G4+Sci+U1+-+Animals+and+Plants+in+Their+Environments+&+Ecosystems

September 24 – November 21 Text/Workbook: Scott Foresman Chapter 3
 * Unit 1: Native Americans: First Inhabitants of New York State **


 * Big Understanding: **All living things are required to change in order to ensure their survival.


 * Essential Questions: **How do people, animals and plants adapt to social and physical changes in their environment?


 * Standards: **


 * Common Core Learning Standards **

W.4.2.  Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4.  Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. RI.4.3.  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4.  Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a //grade 4 topic or subject area//. RI.4.5.  Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.10.  By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range

Responsible Local and Global Citizenship: Sustainable Economics Natural Laws and Ecological Principles Dynamics of Systems and Change <span style="color: #00b050; font-family: 'Cambria','serif';">Cultural Preservation and Transformation
 * Education for Sustainability (EfS) Standards: **

Native American Museum Exhibits: As museum curators students will create a museum installation, for tourists, depicting the relationship Native Americans of NYS had with plants and animals-nature. A writing piece will accompany your installation explaining how it depicts the nature of the relationship. Final project can include: ●an artifact depicting a Native American tool ●an ecosystem model ●a poster of an ecosystem ●mobile food web/chain ●persuasive brochure/pamphlet/poster to save a particular ecosystem
 * Performance Task: **

Land Bridge Ice Age Glacier Mastodon Nomad || 1. identify how and why early people traveled to reach North America
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/KBAD ** || ** Activity ** || ** Homework ** || ** Standards ** || ** Reading Focus Skill ** ||
 * 1 || || Understand expectations and objectives of unit || Introduce unit and expectations of learning. Introduce enduring understanding and essential question. Display performance task teacher example. || || 1 || ||
 * 2 || Bering Strait

2. identify where different tribes of Native Americans settled || Read pgs. 74-75 Texplains how Native Americans change their location to ensure their survival (crossing the land bridge to follow the mastodon)

Handout packet The Story of Native Americans: The Indians || Complete questions from Native American packet || Cultural Preservation and Transformation A 3 Dynamics of Systems and Change C 3, 17, 24 || Compare and contrast || Algonquian Hunter-gather Artifact Archaeologist Extinct || 1. describe the ways of life of early Americans
 * 3 || Iroquois

2 analyze information to identify similarities and differences between Algonquian & Iroquois

3. explain how archaeologists use artifacts to learn about the past || Read pgs. 75, 80- 83 Show PowerPoint Presentation Create a Venn diagram comparing and contrasting the Algonquian and Iroquois Compare and contrast graphic organizer on pg. 83. (life before and after farming) || Workbook pp 15, 17 Link to writing: Suppose you are a 10 year old living with a band of hunter/gatherers long ago. What do you think your life would be like? Write a short story describing one day in your life. Question 1 page 83text || Cultural Preservation and Transformation A 3 Dynamics of Systems and Change C 3, 17, 24 || Compare and contrast

Cause and Effect || Village Settlement Three Sisters || Compare and contrast life in a village vs. life as a nomadic hunter || Discussion questions: What are the benefits/drawbacks of living in one place? (Farming, trading, food storage) Is it easier to meet basic needs living as a nomad or in a permanent village? T discusses the importance of farming to early people of New York and their dependence on the 3 sisters || Need Homework || Dynamics of Systems and Change || Compare and contrast || Trade Reservation Powwow || Observe an illustration (Living in the Woodlands) to determine what and how the Algonquian used resources from the environment to survive (meet basic needs) || Read pgs. 88- 92 Show PowerPoint Presentation [|Native Americans and Natural Resources 1] [|Native Americans and Natural Resources 2] Students will observe an illustration (Living in the Woodlands) of a natural environment the Algonquians could have lived in. They will list things form the environment that could’ve been used to meet their needs (food, clothing, shelter, tools). || Lesson 2: Algonquian People Workbook pg. 19 || Responsible Local & Global Citizenship B2 Sustainable Economics D2, 5, 7 ||  || Iroquois Constitution Sachem Clan || 1. analyze the change in social interactions and beliefs to form the Iroquois League
 * 4 || Nomad
 * 5 || Wigwam
 * 6 || Iroquois League

2. explain why the Iroquois call themselves the “people of the Longhouse” || Read pgs. 94 – 96

Discuss government questions on pg. 95 of the Teacher’s guideAnswer review questions on pgs. 95,96 || Read pages 96 – 99 Answer questions 1, 2, 5 and Link to Art on page 99 || Cultural Preservation and Transformation A4, 6, 8 Responsible Local & Global Citizenship B1, 2, 7, 10 Dynamics of Systems & Change C1, 9, 15 || Compare and contrast

Cause and Effect || Idol || analyze why certain animals were symbolic of clans || Discuss picture on pg. 96
 * 7 || Symbol

Create a poster card of an animal that you would want to represent your family and explain why. What natural resources would be used in creating || Workbook page 20 ||  ||   || Discuss how the Iroquois used wampum on the Iroquois Trail to send messages that lead to the creation and sustainment of the Iroquois League. Hand out “Indian Symbols” and share example of wampum identifying the message.
 * 8 || Wampum || explain why wampum was so highly valued by the Iroquois as a form of communication along the Iroquois Trail || Read pg. 97

Create wampum that includes a symbol and colors that convey a message || Ss will answer the following prompt: The Iroquois used wampum to communicate long distances. Today we have many forms of instant communication. If all forms of current communications failed what types of messages would be most important? How would they be delivered? || Sustainable Economics D 2, 5 Healthy Commons E6 ||  ||
 * 9 ||  || evaluate the significance of Iroquois festivals and stories || Read pgs. 98 – 99

Read aloud a Native American folktale (Legend of the Blue Bonnet) Discuss what can be learned about Native Americans from the folktale

Read information about “The 3 Sisters” (use the internet for resources) || Text page 99 Question 4 ||  ||   ||
 * 10- 14 ||  || Ss will compile and complete their final project ||   ||   || Sense of Place I 13 ||   ||
 * 15 ||  ||   || Chapter Review pgs. 100 – 101 || Study for assessment ||   ||   ||
 * 16 ||  ||   || Assessment book pgs. 13 -16 ||   ||   ||   ||

NYCDOE Office of Curriculum, Standards and Academic Engagement Curriculum Guide: Native Americans: First Inhabitants of NYS Grade 4: Unit 1 “Our Country Atlas”
 * Other Resources: **

Native Americans in New York Lynn George Rosen Publishing Group 2003 ISBN: 0-8239-8401-X

Children’s Cultural Center of Native America 550 West 155th Street NY, NY 10032 PH (212) 694- 2240
 * Field Trips: **

Museum of Natural History Museum of the City of New York