Lesson Five: How Have Shelters Changed?
Question: How has shelter changed over time? What threatens peoples’ shelters?
Virginia Standards Addressed:
Social Studies 1.1 The student will interpret information presented in picture timelines to show sequence of events and will distinguish among past, present, and future.
Science 1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include
a) Life needs (air, food, water, and a suitable place to live).
Objective(s):
The students will be able to compare and contrast ancient and modern shelters of the American Indians and their own homes.
Materials
a. Student Materials
i. 26 pieces of large white construction paper
ii. 26 pencils
iii. 5 boxes of crayons and colored pencils (1 box each per table, students will share)
iv. 520 Popsicle sticks (20 for each student, already in a sandwich bag)
v. Elmer's glue (liquid)
vi. 26 copies of the My Popsicle Stick Shelter worksheet (Appendix H)
b. Teacher Materials
i. Pictures of ancient American Indian shelters
ii. Pictures of modern houses (shelter)
Assessment
The formative assessment would be the student's individual picture timelines and to have each student share their timelines with the class. Another formative assessment will be the worksheet comparing types of shelters (Appendix H).
Procedure
1. The students will be given twenty Popsicle sticks and a white piece of construction paper. Discuss with the students about the need for shelter for both us, as living organisms, and ancient American Indians. Discuss that shelter is essential, but sometimes you only have a few things for your shelter. Discuss what a good shelter has, such as good foundation, stable, holds during the weather, etc.)
2. Today, the students will use the twenty Popsicle sticks and Elmer’s liquid, white glue to make a shelter. They can only use the sticks, glue, and white construction paper that they were given. They will be given twenty-five minutes to complete the activity.
3. Once the time is up, the students will discuss and share their shelters with classmates. They will compare and contrast the shelters and figure out the best way to make a good, stable shelter.
4. Allow the students to compare and discuss their shelters with the pictures of ancient American Indian shelters and modern housing. Have the students fill out the worksheet comparing the shelters. Allow the students to share their answers once all the students are completed.
5. Have the students create a picture timeline of shelters over time based on the information they have learned from the lesson. Allow the students to share the picture timelines with classmates.
Virginia Standards Addressed:
Social Studies 1.1 The student will interpret information presented in picture timelines to show sequence of events and will distinguish among past, present, and future.
Science 1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include
a) Life needs (air, food, water, and a suitable place to live).
Objective(s):
The students will be able to compare and contrast ancient and modern shelters of the American Indians and their own homes.
Materials
a. Student Materials
i. 26 pieces of large white construction paper
ii. 26 pencils
iii. 5 boxes of crayons and colored pencils (1 box each per table, students will share)
iv. 520 Popsicle sticks (20 for each student, already in a sandwich bag)
v. Elmer's glue (liquid)
vi. 26 copies of the My Popsicle Stick Shelter worksheet (Appendix H)
b. Teacher Materials
i. Pictures of ancient American Indian shelters
ii. Pictures of modern houses (shelter)
Assessment
The formative assessment would be the student's individual picture timelines and to have each student share their timelines with the class. Another formative assessment will be the worksheet comparing types of shelters (Appendix H).
Procedure
1. The students will be given twenty Popsicle sticks and a white piece of construction paper. Discuss with the students about the need for shelter for both us, as living organisms, and ancient American Indians. Discuss that shelter is essential, but sometimes you only have a few things for your shelter. Discuss what a good shelter has, such as good foundation, stable, holds during the weather, etc.)
2. Today, the students will use the twenty Popsicle sticks and Elmer’s liquid, white glue to make a shelter. They can only use the sticks, glue, and white construction paper that they were given. They will be given twenty-five minutes to complete the activity.
3. Once the time is up, the students will discuss and share their shelters with classmates. They will compare and contrast the shelters and figure out the best way to make a good, stable shelter.
4. Allow the students to compare and discuss their shelters with the pictures of ancient American Indian shelters and modern housing. Have the students fill out the worksheet comparing the shelters. Allow the students to share their answers once all the students are completed.
5. Have the students create a picture timeline of shelters over time based on the information they have learned from the lesson. Allow the students to share the picture timelines with classmates.