Pueblo ITEST Infused Curricula Samples |
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Title: |
Shooting the Rapids Through the Pueblos |
Subject Area(s): |
Environmental Science, Botany, Technology |
Grade Level: |
5 th – 6 th Grade |
Unit Description: |
In this unit, students will compare the conditions of the Rio Grande river basin in its course through New Mexico. We will follow the river from Taos Pueblo south to Ysleta Pueblo in El Paso, Texas and conduct tests of water quality, flow and volume. |
Cultural Concepts: |
In the Native culture, the river is the essence of life. Since many of the traditional activities are focused on the significance of the river, the condition of the river is vital to the survival of the communities’ heritage and essential to future generations. Responsibility for protecting nature by studying the native and invasive species of plants and wildlife is imperative in maintaining the native way of life. |
IT Infusion: |
Students will use GPS units to map the river basin in each Pueblo. They will test the quality of the water using technology available from the Environmental Services office in each Pueblo. After the study is concluded, the students will use Excel to compile and display data, and will use presentation software, such as PowerPoint. |
Objectives: |
- Students will become familiar with native plants.
- Students will learn to work cooperatively with Pueblo Environmental Services
- Students will learn how to use the GPS units provided by the Environmental Services.
- Students will learn the importance and sacredness of our water.
- Students will become familiar with conducting tests of turbidity, temperature, width, flow, and volume.
- Students will learn to use Excel to make spreadsheets, charts, and graphs.
- Students will create a PowerPoint presentation.
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Content Standards: |
Science I.I.I.PS1
- Plan and conduct investigations, including formulating testable questions, making systematic observations, developing logical conclusions, and communicating findings.
Language Arts I.I-C.PS1
- Evaluating by comparing and contrasting.
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Student Activities: |
- Students will conduct water tests at each pueblo
- Make observations and describe water, vegetation, wildlife, and habitats.
- Students will keep research notebook
- Students will use Excel, Power Point and other technology equipment.
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Assessment: |
Rubric Under Development |
Resources: |
Community Environmental Services |
Contact Person(s): |
Marie Martinez (sweetmtz@hotmail.com)
Carol Brewer (carol@santaclara.bia.edu) |
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Title: |
Before Aspirin, There Was Willow Bark |
Subject Area(s): |
Chemistry, Math, Technology |
Grade Level: |
10th - 12th grades |
Unit Description: |
This honors chemistry course uses ethno-botany as the medium to present advanced science courses of organic chemistry and microbiology. The students are engaged in a research project that builds on the findings of their ancestors, the original scientists. |
Cultural Concepts: |
Native plants common to our area have had medicinal value for centuries; our ancestors have used and practiced medicinal remedies using these Native plants. The concepts or themes that will be incorporated into the project are beauty, community, diversity, identity, patterns, wisdom, balance, communication, ecology, habitats, respect and tradition. |
IT Infusion: |
In addition to the spectrophotometer and other scientific equipment, digital technologies are central to the project. GPS/GIS and Arc View (or other technologies) will be used to create maps and collect pertinent information about the surrounding landscape. The Internet will be used to research information as well as graphics. Digital cameras will facilitate photo documentation of Native plants. Page layout software will be used to pull together the final brochure to combine all elements. |
Objectives: |
- Students will conduct research and become familiar with the medicinal plants Native to their communities.
- Students will identify the uses of Native plants within their own communities and learn about their local history.
- Students will recognize the relationship between modern medicine and Native plants, particularly those plants with antiseptic properties.
- Students will extract and separate the organic compounds of these plants using laboratory extraction and separation techniques.
- Students will identify these compounds using infrared spectroscopy.
- Students will test their extracts against known antibiotics using a series of controlled experiments.
- Students will use language arts skills to: conduct research, interview, and journal, read for content information, and write a scientific report.
- Students will use technological skills to create maps, tables, spreadsheets, graphs, brochures, and by using desktop programs.
- Students will share their findings with tribal stakeholders using presentation software such as PowerPoint.
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Content Standards: |
Science
- Strand I – Standard 1: Benchmark I.II.III
Understand the processes of scientific investigation and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically.
- Strand III – Standard 1: Benchmark I
Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by individuals and societies.
Math
- Strand I – Algebra, Functions and Graphs Standard I – Benchmark I-IV
Students will understand algebraic concepts and applications
- Strand I – Geometry and Trigonometry Standard I – Benchmark II
Students will understand geometric concepts and applications
- Strand I – Data Analysis & Probability Standard I – Benchmark I, II, III, IV
Students will understand how to formulate questions, analyze data and determine probabilities
Technology Standard (NETS)
- Standard – Basic Operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems. (nature and operations)
- Standard – Technology productivity tools
Students use technology tools to enhance learning, increase productivity and promote creativity
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Student Activities: |
- Collect and identify Native plants within the school community.
- Take a field trip to a local area watershed to observe and collect Native plants.
- Make observations and describe the areas where the plants are located, using GPS/GIS,(or other technologies), including photo documentation.
- Collect and create an excel spreadsheet of pertinent data about the area where these plants are located (i.e. altitude, soil type, rainfall, etc.) and recognized medicinal uses of the plants..
- Extract and separate these plants for analysis.
- Perform biological tests to determine the antibiotic properties of these plants.
- Keep a research notebook for all scientific observations made in the classroom and in the field.
- Write a scientific report of findings.
- Interview and collect plant stories from members of the local communities.
- Use Page Layout software to make pamphlets about these plants.
- Use presentation software to share their findings with tribal stakeholders
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Assessment: |
View Rubric |
Resources: |
Moore, Michael Plants of the Southwest |
Contact Person(s): |
Patricia Sandoval, Chemistry Teacher ( Santa Fe Indian School) |
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Download Curriculum |
Download Grading Rubric |
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Download Lab Format |
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