Art/Language
Topic: Corn
Aim: For children to identify corn and a number of corn products, and to paste different kinds of corn kernels on a pre-outlined picture of corn. Also, to trace the dotted word, "corn" to begin to recognize the word and then to try to print corn on their own after the example.
Learning Outcomes: Creativity in understanding that corn comes in many forms; dexterity through placing a small amount of glue on the page, and then kernels on the glue. Also, ability to trace the word, "corn" and to print it on their own - ability to follow direction in doing this.
Materials Needed: Thick paper with an outline of a corn cob on it with the word, "corn" dotted across the left top and a space to write the word on on their own on the right top. White glue will be needed, as well as different types of kernels of corn (at least one margarine tub full of various kernels for 25 children).
Presentation: The teacher sets out different kinds of corn products in front of the children, and asks them if they can identigy the different items (-previous learning). If they can not, teach them what they are (ie. popcorn - different kinds, white corn, Indian corn, corn flour, pancake mix, cereal, etc.). The teacher is to point out that corn takes many forms, and that it was Native people in North and South America who gave hundreds of kinds of corn to all the other people on earth. (10 min.)
Part 1: Show the picture, previously coloured by teacher, of the woman with the corn on her back. Instruct the children to colour this picture, and read what it says, "Corn was given by the Native people long ago to all of the people of the world today. They gave many kinds of corn, over two hundred, evenincluding popcorn." This page is not available on this site, however, you may find this resource from te Native North American Indian Travelling College, which is linked to this site on the Home page. If you wish, you may draw a picture of your own, with a Native woman with corn in a bag on her back. Let them know that the teacher will be working with students one table at at time.
optional: When you go to each table, have them attempt to read the first sentence on their picture, and then ask them to come to the gluing table (or to put their pictures away and get the glue out of their desk). show them how to write a sentence at the bottom of their coloured page saying, "This picture coloured by [their name]." I used this as a common practice in my kindergarten class: it taught the kids to write a sentence without them even realizing it. This will come with practice, though. This last sentence will not be assessed; it is only for practice. However, check that there are spaces between words; a capital on the first letter, and a period at the end of the sentence. Ensure that you emphasize these things while you instruct them to copy the sentence. (5 min presentation +10 min to colour)
Part 2: The children are to watch the teacher who has previously glued corn kernels on to a thick piece of paper, who instructs them to put a dot of glue on their page. What she wants the children to do is pick the different kernels of corn to place on the glue. Have them repeat this proces until the spot is filled (- this does not mean that the whole space has to be covered), then have the pages put in a safe place to dry. The other tables will be colouring their pictures concurrently. (20 min for 25 students)
Evaluation: Dexterity and ability of the children to put only small, appropriate amounts of glue on the page (within the lines of the cob) and to take kernels and put on the glue in an efficient manner. See if the children recognize that the different kernels are still corn, just in different forms.
Assessment Tools: For part 1, see if students can recognize corn in the picture and colour it in, and to colour the woman in the picture. Can they stay in the lines? Use a qualitative assessment. Could they trace the word corn? Use a scale of 1 to 4 where 1 means they can not trace; 1 means they can barely trace, and 4 means they can trace well. Also, could they spell the word on their own? Use the same assessment tool.
Total Time: 35 min. If children finish early, they may look at the items on the floor or view various books on the subject of corn or the Three Sisters.
How Will I Incorporate a Teaching of the Seven Grandfathers?
Respect: Once the children have learned a bit about corn, ask them if they are happy that corn exists. So far in this lesson they only have an introduction of the vegetable in its many forms, but some work can be done on the teachings. Emphasize to them that corn is mainly what kept Native people alive for hundreds, if not thousands of years - it was a mainstay in their diet, in both North and South America. Show students that there are many more forms of food today, and we are very fortunate that we have so many foods to choose from.
this would be a good time to have the students repeat the prayer/thanks they say before eating. In our class it is, "Watehnonwera:ton Shonkwaiati'son, nia:wen," which basically gives thanks to the Creator for the food. Make the correlation between giving thanks, acknowledging and respect.
Ask students how they can show respect at home or with their relatives/friends. Let them know that they are people who deserve respect as well - we all do. The above is an introduction - their idea of the concept of respect will grow with time and more teaching experiences.
Grade One Skills: printing, alphabet, some knowledge of sentence (Capital at start, spaces between words, period at end), gluing, printing their own name.
Multiple Intelligences:
Bodily-Kinesthetic - manipulating crayon to colour a picture. Also, manipulating glue and kernels to form a picture.
Interpersonal - students must effectively share glue and kernels with other students in making their own picture.
Linguistic - to write the word cocrn and "This picture coloured by [name]."