Unit+plan

Joanna Longmuir’s Thematic Unit on...    For Kindergarten __ Introduction  __ Scope: Rationale: __ Fact/information Pages  __ **The Plant World generally symbolizes transformation ** Four Sacred plants used for ceremonial and healing purposes are: Tobacco (East), Sage (South), Sweetgrass (West), Cedar (North) - []  ** CIRCLE  ****(quartered):  **The **sacred circle** filled with a cross, **four equal lines pointing from the center to the spirits of the north, east, south, and west** -- or to the basic element: earth, water, air (or wind), and fire. In Native American traditions, it forms the basic pattern of the ** MEDICINE WHEEL ** and plays a vital part in major spiritual rituals. - []  Pottery is another artifact that started out as simply an item to store things. Those tribal communities that were agriculturally-based such as the Haudenousaune created stunning pottery to hold corn. Pottery and its Potters cannot be lumped into one category because the creation of the work was as unique as the different tribes famous for it. Southwestern pottery (Pueblo) is perhaps one of the more well known for the simple reason, that the tribes that produced it were settled, not nomadic. To this day, they have not moved far from their Ancestral land. Southwestern tribes, in other words, did not suffer the same intrusion of European dominancy that the tribes in the east were forced to endure. Therefore, they could indulge in creating these wondrous items using very sophisticated 'black on black' firing techniques. Prior to European contact, pottery could be found pretty much all across Turtle Island. The Haudenousaune pottery was recognized by its dark patina because it was made from dark clay found in southern Canada, New York State and parts of Wisconsin. Pottery was usually made by women. -  []  The teaching of the Talking Stick is an exquisite example of the combined sacredness of the Talking Circle and the Five Codes of Ethics, in particular Non-Interference and Anger Not be Shown. When the Talking Stick is passed around the circle it is an action that is overtly indicative of the respect that we have toward the concept of harmony, balance and good manners among Humans, The Great Mystery and Mother Earth. The Talking Stick is a symbol of respect for the thoughts, stories and individual histories of each member participating in the circle. Whoever is holding the stick speaks their truth at that moment in their personal history, The role of the rest of the participants is to sit quietly and engage in  **//active listening. //**  <span style="color: black; font-family: 'Franklin Gothic Medium','sans-serif'; font-size: 13pt;">No one else should interrupt while the person holding the Talking Stick is speaking. When the individual has finished speaking (however long that takes), the Talking Stick is handed to the next person in the circle. If the receiver chooses not to speak, she simply hands it to the next person until the Talking Stick has been passed to everyone participating. In this way each person has had the opportunity to  **//<span style="background: maroon; color: black; font-family: 'Franklin Gothic Medium','sans-serif'; font-size: 13pt;">Speak and to Listen. //**  <span style="color: black; font-family: 'Franklin Gothic Medium','sans-serif'; font-size: 13pt;">The Talking Stick does not have to be a fancy, beaded Stick, It can simply be something that has been found in nature that has personal meaning. Thunderbird's favourite items are, a ‘Talking Stone’, a wonderful round stone she found on the beach of Haida G’wai (Queen Charlotte Islands); A small, beautiful totem pole that was carved especially for her by a friend. Always remember that what is said in the circle remains there. <span style="font-family: 'Franklin Gothic Medium','sans-serif'; font-size: 13pt;">[] <span style="color: black; font-family: 'Franklin Gothic Medium','sans-serif'; font-size: 13pt;"> Traditional Native American clothing varied widely from tribe to tribe, but one nearly universal element was the **moccasin**, a sturdy slipper-shaped type of shoe sewn from tanned leather. The word "moccasin" comes from an Algonquian word (also spelled mocasin, mocassin, moccassin, or mocussin, depending on the language and transcriber), but that is only because Algonquians were the first Indians encountered by Europeans--they were used as footwear from Sonora to Saskatchewan, and though "moccasins" may be understood and accepted by all of them at this point, most Indian tribes have their own native word for them. Originally, Native American beads were carved from natural materials like shells, coral, turquoise and other stones, copper and silver, wood, amber, ivory, and animal bones, horns, and teeth. Glass beads were not used until the colonists brought them from Europe 500 years ago, but like horses, they quickly became part of American Indian culture. Today glass beads, particularly fine seed beads, are the primary materials for traditional beaders of many tribes. http://www.native-languages.org/moccasins.htmasins" may be understood and accepted by all of them at this point, most Indian tribes have their own native word for them.   Metis facts ->  []   Oral tradition and storytelling ->  []  __  Curriculum Connections  __  __  Foundational Objectives (general/broad)  __   Knowledge (concepts/understandings)-    Skills/processes-    Attitudes/values-   __  Adaptive Dimension  __   Curriculum content-    Instructional practices-    Learning environment-   __  Unit Content  __   Content web-    Learning Outcomes (knowledge, skills/processes, attitudes/values)-    Content outline (Outcomes, learning activities, teaching strategies, assessment techniques)-   __  Assessment and Evaluation  __   Assessing prior knowledge- Products- Processes- Formative and summative- Record keeping- __ Aboriginal and Cross Cultural Content  __ Connections made to cross cultural knowledge- Resources used- Taking Care of Mother Earth by Leanne Flett Kruger ISBN1-894778-30-8 The Moccasin Goalie by William Roy Brownridge ISBN 1-55143-054-1 Many Nations: An Alphabet of Native America by Joseph Bruchac ISBN 0-8167-4389-4 Where did you get your moccasins? By Bernelda Wheeler ISBN 0-919143-15-6 The Métis Alphabet Book by Joseph Jean Fauchon ISBN 0-920915-72-8 I can’t have Bannock but the Beaver has a Dam by Bernelda Wheeler ISBN 1-55379-002-2 Turtle Island ABC by Gerald Hausman ISBN 0-06-021308-6 The Missing Sun by Peter Eyvindson ISBN 0-921827-29-6 Eat, Run, and Live Healthy by Karen Olson ISBN 1-894778-32-4 Beyond the Northern Lights by Lynn Blakie ISBN 978-1-55005-123-0 Northern Lullaby by Nancy White Carlstrom ISBN 0-399-21806-8 __ Technology Enhanced Learning  __ Process- Product- Content- __ Classroom Management Plans  __ __ Materials and Resources  __ For the teacher- For the students- __ Professional Development Plans   __ Professional growth plans- Unit reflections- Intensions for future professional growth- __ Professional Development Plan  __ Date: Teacher: Observer: Subject: Science Topic: The importance of plants to First Nations 1.   Professional target: Student management 2.   Steps to achieve target: Be creative in using a variety of techniques to gain and keep the attention of the students such as pointing to ears and lips, clapping, singing a song, etc. Only allow a certain amount of questions or comments to keep the lesson flowing. Try to keep the students on task and not stray from the topic. 3.   Instructions for observer: Please monitor my teaching strategies, make marks and comments in my data collection, and write any other information down as well 4.   Data collection: __ Techniques used to gain or retain attention:  __ __ Were students paying attention/did they listen to me?:  __ __ Amount of questions and comments:  __ __ Did we get off-topic?:  __ __ Other __ __ Lesson Plans  __ Lesson plans and materials for unit before going to the field- Samples of student work, photographs, etc. __ Lesson Plan  __ Name: Joanna Longmuir Date: Grade: Kindergarten Subject: Science Content: (Topic) The importance of plants || Teaching Strategy: || Learning Outcome: || Assessment: || Adaptive Dimension: || || Common Essential Learnings:   || Prerequisite Learning || Lesson Preparation: Equipment/Materials: Classroom plant, pencil crayons, plant template, story book Advanced Preparation: || Presentation: ||  Classroom Management Strategies  || Set: First of all we will read a book about nature, land, and plants called “Taking Care of Mother Earth” by Leanne Flett Kruger || I will allow the students two questions or comments for each page and ask them to raise their hands. || Development: A classroom plant will be introduced. I will explain how we must care for this plant by watering it and giving it lots of sunshine. We will talk about the parts of the plant. I will ask “Where are the roots, stem, leaves etc.?” “What do plants need to live?” “What do we use plants for?”. I will explain the importance of plants in First Nations culture. We will then play a game where the teacher pretends to plant a seed and the child acts as the seed. One by one the children are planted then water is added and they will grow, then sunshine is added and they grow more. ||  I will split the class into buddies and a set of buddies will be asked to care for the plant each day either by watering it, moving it into the sun, telling it a story, or decorating it. || Closure: Students will use pencil crayons and paper to make a drawing of their very own plant. They will be told to include all the parts of a plant in their picture. They will name their plants and explain what makes it important and special. ||  The adults in the classroom will have to help students write the names of their plants on their pictures and what its importance is. || Name:___________ Plant’s name:_________ My plant is important and special because __________________________ Lesson Plan Name: Joanna Longmuir Date: Grade: Kindergarten Subject: Math Content: (Topic) Patterns || Teaching Strategy: || Learning Outcomes: Outcome- Demonstrate and understanding of repeating pattern (two or three elements) by: identifying, reproducing, extending, creating || Assessment: || Adaptive Dimension: || || Common Essential Learnings:   || Prerequisite Learning || Lesson Preparation: Equipment/Materials Advanced Preparation: || Presentation: ||  Classroom Management Strategies  || Set: Gather on the carpet with the students. Read a story about moccasins to the class. Pass around a pair of moccasins for the students to look at. We will discuss how bead work is a tradition of the First Nations culture. ||   ||  Development: Students will do their own bead working. They will go back to their table groups and each be given beads and string. They will make one bracelet for themselves and one to give to a friend. They will be asked to use patterns when making these bracelets. ||   ||  Closure: After making the patterned bead bracelets they will put the one they made to give away into a container and each students will choose a bracelet from the container. ||   ||
 * plants** are an **important** part of **First Nations** culture- <span style="font-family: 'Arial','sans-serif';">[] <span style="color: black; font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Franklin Gothic Medium','sans-serif'; font-size: 13pt;">Roots represent the past, and honour heritage and the Ancestors. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Franklin Gothic Medium','sans-serif'; font-size: 13pt;">Trunk represents the present and reveals the life force and creative spirit within each of us. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Franklin Gothic Medium','sans-serif'; font-size: 13pt;">Branches represent desired future goals. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Franklin Gothic Medium','sans-serif'; font-size: 13pt;">Fruit or Flowers represent attainment of goals. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">