Social Studies Interactive Notebook. Native Americans. Upper Elementary (3-5)

Transcription

1 Social Studies Interactive Notebook Native Americans Upper Elementary (3-5)

2 Introduction I love an interactive notebook! It is a quick and easy resource students can take home each day. Parents love it! It is like a textbook to them...full of examples and information. Most importantly, students have a great resource for reviewing and practicing the standards! The Social Studies interactive pages are primarily for grades 3-5. However, since American History is taught throughout all grades, and classrooms have so many individual students with different academic levels, these pages could also be used with other grade levels to remediate or accelerate learning. This interactive notebook is not meant to be used in place of any lessons or assignments. It is to be used as a resource. There are no reading passages, etc... in the packet. The pages are intended to be used as an extension of what has already been presented in the lessons. I believe if students have opportunities to practice the standard in various ways, they are more likely to retain the knowledge. There are specific and generic interactive pages included, since I understand that not all states and teachers teach exactly the same Social Studies material! I hope you and your class enjoy! ~ Lisa

3 Getting Started I have included pictures of most of the different interactive pages. These examples are merely for showing what the pages could look like. The amount of color, if any, is definitely up to you and your students. Time is precious in the classroom each day! o o o o o o o o Supplies Needed Notebook My students use a regular spiral notebook. Pencil Liquid Glue / Glue Stick/Tape Scissors Ruler An occasional brad Crayons / Colored Pencils (We use colored pencils as often as crayons). Suggestions Some of the interactive pages involve creasing and folding paper. My students crease and fold their paper before gluing it to their notebook. FOLDING HINT: Students may wish to fold the paper backwards first on the crease, then flip it around when they know where the crease will be. Students should cut around most details on the interactive pieces instead of spending time cutting precisely, unless folding is involved. Some pages can be glued as one piece. Students will simply need to trim around the whole piece of paper so that it will fit in the interactive notebook. Using glue sticks is less messy, but students need to apply ample amounts! Liquid glue holds best but is often messier, and pages can stick together. My students use clear tape on some of their pages, such as flip books and pocket pages. I designate a few manual pencil sharpeners for sharpening colored pencils. The inside of each desk in my classroom has a small plastic caddy, (the type a dollar store carries), with each of the supplies needed to create an interactive page. This way students always have what they need when they need it!

4 Tabs for the Heading Pages I have included 2 types of tabs to place on the interactive page headings. One set includes 5 short tabs. The other set includes 3 long tabs. The tabs do not have to be used at all. If used, it is the teacher s preference which set to use. I ve learned from experience that even though an interactive notebook can be used for looking back and reviewing, it is painful to watch students thumbing through their notebook trying to find certain standards to review. The tabs eliminate that problem. Simply paste a heading page onto a page in the interactive notebook, then glue the tab page behind the heading page. J I have included an example of how the tabbed pages will appear. The example is located in the last section of the interactive pages labeled, Native Americans: Picture Examples. Optional: Use cardstock for the tabs.

5 Booklet Tabs Short (5 tabs)

6 S h o r t T a b (1 )

7 S h o r t T a b (2)

8 S h o R t T a b (3)

9 S h o r t T a b (4)

10 S h o r t T a b (5)

11 Booklet Tabs Long (3 tabs)

12 L o n g T a b (A)

13 L o N g T a b (B)

14 L o n g T a b (C)

15 (Name) Native Americans Notebook

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17 Northwest Native Americans

18 Tribe Food Clothing Shelter

19 N O R T H W E S A totem pole tells the story of a tribe or family. Many times animals or other natural objects that were important to a tribe were carved on the pole. In the 3 blank boxes, draw three animals or natural resources that a Northwestern Coastal tribe might have carved on a totem pole. Color the totem pole pieces. Cut out and glue the pieces to create the totem pole. T

20 Label the names of the present-day states which were homes to the Northwest Native Americans. Shade in the states with a crayon or colored pencil. Complete the information box. Climate: Resources: Soil and Vegetation:

21 Southwest Native Americans

22 Tribe Food Clothing Shelter

23 Cut out the tabbed pictures. Glue the back of each tab on the top section only. After placing in notebook, write information underneath each tab. S O U T H W E S T

24 Label the names of the present-day states which were homes to the Southwest Native Americans. Shade in the states with a crayon or colored pencil. Complete the information box. Climate: Resources: Soil and Vegetation:

25 Plains Native Americans

26 Plains Tribe Food Clothing Shelter

27 Importance of the Buffalo

28 Label the names of the present-day states which were homes to the Plains Native Americans. Shade in the states with a crayon or colored pencil. Complete the information box. Plains Climate: Resources: Soil and Vegetation:

29 Plateau Native Americans

30 Plateau Tribe Food Clothing Shelter

31 Native Americans - Plateau List 5 facts about a tribe of Plateau Native Americans. List a fact on each feather. Color and cut out the pieces. Place the feathers together in your interactive notebook in a semi-circle, and connect them with a brad. The brad goes through the circles on the feathers. Plateau Native Americans

32 Label the names of the present-day states which were homes to the Plateau Native Americans. Shade in the states with a crayon or colored pencil. Complete the information box. Plateau Climate: Resources: Soil and Vegetation:

33 Eastern Woodland Native Americans

34 Tribe Food Clothing Shelter

35 Eastern Woodland: Shelter Clothing Food

36 Label the names of the present-day states which were homes to the Eastern Woodland Native Americans. Shade in the states with a crayon or colored pencil. Complete the information box. Climate: Resources: Soil and Vegetation:

37 Arctic Native Americans

38 Tribe Food Clothing Shelter

39 Cut out the tabbed pictures. Glue the back of each tab on the top section only. After placing in notebook, write information underneath each tab. A R C T I C

40 Label the names of the present-day states which were homes to the Arctic Native Americans. Shade in the states with a crayon or colored pencil. Complete the information box. Climate: Resources: Soil and Vegetation:

41 Native Americans: Pages to Use with any Region

42 Vocabulary

43 Native American Regions Environment/Climate Interesting Facts Location Native Americans

44 Native Americans Choose a tribe of Native Americans and list positive and negative situations the people may have experienced. Negatives Positives

45 Name of Tribe Draw a picture. Food Sources Interesting Fact Location Climate Type(s) of Shelter

46 Native Americans Use the included strips for each of the pockets. Northwest Southwest Plains Eastern Woodland Plateau Arctic

47 Pocket Strips Use the strips to list or draw important items for each region of Native Americans. There should be 3 strips for each region. Place the strips in the correct Native American pocket.

48 Explain two different ways the Native American way of life changed because of European exploration. Sketch a picture to represent your explanation. Native American Way of Life VS. European Exploration

49 Native American Way of Life VS. European Exploration There are various reasons the Native American way of life changed due to European exploration. I have included a list of several reasons. I hope this will be helpful. Death from diseases, such as small pox Land taken Removal from lands Battles Slavery Weapons, such as guns

50 (Native American Region) Tribe Food Clothing Shelter

51 Label the names of the present-day states which were homes to the Native Americans. Shade in the states with a crayon or colored pencil. Complete the information box. (Native American Region) Climate: Resources: Soil and Vegetation:

52 Native Americans: Picture Examples

53 About the Examples The next few pages include pictures of how the interactive notebook could be used. In order to show how the pages could work, I picked specific tribes. However, the tribes I used are just for example. The templates may be used with any tribes, not simply with the ones I chose. Each state has different Native Americans and standards to be studied. These inactive pages were created so that all teachers and students can benefit from them, no matter what Native Americans are included in the curriculum. Thank you, Lisa

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55 (Heading Page)

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66 Students should fold the accordion tabs and decide how to place them on paper before gluing.

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71 Glue the back tab completely to the notebook paper. Stack the other sections one at a time on top of the bottom tab. Glue or tape each section before placing another section on top of it.

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77 Thank you so much for your purchase! I hope you find this resource to be beneficial and engaging. If you enjoy this resource, you might also want to view the following items from my TpT store:

78 Credits doodles.com wwww.digitalclassroomclipart.com Interactive-Notebook-Template-Collection-Blank-Editable- Templates