Jordan Lemmon Pg 1 of 3

Social Studies Manipulative Lesson Plan for US 1.3c

%ourse "th grade ocial tudies &ate 4cto+er 5th, 2613

Topic of Lesson: How the American Indians relied on Natural, Human, and Capital Resources for ur!i!al VA SOL: "th #rade ocial tudies $ I%3c& '(he student will demonstrate )nowledge of how earl* cultures de!eloped in North America +* descri+ing how the American Indians used the resources in their en!ironment%, Materials: American Indians -olda+le .Appendi/ 10 1efinition Cards .Appendi/ 20 tatement trips .Appendi/ 30 Images of resources from American Indian tri+es Essential Questions: How did geograph* and climate affect the wa* American Indian groups met their +asic needs3 How did American Indians use natural, human, and capital resources3

e! Ter"s: Natural resources Capital resources Human resources #oods er!ices

Motivation#$ntroduction: Re!iew from the pre!ious session how the geographical features and climate of their regions affected how the American Indians li!ed% -ocus on specific wa*s that the different tri+es relied on the characteristics of their regions for sur!i!al .food, clothing, shelter, etc%0 tudents should +e encouraged to share their ideas with the class%

pg% 2 of 3 7/ample student answers include& o (he Inuits relied on lots of meat for food and clothing +ecause the climate of their region restricted !egetation% o 8wa)iutl9s mild, rain* climate allowed for plent* of food including fish and !egeta+les% o La)ota9s grasslands on the #reat Plains were inha+ited +* +uffalo which the people hunted, ate, and whose hides the* wore% o Pue+lo tri+es from the outhwest desert region li!ed in ado+e dwellings o Iro:uois homeland includes northeast North America, called the 7astern ;oodlands, which is hea!il* forested% (he* ate s:uash and corn, which grows well in this region%

Teac'in( Procedure) E*planation#&e"onstration: Remind students of the definition of resource .something used to suppl* a need0% As) students to consider their pre!ious )nowledge of Indians from +oo)s, mo!ies, or pre!ious lessons% Lead a discussion a+out the Indian9s close relationship and appreciation of their en!ironment% Introduce the three t*pes of resources& natural, human, and capital% Lead a discussion a+out each term% Participation#Supervised Practice: #uide students in creating a list of natural resources the* are familiar with at school, such as water, trees, and soil% Reinforce the idea that natural resources are found in nature% 1ispla* definition clearl*% <eside the current natural resources, ha!e students list the natural resources that American Indians could ha!e used to meet their +asic needs% .(he list should include fish and other animals that were hunted for food and clothing, plants that were culti!ated or gathered for food and clothing, and man* natural resources such as trees, +ar), mud, sod, stones, and animal s)ins for houses%0 o $tili=e the iCart +* displa*ing images showing e/amples of natural resources +eing used +* the Inuit, 8wa)iutl, La)ota, Pue+lo, and Iro:uois% #uide students in creating a list of human resources at the school, such as other teachers, cafeteria wor)ers, custodians, and parent !olunteers, helping students recogni=e that human resources are people wor)ing to produce goods and ser!ices% Ha!e students list the human resources that American Indians could ha!e used to meet their +asic needs% .(he list should include indi!iduals who fished, made clothing, made potter*, coo)ed food, and hunted animals for others in their tri+e%0 o 1ispla* images showing e/amples of human resources +eing used +* the Inuit, 8wa)iutl, La)ota, Pue+lo, and Iro:uois% #uide students in creating a list of capital resources at the school, such as machines, tools, +uildings, and computers% 1ispla* the definition for capital resource& goods produced and used to ma)e other goods and ser!ices% Ha!e students list the capital resources that American Indians could ha!e used to meet their +asic needs% .(he list should include canoes, +ows, and spears%0 o 1ispla* images showing e/amples of capital resources +eing used +* the Inuit, 8wa)iutl, La)ota, Pue+lo, and Iro:uois%

pg% 3 of 3 $ndependent Practice: tudents create a folda+le where the* sort natural, human, and capital resources% (he* are gi!en a template which the* use to fold a sheet of paper into three parts with a poc)et at the +ottom .see Appendi/ 10% (he* are also gi!en sort cards .see Appendi/ 20 which contain statement strips a+out natural, human, or capital resources% (o assem+le to folda+le, students fold along the gre* line so that the categor* headings of Natural, Capital, and Human are showing% (he* put a line of glue along the dashed lines to di!ide up the paper into poc)ets%

tudents cut out sort cards and wor) in partners to place them in the poc)et that matches the description on the strip% 7/tension& tudents could create additional strips with words, sentences, or drawings to correspond with each section% %losure#Evaluation: 7/it (ic)et& &ifferentiation +ased on $nterest tudents write a paragraph a+out their fa!orite tri+e of Indians% In the paragraph, the* must use their te/t+oo)s to descri+e three resources that their chosen Indian tri+e relied on% (he* must also descri+e how the tri+e used those resources to fill specific needs% (he* can use their te/t+oo), notes, and 7ssential 8nowledge to gather information and e!idence%