Meg Winsteads Backwards Design Plan Theme: People Places and Environments

Content Standards: (Goals) History 2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest Living systems 2.5 The student will investigate and understand that living things are part of a system. Key concepts include a) living organisms are interdependent with their living and nonliving surroundings; b) an animals habitat includes adequate food, water, shelter or cover, and space; c) habitats change over time due to many influences; and d) fossils provide information about living systems that were on Earth years ago. Fine Arts (Art History and Cultural Context) 2.13 The student will compare works of art, elements of architecture, and artifacts of other cultures with those of their culture. Health 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include a) The impact of verbal and nonverbal aggressive behaviors; b) The effects of personal health decisions on other individuals.

Area of Focus: Native Americans

Grade: 2

Stage 1: Desired Results

Essential Understandings: (key concepts and terms) Students will understand that...

Essential Questions: In what ways were the American Indian lifestyles different?

American Indian peoples have lived in Virginia and in other regions of America for thousands of years. The Americans Indians had different lifestyles and cultures, as a result of the distinctive environments in which they lived. American Indians have made contributions to life in America and continue to make contributions in the present day A system is composed of living organisms that are depended on other living and nonliving organisms for survival. The habitat of an animal includes adequate food, water, shelter or cover, and space. Fossils found provide scientists with information about plants and animals that lived on Earth many years ago. Native American artwork was created from available resources Native Americans contributed different types of artwork

What are some contributions of American Indian culture to present-day life? How are American Indians of the past different from those of today? How did the Native Americans environment effect their survival? What did Native Americans do if their environment could not support them? What is a living system? What part did the Native Americans play in their living system? What did the Native Americans use for shelter? What is a fossil? What is the difference between living and nonliving? What do archeologists use fossils and artifacts for?

Meg Winsteads Backwards Design Plan Theme: People Places and Environments Area of Focus: Native Americans Grade: 2

What fossils and artifacts have archeologists collected that support that Native Americans lived in Virginia, and other parts of America? What contributions did native Americans make to the world today?

How is art work produced by the Native Americans different from Artwork produced today? What types of artwork did the native Americans make? What can one infer from the art created by the Native Americans? Essential Actions: Students will be able to do Differentiate between a fossil and an artifact Compare the different Native American tribes using a matrix Analyze a photograph and draw conclusions about Native American cultures and resources using the artifact. Create and explain a fossil and how they are made.

Essential Knowledge: Students will know Terms to know culture: The beliefs, customs, and way of life of a group of people region: Places that have common (the same) characteristics environment: Surroundings Comparison of three American Indian cultures of the past Indians Region Homes Wood frame houses with bark/reed covering Teepees Multistory terraced buildings Occupations Transportation

Powhatan

Eastern Woodlands

Fishermen, hunters, farmers

Walked, paddled canoes

Lakota

Plains

Hunters, horsemen Farmers, hunters

Walked, used horses

Differentiate between nonliving and living resources in a habitat Name the different elements of a habitat (water, food, shelter/space) Explain that living organisms are part of a system Discuss the effect that resources have on the survival of living organisms in a habitat Understand the importance of fossils and artifacts in Native American research Draw and communicate conclusions formed from fossil evidence. Discuss how fossils are used and explain how they impact archeologist knowledge of the world Label the parts of a living system on a picture Explain why an animals environment

Pueblo

Southwest

Walked

Contributions of American Indians Arts (pottery, weaving, carving) Knowledge of the environment Respect for nature Farming of corn and tobacco Changes in American Indian cultures American Indian cultures have changed over time. Today, American Indians live and work in Virginia and the United States. Living Systems: Living organisms and nonliving organisms create a living system; all units of a living system are depended upon each other. If one aspect of a living system changes, if can effect all of the other parts of the system.

Meg Winsteads Backwards Design Plan Theme: People Places and Environments
Habitats: If any of the basic elements of an animals habitat are absent, the animals survival is threatened. The animal may adapt or leave the area. The habitats of living organisms, such as forests, grasslands, rivers, and streams, change due to many human or natural influences (e.g., forest fires, hurricanes, and droughts). Habitats change from season to season.

Area of Focus: Native Americans

effects their way of life

Grade: 2

Fossils The rise and fall of sea level is recorded in the richly fossiliferous rocks of Virginias coastal plain. An abundance of marine fossils fossil clams, snails, sand dollars, sharks teeth, and whalebones can be found in Virginias coastal plains. Virginias state fossil, Chesapecten jeffersonius, is a large extinct species of scallop that dates to approximately 4.5 million years ago. It was the first fossil ever described in North America and is named after Thomas Jefferson, one of our founding fathers, and an amateur paleontologist.

Stage 2: Assessment Evidence Formative Assessments: Summative Assessments: Unit Test Matrix Annotated Picture Fossil Activity Observations of class work and class communication Exit Ticket Investigation Journal Observation Worksheet Gallery Walk Worksheet

Stage 3: Learning Plan

Day 1: Students will be introduced to the main topics of the unit (see Lesson plan 1) Day 2: Unit Problem is introduced and students will receive a letter from Dan the Archeologist, as well as a deer jaw fossil. (see Lesson Plan 2) Day 3: Students continue to work through the unit problem and learn unit content. (see Lesson Plan 3) Day 4: Students will learn about the Lakota Tribe and will receive a second letter from Dan the Archeologist, as well as a fish spear and fish fossil

Meg Winsteads Backwards Design Plan Theme: People Places and Environments Area of Focus: Native Americans Grade: 2

Day 5: Students will Learn about the Pueblo Tribe and will receive a third letter from Dan the Archeologists and will also receive Wampum Beads Day 6: Students will learn about the Powhatan Tribe and will begin to make connections to the Unit Problem. (see Lesson Plan 6) Day 7: Unit will be wrapped up and final content will be taught. (see Lesson Plan 7) Day 8: Unit Test