Lesson plan developed by Nadine McSpadden, SD36

Transcription

1 Exploring First Nation Beadwork and Connections to Math Materials Pony beads (10 per person) We Can Bead book (Mathology) option Waltes (Mathology) Length of cord Samples of FN beadwork Game pieces for Waltes game (six 2 sided counters, bowl) and counter students make Curricular Competencies Using technology (manipulatives) to explore mathematics Engage in problem-solving, experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community and other cultures. Making a counter: Students make a 10 s counter using string and pony beads. (variations are endless two colours to do counting by twos, counting by 5 s, by 10s). The instructions for making the counter are included. Once their counter is complete, use it to make math sentences. Slide 3 beads to one side. What is the math sentence? = 10. Students can partner up and make a game of this. Use white board to write their math sentences. We used the counter to keep score of a game called Waltes. Instructions for that game are also included. Indigenous connections: Beads are directly to Indigenous culture. Beads are often used to enhance items of importance (pow wow regalia, pins, jewelry). There are numerous primary aged books related to beading. To provide a Metis perspective, look for books specifically related to the Metis and floral beadwork. To build your own background knowledge about beading, read Beadwork by Christi Belcourt. It provides excellent information specifically connecting beadwork to animals, plants found in our environment. Why do you think animals and plants are featured in indigenous art?

2 Modelled Lesson This lesson was modeled for a K,1, 2, 3 class in SD36 Show samples of beadwork. Talk about what they see. Conversations will likely connect to pattern. Talk about the attributes of patterns. Patterns can be created by shape, by colour, by material. Share that these samples are examples of First Nation beadwork. Talk about regalia. Pick students to model wear the beadwork. Instruct students to be very careful with the samples and talk about the significance of regalia. Share that beadwork for regalia is often made particularly for the dancer. The person making it is thinking about the qualities of the dancer and has very positive, good thoughts with every bead added. Tie this discussion into respect for animals and nature and the connection to place. Share that before Walmart and grocery stores, FN peoples got everything they needed from the land. This include beads. Tell me we are going to learn a little bit more about what beads were made of before stores Read We Can Bead (Mathology). What were beads made from? Pick the rhyming words in the book and ask students if they can find one of the beads that match the words. (wood, bone, shells, stone, long and short, round and square). Talk about the beads I have brought today. Identify them. Talk about features in beading samples. Students will notice patterns, natural materials and man-made materials. Give students some beads to explore. Let them sort them, touch them and talk about them. Tell students they are going to do some beading today. Explain they are going to make a math counter. Model how to make the counter. I suggest picking up some large beads to model the lesson. Students quickly get the hang of making the counters.

3 See instruction for making a counter. I used the counter and had students make math sentences with them. Students use white boards to record their math sentences. Many will soon figure out that all the answers equal ten. I would stop the lesson here and get students to hang onto their counter. Ask students to talk about the colours they chose. Ask them to talk about what is the same about all their counters (they all have ten). In a follow up lesson, I would read the book, Waltes (Mathology). It s a traditional Mi kmaw game that was played using a maple bowl and 2-sided dice. I ve included instructions for the game too.

4 How to Make a Counter Instructions 1. Fold your piece of cord in half and tie a slipknot.

5 2. Add a bead to one side of the cord. It doesn t matter which side.

6 3. Thread the other side through the bead. A tail should extend from each end of the bead.

7 4. Repeat until you have ten beads.

8 5. Tie a slipknot on the bottom.

9 Beading Lesson and Playing Waltes Lesson Students made beaded counters. Look at beading samples and talk about about: Patterns (by colour) Patterns (by shape) Patterns (by materials) Patterns (decreasing and increasing patters) Introduction Talk about the history of beading. Beading is often part of pow wow regalia. The patterns and designs on the regalia are tailor fitted for the dancer. This means the artist must know a lot about the dancer. Talk about man-made and natural beads. Pre-contact, Indigenous people used materials found in their local environment (Shells, bones, seeds, stones, wood, antlers, teeth). After contact, Indigenous people had access to glass beads. Talk about the diversity of patterns in beading and how the patterns, materials used and designed reflect the Indigenous community of the artist. What students did: Students made a 10 s counter. They used this counter to keep track of their score in a MiKmaq game called Waltes.

10 Playing Waltes Read book, Let s Play Waltes A Traditional Mi kmaq Game Kyla Bernard Materials: A wooden bowl (maple if possible) Six 2 sided counters (coins will work) Cloth 10 s counter Students place the counters all face down in the bowl. Lift the bowl up and bang it down on the cloth. Count how many dice land face up. How to Score in Waltes 5 the same = 1 point 6 the same = 5 points All other combinations = 0 points If the counter falls out of the bowl miss a turn To win: be the first to get 10 points.

11 More Information: Pictures of bead samples

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16 Assessment: Intro: I don t know these students so I use the introductory part of the lesson (looking at beading samples) to determine what they know about patterning. Some students will easily identify patterns by shape/colour. Some students will be able to make more complex patterns (by material man-made/store bought). During Lesson Observe conversations. Have students talk about what they see. Some students made incredible observations soft/rough.. Final assessment. I see this as a potential unit. I would give students lots of opportunity to explore beads. Make sure you discuss that FN created beads based on things found in their environment. I might do a nature walk with students and get them to use an IPAD to take pictures of things that might be used as beads. There are lots of ideas on the web for making your own beads. Tie these activities into identity. What are things that are important to their culture and how can they reflect their culture in the beads they make.