4 Seasons From Laguna Pueblo

Fall - Harvesting - Plants

DESCRIPTORS

Curriculum Areas: Written Language, Social Studies

Recommended Levels: Special Education (1-2)

Time Frame: 30 minutes a day for 5 days

Tribal Affiliation: Laguna Pueblo

Geographic Location: Southwestern – New Mexico

Developed by: Elvera Romero Laguna Elementary School

Email addresses of developers: ERomero@teachnet.edb.utexas.edu

Date lesson was developed: July 26, 2001

American Indian Standards:

Social Studies Grade Level K-4/Standard 1

Language and Literacy Grade Level K-4 /Standard 1; 8; 18

American Indian Food 1.1; 2.2; 5.1; 5.2

American Indian Language and Culture Camps 1.1; 2.1; 2.2

American Indian Tribal Timeline 1.3

American Indian Community Service 5.1

American Indian Language and Technology 1.3; 3.1; 5.1

INSTRUCTION

Goal: To learn about and appreciate traditional Fall Activities related to harvesting of plants within the seasons of the Laguna Pueblo.

Behavioral Objectives: Students will:

• Describe the three plants (corn, chili, watermelon)
• Draw the plants
• Take pictures of plants
• Bring the plants to class from the local field

Prior Knowledge Needed:

• The students will be able to name the plants in English and Keres (Laguna).
• The students will be able to discuss how the plants will be used.
• The students will be able to illustrate the plants.
• The students will be able to write a short story about the plants.

Materials and Resources Needed:

• Plants (corn, chili, watermelon)
• Writing materials (writing paper, pencils, markers, drawing paper)
• Pictures of plants w/Keres and English words
• Digital camera
• Containers (baskets, piles, bowls, etc…)
• Farmer from the community

Culture Content and Strategies:

• Write the three plants in English and Keres.
• Ask the farmer to come back to the class to give a brief summary of the ways the plants will be used and shared in class and/or the community.

Lesson Summary and Performance Tasks:

The teacher will write and pronounce the names of the three plants in English and Keres on the board. The teacher will provide the students with the writing and drawing materials. The students will be able to discuss the usage and sharing of the plants within the class and/or community. The students will illustrate and write a story about what was discussed about the plants.

The teacher will ask the farmer to come back to the classroom. The teacher will ask the farmer to talk to the students about how they will be able to pick the crops. The farmer will discuss the usage and sharing of the crops within the class and/or community.

Assessment:

• Show illustrations and stories of students’ work on bulletin board.
• Make a checklist for student identification and naming of the three plants in English and Keres.
• Take pictures of farmer discussing the crops in the classroom.
• Observe and take pictures of students during the picking process.
• Keep students’ work and photos in portfolio to be assessed by portfolio rubic.

EXTENSION

Technology Integration:

The students will use a digital camera to take pictures of the farmer within the classroom. Also, the students will take pictures at the local field while picking the crops. The students will create HyperstudioÔ stacks, using the digital pictures or by scanning, with the help of the teacher. Also, some pictures can be brought from home, of a relative picking crops at their local field. Students will put sound files on the stacks, naming the plants in English and Keres.

Enrichment/Remediation:

The students will take a field trip to the local field where they had planted the seeds during the spring. The teacher will take pictures of the students and farmer during the process of picking the crops (corn, chili, watermelon). The students will share the crops that have been picked with their families, community members and elders of the Laguna Pueblo.