California's Native American Tribes

Transcription

1 Published on AASL Learning4Life Lesson Plan Database California's Native American Tribes Created by: Doree Tschudy Title/Role: Teacher Librarian Organization/School Name: Duveneck Elementary School Location: California Grade Level: 4 Type of Lesson: Lesson in a unit Type of Schedule: Combination Collaboration Continuum: Moderate Content Area: Social studies Content Topic: California Native American Tribes Standards for the 21st-Century Learner Skills Indicator(s): Find, evaluate, and select appropriate sources to answer questions Organize knowledge so that it is useful Participate and collaborate as members of a social and intellectual network of learners. Dispositions Indicator(s): Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. Responsibilities Indicator(s): Recognize that resources are created for a variety of purposes. Self-Assessment Strategies Indicator(s): Use interaction with and feedback from teachers and peers to guide own inquiry process. Scenario: While in the library, the TL and teacher will act out a short skit demonstrating why good note taking is necessary. After a short discussion about the skit and check-in with the students, the prearranged groups will begin researching their specific tribe. They will use print materials and our online LibGuide for 4th grade Social Studies. They will keep their notes on a provided graphic organiser. The teacher and the TL will circulate helping students as needed, checking to see if the notes are concise. They will also help students decide if online sources are relevant. The students will have 30 minutes to work, then meet back and check-in with the other students in their group. The lesson will close with a discussion about why they chose the resources they did (print vs. electronic) and what they noticed as they were taking notes. The follow up lessons will be another longer research session, a "cross-tribe" sharing activity and a work period to create the final poster. Note: This lesson could easily be adapted to many Social Studies lessons. (ie: American Colonies, explorers, land regions.) Overview: In this session, students will be introduced to the importance of effective note taking. Using print reference materials and web resources, students will answer the essential guiding question, "How did the native Californians live in the past?". These notes will then allow them create a compare/contrast chart for their final unit project, a compare/contrast poster on their specific tribe.

2 Final Product: For this lesson, each student will have filled in at least three facts for two questions on their note taking organiser. Each student in the groups has a different topic to research (food, shelter, clothing, etc.) Library Lesson: Students will learn note taking skills to assist them in a larger Social Studies project. Estimated Lesson Time: 45 minutes Assessment Product: Students will have completed a TL created note taking graphic organiser which will have at minimum three facts for each question asked. Process: The TL and teacher will circulate as students work, looking for brief notes. Each "tribe" will show their organiser as they are filed in their group folder. TL will confirm the amount of facts found. Student self-questioning: Do I have enough information to complete the next steps? What have I learned about note taking? How can this new skill help me in other areas? Instructional Plan Resources students will use: Dataset (ie. lists, tables, databases) Interactive Resource (i.e. webpages, multimedia learning objects, chat services) Text (books, letters, poems, newspapers, etc.) Interactive Resource URL: Resources instructor will use: White board Instruction/Activities Direct instruction: Skit preformed by TL and teacher illustrating the importance of good note taking. (see attached script) After the skit, TL and teacher will ask what were the differences between the two and have the students discuss with a partner then report out. Modeling and guided practice: TL shows the students the note taking graphic organiser and how to use it, stressing the need for short fact, not long sentences copied form the source. Independent practice: Students will use books, maps and laptops to begin the researching their tribes. Having previously reviewed how to use the LibGuide, so the students can get to work quickly. Sharing and reflecting: Prior to handing back their papers, groups will review each others work and discuss what they have found. At this point they can check to see if they have at least three facts for each question asked. Have you taught this lesson before: Yes Strategies for differentiation: The choice of print materials will help with differentiation. A variety of reading levels will be made available.

3 This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

4 California Native Americans Essential Question: How did the native Californians live in the past? Tribe Name: 1. What food does your tribe eat? Who gets the food? Who prepares the food? How is the food prepared? How is the food stored? Other interesting information related to food. 2. What types of clothing does your tribe wear? Where does the clothing come from? Who makes the clothing? How is it made? What is it made from? Are there different kinds of clothing for different occasions? Other interesting information related to clothing. 3. What are the tools used by your tribe? What were the tools made from? What tools did the women use? What tools did the men use? Did the children use tools? If so, how did the children learn to use tools?

5 Were any of the tools used in trading? Other interesting information about tools. 4. Dwellings What kind of homes did your tribe live in? What natural resources did they use to build their homes? Why did they use these natural resources? Who built the homes? How were they constructed? How long did it take to build a home? 5. Transportation What means of transportation did your tribe use? How did they get this type of transportation? Did they have to make it? If so, how did they make it and what did they use? How did they care for it? How did they store it? Other interesting information about transportation.

6 Tribe Name Topic: Question: Question: What are the most important things you learned about your topic?

7 Car Accident Skit: Purpose: To demonstrate why it s important to write only the key points and just the facts when taking effective research notes. Materials: two teachers, TL and classroom teacher(ct) White board or chart paper and markers optional cell phones Directions: CT hides behind a bookcase and TL in front of the class by the white board. CT calls me and explains she has a gotten in a car accident and needs my help. The CT talks fast, explains that her phone battery is very low and gives four important facts: -what happened (car accident) -why (two truck is coming) -what she needs (needs a ride) -where she is (corner of Middlefield and Embarcadero) TL writes down the information on the white board. The first time, she writes it word for word and ask the CT to repeat things often. The CT s battery dies and the TL is stuck with just the first few words of her message. Uh oh how many facts did we get? Rewind! Let s try this again...next repeat the phone call and the TL jots down just the key facts. Now how many facts did we get? The TL gets it all written down and saves the day! Closure: Ask the students to turn and talk to a neighbor about the differences between the two phone calls. What did they see as the most important change and why?