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Living on the Rivers
and Coasts
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Author: David Riddick
Date Created: 9/23/2003 5:18:20 AM PST
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Grade/Level:
4
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Students:
30 Students. 16 boys and 14 girls. 6 EO's; 7 IFEP's; 3 RFEP's; 14 ELD 3-4;
GATE class - advanced learners
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Subject Area(s):
Reading, Social Studies
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Concept(s):
Students will learn steps to persuade California Indians living along the
rivers and coast to trade with one another to share their natural resources.
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State
Academic Content Standard(s):
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Engaging and Supporting all Students
in Learning
TPE: C. Engaging and Supporting Students in Learning
CSTP Description: Teachers build on students’ prior knowledge, life
experience, and interests to achieve learning goals for all students.
Teachers use a variety of instructional strategies and resources that
respond to students’ diverse needs. Teachers facilitate challenging
learning experiences for all students in environments that promote
autonomy, interaction and choice. Teachers actively engage all students
in problem solving and critical thinking within and across subject matter
areas. Concepts and skills are taught in ways that encourage students to
apply them in real-life contexts that make subject matter meaningful.
Teachers assist all students to become self-directed learners who are
able to demonstrate, articulate, and evaluate what they learn.
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• CSTP Key Element : Facilitating learning experiences that promote
autonomy, interaction, and choice.
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 Question : provide a variety of
grouping structures to promote student interactions and learning?
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CA- California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Four
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• Area : Reading
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• Sub-Strand 2.0: Reading Comprehension
Students read and understand grade-level-appropriate material. They draw
upon a variety of comprehension strategies as needed (e.g., generating
and responding to essential questions, making predictions, comparing
information from several sources). The selections in Recommended Readings
in Literature, Kindergarten Through Grade Eight illustrate the quality
and complexity of the materials to be read by students. In addition to
their regular school reading, students read one-half million words
annually, including a good representation of grade-level-appropriate
narrative and expository text (e.g., classic and contemporary literature,
magazines, newspapers, online information).
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• Concept : Comprehension and Analysis of
Grade-Level-Appropriate Text
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Standard 2.5: Compare and contrast
information on the same topic after reading several passages or
articles.
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• Subject : History & Social Science
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• Grade : Grade Four
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• Area : California: A Changing State
Students learn the story of their home state, unique in American history
in terms of its vast and varied geography, its many waves of immigration
beginning with pre-Columbian societies, its continuous diversity,
economic energy, and rapid growth. In addition to the specific treatment
of milestones in California history, students examine the state in the
context of the rest of the nation, with an emphasis on the U.S.
Constitu-tion and the relationship between state and federal government.
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• Sub-Strand 4.2: Students describe the social, political, cultural,
and economic life and interactions among people of California from the
pre-Columbian societies to the Spanish mission and Mexican rancho
periods.
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Standard 1: Discuss the major nations
of California Indians, including their geographic distribution, economic
activities, legends, and religious beliefs; and describe how they
depended on, adapted to, and modified the physical environment by
cultivation of land and use of sea resources.
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Objective(s):
Cognitive: Students will learn to make persuasive arguments to convince
California Indians living along the rivers and coasts to share their natural
resources.
Observable Behavior: Students will read along with teacher and apply their
comprehension by creating charts organizing information of the California
Indians living on along the rivers, Yurok, and the Indians living along the
coast, Chumash.
Criteria: Given a rubric, students will apply their comprehension of the
natural resources and lifestyles of the Yurok and Chumash California Indians
by scoring a 3 or 4 on the established criterion chart.
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Prerequisite Background Skills/ Knowledge:
Students have been introduced to the concept that California has four
regions: coastal, central valley, mountains, and deserts. Each has it's own
region, geography, climate and mountain ranges.
Students are aware that Native American groups living in California are
believed to have traveled across the Bering Strait 12,000 years ago, hunting
migrating animals.
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Vocabulary/Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their Social Studies notebooks.
Reading: Students read from Social Studies textbook.
Vocabulary: trade, community, creation story, Yurok, Chumash, spears and
weirs, coast, river
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency Pens
4) Poster Paper
5) Markers
6) Social Studies textbook p.37-42
7) Social Studies notebook
8) Social Studies folder
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students.
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Models of Instruction:
Concept Attainment
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Procedure
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Open:
As an attention getter, ask students to read the textbook lesson title,
"Living on the Rivers and Coasts." Predict what natural resources
would be found on rivers and coasts.
Have students predict which resources Indians would use for clothing and
trade.
Chart students responses on the overhead.
We will read the story to confirm their predictions.
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Input:
1st: Point out the standards we are working on (posted).
2nd: Establish a sense of academia by reviewing vocabulary for this lesson,
and deepen their understanding by allowing students to demonstrate their
knowledge of the words.
3rd: Students will explore two different groups of California Indians. People
of the Rivers, Yurok, and People of the Coasts, Chumash.
Place a Graphic Overview on the overhead projector:
People of the Rivers - Yurok
Food
Clothing
Trade
People of the Coasts - Chumash
Food
Clothing
Trade
3rd: Explain how Indian tribes depended on the natural resources found within
a region.
4th: Discuss the importance of trade between the Yurok and Chumash.
5th: Reading: Read the story with the class. Read expressively with very few
stops during the first reading. Call on students to read by using 'popsicle
sticks.' Highlight vocabulary and repetitive patterns.
6th: Go back to the Graphic Overview. Discuss the differences in food,
clothing, and trade between the Yurok and the Chumash.
7th: Inform students they will take the role as a council member. The
councils of both the Chumash and Yurok are considering no longer trading with
the other. Students must convince the council they need each other to keep an
open relationship for economic reasons. Remember the importance of Trade,
Food and Clothing.
They need to take a stand and convince the Chumash and Yurok they need one
another. Include details and organize information under the headings: Food,
Clothing, and Trade for the Chumash and Yurok California Indians.
Students make make either a poster or a short article.
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Guided Practice:
I will describe how creating charts helps students organize information and
helps remember new facts that have been learned.
I will activate their prior knowledge of the story and theme. I will assist
in a grand conversation of the natural resources and lifestyles of the Yurok
and Chumash.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
I will model how to acquire information from the text and how to place it on a
chart.
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Independent Practice:
Students will write independently in their social studies notebooks first.
Once they have enough information on their own, they will share with a
partner to complete their posters.
Students will read independently and in cooperative groups to find details to
place in their charts.
Students may work independently for the assignment or in cooperative groups.
High achieving students will find information of the early California Indians
on the Internet. Other students will diagram information on a transparency to
share with the class.
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Close:
To close the lesson students will read their posters and charts on the
California Indians living on the rivers and coasts. Some students will
research them on the Internet and share what they discovered. Other students
will diagram information on an overhead transparency to share with the class.
Students will appropriately and respectfully discuss one another's charts and
discuss what was learned.
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Assessment/
Reflection
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Assessment:
Students will apply their knowledge of the natural resources and lifestyle of
the Yurok and Chumash California Indians by creating a chart describing their
food, clothing, and trade and scoring a 3 or 4 on the established criterion
chart.
Rubrics:
Chumash and Yurok
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Reflection:
The objective of the lesson was achieved. Students were able apply their
knowledge of the natural resources and lifestyle of the Yurok and Chumash
California Indians by creating a chart describing their food, clothing, and
trade and scoring a 3 or 4 on the established criterion chart. My students
have become quite successful at taking the point of view of a historical
character to express their thoughts, actions and feelings. I correctly
anticipated students would be engaged by the flow chart. The flow chart
enabled students to visually connect the military battles in sequence. The
instructional strategies were beneficial in scaffolding factual information
to my students. The visual aides and direct instruction proved the most
successful.
I did not anticipate some students would simply restate information I gave
them in the flow chart. A few students simply restated information from my
direct instruction. If I were to teach this lesson again, I would have
included in the rubric that students must research and include details to
extend from information from the flow chart. This lesson was on grade level
and appropriate because the instructional strategies were successful in
exploring the natural resources and lifestyle of the Yurok and Chumash
California Indians.
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