expert
• Fashion Expert
• Artisan

8
Assessments

• Students will start off the lesson by taking a
  pretest at funbrain.com. covering landforms and
  Native American history. PRETEST - Regional
  Native People _at_ funbrain.com OR black line master
  and ANSWERS
• As a team, the students will report their
  findings at the class Presentation Powwow, along
  with  pictures, charts, dioramas, or other
  artifacts.  The students should include  ideas
  about how the tribe lived in harmony with the
  land.
• Continued ?

9

• Students should provide information that answers
  the project research task
• What are their traditions?
• What was their shelter like and how did they make
  it?
• What food did they eat?  How did they get it?
• What type of clothing did they wear?  How did
  they make it?  What was it made of?
• How did the geographical area and temperature
  affect the tribe?
• What type of art forms did they practice?
• Finally, Their project will be graded by a rubric
  available on the Materials page and they will
  also be taking their final test at funbrain.com.
   
• POSTTEST - Regional Native People _at_ funbrain.com
  OR black line master and ANSWERS
• Students will go to funbrain.com  to take the
  tests.  You will need to set up an account for
  yourself and the class.  Instructions on how to
  do this are on the site. funbrain.com provides
  you with the tests and answers.  It will also
  grade the tests and send you the scores, if you
  so desire. The word documents can be found at the
  links above or on the Materials page. 

10
Rubrics

• Multimedia Project Rubric (Individual Expert
  Card)
• Assignment Communicate complete information on
  your tribe MIWOK ? or MAIDU ?  with 9-18 Cards,
  1-2 imported graphics per card, 1 original
  graphic or artifact per expert area, no more than
  3-4  animations per card including transitions,
  no video clips or advanced features required. 
• 0 points Beginner 1 point Novice 2
  Points Intermediate
• 3 points Expert4 points Self
  Evaluation/Teacher Evaluation
• Continued ?

11

• The areas to be assessed are
• Topic/Content
• Technical Requirements 
• Mechanics
• Cooperative Group Work
• Oral Presentation Skills

12
Internet Integration

• In this project, third grade students will be
  guided through their assigned pages by the
  teacher or other computer assistant.
• Students will go to their assigned page, go to
  the links and make notes in their Journal to
  use for their POWWOW presentation at the end.
• All links have been checked however, if a link
  is down, the students have been instructed to let
  the teacher know and move on. I have many hard
  copies of the web sites if they are critical.

13
Other Technology Integration

• At the end of the project, Each TRIBE will be
  required to create a PowerPoint or HyperStudio
  presentation compiling all the information that
  each member of the TRIBE has learned.
• Students will use the Rubric to determine how
  many slides each member should have.
• Each topic should be represented with one or two
  pages.

14
Overview of Lesson Plan Revisions
15
Overview of Lesson Implementations
16
Overview of Student Performance
17
Pretest Student Performance
18
Posttest Student Performance
19
Analysis of Student Performance Data
20
What I Learned from this Lesson Process
21
Summary Observations

• Dont do this in conjunction with another big
  activity like the Jason Project XII!
• Front Page is really easy to use, but uploading
  from there is not!