Cassandra Manring

EDCS 316                        

April 29, 2009

Dr. Loverro

Inquiry Lesson Plan incorporating Technology

How did the Plains Indians Live in the USA 300 Years Ago?

Overview:

            I will teach this inquiry lesson to my fifth grade classroom when I teach History on the Native Americans. This lesson is important because it is a requirement to teach in the fifth grade statewide curriculum. It’s also important for students to understand what life was like for the Indians before the English Settlers came over and took their land. In this lesson, I will have an Engagement video for the students to watch that will catch their attention on what they are about to learn. I will then give them an inquiry worksheet that will allow them to write their initial hypothesis to the inquiry question. Afterward, the students will be broken up into groups where they will each receive one of the data sets: Food, Clothing, Shelter, and Daily Life. After researching their data sets, they will create a PowerPoint presentation to teach the rest of their classmates what they have found on their dataset. This will allow the class to continue forming their hypotheses on how the Plains Indians were able to live in the USA 300 years ago. In between each data set presentation, they will be given about five to seven minutes to reform their hypotheses based on the evidence presented. Students will learn how to research information and write down the main ideas. After the presentation, they will be given an article on each data set that has some main ideas within for them to read over and add on into their datasets. To conclude the lesson, they will write an essay using Microsoft Word that includes their thesis statement with supporting details that they have taken from the data sets. This will allow the teacher to formally assess her students. Students are going to be working together which will help them work on their respect for each other by not talking when someone else is talking etc. This will be both a group and individual project so they will need to learn how to work together in order to get the assignment done efficiently.

Objectives:

EALRS (OSPI, 2008): Assessment:

SOCIAL STUDIES SKILLS:

·      5.2.1. Creates and uses a research question to conduct research on an issue or event.

·      5.1.2. Evaluates the relevance of facts used in forming a position on an issue or event.

·      5.4.1. Understands the main ideas from an artifact, primary source, or secondary source describing an issue or event.

GEOGRAPHY:

·      3.1.1. Constructs and uses maps to explain the movement of people.

WRITING:

·      1.1.1. The student understands and uses a writing process.

·      3.1.1. Develops ideas and organizes writing.

READING:

·      2.1.3. Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and literary/narrative text.

NETS/EDUCATIONAL TECHNOLOGY:

·      1.1 Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology

o   1.1.1. Generate ideas and create original works for personal and group expression using a variety of digital tools.

·      1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.

o   1.2.1. Communicate and collaborate to learn with others.

·      1.3 Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources.

o   1.3.2. Locate and organize information from a variety of sources and media.

3.     Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students: b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

This NETS standard is being performed because students have to get into groups and go online to various websites and find information that is related to their data set. While doing so, they need to analyze the information they find to make sure it’s an accredited website and appropriate for their particular data set.

4.     Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project.

Students are performing this NETS standard by researching information online and working as a group to finish PowerPoint project.

5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

This NETS standard is being performed because students need to be able to know how to use PowerPoint and Microsoft Word in order to finish the project proficiently. They will also need to demonstrate maturity when researching information on their data sets by not researching unrelated information to their topic.

·      Component 2.3 Select and Use Applications

·      2.3 Select and Use Applications: Use productivity tools and common applications effectively and constructively.

o   2.3.1. Select and use common applications.

Content Objectives: Students will be able to:

1.     Give an explanation on how Plains Indians lived 300 years ago in the USA.

2.     Analyze different data sets to add to their hypotheses.

3.     Examine websites to find appropriate material for presentation.

4.     Demonstrate knowledge of how to use Microsoft programs effectively.

5.     Complete a thesis statement and write an essay with supporting details to defend themselves.

Higher Order Thinking Skills: Students will be able to:

1.     Discuss the lives of the Plains Indians with classmates and teacher.

2.     Collect data after researching information on the web, reading articles, and fill in the Inquiry Worksheet.

3.     Analyze information given and create a thesis statement.

4.     Create power point using information from the website.

5.     Analyze websites and find accurate information.

Social Skills/Civility Outcomes: Students will be able to:

1.     Work together in forming hypotheses for the inquiry question.

2.     Demonstrate team work when researching information and creating power point presentations.

3.     Respect their classmates and listen to each other’s presentations.

4.     Discuss ideas about how the Plains Indians lived 300 years ago in the USA.

Assessment:

            Informal/Formative Assessment: Teacher will observe students while they’re working as a group with their peers. Teacher will make sure students are paying attention during presentations and filling out their Inquiry Worksheet accordingly. Teacher will make sure students are able to read the data set presentations, data set articles, and form revised hypotheses. Teacher will listen to ideas expressed during class discussion.

            Formal/Summative Assessment: Teacher will ask students to write an essay using Microsoft Word stating their thesis statement and main ideas supporting their decision. Teacher will then grade essay checking for the thesis statement, supporting paragraphs, main ideas graphic organizer, and inquiry activity sheet. Students will get 10 extra credit points for creating PowerPoint presentation that is presented during class.

Accommodation of Diverse Learners:

            To make sure that students with learning disabilities are able to do this type of worksheet, the teacher will make sure to write big and clear on the board when going over the class discussion. Copies of the filled out data set presentations will be available to the students who need reassurance of their responses. A main ideas worksheet will also be included so that students who need extra graphic organization sheets will have the opportunity to do so. Extra help will be provided to the students if needed and a specialist can be arranged to come into class such as a translator for deaf students, or those who have a language barrier.

Curriculum Integration:

            The teacher will integrate this lesson with other subjects by incorporating it into the Language Arts lesson for the week. Technology will be incorporated with this lesson because students will be using the internet to research their data sets, creating a power point to present the information they have found, and writing an essay using Microsoft Word with their thesis statement in order to answer the inquiry question. Reading will also be incorporated in this assignment because students will have to read printed articles and comprehend the materials the teacher gives them in order to add on to their hypotheses.

Materials Needed:

* Access to computers for Internet research, Microsoft Word, and Power Point

* LCD Projector

* Copies of Inquiry Worksheet (see pages 13-15)

* Copies of article for dataset #1 (see pages 17-18)

* Copies of article for dataset #2 (see pages 19-20)

* Copies of article for dataset #3 (see pages 20-22)

* Copies of article for dataset #4 (see pages 22-23)

* Copies of Main Ideas Graphic Organizer (see page 12)

* White board and markers

Step One: Engagement/Hook: The Plains Indians History:

            The teacher will pass out the inquiry worksheet and then have students write their initial hypotheses according to the inquiry question written on their papers.

            Teacher: “Today, we are going to discuss how the Plains Indians lived in the USA 300 years ago. Do any of you have ideas on what they did to live?” Teacher will then use the white board to write their answers on the board. “Okay, now that we have gone over some ideas on how they were able to live, I am going to show you a video about the history of the Plains Indians. Please take notes in the Engagement/Hook portion of your worksheet.” Show the students the video clip: Native American History (3:18). http://www.youtube.com/watch?v=orTNWDbgTck. After the students watch the video, allow them three minutes to finish writing their main ideas.

Hypothesis Development:

            After the students have finished writing their main ideas, the teacher will then ask them, “Now that you have watched this video, is there anything else you would like to add to the list on how the Plains Indians lived in the USA 300 years ago?” Give the students five to seven minutes to answer the question. After this takes place, then ask them, “Out of these ideas written on the board, can you think of any ideas that seem more important than others?” Star the ideas they say are more important. Teacher: “Now that you have come up with more ideas, I would like you to add onto your hypothesis as to how the Plains Indians were able to live in the USA 300 years ago. Remember every answer is correct right now because it is based on what you think.”Teacher: “Now, I am going to put you into groups of five and have you research information on the Plains Indians.” Put students into four groups and assign students a data set. Group one will have Data Set #1: Food. Group two will have Data Set #2: Clothing. Group three will have Data Set #3: Shelter. Group four will have Data Set #4: Daily Life. Teacher: “Now that you have been assigned a group, I will give each of you an article of information I have found about each of your data sets. I want you to read the articles and highlight the important ideas. After you have read the article, we are going to go to the computer lab where each group will be researching your data set. After you have found information that you think is important, we will go back to class and as a group you will create a power point of your data set in order to teach the rest of the class about your particular data set.”

Group 1: Data Set #1: Food

            Teacher: “Group one is now going to present their power point to the class that will be focusing on what the Plains’ Indians ate. I want you to use the Inquiry Worksheet to fill in information that you think is important in their power point under Data Set #1: Food.” Group one will now present.

Hypothesis Development:

            Teacher: “Now that group one has presented and you have wrote down main ideas from their power point, is there anything you would like to add to the whiteboard on how the Indians were able to survive in the USA 300 years ago?” Write down what the students say. Teacher: “Okay, thank you. Now, please take the time to write a revised hypothesis under the Data Set #1 Food section of your inquiry sheet.” Allow students three to five minutes to write their revisions.

Group 2: Data Set #2: Clothing

            Teacher: “Group two is now going to present their power point to the class which will be focusing on what the Plains’ Indians wore. I want you to use the Inquiry Worksheet to fill in information that you think is important in their power point under Data Set #2: Clothing. While they are presenting, make sure to record the main ideas on your worksheet.” Group two will now present.

Hypothesis Development:

            Teacher: “Now that group two has presented and you have wrote down main ideas from their power point, is there anything you would like to add-on take away from the list written on the board? Is there anything that needs to be starred up there that is of greater importance?” Allow students five minutes for conversation. Write down what the students say. Teacher: “Okay, thank you. Now, please take the time to write a revised hypothesis under the Data Set #2 Clothing section of your inquiry sheet.” Allow three to five minutes for the students to develop a new hypothesis.

Group 3: Data Set #3: Shelter

            Teacher: “Now that we have learned about the food and clothing of the Plains Indians, group three is going to focus on what they lived in. I want you to use the Inquiry Worksheet to fill in information that you think is important in their power point under Data Set #3: Shelter. Please make sure to give them your undivided attention.”Group three will now present.

Hypothesis Development:

            Teacher: “Now that group three has presented and you have wrote down main ideas from their power point, is there anything you would like to add-on take away from the list written on the board? Is there anything that needs to be starred up there that is of greater importance?” Allow students five minutes for conversation. Write down what the students say. Teacher: “Okay, thank you. Now, please take the time to write a revised hypothesis under the Data Set #3 Shelter section of your inquiry sheet.” Allow three to five minutes for the students to develop a new hypothesis.

Data Set #4: Daily Life

            Teacher: “Now that we have discussed the food, clothing, and shelter of the Plains Indians, group four is going to present on what their daily life was like in the USA 300 years ago. I want you to use the Inquiry Worksheet to fill in information that you think is important in their power point under Data Set #4: Daily Life.”Group four will now present.

Hypothesis Development:

            “Now that group three has presented and you have wrote down main ideas from their power point, is there anything you would like to add-on take away from the list written on the board? Is there anything that needs to be starred up there that is of greater importance?” Allow students five minutes for conversation. Write down what the students say. Teacher: “Okay, thank you. Now, please take the time to write a revised hypothesis under the Data Set #3 Shelter section of your inquiry sheet.” Allow three to five minutes for the students to develop a new hypothesis.

Conclusion:

            Teacher: “Okay, now that we have gone over all four data sets, I would like you to go over all of your main ideas written in the data set boxes. Then I want you to write a thesis statement at the bottom of your inquiry worksheet answering the inquiry question. You sentence should start like this, “The Plains Indians were able to live in the USA 300 years ago because…” You need to have supporting details from each data set because you will each finish this lesson by writing an essay using Microsoft Word stating your thesis and supporting your decision. As a guide, I am passing out a Main Idea Graphic Organizer to further help you organize your thoughts. I will also give each group the other three articles on the other data sets so that you have more information for your data set main ideas. Please fill this out before writing your rough draft. Your rough draft will be done using a pencil and paper. Your final draft will be typed on Microsoft Word at the computer lab. ” Allow students twenty minutes to read/review articles, write thesis statement, and organize thoughts. Teacher: “Okay, now that you have developed your thesis statement and have supporting details, you will start writing your rough draft during Language Arts.”

References:

Danley Middle School. (August, 2008). Plains Indians: Homes. Retrieved January 29, 2009 from,

http://www.danley.kent.sch.uk/history/nai_homes.html.

Giannette, Josie. (June, 2002). Saskatchewan History – The First Peoples: The Plains Indians.

Retrieved: January 29, 2009 from, http://www.saskschools.ca/~gregory/firstnations/index.html

Office of Superintendent of Public Instruction. (2003) Grade Level Expectations. Olympia, WA:

Dr. Terry Burgeson. Retrieved: January 29, 2009, from: http://www.k12.wa.us/curriculuminstruct/socstudies/pubdocs/socialstudiesgles.pdf.

YouTube: Broadcast Yourself. (2009). Native Americans History. Retrieved January 29, 2009,

From: http://www.youtube.come/watch?-vortnwdbgtck.

 

 

 

 

 

 

 

 

Data Set #2 Clothing

                                                                                                                         

	Conclusion:

 

 

 

 

 

 

 

                              

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Data Set #3 Shelter

Data Set #4 Daily Life

                        

 

Inquiry Worksheet: How did the Plains Indians live in the USA 300 years ago?

 

Name: __________________________________________

 

Date: ___________________________________________

 

My Initial Hypothesis:

 

Engagement/Hook: The Plains Indians History: The main ideas are: *     *     *     *

Hypothesis Revision: The Plains Indians were able to live in the USA 300 years ago because:

 

Data Set #1: Food: The main ideas are: *     *     *     *

Hypothesis Revision: The Plains Indians were able to live in the USA 300 years ago because…

 

Data Set #2: Clothing: The main ideas are: *     *     *     *

Hypothesis Revision: The Plains Indians were able to live in the USA 300 years ago because…

 

Data Set #3: Shelter: The main ideas are: *     *     *     *

Hypothesis Revision: The Plains Indians were able to live in the USA 300 years ago because…

 

 

 

Data Set #4: Daily Life: The main ideas are: *     *     *     *

Hypothesis Revision: The Plains Indians were able to live in the USA 300 years ago because…

 

 

Please review the four data sets and then answer the question below.

 

The Plains Indians were able to live in the USA 300 years ago because…

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Data Set 1 Article:

Native American Food

            Native Americans are known as hunters, gatherers, and growers. Some tribes grew crops such as crow, beans, and squash. Others gathered wild fruits and vegetables. Food was often times traded between tribes. The Plains Indians usually ate meat such as buffalo, deer, rabbits, gophers, prairie chickens, birds, bison, elk, and antelopes. To capture them, they would surround the herd. Sometimes they would surround them and then stampeded them off cliffs or into areas where they could be killed more easily. They used the sun to dry out their food in order to preserve it for longer periods of time. They used Parfleches and birchbark containers to store the dried foods throughout the winter months. They prepared their meat in different ways such as:

·      Roasted on a spit on the campfire.

·      Boiled in a skin bag.

·      Cut into thin slices and hung to dry.

·      Made into pemmican (dried meat pounded with a rock until it became powder. Then it was mixed with melted fat and berries.)

·      Liver, kidneys, marrow, and nose were eaten fresh.

·      Sausage was made from strips of meat and fat, seasoned with wild onions and herbs such as sage.

Many kinds of berries were picked including chokecherries, blueberries, raspberries, strawberries, and saskatoons. The berries were eaten fresh or dried. Plants that grew wild such as wild rice, bitter root, onions, and prairie turnips were also picked. Turnips were eaten raw, boiled, or roasted. Dried sage was used for flavoring and moss was used for tea. They made a type of bread called Bannock that was grease collected from bones and animal fat and then they would cook it over the fire.

            In order to cook the meat, they used a bow drill to start a campfire. The bow spun a stick in a hole. The spinning made the stick get hotter and hotter. Smoke would start to rise as the wood started to burn. See picture below:

 

 

 

 

            To make soup or stew, they would cook it in the stomach of a bison by hanging the stomach on sticks. Red hot stones were scooped from the campfire and dropped into the sac. The water in the sac hissed and sizzled and boiled. See picture below:

 

 

 

Data Set Article #2: Clothing

Clothing

Men and Women wore clothes made of animal skins. The hide was prepared by:

·      The hide was scraped to remove the fat and hair.

·      Sometimes the hair was left on the outside for warmth.

·      The hide was stretched flat on the ground or laced to a frame.

·      Then the hide was rubbed with a mixture of liver and brains.

·      Then the skin was soaked to soften it.

·      It was rubbed with a smooth stone till it was soft.

·      Hides were sewn together using an awl and bone needles.

·      Sinew (muscles) was used for thread.

 

The men wore long shirts, breechcloths, long leggings, a belt and moccasins. The women wore long dresses, short leggings (knee-high) and moccasins. The leggings were made of buckskin, were wider at the top and narrower at the ankles, and laced up along the sides with leather ties. Some leggings were decorated with beadwork. Leggings protected the legs and kept the legs warm. The dresses were made of hide that draped over the shoulders. The sides were sewn together with sinew or leather strips. Ponchos were worn over the shoulders for warmth. In cold weather the men put on robes and high boots made from buffalo hides. Belts were made from strips of hide. Both the men and women wore belts. Small pouches and knives were often hung from the belts. The moccasins were made of moose hide (for soft soles) or buffalo hide (for hard soles). The hid was smoked over a fire to make it more waterproof. Then they were stitched together with sinew. Winter moccasins had the fur inside to keep the feet warm. Dried grass was also added to the inside for extra protection from the cold. Clothing and other items were kept in drawstring bags of tanned hide. Some bags had flaps at the top. The bags were decorated with quills and beads or had designs painted on. Bags, belts and special clothing for ceremonies were decorated with shells, claws, feathers, quillwork, hair or strips of fur. Later colorful beads were used. Tails of animals (weasel and fox) were also used for decoration. Clothing that was worn daily was not decorated, except for a row of beadwork or fringes. Jewelry was made from shells, claws, teeth or feathers.

Data Set #3 Article: Shelter

Shelter

The homes of the Plains Indians were designed to be portable. This was because the Plains Indians were nomadic. The outside of the tipi was made of Buffalo. The decoration of the tipi depended on whether it was for a male (decorated with hunting/war scenes) or for a woman (geometric designs). The Plains Indians moved camp five or six times a year. The furniture inside the tepee had to be easily transported. The Plains Indians did not have a lot of furniture for this reason. Most of the tepee floor would be covered with buffalo robes, hair side up. The beds, which were also made of buffalo robes, were placed around the edge of the tepee. Storage bags were kept between the beds or hung on the poles along with a water bag and weapons. These storage bags meant that the Plains Indians did not need drawers or wardrobes.
In the center of the tepee a fire would be built. The smoke hole at the top could be moved according to the direction of the wind. In summer, the bottom of the tepee could be rolled up to allow any breeze to blow through. In winter, a tepee lining was added to keep the home warmer. The liner (dew cloth) is tied to the inside of the pole structure. This provides a sandwich of air between the liner and the tipi cover that acts as a blanket of insulation. This air space also serves as a conduit for the flow of air into the tipi. With the bottom of the liner snug to the ground and with the bottom edge of the tipi cover raised a few inches above the ground, the flow of air can be controlled and cross drafts can be eliminated.
This is how it works: In the winter the air outside is cold. With a fire inside, the air in the tipi is warm. Warm air wants to rise and the hot air over the fire rises fastest, carrying the smoke up and out through the smoke flap opening. This flow of hot air creates a draw or suction which pulls the heavy cold air up between the liner and the tipi cover to spill over the top of the liner into the tipi where it mingles with the warm air inside and replenishes the oxygen supply. The layer of warm air in the tipi is as deep as the liner is high. In the summer, the air outside is warm or hot. Since cool air sinks and hot air rises, the cool air in the tipi is captured below the level of the Liner. The hot air climbs up through the space between the tipi cover and the liner and continues to rise out through the smoke flap Opening. On extremely hot days, the tie cords on the shady side of the tipi can be untied and the bottom edges of the cover and the liner can be pulled up between the poles and the fabric to make an opening for breezes to waft into the tipi. This permits the tipi to function like a great umbrella.

Weatherproof Door

Made of the same high quality fabric as the tipi, the door has three dowels (3/4 inch in diameter) sewn into horizontal pockets. Each dowel is sanded and linseed-oiled and the ends are rounded. The extra centre dowel keeps the centre of the door from collapsing into the entrance opening and gives much better wind and storm protection. The door is tapered and is extra long so it can be tied outside or inside - both top and bottom.
During storms, the door can be tied inside to lie between the tipi fabric and the door poles. When the door is in this position the dowels are supported by the door poles and the door can be pushed up to open and down to close (accordion fashion). Also, with the door stretched across the opening under the tipi fabric, water running down the front of the tipi cannot run into the door opening and form a puddle inside the tipi. The wind and water simply flow over the outside surface of the door. The door, used in this manner, is absolutely wind and weather proof.

	Door open	Door closed

(http://www.danley.kent.sch.uk/history/nai_homes.html)

Data Set #4 Articles: Daily Life

Daily Life

            Children were taught through stories and legends told by their elders. Grandparents were in charge of taking care of the children while their parents were busy with daily tasks. Children were taught how to become helpful members of the tribe. Little girls played with toy teepees and deerskin dolls. Little boys had small bows and arrows and pretended to go on hunts and raids. As they got older, the boys learned to hunt and make weapons. Wrestling games were a part of their training to prepare for battle. They also learned about ceremonies. When boys reached the age of twelve they went on their first real hunt. A young man went on a vision quest to become strong. He would leave the village and not eat for days. He remained lonely in a quiet place until he had a vision or a dream. It was believed that the vision quest made boys into strong fighters and good hunters. Upon reaching adulthood the young men received an eagle feather. The eagle feather was given for performing an act of bravery or a heroic deed. Eagle feathers were often worn in headdresses. Young girls learned how to make and decorate moccasins, how to sew, cook, and tan hides. The men hunter, protected their tribes, fought battles, taught the boys how to hunt and fight, and made tools, weapons, and shields. The women took care of setting up and taking down the teepees, raised the children, packed when it was time to move, helped butcher the animals, gathered berries, collected firewood, prepared the food and skins, made clothing, and taught girls the same duties.