Arctic People

Activity card

Graphic Organizer: Cause and effect Name/s:

List things that have impacted on the Iñupiat people. Write about how each thing affected them.

Cause

WorldWise

™

Lesson Plan Xx

Content-based Learning

Effect

Harsh climate

Level T (50)

Xxxxxxxxx

Arctic People explains how people who live in the harsh climate of the Arctic region survive. It traces the history of these people and the way they lived traditionally, as well as how their lives were impacted by European contact. Arctic People also explores how recent threats such as climate change are impacting their lifestyle.

Informational text types: Report/Explanation

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Eco.4.3–5 Explain why individuals and businesses specialize and trade • D2.Geo.2.3–5 Use maps, satellite images, photographs and other representations to explain relationships between the locations of places and regions and their environmental characteristics

• D2.Geo.4.3–5 Explain how culture influences the way people modify and adapt to their environments

• D2.His.2.3–5 Compare life in specific historical time periods to life today Key concepts

• People living in Arctic regions have developed ways to live in this harsh, frozen environment • The lifestyle of Arctic people changed with European contact • Arctic people continue to face challenges and they must adapt to overcome these Content vocabulary axis, baleen, biome, boarding school, climate change, culture, driftwood, energy boom, harpoon, ice age, ice floes, indigenous, Iñupiat, maneuver, permafrost, polar desert, primary, reflector, territory, traditional, tundra, whaling, wick

Text features

• Maps, text boxes, sidebars, captions, glossary Reading strategy

• Identifying cause and effect Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Arctic People © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 5(6) (C) Make, correct, or confirm predictions using text features, characteristics of genre, and structures.

5(6) (F) Make inferences and use evidence to support understanding.

5(9) (D) (iii) Recognize characteristics and structures of informational text, including organizational patterns such as logical order and order of importance.

Writing 5(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft Speaking and Listening 5(1) (A) Listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Choose to have students either read independently or, if they need more support, to meet with you in a small group.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write about their opinion, using the prompt: Living a modern lifestyle is a positive experience for the Iñupiat people. Provide the students with a template detailing how to plan and write an argument. Remind them to state their opinion and then use clear arguments to support their view.

Give each student a copy of the book Arctic People. Have the students browse through the book. Say: As you browse through the book, think about what you already know about the Arctic and the people who live there. What connections are you making? Have the students discuss their thinking with the group.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about Arctic people? Have students record their words on sticky notes. Say: When you are finished, add your sticky notes to our group chart.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus Say: This book explains how Arctic people have overcome difficulties and adapted to changes to their lifestyle. Ask: What things might they have had to overcome? Have students talk with a partner and then discuss.

Say: As you read, think about cause and effect: how certain things lead to certain outcomes. Think about what things have impacted on the Arctic people (cause) and how these things have impacted on them (effect).

Reading with teacher support Say: Read the introduction and chapters 1 and 2 to yourselves.

As you read, think about the impact that living in the freezing cold environment of the polar region has had on the people who live there.

How has this climate affected their lifestyle? Have the students discuss their thinking with their partner, and then have a group discussion. Ask: How has the author helped you to see the relationship between the climate in the Arctic and how people live there? Have the students record their ideas on the Graphic Organizer and compare it with their partner’s. Say: Be ready to talk about what you noticed with the whole group.

Independent and partner work Have the students read chapters 3 and 4 independently. Say: As you read, use the same process we used with the introduction and chapters 1 and 2. Read the chapters to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss the cause and effect you have noticed.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

Have the students read the rest of the book. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reading with teacher support

What adaptations allowed the Arctic people to live successfully in their harsh environment? What were the positive and negative impacts of the arrival of European people to the Arctic region? Why do you think the US government wanted the Arctic people to change their way of life?

How is this different today? (Inferential) What are your thoughts on the balance that the Arctic people have between traditional and modern lifestyles today? Is it important for the Arctic people to continue their traditional customs and way of life?

Why? (Synthesizing) Are there things you would like to know about how the Arctic people live that weren’t explained in the book? What do you think is the author’s opinion on Arctic people? What makes you think this?

(Critical) Invite students to ask their own questions.

Ask: What have we learned so far about how the climate has impacted on the Arctic people? Share your ideas with a partner.

Have the students read chapter 3 to themselves. Review what the students have read. Ask: What changes to the lifestyle of the Arctic people did you learn about? How did these things impact on their lifestyle? Invite the students to talk about their understandings. Have the students read chapter 4 and the conclusion to themselves. Say: Now add your thinking about cause and effect to your Graphic Organizer. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Going beyond the book

Reflecting on the reading strategy

Vocabulary

Encourage the students to talk about what they did to help themselves as readers. Ask: How does identifying cause and effect help you to understand the information in a book like this?

Have students choose 8–10 nouns from the book that relate to the traditional lifestyle of the Iñupiat people (kayak, sled, caribou etc.). Have them make a set of cards (one card with a word written on it and one card with a matching drawing).

Students then join with others to play games such as “Memory” or “Snap.”

Have students demonstrate their understanding by choosing one or more of the following tasks. The tasks can be completed independently, in pairs or in a small group.

Speaking and listening Have students discuss in small groups the impact of climate change on the Arctic people and what can be done to help.

Have one student lead the discussion and another be the notetaker. The small groups can then share their ideas with the whole group.

Visual literacy Have students choose images and music to create a slide show about living in the Arctic.

Download the template at www.worldwise-reading.com/teacherresources Ask: Has a modern lifestyle been good for the Iñupiat people?

What do you believe? Why? Encourage the students to talk about their ideas with a partner, then write their persuasive argument. Say: You will need to research to find facts that support your argument.

Alternatively, the students could choose to write a report that outlines the modern lifestyle of Iñupiat people.

Activity card

Graphic Organizer: Cause and effect Name/s:

List things that have impacted on the Iñupiat people. Write about how each thing affected them.

Cause

WorldWise

™

Lesson Plan Xx

Content-based Learning

Effect

Harsh climate

Level T (50)

Xxxxxxxxx

Arctic People explains how people who live in the harsh climate of the Arctic region survive. It traces the history of these people and the way they lived traditionally, as well as how their lives were impacted by European contact. Arctic People also explores how recent threats such as climate change are impacting their lifestyle.

Informational text types: Report/Explanation

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Eco.4.3–5 Explain why individuals and businesses specialize and trade • D2.Geo.2.3–5 Use maps, satellite images, photographs and other representations to explain relationships between the locations of places and regions and their environmental characteristics

• D2.Geo.4.3–5 Explain how culture influences the way people modify and adapt to their environments

• D2.His.2.3–5 Compare life in specific historical time periods to life today Key concepts

• People living in Arctic regions have developed ways to live in this harsh, frozen environment • The lifestyle of Arctic people changed with European contact • Arctic people continue to face challenges and they must adapt to overcome these Content vocabulary axis, baleen, biome, boarding school, climate change, culture, driftwood, energy boom, harpoon, ice age, ice floes, indigenous, Iñupiat, maneuver, permafrost, polar desert, primary, reflector, territory, traditional, tundra, whaling, wick

Text features

• Maps, text boxes, sidebars, captions, glossary Reading strategy

• Identifying cause and effect Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Arctic People © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 5(6) (C) Make, correct, or confirm predictions using text features, characteristics of genre, and structures.

5(6) (F) Make inferences and use evidence to support understanding.

5(9) (D) (iii) Recognize characteristics and structures of informational text, including organizational patterns such as logical order and order of importance.

Writing 5(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft Speaking and Listening 5(1) (A) Listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments.