4 Seasons From Laguna Pueblo

Spring - New Life - Seeds

DESCRIPTORS

Curriculum Areas: Written Language, Math, Social Studies, Science

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:

Science As Inquiry A

Physical Science B-1

Life Science C-1

Earth & Space Science D-1; D-3

Science & Technology E-1; E-2

Language and Literacy 1; 2; 13; 18

Mathematics 1; 2; 3; 5; 6; 10

INSTRUCTION

Goal: The students will compare and contrast traditional Spring Activities related to New Life within the seasons of the Laguna Pueblo.

Behavioral Objectives: Students will:

• Describe 3 seeds (corn, chili, watermelon)
• Glue seeds onto oak tag
• Label seeds
• Plant seeds within a local field

Prior Knowledge Needed:

• The students will be able to name the seeds in English and Keres (Laguna).
• The students will be able to write the 3 seeds in English and Keres (Laguna).
• The students will be able to prepare, care and plant the seeds at the local field.

Materials and Resources Needed:

• seeds (corn, chili, watermelon)
• glue
• oak tag
• picture books about plants coming from the seeds
• digital camera
• water
• garden tools (rack, hoe, shove, gloves, etc…)
• farmer from the community
• pencils, markers

Culture Content and Strategies:

• Write the three seeds in both English and Keres (Laguna).
• Ask the person who owns the field to come to class and give a brief talk of what will be happening during preparation, caring and planting in the field.

Lesson Summary and Performance Tasks:

The teacher will show the picture book and talk about the plants that will grow from the seeds. The plants are corn, chili and watermelon. The teacher will provide the oak tag, glue, and pencil/markers to the students. The teacher will write and pronounce the seeds in English and Keres. The students will glue the seeds onto the oak tag. The teacher will point and pronounce the words in English and Keres. During this activity, the students will label the seeds using a pencil or marker and pronounce the names of the seeds.

The teacher will ask permission of the farmer to use his field in the local area. Also, the teacher will ask the farmer to come to class and talk to the students about preparation, caring and planting of the seeds at the field.

Assessment:

• Show illustrations of students’ work on bulletin board.
• Make a checklist for student identification and naming of the three seeds in English and Keres.
• Observe and take pictures of the students during the preparation, caring and planting of the seeds at the local field.
• Keep students’ work and photos in portfolio to be assessed by portfolio rubic.

EXTENSION

Technology Integration:

Students will use a digital camera to take pictures of the farmer within the classroom, talking about the preparation, caring and planting. Also, the students will take pictures at the local field during the preparation, caring and planting of the seeds. The students will create HyperStudioÔ stacks, using the digital pictures or by scanning in, with the help of the teacher, hand-drawn or magazine pictures or pictures brought from home. Students will put sound files on the stacks, naming the seeds in English and Keres.

Enrichment/Remediation:

The students will take a field trip to the local field within the Laguna Pueblo. The teacher will take pictures of the students and farmer in preparation, caring and planting of the seeds at the local field. The students can also bring pictures of family members at their gardens or of pictures showing a garden of the plants (corn, chili, watermelon).