by Avis Prentice
STANDARDS
CCSS.MATH.CONTENT.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
OSEU 4: KINSHIP & HARMONY
Standard 4.2 – Describe the traditional behavior patterns, codes of respect and values promoted within the Oceti Sakowin tiospaye.
Technology Required
Teachers will need a computer connected to a projector or smart board to show the presentation. They will also need a printer to print out the graph paper needed for each student. (Link included below.)
Time
60-90 minutes including presentation, individual student work and group work. Lesson varies dependent on number of students posting their plots and time taken for artwork.
Summary
This cross-curricular lesson combines social studies, mathematics and art. Students are given a presentation about Lakota tradition in setting up camp, then plot on a coordinate plane points for the first three tipi poles. Student graphs are posted on the wall and discussed in terms of spacing for a camp. Students create a tipi design that represents their family name.
Lesson
Set the stage with a presentation giving an introduction to tipis in Lakota culture and to plotting coordinate on a plane. Discuss with students the reason for following the buffalo and setting up camp near water. Discuss the purpose of all needing to be responsible for their role in the camp.
Give each student a sheet of 24 x 24 graph paper and have them plot the points of their tipi and should give the coordinates.
Students will tape their papers on the wall next to each other to form a grid. Discuss the placement of the points. If placed at the edge of the paper, tipis will be right next to each other. If the points are too close together, the tipi will be small. If the poles distance is the entire length or width of the paper, again, tipis may be touching each other, probably not a comfortable camp set up.
Compare and contrast how the coordinate graph is situated in compliance with the ways the camps were set up by our ancestors.
Students end the lesson by decorating a tipi that reflects their family name
