ERIC Number: ED332854
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Learning Science by Studying Native American Pottery.
Zastrow, Leona M.
Principles of science and art are found in all phases of daily life. This book helps teachers and students in grades 7 and 8 discover specific scientific information as they experience "making pottery" using Native American pottery techniques. Lessons are built upon discover techniques--observation followed by conclusion--and begin with hands-on experiences emphasizing cooperative learning. Students use critical thinking skills to discover new information, apply what they have learned, analyze and evaluate data, and summarize their findings in oral and written reports. Six lessons incorporate specific learner outcomes: (1) planning and conducting a scientific experiment; (2) differentiating between dirt and clay by performing physical and chemical tests on samples; (3) practicing library research skills and reporting skills by preparing oral and written reports; (4) learning teamwork and cooperative problem-solving; (5) learning about Native American pottery techniques; and (6) appreciating the beauty of Native American pottery. Each lesson plan includes purpose, time required, competencies, vocabulary, materials needed, procedures, information-sharing exercises, evaluation exercises, and teacher information sources. This document also contains 11 student worksheets; lists of resources--books, magazines, museums, and audiovisual material; a glossary; and an article on Papago pottery. (SV)
Descriptors: American Indian Culture, American Indian Education, Ceramics, Cultural Education, Discovery Learning, Experiential Learning, Junior High Schools, Lesson Plans, Science Activities, Science Instruction, Secondary School Science, Soil Science
EPIC, INC., 202 Ojo de la Vaca, Santa Fe, NM 87505 ($14.00 postpaid, discounts for quantity).
Publication Type: Guides - Classroom - Teacher; Guides - Classroom - Learner
Education Level: N/A
Audience: Teachers; Students; Practitioners
Authoring Institution: N/A