PATTERNS- PARKA TRIM Terri Voss Alonda Singson In collaboration with Joan Gonzalez
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- Slide 1
- PATTERNS- PARKA TRIM Terri Voss Alonda Singson In collaboration
with Joan Gonzalez
- Slide 2
- UBD. GETTING STARTED
- Slide 3
- Inupiaq Learning Framework (ILF) Overarching Understandings
Essential Questions Performance Expectations
- Slide 4
- Overarching Understanding & Essential Question Performance
Expectation OU: Expertise in sewing can be a matter of life and
death in the Arctic environment. [E.s.3] EQ: How is appropriate
clothing essential to life in the Arctic? [E.s.3.a] Sewing
expertise is essential E.s.3 The student demonstrates an
understanding of sewing skills by... [B] E.s.3.7 Drawing or looking
at pictures of people wearing various types of traditional
clothing, and talking about them. Inupiaq Learning Framework
(ILF)
- Slide 5
- Overarching Understanding & Essential Question Performance
Expectation OU: The process of providing clothing requires the
efforts of many. [E.s.4] EQ: What do you contribute toward the
making or providing of clothing for yourself or your family?
[E.s.4.a] EQ: How does the act of providing clothing make a family
stronger? [E.s.4.b] Sewing as a community affair E.s.4 The student
demonstrates an understanding of the contributions many people make
to sewing by... [B] E.s.4.4 Identifying clothing that is
appropriate for various occasions and functions.
- Slide 6
- Overarching Understanding & Essential Question Performance
Expectation OU: Traditional clothing is an integral part of
survival in the Arctic. [E.s.5] EQ: How is clothing related to
survival? [E.s.5.a] Clothing for survival E.s.5 The student
demonstrates an understanding of how integral clothing is to
survival by... [B] E.s.5.1 Predicting what would happen if clothing
were damaged; e.g., his/her parka became torn or his/her shoes
became wet in freezing weather. [B] E.s.5.2 Role playing a solution
to damaged clothing.
- Slide 7
- UNIT FOCUS Extend, reproduce and create patterns Geometric
vocabulary Inupiaq vocabulary Appropriate clothing for the
Arctic
- Slide 8
- KNOWLEDGE STUDENTS WILL KNOW the next sequence in the pattern?
(presented with a pattern). the rule the pattern follows?
(presented with a pattern). the difference between male/female
parka trim. geometric vocabulary terms: (rhombus, square, triangle,
etc). Inupiaq words for: trim, jacket/parka, boy/girl,
woman/man.
- Slide 9
- SKILLS STUDENTS WILL BE ABLE TO reproduce a given pattern.
extend a pattern. create a pattern. name geometric shapes.
- Slide 10
- Alaska State Standards Mathematics English/Language Arts
- Slide 11
- K-5 ENGLISH/LANGUAGE ARTS STANDARDS (2012), GRADE 1, WRITING
RESEARCH TO BUILD AND PRESENT KNOWLEDGE W.1.8 With guidance and
support from adults, recall information from experiences or gather
information from provided sources to answer a question.
- Slide 12
- MATHEMATICS (2012), GRADE 1, OPERATIONS & ALGEBRAIC
THINKING 1.OA Identify and continue patterns. 1.OA.9. Identify,
continue and label patterns (e.g., aabb, abab). Create patterns
using number, shape, size, rhythm or color.
- Slide 13
- MATHEMATICS (2012), GRADE 1, GEOMETRY 1.G Reason with shapes
and their attributes. 1.G.1. Distinguish between defining
attributes (e.g., triangles are closed and three-sided) versus
non-defining attributes. Identify shapes that have non-defining
attributes (e.g., color, orientation, overall size). Build and draw
shapes given specified attributes.
- Slide 14
- GRASPS TASK PERFORMANCE ASSESSMENT You are a seamstress. You
have been asked to design parka trim for your family to use on new
winter parkas. Your design should include an original repeating
pattern with at least three attributes. You will explain your
pattern to your classmates. Oral Presentation (DOK 3) Parka Trim
Pattern design (DOK 4)
- Slide 15
- LEARNING EXPERIENCES
- Slide 16
- K-W-L CHART Class discussion using KWL chart on patterns.
Topics to include: patterns in everyday life and patterns found in
nature. (seeds/plants, animals) (DOK 1) What we Know What we Want
to know What we Learn
- Slide 17
- GEOMETRIC SHAPES Introduce geometric shapes and attributes:
hexagon, triangle, square, rhombus, parallelogram, rectangle.
Shapes are then displayed on board using magnetic strips for
students to reference. (DOK 1) Students complete journal entry
geometrical shapes. (DOK 2)
- Slide 18
- Geometric Vocabulary Parallelogram Trapezoid Rectangle Square
Triangle Rhombus Hexagon
- Slide 19
- INUPIAQ VOCABULARY Introduce Inupiat vocabulary: qupak- trim,
atigi- pullover parka, quppigaaq-zipper, parka, agnaiyaaq- girl,
agnaq- woman, anutaiyaaq- boy, anun- man. Vocabulary cards are then
displayed on the board using magnetic strips for the students to
reference. While discussing vocabulary, display and discuss
pictures of local parkas and parka trim. (DOK 1) Students complete
journal entry on Inupiat vocabulary. (DOK 2)
- Slide 20
- Inupiaq Vocabulary Parka/Jacket Parka trim Man/Woman
Boy/Girl
- Slide 21
- Slide 22
- Slide 23
- COMMUNITY GUEST SPEAKER Discuss the importance of wearing
proper clothing in cold weather especially during a hunting trip.
(DOK 1) Students complete journal entry on guest speaker. (DOK
2)
- Slide 24
- COPY & CREATE A REPEATING PATTERN Copy a repeating pattern
using pattern block shapes (DOK 1) Create a repeating pattern using
paper pattern block shapes. (DOK 4)
- Slide 25
- Creating patterns!
- Slide 26
- COMMUNITY GUEST SPEAKER Discuss the difference in male and
female parka trim and the different styles for male and female.
(DOK 1) Students complete journal entry on guest speaker explaining
the difference between male/female trim and the different furs used
in making male/female parkas. (DOK 2)
- Slide 27
- COMMUNITY GUEST SPEAKER Discuss the difference in regional
trims. (Pt. Hope, Barrow) See Regional Differences Video Link (DOK
1) Students complete journal entry on guest speaker focusing on the
difference in regional trim. (DOK 2)
- Slide 28
- JOURNAL ENTRY TIME!
- Slide 29
- COMPLETED ASSESSMENTS!
- Slide 30