Medicine Ways

📖Standards

CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

⏰ Time Required

40 minutes

📲Technology Required

Students must have laptops, desktop computers, or tablets with an internet connection. Make time to transition from doing a slides presentation to having students log into Making Camp Premium.

📃 Summary

This social studies lesson for Grades 3-5 explores the history and application of plants as both medicine and food in the every day lives of indigenous people of North America.

This 40-minute lesson begins with a 20-minute presentation on how indigenous people used plants for medicine and a plant-based diet to insure their health. It ends with 20 minutes of gameplay in Making Camp Premium to help reinforce how plants were used by the Ojibwe, indigenous people living on the Great Plains. Here’s an overview of the bite-sized minigame you can use to reinforce this slideshow lesson.

Making Camp Premium’s wild rice game features a two-minute long passage that is read aloud. and then playing a mini survival game. Players collect wild rice in a canoe. They must avoid a hungry, pursuant bear and hazardous logs.

📚 Lesson

Introduce the Lesson
In the Medicine Ways Google Slides presentation, students learn a brief history of Native American herb gathering and how indigenous people are pursuing health and wellness with plants. This presentation uses an example of a diet called the Waianae Diet, which is an indigenous diet used in Native Hawaiian cultural diet revitalization.

Personal Dictionary
The Vocabulary List is available with five vocabulary words from the presentation. Students have the extra option to add these words to a personal dictionary. Here are directions for making a Personal Dictionary, and here is a finished example for you.

2. Students will play Making Camp Premium for 15-20 minutes.

Games

Play Making Camp Premium.

In Making Camp Premium, click the icon called LIFE, and then find the icon that has a brown wild rice plant. Students will listen to the audio being read with highlighted paragraphs. They won’t be able to skip ahead or skip the passage.

Engage in an Ojibwe tribal activity mini-game. Students learn about some of the historical challenges of collecting herbs in the wilderness in the passage and the mini-game. There was a good degree of risk-taking involved in subsistence gathering.

Assessment

This lesson has a section of formative assessment in the form of manipulatives for classifying junk food and healthy food.
Students have the option to make a Personal Dictionary.
The wild rice minigame is a gamified learning segment about history and culture.

Related Lesson

See the social studies lesson, Cattails, for Grades 3-5 for an in-depth look at this all-around useful herb that boosts survival in the harsh wilderness, and is still being used today, with new applications as biofuel and pollution clean-up.

All About Sheep

📖Standards

CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

📃Summary

This English language arts and agriculture lesson consists of two short activities that teach students in Grades 3-4 about sheep using an online ebook and flashcards about domestic sheep. The lesson ends with a formative assessment writing activity consisting of either an informational writing prompt or an opinion one.

⏰Time Required

30 minutes

📲Technology Required

Access to computer or tablet for remote learning. Printing out cards for your students is best for this lesson.

📚Lesson

Activity 1: Use flash cards to learn vocabulary

The sheep flash cards below can be used to pre-teach the vocabulary found in the All About Sheep book for 8-10 minutes.

Download ready-to-print flash cards

Activity 2

Click the link to access the ebook on Book Creator: All About Sheep.
Students may read the book on their own or alternatively, listen to it.
This can take 5-10 minutes.

Assessment

Have students complete a writing prompt about what they learned after reading All About Sheep. This can take about 10-15 minutes. You can choose from the following writing activities.

Opinion Writing Prompts

My favorite part of being a shepherd would be…
If I had wool, I would make…
If I could feed a sheep a snack, I would feed it…

2. Informational Writing Prompts

Reflect: Why are sheep important to us? What resources do they give us?
Reflect: Why do sheep need a shepherd?
Synthesize (Going beyond the text.): Why might it be important to put colorful markings on a ewe and her lamb?

3. Book Review

Write a book review about All About Sheep. Have students tell other young readers what the book was about. Have students include their own evaluation or interpretation about All About Sheep.

Fireball Wand: ELA lesson 4

1 Reply

📖Standards

CCSS.ELA-LITERACY.RL.5.2 Determine a story’s theme from text details, such as how characters respond to challenges; summarize the text.

CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.CCSS.ELA-LITERACY.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

⏰LESSON TIME

10-20 minutes

📲TECHNOLOGY REQUIRED

None required if learning in the classroom. Copies of assignment can be printed and distributed to students. A device with a web-browser – PC, Mac or Chromebook – or phone or tablet if completed on line.

📃Summary

This short lesson is the fourth in a 10-unit English/ Language Arts unit centered around a visit to their grandmother that integrates English/ Language Arts and indigenous history. Once at grandmother’s house, she tells a story about a wizard who created a fireball wand. The student reads the page, answers a quiz. This lesson may be linked with “Vocabulary in the attic” for a full class period lesson.

📚Lesson Plan

1. Introduce the Lesson

Introducing the Lesson using the attached Google slide presentation should only take 3-5 minutes, including any time for questions.

1a Students complete reading and quiz

You can link directly to the Fireball Wand reading and quiz here in your Google classroom assignment, or print copies for students to read in class.

You can find the answer key for the quiz here.

Recommended resource: This activity uses a reading passage The Fireball Wand from the Have Fun Teaching site. While the site charges a monthly fee, there is also a free starter account teachers can sign up for sample activities.

Related lessons

The previous lesson in this unit is

The next lesson in this unit is Vocabulary in the Attic, where students use a page from the dictionary to answer questions and play a game that teaches about synonyms and idioms.

The previous game in this unit is Dakota Boyhood, where students read a passage, answer questions to check reading comprehension, and play a game that teaches Lakota history.

Assessment

The quiz, linked above, serves as an assessment of students’ mastery of the standards referenced.

Dakota Boyhood: ELA Lesson 3

3 Replies

📖STANDARDS

CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.

⏰LESSON TIME

45 minutes

📲TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet.

📃Summary

This is the third in a 10-unit English/ Language Arts unit centered around a visit to their grandmother that integrates English/ Language Arts and indigenous history. On the way to grandmother’s house, the student comes across an excerpt from the book, Indian Boyhood. The student reads the page, answers a quiz and then plays Making Camp Lakota to learn more about the Plains tribes.

📚Lesson Plan

1. Introduce the Lesson

This Google slides presentation introduces the lesson. The grandchild is walking to through the woods and comes across a note, which happens to be a page from the book Indian Boyhood, by Charles Eastman, a member of the Santee Dakota, who wrote a book about growing up in the 1850s in Minnesota. The link to the passage is in the slides presentation, so you can open the presentation, read the slides to your students and then assign the reading on Google classroom. TThis presentation can be used in the classroom, in a web meeting or done individually by students at home.

1a. Assign students to read the passage and answer the quiz

The link to the passage and the quiz is in the Google slides presentation or you can access it directly here.

The answer key for the quiz, along with the lines in the passage highlighted, can be found here.

2. Play the game Making Camp Lakota

There are 7 options in Making Camp Lakota for learning more about Lakota life

In the game Making Camp Lakota, select the LIFE option and then select any two of the activities to teach about Lakota life before the Europeans came to America.

Related lessons

A visit to grandmother, ELA lesson 2, comes before this lesson in the unit and is recommended.

ASSESSMENT: Making Camp Premium Teacher Reports

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here.

STATE STANDARDS

This lesson addresses the following MISSOURI state standards
Reading 1A (5.R.1.A.c) – Develop and apply skills to the reading process. -Develop and demonstrate reading skills in response to text by monitoring comprehension and making corrections and adjustments when understanding breaks down
Reading Foundations 3A (5.RF.3.A.a-b) – Understand how English is written and read. -Develop phonics in the reading process by those tasks described in a-b.
Speaking/Listening 1A (5.SL.1.A.a-d) – Listen for a purpose. -Purpose – Develop and apply effective listening skills and strategies in formal and informal settings by following SL.1.A. a-d.