Patterns- Parka Trim

Patterns- Parka TrimTerri VossAlonda SingsonIn collaboration with Joan Gonzalez

UbD. getting started

Started with patterning in Bridges Grade 1 unit,.2Inupiaq Learning Framework (ILF) Overarching Understandings

Essential Questions

Performance Expectations

Overarching Understanding & Essential QuestionPerformance ExpectationOU: 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)

4Overarching 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.

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.5The 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.

Unit focusExtend, reproduce and create patterns

Geometric vocabulary

Inupiaq vocabulary

Appropriate clothing for the Arctic

This two week unit focuses on extending, reproducing and creating patterns. Students will also know geometric vocabulary, such as shape names. Students will know the Inupiaq words for trim, jacket/parka, boy/girl, woman/man.. Guest speakers will discuss proper clothing in the Arctic and the difference between male and female parka styles and trim.

7KnowledgeStudents 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.

SkillsStudents will be able toreproduce a given pattern.extend a pattern.create a pattern.name geometric shapes.

Alaska State Standards Mathematics

English/Language ArtsK-5 English/Language Arts Standards (2012), Grade 1, Writing

RESEARCH TO BUILD AND PRESENT KNOWLEDGEW.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.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.

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.GRASPS Task Performance assessmentYou 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)

Goal, Role, Audience, Situation, Performance/product, Criteria for success14Learning Experiences

K-W-L ChartClass 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 KnowWhat we Want to knowWhat we Learn

Geometric shapesIntroduce 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)

Geometric VocabularyParallelogram

Trapezoid

Rectangle

Square

Triangle

Rhombus

Hexagon

Inupiaq VocabularyIntroduce 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)

Inupiaq VocabularyParka/Jacket

Parka trim

Man/Woman

Boy/Girl

Community Guest SpeakerDiscuss 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)

Copy & Create a Repeating PatternCopy a repeating pattern using pattern block shapes (DOK 1)

Create a repeating pattern using paper pattern block shapes. (DOK 4)

Creating patterns!Community Guest SpeakerDiscuss 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)

Community Guest Speaker

Discuss the difference in regional trims. (Pt. Hope, Barrow) See RegionalDifferences Video Link (DOK 1)

Students complete journal entry on guest speaker focusing on the difference in regional trim. (DOK 2)

Journal Entry Time!

Completed Assessments!