ThreeSisters Garden Lesson Plan.pdf

7/27/2019 ThreeSisters Garden Lesson Plan.pdf

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Three Sisters Garden

Unit Summary:The Three Sisters Garden is a gardening technique based in American

Indian history as well as an environmentally sustainable crop management

system.

Background for the Teacher:

A wide variety of Native tribes used the Three Sisters technique forplanting and had legends/stories to go along with it. One documented

version of the Mohawk legend was recorded by Lois Thomas of CornwallIsland, Canada as part of a collection of legends compiled by students at

Centennial College, Toronto, Canada. Found in The Three Sisters,Exploring an Iroquois Garden (see resource list.) The basic structure of

the stories is that the oldest sister is the corn, who stands tall in the middle,the next sister is the squash who spreads out along the ground protecting

the other sisters from weeds and pests, the last sister is the bean, whoclimbs up the corn stalks.

The foundation for these legends is the concept of companion planting

or inter-planting, a growing method in which plants that are mutuallybeneficial are planted together to maintain the health of the soil and to

increase yield in both the short and long term. The Three Sisters makegood companions in the following ways. Corn is nitrogen-depleting, and if

planted alone eventually forces crop rotation in order to maintain soilquality. Beans are nitrogen-fixing, meaning they take nitrogen from the air

and fix it in the soil. When corn and beans are planted together, they

maintain the balance of the soil. Beans are also a climbing plant, and cornprovides a natural trellis for beans to climb. Squash, a ground-coveringprickly vine, offers weed control and pest control (the prickles are

deterrents to larger pests like rabbits and deer) when planted around thecorn and beans.

In the Three Sisters Garden the soil is prepared in mounds about three feet

apart. Small holes are prepared in the mounds and corn seeds are planted.As the corn plants begin to emerge, the weeds are controlled and the soil is

mounded around the plants. When the plants achieve four to six inches inheight, bean and squash plants are planted in the same mounds as the corn.

This unit is best done using an outside garden space and over a spring

through fall time period. Adaptations may be necessary if your program is

not on a year round calendar, however many of the lessons could be donewith an indoor planting through the winter with a grow light. The concepts

can also be studied without actually planting the garden but as much hands

on experience as possible is recommended. Of course if you choose to do

the actual planting, growing and harvesting, you will also need to build in

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nit Topics:

Ecological &CulturalCommunity

Adaptation Folk Tales

rimary Levelinnesota

reparatory

Standards Addressed:

Applied ScientificMethods: DirectScience Experience

People andCultures: Family,

School andCommunity

Read, Listen andView: Literal

Comprehension andInterpretation &

Evaluation Write and Speak:

Writing andSpeaking

nit Duration:

2-4 Weeksnit Settings:

Classroom School Garden or

Outdoor Area


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time for maintenance of your garden including watering and weeding. We

have had success with this by dividing our class into smaller groups whoare responsible for various elements of garden work along with support

from family and community volunteers.

Before starting this unit, it is assumed that students will be familiar withthe topic of culture and able to discuss diversity appropriately. Some

excellent resources for teachers to broaden their own knowledge are

included in this unit. Learning should be framed by the idea that our

country is made up of many different groups rather than EuropeanAmericans being seen as the norm and other groups being seen as

diverse. It is critical that the differentiation between Native life in the

past and in the present be made clear, and that Native people are not seen

as pieces of history but rather as living groups in present day society.Whenever possible use tribe names to identify people or stories rather than

using the broad term Native American or American Indian.

Unit Overview:

Activity I: Meet the SistersActivity II: Planting the Garden

Activity III: Life Cycle of PumpkinsActivity IV: Amazing Corn Stories

Activity V: More Amazing Corn StoriesActivity VI: Anatomy of Corn

Activity VII: Corn Yesterday, Corn TodayActivity VIII: Corn Yesterday, Corn Today - Part II

Activity IX: Whats in There?

Activity X: Seed GerminationActivity XI: All Dolled UpActivity XII: Thank You, Sisters

Resources:

Specific resources are listed within individual unit activities. Resourcelists are also included as separate pages within this unit.

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Three Sisters GardenLesson 1: Meet the Sisters

Activity Summary:This activity introduces the Three Sisters Garden, its historical context and

scientific significance while also connecting the idea of inter-dependencein plants with inter-dependence in the human community.

Materials:

Legend of the Three Sisters from The Three Sisters; Exploring an Iroquois

Garden or another Three Sisters legendLean on Me (song by Bill Withers) a version recorded for kids on the CD,

Like a Ripple On the Water; Songs for Community by Kim andJerry Brodey (an excellent collection of songs with themes of peace

and community building)White board or chart paper for recording answers

Set Up/Preparation:The teacher should be familiar with the concept of the Three Sisters

Garden and the historical and scientific connections.

Procedure:

Warm Up

Gather students in a circle or group meeting area (where they are used tomeeting for read-aloud times, class meetings etc.) Explain you will be

learning about a kind of planting that was used historically by many

Native American tribes, and that is called The Three Sisters Garden

because the three crops were seen as three sisters. Tell them you will bereading/telling a legend from the Mohawk tribe about this kind of garden.

Read it through one time to enjoy the story. Read through a second time

asking the students to listen carefully for clues about what three plants

make up the three sisters.

ActivityDepending on the size of the group, you may stay in one large group or

divide into smaller ones. Make predictions about the plants that make upthe three sisters and use details from the story to justify thinking. If any of

the predictions are correct, teacher verifies and connects to pieces from the

legend. Make connections to students current knowledge about the threeplants using chart paper or white board; What do we know about Corn,What do we know about squash etc. Again, if any of the information on

the charts is pertinent to the interdependent relationship, teacher points itout. For example if a student noted that beans need something to climb up

and another student noted that corn grows on tall stalks, teacher wouldmake connection to how they help each other in the three sisters garden.

Teacher moves into brief lecture/description of the ways the plants help

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Activity Topics:

Introduction toThree SistersGarden

Activity Duration:

45 - 60 minutesActivity Setting:

Classroom


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each other, covering anything that didnt come up through the childrensbrainstorming.

Cool DownThis activity gives students some background information about the Three

Sisters Garden as well as activating their prior knowledge and generatinginterest. To close out the activity and make connections back to the

students real life; ask them to think of examples where people worktogether in the same ways the plants from the three sisters garden do. Like

the three sisters, there are times where one person or one group cant do it

alone, different people or different kinds of people working together can

achieve a stronger result than working alone. An example to get themstarted might be to consider how a school needs many kinds of people to

function. Teachers, students, and other workers like custodians, office staff

etc., have to all work together. A school with just teachers or just students

wouldnt be successful. There are times that one group is the one doing the

helping and times that group is being helped. Each group has an importantrole to play. This can be done in a large group brainstorming or smaller

groups where each group writes and illustrates an example of people

working together. This is an important step to make connections abouthuman interdependence and the benefits of diversity. This is a great time to

finish with a song like Lean on Me. Allow enough time for discussion and

presentation.

Related Activities/Extensions

Picture book and biographies of school staff created by studentsResources:

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Three Sisters GardenLesson 2: Planting the Garden

Activity Summary:In this activity, the students plant the corn and squash seeds to begin the

Three Sisters Garden and participate in guided imagery dramatic play toreinforce the concept of companion planting.

Materials:

Prepared garden bed or very large pot

Corn seeds, soaked overnightSquash seeds

In the Three Sisters Garden, p. 46-48Chart paper with student names listed on it and marker

Set Up/Preparation:

Prepare the garden bed for planting - a traditional rounded mound is best.A raised bed or very large pot with soil would work as well. Soak the corn

seeds overnight for best results with germination. Keep soil moist (notdrenched) until seeds germinate.

Procedure:

Warm Up

Gather students in circle to review the plants in the Three Sisters garden

and what is each plants role.

Activity

Tell students that we will only be planting two of the Three Sisters today.Show students the corn and squash seeds. Ask students to identify each

seed, and ask which sister is missing. Ask students why we will wait toplant the bean seeds. (The corn must be at least 6 inches tall before

planting bean seeds so that they will have something to climb as theygrow.) Go to the garden bed. As a group, discuss the placement of the

seeds. (Corn is planted in the middle, squash is planted around the edges.The beans will be planted around the corn later.) Depending on group

size, either give each student a seed to plant or pair the students to plantseeds together. As each student receives a seed, review the kind of seed it

is and where it should be planted in the bed. Select a few students to water

the seeds. Watering should be done slowly and carefully so that the seedsare not washed away. Move to an open space outdoors (preferably nearthe garden bed.) Divide the students into groups of three to be Three

Sisters and Brothers gardens. In their groups, students will choose to becorn, squash, or beans. (Remind the students that one of each plant is

necessary to be a companion in a healthy Three Sisters Garden.) Studentssit on the ground in their groups. Tell them to listen carefully to the Three

Sisters story and to act out each of their parts throughout the story. Read

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Activity Topics:

Planting the ThreeSisters Garden

Activity Duration:

60 minutesActivity Setting: School Garden or

Outdoor Area


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aloud the Three Sisters Guided Journey (pp. 46-48In the Three SistersGarden)

Cool DownUsing the chart paper, make predictions about how many days it will take

for the corn and squash seeds to germinate. Record predictions and trackthe results.


Seed planting of any kind (floral, vegetable, herb)Resources:

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Three Sisters GardenLesson 3: Life Cycle of Pumpkins

Activity Summary:This activity illustrates one plant from the three sisters garden.

Materials:

Pumpkin Circle book (can also use videoif desired)Paper and colored pencilsPumpkin journal pages

Set Up/Preparation:

The teacher should decide whether to use the book and video or just thebook. Decide if you are going to do the pumpkin journal optionIn addition, the pumpkin journal works best if started the same week youplant pumpkins or at least the first week so you need to coordinate with

lesson two.

Procedure:

Warm Up

Gather students in a circle or group meeting area (where they are used to

meeting for read-alouds, class meetings etc.) Review the elements of theThree Sisters Garden and how you have planted pumpkins as the squash

representative in the garden. Read the book, The Pumpkin Circle. Discuss

the cycle described in the book. It is also helpful to draw the different

stages of plant development on cards and have students help put them inorder on a pocket chart. The activity can be extended by reading the book

and watching the video and comparing them. *It is important that withboth the book and the video, the holiday of Halloween is discussed

appropriately. Students need to see Halloween as a holiday that iscelebrated by some but certainly not all people. Be careful not to give the

impression that it is a holiday celebrated by all Americans as many groups

within the U.S dont celebrate and some religious and cultural groups viewit negatively. It can be helpful to note that the author of this book shows a

pumpkin that is carved into a jack-o-lantern but that he doesnt ever say it

is just for Halloween. It is a good starting point to talk about all of the

other uses for pumpkins!

ActivityEach person draws their own version of the pumpkin circle, starting at thetop of the page with a seed and ending up back with a seed again. It is

helpful to have a variety of real seeds out for kids to explore and many ofthe pumpkin books out for them to use as models. A larger class version

of the circle can also be created and posted. This page can be used as acover for their pumpkin journals or taken home with the additional

assignment to show someone at home and bring back a question or

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Activity Topics:

Life Cycle ofPumpkins

Activity Duration:

45 minutes Optional ongoing

weekly pumpkinjournal; starts atplanting and goes

for at least 5 weeks.Pumpkins take 100

days to be fullyready so journal

throughout thattime would be

optimal

Activity Setting: Classroom School Garden or

Outdoor Area


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comment. Explain the pumpkin journal. Tell the students that as scientistswho are now growing your own pumpkin as part of the Three Sisters

Garden, you will be monitoring your pumpkins and recording yourobservations in a journal. Give clear guidelines about what kinds of things

scientists would include in an observation. Model drawing only what you

see not what you wish was there. It can be helpful to have exaggeratedexamples of what NOT to do (like a picture of a pumpkin bigger than a kidwith a rainbow and a horse and a pokemon). If there is only one small

sprout, that is what you need to draw. Depending on the level of yourstudents, set an expectation for what should be written in the notes section.

Students can write their own notes or have an option of copying notes froma white board based on cumulative observations of the group. This activity

works well by having small groups record on specific days of the week.For example, divide your class into thirds and one group observes and

records on Mondays, one on Tuesdays, etc. If possible, observe over atleast a five-week period starting with the week of planting. (The seed

leaves are usually sprouted within 7 days and will provide you withwonderful changes to record each week). If possible, have a sharing time

following the observations and recordings where students can show theirwork to one another and provide questions and comments.

Cool DownIf you complete the pumpkin journal activity, at the end of the process,

give students the responsibility for compiling their pages into

chronological order. Ask them to try it first without looking at the dates

and trying to assemble it based on just their observations and notes. Makethe journals into books to add to students portfolios, be displayed in the

classroom, or go home to demonstrate learning.


There are a wide variety of books about pumpkins and projectsconnected to pumpkins

(See resource list)

Comparing/Contrasting with other cycles, such as the water cycleResources:

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Three Sisters GardenLesson 4: Amazing Corn Stories

Activity Summary:This activity introduces two legends related to corn and the cultural

significance of corn.

Materials:

Three Stalks of Corn by Leo PolitiReading Response chart paper

Set Up/Preparation:

No special Set Up/Preparation needed.

Procedure:

Warm Up

Gather students in a circle or group meeting area (where they are used tomeeting for read-alouds, class meetings etc. Review the legend of the

Three Sisters and the concept of a legend. Especially highlighting that

many cultures have stories to explain important parts of life.Show them

the book and make predictions based on the cover and back cover. Explainthat Mr. Politi decided to write a story within a story by also including

two legends from the native tribes of Mexico. Do a picture walk through

the book and try to determine which pictures are part of the story of the

little girl and her grandma, and which pictures are from the legends.

Activity

Read the story once through, stopping to make predictions, ask questionsetc. throughout. Re-read the parts that contain the two legends. Discuss

connections between these legends and others that the students may befamiliar with. Complete a reading response for each legend including

characters, sequence of events, and what the legend is trying to explain.The responses should be modeled on large chart paper.

Cool Down

To close out the activity, explain that this format will be used in the future

as they investigate further legends and folk tales. Provide opportunity forquestions and discussion of both the story and the two legends.


Identifying folk tales Recognizing differences between folk tales, fairy tales andfractured fairy tales Connect to further folk tale study maybe a folk tale from anotherculture

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Activity Topics:

Corn stories inNative Folktales

Connection tomodern uses

Activity Duration:

45 - 60 minutes

Activity Setting:

Classroom


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Resources:

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Three Sisters GardenLesson 5: More Amazing Corn Stories

Activity Summary:This activity provides further investigation into Native corn legends.

Materials:

Three Stalks of Corn by Leo PolitiDragonflys Tale by Kristina Rodanas

The Legend of Food Mountain adapted by Harriet RohmerAny other corn related folk talesReading response forms

Set Up/Preparation:

The teacher needs to decide whether to create groups for small group workor to allow student chosen groups.

Procedure:

Warm Up


meeting for read-alouds, class meetings etc. Review the book Three Stalks

of Corn and the reading response charts for the two legends from thatbook.

ActivityRead The Legend of Food Mountain.

Complete a reading response form as a large group.

Discuss connections between this legend and the similar one from theThree Stalks of Corn.Complete a Venn diagram showing what parts were the same and what

parts were different. Explain that you are modeling this and that studentswill be completing their own in small groups for another set of legends.

Discuss the importance of corn in the lives of the native people and howcorn is featured in the legends.

Introduce Dragonflys Tale. Ask students to make predictions about the

tribe the story comes from based on looking at the pictures. Is it a MNtribe? What clues tell you it isnt? Find on the map where the native

Mexican tribes (who told the first legend) lived and the Zuni (from thisstory). Review the historical context of a legend and how the illustrator is

attempting to draw what she believes things may have looked like longlong ago.

Read the story.Explain directions that students will complete a reading response for this

story and a Venn diagram comparing this legend to the one of FoodMountain in groups.

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Activity Topics:

Corn stories inNative Folktales

Activity Duration:

Two 30-minuteblocks

Activity Setting:

Classroom


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Students get into small groups and complete the task.Student work is shared back to the larger group.

Cool DownTo close out the activity, compile the responses and Venn diagrams into a

book for the classroom library or a display. Look through all three booksand compare the styles used by the illustrators. If there is time, ask

students to draw their own versions of what one of the characters from thelegends would look like. Suggest legend writing as an option during

writers workshop or creative writing time.


Connect to further folk tale study. Students illustrate a favorite part of one of the legends or try to make

one picture that portrays the basic theme of the legend.

Connect to rice in Asian cultures and Asian folk tales.Resources:

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Three Sisters GardenLesson 6: Anatomy of Corn

Activity Summary:This activity traces the development of the modern corn plant, asks

students to use observation skills, and develops basic scientific knowledgeabout the parts of a corn plant.

Materials:

Ears of corn (enough for each student to have one or a pair of students to

share one ear)Data collection sheetsHomework explanation sheet

Set Up/Preparation:

The teacher should decide whether to have students work individually or

in pairs. Create a data collection form that fits with your particular scienceobjectives. Create a list of plant parts for student identification

Procedure:

Warm Up


meeting for read-alouds, class meetings etc. Read the book, Corn is Maize

by Aliki. Discuss how Aliki uses her books to teach kids scientificconcepts. Some people just look at corn and think nothing of it. But now

you are becoming CORN EXPERTS! We will learn all about corn as

anthropologists and as scientists. Explain that you will be examining an

ear of corn, making some observations and recording some data. Show thedata collection sheets and emphasize the importance of recording what

they observe with as much detail as possible.

ActivityIndividually or in partners, students will investigate the ear of corn and

draw the specific parts as indicated by the data collection form.Ask them to try and trace a piece of the silk back to a kernel.Give them a list of corn parts and ask them to finish their work by drawing

an ear of corn (using theirs as a model) and labeling each part correctly.Depending on the level of your students, you may want to use the diagram

of pollenation on page 4 of Alikis book and have the students show eachother on the ear of corn how they think it works.

*After you are finished investigating the ears of corn, they can be washed

and cooked for a classroom corn feed, or dried and used for art projects. Italso works to have different students investigating different kinds of corn

and comparing their results.

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Activity Topics:

Observation of cornplant

Activity Duration:

45 - 60 minutesActivity Setting: Classroom


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Gather again as a group and discuss your findings. Show off some of thework of particularly detailed scientists. Discuss what you discovered and

any further questions you have.

Cool Down

To close out the activity, ask how students thinking about corn ischanging as you work with the Three Sisters Garden. Explain thehomework and clarify any questions students have about it. The homework

is to discuss what youve learned about corn with someone in your family.

You are responsible for bringing back a corn recipe or a corn story AND to

do some further investigating where you live. You will be finding as manyproducts as you can in your home that have corn as an ingredient. (Lesson

six contains activities to do once the homework has been turned in)


Research into modern corn controversy (biotechnology etc.)Resources:

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Three Sisters GardenLesson 7: Corn Yesterday, Corn Today

Activity Summary:This activity connects historical and modern significance of corn to

students own lives.

Materials:

Returned homework sheetsFour Seasons of Corn; A Winnebago Tradition by Sally M. Hunter

Corn Belt Harvest by Raymond BialMural paper

Art suppliesMagazines

Set Up/Preparation:

The teacher should decide how to create small groups (about 5-6 studentsper group).

Procedure:

Warm UpGather students in a circle or group meeting area (where they are used to

meeting for read-alouds, class meetings etc. Read the book, Four Seasons

of Corn. Discuss the differences between historical Native American

farming and the traditions of the family from the book. Do a picture walkof Corn Belt Harvest. Find the corn belt on the map and show your

communitys location in the corn belt. Explain that these books were

chosen specifically to highlight that corn was not just an important cropfor Native people in the past, but continues to be important to manygroups today. Explain that in small groups, students will be reporting back

their corn stories and other results of the homework. Then they will be

creating a mural for their group that illustrates the importance of cornthroughout history and into modern times.

ActivityEach person reports the results of question one and two to the group. A

group leader and a group recorder should be chosen ahead of time. Theleader will facilitate the discussion; the recorder will keep track of the

results on a data recording form.After reporting, discussing, and recording the results, the group will

complete a plan for their mural.

*If you are doing this lesson as one continuous project, have the groupscheck their plan with a teacher before getting mural paper and supplies. If

you are doing this as two separate time blocks, make sure youve looked atthe plans and discussed them with the group before they get started.

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Activity Topics:

Connections tostudents lives

Understandingmodernsignificance of corn

Activity Duration: At least an hour;

can be divided into

two smaller blocksof time. One block

for reporting andplanning; one for

creating the mural.

Activity Setting:

Classroom


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Students use a variety of supplies to complete the murals.

Cool Down

Gather again as a group and present your murals. Discuss what they

represent. Ask if students see patterns or similarities in the murals.


Create a Corn Museum and invite other classes to come and view themurals

Compare with the importance of rice in Asian culturesResources:

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Three Sisters GardenLesson 8: Corn Yesterday, Corn Today Part II

Activity Summary:This activity illustrates the significance of corn in American culture.

Materials:

Scrap paper or post-it notesTapeMarker

Set Up/Preparation:

Using the responses for question 3 on the homework sheet from LessonSix, generate a list of products made from corn. Add to this list if needed

so that there are as many corn products as there are students in your class.

Using scrap paper or Post-it notes, make cards with one corn product

written on it for each student in the class.

Procedure:

Warm UpAsk the students to remind you of some of the products they found at

home that come from corn. Tell the students that there are many, many

uses of corn, and we are going to be playing a game to find out some of

them.

Activity

Show the students an example card of a corn product. Tell them that each

student will have a card taped to his/her back and that they have to figureout what that corn product is by asking other classmates questions to findout information. These questions may only be ones that have yes/no

answers. Model questions you would ask about the example corn productto find out information.

Tell the students that when they figure out what the product is, they willclassify themselves into different categories of products. Brainstorm with

the students what these categories would be (e.g. things you eat, thingsyou wear, things having to do with animals, etc.). Write up on the board,

or make posters representing the different categories and place themaround the room.

Tape a card to each students back. Assist the students in asking questionsto find out what their product is.Encourage the students to help each other classify their products into the

categories. Assist them if necessary.

Cool Down

Review the classification into categories to ensure that the students have

classified their products correctly. Ask the students if there are any

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Activity Topics:

Exploring andclassifying the usesof corn

Makingconnections with

corn in students

lives

Activity Duration:

30 minutesActivity Setting:

Classroom


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products that could be classified into more than one category. Brainstorm

other corn products that could be classified into the categories.


Rice or another grain as a product

Any activity that is related to classification Defining attributesResources:

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Three Sisters GardenLesson 9: Whats In There?

Activity Summary:In this activity, students identify the parts of a seed and learn the function

of each part. The activity also completes the planting of the Three SistersGarden.

Materials:

Backpack stuffed with crumpled paper

Water bottle (put in backpack)Example of a Snack (put in backpack- a granola bar or trail mix would be

appropriate)Large jacket or windbreaker

HatTape

Labels of seed parts (cotyledon, seed coat, root, leaves)Bean Seeds, soaked overnight (enough for students to have two each and

some to plant in the garden)Paper towels

Hand lensesTrowels or spoons

Set Up/Preparation:

Soak the bean seeds overnight so that they can be dissected easily. If they

are dry, the students will not be able to see each part. Familiarize yourselfwith the parts of a seed and their functions.

The Warm Up comes from the Little Sprout Activity in Project Seasons;review this activity if possible.

Procedure:

Warm Up

Gather students in a circle. Select one student to be Little Sprout. Have

student put on backpack (with water bottle and snack inside) and thejacket over it. Tell the students that Little Sprout is a well-prepared hiker,

but is also going to teach them about seeds. Tell them that Little Sproutand seeds have a lot in common.

Ask students why a hiker would wear a coat. (To protect from the wind,

cold, rain, etc.) Explain that seeds also have coats for protection. Attachthe seed coat label to the coat that Little Sprout is wearing. Explain thatwhen the conditions change, a person can take off a coat. Similarly, when

the conditions are right for growth, the seed coat cracks open and the seedgerminates (sprouts roots and leaves). Have Little Sprout take off the coat

and place it where the label is visible.Ask the students what else a well-prepared hiker would bring along. (Abackpack with supplies in it.) Ask Little Sprout to look in the pocket of the

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Activity Topics:

Identifying theparts of a seed andtheir functions.

Planting the beansin the Three Sisters

Garden.

Activity Duration:


Classroom School Garden or

Outdoor Area


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backpack and to pull out what is inside (snack). Explain that seeds alsohave a supply of stored food that is stored in something like a backpack. A

seed has two cotyledons, which give the seed the energy to germinate andgrow. Attach the cotyledon label to the backpack.

Tell the students that a hiker uses a lot of energy and gets thirsty. Ask

students what a hiker would bring along (water bottle). Ask Little Sproutto look inside the main compartment of the backpack and to pull out whatis inside. Show the water bottle to the class and tell them that plants also

need water and minerals to help them grow. Ask the students how plantsget water and minerals (roots). Attach the root label to the water bottle.

Tell the students that the beginnings of the roots are inside the seed.Ask the students what other item a hiker might bring along, especially if it

is a bright and sunny day (hat). Have Little Sprout put on the hat. Tell the

students that the hat represents the first green leaves that grow from a

seedling. Attach the leaves label to the hat and tell them that the leaves usesunlight to make food for the plant photosynthesis. When the first

leaves grow, the cotyledons fall of the seed, because their energy is nolonger needed the plant is now able to get energy from the sun.

Activity

Divide the group into pairs and give each student a paper towel and a handlens. Give each student two bean seeds.

Tell the students that they are going to find the parts of a seed that wetalked about with Little Sprout by dissecting their bean seeds and

observing the different parts. Tell the students to carefully rub the beanbetween their fingers. (The seed coat will separate from the cotyledons.)

Have the students peel the thin membrane away and ask them what part of

the seed it is (seed coat).Tell the students to separate the two parts of the seed and ask them whatthe big oval parts are (cotyledons). Ask the students what the cotyledons,

like the backpack, do for the seed (store energy).Ask the students what they see inside the cotyledon. (a little growth

extension the root, and little triangular shapes the first leaves). Helpthe students identify these parts.

Tell the students to dissect their second seed to see if all the same parts arein it as well. Reinforce the idea that all seeds have these parts.

Tell students to use the hand lenses to look more closely at each seed part

Cool Down

Take some of the soaked bean seeds and plant them in the Three SistersGarden near the corn stalks. Ask the students why the beans need to be

near the corn (to have something to climb as they grow.) Review the

symbiotic relationship between beans and corn.


Any planting activity

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Soil/ground preparation Identification activitiesResources:

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Three Sisters GardenLesson 10: Seed Germination

Activity Summary:In this activity, students observe the process of seed germination, identify

the parts of the plant as they grow, and explore the concept of sequencing.They also discuss the basic elements plant need to survive.

Materials:

Several bean seeds, soaked overnight

Large plastic Ziploc bagPaper towel

WaterNatural light from windowsill or grow light

Index cards with growth sequence illustrated in pictures and words (root,shoot, first leaves, stem, leaves)

Chart paper to create a Germination and Growth Chart/Calendar

Set Up/Preparation:Soak the bean seeds overnight to ensure germination. Prepare the growthsequence cards. Create a Germination and Growth chart or calendar to

document how long it takes for each part of the plant to grow.

Procedure:

Warm Up

Gather the students in a circle. Review the Little Sprout activity and theparts of seed and their functions. Ask the students what happens to seeds

when the growing conditions are right (germination).Tell the students that they are going to observe seed germination

happening. Ask them where seeds usually grow (soil). What else do seeds

need for the growing conditions to be right? (water, sun, and air) Ask

students how we could observe germination happening (put the seeds insomething clear).

ActivityShow the students the Ziploc bag and paper towel. Review again what

plants need to grow (sun, soil, water, and air). Tell students that we willuse the Ziploc bag and paper towel instead of soil the paper towel would

provide a growing surface. Eventually though, a plant would need soilbecause it also provides nutrients for the plant. Discuss how we will

provide the other elements (water, sun, and air).Wet the paper towel, place several bean seeds on it, and put them in the

bag. Make sure there is some air trapped in the bag before sealing it. Placethe bag on the windowsill or under the grow light.

Ask the students what will happen first as the seed starts the process ofgermination (The seed coat will split and the root will appear). Show the

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Activity Topics:

Observing theprocess of seedgermination

Activity Duration:

30 minutes; briefobservations overthe next severaldays

Activity Setting:

Classroom


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Three Sisters GardenLesson 11: All Dolled Up

Activity Summary:In this activity, students create celebratory dolls from cornhusks in honor

of the harvest from the Three Sisters Garden and as a way to use all partsof the harvest.

Materials:

Ears of corn (or already dried corn husks from a craft supply store)

Heavy books or a flower press (if drying your own corn husks)Scissors

String or yarnMarkers

Pieces of colorful fabricsGlue

Set Up/Preparation:If drying your own cornhusks, remove husks from several ears of corn.

Save the corn silk for hair. Use a heavy book or a flower press to keep the

husks flat as they dry. Divide the decorating materials into differenttubs/baskets so that small groups of students can share them. Refer to

Project Seasons Lucky Harvest Dolls for more information.

Procedure:

Warm Up

Gather the students in a circle. Discuss the concept harvest with the

students. Ask the students why historically, the harvest was a veryimportant time. Tell the students that many Native American tribes

celebrated the harvest with dancing, feasts, jewelry, and other special

items and events. Tell them that Native American children sometimes

would make dolls from the husks of the harvested corn to celebrate and toensure good luck for the next year. Discuss with the students the idea of

using all parts of the corn as a way to reduce waste.

Activity

Model to fold the husks to make the basic shape of the doll. Take severallarge husks and place them on top of each other, then fold them in thirds

lengthwise, making a long narrow piece. Then fold this long piece in half.Keep the folds hidden on the inside. Explain that this piece is the body of

the doll. Tie one piece of yarn a little below the top of the fold to createthe head of the doll. Then take a smaller piece of cornhusk, fold it in half

or in thirds to make a narrow strip. Fold the strip in half so that it is half aslong. Slip the smaller piece of husk below the head of the doll, between

the main fold of the body to make arms. Tie the second piece of yarnbelow the arms to form the waist of the doll. To make pants for the doll,

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Activity Topics:

Observing a NativeAmerican traditionby creating

cornhusk dolls incelebration of the

harvest.

Activity Duration:


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use scissors to cut the section below the waist in two. To make a dollwearing a skirt, tuck extra pieces of husk under the waistband to form a

full skirt.Give each student several large cornhusks and two pieces of string or yarn.

Tell the students to work in pairs to help each other with tying the string

for the heads. Assist the students with creating their dolls.Tell the students that once they have made the basic form of the doll, theymay use markers to draw faces and yarn, fabric, and other materials to

decorate the dolls. Encourage them to be creative.

Cool Down

Students may use their cornhusk dolls to put on a puppet show about what

they have learned throughout their experience with the Three SistersGarden.


Any creative use of the corn husks, so as not to have it wasted

Research what other cultures do at harvest of the staple grainResources:

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Three Sisters GardenLesson 12: Thank You, Sisters

Activity Summary:In this activity, students celebrate and give thanks for the harvest of the

Three Sisters Garden and reflect on different cultural experiences andpractices.

Materials:

Harvested corn, beans, and squash

Cooking supplies and materialsArt suppliesMusic

Set Up/Preparation:

There are many ways to celebrate the harvest. The celebration could

include: preparing recipes with the harvested vegetables and sharing themtogether; retelling some of the folktales studied throughout the unit,

making jewelry such as corn necklaces, creating a ceremonial harvest

table, singing songs, creating skits to perform for families and otherclasses, dancing, etc. With your students, decide how you would like to

celebrate together the harvest from the Three Sisters Garden. Learning

becomes more meaningful when students share what they have learned

with others. Consider inviting families and/or other classes to thecelebration.

Procedure:

Warm Up*see Set Up/Preparation above

Activity*see Set Up/Preparation above

Cool Down

Discuss the idea of the European American holiday of Thanksgiving from

the perspective of Native Americans today. Many Native American peoplefeel that this holiday represents a turning point in history towards the

oppression of Native peoples. Interview some Native Americans to find

out their perspectives about their cultural traditions and celebrations andtheir opinions of the European American Thanksgiving holiday.


Research and recognize how other cultures celebrate harvestResources:

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Activity Topics:

Observing a NativeAmerican Traditionby celebrating the

harvest of the ThreeSisters Garden and

exploring Native

Americanperspectives.

Activity Duration:

60 - 120 minutesActivity Setting:

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Corn Investigation Homework

Group Data Collection Form

Names of group members:

1.Discuss homework questions 1 and 2. Did you noticeany patterns about what people in your group chose toshare with someone at home? What about in the

questions or comments?

2.List all of the products your group discovered withcorn as an ingredient.


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3.Did any of the products surprise you?

4.Share your corn stories and corn recipes. Do younotice any patterns in what people shared? Do you

have any questions? What do you notice about corn

and its importance to people?


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Corn Mural Plan*Remember, your mural needs to show what your group has learned about corn

and its importance in history AND today!

Sketch what your mural will look like:

What supplies do you need?

What do you want people who see your mural to learn

about corn?


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Name_____________________ Date______________

Corn Investigation HomeworkYou are becoming a certified Corn Expert! Talk with someone at home about what youve learned so far

about corn. Fill out this sheet and return it to class by ___________.

1. Write one important thing you told someone at home that you learned about corn?

2. Who did you talk to?_____________________________________________One question or comment from that person was:

3. Name at least one product you found in your home where an ingredient was corn.

Write a corn story that is important to your family. For example, in my family we have a tradition of going

to the MN State Fair and eating as many pieces of roasted corn on the cob as we can. One time my

stepmom and I both ate 6 ears of corn! You may also attach any corn recipe and an explanation of why it is

important to your family or culture.

ThreeSisters Garden Lesson Plan.pdf

Documents

Transcript of ThreeSisters Garden Lesson Plan.pdf