Teaching & Learning Guide
Use this form to prepare for anticipated learning opportunities for students. /
Driving Question: How can we as research scientists, begin to understand the role that nature has played in the evolution of our technologies?
Social Studies Cornerstone Task: Pattern Detector: The First Texans
● Reflecting on your understanding of the impact of geography on different American Indian groups in Texas, identify how those geographic factors continue to influence people today.
● Apply the patterns that you detected and the lessons learned by these American Indian groups to explain why certain cities in Texas have developed where they have, and how geography might change cities and areas in Texas in the future.
Overall Timeline:
9/21-9/25 Regions of Texas
9/28-10/23 American Indians of Texas
10/26-11/06 Lure of Texas
11/9-11/19 Changes in Technology
ENGINEERING NIGHT - November 19th
Knowledge and Skills Needed by Students:
to be able to complete major products and presentations / / Scaffolding/Lessons/Materials:
What specific resource/lesson/material will you provide for students to learn that skill or standard? / Formative Assessment:
In what ways will you assess the level of mastery for the specific knowledge or skill?
● (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The student is expected to: (A) explain the possible origins of American Indian groups in Texas and North America; / / 9/21 Project Launch
Driving Question
Team Formation-American Indian Tribes
-Caddo
-Karankawa
-Coahuiltecan
-Lipan Apache
-Jumano
-Comanche
-Tonkawa
-Wichita
-Kiowa
-Kickapoo
Discuss The First Texans (Background to American Indians p. 106-108) / ● Formulation of questions
● (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams
● (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; / / 9/22
Essential Questions Introduced
Vocabulary:
origins, exploration, regions, governments, settlement, geographic factors, towns, cities, natural resources, environment, culture, lifestyle, agriculture, adaptation
- Incorporate vocabulary in Humanities notebook (grid).
Compare and contrast the use of natural resources from then and now.
Go into how we modified our environment in Texas. (p. 46-50)
● (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams
● (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; / / 9/23
Water Treatment Plant Field Trip
- Water source
- Water filtration
- Mixtures and solutions :-0!
- Conservation
- Systems and Interactions / ● Reflection
● (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; (D) compare the ways of life of American Indian groups in Texas and North America before European exploration. / / 9/24
American Indian Research
-Go over rubric
-Set expectations
-Go over Google Slides
-Look at resources available
● (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; (D) compare the ways of life of American Indian groups in Texas and North America before European exploration. / / 9/25
American Indian Research
Big Dig!!
● (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; (D) compare the ways of life of American Indian groups in Texas and North America before European exploration. / / 9/28
American Indian Research / ●
● (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; (D) compare the ways of life of American Indian groups in Texas and North America before European exploration. / / 9/29
American Indian Research / ●
● (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; (D) compare the ways of life of American Indian groups in Texas and North America before European exploration. / / 9/30
American Indian Research / ●
● (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; (D) compare the ways of life of American Indian groups in Texas and North America before European exploration. / / 10/1
Present American Indian Research / ●
● (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; (D) compare the ways of life of American Indian groups in Texas and North America before European exploration. / / 10/2
Present American Indian Research / ●
● (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II
● (B) describe and explain the location and distribution of various towns and cities in Texas, past and present; / / 10/5 - 10/9
Create a background for their shelter
Shelter-Structures -Where they live?
● (14) Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to: (A) compare how various American Indian groups such as the Caddo and the Comanche governed themselves / / 10/13 - 10/16
Innovations, technology, skills
Important American Indians
Karankawa Catch
/ 10/19-10/23
Write a one act play for their tribe
Create tools and props for their tribe/play
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© Grapevine-Colleyville Independent School District - 06/2015