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Abstract:  This Native American assignment will draw the interest of the students through the use of

technology. By researching different tribes, collaborating with fellow class mates, and viewing

videos of Native Americans across Florida, the students will build and expand their knowledge

on one of Florida’s lost tribes. They will experience the opportunity to showcase what they have

learned by creating an oral group presentation with creative visuals of their own design.

Objective: After researching five Florida Native American Tribes, students will be able to demonstrate their knowledge of one tribe's culture by constructing an oral presentation, using visuals, with at least 85% accuracy. 

Standards 

Florida State Standards

SS.4.A.2.1

Compare Native American tribes in Florida.

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LAFS.4.SL.1.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

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NCTE Standards:

Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style,

vocabulary) to communicate effectively with a variety of audiences and for different purposes

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Standard 12: Students use spoken, written, and visual language to accomplish their own purposes

(e.g., for learning, enjoyment, persuasion, and the exchange of information)

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NET Standards:

Standard 5: Technology Resource Tools

   a. use technology to locate, evaluate, and collect information from a variety of sources.

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NCSS Standards:

Standard I. Culture Social studies programs should include experiences that provide for the study of

culture and cultural diversity, so that the learner can

a. explore and describe similarities and differences in the ways groups, societies, and cultures address

similar human needs and concerns;

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Standard 3: People, Places, & Environments Social studies programs should include experiences

that provide for the study of people, places, and environments, so that the learner can:

h. examine the interaction of human beings and their physical environment, the use of land, building

of cities, and ecosystem changes in selected locales and regions.

ESE: 

A. Make sure student has the scavenger hunt paper ahead of time to review for clarity or questions.

B. Make a voice recording of the scavenger hunt questions available for the student. 

C. Venn Diagram graphic organizer to help take notes on the five tribes. 

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ELL:

Level 1 & 2:

A. Translate the scavenger hunt questions into the student's native language,

B. Use simple vocabulary on the scavenger hunt questions (same grade level content, just different terminology)

C. Allow student to answer scavenger hunt questions in their native language. Teacher can use technology

to translate student answers.

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Level 3 & 4:

A. Allow students to have access to the scavenger hunt questions early to pre-read and ask questions.

B. Allow translations of any unfamiliar words by accessing technology as necessary. 

C. Use of bilingual dictionary, if needed.

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Extensions for Gifted:

A. Students can create a visual diagram comparing three tribes. 

B. Allow student to create their own Web Quest on one Native American tribe.

C. Create a tool that could have been used to help in the day to day life of a tribe person. Remember the

time period, and advancement of the tribes. (No technology or metal). 

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Accommodations
Click on the picture below to download the Scavenger Hunt for your class

References

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