Title: Life and Times of a Native American STEAM Lesson Brief
Educators on the team: Chandler, Ortiz, Lavender, Adams, Dunkeson, Binkley, and Lange
Training: Dates: August 11-12, 2014 Town/State : Knob Noster, MO
Students use knowledge from across the disciplines to strengthen their understanding of each subject’s
content and its related careers through topic or theme oriented realistic problem-based activity-rich
lessons.
Theme: Native American Culture
Specific Topic Concept within that theme: People, alone or in groups, are always making
discoveries about nature and inventing new ways to solve problems and get work done.
*Filling out the black items makes this a basic plan, filling out the grey makes it a possible publishable
STEAM plan. PLEASE have the notes sheet open on how to fill this out – what is under Science is the
basis for filling out each subject and there is subject-specific items in the other category’s notes too.
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Concept: Students will research Native
American cultures and identify how
their cultures were different based on
locations. Students will research how
simple machines impacted Native
American culture. Students will
interpret scale in relation to models of
simple machines.
Science –
● Concepts – Explain how people, alone or in groups,
are always making discoveries about nature resulting
in new ways to solve problems and get work done by
using simple machines
● Goal / Objectives - Students will be able to:
○ explain the forces and motion around in the
world around them.
○ explain force and motion impacted by simple
machines
○ Describe all six simple machines: pulley,
screw, lever, inclined plane, wedge, wheel
and axle.
○ trace the use of simple machines in Native
American culture
○ explain how the simple machines made
impacted Native American life
● Standards ● 2.2.A: Forces are classified as either contact (pushes,
pulls, friction, buoyancy) or non-contact forces
(gravity, magnetism), that can be described in terms
of direction and magnitude
● 2.2.B: Every object exerts a gravitational force on
Basic Plan: Students will be introduced
to videos of Native American groups by
region. They will further research
different tribes and cultures of each.
Students will create a book telling the
story of traveling through time and
encountering a tribe from each region
(SS, LA). Students will figure scales
using ratios (M) and construct a scale
model of a simple machine (S, E) and
write a descriptive paragraph on how
the simple machine was used (LA). As
part of the Native American cultures,
students will be learning about regional
music and dances (M) and games
played today originating from those
cultures (PE).
Skill level (Grade Range):
Appropriate for 4-6th grades.
Timing of Lesson:
Social Studies: 3 weeks/50 min per
day.
Science:
Five 20-minute sessions for daily
lessons and descriptive paragraph
Two 45-minute class periods to
research and build models
Math: 1 day/50 min
LA: Correlates with Science & SS
Art: 4 days/50 min
PE: 3 days/ 50 min
Music: 2 days/50 min
Basic Supplies:
All Subjects:
notebook paper
pencil
Smart Board
Individual Subjects:
Social Studies
Native American Videos
Wall maps
Students maps
Student Texts and teacher manual:
Harcourt Social Studies, The United
States
Interactive Notebooks
Construction paper
Markers, crayons, colored pencils
Yarn
Math
Text: Math In Focus
every other object
● 2.2.D: Newton's Laws of Motion explain the
interaction of mass and forces, and are used to
predict changes in motion
● 2.2.E: Perpendicular forces act independently of each
other
● Work transfers energy into and out of mechanical
system(s)
● Careers – Machinists, multiple machine tool setter for
both wood and metal operations, extruding and
drawing machine setter, engine assembler, first-line
supervisor of transportation of materials
● Project – Students will create a working model of a
simple machines used by Native Americans
● Assessment – Students will be assessed in their ability
to describe simple machines as well as
● Progress checks throughout the construction of the
model
● Descriptive paragraph that demonstrates knowledge
gained on how and why simple machines are used
● White board checks and quick writes throughout daily
lessons
● Extension - Students will be able to expand their
research to compare and contrast the use of simple
machines between the NA cultures and our lives
today
Technology & Engineering –
● Concepts – construct a scale model of a simple
machine
● Goal / Objectives - To accurately scale a model of a
Native American simple machine
● Standards - ISTE 3b: Research and information
fluency- Students apply digital tools to locate
information from a variety of sources and media
● Careers - Machinists, multiple machine tool setter for
both wood and metal operations, extruding and
drawing machine setter, engine assembler, first-line
supervisor of transportation of materials, carpenters,
stone mason, engineer, architect, mechanics
● Project - Students will research and create a scale
model of a Native American simple machine
● Assessment – Students will be assessed on their
Rulers
Yard/Meter sticks
Measuring tapes
Science, Technology/Engineering
Computers
Individual White boards with markers
Note-taking sample handouts
Buckle Down text
PowerPoint on simple machines for
visual aid
Modern day models of simple
machines
Legos
Student activity packet on simple
machine
Material to build models:
modeling clay
string
tape
wooden rods of various diameters
sandpaper
wax
wooden blocks of various sizes
Language Arts
Interactive notebook
Construction paper
Yarn
Markers/colored pencils
paper
pencil
Music
Sheet music handouts
Fabric for costumes
Art
List of Supplies for Nodena Effigy
Vessels:
White Earthenware Clay- 3 lbs per
student
Clay working tools: Burlap, rolling pin,
guide sticks, potter’s needle, various
modeling tools, slip, bowls,
toothbrushes
Kiln
Glazes
●
ability to construct a working scale model of a simple
machine
○ Progress checks throughout the construction
of the model
○ Descriptive paragraph that demonstrates
knowledge gained on how and why simple
machines are used
○ White board checks and quick writes
throughout daily lessons
Extension - Students will be able to expand their
research to compare and contrast the use of simple
machines between the NA cultures and our lives
today and predict some changes that could make the
simple machine function more effectively.
Math –
● Concepts –Students will use multiplication, fractions,
and ratios to determine scale measurements
● Goal / Objectives - Students will be able to find
distance measurements on a scale drawing by using
equivalent ratios and multiplication and/or division of
fractions.
● Standards - 5.NF.5a Interpret multiplication as scaling
(resizing), by comparing the size of a product to the
size of one factor on the basis of the size of the other
factor, without performing the indicated
multiplication.
● Careers - mapping technician, cartographer, model
maker, surveyor, architect
● Project - Students will construct a scale model of a
simple machine used by Native Americans.
● Assessment – Formative Assessment- The teacher will
check students’ work on whiteboards during guided
practice. Summative Assessment- Students will be
assessed on their ability to interpret scale in
determining the dimensions of their scale models.
● Extension - Scale up everyday items such as paperclip,
tack, spoon, etc. Measure cars in parking lot-scale
down to different ratios.
○ Remediation-extra practice reducing
fractions/ratios to lowest terms, help
students make a chart of conversions from
common fractions to decimal to percent, use
Brushes
○
PE
Lacrosse sticks
Lacrosse balls
IT Resources:
Google Earth
PowerPoint
Origin of lacrosse website
http://filacrosse.com/origin/
LA –
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Photos:
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modified flip-layer rulers for aid to find exact
measurements.
Assistance by paraprofessional will be
provided for individual student needs. Also,
students may be partnered with higher
achieving students for assistance or guidance
during the lesson. Students may also explore
landmark locations using Google Earth to find
actual measurements of distance.
Concepts – write for a specific purpose
Goal / Objectives - Students will narrate a picture
book detailing traveling through time to visit Native
Americans, and students will write a paragraph
describing a simple machine used by Native
Americans.
Standards W.5.2-Write informative/ explanatory texts to
examine a topic and convey ideas and information
clearly.
W.5.4-Produce clear and coherent writing in which
the development and organization are appropriate to
task, purpose, and audience.
Careers - author, copywriter, advertising writer,
communications specialist, novelist, freelance writer,
book reviewer
Project - Students will create a book which tells the
story of encountering a tribe from each of six
geographic regions and explaining the culture of the
tribe.
Assessment – Students will be assessed on their
ability to write informational text. Formative
assessments will occur through the notes and
organizers completed in the Interactive Notebook.
The summative assessment will be based on how
accurately they show Native Americans’ cultures
relative to their geography.
Extension - Students with special needs will be
provided assistance in note taking and completing
their graphic organizer. Higher level students will be
required to analyze the most efficient route they
should take in order to visit six different tribes.
SS –
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Art –
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Concepts – Compare Native American cultures
Goal / Objectives - Students will research Native
American tribes and identify on a map their North
American territories in six different regions. Students
will be gathering information regarding housing, food,
and clothing in each region and completing a graphic
organizer.
Standards - GLE: Summarize the diversity of Native
American cultures before Europeans. Students will
organize data into useful forms for analysis. Students
will use tools of social science inquiry such as maps.
Careers - Anthropologists, Park Naturalists, History
teachers.
Project - Students will create a book which tells the
story of encountering a tribe from each of six
geographic regions and explaining the culture of the
tribe.
Assessment – Formative Assessments will occur
through the notes and organizers completed in the
Interactive Notebook. The summative assessment
will be based on how accurately they compare and
show Native Americans’ cultures relative to their
geography.
Extension - Students with special needs will be
provided assistance in note taking and completing
their graphic organizer. Higher level students will be
required to analyze the most efficient route they
should take in order to visit six different tribes.
Concepts – An Effigy Vessel is defined as a container
that is sculpted in the likeness of a human or an
animal. They are often shown with engraved or
painted designs representing tattooing. Pottery such
as these are thought to have been used for
ceremonial purposes.
○ Goal / Objectives - Students will create a
ceramic vessel with an effigy motif. Students
will understand and use academic language as
pertains to ceramic vocabulary. Students will
investigate the Nodena culture
● Standards Strand 1: Product/Performance
2. A. Select and apply three-dimensional media,
techniques, and processes to communicate ideas and
solve challenging visual art problems. Combine simple
forms to create a complex object/form (in the-round);
Modeling with clay or a similar material
Strand 2: Elements and Principles
2.C. Select and use principles of art for their effect in
communicating ideas through artwork
Identify and use texture contrast
Strand V: Historical and Cultural Contexts
1.B. Compare and contrast artworks from different
historical time periods and/or cultures
Compare and contrast two artworks on: Time; Place;
Subject matter; Media; Use of element;s Theme;
Purpose of art in culture; Use of materials and
technology
● Careers - Archaeologist, Art conservator, Art
historian, Ceramic Artist
● Project - Students will do sketches of an effigy vessel.
They will then create a vessel using a simple slab
method. They will then alter the slab form using
modeling and additive techniques to create an effigy
form on the pottery.
● Essential Questions:
○ What is an effigy?
○ Why did the Nodena create effigies?
○ Do we have any modern day examples of
effigies?
○ What might you represent as an effigy?
○ How can I use ceramics techniques to
construct an effigy vessel?
● Assessment – Formative Assessments include:
Crossword Puzzle: Ceramics Vocabulary, Teacher
observation of student progress, Student Self
assessment, Exit Tickets.
Summative Assessment: Ceramic Effigy Container
will be assessed according to the degree of completion of the
following:
1. Did student create an effigy image?
2. Did student use additive and subtractive methods for
sculpting image?
3. Did student use at least three contrasting textures?
4. Can student correctly use unit vocabulary and
language to discuss, compare, and contrast their
work?
● Extension: Students will write about their effigy
container as if they were an archaeologist discovering
it as an artifact in the future.
PE –
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Concepts – Sport History: Identify and play a cultural
sport, i.e., Lacrosse, a Native American game
Goal / Objectives - Students will understand the basic
rules and objectives of Lacrosse, and that Lacrosse
originated with the Native American Algonquian tribe
as stickball.
Standards - P.A.2.8. Explain team sports
Careers - athlete, scout, sports official
Project - Students will play, officiate, and keep score
in an inter-grade level Lacrosse game.
Assessment – Students will demonstrate
understanding of game through verbal feedback,
physical participation, and identifying how it is a
cultural sport.
Extension - Compare and contrast the original game
of Lacrosse to modern rules and leagues
Music –
● Concepts- Analyze music of Native American tribes,
Perform individually or in a group through singing,
barred and unbarred percussion instruments.
● Goal/Objectives- Students will analyze elements of
Native American music including rhythmic
commonalities, instruments used, style of dance,
purpose of music in the Native American culture.
Students will learn a traditional Native American song
and perform is using pitched and unpitched
percussion instruments and characteristic Native
American vocal tone.
● Standards- MUPP.1.B (use characteristic tone, style,
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and diction while singing), MUPP.2.B (apply
instrumental music skills to perform a simple song
using characteristic timbre), MUHC.1.A (identify
characteristics of multicultural music)
Careers- Musicologist, Music Historian, Performer
Project- Students will perform a traditional Native
American song including accompaniment and dance.
Students will write about Native American music, its
purpose in the culture of the tribe, how tribal life
affected music, and describe characteristic
tone/timbre.
Assessment- Students will be assessed on their ability
to analyze music, performance of singing, and playing
correct rhythms and melody.
Extension- Students will perform in traditional Native
American dress created by students.