1. Learning target:
•How to locate and label important features on a map, such as borders and landmarks.
•Why a group of people (Coastal Indians) settled where they did.
During this lesson, students were able to look over a map and locate WA state on a global scale. This activity was really a review for students as they labeled the borders to the north, east, west, and south. It stands as our reference guide to where the Coastal and Plateau Indians settled. By looking back at the map, students are able to get a quick and easy grasp of where these two different Indian cultures settled, which leads us to the more important reason; why? Through reading chapter 4 (Coastal Indians), students were given the opportunity to find out as a class through group reading time, the different foods, housing, clothing tools, art, beliefs, and customs Coastal Indians shared (their culture). The material was then led back to the location of Coastal Indians' settlement and prompted students to think about how this location had an affect on their culture.
2. While students read the chapter aloud (and took turns using the "popcorn" method), they completed a worksheet where information on culture was questioned. Students would raise their hand when a peer finished reading and would share what was read and where it fits into Coastal Indians' culture. By students raising their hand and wanting to share the different material (foods, clothing, etc.) it showed me they were 1) following along 2) looking for cultural material 3) really understanding the importance of culture (as this would lead to the main goal, how the Coastal Indians' lifestyles/cultures were affected by where they settled.)
3. For students who may need some additional help, I would scaffold some more by asking students what was really important to the Coastal Indians. I would have students think about the food, housing, clothing, etc. After listing those items, I would ask students whether or not the material listed is found all over Washington State, or just along the coast. I would then leave students with the question, do you think the Coastal Indians would still have the same foods, clothing, housing, etc if they lived elsewhere, maybe in the flatlands of eastern Washington?
4. For students who have already achieved the goal, I would extend the lesson by asking students to consider how their cultural views might change if they were to live in a different part of Washington State. I would ask if their favorite activities or foods would change? Why or why not? Would technology have something to do with their response? (technology was actually a vocabulary term in chapter 4, Coastal Indians)
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4 comments:
Peter,
I thought your extension for students who show mastery was thoughtful and authentic. I thought another similar exercise might that might aslo help students who need extra support understanding cultural features or how geography can shape cultural features? You could ask students how they get to school, what their family does for work, where they play (what games) and ask them if they could do the same things if they lived in a desert, on a small island, in the Arctic, ect. For students who struggle I think building on their existing knowledge before seeing through the lens of another people is another great platform of support. Sounds like you have lots of interest in your class. Enjoy!
Cody~
Peter,
I notion your additional room for students who demonstrate mastery was considerate and genuine. I thought one more alike work out might that might also assist students who need additional hold up understanding educational skin or how topography can shape cultural skin? You could inquire students how they obtain to discipline, what their relations does for labor, where they engage in recreation (what sports competition) and inquire them if they could do the similar things if they lived in a wasteland, on a little isle, in the freezing, ect. For students who move violently I think structure on their obtainable information before considering through the lens of a further populace is another great stage of maintain. Sounds like you have plenty of attention in your group of students. Take pleasure in!
qmiq~
Peter,
I really like your idea of having the students keep track of cultural items while reading. I have been looking for a way to ensure that my students are following along and being engaged while reading and it seems like this idea really worked for you. I think I will give it a try some time. Did you have specific questions or a specific number of items that they had to look for or find? Did you find that more of the students had more to share because of this or were the students sharing still the typical sharers?
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