Finding Your Place: Activity 5.1

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SPONSORED BY THE FRONTIER LEARNING NETWORK, North Central Education Service District

Task Author: Bob Valiant
Task Title: Finding Your Place
Grade Level: 4-5 Activity # 5.1

Brief Overview of Task: Students will develop a large wall map of Oregon and include major mountain systems, rivers, and land regions of the state on the map. They will study weather patterns and climate of the various regions, then use this information to predict adaptations of native peoples to the various regions.



Targeted Benchmark: Locate and identify on maps the continents of the world, the 50 states of the United States, and the major physical features of Oregon.
Locate, identify, and know the significance of major mountains, rivers, and regions of Oregon. FOR INFORMATION REGARDING THE TOTAL PROJECT, CLICK HERE

Recommended Prerequisite Student Knowledge and Skills:
Map skills
Internet research skills
Library research skills

Materials Needed:
Materials Generally Available:
White butcher paper for a large wall map
Art paper, markers, crayons, glue, etc.
Internet access
Special Items: (Teacher must provide)

Citation and Helpful Resources: (i.e. books, web sites, etc.)
Internet: North Central ESD http://www.ncesd.k12.or.us/native/native.htm
Geography: Oregon A-Z Geography; USGS Columbia Plateau Maps and Graphics
Climate Data:

Recommended Classroom Time: (in hours)
4-5 hours
Detailed Description of Task for Teachers:
This is an introductory lesson for the Native American learning activities and helps set the context for these activities.
1. The teacher begins by telling the students they will be active participants in a story about Native Americans in Oregon (prior to the arrival of the white explorers and settlers). It will help in the development of the story if they can construct a large map of Oregon with the main physical features identified so they can better understand how their own band fits into the total picture of the region.
2. Each student receives a blank outline map of Oregon and is assigned to fill it in with the mountain ranges, rivers, and regions.
3. A large section of a wall is covered with white butcher paper and an outline of Oregon is drawn in.
4. Class discussion determines the features to be added to the map with a small group of students (approximately 1/3 of the class in each) assigned to each of the three categories (mountains, rivers, and regions). Each of the groups adds their information to the large outline map.
5. The class discusses weather patterns and climate of Oregon. Books and internet resources may be needed to gather the information needed to add the following for each region on the map:
Rainfall/Snowfall
Temperature extremes
Other interesting weather information
6. Small groups are assigned to the regions and discuss the adaptations that native peoples might have required to live in their assigned region. Individual students then write a report describing what they think the population for their region would need in the way of clothing, shelter, food resources, etc.
7. Groups for each region give a brief presentation describing their predictions and their reasons for these predictions.

Additional Contexts and /or Possible Extensions of Task:
Use the tribal information links on the NCESD website to see if the students can verify their predictions.

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