November 23rd, 2014

TIE 512
An Analysis of the Development of Human Interaction with Nature through
the Study Native American Geography
3rd Grade
Juan Bottia

Introduction
We will research about one Native American region with the objective
of comparing its physical and human geography elements with the way people
now live in that same region. The information collected through this
comparison, will help students analyze the way we have interacted with
nature in order to survive for the last 800 years. Students will assess the
impact these changes have had on our ecosystem.
Aim
For students to categorize data, take notes, and implement reading
strategies to research a topic. The factual information collected will be used
to analyze the changes of human interaction with nature the last 800 years.
Students will work in teams to create a Google Presentation about one
Native American group. In groups they will present about the regions
physical geography and compare it with ours. Additionally, they will use its
human geography to analyze the changes of human interaction with nature in
that region.
Rationale
After the preliminary stages of a research project is completed, the
Common Core Standards ask students to answer analytically to literature or
informational text. However, prior to teaching the analytical stage, students
in the elementary grades should practice planning the blueprint for a
research project. This means that students have to learn how to collect
information, and also how to categorize it to be able to present it in an
organized fashion. This project is designed to teach students to collect key
factual information about a topic, categorize it, and apply it for higher level
learning purposes.

General Goals
The components of physical and human geography affect the way
people live. The interactions between those elements (landforms, bodies of
water, climate, culture, and basic necessities) shape the economy of a region
and define the way people survive.
Essential Questions
How does the geography of a region affect peoples lives?
How did geography affect the lives of Native Americans?
What can you do to positively affect our environment?
How did human interaction with nature change the last 800 years?
Skills

Essential Understanding
Use nonfiction features
to identify main ideas
and details
Categorize information
Note-taking
Revising and editing

Students will understand the impact

of geography on peoples way of life
Students will understand the
importance of taking preliminary
steps before fully immersing into a
research project
Students will analyze the impact of
human and nature interaction to our
ecosystem

Learner Description
This project can be utilized in grades 3 to 5. Students in special
education and English learners are encouraged to do this project. The
project will include web 2.0 tools that will help students with difficult
vocabulary and also reading dense nonfiction text.

Prerequisites
Identify the features of physical geography and human geography
Identify map features and nonfiction features
Define what is a region
Identify the 5 regions in the United States
Know at least one theory about how the first Americans arrived to the
Americas
Know the basic functions of Google Presentation

Subject Matter
This is a social studies unit. It concentrates heavily on geography and
how it impacts our life.
Learning Goals

-CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and

explain how they are supported by key details; summarize the text.
-CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between
two or more individuals, events, ideas, or concepts in a historical, scientific,
or technical text based on specific information in the text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the
same topic in order to write or speak about the subject knowledgeably.
W5.2 Writing information (Note-Taking)
W5.5 Revising and editing
W5.2 Writing information (Note-Taking)
W5.5 Revising and editing
L5.4 Using references
Instructional Plan
In whole group and with the assistance of the teacher, the class will
research one Native American region. The research will focus on the regions
physical and human geography. Throughout the research the teacher will
model taking notes from the resources provided in the classrooms website.
When the research about the Native American region is completed, the
focus will be on researching the present status of that same region. The
teacher will draw comparisons on the changes of its physical and human
geography. These comparisons will help analyze the changes of human
interaction with nature in that specific region. After this is completed, the
teacher will use the features of Google Presentation to model how to
assemble the project.

Day 1

Technology:
Smart Board (Notebook)
www.bottia.weebly.com
TodaysMeet.com, and 4 Laptops.
Lessons objective:
Students will group ideas into categories.

1) Think, Pair, Share: How does the land around you looks like?
2) Each table will have a computer; so one team member is able to write
the groups ideas in TodaysMeet.com.
3) Think Pair, Share: Describe the climate of Des Plaines:
4) Group responses will be written on TodaysMeet.
5) Each student will use the responses in TodaysMeet to help them
answer the following question: How do the physical geographical
features of Des Plaines affect the way you live? (Students will
answer this question in My Ideas section of the graphic organizer
below)
My Ideas

My Partner Ideas

6) Give One, Get One: Share and gain ideas from at least 8
classmates.
7) Then, group your ideas and come up with 4 or 5 categories. Students
will use the graphic organizer below to categorize their ideas.

4) Quick Write (10mins): Based on the evidence gathered, what are the
most important factors that influence the way we live in Des Plaines? Why?

Day 2

Technology:
Smart Board (Notebook)
www.bottia.webly.com
TodaysMeet.com
4 Laptops.
Lessons Goal:

Use nonfiction features to gather facts about the Native Americans

of the Plains.

1) Think, Pair, Share: How would the climate and the geographical
features of Des Plaines affect your life if electricity was not available?
2) The scribe for each table will write the answers in TodaysMeet.
3) Teacher will display a map of North America through Google Earth.
Today we are going to read about the American Indians that lived in the
Plains region of the United States. For hundred of years they did not have
electricity available. Look at their geographical location and think about the
following question: How did the Native American of the Plains survived
without electricity?
5) Responses in TodaysMeet.com.

6) Next, students will write the outline below in their social studies
notebook: (This will be the outline the teacher will use to model note-taking
skills)
Outline
-Native American Region: Plains
-Famous Tribe: Cheyenne
-Geography:
a) Landforms:
b) Bodies of Water:
c) Climate
d) States that now exist in the region:
-Basic Necessities
a) Shelter:
b) Food:
c) Clothing:
d) Weapons:
-Culture:
a) Ceremonies
b) Games:
c) Language:
d) Crafts:
7) Students will open up their social studies textbook to the section titled

The Peoples of the Plains.

8) Use the subtitles, maps, bold and highlighted words, italics, pictures, and
captions of the first and second page to find facts that could be added to
your outline. Record your findings on your outline
9) Give One, Get One: Share the information you found with the person
next to you.
10) The teacher will write students answers on the outline that is projected
on the Smart Board (students will also write it on their outline).
11) Quick Write: How did non-fiction features helped you find facts about
the American Indians of the Plains?

Day 3 - 5

Technology:
Smart Board (Notebook).
Lessons Goal:
Students will turn titles and subtitles into questions to predict the

main ideas and details of a text.

1) Students will open their socials studies books to the section titled Peoples
of the Plains. They will also open the outline located inside their social
studies notebook.
2) Before reading, change the title (Peoples of the Plains) into a question.
The teacher will write some of the questions generated by the students on
the Smart Board.
3)Look at the questions we generated. What other questions could you ask
about the text we are about to read?
4) The teacher will continue writing students examples on the Smart Board.
5) The teacher and students will use the students responses to predict the
main idea of the selection.
6) Next, students will change the title of the first sub-heading into
questions (The land and the people). Using the questions the students will
also predict what this sections main idea might be.
7) Students will read quietly the first section (2 paragraphs).
8) After reading students will confirm their predictions about the main idea
of the section.
9) The teacher will ask students to look at their outline and identify which
areas of study they should focus on while reading the text the second time
(geography, basic necessities, or culture).
10) After students finish reading the selection for the 2nd time, they will
share information that should be added to the outline. The teacher will write
the examples an outline shown through the Smart Board. The students will
copy the teachers example on their outline.
7) The teacher will continue following this procedure for each subtitle
throughout the chapter.
At the end of the 5th day all students will have their outline completed.

Day 6-7

Technology:
12 laptops
6 iPads
5 eReaders
www.bottia.weebly.com
Lessons Goal: Students will use main ideas and details to practice their

note-taking skills.

1) The teacher will give students a new graphic organizer:

2) Use your outline to write important facts about the people of the Plains
on the graphic organizer.
Food
Shelter
Ceremonies
Landforms
People of the
Northwest
People of the
Southwest
People of
the Plains
People of the
east
3) When completed students will share their information to the class. Then
they will put the graphic organizer inside their social studies folder.
4) Next, the teacher will give students another outline for the Midwest
region. The teacher will model how to complete this outline by researching
the regions current status (research database is in www.bottia.weebly.com).
Outline
-Region: Midwest
-Who lives there now?
-Geography:
a) Landforms:
b) Bodies of Water:

c) Climate
d) States that now exist in the region:
-Basic Necessities
a) Shelter:
b) Food:
c) Clothing:
d) Weapons:
-Culture:
a) Ceremonies
b) Games:
c) Language:
d) Crafts:
4) Next, the teacher will use a Venn diagram to compare the human
geography of both outlines (Native Americans of the Plains region and the
Midwest region today)

5) The teacher will show an example of a completed presentation about the

Native American of the Plains.
6) Next, the teacher will divide the class into 4 groups. Each group will be
designated a Native American region to research about.
7) Each group will again use an outline to note-take information throughout
their research. They will use 3 resources: Social Studies textbook, a nonfiction book, and an Internet source.

Outline
-Native American Region:__________
-Famous Tribe: ________
-Geography:
a) Landforms:
b) Bodies of Water:
c) Climate
d) States that now exist in the region:
-Basic Necessities
a) Shelter:
b) Food:
c) Clothing:
d) Weapons:
-Culture:
a) Ceremonies
b) Games:
c) Language:
d) Crafts:

Day 8

Mid-term Assessment

Students will complete a concept map, which will show that a student
is able to categorize the geography terms into the following categories:
Human Geography and Physical Geography. The linking words will be provided
in this concept map. However, students will write words from the word bank
and reading selections inside the bubbles on the concept map. The
vocabulary in the reading selections will be used to fill out the outer bubbles
of the concept map. I will meet with students during writers workshop to
conference about their concept maps. During this time students will provide
a rationale about their word selection and word location. Students that

successfully complete the concept map will begin to infer about the regions
economy and why it is important for peoples survival.
During guided reading students learning progressions will be focused
on nonfiction features and how students use them to improve their reading
comprehension of difficult texts. During social studies the learning
progression will focus on maps and how students can use them to locate the
physical geography of a region.
Concept Map

Word Bank
Physical Geography / Landforms / Basic Necessities / Shelter / Clothing / Food
Human Geography / Bodies of Water / Culture / Climate / Weapons / Ceremonies
Crafts / Language

Day 9-11

Technology:
12 laptops
6 iPads
5 eReaders
www.bottia.weebly.com
Google Presentation
Lessons Goal:
-Students will use main ideas and details to practice note-taking skills.
-Students will collaborate with team members to create a group
presentation.
1) Groups that complete the outline will be given specific areas of study to
further their research (students must again use 3 resources).
2) For example:
Green Group
1) Student A and B will research about the culture (specific tribe).
2) Student C will research about peoples basic necessities.
3) Student D will research about the regions geography.
3) The research will be written in Google Presentation, which will allow each
member to add pictures and videos to the presentation. After all the group
members complete their presentation, the teacher will show the group how
to put their work into one presentation.
4) The teacher will share the rubric with the group so members are able to
use it as a checklist. (Rubric in Assessments section)

Day 12-13

Technology:
Smart Board
Google Presentation
Lessons Goal:
-Students will present their project following the rubrics criteria
-Students will use a graphic organizer to gather facts during each

presentation.

1) Each group will present about their region.

2) During each presentation the audience will complete the graphic organizer
below:

Food

Shelter

Ceremonies

Landforms

Major Changes in
Human
Geography

People of
the
Northwest
People of
the
Southwest
People of
the Plains
People of
the east
Day 14-15
Technology:
12 laptops
6 iPads
SmartBoard
5 eReaders.
Lessons Goal:

-Students will measure the length and width of a miniature Native American
home.
-Students will find the area of a miniature Native American home.

-Students will collaborate with team members to build a Native American

home.
1) What tools are required to build a house?
2) If you did not have electricity, what kind of problems you may encounter
while building a house?
3) Today your group is going to build a Native American home from your
region. Some groups will make longhouses, tipis, adobe homes, and plank
houses. Use the resources available in your social studies textbook and the
internet in order to decide the look of your shelter,
4) Use the worksheet to help you design your home.

Type of Shelter: ______________________

Length (inches): ______________________
Width (inches): ______________________
Height (inches): ______________________
Area (square inches): ______________________
Tasks for each group member:

Added details, ex: Totem Poles, whale hunters, bodies of water, food, etc..

Day 16

Technology:
SmartBoard
Pandora.com.
Lessons Goal: Students will explain the challenges and other facts they

encountered while making the Native American home.

1) Classroom Celebration:
2) Each group will present their home to the class. They will explain how
the home was built and what challenges they encountered during its
construction. They will also share other interesting facts about the
home (optional).
3) Next, the teacher will play Native American music (Pandora). Then,
the teacher will ask students to create a new research question that
digs deeper into one are of study about Native Americans (ex: A
research project about the Bean Dance, kachinas, whale hunting,

Totem poles, etc..). They will do this research as a center during the
literacy block. Students have other research questions they have
developed during prior units of study. As a result, this research
question becomes another optional project they can do during the
literacy block.

Day 16-17

Multiple-Choice Test and Essay questions:

How did the cultural differences of Native American vary depending
on their geographical area?
How did human interaction with nature change the last 800 years?
(Rubric under Needed Resources)

Materials/Resources
TodaysMeet.com: Brainstorm ideas.
Bottia.weebly.com: Access to resources
Google Earth
Smart Board
10 Laptops and 6 iPads: Access to Internet (Google Accounts and
Google Earth)
Social Studies Text Book
Assessments

Rubrics for presentation and essay

Multiple-Choice Questions
Checklists
Concept Map with Word Bank

Presentation Rubric

Assessment checklist for each area of study:

Geography

2pts per criteria

Region
Continent
Bodies of Water
Landforms
Climate
States located in that area
Culture

2pts per criteria

Ceremonies/Festivals
Tribe leaders
Crafts
Language
Games
Gender Roles in the tribe
Basic Necessities 2pts per criteria
Shelter
Clothing
Food
Weapons /Tools

Delaware Department of Education (information/expository rubric).

Worksheet to design a Native American home:

Type of Shelter: ______________________

Length (inches): ______________________
Width (inches): ______________________
Height (inches): ______________________
Area (square inches): ______________________
Tasks for each group member:
Added details, ex: Totem Poles, whale hunters, bodies of water, food, etc.

Concept Map

Word Bank
Physical Geography / Landforms / Basic Necessities / Shelter / Clothing / Food
Human Geography / Bodies of Water / Culture / Climate / Weapons / Ceremonies
Crafts / Language