Design for Learning

Instructor: Abby Wright

Lesson Title: Native Americans and Physical Needs
Curriculum Area: Social Studies

Grade Level: 5th

Date: Spring 2016
Estimated Time:

Standards Connection:

Distinguish differences among major American Indian cultures in North America according to
geographic region, natural resources, community organization, economy, and belief systems.
Locating on a map American Indian nations according to geographic region
Learning Objective(s):
When given a worksheet, students will recall information of Native Americans physical needs, scoring at
least a 15/20.
Learning Objective(s) stated in kid-friendly language:
Today we will be answering the question: How do Native Americans depend on their community and
environment in order to meet their physical needs?
Evaluation of Learning Objective(s):
Students will be given a worksheet with three types of questions (matching, listing, and short answer). In
the first section, students will list ways that Native Americans met their physical need for food and water.
Students can score a total of 12 points in this section. In the second section, students will match types of
shelters with the region they belong in. Students can score a total of 4 points in this section. In the third
section, students will complete two short answer questions. Students can score up to two points on each
questions.
Engagement:
The teacher will begin by calling the class to the carpet. Boys and girls! Please come have a seat
on the carpet when I call your table! Table 1, Table 2, Table 3, and Table 4. The class will participate in a
See-Think-Wonder Activity (Making Thinking Visible). The teacher will explain the activity before
showing the picture. I am going to show you a picture. I want you to look very closely at it. Think about
what is going on in the picture. Make some observations. Think about completing these sentences. The
teacher will write three question-stems on chart paper to help students make observations. Later, the
teacher will use the chart paper to record student responses. I see, What do you see in the picture? - I
think, What do you think is happening in the picture? What do you think when you see this picture? I
wonder, What do you wonder about the picture? Dont say anything just yet! The teacher will display a
picture (attached) of a group of Native Americans hunting. The teacher will give the student 2-4 minutes
to observe the picture. The teacher will then call on various students to share their see, think, and

wonder. Now that youve had a chance to look at the picture. Lets answer our See, Think, and
Wonder. Does anybody want to share their ideas? Their observations should be recorded onto the chart
paper discussed earlier. The teacher will facilitate a discussion based off of the student responses. When
the teacher feels like the discussion has served its purpose, she will transition into teaching in order to
connect the See-Think-Wonder activity to physical needs. We are going to come back to this picture, but
for now, I would like you to walk quietly back to you seat. Clear your desk and take out a pencil and your
packet from yesterday.
Learning Design:

I.

Teaching:

A. The teacher will get the attention of the students. Boys and girls! Eyes on me please! When the
teacher has the class attention, she will state the learning goal (MCREL) for todays lesson.
Today we are going to focus on the physical needs of the different Native Americans. We are
going to work on answering this question. Would someone like to read todays question? The
teacher should have the question displayed on the board. The teacher will call on a student to read
the question. The student should read, How do Native Americans depend on their community
and environment in order to meet their physical needs? The teacher will then activate prior
knowledge (MCREL) by asking students to list/explain physical needs. Can someone remind the
class what a physical need is? The teacher will use the appropriate wait time to allow students
time to formulate their answers. Thats right. Our physical needs are things that we need in order
to live. The teacher will now provide examples and non-examples for students. Would we
consider a car a physical need? No! Would we consider a television a physical need? No! Can
someone think of some things that we consider our physical needs? The teacher will give students
time to think of an answer. The teacher will then take answers from various students. Thats right!
Food, water, and air can be physical needs! The teacher will connect back to the picture used in
the see-think-wonder activity. Do you think that the picture we looked at earlier had something to
do with the physical needs of Native Americans? The teacher will give students time to think of
their answers. The teacher will call on a student to share. Thats exactly right! The picture showed
Native Americans hunting. This how they met one of their physical needs for food! Today, we are
going to look at the many ways Native Americans met their physical needs.
B. The teacher will present todays material using a power point presentation. The teacher will go to
the first slide and activate students prior knowledge. Does everybody remember how we split the
Native Americans into different cultural regions? Does anybody remember why we do this? The
teacher will give students an opportunity to think of their answer. The teacher will take student
answers. We divide the Native Americans into cultural regions because they have very similar
needs and ways of meeting their needs. They all relied on just about the same environment to
meet their needs! The teacher will review the different cultural regions using the same cultural
map from the previous lesson. The teacher will point out each of the regions using the map on the
PowerPoint slide. We are going to talk about four different cultural regions. The first region is the
Eastern Woodlands. We find this on the east side of the United States. The second region is the
Great Plains. The third region is the Southwest Dessert, and the last region we will talk about is
the Northwest Coast! The teacher will change slides. The first region we are going to talk about
is The Eastern Woodlands. The teacher will ask question in order to activate prior knowledge.
Does anybody remember what made the Easter Woodlands different from all of the other regions?
What was the climate like in this area? The teacher will take answers from students.

Yesterday, we learned that The Eastern Woodlands was surrounded by forest and near the

Mississippi River. The climate in this region is probably what you are most familiar with!
This area is very warm and gets plenty of rain! The teacher will change slides.
Remember, today we are talking about how Native Americans met their physical needs.
One physical need that we know all people have is for food! Native Americans couldnt
just go to a grocery store and buy the food they needed. They had to use the land and
animals around them to meet their needs. Youre going to see that each region finds
different ways to meet their needs. The Eastern Woodlands had soil that was fertile. The
teacher will ask students to predict the definition of fertile. Does anybody know what
fertile means? If a student has an answer, the teacher will take the answer and then
provide an accurate definition. When soil is fertile it mean that I can produce good and
plentiful crops! The ground is rich with the nutrients the plants needed. The Native
Americans in the Eastern Woodlands region grew their own crops. They grew corn,
beans, pumpkins, and squash. They also gathered nuts, syrup, and berries from the trees
and bushes around them! The teacher will lead students up to the next slide. Whats
another way that the Native Americans could meet their need for food? The teacher will
give students a chance to answer. Thats right! They could also hunt for their food. The
teacher will change the slide. Native Americans in this region used homemade tools to
hunt deer, bear, elk, and beaver. They also caught fish in the rivers and streams around
them! The teacher will show students pictures of different weapons that the Native
Americans made. Native Americans made their own weapons to hunt with. They didnt
have guns like we do now. They made spears and bow and arrows like the ones you see in
this picture! The teacher will now address the next need, water. Another need that Native
Americans had was water! Native Americans couldnt go to a sink and turn on the
faucet. They got their waters from rain, rivers, and streams. The teacher will lead the
students up to the next slide. Now, weve talked about two needs, food and water. Can
anybody think about one more physical need that Native Americans had? The teacher
will give students the opportunity to answer. Thats right, Native Americans had to have
somewhere to live! We are also going to explore the different types of homes that Native
Americans lived in. The Native Americans in the Eastern Woodland regions used the
trees around them to make their homes! They built homes called longhouses! The teacher
will provide a nonlinguistic representation in order to help students visualize the homes
that the Native Americans lived in. Longhouses get there name because they can be up to
150 feet long! Up to twelve families can live in one longhouse! Look at the picture of the
longhouse. What kinds of things do you notice? The teacher will use wait time and then
ask students to name two things they noticed to their table groups. Talk to your table
group about two things you noticed! The teacher will allow students an opportunity to
discuss. Then take student answers. The teacher will copy student responses on the white
board. What kinds of things did you notice about the longhouse? The teacher will talk
about the student responses. You guys noticed some pretty cool things about the picture. I
like how someone said that the house was made out of sticks and wood. Where do you
think the Native Americans go the wood to make their house? The teacher will take
student responses. Thats right boys and girls! We already talked about how Native
Americans used the wood from the trees around them to make their homes. This means
that the Native Americans RELIED on the land to provide them with shelter. Does this
make Native Americans interdependent? The teacher will use this to formatively assess
students understanding. Use a thumbs up if you think it does make Native Americans

interdependent. Use a thumbs down if you think that it doesnt! The teacher will quickly
take note of the student responses and move on to the next slide.
C. The teacher will change the slide and move on to the next cultural region. The next

region we are going to talk about is the Great Plains. The teacher will change the slide
and introduce the region. The teacher will first explain the climate in the Great Plains
Region. The Great Plains, like all the other regions, was home to many different tribes.
Even though they settled in the same region, they led very different lifestyles. For
example, some of the Native Americans were nomads. The teacher will ask students to
define a nomad. A nomad is someone who constantly moves around. The Native
Americans lived on the go. The other Native Americans settled along the river banks
The teacher will change the slide. Because the Native Americans lived very different
lives, they had to find different ways to meet their needs. The Native Americans in the
Great Plains had two different types of housing. Nomads living in mobile housing called
teepees. A teepee is a cone shaped tent. The Native Americans put a pole in the center
and then wrapped a buffalo hide around the outside. The teacher will ask students to
define a buffalo hide. What exactly is a buffalo hide? The teacher will give students a
chance to respond. A buffalo hide is the skin from the animal. The teacher will continue to
explain the housing. The teepees were easy to move because they could be taken down,
carried, and then put back together. The teacher will show the class pictures
(nonlinguistic representation) of teepees and Native Americans living in them. The
teacher will then explain the second type of housing found in the Great Plains. We also
said that the Native Americans in the Great Plains settled along riverbanks. Those Native
Americans lived in a different type of housing called, lodges. These lodges were built
over a shallow hole in the ground, or a pit. This made it to where some of the house was
actually underground! Then, they would use sticks and logs to frame the house! Then,
they would cover the house with sod, dirt, grass, or animal hides. These homes were very
large. Sometimes 60 people would stay in one house! They even let their dogs sleep in the
home. When it got cold, the Native Americans would light a fire in the center of the home.
The teacher will change the slide and explain how they meet their physical need for food.
We talked about how Native Americans in the Great Plains met their physical need for
shelter. The next need we are going to talk about is their physical need for food. The
teacher will explain how the Native Americans, even in this single region, had different
ways of meeting their needs. Remember when we talked about the Native Americans who
lived in the Eastern Woodlands? They had certain ways of meeting their needs. Not all
Native Americans met their needs in the same way. Native Americans used their
surroundings and each other in order to meet their needs. Not all of the Native
Americans in this region grew their own crops. Those that did grew things like corn,
beans, squash, sunflowers, and pumpkins. The Native Americans also hunted deer, elk,
and buffalo. The teacher will change the slide. Buffalo had a huge influence on the way
Native Americans lived their lives. Buffalo were one of the most important resources that
Native Americans in the Great Plains had, because they used it for so many different
things. Buffalo are very large animals, and the Native Americans used every single piece
to meet their needs. The teacher will go through each of the different uses and provide
nonlinguistic representations of each. Native Americans hunted the buffalo for food. They
used their fun and skin for clothing, blankets, and even to cover their houses. The Native
American used the buffalo horns to carve bowls. They would use the bones to make

needles and other tools. They twisted the buffalo hair into cord or rope. They even
used the stomach lining to make bags to carry their water in. The teacher will show
students pictures of ways that Native Americans used the buffalo. In these two pictures
you can see ways that the Native Americans used the buffalo. In the first picture there is a
buffalo hide. They made the buffalo hide into a blanket! In the next picture, they made a
bag from the buffalos stomach. The teacher will again explain the influence that buffalo
had on the Native Americans lives. The Native Americans shaped their lives around the
buffalo. Remember when we talked about nomads? The Native Americans moved all the
time in order to follow the buffalo as they migrated! The teacher will tie into the concept
of interdependency. Boys and girls do you think that the Native Americans were
dependent on the buffalo? Youre right of course they were! They relied on the buffalo to
provide them with food, shelter, and tools!
D. The teacher will change the slide and transition into the next region. The next region that

we are going to talk about is the Northwest Coast. Lets look at this region on the map.
The teacher will point out the region. The teacher will change the slide and introduce the
region. This region stretches from what we know as California all the way to Alaska. It is
actually the smallest of the four regions. This region has plenty of resources for the
Native Americans, they didnt even have to grow crops because there was plenty of food
already there! The teacher will show students pictures of the Northwest Coast to help
them visualize the region. The teacher will then change the slide and discuss how the
Native Americans in the Northwest Coast met their physical need for food. Early, you
heard me say that Native Americans in the Northwest Coast didnt have to worry about
growing crops. The land around them provided all the plants they needed! They did,
however, hunt for their food. Native Americans who lived by the coastal waters caught
fish, seal, otter, whale, and salmon in order to meet their need for food. They also hunted
on land for deer, bear, and other forest animals! The teacher will change the slide. The
teacher will change the slide. Weve talked about food and now we know that the next
physical need Native Americans had was for shelter! The teacher will activate prior
knowledge. Weve seen Native Americans use animals to create homes called teepees,
and weve also seen them use the earth to create homes. Native Americans in the
Northwest Coast region made their homes out of wood. The land that they lives on was
covered in huge amounts of trees. They would cut down the trees and use the logs for post
and roof beams. Then they would cut the logs into thinner planks to make the roof and
walls! The teacher will change the slide and transition into the next region.
E. The last region that we are going to talk about is the Southwest Desert Region. The

teacher will point out this region on the cultural map used earlier. This region was very
dry. The people in this area relied heavily on the rain and underground springs in order
to survive. The teacher will change the slide and discuss how the Native Americans in
this region met their need for food. Just like in the regions weve already discuss, the
Native Americans living in the Southwest Desert grew crops. They grew things like corn,
beans, wheat, and squash. We know that another way that people met their need for food
was by hunting. They also hunted animals that lived in their region like rabbit and turkey.
Some tribes raised sheep in order to meet their need for food. The teacher will change the

slide and discuss how the Native Americans in the Southwest Desert region met their
need for shelter. The Native Americans in this region lived in homes made from adobe.
Does anybody know what adobe is? The teacher will give students an opportunity to
predict the meaning of adobe. Adobe is a type of clay that the Native Americans used to
make their homes. Look at the picture of this house. Do you see how the outside looks?
They would take the dirt from the ground, make it into bud, form the bricks, and then let
them dry in the sun. Sometimes they would just spread the clay around the house and it
would dry into a hard clay. The teacher will explain why these homes were the best for
the Native Americans in this region. Adobe homes housed one family, but the homes were
connected together so many families lived next door to each other. These homes were
good in warm dry climates for tribes that did not move around to hunt and gather.
F. When the teacher has discussed each of the regions and how they met their physical

needs, she will tie everything back to the unit concept, interdependency. The teacher will
first activate prior knowledge by asking students to define interdependency. Can
someone remind me of what interdependency means? The teacher will use wait time and
then call on a student to provide an answer. Thats right. When someone, or a group of
people, are interdependent it means that they rely on each other. It means that they
depend on each other. In the Native Americans case, they relied on each other to meet
their needs, especially their physical needs. Do you think that it was one persons job to
gather, grow, or hunt the food? Do you think that one person looked for water or built
their homes? Of course not! That Native Americans worked together so that they could
survive!
II.
Opportunity for Practice:
For practice, students will create an envelope foldable (example attached) in order to organize
the different physical needs of each Native American cultural region. The teacher will begin
giving directions and model how the foldable should be made. Boys and girls! Eyes on my
please! Today we are going to use the information we learned to create a foldable. We have done
things like this before, but this one is a tad bit different. The teacher will pass out the template for
the foldable (attached). Then, the teacher will explain how to create the foldable. You will get a
green piece of paper. The paper already has all the lines on it for you! All you have to do is fold
it correctly. The teacher will demonstrate how to make the flaps. The teacher will then explain
how the foldable will be laid out. When you are done folding, you should be able to lay the paper
out flat and have four triangles and one big square in the middle. The teacher will hold up the
foldable and point out the four triangles and the one big square. The teacher will ask students to
create their foldable. Take a second and fold in your corners. Does yours look like mine? Good!
The teacher will now ask students to look at their direction packet. Lets take a look at our
directions! The teacher will read and explain the first set of directions. Number one, color and
label each Native American cultural region on the blank map provided. Color each region using
the key at the bottom of the page. The teacher will point out the key and explain the first set of
directions. You will be given a blank map of the United States. You are going to color and label
each region. Each region will have a different color! See the key at the bottom of the page?
Follow this when you are coloring the different regions. The teacher will make sure students
understand. Can someone tell me what color The Eastern Woodlands should be? The teacher will

wait for student response. Thats right the Eastern Woodlands region should be green! The
teacher will read the next set of directions. Glue the completed map into the middle of the
foldable. The teacher will have an example already completed. The teacher will show the
example to students. See how mine is done? Yours should look like this! The teacher will read
and explain the next set of directions. Number 3, on the outside of each of the flaps label the
different cultural regions. You should have four flaps, one for each region. The teacher will make
sure students understand this process by explaining to students and showing examples. What you
are going to do is close all the flaps on your foldable. On each of the flaps you will label a
different cultural region. See how I did mine? I put The Great Plains on one flap, the Southwest
Dessert on the next, The Northwest Coast on this one, and the Eastern Woodlands on the last
one. I would also like you to create an illustration for each of the regions. Do you see how I did
mine? I picked one thing to symbolize each of the regions! See how I choose a buffalo for The
Great Plains? The teacher will read and explain the last set of directions. Number four, on the
inside of each flap (The teacher will point to the inside of the flap so that students understand
where the next piece should go.) You will write the information. I would like you to address the
following questions! How did Native Americans in each region meet their physical need for
food? What did they grow? What did they hunt? What did they gather? How did Native
Americans in each region meet their physical need for shelter? You will answer these questions
FOUR times. We want to know this information for each of the regions! The teacher will explain
that students can use their note taking guide in order to complete the practice. You may use your
notetaking guide to help you fill out your foldable! Remember to pay close attention to the
different regions! The teacher will make sure all students understand the process. Are there any
questions? I will be walking around the classroom if you need help! You may begin!
III.
Assessment
The teacher will call attention to the students and have the settle down after their practice
activity. Boys and girls! Eyes on me please! Please take a minute and clear off your desk. You
will only need a pencil. The teacher will go over the assessment before passing out the paper. The
teacher will project the assessment worksheet so it is visible to the whole class. In just a second,
I will be passing out this paper! You will be working by yourself. I want to go over each question
before we begin. Would someone like you read the first problem? The teacher will let a student
read number one. The student should read, Using the chart below, list ways that Native
Americans in each region met their physical need for food and water. The teacher will explain.
Does everybody see these boxes? Each box is for a different region. You will list three ways for
each region! The teacher will have a student read the second problem. The student should read,
Match each shelter with the region it belongs in. The teacher will explain. For this part, you
will just match each type of shelter with the region it belongs in. If you think that the Native
Americans in the Eastern Woodlands lived in teepees you would put an A in the first blank!
Really think back to our lessons before you match them! The teacher will read the two questions
in the last section. On the next page, you have two questions that I would like you to answer!
Lets read the first question. The teacher will read the question and then explain. Choose one of
the following animals: buffalo, whale, or horses. Identify which region each animal was used in.
Explain why this animal was such an important resource for Native Americans in that region
For this question you will only choose ONE animal! Circling the animal you choose may help
keep you on track! Then you are going to IDENTIFY (explain the academic language) the region
that the animal was used in. What does identify mean class? Yes, thats right. You are just going

to tell me what region the animal is found in. Does everybody remember our four regions? You
can look at the map on the wall if youve forgotten! The teacher will read and explain the last
question. How did Native Americans rely on each other and their environment in order to meet
their physical needs? Use examples to support your answers! Remember that weve been
talking a lot about interdependency between the tribes and their people. Native Americans had to
rely on each other and their environment in order to meet their needs. I want you to use
examples from our lessons to explain HOW the Native Americans relied on each other. Make
sure you write in complete sentences. The teacher will release students to complete their
assessment. The teacher will give students 20-25 minutes to complete the assessment. The
teacher will pass out the worksheet to all students. We are going to take about 20 minutes to do
the worksheet. When you get yours, you may go ahead and start.
IV. Closure:
Materials and Resources:
Notetaking guide
Pencil
PowerPoint
Projector/Elmo
Computer
Picture to accompany lesson
Paper for foldable
Markers/pencils
Assessment worksheet
Differentiation Strategies (including plans for individual learners):

Extensions:
I will provide a choice board (attached) for students capable of extending the lesson.
Re-teaching:
If re-teaching is necessary, I will work with students in a small group setting. I will provide these
students with multiple representations of the material and more examples and non-examples. I
will go over the vocabulary for the lesson and provide students with a vocabulary activity. The
teacher will do a closed sort activity with students. The students and teachers will match the
various methods of meeting physical needs with each cultural region. The teacher will provide
multiple pictures.
Individual Learning Plan:
The teacher will use various strategies for students who need extra assistance during the lesson,
practice, and assessment. These students will be provided with a peer note taker. At the end of
the lesson they will meet with their peer to check through their notes. The teacher will assist
students with creating the foldable and help them fill in the information in the appropriate places.
Students will be given extra time to complete the assessment worksheet.

Samford University
Design for Learning

NATIVE AMERICAN CHOICE BOARD:

Choose one of the projects to learn more about Native American
cultures!
Native American Photo Essay:

Native American Poetry:

Choose a Native American Tribe from

Read the poetry packet. Choose 3

one of the cultural regions discussed

types of poetry. Write three different

in class. Use the internet to learn

poems about Native Americans and

about the tribe! Follow the directions

their needs! Create an illustration for
to complete a photo essay on the

each of your poems!

Native American Tribe

Compare and Contrast:

Choose 4 items that Native

Americans
used in the past. Complete the graphic
organizer provided. Compare and
contrast each of the items to a modern
Follo
day item. Use the internet to find a
picture of each item!

Literature Connection
:

Read one of the following books

Island of the Blue Dolphins

Or
Sign of the Beave
r
w the direction to complete the
book project!