Microlife Unit - Goldbelt Heritage Foundation

Transcription

Microlife
Grade Levels: 2nd - 5th
Tlingit Cultural Significance
Microlife was not an unknown concept in Tlingit culture. The Tlingit people knew there was
something naked to the eye, which caused things such as illness or mold growth. Use of
medicines from different plants helped ease or cure some illnesses. Stories and oral histories
hold precious knowledge relating to this unit.
For generations, the Tlingit people have told the Kiks.ádi parable of Aak’wtaatseen, who
became known as Shanyaak’utlaax – Moldy End or how we commonly call him today, “Salmon
Boy.” It is through this story the Tlingit learned of many ways of living to ascribe to, in regards
to salmon. From this story the knowledge of preparing smokehouses, tools and working areas
for processing salmon were taught by Salmon Boy. Specific ways to treat the salmon were also
told and taught, so that the salmon people would continue to return. Information for the story
can be found in the unit. Treatment of salmon, the tools used for processing salmon and
keeping clean is the knowledge we can learn from this parable.
After contact, the educational system added to this cultural knowledge. When the Alaska
Native Sisterhood (ANS) formed, one of their duties was to ensure the cleanliness and health of
our children, our households and our people. In fact, under their constitution’s bylaws, page 13
of the ANB/ANS Constitution and Bylaws, (1994), they state, “The IMPROVED HOME LIFE
COMMITTEE shall make a report to the Local Camp of each home that needs improvement in
matters of health, cleanliness orderliness, etc. The person criticized shall accept the criticism
without comment and in a friendly way and shall be required to report at the next meeting that
she has made the improvement recommended. For the entire document, go to:
http://www.grandcampanb.org/Constitution.pdf
Elder/Culture Bearer Role
Fluent speaker(s) would be very beneficial during Tlingit language instruction during each
lesson and also for adding cultural knowledge or answering students’ questions as activities are
being taught. Areas elders can be of support include using the kinship terms, verb forms and
target dialog phrases during activities. Perhaps an elder can speak about the ANS and its role in
ensuring the cleanliness and health of our people. Invite an elder or group of elders, to tell the
parable of Shanyaak’utlaax – Moldy End (a.k.a. Salmon Boy).
Goldbelt Heritage Foundation
US Department of Education PR/Award #: S356A090050: Wooch.een: Together We Can
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Unit Objectives
Students will:
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maintain a KWL Chart
learn ya-neekw paradigm
create a germ using oil pastels and construction paper
gather microbes on Petrifilm, from classroom and school
learn kinship terms, with 3rd subject pronoun
read to learn about microlife and health
write about microlife/health in Science Notebooks
learn Target Dialog Phrases
observe Petrifilm and record changes in Notebooks
count/estimate microlife on Petrifilm
compare Petrifilm count/estimate with partner
record comparison in Science Notebooks
record math data in Science Notebooks
use watercolors to paint microbe(s)
conduct an experiment on cohesion/adhesion
write about cohesion/adhesion from Rainbow Milk experiment
be introduced to and use 1st ps ya-.oos’ verb form
use expository writing in Science Notebooks
Overview
This is a science-based integrated study of microlife, where students will investigate microlifewhere it exists within the classroom and school environment by gathering samples and growing
them using Petrifilm. Students will also complete two art pieces, one at the start of the unit and
one towards the end of the unit. Students will read books to learn about microlife, health,
germs, cleanliness, etc. and use text structures from readings in conjunction with graphic
organizers and Science Notebooks to write about new knowledge learned from reading.
Connections to cleanliness will also be made after students conduct an experiment about
cohesion/adhesion and be introduced to the ya-.oos’ verb form while washing hands. Students
will also write an expository piece using graphic organizers about gathering microbes.
Within each lesson of the unit, students will also learn kinship terms, verb forms for ya-neekw –
to be sick/hurt and target dialog phrases in Tlingit using games and Accelerated Second
Language Acquisition (ASLA). Students will also count and/or estimate the number of microbes
found on Petrifilm, recording this in their Science Notebooks.
The unit consists of 6 lessons, each with roughly 5 activities, covering most content areas
(Reading, Writing, Science, Social Studies and Tlingit language) in each lesson, with the
exception of Math where there is only one math activity. Overall, the unit will take 2 weeks of
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instruction or a little over 9.5 hours total. So, two hours per day to average it out over a ten
day period, where a lesson or two may be just longer or shorter than this average.
Lesson 1 students will gather microbes, make germ art and begin a KWL chart to monitor
learning about microlife – types, life cycle, health-students will write in science notebooks
about gathering microbes.
Lesson 2 introduces ya-neekw verb form; kinship terms; and continues the study of microlife
through reading and writing in science notebooks.
Lesson 3 continues the study of ya-neekw verb form; more kinship terms; and continues use of
graphic organizers and text structures for reading and writing about microlife.
Lesson 4 focuses on counting/estimating microbes on students’ Petrifilm; comparing Petrifilm
with a partner and writing about the changes; and why/what caused differences between
Petrifilms. Students will document math data in science notebooks. Students will make
microbe art using a black crayon and watercolors.
Lesson 5 students follow teacher on an experiment and develop a hypothesis and write this in
science notebooks. Students then complete experiment and learn about cohesion and
adhesion through the Rainbow Milk experiment. Students will also be introduced to the ya.oos’ verb form while washing their hands.
Lesson 6 reviews all Tlingit taught and provides center time for students to complete any
unfinished art, to count microbes, wash hands while using the ya-.oos’ verb form or play games
to review kinship and ya-neekw verb form.
JSD Standards, Science
2nd grade Life Cycle (how microlife lives and dies)
3rd grade Energy Flow
4th grade Ecosystems (how microlife is a part of ecosystems)
5th grade Structure of Living Things (microlife)
All Vocabulary for Entire Unit
Nouns and Noun Forms
Nouns (Tlingit)
Translation
Káas’shudaa x’wáal’i
Cotton swab
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L duwatíni át atxaayí
Petrifilm
Héen
Water
Kaduls’íx’w át
Tape
Kei át xéix’wch tl’úk.aa
Pipette
Gux’waa
Cup
Kinship Terms
Kinship Translation
Always used with subject pronoun (ax, i,
du, haa, etc.)
Éesh
Father
Tláa
Mother
Leelk’w
Grandparent
Dachxán
Grandchild
Yéet
Son
Sée
Daughter
Kéek’
Same-gendered younger sibling
Shátx
Girl’s older sister
Húnxw
Boy’s older brother
Éek’
Girl’s brother
Dlaak’
Boy’s sister
T’ukanéiyi
baby
Verbs and Verb Forms
(object pronoun) ya-neekw
Person
Tlingit (Imperfective)
English
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1s:
Xat yanéekw.
I am sick.
2s:
I yanéekw gé?
Are you sick?
3s:
Yanéekw.
S/he is sick.
1p:
Haa yanéekw.
We are sick.
2p:
Yee yanéekw gé?
Are you all sick?
3p:
Has yanéekw.
They are sick.
4:
Kuyanéekw
People are sick.
Target Dialog Phrases
Tlingit
Translation
Aadóo sá yanéekw?
Who is sick?
I yanéekw gé?
Are you sick?
Tlél xat unéekw.
I am not sick.
Aaá, xat yanéekw.
Yes, I am sick.
Tléik’, tlél xat unéekw.
No, I’m not sick.
Yanéekw gé?
Is s/he sick?
i xooní gé yanéekw? (use kinship term)
Is your friend sick? (use kinship term)
Aaá, yanéekw.
Yes, s/he is sick.
Tléik’, tlél unéekw.
No, s/he is not sick.
Kei xat nanéekw shákdé yá.
I think I am getting sick.
Kei nanéekw shákdé yá.
I think s/he is getting sick.
Kei inanéekw shákdé yá?
You think you are getting sick?
All Materials for Entire Unit
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Color Critters Art Kit from JSD Elementary Art Program
http://www.juneauschools.org/uploads/0/district/instructional_services/science_instruction/2
nd-life.pdf
If you teach in the Juneau School district, you can order this kit. See the Juneau School District
Elementary Art Program page at
http://elementaryart.juneauschools.org/Juneau_School_District_Elementary_Art_Program/Ho
me.html, fill out the online request form, submit it electronically and the kit will be sent to you
at your school!
If you do not teach within the Juneau School District, then visit the site below to download the
lesson plan. It will require some prep work ahead of time.
http://www.projectarticulate.org/lessons/colorCritters.pdf
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Diatomes Art Kit from Project ARTiculate (via JSD Elementary Art Program)
A very big Thank you to Project ARTiculate, FNSBSD and AAEC for this wonderful lesson,
Diatomes: Microscopic Jewels! If you do not teach within the Juneau School District, then visit
the site below to download the lesson plan. It will require some prep work ahead of time.
http://www.projectarticulate.org/lesson.php?Lesson=55
Books
 Germs Make Me Sick, Melvin Berger
 The Magic School Bus, Inside Ralphie, Joanna Cole
 The Magic School Bus, Fights Germs, Kate Egan
 Body Warriors, Lisa Trumbauer
 Berenstain Bears Come Clean for School, Jan & Mike Berenstain
 Keeping Clean, A Rookie Reader, Sharon Gordon
 Germs! Germs! Germs! Bobbie Katz
 Bacteria and Viruses, A New True Book, Leslie Jean LeMaster
 Achoo!, Trudee Romanek
Videos
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Reading Rainbow, Germs Make Me Sick
Magic School Bus, Inside Ralphie
Video of Lillian Anita, clip about cleanliness and health
For Science Experiment
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Petrifilm, cotton swabs, water, pipets, cups, masking tape, paper, towel/paper towel
Microscopes
Hand lenses
Petrifilm – item #824000 Petrifilm Aerobic Plate-Pk50 $58.95.
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Carolina Biological Supply Company to order
2700 York Rd
Burlington, NC 27215
Carolina Biological Supply Company for Payments
P. O. Box 60232
Charlotte, NC 28260-0232
www.carolina.com to order
Assessments
KWL Chart
Science Notebook – Observation, making a prediction about Petrifilm, recording observations of
Petrifilm, use of conventions-capital letters at start, vowels in each syllable, use of word wall or
word bank words for spelling, or grade level appropriate writing.
Ongoing Assessment – Science Notebook recordings
Post-assessment
Expository Writing – students will explain in paragraph(s) the process of gathering microbes,
describing the changes on the Petrifilm and why it is important to keep our hands and
environment clean.
Alaska Cultural Standards for Students
A3, B1, C3, E4
State Standards for World Languages
A1, A3
Lesson 1, What is Microlife? Germ Art & Gathering Microbes
Objectives
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Introduce ya-neekw paradigm to students through game
Students will share knowledge for KWL chart.
Students will create a germ or microbe, using construction paper, oil pastels, glue and
scissors.
Students will use Petrifilm to gather microbes around the classroom and school.
Students will predict what will happen to the Petrifilm.
Students will draw in Science Notebooks, how the Petrifilm looks.
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Time: Two Sessions: Session 1: 60-65 minutes; Session 2: 30-40 minutes
Materials
*All posters can be printed from unit and displayed in the classroom
for Find and Point Game - Ya-neekw Verb Poster – 12” x 18” white construction paper, posted
so all students can see it
for KWL Chart – Chart paper, with stand; black marker
for Germ Art – 1 per student-black construction paper 12” x 9”; 1 per student-orange
construction paper 6” x 9”; 6 per student-white construction paper squares variety of sizes 2” x
3”, 1” x 2”, 3” x 3”; 1 each red, blue, yellow and white oil pastels, scissors, glue stick. Go to
http://www.projectarticulate.org/lessons/colorCritters.pdf for complete art lesson, called
“Color Critters.”
for Gathering Microbes - Science Notebooks – 1-notebook with storybook paper (top half
blank, bottom half with lines) either store bought or prepped by teacher.
for Gathering Microbes – Science Tools poster, 1-black construction paper 6” x 9”, 1-cotton
swab, 1-Petrifilm, 1-pipette per student. Have a small glass of water available for students to
share – 3-4 students per cup and masking tape (to tape top part of Petrifilm to construction
paper).
Science Vocabulary
Nouns
Tlingit
Translation
Káas’shudaa x’wáal’i
Cotton swab
L duwatíni át atxaayí
Petrifilm
Héen
Water
Kaduls’íx’w át
Tape
Kei át xéix’wch tl’úk.aa
Pipette
Gux’waa
Cup
Ya-neekw Verb Forms
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English
1s:
Xat yanéekw.
I am sick.
2s:
I yanéekw gé?
Are you sick?
3s:
Yanéekw.
S/he is sick.
1p:
Haa yanéekw.
We are sick.
2p:
Yee yanéekw gé?
Are you all sick?
3p:
Has yanéekw.
They are sick.
4:
Kuyanéekw.
People are sick.
Person
Day 1
Day 2
Lesson 1, What is Microlife? Germ Art, & Gathering Microbes
Time: 80 – 90 minutes – 2 Sessions: 1: 60-65 minutes; 2: 20-25 minutes
Activity 1 – Find and Point Game (10 minutes)
Hang ya-neekw verb poster in a visible place. Introduce each of the forms and show the
pictures while saying each form. Focus only on Day 1 (the 1st, 2nd and 3rd person singular forms)
to play the game.
To play, students stand in the center of the room/area. You say one of the forms of ya-neekw
and students look for the picture and when they see it, they face it and point at the picture.
Repeat this several times. After, repeat the game but this time students are to say the verb
form, after finding and pointing at it. State the form for them and have them repeat.
Alternate Option
Make a page of all the verb form pictures and have one copy per student. Students can sit at
desks or in table groups.
Activity 2 – KWL Chart (5-10 minutes)
Engage: Gather students in meeting area and ask them what they know about
Microbes/microlife. If they do not have a response, ask them what they know about germs –
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and tell them that germs are a type of microlife. Complete the Know and What I want to know,
portions of the KWL Chart.
Activity 3 – Germ Art, Making a Germ (45 minutes)
This lesson has been adapted using the JSD “Color Critter” art kit-so if you teach in the Juneau
School district, you can order this kit. See the Juneau School District Elementary Art Program
page at
me.html and fill out the online request form and submit it electronically and the kit will be sent
to you at your school!
http://www.projectarticulate.org/lessons/colorCritters.pdf
Procedure for making a germ:
1.
Students will use a pencil to draw an oval on the orange construction paper.
2.
Next, color the oval in using primary colors of oil pastels.
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3.
Blend the colors together and then cut out the oval to make different colors on the body
of the germ.
4.
Glue oval to black construction paper.
5.
Use small white construction paper and scissors to cut out eyes, legs, etc., to glue to the
body of the germ.
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6.
Then, draw or decorate the germ using oil pastels.
7.
Next, using the white oil pastel, outline the germ, so that it stands out against the black
background.
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8.
More student examples:
Activity 3 – Science Notebooks and Gathering Microbes (20-25 minutes)
A. Science Notebooks
Model how to write in your Science Notebook, beginning with a title, the date and page
number. Model writing about the process for the science experiment of gathering microbes.
Document where you think microlife may be living and why you think it is living there, how you
will test the location and how your experiment results may look. You may wish to ask the
school nurse to take a small group of students to swab teacher-used items or areas! Also
demonstrate how to draw the blank Petrifilm, with no microlife visible, in your science
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notebook. Tell students that they will also draw this in their science notebooks and also that
they will draw what they think the Petrifilm will look like in a few days.
At this time, you may want to take a moment to brainstorm a list of places to swab and make
sure students know how to swab to maximize the sample. Have students discuss a few places
they may go to swab for microlife, then get their Science Notebooks and a pencil.
Remind them of the example you showed them with your Science Notebook. Students are to
do the same thing in their Notebooks.
B. Gathering Microbes
Students will watch you model how to gather a sample to determine if microlife is living in a
given location.
Materials and tools needed
Procedure for gathering microlife
1.
Using masking tape, tape Petrifilm to the black construction paper and then write your
name in the lower right hand corner on the black paper. Then use a small piece of tape to tape
black paper to table/desk.
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2.
Determine a place to swab for microlife. Go to the place without
touching/contaminating the tip of the cotton swab. Glide it around the surface of the area you
want to sample. Turn the cotton swab as you wipe it across the surface in order to gain a
better sample.
3.
Then take the cotton swab to your work table/desk and have a friend help you by
opening the cover of the Petrifilm. Grab the lower corner of the Petrifilm and lift the cover,
being sure not to touch the surface.
4.
Next, using a pipette, drop 3-5 drops of water near the top part of the opened Petrifilm.
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5.
Then, as your friend holds open the cover, take the cotton swab and rub it all around in
the water droplets, making sure to turn and twist the cotton swab as you glide the water across
the surface of the opened Petrifilm.
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6.
After this, have your friend let go of the Petrifilm cover. (Later, make sure you help your
friend with their Petrifilm cover, too!)
7.
Then, using a solid and flat surface, gently press down at the top of the closed Petrifilm,
to spread out the water and microlife sample across the yellow-gridded surface. Let the
Petrifilm stay closed from here on out. Make sure not to open the Petrifilm!
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8.
At this time, repeat this procedure and model again, with a sterile cotton swab. Tell
students that this clean sample will be a control, to ensure the experiment is as accurate a
sample as possible. Make sure they know that they will not be doing a control-that you are
only demonstrating what scientists do to make sure that the experiment is as accurate as
possible.
9.
Make sure you write the place where you gathered the sample!
10.
Finally, have students (in groups or taking turns) go to the place in the classroom (or
with school nurse) to swab for microlife. See procedure below.
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11.
Write in your science notebook about gathering microbes. Record where, when, how,
why and from what object you gathered a sample to test for microlife. Include the date in your
Science Notebook and the time. Also include a prediction of what you think will happen to your
Petrifilm. If time allows, draw a prediction of what the Petrifilm will look like in a few days.
Petrifilm Sample Pictures
Model of Petrifilm drawing in Science Notebook.
Assessment (Immediate, On Spot, Science Notebooks)
Activity 1 – Find and Point Game – redirect students who point to incorrect picture. Redirect
articulation as necessary.
Activity 2 – KWL – Focus kids’ thinking to germs and what they want to know about germs.
Activity 3 – Germ Art – Make sure students are using the primary colors for the body and
blending them together to make new colors. To encourage students blending colors, point out
and show what others are doing. As students are making their art, ensure they use the white
oil pastel for outlining the germ, applying enough glue and personifying their germ.
Activity 4 – Gathering Microbes – Model how to gather microbes and manage students, making
sure the cotton swab does not come into contact with anything other than the place swabbed.
Activity 5 – Science Notebooks – check notebooks for date, time, page number and a drawing of
the Petrifilm after gathering the sample (and possible prediction of Petrifilm after several days).
Also make sure students are writing about the process – where, when, why, how and from
what object the microbe was sampled.
Also, make sure students use complete sentences, capital letters at the beginning of each
sentence and where appropriate, use science word wall/word bank (if you have one) to spell
words and use punctuation at the end of each sentence. If you are using this unit and are
focusing on a certain sound-spelling show it to students and expect them to spell it using the
sound-spelling. For example, if you are teaching long o sound, make sure students are spelling
o_e (“o” consonant “e”) for words such as microbe. Also make sure students reread their
writing and revise anything that does not make sense.
Additional Optional Activities
Have students write about their Germ Art and hang up this with the artwork on your bulletin
board in the hall or in your classroom.
Allow students to share their writing.
Watch the video, “Reading Rainbow: Germs Make Me Sick.”
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Lesson 2, Microlife and Health
Objectives
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Time:
Introduce plural forms (Day 2) of ya-neekw verb.
Students will learn Day 1 kinship terms, with 3rd subject pronoun.
Students will read to learn about microlife and health.
Students will write about microlife/health in Science Notebooks.
Students will add to KWL Chart sharing new knowledge.
90 minutes
Materials
 Kinship terms poster, in a visible place
 Family members’ sets
 Day 1 kinship terms, cut apart, one set student
 Verb form poster for ya-neekw
 Books for small reading groups
 Science Notebooks – either store-bought or teacher/student made
 KWL Chart from Lesson 1, black marker
Tlingit Vocabulary
Kinship Terms
Tlingit
Translation
Day 1:
Du Éesh
His/her Father
Du Tláa
Her Mother
Du Leelk’w
Her Grandparent
Du Dachxán
His Grandchild
Du Yéet
His Son
Du Sée
Her Daughter
Day 2:
Du Kéek’
Her younger sister; also his
younger brother (Samegendered younger sibling)
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Du Shátx
Girl’s (Her) older sister
(Gender specific)
Du Húnxw
Boy’s (His) older brother
Du Éek’
Girl’s brother (Older or
Younger
Du Dlaak’
Boy’s sister (Older or
younger)
Du T’ukanéiyi
Her Baby
You may wish to use the other subject pronouns as well, especially if your students know these!
Just replace Du with the pronoun(s) you wish to use.
Subject Pronouns: (Used with Target Dialog Phrases during Activity 3.)
axmy
i/eeyour
duher/his
haawe
yee you all
haaour
Ya-neekw Verb Forms
English
1s:
Xat yanéekw.
I am sick.
2s:
I yanéekw gé?
Are you sick?
3s:
Yanéekw.
S/he is sick.
Haa yanéekw.
We are sick.
Person
Day 1
Day 2
1p:
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2p:
Yee yanéekw gé?
Are you all sick?
3p:
Has yanéekw.
They are sick.
4:
Kuyanéekw.
People are sick.
Kinship Terms (Day 1) for Activity 2 –one column/student.
Du Éesh
Du Éesh
Du Éesh
Du Tláa
Du Tláa
Du Tláa
Du Leelk’w
Du Leelk’w
Du Leelk’w
Du Dachxán
Du Dachxán
Du Dachxán
Du Yéet
Du Yéet
Du Yéet
Du Sée
Du Sée
Du Sée
Family member dolls are from Lakeshore Learning. Other dolls or pictures can also be used!
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Lesson 2, Microlife and Health
Time: 90 minutes
Activity 1 – Ya-neekw plural (Day 2) verb forms – Find and Point Game (10 minutes)
Hang ya-neekw verb poster in a visible place. Review the singular forms of ya-neekw verb
before introducing and playing with Day 2 forms... Focus on Day 2 (the 1st, 2nd, 3rd, 4th and 3rd
person plural forms) to play the game.
To play, students stand in the center of the room/area. You say one of the forms of ya-neekw
and students look for the picture and when they see it, they face it and point at the picture.
Repeat this several times. After, repeat the game but this time students are to say the verb
form, after finding and pointing at it. State the form for them and have them repeat.
Alternate option:
Make a page of all the verb form pictures and have one copy per student. Students can sit at
desks or in table groups.
Activity 2 – Word/Family Member matching game – Day 1 Kinship terms, (10 minutes)
Prep words on cardstock, laminated before playing.
Students will listen for kinship terms from Day 1 and match the written Tlingit term to the
corresponding family member. Say a kinship term from Day 1 terms and have students find the
corresponding written kinship term and put the word above or below the family member. Have
students repeat the kinship term, together, after each matching. Play this game for several
rounds.
Activity 3 – Small Reading Groups – Keeping Clean; Healthy and Happy; Germs Make Me Sick;
Body Warriors; Achoo! Microscopes; Magic School Bus, Inside Ralphie; Magic School Bus,
Fighting Germs (40 minutes)
In homogeneous (similar-level) small groups, students will read the just-right book to learn
about microlife/illness/health. Students will read, then write about new knowledge – use a
graphic organizer to show students how to sort thoughts to use to write in their Science
Notebooks. Focus students on one book with one structure, to model the process. Then have
them work together to complete a graphic organizer in Science Notebooks.
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Activity 4 - Science Notebooks (15 minutes)
Students will use graphic organizers to write 3-5 sentences about new knowledge, what
scientists use to study microbes, how/why scientists gather microbes or why it is important to
keep clean or healthy.
Optional Activity 5 – KWL Chart (15 minutes)
Elicit responses to add to the What and Learned section of the KWL chart.
Assessment (time in minutes)
Activity 1 – Make sure students point to appropriate picture and provide immediate articulation
feedback as necessary.
Activity 2 – Make sure students place correct kinship term to family member. Provide
immediate articulation feedback as necessary.
Activity 3 – Monitor small reading groups – make sure students are using appropriate
reading/decoding strategies, especially for multi-syllabic words and monitoring reading.
Remodel strategy(ies) as necessary.
Activity 4 – Have student’s complete graphic organizer and share to compare and make sure
ideas are clear and in order. Students can take a few minutes to change or correct organizer
before writing. Have students use capital letters at the beginning of each sentence, use science
word wall/word bank to spell words, write complete sentences and use punctuation at the end
of each sentence. If you are using this unit and are focusing on a certain sound-spelling show it
to students and expect them to spell it using the sound-spelling. For example, if you are
teaching long o sound, make sure students are spelling o_e (“o” consonant “e”) for words such
as microbe. Students are to reread their writing and revise anything that does not make sense.
Activity 5 – KWL chart – record new learning’s or questions students have. Use this information
to regroup or match students for small reading groups tomorrow, so questions posed can be
answered.
Watch the video, “Magic School Bus: Inside Ralphie.”
Use KWL questions to regroup students for small reading groups or pair student with another
student who has a book which answers questions posed through KWL activity.
24
Lesson 3, Ya-Neekw Verb, Kinship, Reading, Writing
Objectives
Play Balloon Volleyball to review ya-neekw verb form
Play Word/Family Match game to introduce Day 2 kinship terms
Students will play “Who is sick?” game using ya-neekw verb form and kinship terms
Students will listen for Target Dialog Phrases
Students will read in pairs to enhance knowledge about microlife and health and answer
any questions from KWL chart
Students will observe Petrifilm and record changes in Notebooks






Time: 75 – 80 minutes
Materials






Pictures of verb form ya-neekw & copies for groups for Activity 2
Family dolls/figures – one set per group
Poster of Tlingit Kinship vocabulary
Poster of Target Dialog Phrases
3-4 Balloons, inflated
Science Notebooks
Tlingit Vocabulary
Kinship Terms
Tlingit
Translation
Day 1:
Du Éesh
His/her Father
Du Tláa
Her Mother
Du Leelk’w
Her Grandparent
Du Dachxán
His Grandchild
Du Yéet
His Son
Du Sée
Her Daughter
Day 2:
25
Du Kéek’
Du Shátx
Her (Girl’s) older sister
(Gender specific)
Du Húnxw
His (Boy’s) older brother
Du Éek’
Her (Girl’s) brother (Older or
Younger
Du Dlaak’
His (Boy’s) sister (Older or
younger)
Du T’ukanéiyi
Her Baby
Kinship Terms (Day 2) for Activity 2 –one column/student.
Du Kéek’
Du Kéek’
Du Kéek’
Du Shátx
Du Shátx
Du Shátx
Du Húnxw
Du Húnxw
Du Húnxw
Du Éek’
Du Éek’
Du Éek’
Du Dlaak’
Du Dlaak’
Du Dlaak’
Du T’ukanéiyi
Du T’ukanéiyi
Du T’ukanéiyi
26
Family dolls from Lakeshore Learning are good to use for this game. Or you can have small
groups determine which one is which family member and play the game without props. Other
dolls can also be used.
Ya-neekw Verb Forms
Translation
1s:
Xat yanéekw.
I am sick.
2s:
I yanéekw gé?
Are you sick?
3s:
Yanéekw.
S/he is sick.
1p:
Haa yanéekw.
We are sick.
2p:
Yee yanéekw gé?
Are you all sick?
3p:
Has yanéekw.
They are sick.
4:
Kuyanéekw.
People are sick.
Person
Day 1
Day 2
Tlingit
Translation
Who is sick?
I yanéekw gé?
Are you sick?
Tlél xat unéekw.
I am not sick.
27
Aaá, xat yanéekw.
Yes, I am sick.
No, I’m not sick.
Yanéekw gé?
Is s/he sick?
Aaá, yanéekw.
Yes, s/he is sick.
Lesson 3, Ya-Neekw Verb, Kinship, Reading, Writing
Activity 1 – Balloon Volleyball Game, ya-neekw verb form (10 minutes)
Hang paradigm poster in a visible place. Split class into two teams or equal groups and have
groups face each other. Hit a balloon to a team so they can volley it between groups. Students
are to volley the balloon until it lands on the floor. The group that lets the balloon land has to
say the kinship term you say. Then the other groups also have to repeat the kinship term.
Repeat process until time is up.
Activity 2 – Word/Family Member matching game – Day 2 Kinship terms, (10 minutes)
Prep words on cardstock, laminated before playing.
Students will listen for kinship terms from Day 2 and match the written Tlingit term to the
corresponding family member. Say a kinship term from Day 2 terms and have students find the
corresponding written kinship term and put the word above or below the family member. Have
students repeat the kinship term, together, after each matching. Play this game for several
rounds.
Activity 3 – Find and Point – Who is Sick? Game (15 minutes)
This game will be introduced and played today and also played in the remaining lessons. To
play, get kids into small groups of 4-6, each group having a family member set to use. Kids can
choose or you can assign family members to students. You can make it so each student has 2-3
28
family members or keep it simple with one family member for each student, to focus kids on
certain kinship terms. The latter way, assigning one family member to one student, can allow
you to scaffold instruction, so students will get to learn different kinship terms in the
subsequent lessons. This will depend on your class size and your group size.
Students will play “Who is Sick?” using the Kinship terms and ya-neekw Verb Forms listed
above. Hang each of the 3 posters (kinship terms, ya-neekw verb forms and target dialog
phrases) in a visible place. Distribute family member dolls and place them apart so you can see
which family member students point to.
To play, review all Target Dialog Phrases and show them how to use these with kinship terms.
Tell them you will be speaking Tlingit, including Kinship terms, ya-neekw Verb Forms, along with
other forms of the ya-neekw verb, from the Target Dialog Phrases. Their job is to listen for the
Kinship terms and ya-neekw Verb Forms they are learning. When they hear one of the Kinship
terms and ya-neekw Verb Forms they are to point the family member matching the stated
Kinship term and Verb Form. Students will continue to listen to spoken Tlingit from the Kinship
terms, ya-neekw Verb Form and the Target Dialog Phrases and pointing to the matching family
member. Play game until time is up.
Activity 4 – Reading – Keeping Clean; Healthy and Happy; Germs Make Me Sick; Body
Warriors; Achoo! Microscopes; Magic School Bus, Inside Ralphie; Magic School Bus, Fighting
Germs (30 minutes)
In heterogeneous (mixed-level) pairs, students will read the just-right book to his/her partner to
learn something new about microlife/illness/health. Students will read in pairs, then write
about new knowledge – use a graphic organizer to show students how to sort thoughts to use
to write in their Science Notebooks. Focus students on one book with one structure, to model
the process. Then have them work together to complete a graphic organizer in Science
Notebooks.
Activity 5- Science Notebooks (10-15 minutes)
What is something new you learned from your partner reading? Students will use graphic
organizer to write about new knowledge from partner reading, in their Science Notebooks. If
there is still time then students can observe Petrifilm and draw any new details from their
Petrifilm and write about observations.
Activity 1 – Make sure all groups say kinship term and provide immediate articulation feedback
as necessary.
Activity 2 – Make sure students place correct kinship term to family member. Provide
immediate articulation feedback as necessary.
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Activity 3 – Make sure students are listening and pointing to appropriate family member.
Provide immediate correction as necessary.
Activity 4 – Monitor partners as they read – make sure students are using appropriate
reading/decoding strategies, especially for multi-syllabic words and monitoring reading.
Remodel strategy(ies) as necessary.
Activity 5 – Make sure students write new knowledge from partner reading. Have students use
capital letters at the beginning of each sentence, use science word wall/word bank to spell
words, write complete sentences and use punctuation at the end of each sentence. If you are
using this unit and are focusing on a certain sound-spelling show it to students and expect them
to spell it using the sound-spelling. For example, if you are teaching long o sound, make sure
students are spelling o_e (“o” consonant “e”) for words such as microbe. Students are to
reread their writing and revise anything that does not make sense.
KWL Chart – Add new knowledge or questions to KWL Chart.
Show clip from Tlingit Language Documentation Project: Lillian Anita – ask Alice about link.
Lesson 4, Who is Sick? Game, Microbe Count, Microbe Art
Objectives
Introduce Target Dialog Phrases.
Students will use Target Dialog Phrases in conversation.
Students will use Kinship terms, ya-neekw Verb Forms and Target Dialog Phrases in
conversation.
Students will count/estimate microlife on Petrifilm
Students will compare Petrifilm count/estimate with partner
Students will record comparison, writing in Science Notebooks
Students will record math data in Science Notebooks.
Students will use photos of microlife to paint a microbe.








Time: 150 minutes over 2 days; Day 1: 75 minutes; Day 2 75 minutes
Materials




Target Dialog Phrases pictures
Target Dialog Phrases poster & copies for groups for Activity 2
Kinship terms poster, & copies for groups for Activity 2
Ya-neekw Verb Form poster, & copies for groups for Activity 2
30
 Students’ Petrifilm from Gathering Microbes lesson.
 Hand lens, one per student
 Science Notebooks
Microbe Art Materials
 Color wheel
 Black crayon, one per student
 White construction paper, 8” x 8” or a 7” x 10” rectangle
 Circle template (for 8” x 8” paper)
 9” x 9” black construction paper (for white circle)
 9” x 12” black construction paper (for white rectangle)
 Glue stick
 Scissors
 Watercolor paint set, with brush
 Water cup
 Paper towel
 Pictures or books with pictures of microbes
Tlingit Vocabulary
Kinship Terms
Tlingit
Translation
Du Éesh
His/her Father
Du Tláa
Her Mother
Du Leelk’w
Her Grandparent
Du Dachxán
His Grandchild
Du Yéet
His Son
Du Sée
Her Daughter
Du Kéek’
Her younger sister; also his younger brother (Same-gendered younger sibling)
Du Shátx
Her (Girl’s) older sister (Gender specific)
Du Húnxw
Du Éek’
Her (Girl’s) brother (Older or Younger
Du Dlaak’
His (Boy’s) sister (Older or younger)
Du T’ukanéiyi
Her Baby
31
Target Dialog Phrases:
Tlingit
Translation
Who is sick?
I yanéekw gé?
Are you sick?
Tlél xat unéekw.
I am not sick.
Aaá, xat yanéekw.
Yes, I am sick.
No, I’m not sick.
Yanéekw gé?
Is s/he sick?
Aaá, yanéekw.
Yes, s/he is sick.
Ya-neekw Verb Forms
Person
English
1s:
Xat yanéekw.
I am sick.
2s:
I yanéekw gé?
Are you sick?
3s:
Yanéekw.
S/he is sick.
1p:
Haa yanéekw.
We are sick.
2p:
Yee yanéekw gé?
Are you all sick?
3p:
Has yanéekw.
They are sick.
4:
Kuyanéekw.
People are sick.
32
Lesson 4, Who is Sick? Game, Microbe Count, Microbe Art
Time: 150 minutes over 2 days; Day 1: 75 minutes, Day 2: 75 minutes
Day 1 Activities:
Activity 1- Target Dialog Phrases – ASLA – 3 sets (15 minutes)
Introduce the first set to students. Call one student to the set of pictures. Point to the first
picture, say the phrase and then have student point to and repeat the phrase of the picture.
Repeat procedure with all students. Then introduce the second set of pictures, repeating
procedure with each student. Introduce third set, repeat procedure with all students.
Activity 2- Who Is Sick? Game – (25 minutes)
Review the posters for the game from Lesson 3. Play a quick round with the whole group to
review how to play. Afterwards, have students get in small groups to play the game themselves.
Students will have to take turns being the leader, the one who says the Target Dialog Phrases
and ya-.oos’ verb forms, in their groups.
Students will be using Tlingit Kinship Terms, ya-neekw Verb Forms, along with the Target Dialog
Phrases to make the family members converse in Tlingit. Make sure the Kinship Terms, yaneekw Verb Forms and Target Dialog Phrases are visible and provide each group with a set of all
Tlingit Vocabulary to play the game. Walk around and monitor conversations, redirecting,
rearticulating or facilitating Tlingit conversation. Make sure students are speaking Tlingit and
using Tlingit Conversation cards for help.
Perhaps an incentive would also help facilitate conversation in Tlingit…be creative!
Activity 3 – Math–Counting and Estimating Microlife (20 minutes)
Students will need a pencil, a hand lens and Science Notebooks. Students will either count or
estimate microlife from Petrifilms (depending on growth coverage on Petrifilm). There will be
several approaches students will have to use to count or estimate amount of microlife. Some
will have very little to count and the process will more simple. Others will have so much
microlife growing on the Petrifilm that they will have to estimate the amount based on size of
the specs growing in one square. Provide more Petrifilms to students who complete the
counting/estimating quickly.
Model how to use a hand lens properly while counting to show how to get a more accurate
count/estimate. Focus on one square of the Petrifilm to count, if not saturated with dots or
color. Have a student come and model this process as well, also using a Petrifilm visible
microbes (often red dots) and can easily be counted/counted by groups. Use this count to
estimate the total amount for the area where water/microbes grew on Petrifilm. Model several
ways of counting or estimating (using the pictures of Petrifilm from Lesson 1), showing different
33
ways to get a result as the Petrifilm often have a variety of microlife, in different forms such as
red dots, black/brownish color, etc.
Students are to go through this process and record their findings in their Science Notebooks.
They are to write what they did in order to count or estimate the amount of microlife covered
on the Petrifilm. As students complete this have them begin Activity 4 using the next blank
page of their Science Notebook.
Activity 4 – Science Notebooks
Title (10-15 minutes)
Have students draw and record any new observations from their Petrifilm in Science Notebook.
Students can also make a graphic organizer to provide structure for writing, to explain why
microlife was found at the place the student swabbed. Students can also include where the
sample was gathered and why they think microlife lives in that spot-or answer the question,
“What is reasons microlife lives there?” Students may also develop questions from this writing,
so if they do, make sure to model the process so they can do the same in their Science
Notebook. If a student’s Petrifilm contains little to no microlife then they can still make a
graphic organizer to structure their writing – where the sample was taken and why microlife it
cannot live there. Questions may arise, so make sure this is also recorded. Where could the
microbes have come from? Is there more than one type of microbes? Do these microbes
look/are these microbes the same as samples my peers collected?
Day 2 Activities:
Activity 5 – Microscopic Art (75 minutes)
You may want to begin this lesson before a longer break in the day, for example, before lunch
and recess, as you will need to let the background painting dry before proceeding to painting
the microbes. This lesson has been adapted from the “Diatoms: Microscopic Jewels” art kit-so
if you teach in the Juneau School District, you can order this kit to teach this adapted lesson.
See the Juneau School District Elementary Art Program page at
me.html and fill out the online request form for this art lesson
- submit it electronically and the kit will be sent to you at your school! A very big Thank you to
Project ARTiculate, FNSBSD and AAEC for this wonderful lesson!
Procedure for painting Microbe Art:
34
1.
Review color wheel, focusing on Primary and Secondary Colors.
2.
Next, introduce analogous colors. Tell students analogous colors are neighbors or next
to each other on the color wheel. They can consist of primary and secondary colors. For
example, any 2 primary colors that are mixed create a secondary color or a third color and we
call this a three color analogous scheme
3.
Have color copies of microbes or books with pictures of microbes for students to use for
drawing. Students choose either the circle (microscopic view) or rectangular (slide view)
format. Students will cut the circle out if they choose to use this format. Glue white
construction paper to black construction paper.
4.
Model drawing microbes using dark black crayon lines, symmetry, letting some of the
drawing go off of the edge. Some microbes can overlap. Give students time to draw their
microbes.
35
5.
At this point, you will model how to paint a watery background using wet-on-wet
watercolor technique. Tell students that painting the background with water and watercolors
will not get into the microbes, as the black crayon resists the water and watercolors from
seeping into the microbes. It is after this step that the art will need to dry before proceeding to
painting the microbes. Wet a part of the background (not puddles of water, but a wet surface!)
by carefully painting clean water around the microbes. Then, add drops of two analogous
colors, letting them mix together naturally, without stroking too much. Make sure you have
enough water to allow paint to flow into water. When you get done showing how to do this
part, give students time to work on their background, telling them that after they get done with
a small portion they will repeat this step with the next dry section of their background.
Students repeat as necessary until the entire background has been painted.
6.
Model how to paint microbes. Make sure the background is dry! Use regular
watercolor painting technique. Use contrasting colors than the background so the microbes
stand out. For example, if the background consists of cool colors, then the microbes can be
painted using hot colors. Or, you can have the third color be from either side of the
background colors. The point is to have the microbes be able to stand out from the
background. Use regular watercolor technique to complete painting all microbes. Let it dry,
and then hang student artwork on bulletin board or in classroom.
36
See steps 3 and 4 from the art kit, from the “Diatoms: Microscopic Jewels” Create page for
clarification of process to create Microbe Art.
Assessment (On Spot, Immediate, Science Notebooks)
Activity 1 – Redirect articulation for students as necessary.
Activity 2 – Monitor groups as they play and assist use of Tlingit to converse. Redirect students
to use the Tlingit vocabulary cards to facilitate use of conversational Tlingit.
Activity 3 – Math – while students are working monitor counting strategies and support
counting/estimating as needed. If a student is using a way that may help others, stop the class
and have that student share the strategy. Or, model an appropriate strategy to the class to
encourage a strategy.
Activity 4 – Writing - where is microlife growing? Make sure students record the place the
sample was gathered and that they write why they think microlife is able to live or thrive, in
that particular place/environment? If no microlife is visible, then where and why are microbes
not able to live in that particular place/environment?
Activity 5 – Painting – make sure students are using the analogous color scheme (2 primaries
and the one between on the color wheel – also the color made when the two primary colors
are mixed)
Add to KWL Chart
Extension for Activity 4 – have students determine the area covered by microbes or
count/estimate microbes on other Petrifilm (teacher example or picture from unit).
Extension for Activity 5 – Microbe Art – Have students write about their Microbe Art and
display this along with artwork in classroom or on bulletin board.
Lesson 5, Who is Sick? Rainbow Milk, Washing Hands
Objectives




Review Target Dialog Phrases, playing Who is Sick?
Students will conduct an experiment on cohesion and adhesion.
Students will be introduced to ya-.oos’ verb paradigm.
Students will write about Rainbow Milk experiment.
37
Time: 2 Days, 110 minutes, Day 1 60 minutes; Day 2 50 minutes
Materials
 Milk, at room temperature
 Small dish or tray to hold milk
 Food coloring, red, blue, yellow (small 4 packs work well)
 Joy or Sunlight dish detergent, enough for each group
 Chart paper or white board to write student explanations
 Target Dialog Phrases poster, with copies for groups for Activity 1
 Sinks (or dish tub), warm water, Soap and Hand/paper towels
 ya-.oos’ verb poster and small copies posted at sinks
Tlingit Vocabulary
Kinship Terms
Tlingit
Translation
Du Éesh
His/her Father
Du Tláa
Her Mother
Du Leelk’w
Her Grandparent
Du Dachxán
His Grandchild
Du Yéet
His Son
Du Sée
Her Daughter
Du Kéek’
younger brother (Same-gendered
younger sibling)
Du Shátx
Her (Girl’s) older sister (Gender
specific)
Du Húnxw
Du Éek’
Younger
Du Dlaak’
younger)
Du T’ukanéiyi
Her Baby
38
Ya-neekw Verb Forms
Person
Translation
1s:
Xat yanéekw.
I am sick.
2s:
I yanéekw gé?
Are you sick?
3s:
Yanéekw.
S/he is sick.
1p:
Haa yanéekw.
We are sick.
2p:
Yee yanéekw gé?
Are you all sick?
3p:
Has yanéekw.
They are sick.
4:
Kuyanéekw.
People are sick.
Tlingit
Translation
Who is sick?
I yanéekw gé?
Are you sick?
Tlél xat unéekw.
I am not sick.
Aaá, xat yanéekw.
Yes, I am sick.
No, I’m not sick.
Yanéekw gé?
Is s/he sick?
Aaá, yanéekw.
Yes, s/he is sick.
39
Lesson 5, Who is Sick? Rainbow Milk, Washing Hands
Time: 2 Days, 110 minutes, Day 1 60 minutes; Day 2 50 minutes
Activity 1-Who is Sick? Game (20 minutes)
Students will have to take turns being the leader-the one who says Target Dialog Phrases and
ya-.oos’ verb forms to the group.
Perhaps an incentive would also help facilitate conversation in Tlingit…be creative!
Activity 2-Rainbow Milk
Title (25 minutes)
Model each step of the procedure and have students follow. Repeat with each step!
1.
Have milk in plastic dishes or cups, at room temperature – you can have one per group
or one per student. Let it sit until it is still as possible.
2.
Put 6-8 drops (2-3 drops of each color) of red, blue and yellow food color in the dish, at
various spots.
3.
Have students add food color drops in their milk, one of each color. After this have
them Think, Pair, and Share what is happening in their dish. Give them a moment to think, turn
40
to a partner and share their thoughts. Monitor discussion with students who need support or
assistance. Students then record in notebooks a hypothesis about the colors and milk.
4.
Next, distribute dish soap to groups. If you want, you can purchase little camping or
travel containers so each child can experience this part of the experiment. Have students put
several drops of liquid detergent, swirling it in their dish or even right in the pool of food color.
Let the soap and food color mix. Then students share their thoughts about why they think the
colors mix together.
Food color breaking apart after drops of liquid dish detergent was added.
41
5.
Bring students back for a discussion. Elicit student responses to the question, “Why did
the food color mix?” by having them share with a new partner. Listen to discussions and have
students with a reasonable explanation share it with the class. Write down on chart paper
what they say and tell them they may refer to this when writing in Science Notebooks.
6.
Tell students that the milk is like their hands or any object such as a doorknob or table
surface and that the food color is like the dirt, germs and microbes on those surfaces. Similar
molecules adhere to each other, like water drops do. This is why the food color stays together
or has adhesion, in the milk. After this experiment you can see that the soap causes cohesion
of the molecules of the food color, therefore they separate and mix. The soap we use to scrub
and wash our hands does a similar thing – it causes the adhesion of the dirt, germs and
microbes to separate from the surface and become lifted, therefore our hands become clean
when we scrub and wash, then rinse the suds and dirt, germs and microbes down the drain.
Activity 3-Science Notebooks
42
Rainbow Milk Writing (15 minutes)
Students will understand that the food color stays together due to the adhesion of food color.
This is like the germs or microlife on our hands. Also, students will see that when detergent is
used, it causes the food color molecules to separate or become cohesive, with the milk and
other food color molecules. This is what causes the colors to move, mix and swirl together.
Students will see evidence that the soap is going through the molecules of the milk and
breaking the milk’s cohesion. This is the same thing that happens when we use soap and warm
water to wash our hands. The soap and scrubbing causes the microlife to break apart from our
hands and rinsing hands causes the water to wash the soap and microlife from our hands and
down the drain.
Students will write about the cohesion and adhesion experiment and how it is related to
keeping clean by using soap, warm water and scrubbing to wash hands or table wipes for
surfaces.
Day 2
Activity 4-Hand Washing – ya-.oos’ Verb Form (20 minutes)
It may be helpful for them to draw a picture of themselves washing their hands ahead of time.
If you can, do this quickly now or incorporate it into a different part of the day. This selfdrawing can be useful while they practice saying the verb form. It can be done in their Science
Notebooks or on a separate piece of paper.
Students will hear and use the first person, singular form of the ya-.oos’ verb forms, while
washing their hands. You will need access to a sink (or kids’ bathroom sinks!), soap, warm
water and hand/paper towels. At least one other adult who knows the verb form, is very
helpful-especially to monitor the sinks/hand washing areas!
Before washing hands, introduce the verb forms for ya-.oos’ and have students repeat the 1st
person singular form and hang the poster in a visible place. Also, it may be beneficial to
laminate smaller icons (use some of their drawings of the verb form) with the phrase, “Ax jín
xa.ús’k.” at the sink(s) where students will be washing their hands. Afterwards, model how to
wash your hands, while using the first person singular form.
Say, Ax jín xa.ús’k – I am washing my hands. Have students repeat. Then have them practice
with a friend. Monitor articulation as necessary and provide immediate feedback to individuals.
Repeat with whole group if necessary. When you feel students are ready, take them to the
sinks to wash their hands.
It will be helpful to have an adult in each bathroom if that is where you take the kids to practice
using the 1st person singular form of the ya-.oos’ verb. If you are doing this in a classroom with
one sink, it may be helpful to have a table set up with two tubs-one for washing and one for
rinsing, along with the other necessities-soap, hand/paper towels.
43
As students take turns washing their hands and using the verb form, provide immediate
feedback for articulation issues, as necessary.
Activity 5-Aak’wtaatseen - Salmon Boy Story (30 minutes)
Invite an elder in to tell the story, Aak’wtaatseen or Shanyaak’utlaax, Salmon Boy. Make sure
the storyteller includes how Salmon Boy instructed people to treat salmon and to care for
oneself, salmon processing tools, smokehouse and salmon streams. There are several versions
of this story, so if an elder is unavailable, then read a version to your students. Also, if your
students can access a computer, they can listen to and read a version developed for young kids.
This can be found at http://www.sealaskaheritage.org/flash/salmon_boy.swf or purchased with
a CD, from Sealaska Heritage Institute. Use this story to make connections between keeping
clean tools, hooks, smokehouse and everything needed for processing salmon and the Rainbow
Milk experiment and the importance of adhesion and cohesion and how water, soap and
scrubbing can clean hands, tools and smokehouse.
Activity 2 – Assure students are using small amounts of food color (2-3 drops of red, yellow, and
blue) in step 2. Make sure that they also use enough soap to make the food color spread and
mix together in step 3.
Activity 3 – Make sure students are writing about the Rainbow Milk experiment and how the
cohesion of food color relates to dirty hands and how the soap breaks apart the cohesion, as it
does on our hands when we use it to scrub and wash. Have students use capital letters at the
beginning of each sentence, use science word wall/word bank to spell words, write complete
sentences and use punctuation at the end of each sentence. If you are using this unit and are
focusing on a certain sound-spelling show it to students and expect them to spell it using the
sound-spelling. For example, if you are teaching long o sound, make sure students are spelling
o_e (“o” consonant “e”) for words such as microbe. Students are to reread their writing and
revise anything that does not make sense.
Activity 4 – Redirect articulation for students as necessary when using the 1st person, singular
Verb Form. Also make sure to monitor use of water at sinks (or hand washing station).
Activity 5 – have students rehear/reread the story by using the SHI website
http://www.sealaskaheritage.org/flash/salmon_boy.swf then have students retell the story, as
a group or in pairs.
44
Activity 2 – use ad and co prefixes to teach students word structure and word meanings with
other bases.
Lesson 6, Unit Review, Finish Projects, Expository Writing
Objectives
Review Kinship Terms, ya-neekw Verb Forms and Target Dialog Phrases, playing Who is
Sick?

Students will complete unfinished art from unit.

Students will use ya-.oos’ verb forms while washing hands.

Students will use graphic organizers for expository writing in Science Notebooks

Materials
 Target Dialog Phrases poster & copies for groups for Activity 2
 Kinship terms poster, & copies for groups for Activity 2
 Ya-neekw Verb Form poster, & copies for groups for Activity 2
 Any unfinished art for students to complete
 Sink, soap, hand/paper towels
Tlingit Vocabulary
Kinship Terms
Tlingit
Translation
Du Éesh
His/her Father
Du Tláa
Her Mother
Du Leelk’w
Her Grandparent
Du Dachxán
His Grandchild
Du Yéet
His Son
Du Sée
Her Daughter
Du Kéek’
Du Shátx
Her (Girl’s) older sister (Gender
specific)
45
Du Húnxw
Du Éek’
Younger
Du Dlaak’
younger)
Du T’ukanéiyi
Her Baby
Ya-neekw Verb Forms
Person
Translation
1s:
Xat yanéekw.
I am sick.
2s:
I yanéekw gé?
Are you sick?
3s:
Yanéekw.
S/he is sick.
1p:
Haa yanéekw.
We are sick.
2p:
Yee yanéekw gé?
Are you all sick?
3p:
Has yanéekw.
They are sick.
4:
Kuyanéekw.
People are sick.
Tlingit
Translation
Who is sick?
I yanéekw gé?
Are you sick?
Tlél xat unéekw.
I am not sick.
Aaá, xat yanéekw.
Yes, I am sick.
No, I’m not sick.
Yanéekw gé?
Is s/he sick?
46
Aaá, yanéekw.
Yes, s/he is sick.
Lesson 6, Unit Review, Finish Projects, Expository Writing
Activity 1 – Who is Sick? 10 minutes
Students will have to take turns being the leader, the one who says Target Dialog Phrases and
ya-.oos’ verb forms, in their groups.
Activity 2 – Centers – Complete Microbe Art or Microscopic Art, Counting Microbes, Hand
Washing using ya-.oos’ verb form, Who is Sick? Game (20 minutes)
Students who need to complete art from Lesson 1 or Lesson 4 may work together and share
materials needed to finish. When they get done, they may join one of the other centers until
time is up.
Students who are done may cycle through the three centers and count/estimate and record
number of microbes from Petrifilm and record the data in Science Notebooks; students can use
family member dolls to play “Who is Sick?” game; or students can practice using the 1st person
form of ya-.oos’ while washing hands.
47
Activity 3 – Expository Writing, 45-60 minutes
Students will use this time to review notebooks and as a class or in pairs/groups, make a list of
the different expository writings about microlife – to inform (life cycle), describe (types of
microlife) or explain microlife (gathering microbes). Students choose which expository topic to
write a paragraph. Science notebook entries may be very helpful prompts for making outlines
to guide writing.
Activity 2 – Assist students who are completing art projects as necessary or have a student help
out student(s). Also, make sure students are using appropriate strategy to count/estimate
microbes from Petrifilm and recording this in Science Notebook. Monitor students who are
washing hands and provide automatic feedback for articulation of verb form.
Activity 3 – Make sure students have a title, indentation, topic sentence, supporting sentences
and conclusion.
Allow students to share their writing in pairs, small groups or with the whole class.
Cultural Standards for Students
A. Culturally-knowledgeable students are well grounded in the cultural heritage and
traditions of their community.
Students who meet this cultural standard are able to:
1.
assume responsibility for their role in relation to the well-being of the cultural
community and their life-long obligations as a community member;
2.
recount their own genealogy and family history;
3.
acquire and pass on the traditions of their community through oral and written history;
4.
practice their traditional responsibilities to the surrounding environment;
5.
reflect through their own actions the critical role that the local heritage language plays
in fostering a sense of who they are and how they understand the world around them;
6.
live a life in accordance with the cultural values and traditions of the local community
and integrate them into their everyday behavior.
7.
determine the place of their cultural community in the regional, state, national and
international political and economic systems;
B. Culturally-knowledgeable students are able to build on the knowledge and skills of the
48
local cultural community as a foundation from which to achieve personal and
academic success throughout life.
1.
acquire insights from other cultures without diminishing the integrity of their own;
2.
make effective use of the knowledge, skills and ways of knowing from their own cultural
traditions to learn about the larger world in which they live;
3.
make appropriate choices regarding the long-term consequences of their actions;
4.
identify appropriate forms of technology and anticipate the consequences of their use
for improving the quality of life in the community.
C. Culturally-knowledgeable students are able to actively participate in various cultural
environments.
1.
perform subsistence activities in ways that are appropriate to local cultural traditions;
2.
make constructive contributions to the governance of their community and the wellbeing of their family;
3.
attain a healthy lifestyle through which they are able to maintain their own social,
emotional, physical, intellectual and spiritual well-being;
4.
enter into and function effectively in a variety of cultural settings.
D. Culturally-knowledgeable students are able to engage effectively in learning activities that
are based on traditional ways of knowing and learning.
1.
acquire in-depth cultural knowledge through active participation and meaningful
interaction with Elders;
2.
participate in and make constructive contributions to the learning activities associated
with a traditional camp environment;
3.
interact with Elders in a loving and respectful way that demonstrates an appreciation of
their role as culture-bearers and educators in the community;
4.
gather oral and written history information from the local community and provide an
appropriate interpretation of its cultural meaning and significance;
5.
identify and utilize appropriate sources of cultural knowledge to find solutions to
everyday problems;
6.
engage in a realistic self-assessment to identify strengths and needs and make
appropriate decisions to enhance life skills.
E. Culturally-knowledgeable students demonstrate an awareness and appreciation of the
49
relationships and processes of interaction of all elements in the world around them.
1.
2.
recognize and build upon the inter-relationships that exist among the spiritual, natural
and human realms in the world around them, as reflected in their own cultural
traditions and beliefs as well as those of others;
3.
understand the ecology and geography of the bioregion they inhabit;
4.
demonstrate an understanding of the relationship between world view and the way
knowledge is formed and used;
5.
determine how ideas and concepts from one knowledge system relate to those derived
from other knowledge systems;
6.
recognize how and why cultures change over time;
7.
anticipate the changes that occur when different cultural systems come in contact with
one another;
8.
determine how cultural values and beliefs influence the interaction of people from
different cultural backgrounds;
9.
identify and appreciate who they are and their place in the world.
50

Microlife Unit - Goldbelt Heritage Foundation

Transcription

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