Brewer Elementary, Year One
Whatley/Thomas/Straughter – Elizabeth Reeves
Learning Objective/Exit Outcomes:
- Students will be able to locate the six (6) specific geographic locations Native Americans settled.
- Students will be able to describe how Native Americans used their surroundings to receive shelter, food, and clothing.
- Students will begin to explore their personal connection to the issues through the perspective of Native Americans.
- Students will be able to engage effectively in listening, giving focus, and speaking clearly for others to hear.
SS3H1 Describe early American Indian cultures and their development in North America.
- Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter.
ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Social Studies & English
- Open Space for Movement
The teacher asked the students to form a circle around the room. One student will be appointed into the middle of the circle. The PAIR Specialist started out the game by asking simple category questions that students should be able to quickly answer, such as colors, states, what you find at a restaurant, etc. The student in the middle of the circle is the person giving answers to the category.
The timer for the center student is created by the ball being passed around the circle. By the time the ball returns to the original student, the player must have named six facts about the subject or question asked. If the player does not succeed in naming six colors, states, etc in the time the PAIR Specialist will ask for helping hands from the circle to give additional answers. If the circle is small, the ball should be passed around two or more times. Once the class as a whole has come up with six answers to the category, the student in the middle gets to choose a new student to step into the circle to answer a question.
After the PAIR Specialist did a couple practice rounds with general content, the teacher took over with specific questions regarding the content of the subject, such as different types of food and shelters for American Indians or six important facts about American Indians by their specific region.
The teacher can definitely make adjustments to the game depending on the student in the center. If it is a student who struggles with the pressure of a game like this, the teacher can challenge the circle to time their passes to how quickly answers are given to support their classmate in succeeding. If it is a student who excels in the content, the teacher can challenge that student to come up with ten answers instead of just six.
It is always great to debrief from a learning strategy with a discussion. For example you could ask students to reflect on how this game helped them remember important details about American Indians. You could also work on relating soft skills by asking “What did you see us doing?” Great answers to encourage are “we were working together as a team, moving, listening, focusing, etc.”
The teacher can encourage rhythm while passing the ball around the circle, tying in music standards to this activity. This would maintain engagement in the activity for the students who can become unfocused in the larger group outside the circle.