Activity Overview
In this activity students will create a spider map that illustrates what what they have learned about the First Nations of the Southeast region. Their maps will include the names of some of the First Nations, describe the environment of the Southeast with physical features and climate, list the natural resources available and how these were used as food and to create tools, clothing, and homes. They may also describe any other cultural traditions or interesting information they encounter in their research or in the lesson.
Students Can Collaborate!
Teachers may wish for students to work together on this lesson which is possible with Storyboard That's Real Time Collaboration feature! With Real Time Collaboration, students can work on the same storyboard at the same time which is perfect for this lesson! As teachers know, collaborating on assignments allows students to think on a deeper level while increasing their communication and problem-solving skills. Collaboration can also help cut down on the time it takes to complete a storyboard. While there is no set limit to the number of users who can work on a storyboard at once, we recommend five users or fewer for optimal performance. All of our assignments default to individual. To make this lesson collaborative, teachers must enable collaboration for the assignment within the "Edit Assignment" tab.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a spider map that describes the lives and traditions of Native Americans of the Southeast.
- Click "Start Assignment".
- Write a 1-3 sentence description of each cell.
- Create an illustration that represents each event using appropriate scenes, characters, and items.
- Save and exit when you're done.
Requirements: Names of some of the First Nations, environment (physical features and climate), natural resources, useful tools and items made from the natural resources, including clothing and homes.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Facts | Text and images include a clear explanation of the 8 categories provided in the template. | Text and images include an explanation of the categories, but the explanation may lack clarity or there may be some inaccuracies. | Text and images do not explain important facts. Information is mostly missing or inaccurate. |
| Storyboard Images and Effort | Student clearly shows effort to convey the facts through appropriate scenes, characters, items, symbols or infographics. Illustrations clearly show that time, care and effort have been put in. | Student attempts to convey facts through use of graphics, but the depiction may be confusing, disordered, or lack some detail. | Student does not clearly convey facts and the depictions are inaccurate or inappropriate. |
| Spelling and Grammar | Student uses exemplary spelling and grammar. There are no errors. | Student makes one or two minor errors in spelling and grammar. | Student makes multiple errors in spelling and grammar. |
Activity Overview
In this activity students will create a spider map that illustrates what what they have learned about the First Nations of the Southeast region. Their maps will include the names of some of the First Nations, describe the environment of the Southeast with physical features and climate, list the natural resources available and how these were used as food and to create tools, clothing, and homes. They may also describe any other cultural traditions or interesting information they encounter in their research or in the lesson.
Students Can Collaborate!
Teachers may wish for students to work together on this lesson which is possible with Storyboard That's Real Time Collaboration feature! With Real Time Collaboration, students can work on the same storyboard at the same time which is perfect for this lesson! As teachers know, collaborating on assignments allows students to think on a deeper level while increasing their communication and problem-solving skills. Collaboration can also help cut down on the time it takes to complete a storyboard. While there is no set limit to the number of users who can work on a storyboard at once, we recommend five users or fewer for optimal performance. All of our assignments default to individual. To make this lesson collaborative, teachers must enable collaboration for the assignment within the "Edit Assignment" tab.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a spider map that describes the lives and traditions of Native Americans of the Southeast.
- Click "Start Assignment".
- Write a 1-3 sentence description of each cell.
- Create an illustration that represents each event using appropriate scenes, characters, and items.
- Save and exit when you're done.
Requirements: Names of some of the First Nations, environment (physical features and climate), natural resources, useful tools and items made from the natural resources, including clothing and homes.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Facts | Text and images include a clear explanation of the 8 categories provided in the template. | Text and images include an explanation of the categories, but the explanation may lack clarity or there may be some inaccuracies. | Text and images do not explain important facts. Information is mostly missing or inaccurate. |
| Storyboard Images and Effort | Student clearly shows effort to convey the facts through appropriate scenes, characters, items, symbols or infographics. Illustrations clearly show that time, care and effort have been put in. | Student attempts to convey facts through use of graphics, but the depiction may be confusing, disordered, or lack some detail. | Student does not clearly convey facts and the depictions are inaccurate or inappropriate. |
| Spelling and Grammar | Student uses exemplary spelling and grammar. There are no errors. | Student makes one or two minor errors in spelling and grammar. | Student makes multiple errors in spelling and grammar. |
How Tos about Southeast Region Environment and Culture
Organize student research with graphic organizers
Graphic organizers help students structure their information and ensure they cover all key topics. Using a spider map lets students visually connect facts about the Southeast First Nations, environment, and culture, making research more meaningful.
Guide students to brainstorm and list key topics
Encourage students to list important categories like First Nations names, environment, resources, and cultural traditions before starting their research. This step helps them stay focused and ensures nothing vital is missed.
Model how to fill in one section together
Work as a class to fill out one section of the spider map, such as climate or natural resources. Demonstrating this process builds student confidence and clarifies your expectations for detail and accuracy.
Assign partners or small groups for collaborative research
Pairing students or forming small groups promotes discussion and shared learning. Students can divide tasks, check each other's work, and combine ideas to create richer spider maps.
Encourage students to use visuals and labels
Ask students to add illustrations, icons, and labels for each section of their spider maps. Visual elements make information clearer, support diverse learners, and help students remember what they've learned.
Frequently Asked Questions about Southeast Region Environment and Culture
What is a spider map and how can it help students learn about the Southeast First Nations?
A spider map is a graphic organizer that helps students visually organize information about a topic. For the Southeast First Nations, it allows students to clearly display key facts about their environment, natural resources, cultural traditions, and daily life.
How do I enable Real Time Collaboration for students on Storyboard That?
To enable Real Time Collaboration in Storyboard That, go to the "Edit Assignment" tab and turn on the collaboration option. This lets multiple students work on the same storyboard at the same time, enhancing teamwork and creativity.
What natural resources did Southeast First Nations use for food, tools, and homes?
The Southeast First Nations used natural resources like fertile soil for crops, wood for building homes, clay for pottery, and animals for food, clothing, and tools. These resources were vital for daily living and cultural practices.
Which First Nations are included in the Southeast region for this lesson?
Some First Nations of the Southeast region include the Cherokee, Creek, Seminole, Choctaw, and Chickasaw. These groups each have unique traditions and histories that students can explore in their spider maps.
What are some tips for a successful collaborative storyboard activity in 4th or 5th grade?
For a successful collaborative storyboard activity, keep groups to five students or fewer, assign clear roles, and set expectations for communication. Encourage students to share ideas and problem-solve together for the best results.
More Storyboard That Activities
Indigenous Peoples of the Southeast
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