Lesson Title:

Construct a Native American home

Grade: 2 Quarter: 2

Standards:
Science:
S2P1. Obtain, evaluate, and communicate information about the properties of matter and changes that occur in
objects.
1. Ask questions to describe and classify different objects according to their physical properties.
(Clarification statement: Examples of physical properties could include color, mass, length,
texture, hardness, strength, absorbency, and flexibility.)
2. Construct an explanation for how structures made from small pieces (linking cubes, building
blocks) can be disassembled and then rearranged to make new and different structures.

Social Studies:
SS2G2 Describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s
Creek and Cherokee in SS2H2.
d. Describe the regions in Georgia where the Creek and Cherokee lived and how the people used their local
resources.

Essential Questions: Vocabulary:

How can I demonstrate and explain how structures made solids, liquids, gasses
from small pieces can be disassembled and then properties, flexible, sturdy, water-resistant,
rearranged to make new and different structures? structure, stable, strong,
construct, build
How can I explain how Native Americans may have used wind energy, push
local resources, things found in nature, to construct
homes
Materials: Assessment:
Popsicle sticks (tools for spreading) Structure
Kid scissors (blades or knives made from rock) Teacher observation
Glue sticks (tree sap) Verbal explanation
foam boards (ground)
raffia (vine or leather rope)
wooden sticks (tree limbs, sticks, reeds)
paper scraps (leaves)
pine straw (thatch, hay, straw)
clay or playdough (mud)
fan (wind)
squirt bottle (rain)

Background:
Science:
Students completed a unit on matter in Quarter They have a good understanding and are able to classify objects into
states of matter, but need more practice in explaining how they can disassemble pieces from one structure and create
a new different structure.
Students will be exposed to energy of motion, force, push concepts in upcoming forces, pushes and pulls unit.
Social Studies:
Students have been researching and learning how Creek and Cherokee used only materials found in their
environment to make homes and clothing.
Having them barter for materials for their project will preview the vocabulary needed for upcoming economics
understandings unit.

Instruction
Ask/Engage:
You are a Native American tribal chief and your homes have been wiped out by a strong wind and rain storm. Winter
is coming and your clan will need to build new homes quickly that can withstand forces of wind whipping through the
valleys of the Blue Ridge and protect your family from heavy rain. You are going to use what you know about Creek
and Cherokee homes to construct a home model for your clan using only items that can be found in nature (your bag).
Remember that everything is made of matter, and matter can be deconstructed or broken apart and rearranged to
create something new. These sticks/branches were made from cutting up vines, just like NA may have used. Where
do you think the “mud” or “clay” that was used for their homes came from? Could it have been from mixing a solid
such as soil or dirt with liquid such as water to make a new substance?
Imagine/Brainstorm
Criteria:
Your home must remain standing when blown by wind force.
Your clan must stay dry when the rainstorm comes.
Constraints:
You can only use materials provided, but you can make trades (barter) with “Mother Nature.”
You must work together as a team.
Plan/Design
Each student presents their plan to the team. Team members collaborate on a final design. Students draw final
design, labeling supplies that will be used for each part of structure on recording sheet.
Students will decide if they will need barter/trade any supplies.
Create/Test
Student teams build their design. Trading (1-1) items with Mother Nature as needed.
When complete, teacher will test structures ability to withstand wind and ability to keep family dry using simulated
wind (fan) and rain (squirt bottle).
Students will record results of test on recording sheet.
Evaluate/Improve
Students will discuss possible changes needed for design and record on planning sheet.
If time allows, students may make improvements.
Students will record a statement to describe what they learned from the construction process.