Activity Overview
In this activity students will create a spider map that highlights what they have learned about the Inca. Their storyboards will include the location, environment, and natural resources available, and how these were used as food and to create tools, clothing, and buildings. Students can also include any Incan cultural or religious practices, Incan achievements, government, social structure or any other interesting information that they learned. Students can use the template provided but can also add or delete cells and change the headings as necessary. Students will then include a description and an illustration with appropriate scenes, characters and items. This can serve as a great activity to do as a pre-assessment or after the unit to see what students have learned.
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 the Inca.
Student Instructions:
- Click "Start Assignment".
- Write a 1-3 sentence description of each cell.
- Create an illustration that represents each category using appropriate scenes, characters, and items.
Requirements: Location, environment (physical features and climate), natural resources, useful tools and items made from the natural resources, including clothing and buildings, achievements and cultural practices.
Lesson Plan Reference
- [ELA-Literacy/W/4/4] Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
- [ELA-Literacy/W/4/6] With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
- [ELA-Literacy/W/4/7] Conduct short research projects that build knowledge through investigation of different aspects of a topic.
- [ELA-Literacy/RL/4/4] Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
- [ELA-Literacy/RI/4/4] Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
- [ELA-Literacy/RI/4/5] Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
- [ELA-LITERACY/CCRA/W/4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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 To Create Spider Maps Using Storyboard That
Discuss Spider Maps
Discuss the concept of spider maps with students and tell them why these maps are used. Explain to them that these maps are visual representations of the ideas, and information and how we can connect these things together.
Show Some Samples
Before students can start working on their own maps, show them a few samples that will help them analyze how to make these maps and what kind of information to incorporate. Teachers can also show some animated videos that explain how to make spider maps for a certain topic such as “The Dark Ages” or the “Roman Empire”.
Select and Discuss an Idea
Once students are clear on the concept, they can choose any idea or topic they find interesting to make a spider map. Once students have finalized the concept they will be using, they should discuss the type of information they will be incorporating. For instance, if students want to make a spider map for the Inca Civilization, they can include information on culture, religion, language, resources, clothes, physical appearance, etc
Choose the Template and Cells
Help the students log into or sign up for Storyboard That. Students can search and select a template for the spider maps and incorporate as many cells as they like. For instance, if they only want to work on culture, clothes, and jewelry, they can add three spider cells and connect them through lines after adding the required information.
Include Both Illustrations and Text
Encourage your pupils to customize their spider maps with both text and visuals. Images can reinforce comprehension by serving as visual clues. After students are done organizing the information on their maps, they can download it or get a digital print to hang in the classroom.
Frequently Asked Questions about Inca Culture
What were the Inca Civilization's principal cities?
The capital of the Inca Empire and its most well-known city was Cusco. Other notable towns were Chan Chan (located in modern-day northern Peru), Machu Picchu, Ollantaytambo, and Ollantaytambo, which was originally founded by the Chim civilization but eventually integrated into the Inca Empire.
What were the Incas' greatest architectural accomplishments?
The accuracy and use of large stones that were put together without mortar make Inca architecture famous. Machu Picchu, a complex web of roadways, and stunning buildings like Cusco's Temple of the Sun are examples of notable accomplishments.
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