Adapting to Environmental Constructs
Stephen Klupp

Perspective:  Geography
Standard: Human Environment Interaction
Benchmark : Explain how various people and cultures have adapted to and modified the environment.

Grade Level:  4th-5th

Anticipatory Set (7-8 minutes)
 

• Focus introduction to artifacts: Give each student an object from the current day.  Then have a brief discussion about artifacts and how we can interpret their uses and how people groups use these tools to adapt to the environment.  Have them look at their object and describe its purpose in our society.

• State the Objective: Through observation of photographs students will form hypotheses about how different Native American groups adapted their lifestyle to their surrounding environment.  To show their understanding through a writing sample.

• State the Importance: To help the students gain an understanding of how different people groups have and do adapt to different environmental constructs.

Hands on Activity (25-28 minutes)

• Photo Problem Solving: Each group of students will be given a photograph and information guide describing the lifestyle and environment of the region.  They will be asked to observe the photograph and interpret the specific adaptations that the Native Americans made to counteract their environmental settings. They will write down their observations and interpretations then compare to the factual information on the reverse side of the photo.

• Writing for Understanding: Students will listen to "Zuni Rain Dance" while writing a story of the lifestyle of the Native American society.

• Closure and Reflection (8-10 minutes)

a.  Oral Presentation of Stories: For a closure activity have students orally present their stories to the other group members.
b.  Ask these questions.
1. How are the uses of the object presented in class similar to the uses of the artifacts apparent in the photograph?
2. What did you think about the ìZuni Rain Dance?î  How is it relevant to their environment?