THEMATIC UNITS
GRADE 3
Native American Unit
UNIT OVERVIEW
This unit is a cross curricular unit integrating various topics taught in grade 3. It is based on the social studies text Communities Far and Near, published by MacMillan McGraw Hill (pages 60 - 87). Any text or information that deals with the cultures of the Plains Indian and the Indians of the Southwest can be used. The main themes of the unit are communities and symbols. Students will explore how natural resources, location, and climate influence a culture.
In social studies, students will examine the cultures of the Plains and the Southwest Indians. These cultures will be compared with the culture of the students. Map reading skills will be reinforced. In science, different habitats (desert and plains) are studied. Animals indigenous to each area will be presented. Graphing and computational skills will be reinforced in math. Various games will be played, with an emphasis on simple probability. Various Indian related stories will be read for language arts. Sign language, story writing and poetry are also included. Because of the rich artistic history of Native Americans, a wide variety of art projects are possible. Many of the language arts and art lessons can be done with the use of a computer. The third grade curriculum includes a section on Saints. Through an Internet or pen pal project, students will share and compare information about Saints and Hopi Kachinas. See topics grid for specific lesson ideas.
A list of resources has been included at the end of the unit. Student worksheets and other ideas from these books, or any others, could be used to reinforce the topics covered. Susan Radichel and Marge Stukis.
NATIVE AMERICANS UNIT
SUBJECT
SOCIAL STUDIES
SCIENCE
MATH
LANGUAGE ARTS
ART
COMPUTER
MUSIC
RELIGION
ARE WE DIFFERENT?
ME PLAINS INDIANS
HOME
CLOTHES
FOOD
WEATHER
ANIMALS
RELIGION
TOYS
Lesson Plan - Native American Unit
Grade 3
TITLE
The Plains Indian. Communities Far and Near. The first Americans
(P63-67)
OVERVIEW
Students will learn how Indians living in a certain area used and were affected by their surroundings. Comparisons will be made between the culture of the students and that of the Plains Indians.
CONNECTION TO CURRICULUM
Social studies, science
TIME NEEDED
3 - 30 minute classes
MATERIALS NEEDED
The text Communities Far and Near, buffalo picture (see attached sheet) and Are We Different worksheet (see attached).
OBJECTIVES
Students will compare and contrast features of their culture with those of the Plains Indians.
Students will compare the setting of their community with that of the Plains Indians.
Students will locate their city and state on a U.S. map.
Students will locate the area of the country inhabited by the Plains Indians on a U.S. map.
PROCEDURES
1. Discuss culture as a way of life - food, shelter, clothing, surroundings and activities.
2. Have students list features of their own culture on Are We Different worksheet.
3. Read the text and have students find examples of Plains Indian culture. Students will list features of Plains Indian culture on Are We Different worksheet ( this worksheet will be completed in the next lesson when more information is presented).
4. Discuss the buffalo as an important natural resource.
EVALUATION
Oral discussion of food, clothing, and activities of the Plains Indians and items listed on Are We Different worksheet.
Susan Radichel and Marge Stukis
Lesson Plan - Native American Unit
Grade 3
TITLE
The Plains Indian
OVERVIEW
To provide information on the Plains Indians and their way of life.
This is additional information not found in the text.
CONNECTION TO CURRICULUM
Social studies, science
TIME NEEDED
2 - 30 minute periods
MATERIALS NEEDED
Information sheet, semantic map, Are We Different worksheet,
How the Buffalo Was Used worksheet.
OBJECTIVES
Students will identify features of Plains Indian culture.
Students will explain how the Plains Indians used the buffalo.
PROCEDURES
1. The teacher will read and share information in story form.
2. Children will fill in the semantic map.
3. Children will complete How the Buffalo Was Used worksheet.
4. Children will complete Are We Different? worksheet.
EVALUATION
The children will draw a picture of one part of the Plains Indian life.
OVERVIEW OF THE PLAINS INDIAN
The Plains Indian lived in an area of the U. S. that didn't have many trees. The Missouri River ran through the area and gave them lots of water. Millions of buffalo lived there, along with sheep, deer, elk, antelope, grizzly bear, beaver, and many different kinds of water birds.
There were twenty different Indian tribes in this area. Each tribe spoke its own language. In order to communicate with each other, the Indians invented a sign language which they could use without speaking a word.
The Indians built pit houses five feet below the earth. These houses kept them warm in the winter and cool in the summer. Eventually, houses were built above the ground, out of poles, lumber, and dirt covered with grass. Animal skins covered the doorway and a fireplace was built in the middle of the house, with a hole in the roof to let the smoke out. The people were farmers and raised corn, beans, and squash. The food was stored in underground pits.
There were some Indians who were called nomads. This meant they did not live in one certain place. They followed the buffalo from place to place. Their house was called a teepee. This house had a pole frame covered with buffalo skins. It could easily be set up and taken down in half an hour, so they could travel quickly. Indians also carried a lot of their belongings on a travois. This was a buffalo skin attached to two poles. It was attached to a dog.
Hunting the buffalo was a dangerous job. the buffalo were made to stampede over a cliff. The Indians killed only as many as they needed. Later, the buffalo were hunted with bows and arrows.
Every bit of the buffalo was used. They even sun dried some of the meat. This was called pemmican. It could be saved and eaten later without spoiling. Buffalo robes were used to keep warm and for mattresses. The Indians used the skins to make parfleches. The bones made good farm tools. The buffalo horns were used to make bowls and spoons. The stomach was used as a water pouch or a cooking pot. Hot rocks were put in to help cook the food. Buffalo hair was stuffed into rawhide and made into game balls. The hooves became rattles. Even the tail was used as a fly swatter.
Indians used the softer deerskin to make clothes. They liked to decorate themselves with red paint. Some Indians tattooed themselves. They also used feathers for decoration.
When horses came along they could travel greater distances. A family would need ten to twelve horses to carry their possessions. Richer Indians owned many horses and could use them for trade.
The Indians believed that there was a power stronger than themselves. It could be found in the land, sky or water. They had ceremonies to ensure a good buffalo hunt or good weather.When an Indian died, the body was carried out of the side of the teepee because the Indians were afraid that a different spirit would come in through the front if they carried the body out that way. The dead person was dressed in their best clothes and buried with rocks covering the grave to mark the grave.
THE PLAINS INDIANS
THE IMPORTANCE OF THE BUFFALO
MATCH THE BUFFALO PART WITH ITS USE
1. MEAT A. MOCCASINS
2. HIDE B. CUPS
3. TAIL C. TEEPEE COVER
4. HORNS D. FOOD
E. FLYSWATTER
F. CLOTHES
G. SPOON
Lesson Plan - Native American Unit
Grade 3
TITLE
Plains Indians. How to make a parfleche
OVERVIEW
To explore the culture of the Plains Indians.
CONNECTION TO CURRICULUM
Art and social studies
TIME NEEDED
60 minutes
MATERIALS NEEDED
Parfleche directions
White paper 12 X 18 - 1 per child
Colored yarn - 2 strips per child
Indian design stencils
Colored markers
OBJECTIVES
The children will create a carrying pouch and emphasize how important it was to the Plains Indians.
PROCEDURES
1. Discuss the purpose of the parfleche and how important the symbols and the contents were.
2. The children will fold the white paper into four parts. Using Indian design stencils and markers, the students will decorate the outside of the parfleche.
EVALUATION
The children will observe each others parfleche and discuss why they chose the decorative stencils for the outside and why they put certain objects in the inside.
Lesson Plan - Native American Unit
Grade 3
TITLE
Plains Indians - Sign language
OVERVIEW
The Plains Indians spoke many languages and learned to communicate by using sign language.
CONNECTION TO CURRICULUM
Language Arts, Social Studies
TIME NEEDED
30 minutes
MATERIALS NEEDED
Samples of arm and hand movements used as sign language by the Plains Indians ( a good source is the Native American Activity Book . See attached resource listing).
OBJECTIVES
Using the sign language sheet the students will communicate with each other.
PROCEDURES
1. Discuss how the Indians communicate
2. Share sign language sheet with children
3. Discuss the practice signs with each other
EVALUATION
Have students work in pairs and sign, then write the sentence that was signed.
Lesson Plan - Native American Unit
Grade 3
TITLE
Plains Indians - The Hand Game
OVERVIEW
The Plains Indians played a variety of games.
The students will create and play the Hand Game, a game played by many Indian tribes in the Plains area.
CONNECTION TO CURRICULUM
Art, math
TIME NEEDED
30 minutes
MATERIALS NEEDED
3 tongue depressor type sticks per child
markers
Pictograph samples ( Multicultural Art Activities or Plains Indian books would be good sources for pictographs - see attached resource list).
1 stone, button, bead, or small shell for every two students in the class
KID PIX computer program
OBJECTIVES
Integrate art and math, playing an Indian game. Students will display appropriate behavior when both winning and losing game.
PROCEDURES
Using markers and pictograph samples, the children will each decorate three sticks. In pairs, they will then play the game.
1. Two players sit on the floor facing each other.
2. The first player switches the object (stone) back and forth between his/her hand several times.
3. The player makes two fists, concealing the object in one fist.
4. The other player guesses which hand holds the object.
5. If the guesser is correct, he/she takes a counting stick.
6. If the guesser is incorrect, the first player gets a counting stick.
7. Students tally correct and incorrect guesses. This data will be used later to make a pictograph.
8. Players take turns hiding the object. When the supply of counting sticks runs out, players continue by taking sticks from each other. The game is over when one player holds all six sticks.
A discussion of probability would follow collection of data.
EVALUATION
Teacher observes play and comments on behavior.
Lesson Plan - Native American Unit
Grade 3
TITLE
Plains Indian - Pictograph Sentence
OVERVIEW
Using pictograph symbols, students write a sentence in English. The sentence, in pictograph form, is then illustrated on the computer, using the program KID PIX.
CONNECTION TO CURRICULUM
Art, computers, math, language arts
TIME NEEDED
4 - 25 minute class periods
MATERIALS NEEDED
One set of pictograph samples for each child ( pictograph samples can be found in Plains Indians book - see attached resource listing).
KID PIX or some other drawing program
OBJECTIVES
Students will write a complete sentence in English based on pictograph symbols.
Using KID PIX students will illustrate the sentence.
Skills to be used -
´ Use fonts in KID PIX to type the sentence
´ Use pencil tool for freehand drawing
´ Use straight line tool (with shift key to get perfectly straight line when needed)
´ Use shapes tools for part or all of each pictograph
´ Use eraser tool to erase unwanted part of shapes
´ Saving work to continue on another day
Students will interpret each others sentences.
PROCEDURES
Using pictograph samples, students will write a complete sentence in
English. Using the KID PIX (or other drawing program) they will then design and illustrate the sentence in pictographs. These can then be shared with other students, each trying to "read" each other's sentence.
KID PIX DIRECTIONS
1. TYPE - Select TYPE TEXT in the GOODIES menu. Select the style of the font from the bottom of the screen. Select the color of the font from the color palette. Click cursor where you want to start typing. Type.
2. STRAIGHT LINES - Select the STRAIGHT LINE TOOL from the tool palette. Select the thickness of the line from the bottom of the screen. Select the color of the line from the color palette. To draw a line, place the cursor where you want to start and drag the cursor to the end position. Release the mouse button.
3. BOX MAKER - Select the BOX tool from the tool palette. Select the type of box from the options at the bottom of the screen. Select the color of the box from the color palette. To draw a box, drag the cursor from the beginning to the end position of the box.
4. STAMPS - Select the STAMP tool from the tool palette. Select the desired stamp from the bottom of the screen. Stamp (click) the stamp where desired. To see additional stamps, click on the number at the end of the stamp samples. If you have additional groups of stamps installed, change groups by selecting SWITCH STAMPS in the SWITCHEROO menu. To enlarge a stamp, press shift, option, or shift and option from the keyboard while stamping.
5. DRAWING - Select the PENCIL tool from the tool palette. Select the thickness of the pencil from the options at the bottom of the screen. Select a color from the tool palette. To draw, drag the mouse in the design desired.
6. ERASE - To erase a specific area, select the ERASE tool from the tool palette. Select the size of the erase from one of the first four options at the bottom of the screen. Drag over the area to be erased. To erase the entire screen, select one of the" all screen " erasers (one of the last ten options at the bottom of the screen).
7. Use MR. OPPS to cancel the last action if a mistake is made.
8. SAVE - Select SAVE from the FILE menu. Type in the name of the file. Click on the DESKTOP bottom to select a location to put the file. Click on the location desired. Click on the SAVE button.
9. PRINT - Select PRINT from the file menu. Select the size desired. Click on the print button. To change the orientation of the paper, click on the MANUAL button. Select the orientation you want. Click on OK. Click on print.
OPTIONAL
Type out the sentence also in English. The two sets of sentences (English and Pictograph) could be displayed on opposite walls in a hall, or in different parts of the room. Students would then try to match the pictograph sentence to the English sentence.
EVALUATION
Display, and appreciation by all.
In the summer, two friends
hiked across a mountain
and danced by a lake.
Lesson Plan - Native American Unit
Grade 3
TITLE Additional activities
OVERVIEW Various activities based on the Plains Indians will be suggested.
CONNECTION TO CURRICULUM Various
TIME NEEDED As needed
MATERIALS NEEDED As needed
OBJECTIVES To reinforce information about Plains Indians
PROCEDURES The following activities and readings are suggested to reinforce the Plains Indian Unit. They can be found in the books from the attached resource listing.
1. How Indians Got Their Names - Plains Indians
2. The Important Horse - Plains Indians
3. Winter Counts - Plains Indians
4. Make a Table Top Tipi - Plains Indians
5. Ceremonial Bands - Native American Activity Book
6. Plains Indians At Home - Native Americans
7. Native American Groups - Native Americans
Susan Radichel and Marge Stukis
Lesson Plan - Native American Unit
Grade 3
TITLE
Plains Indians - Activity pack
OVERVIEW
Children will complete the attached activities after having studied the text section on the Plains Indians.
CONNECTION TO CURRICULUM
Social Studies, Reading and Language Arts
TIME NEEDED
30 minutes
MATERIALS NEEDED
Activity packet (see attached)
OBJECTIVES
To integrate information the children acquired while studying text pages on Plains Indians.
PROCEDURES
Children will read and complete the pack.
EVALUATION
The children will share packs.
Lesson Plan - Native American Unit
Grade 3
TITLE
Plains Indians - THE GREAT BALL GAME by Joseph Bruchac and Susan Roth
OVERVIEW
The teacher will read THE GREAT BALL GAME to the students, noting its connection to the unit on the Plains Indians.
CONNECTION TO CURRICULUM
Language Arts, Social Studies
TIME NEEDED
20 minutes
MATERIALS NEEDED
THE GREAT BALL GAME storybook
OBJECTIVES
PROCEDURES
The teacher will read the book THE GREAT BALL GAME to the students. A discussion will follow. Discussion topics could include how the bat is accepted as an animal during a battle of skills, and why the birds fly south during the winter.
EVALUATION
The children's appreciation of the Indian's story telling skills.
Lesson Plan - Native American Unit
Grade 3
TITLE
Plains Indians - Indian Headband
OVERVIEW
Students will make a headband in the style of the Plains Indians.
CONNECTION TO CURRICULUM
Art and social studies.
TIME NEEDED
30 minutes
MATERIALS NEEDED
Tagboard - 1 1/2" cut to fit the circumference of a child's head.
Markers
Indian symbol samples
Feathers (Optional)
OBJECTIVES
PROCEDURES
Using fine markers the children will use pictograph Indian symbols to decorate the headband. Feathers can be be added as a final touch.
EVALUATION
Mutual admiration by teacher and fellow classmates.
Lesson Plan - Native American Unit
Grade 3
TITLE
Plains Indians - THE LEGEND OF INDIAN PAINTBRUSH by Tomie De Paola
OVERVIEW
Indian stories are used to explain nature
CONNECTION TO CURRICULUM
Reading, Art, social studies
TIME NEEDED
45 minutes
MATERIALS NEEDED
THE LEGEND OF INDIAN PAINTBRUSH storybook.
Paper for each child
Craypas
OBJECTIVES
Students will interpret story by drawing a sun picture.
PROCEDURES
Teacher reads the story to the children. The students then create a sun picture using craypas.
EVALUATION
A display of the artwork
Lesson Plan - Native American Unit
Grade 3
TITLE
The Indians of the SouthWest - Introduction. Based on reading in Communities Far and Near - The First Americans - pages 68-87). Any text which covers this material can be used.
OVERVIEW
Students will learn how Indians living in a certain area used and were affected by their surroundings. Comparisons will be made between the culture of the students and that of the Indians of the SouthWest.
CONNECTION TO CURRICULUM
Social studies, science
TIME NEEDED
3 - 30 minute classes
MATERIALS NEEDED
Communities Far and Near - or any appropriate text
Are We Different worksheet
OBJECTIVES
Students will compare and contrast features of their culture with that of the SouthWest Indians.
Students will compare the setting of their community with that of the SouthWest Indians.
PROCEDURES
1. Discuss culture as a way of life - food, shelter, clothing, surroundings and activities.
2. Students list features of their own culture
3. Read the text and have students find examples of SouthWest Indian culture.
EVALUATION
Oral discussion of food, clothing, and activities of the SouthWest
Indians.
Susan Radichel and Marge Stukis
ARE WE DIFFERENT?
ME SOUTHWEST INDIANS
HOME
CLOTHES
WEATHER
ANIMALS
TRANSPORTATION
RELIGION
TOYS