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Plan
Activities
Deliverables
1. Students will have participated in a visit to Sugar Sweet Farms and engaged with llamas and alpacas.
2. Completion of notes and questions based on Doña Sophie's talk.
3. Initial entries in students' reflection journals documenting their learning and thoughts.
4. Start of a collaborative Inca Empire timeline, with students contributing research and illustrations.
5. Completion of vocabulary activities with demonstrated understanding of key terms.
6. Engagement in a classroom discussion on sustainability with recorded ideas for classroom application.
Preparation 1. Schedule and organize a visit to Sugar Sweet Farms to meet the llamas and alpacas.
2. Coordinate with Doña Sophie for her classroom visit and prepare questions with students.
3. Gather multimedia resources such as videos and images of the Inca Empire, llamas, and alpacas.
4. Prepare materials for creating a collaborative timeline, including large paper, markers, and reference books.
5. Create flashcards and games for Spanish and Quechua vocabulary related to the project.
6. Set up a reflection journal template for students to use throughout the project.
7. Prepare discussion prompts and materials for a classroom conversation on sustainability.
Activities
Deliverables
Preparation
Week 3
Day 5
Day 6
Activities
Exploring Inca Empire Timeline - Students will create a visual timeline of the Inca Empire, focusing on key events leading up to Machu Picchu. They will use craft materials to illustrate significant moments, fostering understanding of historical context. (30 min)
Llama and Alpaca Role Play - Engage students in a role play activity where they act out the roles of llamas and alpacas in Inca society, focusing on their contributions to transportation and agriculture. Students will learn how these animals supported the sustainability of the Inca civilization. (40 min)
Wool Washing Exploration - Introduce students to the process of washing wool using sustainable techniques. Students will learn about the use of Sacha Maracay and practice washing small wool samples, understanding the importance of sustainability in textile production. (35 min)
Mapping Machu Picchu - Students will study a map of Peru and identify the location of Machu Picchu. They will discuss the geographical features that influenced the Inca Empire and calculate the distance from their school to Machu Picchu to integrate math skills. (35 min)
Deliverables
1. Completed wool washing samples and documentation of the process in reflection journals.
2. Dyed wool samples using sustainable practices, with observations recorded.
3. A list of Spanish and Quechua vocabulary learned related to the project.
4. Initial sketches or outlines of the Inca Empire timeline, integrating key events and sustainability practices.
5. Draft interview questions for family history exploration and initial notes from peer practice interviews.
Preparation 1. Gather materials for wool washing, including Sacha Maracay and containers for washing.
2. Prepare natural dye materials such as cochinilla, salts, and lemons.
3. Create vocabulary lists and activities for students to practice Spanish and Quechua terms.
4. Organize timeline materials, including large paper, markers, and reference materials on Inca history.
5. Coordinate with parents and guardians to support student interviews at home.
6. Provide reflection journals for students to document their observations and learning.
Activities
Deliverables
Preparation
Week 5
Day 9
Day 10
Activities
Introduction to Sustainable Wool Dyeing - Students learn about natural dye ingredients used by the Inca, such as cochinilla and lemon, and discuss how these practices respect the environment. Students prepare dye solutions using these materials. (35 min)
Dyeing Wool Samples - Students apply the prepared dyes to wool samples, observing color changes and discussing the chemical reactions involved. They document their observations in a reflection journal. (35 min)
Exploration of Inca Geography and Resources - Students examine maps of Peru to understand the geography surrounding Machu Picchu and discuss natural resources available to the Incas, including the terrain's impact on their daily life. (35 min)
Creating a Community Timeline - Students begin developing a timeline mural integrating the history of the Inca Empire, Machu Picchu, and their own family histories, using the geographical context studied earlier. (35 min)
Deliverables
1. Washed and dyed wool samples using traditional Inca techniques.
2. Beginner-level timeline that visually represents the Inca Empire and Machu Picchu alongside students' family histories.
3. Interactive map display showcasing llama and alpaca routes with calculations of distances and landform impacts.
4. Reflection journals with entries documenting learning, feelings, and sustainability practices.
5. Peer feedback notes highlighting strengths and areas for improvement in project work.
6. Calculations of recycled paper quantities and learning notes from sustainability discussions.
Preparation 1. Gather materials for wool washing and dyeing, including Sacha Maracay, cochinilla, salts, and lemons.
2. Prepare timeline resources, with paper, markers, and historical data for students to construct timelines.
3. Collect map-making supplies, including large paper, markers, and reference materials for landforms and routes.
4. Provide reflection journals for each student and set up a space for the 'Sustainability Reflection Wall' in the classroom.
5. Organize peer feedback sessions with guiding questions and structured reflection prompts.
6. Arrange materials for calculating recycled paper quantities and discussion prompts for sustainability talks.
Week 6
Day 11
Day 12
Activities
Sustainable Crop Growing Discussion - Introduce the concept of sustainable agriculture practices used by the Incas, focusing on the use of llama and alpaca manure as fertilizer. Students will brainstorm how these practices can translate to modern sustainable farming methods. (35 min)
Inca Wool Weaving Techniques - Students begin learning basic weaving techniques used by the Incas, using small looms and wool dyed in previous sessions. They will explore how weaving was an essential part of Inca culture and sustainability. (35 min)
Family History Interview Prep - Students prepare interview questions to learn about their own family history, drawing parallels between their ancestors' practices and those of the Inca people. This activity sets the stage for timeline creation and cultural identity exploration. (35 min)
Deliverables
1. Dyed wool samples for 'Sustainability Fair' and showcase.
2. Expanded timeline mural documenting historical and personal narratives.
3. Documented family interviews with insights and reflections.
4. Reflections and drawings on 'Sustainability Reflection Wall'.
Preparation 1. Gather raw wool and sustainable dyes for wool washing and dyeing workshop.
2. Prepare interview guides and materials for family history interviews.
3. Arrange timeline mural space and materials for interactive timeline creation.
4. Coordinate visits with community partners and schedule interactive sessions.
Activities
Deliverables
Preparation
Week 8
Day 15
Day 16
Activities
Cultural Storytelling Session - Students gather for a storytelling session where they listen to tales from the Inca period, focusing on the role of llamas and alpacas. This activity aims to deepen their understanding of the cultural significance of these animals in Inca society. (35 min)
Explore Sustainable Practices Discussion - Students discuss the sustainable practices of the Inca, including wool dyeing and agricultural methods. They will reflect on how these practices can be incorporated into modern sustainability efforts, linking back to the essential question of the project. (35 min)
Weaving Project Development - Students continue working on their weaving projects, using the wool they have dyed in previous weeks. They will focus on creating a pattern that reflects the Inca culture and sustainability practices. This activity enhances their understanding of cultural expression and craftsmanship. (40 min)
Family History Sharing Circle - Students bring in information gathered from their family interviews and share their findings with the class. This activity fosters a sense of identity and belonging as they draw connections between their family histories and Inca traditions. (30 min)
Deliverables
1. Completed dyed wool samples using sustainable techniques.
2. Initial stages of woven projects using dyed wool.
3. Updated timeline mural with added events and illustrations.
4. Recorded data on recycled paper quantities and sustainability impact.
5. Cultural reflection notes or drawings documenting insights and learning.
Preparation 1. Gather natural dye materials (cochinilla, salts, lemons) and wool for dyeing activities.
2. Prepare weaving looms and tools for student use.
3. Print and provide timeline templates and materials for mural creation.
4. Set up scales and containers for measuring recycled paper.
5. Create a comfortable space for group discussions and reflections.
Week 9
Day 17
Day 18
Activities
Final Weaving and Wool Projects - Students put the finishing touches on their weaving projects using the wool they dyed. They will focus on completing their patterns and ensuring they reflect the sustainability practices of the Inca. (35 min)
Reflection Journal Entry - Students write a reflection in their journals about what they have learned so far about the sustainable practices of the Inca, particularly focusing on wool dyeing and weaving. They will also consider how these lessons can be applied to their own lives and school. (35 min)
Sustainability Storybook Creation - Students begin writing and illustrating their 'Sustainability Storybook' that captures their learning journey, including vocabulary in Spanish and Quechua, and highlights sustainable practices of the Inca. (35 min)
Journey of the Llama Map - Students work on their 'Journey of the Llama' interactive map display, using math skills to calculate distances and create a visual representation of the routes taken by llamas and alpacas, discussing the impact of landforms on their journey. (35 min)
Deliverables
1. Completion of washed and dyed wool samples using sustainable Inca practices.
2. A collaborative class timeline incorporating historical events from the Inca Empire and students' personal family histories.
3. Calculations and visual representation of the llama journey on the interactive map display.
4. Reflections and potential sustainability practices documented in journals from the think-pair-share session.
5. Initial drafts and illustrations for the 'Sustainability Storybook' including vocabulary in Spanish and Quechua.
Preparation 1. Gather and prepare wool, Sacha Maracay, cochinilla, salts, and lemons for the wool washing and dyeing activity.
2. Prepare materials for creating the class timeline, including large paper, markers, and adhesive for attaching family photos and stories.
3. Set up the 'Journey of the Llama' map display with measuring tools and materials for students to calculate distances and impact of landforms.
4. Organize interviewing materials and guidelines for students to conduct family interviews about their personal histories.
5. Collect art supplies such as paper, colored pencils, and markers for students to begin crafting their 'Sustainability Storybooks'.
6. Arrange a space for the think-pair-share session and provide reflection journals for students to document their ideas.
Week 10
Day 19
Day 20
Activities
Sustainability Showcase Preparation - Students organize their completed projects, including weaving, timelines, and interviews, and practice presenting their work to peers. This activity focuses on effective communication and exhibition skills. (35 min)
Final Reflection Journal Entry - Students write their last entry in their reflection journals, summarizing their learning journey, insights gained from sustainable practices of the Inca, and personal growth throughout the project. (35 min)
Gallery Walk Rehearsal - Students participate in a mock gallery walk where they present their projects to classmates, receiving feedback to refine their exhibits for the upcoming Sustainability Showcase. This activity builds on collaboration and public speaking skills. (35 min)
Sustainability Fair Setup - Students assist in arranging the classroom for the 'Sustainability Showcase', setting up interactive stations for weaving, paper recycling, and family interviews, ensuring a welcoming environment for visitors. (35 min)
Deliverables
Preparation
Week 11
Day 21
Day 22
Activities
Sustainability Showcase Final Touches - Students finalize their project stations for the 'Sustainability Showcase', ensuring all displays are complete and engaging. They will practice explaining their projects, focusing on sustainability practices learned. (35 min)
Peer Feedback and Revision - Students conduct a peer review of each other's projects, providing constructive feedback and making last-minute revisions based on suggestions, practicing collaboration and critical thinking. (35 min)
Sustainability Showcase Event - Host the 'Sustainability Showcase' where students present their completed projects to families and community members, including weaving, timelines, and interviews. Students engage visitors in discussions and hands-on activities, demonstrating effective communication skills. (70 min)
Deliverables
Preparation