Elementary School Science

 

ACESSU NASWEMOWAKON
"Changes in Footwear"

Grade Level:

Grades 3 and 4

Subject Areas:

Objectives:

Technology Equipment and Skills Needed:

Lesson Overview:

Students will examine the modern-day picture of Passamaquoddy moccasin-making and identify the natural resources and other materials needed, as well as compare and contrast past-present technologies used in this process.

Cultural Content:

Prior to the arrival of the Europeans, Passamaquoddy moccasins were made from animal skins. They were made from thick leather such as moosehide (sometimes from used robes), puckered and sewn with small stitches to keep water out. Sometimes they were made from the long tubes of hide removed from moose legs, sewn across the toes. For very wet conditions moccasins were often made of seal skin.

Other Background Information for Teacher:

Other Helpful Reference Materials:

"The Wabanakis of Maine and the Maritimes" A resource book about Penobscot, Passsamaquoddy, Maliseet, Micmac and Abenake Indians. American Friends Service Committee, Bath, Maine, 1989.

Speck, Frank G., "Penobscot Man," Octagon Books, New York, 1976.

Assessment:

Main Learning Results, July 1997

Social Studies:Geography (B3) Human Interaction with Environment
Use of a variety of materials and geographic tools to explain how the physical environment supports and constrains human activities.
Science and Technology: (M1) Implications of Science and Technology
Explore how cultures have found different technological solutions to deal with similar needs or problems. (e.g., construction, clothing, agricultural tools and methods).

Native American Standards, Orbis Associates, Washington, D.C.,1998

Science and Technology: Content Standard E
An awareness of the problem-solving skills demonstrated by historical American Indians in the development and improvement of tools and technologies (e.g. tanning of hides).

Evaluation

Students list natural resources and other materials used in the process of moccasin-making.

Students will make a list in order to compare past-present technologies.

 

Pinon -- The Grandest Nut

Grade Level:

2nd Grade

Subject Areas:

Objectives:

Technology Equipment and Skills Needed:

Lesson Overview:

The students are excited about their pinon picking! Where they picked, how much they picked, and how they picked make the students sound like contestants. With this enthusiasm, lessons integrating Social Studies, Science, Math, and Language Arts can begin.

Geography: As students share information, direct them to use correct names for landforms and regions.

Science: Direct students to classify trees.

Math: Ask students to determine the number of pinons they picked.

Language Arts: Ask students to write about their experiences.

Cultural Content:

The Laguna Pueblo people look forward to a very special seasonal event during the fall --Deer Hunt. It is also during this time that the pinons might be in season. Because of nature's cycles, the pinon trees do not produce a crop annually. When there is a crop there is much excitement about picking. After the pinons are picked, they are dried, roasted, and salted. This pinon nut is one of the main ingredients in the deer stew. The deer dinner is a celebration for the successful deer hunt. A continued celebration is the Deer Dance -- a dance in honor and appreciation of the deer.

Other Background Information for Teacher:

In the Southwest region, the pinon crop comes in cycles, every seven years. Students live in a geographic area where they can pick the pinons.

Vocabulary list:

landforms mountains hills plateau rocks
soil trees cones water needles
kneel sit crawl lay stand
shake hit branches resin sticky
sand picking blanket cans sacks
animals deer tracks units pounds scale

Assessment: