Unit Lesson 6

Pueblo Food


Student Name: Briana Falconer School Name: Hopewell Elementary
Grade Level: 2nd Host Teachers Name: Mrs. DAmore


Guiding Questions:
How does the Pueblo food and ways of collecting food reflect the desert region they live in?
What made the Pueblo farming successful?
How did men and womens roles differ in terms of food collection?
How does early Pueblo culture influence us today?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students will have previously studied the region, travel and homes of the Pueblo people.
They will have also studied food in other Native American cultures and they will be familiar
with men and women having different roles in the hunting and gathering process. Students may
have misconceptions that the Pueblo eat the same food as all of the other tribes they have learned
about. Students may also not realize that the Pueblo need to irrigate their crops for them to stay
alive.

Standards:
6.6.2.B.1 Describe the physical features of places and regions on a simple scale
6.4.2.B.2 discuss the contributions of important women, African Americans, and Native
Americans to United States and New Jersey history

Learning Objectives and Assessments:
Learning Objectives

Assessment
Students will explain what a Pueblo irrigation
system was like and why it was important for
farming in the Southwest. (understanding)
Teacher will evaluate students answers to
questions on the center worksheet about why
irrigation was important.
Students will identify mens and womens
roles in the food collecting process
(remembering)
Teacher will look at the T-chart for correct
placement of food collecting roles. Teacher
will also check graphic organizer for
correctness.



Materials: (List all, include any online or book references)
1. Review questions for informal quiz on homes
2. Center direction sheets
3. Irrigation center: trays, sand, sticks, rocks, water
4. Food center: T-Chart, food card cutouts

Plan for distribution/cleanup of materials:
For the Pueblo centers, space will be created at the carpet and at student desks. The
materials for the irrigation center will be set up at a table ready for the students to use. Cutouts of
food will be pre-made for students to place in T-charts for the game at the food center. The food
center will be place on the rug. Students will clean up scraps in between and all centers will be
put away before the ending discussion.

Lesson Beginning:
Class will begin with a short true false quiz about Pueblo homes. Students will remain at
their desks and Miss Falconer will ask review questions to the class. She will explain that if they
think the answer is true, they should put there thumb up and if they think that the answer is false
they should put there thumb down. Students will have their eyes closed and heads down for this
quiz. She will ask questions about the materials used to make the home, the structure of the
home, and who lives in the home. Miss Falconer will choose questions based on answers that
students missed in the graphic organizer. After the review, Miss Falconer will explain to the
class that they will be learning about Pueblo foods in that days class.

Step by Step plan (numbered):
1. Lesson Beginning.
2. Miss Falconer will then say ok class, now that weve reviewed what we learned, its time
to begin food. We will start off by listening to a video and then we will have centers.
3. Miss Falconer will show the BrainPOP video on food. She will ask students to look out
for the types of food they ate and information about how they farmed.
4. She will then ask a few review questions to the class such as: What food grows there?
What were mens and womens roles? What is irrigation?
5. Miss Falconer will stress the importance of desert corn which had long roots. She will
also thoroughly explain irrigation to the students.
6. Miss Falconer will then take a few minutes to explain each center. The students will be
put in pre-assigned groups of 9 and each group will be split up into two or three smaller
groups depending on the center activity.
a. Irrigation systems: Students will be given little containers of dirt/sand/clay and
tools to dig an irrigation path. Students will have a page in their journals where
they will be able to draw the path they created and then write why irrigation was
important for Pueblo farming.
b. Food Center: Matching activity with mens and womens roles for gathering
foods; T-chart style: students will be given picture of foods to cut out and paste in
the t-chart. Two teams will compete to finish the fastest, a teacher will check for
correctness. They will then fill in their journal page about types of food and mens
and womens roles in gathering food.
7. Miss Falconer will allow the students to move to their centers once both of the centers are
explained.
8. Miss Falconer will monitor the irrigation center and Miss Desai will monitor the food
center.
9. After 30 minutes, Miss Falconer will signal the students to clean up their area.
10. All students will be asked to return to the rug as they finish cleaning.
11. Closure


Closure:
Miss Falconer will ask students what they learned about Native Americans and their
environment at each station. After listening to a few student responses, she will explain to the
students that they have finished learning about the Pueblo. She will ask the students if there are
any last questions they may want to ask the guest speaker (Students will have had time to come
up with questions for the speaker during the Workout of the Morning the day before). Miss
Falconer will then have a discussion about guest speaker etiquette with the students. She will
remind them to be good listeners and to have their full attention on the speaker.

Key Questions (that you will ask):
What food grows in the Mesa Verde and Southwest desert region? (Remembering)
How does food grow? (Remembering)
What is irrigation? (Remembering)
Why are irrigation systems important? (Evaluate)
Do we use irrigation today? (Remembering)
What were mens and womens roles? (Remembering)
How is Pueblo food and farming different from Tlingit food gathering (Analyzing)
Logistics:

Timing: 1 hour
1. True/False quiz (5 minutes)
2. Video clip on Pueblo food (5 minutes)
3. Explain centers (5 minutes)
4. Centers (2, 15 minute centers;30 minutes)
5. Clean up (5 minutes)
6. Discussion about food and guest speaker etiquette (10 minutes) .
Transitions:
The students will be at their desks for the thumb quiz, the discussion and the video.
Students will stay at their seats while Miss Falconer goes around the room to explain each of the
three centers. Students will be given all directions before being asked to move. At the end of
centers, the students will be asked to clean-up and move to the rug.

Classroom Management:
Miss Falconer will review the rules for rotating through centers before students can get
up. She will explain the directions of both centers and ask if anyone has question so that the
students know what to do beforehand. Miss Falconer will supervise the irrigation and Miss Desai
will supervise the food matching station. Miss Falconer will use a timer so students know when
it is time to clean up and rotate.

Differentiation
Students will be able to use a word bank for the graphic organizer if needed. They will
also be assisted by one of the teachers at each station. Students will be able to revisit the
BrainPOP video if they need assistance writing about why the irrigation system was important.
During the irrigation center, Miss Falconer will allow students to choose using the end of a pen,
or their fingers to dig the paths depending on what is most comfortable for them. Students with
weak fine motor skills will be encouraged to use their fingers. Miss Falconer will also make sure
that students understand what irrigation is at the beginning of the center. For students who are
having trouble with the concept, Miss Falconer will compare it to building a strong tunnel in the
sand at the beach.


Food Center Pictures

Corn

Deer

Beans

Antelope

Squash

Rabbit

Nuts

Bear

Berries

Bow and Arrow
Cooking

Corn Grinding
Farming

Bread making


Name: ______________________________________ Date:___________________

Irrigation Systems
Draw your Irrigation system here:























Why was important for the Pueblo to use irrigation?

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Water source