Folks+Call+Me+Appleseed+John+Reinforcing+Activity

Students will be able to identify how the climate affects human-environment interactions using the examples of food, shelter, and clothing of various regions around the world.
 * __Objective __**

Variations among physical environments within the Western Hemisphere influence human activities. Human activities also alter the physical environment.
 * __Academic Content Standards __**

- Idea Wheel Handout (see below) - White Board/Markers - Reference Books and/or Computers -Book-//Folks Call Me Appleseed John//
 * __Materials __**

//Model // – Read the book //Folks Call Me Appleseed John// to the class. Referencing the book, ask students to give examples of how the climate of Pennsylvania and Ohio affected John and Nathaniel in the story. After a few ideas are given, introduce the Idea Wheel graphic organizer and have students give suggestions of what could go in each part of the circle. Ex: Food – John couldn’t gather certain foods because of the cold weather  Shelter – Nathaniel had to live inside of the tree during the winter  Clothing – John could wear no shoes during some seasons but had to wrap his feet with cloth later in the story
 * __Activity __**

- Remind students that all of these adjustments are based on the temperate climate of Ohio and Pennsylvania

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Guided Practice //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">- **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Go on the http://www.climate-zone.com/ and guide students through how to use the Idea Wheel by knowing the climate website by either using weather information from the Ohio/Pennsylvania region where //Folks Call Me Appleseed John// took place or where the students live. Ask guiding questions such as "what does the average temperatures tell you about the type of clothing people would wear" and "what does the average rainfalls tell you about the type of food they can grow."

<span style="font-family: Arial,sans-serif; font-size: 10pt;"> //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Independent Practice //**<span style="font-family: Arial,sans-serif; font-size: 10pt;"> – **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Divide students into groups of 4-5 and distribute the handout. Ask each group to fill out the Idea Wheel with ideas of how humans adapt to various environments within the given 4 categories. Ideas on the wheel can be shown visually or textually. Each group will have a different climate or region to discuss. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Group 1 – Juneau, Alaska <span style="font-family: Arial,sans-serif; font-size: 10pt;">Group 2 – Amazonian Rainforest <span style="font-family: Arial,sans-serif; font-size: 10pt;">Group 3 – Sahara Desert <span style="font-family: Arial,sans-serif; font-size: 10pt;">Group 4 – Caribbean Island <span style="font-family: Arial,sans-serif; font-size: 10pt;">Group 5 – Central Europe <span style="font-family: Arial,sans-serif; font-size: 10pt;">Group 6 – Australia

<span style="font-family: Arial,sans-serif; font-size: 10pt;">If needed, students can look up specific climate information using reference books in the classroom or by visiting [|www.climate-zone.com].

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Conclusion //**<span style="font-family: Arial,sans-serif; font-size: 10pt;">- **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">After students have filled out their Idea Wheels, have each group briefly present their ideas to the rest of the class. If the teacher has time, he/she can continue the discussion of human-environmental interaction through more specific examples of human adaptation and draw comparisons to how animals adapt to their surroundings.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Grade 4 Geography, Human Systems 14. Ohio’s location and its transportation systems continue to influence the movement of people, products and ideas in the United States
 * __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Other Standards __**

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Grade 5 Geography, Human Systems 6. Regions can be determined using various criteria (e.g., landform, climate, population, cultural or economic).

Grade 5 Economic, Economic Decision Making and Skills 14. The choices people make have both present and future consequences.

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