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Picture Perfect Petroglyphs: Chaco Culture National Historical Park

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Summary

Students will demonstrate an understanding of the importance of petroglyphs to the Chaco culture. Students will describe an important event in their lives using petroglyphs.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

  • Students will demonstrate an understanding of the importance of petroglyphs to the Chaco culture.
  • Students will describe an important event in their lives using petroglyphs.

Major Subject Area Connections

  • Art
  • Language Arts
  • Social Studies

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Two
Session Length: 20-30 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Individual work

Terms and Concepts

Petroglyph

Materials

  • Internet
  • Art supplies such as crayons, paint, clay, styrofoam

Preparations

 

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/94.pdf.

  1. Display and examine the Chaco Culture National Historical Park quarter design. Locate this site in New Mexico on a class map. As background information, explain to the students that the United States Mint began to issue the quarters in the America the Beautiful Quarters® Program in 2010. By the time the program ends in 2021, there will be a total of 56 designs on the back of the coin. Each design will focus on a different national site—one from each state, territory, and the District of Columbia.
  2. Visit the Chaco Culture National Historical Park web site to learn about the park and Chaco culture. Tell the students that the round shapes are actually great rooms, called Kivas. Long ago, the Chacoan people built these enormous stone buildings for gatherings. Display various images of Kivas. Explain to the students that these Great Kivas were used for ceremonies and important events. Tell students the Chacoan people would create a petroglyph to tell others about important events.
  3. Display various images of petroglyphs . Tell the students petroglyphs are symbols or pictures that people carved onto rocks to tell about an important event or idea. Petroglyphs may represent animals, people, or symbols of the Chaco culture.
  4. Read a text about petroglyphs.
  5. Have the students create a petroglyph to communicate an important life event by using a pencil tip to “carve” a petroglyph onto the “Picture Perfect Petroglyphs” worksheet after they have colored it with crayon and paint in a different color. (Alternatively, the students could “carve” a petroglyph into a disposable Styrofoam lunch tray or clay.)
  6. Explain to the students how petroglyphs are similar to signs used today (stop signs, telephone signs, bathroom signs, recycling signs, etc). Discuss how some are simple and some are more complex.
  7. Have the students imagine how they can represent important events in their life without being able to read or hear details. Allow them time to design and execute their life event petroglyph.
  8. Have the students write about the meaning of the petroglyph on a separate sheet of paper.
  9. Staple the petroglyph picture onto the writing along one edge. Display the completed petroglyphs as a bulletin board. If there's time, have the students guess the event symbolized and then check to see if their guess is correct by reading the writing about the petroglyph.

There are no modification options for this lesson plan.
  • Take anecdotal notes about the students’ participation in class discussions.
  • Evaluate the students’ worksheets and projects for understanding of the lesson objectives.

Discipline: Language Arts
Domain: L.K Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print many upper- and lowercase letters.
    • Use frequently occurring nouns and verbs.
    • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
    • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
    • Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
    • Produce and expand complete sentences in shared language activities.
  • L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize the first word in a sentence and the pronoun I.
    • Recognize and name end punctuation.
    • Write a letter or letters for most consonant and short-vowel sounds (phonemes).
    • Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Discipline: Language Arts
Domain: L.1 Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print all upper- and lowercase letters.
    • Use common, proper, and possessive nouns.
    • Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
    • Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
    • Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
    • Use frequently occurring adjectives.
    • Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    • Use determiners (e.g., articles, demonstratives).
    • Use frequently occurring prepositions (e.g., during, beyond, toward).
    • Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
  • L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize dates and names of people.
    • Use end punctuation for sentences.
    • Use commas in dates and to separate single words in a series.
    • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
    • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
    • Ask questions to clear up any confusion about the topics and texts under discussion.
  • SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Discipline: Language Arts
Domain: W.1 Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
  • W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

This lesson plan is not associated with any National Standards.