Exploring Native Life

Grade Level

2nd Grade

Duration

30 minutes

Unit

Exploring Ohio's Native Americans
Lesson 2 of 5

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Learning Objectives

Students will be able to:

• I can describe the daily life of Ohio Native Americans using information from stories and artifacts.
• I can list three aspects of daily life and one tradition of Ohio Native Americans.

Aligned Common Core Standards:
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

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Materials

• Replicas of Ohio Native American artifacts (e.g., pottery shards, tools, clothing items, beadwork)
• Storybook or short reading passage about daily life and traditions of Ohio Native Americans (available in dyslexia-friendly font and format)
• Graphic organizer: "My Native Life Chart" with sections for daily life and traditions
• Whiteboard and markers
• Crayons, paper for optional drawing or artifact sketching

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Lesson Outline

1. Introduction (5 minutes)

• Teacher says: "Today we will learn about how Ohio Native Americans lived, the things they did every day, and special traditions they had."
• Introduce the I can statements with visuals:
  • I can describe daily life of Ohio Native Americans.
  • I can list 3 things they did every day and 1 tradition they followed.
• Show a few large images of Native American life in Ohio to activate prior knowledge.

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2. Read-Aloud & Discussion (7 minutes)

• Read a short, age-appropriate story about Ohio Native Americans’ daily life and traditions. Use dyslexia-friendly reading options (clear font, audio support if possible).
• Pause throughout to ask questions:
  • "What did you learn about their homes?"
  • "What games or activities did children play?"
• Write answers on the board, modeling notes with simple language and keywords.
• Encourage student participation and turn-taking to practice oral skills (CCSS.SL.2.1).

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3. Artifact Exploration Activity (10 minutes)

• Divide students into pairs or small groups (2-3 per group).
• Hand out artifact replicas with guiding questions on a card, e.g.:
  • "What do you think this tool was used for?"
  • "How might this beadwork or pottery have been special to their tradition?"
• Students examine replicas closely and discuss in groups.
• Each group shares one observation with the whole class.
• Record one example from each group on the “My Native Life Chart” graphic organizer on the board.

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4. Graphic Organizer Completion & Wrap-Up (7 minutes)

• Distribute printed My Native Life Chart with pictures for visual cues.
• Students fill in 3 aspects of daily life and 1 tradition based on what they learned and observed.
• Teacher circulates to support struggling students using the graphic organizer as scaffolding (differentiation).
• Ask a few volunteers to share their answers aloud. Praise all efforts.

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Success Criteria

Students can:

• Name three daily life activities of Ohio Native Americans (e.g., making pottery, hunting, playing games).
• Name one tradition (e.g., storytelling, beadwork, seasonal ceremonies).
• Share ideas in small groups and with the whole class.

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Differentiation Strategies

• Provide graphic organizers with visual supports and simple sentences.
• Use dyslexia-friendly reading materials with audio support.
• Assign peer buddies for students needing extra language or social support.
• Allow oral responses instead of writing if needed.

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Extension Activity (For Advanced Learners)

• Artifact Creation at Home: Students design and create a simple “artifact” using household materials (clay, paper, fabric scraps).
• Bring to class to explain their artifact and how it relates to Ohio Native American culture.

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Teacher Reflection Notes

• Observe student engagement with tactile artifact exploration for informational retention.
• Note which students need further support with vocabulary or concept understanding.
• Use observations to plan follow-up lessons focusing on specific traditions or deeper exploration of artifacts.

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This lesson integrates interactive storytelling, hands-on learning, and visual scaffolding aligned to Common Core standards, helping second graders build foundational social studies skills with cultural respect and curiosity.