Provide hands-on activities for practice and mastery. Check for understanding of concepts and skills by using relevant standard materials, i.e. worksheets, text problems, workbooks, teacher prepared exercises, etc.

Identify shelter, food, clothes, etc. that are dependent on environment.

Objective: Students will be able to identify Woodland, Plains, Southwestern, and Arctic Indians' shelter, food, clothing and tools/weapons from picture book illustrations and give one reason why these are dependent upon the environment.

Activity: Teacher will model identifying shelter, clothing, food and tools/weapons of a regional N.A. community and model reasoning skills before cooperative activity. Teacher will model with a picture book illustration on an overhead. Students will orally identify examples of shelter, etc. that are dependent upon environment. Students will give reasons why they are dependent, e.g. Deer hides are made for shirts and leggings. Deers live in the environment and are a resource for Native Americans. Weather changes also necessitates thickness of hide and fur. Students will work in trios analyzing illustrations in picture books depicting Eastern Woodland communities. They will find examples of food, shelter, etc. and write them on color coded poster boards. On back, they will write reasons why these are dependent upon the environment. Trios will use Send-A-Problem technique and exchange book and cards. Trios will review illustration and card to write additional examples or reasons. Trios will return materials to original group to evaluate. Students will use Stand And Share technique to orally review all findings. All members reporting "food" will stand. As member reads card, all others will sit if they have no new info to add. Members continue reporting until all examples are discussed. Cards will be placed in packets with picture books in Learning Center for future activities, e.g. Flash Card Directed Inside-Outside Circle. Closure: Teacher will summarize objective of lesson and congratulate all students on reasoning and cooperating skills. Students will have an opportunity to use critical thinking skills to illustrate an original picture of a Native American community.

Assessment: Teacher will use informal observation and questioning to check for understanding of concept. Students will illustrate their own picture of Woodland, Plains, Southwest and Arctic communities showing examples of food, shelter, etc. that are realistically appropriate. These will be reviewed and compiled as class book of NATIVE AMERICAN COMMUNITIES DEPEND ON THEIR ENVIRONMENT for class library.