J.D Davis Elementary
Goodwin/Reese/Griffin- Austin Sargent
Learning Objective/Exit Outcomes:
Students will compare/contrast Native Americans of different regions.
Students will relate the lives of Native Americans to their own lives.
Students will represent the differences with their bodies.
Students will work in sequence and follow directions.
Social Studies/ Dance
SS3H1 Describe early American Indian cultures and their development in North America.
- Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast.
- Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter.
- Discuss how American Indians continue to contribute to American life (e.g., arts, literature).
ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.
- Use personal experiences and choreographic tools (e.g. improvisation, guided imagery) to create a movement narrative.
- Recognize and describe how movement quality impacts meaning.
- Move expressively to music or other stimuli (e.g. sound, text).
ESD3.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.
- Demonstrate attentiveness, full participation, and cooperation with others in the dance learning environment.
- Demonstrate focus and concentration in the performance of skills.
- Apply knowledge of appropriate behaviors and skills as an observer and performer
Any available classroom space
Students should go into this activity having already learned the necessary information for comparing/contrasting Native Americans.
PAIR Specialist introduced the concept of Machines by getting students to think about what Machines do. They must 1) have a sound and a repeating motion 2) follow a sequence and 3) work together. PAIR specialist showed multiple examples of different ways to be a machine and then the class created a small group “Washing/Drying Machine”.
PAIR Specialist helped transition the class to thinking about a Machine as describing a region of Native Americans. For this class, we started with the Arctic Region. The machine would follow the same sequence.
- What is the climate like? (for the arctic, the repeatable motion was shivering)
- What was their shelter like? ( this action was gathering snow and packing it)
- What did they eat? (this action was a walrus tusk chomping down)
- What did they wear? (this action was rubbing your arms as if you were wearing a wam jacket)
This same sequence was repeated for each region. Teacher and PAIR specialist were able to “fill in the gaps” by saying things like “It was so cold there that they needed to wear____” or “because there were so many trees around they built their shelter out of _______”. To help students put the pieces together and reason out what qualities go with each tribe.
In this class, we only got through four of the six tested Native American tribes. Students were excited about finishing the other two the following day. = Engagement.