4 Seasons From Laguna Pueblo

Winter - Food - Animals

DESCRIPTORS

Curriculum Areas: Reading/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 25, 2001

American Indian Standards:

Language & Literacy 1; 2; 4; 7; 8; 14; 18

Social Studies Grade Level-K-4 / 3; 7

Tribal Language Learning Grade K-4 / American Indian Foods 2.2; 5.1; 5.2

INSTRUCTION

Goal: To learn about and appreciate traditional Winter Activities related to foods of animals within the seasons of the Laguna Pueblo

Behavioral Objectives: Students will:

• Describe the three animals (deer, cow, sheep)
• Listen to stories of the animals from books
• Listen to stories from the elders
• Illustrate the three animals
• Label the three animals

Prior Knowledge Needed:

• Students will be able to name the animals in English and Keres (Laguna).
• Students will be able to cut out pictures of animals from magazines.
• Students will be able to illustrate the animals.
• Students will be able to write sentences on how the animals are used for food during the winter season.

Materials and Resources Needed:

• magazines
• scissors
• glue
• story books
• pictures of animals in Laguna
• construction paper
• writing pager
• pencils, markers
• Fish and Game Ranger from the pueblo
• elder, parent or relative of student(s)
• digital camera
• dry jerky from sheep, cow, deer

Culture Content and Strategies:

• Write the three animals in both English and Keres.
• Ask elder to come to class to talk about the process of jerking and dry of meat from the animals. If possible, demonstrate the process of jerking the meat in the classroom.

Lesson Summary and Performance Tasks:

The teacher will read a story about the animals that are on the Laguna reservation. The animals are sheep, cow and deer. It was mentioned in the season before (Fall), why the people hunted or butchered these animals. Now, we will begin the process of how these animals are used to feed the people. The teacher will provide the construction paper, writing tools (writing paper, pencils, markers). The teacher will write the three animals on the board in both English and Keres. The teacher will ask the students to choose one animal to illustrate. When completed with illustration of animal, the students will write a short story about the animals that were chosen.

The teacher will ask an elder or relative to come to class. The elder or relative will talk to the students on the process of preparation for jerking and drying of the meat from the three animals. If possible, the teacher will ask the elder or relative to bring some fresh meat to show exactly how to prepare and jerk the meat. The students will be able to do hands-on activities with the guidance of the elder/relative or teacher, such as jerking the meat.

Assessment:

• Show illustrations and stories of students’ work on bulletin board.
• Make a checklist for student identification and naming of the three animals in English and Keres.
• Observe and take pictures of elder/relative in the classroom talking to the students.
• Observe and take pictures of students in the process of jerking the meat.
• Keep students’ work and photos in portfolio to be assessed by portfolio rubic.

EXTENSION

Technology Integration:

Students will use the digital camera to take pictures of the elder/relative talking to the class about the process of jerking and drying of the meat. Also, the students will take pictures of the elder/relative and classmates jerking the meat in the classroom. The students will create HyperstudioÔ stacks, using the digital pictures or by scanning, with the help of the teacher. If possible, the students will pictures of elder/relative jerking the meat at home. The students will put sound files on the stacks, naming the animals in English and Keres. Also, if permissible, the teacher will record the elder/relative telling the process of preparation of jerking and drying the meat for the winter season.

Enrichment/Remediation:

The students will take a field trip to the local Fish and Game Department within the Laguna Pueblo. The teacher will take pictures of the students and elder/relative processing the meat into jerky. If possible, the students will bring pictures of family member(s) processing the meat into jerky from deer, cow and/or sheep.