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Chapter Overview: Fresh water to drink wasn't the most convenient for the Ingall's family. Pa had made a deal with Mr. Scott to build a water well for the family and than trade services to help Mr. Scott build a water well for his family. The actually dig caused many challenges. First, it was hard labor and both men needed to dig deep down to get to clean fresh water. One of the first buckets lowered into the well was lifted out only to find it full of mud. Mr. Scott and Charles needed to dig deeper. Only to find limited oxygen fill the well the further they dug. Pa always lit a candle first before heading down in the well to dig because a burning candle meant enough oxygen for the men to breathe. One morning Mr. Scott decided to get a head start on work for the day. Pa discovered Mr. Scott passed out at the bottom of the well. Luckily, Pa rescued him and made sure all members of the Ingall's family knew the dangers of the well and enforced ways to remain safe around it.
Chapter Themes: Quilts/Patchwork, Family Traditions, Community, Water, Survival, Work, Chorus
Chapter Activities
- Language Arts
- Additional Read Alouds: (Patchwork)
- The Patchwork Quilt by Valerie Flournoy
- Tar Beach by Faith Ringgold
- The Patchwork Path: A Quilt Map to Freedom by Bettye Stroud
- Vocabulary Quilt
- SWBAT write key words of main ideas and supporting details, character traits, facts/opinions throughout the story or per chapter) on a ABC quilt worksheet. For example: L is for Laura, P is for Pass-out, W is for Well etc...
- Standards Addressed
- Nevada Standard 4.3.2 Distinguish cause/effect, fact/opinion, main idea and supporting details in text
- Nevada Standard 2.3.4 Restate facts and details in text to share information and organize ideas
- The Quilt Story
- SWBAT use vocabulary quilt worksheet and design/write and publish a ABC book. Include title, table of contents, glossary, index.
- Standards Addressed (same as activity 1)
- Nevada Standard 4.3.1 Use title, table of contents, glossary, index
- Mathematics
- Mary's Patchwork Quilt: Part 1
- SWBAT use geometric shapes and design a patch of Mary's quilt.
Working individually, students will create and color a one-patch quilt design based upon the regular hexagon. A one-patch quilt is made by using only one geometric shape that is repeated throughout. The hexagon is a good choice because it can be "cut" in a variety of ways including isosceles trapezoids, rhombi, isosceles triangles, equilateral triangles, and kites.
Students will choose a design, draw the pattern on the included worksheet, and color it to highlight the quilt design. - Patchwork Quilt Math Printables
- http://www.teachervision.fen.com/tv/printables/0876283849_258.pdf
- http://www.teachervision.fen.com/tv/printables/0876283849_259_260.pdf
- Standards Addressed
- Nevada Standard 4.3.1 Describe, sketch, compare and contrast plane geometric figures
- Mary's Patchwork Quilt: Part 2
- Students apply their knowledge of symmetry and rotations to making a paper quilt. Plan to spend about four days on this project.
During the first two days, students learn about traditional quilting patterns, examine the symmetry in such patterns, and practice creating patterns of their own. During the last two days, they work in groups of three to design a quilting pattern, and each group makes nine colorful copies, or "patches," of its pattern. The class assembles all the patches into a quilt. Then each group describes its work to the class. In addition to your observations of the students at work, the group reports will help you assess students' understanding of line symmetry, rotations, and reflections.Students will need yarn to assemble their quilts. If you wish, collect colored paper or wrapping paper to be cut up for "patches." If you can laminate the patches, the quilt will last longer and look more finished. SWBAT match up all designed patches and make a life size quilt and calculate the area and perimeter of Mary's quilt - Standards Addressed
- Nevada Standard 3.4.3 Identify perimeter and area of regular unit
- Social Studies
- Drinking Water -- Where does it come from?
- SWBAT read information on website about The Water Cycle http://www.kidzone.ws/WATER/ draw and label the components of the water cycle.
- Standards Addressed
- Geography: list tools, machines, or technologies that have change the physical environment
- Describe ways humans depend on natural resources
- Don't Waste the Water
- Describe humans depend on natural resources and discuss ways they use the water in daily life.
- Standards Addressed
- Geography: Describe ways humans depend on natural resources
- list tools, machines, or technologies that have change the physical environment
- Science
- This Land is Your Land
- http://facstaff.gpc.edu/~pgore/ISCI/ISCI2001LifeEarthcontents.html
(a website on Earth Cycles) - Students will dig a sample of soil from the play ground. Investigate and describe how the earth is composed of different kinds of materials (rocks, soil, water, air) Design a poster that explains the material and purpose.
- Standards Addressed (Use Foss Kit)
- Earth Science Investigate and describe how the earth is composed of different kinds of materials (rocks, soil, water, air)
- Science Notebook
- SWBAT keep an ongoing science notebook and make entries based on questions, conduct research and respond on topics that relate in the story about animals, plants, seasons, etc...
- Standards Addressed
- Nature and History use science notebook entries to develop, communicate and justify descriptions, explanation and experiments
Throughout American history, women have worked together to make patchwork quilts. Because cloth was expensive and scarce, quilts were often made out of pieces of worn-out clothing or leftovers from another project. The quilters began by sewing together pieces of different colors, shapes, and textures to create a square pattern. Then they made more "patchwork" squares with the same pattern. When they had enough squares, they sewed them together to form the top of the quilt. Next they added a layer of wool fleece or cotton, called batting, and a cloth backing. They made a "sandwich" of the three layers - the backing on the bottom, the batting in the middle, and the patchwork on the top. They stretched the "sandwich" on a wooden frame and sewed the three layers together with tiny stitches.
The quilt was put together at a party, called a quilting bee. While cutting and sewing, the women would tell stories and share what went on in their lives. When the quilt was finished, the men joined the women for supper and dancing.
Many patchwork patterns have become traditions. Their names and designs have come from everyday lives of the people who created them. For example, the "Buggy Wheel" pattern was probably inspired by a trip in a buggy. Along with walking and riding horses, buggies were a popular form of transportation in early America.
Although early quilters may not have studied geometry in school, we can see geometry in many of their designs. Patchwork quilting involves the cutting of fabric into various geometric shapes and sewing them together into patterns. The pattern may be repeated over and over to form a quilt, or it may be rotated or reflected as the patches are assembled. Many patchwork patterns, such as the "Buggy Wheel" and "Does and Darts" patterns, are symmetric. Others, such as the "Crazy Quilt," seem to have been created at random.
The beauty of a quilt lies in its uniqueness. No two patches need ever be the same because there are many possible arrangement of fabrics and colors.
Additional Resources
- Integrated Science Help/Resource/Lessons/Research
- The Water Cycle
- Water Wells
- Patchwork Quilt Math Printables
1 comment:
Thank you for providing extra ideas for read-alouds on patchwork quilts. Are these available online? If so, would you add links to them?
Could you provide an example of a vocabulary quilt worksheet and an ABC book?
Excellent use of geometric figures, symmetry, and rotations to teach about quilts! Be sure to bring in tessellations! :-)
It might be fun to have a geologist come into the class and give a presentation on soil composition. The students could then collect samples from various locations (i.e., a landscaped grassy yard, undeveloped desert).
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