| Boundless Learning Project Builder | |
| Click here to view step 1-4 and print | |
| Grade Levels: |
Elementary |
| Challenge Question: | How do the physical characteristics of a region impact the Native Americans living there? |
| Overview: | The purpose of this Tech Tour is to help students understand the relationship between the physical characteristics of a region and the culture of the people within that region. Students will complete a concept map as a team after they research one of 5 different regions of the United States. As an individual students will create a brochure describing the culture of a Native American tribe within that region. |
| State Indicators/Outcomes | |
| Indicator | Outcome |
| 2.1.5.2 analyze the social, economic, and political characteristics of societies native to North America | 2.1 Students demonstrate understanding of societies in the Americas, Western Europe, and Western Africa and how they interacted increasingly after 1450. |
| na | na |
| na | na |
| na | na |
| Categories and Links | ||
| Category | Sub-Category | Links |
| Southwest (Desert) |
|
|
| Navajo |
|
|
| Hopi |
|
|
| Anasazi |
|
|
| Apache |
|
|
| Pueblo |
|
|
| Northwest (Coastal) |
|
|
| Makah |
|
|
| Inuit |
|
|
| Chinook |
|
|
| Tillamook |
|
|
| Tlingit |
|
|
| Plains |
|
|
| Lakota |
|
|
| Sioux |
|
|
| Cheyenne |
|
|
| Crow |
|
|
| Black Feet |
|
|
| Northeast (Woodland) |
|
|
| Iroquois |
|
|
| Chippewa |
|
|
| Mohicans |
|
|
| Oneida |
|
|
| Seneca |
|
|
| Southeast |
|
|
| Creek |
|
|
| Mississippians |
|
|
| Cherokee |
|
|
| Seminoles |
|
|
| Choctaw |
|
|
| Team Products: |
Concept Map |
| Team Key Questions and Product Rubric | ||
| What is the climate (temperature/precipitation) of your region? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What is the vegetation of your region? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What is the soil of your region? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What are the landforms of your region? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What are the bodies of water in your region? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Team Presentation Rubric |
|
| Individual Products: |
|
| Individual Key Questions and Product Rubric | ||
| Describe the tribe’s religion. | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What are some cultural events/ceremoniesthe tribe participated in? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Describe the tribe’s political systems. | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What material goods (tools, clothing, shelter, food) did the tribe have? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What kind of economic activity (trade, etc.) did the tribe have? | ||
| Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors. |
Good Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Individual Presentation Rubric |
|
| LESSON PLAN |
| Title: | Native American Origins |
| Theme/Topic of Lesson: | Impact of the physical characteristics of a region on the culture of Native Americans. |
| Time: | 7 Days |
| Subject Areas: | Language Arts; Social Studies; |
| Grade Levels: | Elementary; |
| Lesson Challenge Question: | How do the physical characteristics of a region impact the Native Americans living there? |
| Overview: | The purpose of this Tech Tour is to help students understand the relationship between the physical characteristics of a region and the culture of the people within that region. Students will complete a concept map as a team after they research one of 5 different regions of the United States. As an individual students will create a brochure describing the culture of a Native American tribe within that region. |
| Outcomes/State indicators | |
| Indicator | Outcome |
| 2.1.5.2 analyze the social, economic, and political characteristics of societies native to North America | 2.1 Students demonstrate understanding of societies in the Americas, Western Europe, and Western Africa and how they interacted increasingly after 1450. |
| na | na |
| na | na |
| na | na |
| Technology indicators | |
| Indicator | Outcome |
| 1.2.3 use computer-based technologies including telecommunications to access information and enhance personal and professional productivity | 1.2 Personal and Professional Use of Technology. Candidates will apply tools for enhancing their own professional growth and productivity. They will use technology in communicating, collaborating, conducting research, and solving problems. In addition, they will plan and participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer/technology resources |
| 1.2.4 use computers to support problem solving, data collection, information management, communications, presentations, and decision making | 1.2 Personal and Professional Use of Technology. Candidates will apply tools for enhancing their own professional growth and productivity. They will use technology in communicating, collaborating, conducting research, and solving problems. In addition, they will plan and participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer/technology resources |
| Team Key Questions and Product Rubric | ||
| What is the climate (temperature/precipitation) of your region? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What is the vegetation of your region? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What is the soil of your region? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What are the landforms of your region? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| What are the bodies of water in your region? | ||
| Superior Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors. |
Good Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors. |
Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors. |
| Assessment | Students will complete a concept map as a team answering a number of questions about the physical characteristics of that region. As an individual students will complete a brochure describing the Native Americans in that region. |
| Teacher Background Information Sites | ||
| Internet Site | URL | Description |
| Smithsonian American History and Culture | http://www.si.edu/history_and_culture/american_indian/ | From the Smithsonian Institution. |
| Anasazi Pottery | http://sipapu.ucsb.edu/great.kiva/qtvr/potsqtvr.html | Quicktime VR of Anasazi Pottery |
| Native Visions of the Natural World | http://www.carnegiemuseums.org/cmnh/exhibits/north-south-east-west/index2.html | Details the relationship American Indians had with the natural world as illustrated by the Tlingit, Hopi, Lakota and Iroquois tribes. Source: Carnegie Museum of Natural History |
| Native American Chart | http://www.mce.k12tn.net/indians/navigation/native_american_chart.htm | Provides much information about differend tribes. |
| MSN Learning & Research - Native Americans of North America | http://encarta.msn.com/encnet/refpages/RefArticle.aspx?refid=761570777&pn=2 | Encarta online encyclopedia site offering information on Native Americans of the Southeast. |
| MSN Learning & Research - Native Americans of North America | Encarta online encyclopedia site offering information on Native Americans of the Southeast. | |
| Student Background Information Sites | ||
| Internet Site | URL | Description |
| Native Visions of the Natural World | http://www.carnegiemuseums.org/cmnh/exhibits/north-south-east-west/index2.html | Details the relationship American Indians had with the natural world as illustrated by the Tlingit, Hopi, Lakota and Iroquois tribes. Source: Carnegie Museum of Natural History |
| Native American Territories | http://www.mce.k12tn.net/indians/navigation/native_american_territories.htm | Provides much information about differend tribes. |
| Plains Indians | http://www.mce.k12tn.net/indians/reports4/plains.htm | Student created site containing photographs and information on habitats, food, dress and traditions. |
| American Indians | http://www.ctsd.k12.nj.us/2002iditarod/american_indians.html | Student friendly site with illustrations, vocabulary and background information. |
| Videos | UnitedStreaming.com video segment on native american folklore. |
| Software | Inspiration Software; PowerPoint; Word; |
| Other Technology | LCD Projector, Overhead Projector, Minimum of 1 computer with internet access. |
| Recommended Print Materials | |
| Print Material | File |
| "Life in a Sioux Village" by Sally Senzell Isaacs copyright 2002. Tells about life in a Sioux Village from 1750 to 1800. ISBN 158810415-X | no file loaded |
| "Northwest Coast Indians" by Mira Bartok and Christine Ronan. Copyright 1996. For young readers. Relates real-life experiences of the Northwest Coast Indians and their ceremonies. ISBN 0-673-36257-4 | no file loaded |
| "Anasazi" by Leonard Everett Fisher. Copyright 1997. Offers much information on the Anasazi people. ISBN 0-689-80737-6 | no file loaded |
| "Native Americans" by The Nature Company Discoveries Library. Copyright 1995. Shares information on the people, transportation, making a living, homes, ceremonies and changes. ISBN 0-7835-4759-5 | no file loaded |
| "Myths and civilization of the native Americans" by Marion Wood ; illustrations by Francesca D`Ottavi, Studio Stalio, Alessandro Cantucci, [and] Andrea Morandi. 1998. Indians of North America Folklore Juvenile literature. Indian mythology North America Juvenile literature. Indians of North America Social life and customs Juvenile literature. J 398 W | no file loaded |
| "Native Americans" by James Wilson. 1994. Indians of North America. J 970.0049 W | no file loaded |
| Materials Per Student | |
| Item | File |
| Exit Ticket Day 1 | EXIT TICKET DAY 1 HUMAN CHARACTERISTICS.doc |
| Tribe Template using Inspiration | Tribe Template.ins |
| Materials Per Team/Group | |
| Item | File |
| Region Inspiration Template | Region Concept Map.ins |
| Materials Per Class | |
| Item | File |
| Hot Words Day 1 for Individual Activity | Human characteristicsTraits used to describe the people of a region.doc |
| Vocabulary | |
| Glossary Term | Definition |
| Region | A part of the earth having distinctive animal or plant life. |
| Physical characteristics | Traits used to describe the natural environment (climate, soil, bodies of water, etc.) |
| Human characteristics | Traits used to describe the people of a region (religion, language, political system, etc.) |
| landform | One of the features that make up the earth`s surface (plains, mountains, valleys, etc. |
| climate | Conditions like temperature, precipitation (rain, snow, etc.) and wind, that are usually found in a certain region. |
| vegetation | The plants found in a region. |
| material goods | Any tangible possession that is owned by someone |
| adaptations | Change in behavior of a person or group in response to new or changed surroundings. |
| Lesson | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 1 |
|
||||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 2 |
|
||||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 3 |
|
||||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 4 |
|
||||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 5 |
|
||||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 6 |
|
||||||||||||||||||||||||||||||||||||||||||||||||||||
| Day 7 |
|
||||||||||||||||||||||||||||||||||||||||||||||||||||
| Enrichment Options | |
| Community Connections | Native American pen pals. |
| Parent-Home Connections | Go to the library or rent movies regarding Native Americans. Share what was learned in school with family members. |
| Field Experiences | The Maryland Historical Society is coming to our school in February to do a presentation on Native American customs, dress and dances. |
| Guest Speaker | The Maryland Historical Society is coming to our school in February to do a presentation on Native American customs, dress and dances. |
| Cross-Curricular Extensions | ||
| Extension | Subject | Description |
| Extension 1 | Other; art; | Create a totem pole, weave baskets |
| Reflection |
| This lesson was used with a 4th and 5th grade Intermediate Adaptive Self-Contained Special Education Classroom. After the initial implementation of the lesson, I would make some adjustments to the amount of days to implement the tech tour for my special education students. I would give them more days to complete their projects. My students were unsure how to make a brochure and this took more time than anticipated in explaining. Also,cutting and pasting between the Inspiration document and the Brochure document took awhile for my students to understand as well. I believe with an extension of days, my students would have felt even more competent in their final products than they were. The assessment demonstrated taht the students really learned a lot about their tribes. They were able to share information about their tribes and retain that information in the non-computer lab setting, which is very good for my students who sometimes have a difficult time retaining and retrieving information. The students who understood the cutting and pasting between documents really helped out the other students on their team. This was great to see that they were teaching others the skills that they learned. This also means that they were grasping concepts that were new to them before this project. I wish that TechTours were available for all of the units I need to teach because my students got so much out of this kind of learning. They really got to dig into a topic using pre-selected web sites that were safe for them to use. As mentioned previously, the only thing I would change about my TechTour is the amount of time given for my students to complete this project. They definitely needed more days that I allotted them initially. I believe that for a regular education class, the 7 days would have clearly been enough time to do this project. |
| Teacher | Trista Johnson |
| School | Baltimore Co. Public Schools |
| County | Baltimore County |
| Click here to view step 1-4 and print |
| |