Fourth Grade unit
Objectives:
Social Studies Standards:
Identify six nations that make up Iroquois
Identify various aspects of everyday life of Iroquois tribes.
Create a poster identifying knowledge learned during the class
Social studies standards
History of the United States and New York
S1.1A

Students know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.

S1.2A

Students gather and organize information about the traditions transmitted by various groups living in their neighborhood and community.

S1.2B

Students recognize how traditions and practices were passed from one generation to the next.

S1.2C

Students distinguish between near and distant past and interpret simple timelines.


S1.3A

Students gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities.
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S1.3C

Students identify individuals who have helped to strengthen democracy in the United States and throughout the world.
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S1.4B

Students explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State
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S1.4C

Students view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
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S3.1A

Students study about how people live, work, and utilize natural resources.
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S3.1B

Students draw maps and diagrams that serve as representations of places, physical features, and objects.
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S3.1D

Students identify and compare the physical, human, and cultural characteristics of different regions and people.
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S3.1E

Students investigate how people depend on and modify the physical environment.
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S3.2A

Students ask geographic questions about where places are located; why they are located where they are; what is important about their location of other people and places.
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S3.2B

Students gather and organize geographic information from a variety of sources and display in a number of ways
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S3.2C

Students analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data.
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AASL Standards
Identify primary and secondary sources of information
Knowledge of historical fiction and realistic fiction
Demonstrate knowledge of OPAC by searching by subject, author, title, and series.
Demonstrate knowledge of how to find resources by using call number.
Use of research model to brainstorm information, ask questions, locate and gather information, organize onto graphic organizers, create a display of newly acquired knowledge and present information for assessment.

AASL Standards:
Technology Standards
Ability to log onto the computer and locate files needed for class.
Use of technology to find information to answer questions.
Organize information using graphic organizer from inspiration.
Use technology to present information in an organized fashion
Create a media that demonstrates knowledge of new information.

Begin by introducing OPAC, How to search using subject, title, author, series. Worksheet to identify each one.
Review Dewey with students and searching.
Identify primary and secondary resources. What are they? Where to find?
Review Historical fiction and realistic fiction
Practice note taking using mini-page on Wampanoag Indians. Identify headings for information.
Create a KWHL on the Iroquois.

Resources
http://www.factmonster.com/ce6/society/A0825512.html Iroquois Confederacy
http://www.indianlegend.com/iroquois/iroquois_index.htm Iroquois legends
http://www.oneidaindiannation.com/culture Oneida nation culture
http://cybersleuth-kids.com/sleuth/History/Native_Americans/Native_Tribes/Iroquois/ CyberSleuth kids 1 & 3
http://library.thinkquest.org/J003353/iroq_main.htm The Northeast Indians Iroquois
http://www.ohiohistorycentral.org/entry.php?rec=597 Iroquois Indians
http://www.iroquoismuseum.org/ Iroquois Indian Museum in Howes Cave NY


Week of
November 16
Grade
Fourth
Class
Williammee
Day
1
Period
6th
Time
11:30 - 12:00
Materials
Folders & pencils
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the Elementary Library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Students will come in and sit at the tables. Students will be asked what are the expectations for this class for the next ten weeks. To listen when others are speaking, respect the computer and library area, to follow directions first time, to use the cups when they have a question, etc. Students will be informed that we will be completing several projects and they will coincide with the research information and a biography.
3. Students will then be directed to look at their folders. They will fill out the front sheet as neatly as possible. Students will be directed to look inside the cover to find a sheet identifying how they log onto the computer. Students will need to fill this information in.
4. Students will identify their first initial and full last name and write it on their top line. The next line identifies their lunch code preceded by CVS. Students will then go to their assigned computer to try to log on.
5. Students will be directed to identify how to find the OPAC on the computer. I will have the smart board on and students will have visual and written directions to log on. Students should be familiar with how to press control alt delete to get on. Then they will enter their username and password. Students will be clicking on the Internet Explorer icon and the enter www.cvscs.org to get to the school web page.
4. Students will locate the LMC on the school homepage and click on LMC and then electronic resources. Students will be asked to identify the OPAC link. They should respond it is the first one.
Students will be asked what OPAC stands for. Students should respond Online Public Access Catalog. (The definition is written next to OPAC). Students will close out and log off.
5. When students finish they can look for books or read a magazine until the bell rings.
Analysis of lesson

Resources
OPAC
Week of
November 17
Grade
Fourth
Class
Williammee
Day
2
Period
6th
Time
11:30 - 12:00
Materials
Pencil
Call number cards
Smartboard
**Do We Really Know Dewey?**
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the elementary library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Explain to students that we are going to be reviewing the Dewey Decimal system by interacting with a web site about the Dewey Decimal system.
3. Students will view the home page of the Dewey Decimal page and then go through the "Pre-Dew Review" to refresh their memories about the Dewey Decimal system. Students will be listening and watching the presentation about how to tell the difference between fiction and non-fiction, how to use call numbers and how to find them on the shelf.
4. During the review, students will be reminded about how our library categorizes books and be asked to explain what the E and J above the call number tells them. When we finish the preview, students will be paired up with the person next to them to use the cards handed out to identify where they would find that call number in the library.
Students will be able to look for a book when finished with the preview.
Dismiss at bell.


Analysis of lesson

Resources

**Do We Really Know Dewey?** - This web site has distinct, clean looking pages created by Mrs. Suby, school librarian, and students at Nettleton Intermediate Center in Jonesboro, Arkansas in 1999. One can click through easy to read pages grouped into areas such as: Meet Melvil, Pre-Dewey Review, Dewey & the Alien, Let’s Dew It, Ultimate Challenges, and Quizzes and Puzzles.





Week of
November 18
Grade
Fourth
Class
Williammee
Day
3
Period
6th
Time
11:30 - 12:00
Materials
worksheet
Pencil
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the Elementary Library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Students will be asked what resource in the library will help them find information if they were researching a project. Students should acknowledge the OPAC.
3. Students will be directed to identify how to find the OPAC on the computer. I will have the smart board on and students will have visual and written directions to log on.
4. Students will locate the LMC on the school homepage and click on LMC and then electronic resources. Students will be asked to identify the OPAC link. They should respond it is the first one.
Students will be asked what OPAC stands for. Students should respond Online Public Access Catalog. (The definition is written next to OPAC)
5. Students will be directed to click on the OPAC button and find themselves on the search page. Students will be asked to click on the search tab and tell me what they find. Students should respond there are several types of searches.
Standard, Beginner, Advance, AR/RC, Subject and Author browse.
Today we are going to look for books using the standard search tab. Students will be asked to click on standard search and notice they can enter a keyword and specify how to look with the anywhere box. We will use the dropdown menu for the anywhere box and locate author, title, subject and series to look for books. Students will review title (Stellaluna), authors (Dr. Seuss), series, ( Magic Tree House) and subject (Native Americans). Using the worksheet students will conduct searches using each of the search terms and fill in the titles and call number for the book they found.
When students finish they can look for books or read a magazine until the bell rings.
Analysis of lesson

Resources
OPAC
NAME

Practice locating resources in the library using OPAC.
Log onto OPAC and find one book using each of the search terms listed below. Use the suggested key words for your first search and then choose your own keyword, subject, series and author for the second search.



Keyword search
Call number
Title of book
Author

Creech


Title
The Giver


series
The Time Warp Trio


Subject
Indians







Keyword search
Call number
Title of book
Author



Title



series



Subject


















Week of
November 19 - 24
Grade
Fourth
Class
Williammee
Day
4, 5, 6, 1
Period
6th
Time
11:30 - 12:00
Materials
Book: Indian in the Cupboard
DVD Indian in the Cupboard
worksheet
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the Elementary Library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Review any misinformation students have from last two days activities. Review where students look for information in the library. Students should remember the OPAC. I will ask students what are the search terms we can use to help find resources. Students should identify subject, title, author and series as the terms most often used. Students will go over the sheets from the day before to answer any questions.
3. Students will be asked what they believe the term historical fiction means. Students should identify that historical means it has to do with history and fiction is not real. Students will be asked if they are familiar with the book Indian in the cupboard. That is an example of historical fiction. Students will begin watching the Indian in the Cupboard video for background knowledge for their upcoming project. Students should be able to identify factual information that is contained in the book and we will be recording it to use later for a KWHL. Students will spend several class periods listening and recording information they believe to be true of native American culture. Students will have a sheet to record information they believe is true while watching.
Analysis of lesson

Resources





Worksheet 1 NAME _ The Indian in the Cupboard

Real
information
from
video

Daily life / chores









Storytelling










Food










Housing and tools









Clothing










Famous Leaders












My topic to investigate is _



_
Week of
November 25
Grade
Fourth
Class
Williammee
Day
2
Period
6th
Time
11:30 - 12:00
Materials
Book:
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the Elementary Library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Students will create a KWHL of what they have identified from the video and what they know as background knowledge.
3. Students will review what they know about Native American culture and what they have questions about which will be written in the What I want to know section. After students have listed what they want to know, we will address How they could find this information. We will identify the varied resources available in the library.
Students will be advised there will be a quiz the next class period to review the Dewey decimal system and how to use call numbers, questions about OPAC searches. Students will be quizzed also about the factual aspects of the video in relation to Native American culture.
Analysis of lesson

Resources














NAME _ KWHL
What I know about Native American Culture
What I want to know about the Iroquois Six Nations
Where I can find information to answer my questions
What I learned after researching my question.





























Week of
November 30
Grade
Fourth
Class
Williammee
Day
3
Period
6th
Time
11:30 - 12:00
Materials
Responder quiz
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the Elementary Library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Students will be asked if they have any questions about the Dewey decimal system and how to use call numbers, questions about OPAC searches and several questions about the video. After all questions are asked, students will take a quiz of ten questions using the responder system and turning point technology.
3. Students will get to review answers as we quiz.
4. After the quiz students will be told we are going to begin a project where we will be researching the Iroquois six nations and we will review some of the question that we had from our KWHL.
5. Students will be asked to think about what type of question they would like to investigate. They should be thinking about it now.
6. Students will look for books.
Analysis of lesson

Resources














Week of
December 1
Grade
Fourth
Class
Williammee
Day
4
Period
6th
Time
11:30 - 12:00
Materials
Book:
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the Elementary Library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Students will review and finish if necessary the KWHL of what they have identified from the video and what they know as background knowledge.
5. Students will be reminded that they will be completing a project that will demonstrate all of the information they have learned about the Iroquois Six Nations. Students will look at a grid with the six Iroquois nations on it with various aspects of their culture. Students will look at it and identify what information they already know about the Iroquois. Information will be filled in on the grid as students identify what they know. Students will be asked to identify one area of the grid they might like to explore further.
Students will be encouraged to create a question about the area they want to explore and write it down.
Examples: I want to know what type of games Iroquois children played.
I want to know what tools they used to hunt and grow food.
I want to know what legends came from the Mohawk nation.
I want to know where each nations boundaries are.
Students can read quietly until the bell rings after they have a question.
Analysis of lesson

Resources








The Iroquois Six Nations

Onondaga
Cayuga
Seneca
Mohawk
Oneida
Tuscarora
Daily life / chores










Storytelling









Food










Housing and tools










Clothing









Famous Leaders











Week of
December 2
Grade
Fourth
Class
Williammee
Day
5
Period
6th
Time
11:30 - 12:00
Materials
worksheet
Pencil
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the Elementary Library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Students will get out their questions from last class.
3. Students will be asked what resource in the library will help them find what they need for their project. Students should acknowledge the OPAC. I will ask students what are the search terms we can use to help find resources. Students should identify subject, title, author and series as the terms most often used.
4. Students will be asked to provide an example of each of the terms and identify whether it would help them find information.
5. Students will be directed to log onto their computer and go into electronic resources to find OPAC. If my topic is longhouses, which of these terms would provide me with the best results? Students should identify that subject would be the most effective search term for locating information about longhouses.
6. After students have located several resources about their topic, Students will be directed to watch on the Smart Board while I show them how to create a bibliography of books that they have identified as possible sources of information. Students will be reminded they will want to avoid any book that does not have a J or an E in front of it because it is in the high school library.
7. Once students understand the process to create a bibliography, students are directed to create a bibliography, print it out and locate at least one of their books. Students will be reminded to look at the whole call number to identify which section of the library the book is in.
Analysis of lesson

Resources




Week of
December 3
Grade
Fourth
Class
Williammee
Day
6
Period
6th
Time
11:30 - 12:00
Materials
worksheet
Pencil
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the Elementary Library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Explain to students that we will be learning how to take effective notes so we can share the information they have researched. Students will have a copy of the Mini page Native people in Early Times The Wampanoag Child. The Smart board will also have a copy. Students will look at the articles and identify what are the headings. Using the worksheet, students will be able to choose important facts from each section. The worksheet identifies for the student what information should be recorded. Students will identify the responsibilities of a child in the Wampanoag community.
3. Students will complete the first half of the work sheet with direction and the last half on their own. Students will be extending their background knowledge of native lifestyle while also identifying what might be important information to record when looking at their information.
4. Students will complete the worksheet and turn it in.
Students who finish early can look for books.
Analysis of lesson

Resources









NAME
The Wampanoag Child worksheet

1. The Wampanoag people live
_.
Boys (Heading)
The boys learned to..
1.
_

2. _

3.
_
Older boys
1.

Girls (heading)
The girls learned to..
1. _

2.
_

3. _
Older girls
1.
_

2. _

Wampanoag Daily Life (Heading)
Family Life
1. The family is called a
_
2. Made up of

_

_
3. Learned by _

How the Wampanoag Indians made everyday things
1. _

2.
_

3.

4.


Week of
December 4
Grade
Fourth
Class
Williammee
Day
1
Period
6th
Time
11:30 - 12:00
Materials
worksheet
Pencil
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the Elementary Library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Explain to students that we will be looking for resources that they will use for their project on Native Americans. Students should spend a few minutes looking for the books they need for their topic that are on their bibliography they printed. When students have found all of the books on their list we will collect them and classify them into sections that will identify what type of literature they are. Elementary fiction, Elementary Non-fiction, Elementary magazines, Juvenile fiction, Juvenile non-fiction and juvenile magazines. The items will be kept in the library to use to research their information.
3. Students will be given an article from World book online to look at and keep in their folders to use next class. Students will be directed to look at the subject headings and guide words to identify what the article is about.
4. Students can look for books after putting the article in their folders.
Analysis of lesson

Resources









Name
Note taking The Iroquois Confederacy Grolier Online.com
The Iroquois Confederacy
1
_
_
2 _
_
3
_
_
4 _
_
Culture and Society
1
_
_
2 _
_
3
_
_
4 _
_
Warfare
1
_
_
2 _
_
3
_
_
4 _
_
The American Revolution
1
_
_
2 _
_
3
_
_
4 _
_
Modern-day Iroquois
1
_
_
2 _
_
3
_
_
4 _
Week of
December 7 & 8
Grade
Fourth
Class
Williammee
Day
2 & 3
Period
6th
Time
11:30 - 12:00
Materials
worksheet
Pencil
Objectives
Library Awareness Skills:
Behavior and Etiquette of a good library User
Lifelong Learning Skills:
Identify where and how to find information to answer questions.
Information Problem Solving:
Understands arrangement and can find materials in the Elementary Library
Use technology to identify information sources
Procedure
1. Welcome students to Library and take attendance.
2. Students will take out the article from World book online and look at it again. Students will be directed to look at the subject headings and guide words to identify any information that could be helpful to them. Together we will look at all of the subject headings and guide words to identify information that will be useful to them for researching their topic.
3. Students will look at the outline provided and use it to record four facts about each topic. The outline will be on the smart board and students will work as a class to identify information that is important to record. Students will read aloud the first section The Iroquois confederacy and will be asked to highlight any important words that have to do with the Iroquois Six Nations. We will use these highlighted words to create four notes that are important to identify. We will complete the outline as a class to ensure students are familiar with how to identify important facts in information they have found. We will complete this exercise over the next few days.
Analysis of lesson

Resources