Alice Parr

Theme: Native Americans

Background: We have been learning about local Native American tribes in my theoretical third grade
classroom. My classroom walls are decorated with Oregon Trail maps and facts about pioneers. We are so
lucky that a parent volunteers at Fort Vancouver and has come to talk to our class about Native
Americans and trading with Mountain Men last week.
Mathematics
Grade Level: 3-4
Relevant standard (from ODE web site): Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8)
or properties of operations. By the end of Grade 3, know from memory all products of two one-digit
numbers.
http://www.ode.state.or.us/wma/teachlearn/commoncore/ccssmath.pdf
Background: Our Parent Volunteer brought us examples of real Native American Jewelry that he has
collected over time. The students were asked if they had any beads or had made any necklaces that looked
similar to the example. We have been talking about how beads were a major trade for the local Native
Americans.
Language level: speech emergent
Subject Area 1: Mathematics
CO(Content Objectives): Students will learn different methods of how to divide and multiply within 100
with a focus on 2s, 5s, and 10s times tables
LO (Language Objectives): Students will be assigned to small groups where they will need to discuss and
share supplies to come up with different strategies of dividing and multiplying within 100.
Vocabulary: Multiplied by, divided by, equals
Application/Hands-on Manipulative: Students will use Native American inspired beads with color coded
numeric values to divide and multiply within 100. IE: Green Beads equal 2, Red Beads equal 5, Blue
Beads Equal 10. Students will make 100s bracelets or necklaces with one of their strategies to take home.
Comprehension: For this I will make sure that I describe the color beads and values slowly and
repeatedly. I will also model how to do this by picking a couple of "volunteers" to assist me. It might be
fun to have an ELL student tell the class what their native language words are for the color and for the
number.
Scaffolding: I will use the group activity as a way to keep the kids engaged. I will walk the room and
listen to each group and make sure that they understand what they need to know. I will make sure we
review before we begin to make sure the students understand what we are doing and perhaps have a
couple of volunteers in the front of the class to help me for the first couple of times.
Review/Assess: Each group will have a representative that shares at least one of their strands. At the end
of the lesson the students will be paired up with different partners to share their necklaces and count how
it equals 100.
As we do every day at the end of the day the students will write in their journals about how they enjoyed
or didnt enjoy the activity we did.
Social Studies
Background: We have continued the discussions about Native Americans and the students have had the
opportunity to see real life historical artifacts including a beaver skin and some arrow heads.
CO: To Name at least 3 local Native American Tribes. Describe what types of clothing the tribes would
wear, what their homes looked like and what types of tools they wouldve used.
LO: Students will discuss local tribes in small groups and work on a collaborative project.
Relevant standard (from ODE web site):
3.9. Describe physical and human characteristics of tribal regions in Oregon and North America.
3.4. Describe local communities and regions past and present.
HYPERLINK "http://www.ode.state.or.us/teachlearn/real/standards/sbd.aspx"
http://www.ode.state.or.us/teachlearn/real/standards/sbd.aspx
Application/Hands on activity: In small groups the students will do jigsaw readings about 3 specific tribes
that are local to Oregon. They will then return to their home group where they will become the experts
on the tribes they read about. Working with a graphic organizer the students will compile a list of facts
that they learned about the tribes.
After the group activity we will convene at the front of the classroom to compile a list of words that the
students were introduced to in their readings and small groups. We will narrow down the five most
important words to remember and the students will write them down in their journals for future reference.
The lesson will end with a story about a Native American girl that goes to visit her tribes village
Comprehension: I will make sure we have key words like tribe names and names of tools at the front of
the classroom accessible to the students.
Scaffolding: Before we read the story we will have an open chat about what we have learned about local
tribes so far as well as have students share their favorite information from our parent volunteer. I think it
would be fun to try to find a CD of a Native American chant and have the kids predict what the person is
saying.
Review/Assessment: After learning about the tribes and how they lived, the students will be given an
assignment that will include a paragraph of what their homes are like that includes a picture draw a
picture. If the students are not able to finish the paragraphs and pictures they will take them home to
finish as homework.