PATTERNS- PARKA
TRIM
Terri Voss
Alonda Singson
In collaboration with Joan Gonzalez
UBD…. GETTING STARTED
Inupiaq Learning Framework (ILF)
Overarching Understandings
Essential Questions
Performance Expectations
Inupiaq Learning Framework (ILF)
Overarching Understanding &
Essential Question
Performance Expectation
 OU: Expertise in sewing can be
 Sewing expertise is essential
a matter of life and death in the
Arctic environment. [E.s.3]
EQ: How is appropriate clothing
essential to life in the Arctic?
[E.s.3.a]
E.s.3
The student demonstrates an
understanding of sewing skills by . .
.
[B] E.s.3.7 Drawing or looking at
pictures of people wearing various
types of traditional clothing, and
talking about them.
Overarching Understanding &
Essential Question
 OU: The process of providing
clothing requires the efforts of
many. [E.s.4]
EQ: What do you contribute
toward the making or providing of
clothing for yourself or your family?
[E.s.4.a]
EQ: How does the act of providing
clothing make a family stronger?
[E.s.4.b]
Performance Expectation
 Sewing as a community affair
E.s.4
The student demonstrates an
understanding of the contributions
many people make to sewing by . .
.
[B] E.s.4.4 Identifying clothing that
is appropriate for various
occasions and functions.
Overarching Understanding &
Essential Question
 OU: Traditional clothing is an
integral part of survival in the
Arctic. [E.s.5]
EQ: How is clothing related to
survival? [E.s.5.a]
Performance Expectation
 Clothing for survival E.s.5
The student demonstrates an
understanding of how integral
clothing is to survival by . . .
[B] E.s.5.1 Predicting what would
happen if clothing were damaged;
e.g., his/her parka became torn or
his/her shoes became wet in
freezing weather.
[B] E.s.5.2 Role playing a solution to
damaged clothing.
UNIT FOCUS
 Extend, reproduce and create patterns
 Geometric vocabulary
 Inupiaq vocabulary
 Appropriate clothing for the Arctic
KNOWLEDGE
STUDENTS WILL KNOW…
 the next sequence in the pattern? (presented with a pattern).
 the rule the pattern follows? (presented with a pattern).
 the difference between male/female parka trim.
 geometric vocabulary terms: (rhombus, square, triangle, etc).
 Inupiaq words for: trim, jacket/parka, boy/girl, woman/man.
SKILLS
STUDENTS WILL BE ABLE TO…
 reproduce a given pattern.
 extend a pattern.
 create a pattern.
 name geometric shapes.
Alaska State Standards
Mathematics
English/Language Arts
K-5 ENGLISH/LANGUAGE ARTS
STANDARDS (2012), GRADE 1, WRITING
RESEARCH TO BUILD AND PRESENT KNOWLEDGE
 W.1.8 With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
MATHEMATICS (2012), GRADE 1,
OPERATIONS & ALGEBRAIC THINKING
1.OA Identify and continue patterns.
 1.OA.9. Identify, continue and label patterns (e.g., aabb, abab). Create
patterns using number, shape, size, rhythm or color.
MATHEMATICS (2012), GRADE 1,
GEOMETRY
1.G Reason with shapes and their attributes.
 1.G.1. Distinguish between defining attributes (e.g., triangles are closed
and three-sided) versus non-defining attributes. Identify shapes that have
non-defining attributes (e.g., color, orientation, overall size). Build and
draw shapes given specified attributes.
GRASPS TASK
PERFORMANCE ASSESSMENT
 You are a seamstress. You have been asked to design parka
trim for your family to use on new winter parkas. Your
design should include an original repeating pattern with at
least three attributes.You will explain your pattern to your
classmates.
 Oral Presentation (DOK 3)
Parka Trim Pattern design (DOK 4)
LEARNING
EXPERIENCES
K-W-L CHART
 Class discussion using KWL chart on patterns. Topics to include:
patterns in everyday life and patterns found in nature. (seeds/plants,
animals) (DOK 1)
What we Know
What we Want to know
What we Learn
GEOMETRIC SHAPES
 Introduce geometric shapes and attributes: hexagon, triangle, square,
rhombus, parallelogram, rectangle. Shapes are then displayed on board
using magnetic strips for students to reference. (DOK 1)
 Students complete journal entry geometrical shapes. (DOK 2)
Geometric Vocabulary
Parallelogram
Trapezoid
Rectangle
Square
Triangle
Rhombus
Hexagon
INUPIAQ VOCABULARY
 Introduce Inupiat vocabulary: qupak- trim, atigi- pullover parka,
quppigaaq-zipper, parka, agnaiyaaq- girl, agnaq- woman, anutaiyaaq- boy,
anun- man. Vocabulary cards are then displayed on the board using
magnetic strips for the students to reference. While discussing
vocabulary, display and discuss pictures of local parkas and parka trim.
(DOK 1)
 Students complete journal entry on Inupiat vocabulary. (DOK 2)
Inupiaq Vocabulary
Parka/Jacket
Parka trim
Man/Woman
Boy/Girl
COMMUNITY GUEST SPEAKER
 Discuss the importance of wearing proper clothing in cold weather
especially during a hunting trip. (DOK 1)
 Students complete journal entry on guest speaker. (DOK 2)
COPY & CREATE A REPEATING PATTERN
 Copy a repeating pattern using pattern block shapes (DOK 1)
 Create a repeating pattern using paper pattern block shapes. (DOK 4)
Creating patterns!
COMMUNITY GUEST SPEAKER
 Discuss the difference in male and female parka trim and the different
styles for male and female. (DOK 1)
 Students complete journal entry on guest speaker explaining the
difference between male/female trim and the different furs used in
making male/female parkas. (DOK 2)
COMMUNITY GUEST SPEAKER
 Discuss the difference in regional trims. (Pt. Hope, Barrow) See Regional
Differences Video Link (DOK 1)
 Students complete journal entry on guest speaker focusing on the
difference in regional trim. (DOK 2)
JOURNAL ENTRY TIME!
COMPLETED ASSESSMENTS!