Transcript 3rd Grade Communities Local Native Americans

3rd Grade Communities
Local Native Americans
Folsom Cordova Unified School District
Cynthia Casner, M.A., White Rock Elementary
Lesson Description
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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 Level:3
Student Lesson name and URL:
http://ctap295.ctaponline.org/~ccasner/student/
Timeline
Pretest Administered
1/22/01
TRIBES chosen/assigned
Research started
PowerPoints started
PowerPoints completed
POWWOW
Posttest Administered
2/23/01
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.
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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.
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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.
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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/literature/02.html
Literature Standards
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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:
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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.
Instructional Objectives
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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.
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:
Sociologist
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Archaeologist
Linguist
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Architect
Culinary Expert
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Geologist
Fashion Expert
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Meteorologist
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Artisan
Assessments
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Students will start off the lesson by taking a pretest
at funbrain.com. covering landforms and Native
American history. PRETEST - Regional Native
People @ 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 
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Students should provide information that answers the project research
task:
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What are their traditions?
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What was their shelter like and how did they make it?
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What food did they eat? How did they get it?
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What type of clothing did they wear? How did they make
it? What was it made of?
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How did the geographical area and temperature affect the tribe?
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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 @ 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.
Rubrics
Multimedia Project Rubric (Individual Expert Card)
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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 = Expert:
4 points = Self Evaluation/Teacher Evaluation
Continued 
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The areas to be assessed are:
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Topic/Content
Technical Requirements
Mechanics
Cooperative Group Work
Oral Presentation Skills
Internet Integration
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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.
Other Technology Integration
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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.
Overview of Lesson Plan Revisions
Overview of Lesson Implementations
Overview of Student Performance
Pretest Student Performance
Posttest Student Performance
Analysis of Student Performance Data
What I Learned from this Lesson Process
Summary & Observations
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Don’t 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!