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.Immiugniq: WinterSources of DrinkingWater

IÑUPIAQ LANGUAGE LESSON

An Interdisciplinary Upper Elementary Unit with an Emphasis on Language and Culture

Prepared by Patricia H. Partnow, Ph.D. Iñupiaq content by Jana Harcharek

Immiu niq:. gWinter Sources of Drinking Water IÑUPIAQ LANGUAGE LESSON

An Interdisciplinary Upper Elementary Unit with an Emphasis on Language and Culture

Prepared by Patricia H. Partnow, Ph.D. Iñupiaq content by Jana Harcharek

© 2003, 2005 by Alaska Native Education Program North Slope Borough School District Barrow, Alaska

A publication of Project Sivunmun Alaska Native Education Program North Slope Borough School District Funded by the U.S. Dept. of Education, Grant #S356K020004

Alaska Native Education Program Staff Jana Pausauraq Harcharek Dora Aluniq Kippi

Designed and produced by Visible Ink, Inc., Anchorage, Alaska

Contents Preparation

Levels/Subjects, Organizing Questions, Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Before You Begin This Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Teaching Activities Introduction, Time Required . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Part I: Different Kinds of Snow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Part II: Other Snow Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Part III: Ice And Its Post-Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Part IV: Drinking Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Part V: Puppet Show Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Part VI: Non-Drinking Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Part VII: Additional Vocabulary from the Immiuåniq Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Part VIII: Vocabulary Related to Ice And Snow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Part IX: Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Assessment/Standards Answer Keys for Student Workbook and Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Rubric for Assessing Gains in Knowledge of Iñupiaq Language . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Rubric for Scoring Oral Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Rubric for Assessing Student Involvement in Field Trips or Traditional Practices . . . . . . . . . . . . . . 48 Alaska State Standards/North Slope Borough School District Standards . . . . . . . . . . . . . . . . . . . . 49 Blank Quizzes for Photocopying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Levels/Subjects • Upper elementary grades (4-6); focus on 5th grade

Organizing Questions • What Iñupiaq words relate to snow, ice, and winter water?

• How can new words be built on root words that students know using post-bases?

Summary In conjunction with an interdisciplinary unit on winter water, students learn Iñupiaq vocabulary and language skills to enable them to communicate with their elders on the subject.

Preparation 5

Before you begin this unit

■ Begin this unit a month before the science/classroom teacher begins the 5th grade Immiuåniq unit.

■ The time you need for each lesson will depend on your students, how often you meet with them, and how much review and repetition they need. Don’t worry if you go more slowly than is suggested.

■ In preparation for the Iñupiaq Language Teaching unit:

• Familiarize yourself with the Immiuåniq science unit, particularly the first 11 days, pages 13-22 of the Activity Guide.

• Familiarize yourself with the vocabulary for the unit.

• Read the student text, espe-cially Chapter 3, “How Many Kinds of Snow Are There?”

■ Be sure you have on hand the materials from the kit that you will need for your lesson, including:

• vocabulary cards

• seven talking posters

• the kavisiaq, and photos of the piqtalik, qayuuttaq and qayuuttauraq.

■ Plan to use the visuals (vocabulary word and sentence cards, and posters) over and over throughout the unit.

• Think of additional ways to use them, beyond those suggested in this guide.

• Remember, the more chances students have to see, say, and use words, the better they will learn them.

apuyyaq

qimuagruk qannik

sikusuiøaq aniu

aniutaq aniguyyaq

aniuvak

6 Preparation

Materials for the Immiuåniq Language Unit

■ Immiuåniq Language Workbook (one per student)

■ Art supplies as needed

■ Hand puppets representing Ataata, Mom, Dad, Masu, Uluååaq and Baby

■ Vocabulary flash cards (52 words) 1 large teacher’s set 4 smaller student sets 1 set of sentence cards

Note: 4 blank cards are included for additional words. Dry-erase markers or grease pens will wipe clean for re-use; other markers may be permanent.

■ DVD, Making a Kavisiaq, multiple copies to be sent home with students

■ Material for making a kavisiaq

■ Teacher copy of the CD, Immiuåniq: Winter Sources of Drinking Water

■ Seven talking posters (Four illustrate the vocabulary words listed below.)

Types of Snow

qannikqannik nutaåaqnutaåaq

pukaksiøøiq pukakniøak

niøaksiøøiq

Winter Activities

apunapun aniu

apuyyaq aniutaq

qimuagruk aniguyyaq

qannik aniuvak

sikusuiøaq

Finding Winter Water immiuåniq

sikusuiøaq sikuliqsui

sikusiku sikumi

sikumi immiuåutit

sikusuiøaqsikutaq sikuulaaqimmiuåun

qaÿattaaq i mmmiuåutikisikuliqsui iq

sikutaqimmiuq immiuåniqutkusik

sikuulaaqimmiuåutit immiuåunpiqtalik

immiuåutik utkusikqaÿattaaq kusiåvik

imiqpiqtalik kusiåvikkusiq

kusiq kusulugaqkusulugaqimmiuq

Spring on the Land and Ice apuyyaq

aniutaqaniguyyaq aniuvak

aniuaniu aniutaq

siku

aniguyyaqkusiq kusulugaqsikumi

aniuvakimaq apuyyaqsikuliqsui

kusiqsiku sikumisikutaq

kusulugaqsikuliqsui sikutaqsikuulaaq

sikuulaaqimaq

How Snow Crystals Change

Why We Need Water

Immiuåniåich: Ways of Making Water

From the Immiuåniq kit ■ Blank map of North Slope for student

placement of local sikusuiøat

■ Kavisiaq (heart bag from caribou)

■ Laminated photographs

• Piqtalik (bentwood water bucket)

• Qayuuttaq (horn dipper)

• Qayuuttauraq (wooden ladle)

Preparation 7

Vocabulary

Words are listed in order of their appearance in the lessons.

Apun A general term for snow that has fallen Aputaiyaåuÿ atigin. Take the snow off of your parka.

Pukak Granular snow found under another layer; a synonym for niøak Pukaÿmik paqitchiiñ. Find some granular snow.

Siøøiq Snow made crusty and hard by strong winds Siøøiq siqquqtuq. Siøøiq is crusty, hard snow.

Nutaåaq Fresh powder snow Ukiaåmi nutaåaqaåuuruq. In the fall there is always fresh powder snow.

Niøak Granular snow found under another layer; a synonym for pukak Niøaÿmik immiuåuummiut. They also make water by melting the layer of granular snow found under another layer.

Qannik Snowflake; falling snow Qannik una qiññaåipaluktuq! What a beautiful snowflake!

Aniu Packed snow Aniutaqtuq. He is getting some packed snow.

Aniutaq To go and get snow for melting into water Aniutaåuuruat iÿiøåaan. They used to go and get snow for melting into water a long time ago.

Aniguyyaq Snow shelter Aniguyyaliuåniaqtugut. We are going to make a snow shelter.

Aniuvak A mound of hard packed snow Aniuvak qiñiåuÿ. Look at that mound of hard packed snow.

Siku Ice Siku ivusuuruq. Ice can pile up.

Sikusuiøaq Place in a river which never freezes; body of water that never freezes Sikusuiøaqaqtuq. It has a body of water that never freezes.

Sikumi On the ice Sikumi ittuq. He is on the ice.

Sikuliqsui To fill a container with ice Sikuliqsuiøiqtuuraåiñ. Quickly fill this container with ice.

8 Preparation

Vocabulary

Sikutaq To go and get ice for drinking water Sikutaqtuq. He is getting ice.

Sikuulaaq To have ice in it Sikuulaaqtuq. It has some ice in it.

Qaÿattaaq Ice or snow overhang Qaÿattaaq anayanaqtuq. An ice or snow overhang over water is dangerous.

Imiq Potable water Imiqtuq. He is drinking potable water.

Immiuåniq The way of making water from ice or snow Immiuåniåmik iøitchiñiaqtugut. We are going to learn about making water from ice or snow.

Immiuåutit Water containers (plural) Immiuåutit qaitki. Hand me the water containers.

Immiuåun Water container (singular) Immiuåun qairruÿ. Hand me the water container.

Immiuåutik Water containers (dual) Immiuåutik qanitchanukkik. Put the water containers in the arctic entry way.

Immiuq To make water (from snow or ice) Immiuqtuksraurugut. We need to make water (from snow or ice).

Utkusik Cooking pot; a catch basin Utkusik una immiåuÿ. Fill this pot.

Piqtalik Bentwood bucket Piqtaliqaqtuÿa. I have a bentwood bucket.

Imaq Water, not for drinking Imaq tamanna nakuuÿitchuq. That water is not good.

Imåa His/her/its water Imåa sikum nakuuæhaaqtuq. The water from ice is much better.

Imaqtutilaaÿa Water content Imaqtutilaaqaæhaaqtuq siku. Ice has more water content.

Kavisiaq Heart membrane Kavisialiñiaqtuÿa. I am going to make a caribou heart membrane water-melting pouch.

Preparation 9

Vocabulary

Auksiq To warm or thaw (it) Auksiåuÿ. Thaw it out.

Piquniq Mound of ice formed by pressure from below Piqunåum qaaÿani immiuåuurugut. They make water from ice on top of a mound formed by pressure from below.

Kusiåvik Bucket to catch dripping water Kusiåviqaqtuksraurugut. We have to have a bucket to catch the dripping water.

Kusiq To drip Aniu auÿmauÿ kusiåuuruq. When snow melts, it drips.

Kusulugaq Icicle Kusulugaq takipaluktuq! That is a long icicle!

Qayuuttaq Ladle or dipper Qayuuttaq piqtaliÿmun iøøiuÿ. Put the ladle into the bentwood bucket.

Piqsiq Wet snowstorm Piqsiåuutigaatigut. A wet snowstorm has come upon us.

Kaniq Frost Kaniulaaqtuq. It has frost on it.

Quåluq Water cascade Quåluqaqtuq. It has a cascade of water.

Qimuagruk High snowdrift Qimuagrupalukuna! What an extremely high snowdrift!

Ivruq Sod, moss Ivruålugu. Put sod on it.

Apuyyaq Snow block shelter Apuyyaq una naammak! That snow block shelter is just right!

Ivsaiåutipkaq To become dehydrated Ivsaiåñiaqtutin imiÿitkuviñ. You will become dehydrated if you don’t drink water.

Kukæuksiaq To melt siøøiq Kukæuksiaksramik ivaåiñ. Go and find a slab of hard packed siøøiq snow that can be melted down into water.

Qalutaq To dip out water Qalutaåiñ imiåmik. Dip some water out.

• This lesson plan assumes that the students know how each letter in the Iñupiaq alphabetis pronounced, and have had some experience in Iñupiaq language classes in the past.It also assumes that they have some familiarity with Iñupiaq word order (syntax).

• If they do not know these basics, you might have to spend time on them before beginningthe Immiuåniq language unit.

Time Required • Up to 12 weeks of instruction (60 class periods)

1 Preparation

Introduction

Language Lessons 11

Part I: Different Kinds of Snow (four days)

VOCABULARY apun nutaåaq pukak siøøiq

LESSON 1 ■ Put up the talking posters, Types of

Snow and Winter Activities, and pull out the flash cards for the four words the students will learn during this part of the unit.

■ Introduce the general word for snow that has fallen on the ground: apun.

• Use it in a sentence. Be sure everyone can pronounce it.

• Are students aware that the polar bear in the Anchorage Zoo was named Apun? Why do students think the zoo owners decided on that name?

• Ask a student to find apun on the talking posters.

■ Introduce three words that are particular kinds of apun: pukak, nutaåaq and siøøiq.

• Turn to page 11 in the student book, Immiuåniq: Winter Sources of Drinking Water, and look at the illus-tration that shows the three kinds of snow in layers.

• Note a fourth layer, “nuna,” is labeled. Students should know this word. If not, teach it to them.

• Look at the Types of Snow poster for reinforcement.

Talk about whether students have noticed snow layers.

• Ask if anyone knows how Iñupiat use the different kinds of snow.

• Ask a student to come up and point out the drawing of pukak, nutaåaq and siøøiq on the talking poster.

■

LESSON 2 ■ Show the students the kavisiaq (caribou

heart bag). Talk about the waterproof nature of the kavisiaq.

■ Preview the DVD, Making a Kavisiaq, to determine which portions will be appropriate to show the class as a whole.

Show the appropriate sections of the DVD to the class. Talk about why students will be making a bag of fabric and plastic rather than from an actual caribou kavisiaq.

■ Using the materials in the kit, have students make their own kavisiat. If possible, ask a student’s mother or grandmother to help in the classroom.

You might want to turn this activity into a Saturday or after-school activity. Lend each student a DVD, Making a Kavisiaq. Encourage them to finish the bags at home.

12 Language Lessons

Part I: Different Kinds of Snow (continued)

LESSON 3 ■ Take a short trip outside with students

to find examples of pukak, nutaåaq, and siøøiq. Help them identify the different kinds of snow. When you return to the classroom, undertake an art activity.

• On a large piece of butcher paper, write the title APUN across the top. Then draw a diagram showing three layers of snow.

• Ask students which type of snow should go in which layer. Write the names in large letters in the appro-priate places on the butcher paper.

■ The class will draw, cut out, and paste onto the butcher paper representations of the three kinds of crystals for each kind of snow. There are pictures of the three kinds of crystals on the Types of Snow poster.

• Work on one kind of crystal at a time. For instance, point out on the poster the 6-sided snow crystal that makes up nutaåaq.

• Show students how to make snow-flakes by folding and cutting paper. Each student must complete at least one snowflake, more if there is room on the butcher paper. Paste the snowflakes on the nutaåaq layer.

• Next, show them the crystal for siøøiq and how to draw and cut out their own crystals. Again, paste the crystals in the appropriate layer.

• Repeat with the pukak layer and its crystals.

LESSON 4 ■ Using the flash cards, teach students the

four snow sentences and their English meanings:

• Aputaiyaåuÿ atigin.

• Pukaÿmik paqitchiiñ.

• Siøøiq siqquqtuq.

• Ukiaåmi nutaåaqaåuuruq.

■ Distribute the student workbooks. Have students complete Worksheet 1: Different Kinds of Snow.

LESSON 5 ■ Administer Quiz 1. (Blank copies of all

the quizzes are located at the end of this guide.)

• For Question 2, you will need to cover up the names of snow on the Types of Snow poster with paper so students cannot read them. Number the papers covering the names so you know which number refers to which type of snow. Point to the poster and ask students to write the Iñupiaq names for #1, #2 and #3 on their quiz papers.

Correct spelling is important!

Language Lessons 13

Part II: Other Snow Words (seven days)

In this lesson, students will learn three more words that have to do with snow. They also will start building additional words using a root word.

VOCABULARY qannik niøak aniu aniutaq aniguyyaq aniuvak

LESSON 1 ■ Leave the Winter Activities and Types

of Snow posters on the wall. Put up the Spring on the Land and Ice poster.

■ Hold up the flash card for “qannik.”

• Ask students what they think this word is. When they say, “snowflake,” agree.

• Have everyone pronounce the word. Be sure they differentiate between the “q” and “k” in pronouncing the word. Point to the snowflakes students made when they learned about nutaåaq.

• Ask a student to find qannik on the three posters.

■ Say the sentence, “Qannik una qiññaåipaluktuq!” Write it on the board.

• Ask which word means “snowflake”?

• When they correctly identify “qannik,” explain what the other two words mean. Have students say the sentence.

■ Substitute other nouns for “qannik” and have students say the sentence with those words.

• Use words that students have learned in previous lessons, for instance, “girl,” “caribou” or “ptarmigan.”

• Teach students the dual and plural forms of qannik.

■ Play a game.

• Say the three forms of qannik (singu-lar, dual, plural) in random order.

• Students put up one, two or three fingers, depending on the form used.

• Have a student come to the head of the class to call out the three forms. Again, students put up one, two or three fingers.

LESSON 2 ■ Introduce the word “niøak.” Explain

that it is a synonym for “pukak.”

■ Next, introduce the word “aniu” and its definition. Have students say after you, “Aniutaqtuq.” Write it on the board.

• Where is the word for “packed snow” in that word? Explain that the last two syllables mean “he or she is getting.”

■ Distribute the student workbooks and ask students to turn to Worksheet 2: Other Snow Words. Have them com-plete Questions 1 and 2.

■ Write “siku” on the board. Ask if anyone knows the word. Say it means “ice.”

• Ask, “If ‘aniutaqtuq’ means ‘he goes and gets snow,’ what would ‘sikutaqtuq’ mean?” When they correctly say, “he goes and gets ice,” praise them.

■ Introduce other words with the root “aniu.” These include aniutaq, aniguyyaq, and aniuvak.

• Write each on the board and divide it into syllables. Teach the meaning of each post-base or syllable.

14 Language Lessons

Part II: Other Snow Words (continued)

• Discuss why aniu would be good to make emergency snow shelters.

• Find pictures of these words on the Spring on the Land and Ice poster.

LESSON 3 ■ On a day when it is snowing, take

another brief field trip outside to iden-tify the three new words for snow.

• Students should be able to find aniu alongside a building in a snowdrift.

• Qannik should be easy for students to find. Encourage them to catch snow-flakes on dark gloves or sleeves so they can see the different snowflake forms.

• Students have already found niøak (it is a synonym for pukak). Have them find it again for you.

LESSON 4 ■ Have students complete Worksheet 2:

Other Snow Words by answering Questions 3, 4, and 5. Have students share their drawings.

LESSON 5 ■ To wrap up this part of the lesson, re-

view the snow words using flash cards. Make a game using the flash cards.

• First, divide the class into two or three groups.

• Give each group flash cards with the 10 vocabulary words you have learned.

• During one class period, allow the stu-dents to drill and quiz each other on the meanings of the words. They should be able to translate from English to Iñupiaq and from Iñupiaq to English.

LESSON 6 ■ The next day, play a game similar to a

spelling bee, except that it is in teams.

• Say a definition in English. The first team may confer to come up with its Iñupiaq word. Set a time limit of ten to twenty seconds. If they answer correctly, they get a point.

• The second team also gets an English definition to translate, as does the third.

• If a team cannot name the correct Iñupiaq word, the next team has a chance to answer the same question.

• During the second round, switch the order. Say an Iñupiaq word and the team must come up with its definition.

• When all words have been given in both English and Iñupiaq, the game is over and points are tallied.

• Have small prizes for the winning team.

■ Tell students they will have a written quiz on these six words at the next class.

LESSON 7 ■ Administer Quiz 2 to students.

Language Lessons 15

Part III: Ice and Its Post-bases (nine days)

VOCABULARY siku sikumi sikusuiøaq sikuliqsui sikutaq sikuulaaq qaÿattaaq

LESSON1 ■ Leave the first three talking posters

on the wall, and put up the fourth, Finding Winter Water.

■ Introduce the general word for ice, “siku.”

• Show students the flash cards for the five related words. Ask them to tell you which part of the word means “ice.” They should have no trouble identifying the first two syllables.

• Ask students to find pictures of these words on the posters.

■ The rest of this part of the unit teaches students the post-bases that, when added to siku, constitute the ice vocabulary words.

• Review the root and post-base structure of the Iñupiaq language.

• Students have already encountered one word with the post-base “-mi” in one of the sentences they have heard: Ukiaåmi nutaåaqaåuuruq.

• Remind them that “ukiaq” means “fall.” Ask them to translate the sentence. What do they conclude the post-base “-mi” means? It means “in” or “on.”

• What would students expect the word “sikumi” to mean? They will probably readily come up with the answer, “on the ice.” Say, “Aarigaa piøøuataqtutin!”

■ Using nouns that students have learned in previous years of Iñupiaq language classes, play the “-mi Game.”

• The game is similar to Simon Says, except that students must place a paper marker on whatever object you call out.

• Have students prepare their markers. They might use Post-It Notes with their names written on them. Or they might cut out squares of colored paper, write their names on each piece, and attach a piece of tape to each.

• Call out the first word, “aquppiutami!” Students must stick their markers on chairs. “Natiåmi!” They must put markers on the floor. “Desk-mi! Iglaurami!” etc.

• Students who don’t place their markers on the correct object are out of the game.

16 Language Lessons

Part III: Ice and Its Post-bases (continued)

LESSON 2 ■ Tell the students the next post-base is

“-suiøaq,” meaning “it doesn’t have any.”

• What would students expect the mean-ing of “sikusuiøaq” to be? It means, “it doesn’t have any ice,” but also has a specific meaning about a phenomenon in Arctic Alaska: a place in the river or other body of water that never freezes.

■ Ask if students have seen a sikusuiøaq.

• Where are they? Can students locate them on a map of your area?

• As a homework assignment, ask students to check with their parents or grandparents for locations of sikusuiøat in the area.

LESSON 3 ■ During the next class, have students

mark the locations of sikusuiøat on a map of your local area.

■ Discuss why a sikusuiøaq would form.

• What would keep the water from freezing?

• If students don’t know, you can tell them two possible reasons: either the water is flowing too quickly for it to freeze, or there is a warm spring that is shooting up warm water.

■ Introduce the term “qaÿattaaq.”

• Ask students if anyone knows what it is. Point out the qaÿattaaq on the Finding Winter Water poster.

• Ask students to tell you where the sikusuiøaq is on the poster.

■ Explain that a qaÿattaaq can be very dangerous, that people must be careful not to crawl out onto one.

• Ask them, what might happen if they crawled onto a qaÿattaaq?

• Talk about the dangers of getting wet in the winter.

■ Teach the students the dual and plural forms of sikusuiøaq and qaÿattaaq.

LESSON 4 ■ The next post-base is “-liqsui.”

• Write the word “sikuliqsui” on the board. Ask if anyone knows what it means.

• Demonstrate its meaning by filling a container with ice. Now ask again what students think it means.

• When they say, “filling a container with ice,” say, “Aarigaa piøøuataqtutin! Now what do you think the post-base ‘-liqsui’ means?”

• Help them understand that it means “to fill something.” Say, if the word “imiq” means drinking water, what does the word, “imiliqsui” mean? They should answer, “filling a container with water.”

• Give students practice saying the vocabulary words they have learned so far.

• Introduce the sentences for the first four words in this section.

Language Lessons 17

Part III: Ice and Its Post-bases (continued)

LESSON 5 ■ The next post-base has been encoun-

tered before, “-taq” in “sikutaq.”

• Students have already learned the word, “aniutaq.” Ask them to tell you what it means. If they can’t remem-ber, send them to look at the flash cards until a student can tell you.

■ Ask, “What is the root?” When they say, “aniu,” ask them, “What do you think the post-base ‘-taq’ means?”

• When they say, “to go and get,” say, “then what do you think the word ‘sikutaq’ means?”

■ Ask students what their parents ask them to go and get.

• They can answer in English, but if the items they must get are words they already know in Iñupiaq, correct them by saying the Iñupiaq word.

• Add the post-base “-taq” to the words they use (e.g., water, wood, ice, etc.).

■ Help students form other words that use the post-base “-taq,” using vocabu-lary words from this unit.

■ Put the students into teams. Hand out strips of paper with various English words that they will translate into Iñupiaq. These words are:

• to go and get snow • to go and get granular snow • to go and get a snowflake • to go and get wood • to go and get water

LESSON 6 ■ Introduce the word “sikuulaaq.”

• Ask what its post-base is. When they say “-ulaaq,” agree. Explain that this post-base means “to have some in or on it.”

• Ask the students, if you said, “Aniulaaq,” what would it mean? “Imiulaaq”?

■ A variation of the “-mi Game” introduced above involves putting flash cards for the 17 words students have already learned, English side up, on a table or the floor at various points around the room.

• During the first round, you call out the word in Iñupiaq.

• Students must put their markers on the correct flash card.

• During succeeding rounds, give stu-dents a chance to be the game moder-ator. They call out the words that their fellow students must identify and mark.

■ Distribute the student workbooks and have them begin to fill in Worksheet 3: Ice and Its Post-Bases.

LESSON 7 ■ Students have learned a number of

post-bases during this part of the lesson. As a wrap-up, have them complete Worksheet 3: Ice and Its Post-Bases.


18 Language Lessons

Part IV: Drinking Water (seven days)

Plan these activities to occur when the students go outdoors to melt water as part of the science unit.

By now, the science teacher should have started teaching the Immiuåniq unit to the students. Be aware of what students are learning in that class and coordinate your lessons to those activities.

VOCABULARY imiq immiuq immiuåniq immiuåutit immiuåun immiuåutik utkusik piqtalik

LESSON 1 ■ The vocabulary words in this part of

the unit are illustrated on the Finding Winter Water poster.

• As students learn new words through-out this lesson, have them find the pictures that illustrate these words on the poster.

■ The students will now learn a number of words that relate to drinking water, start-ing with the basic “imiq,” drinking water.

• Start the class by placing a paper cup filled with drinking water at each student’s desk. On each cup, you have already printed in magic marker the word “imiq.”

• Say, “Imiåuÿ imiq.” If students do not understand, repeat the command, with gestures, to show them what you mean.

• When students correctly drink the water, say, “Uvvaliqaa una imianiktan.”

■ Ask students what “imiq” means. They should remember from the previous lesson that it means water.

• Explain that it does mean water and, more explicitly, drinking water.

■ Ask students what they think you said when you told them, “Imiåuÿ imiq.”

• Write the sentence on the board. Dissect it. Explain that the “-uÿ” post-base makes the sentence into a command.

• Have students say to a partner, “Imiåuÿ imiq.” When they have correctly followed instructions, have the first student say, “Uvvaliqaa una imianiktan!”

• Issue other commands with the -uÿ post-base that you know students will understand, as a way of reinforcing this post-base.

Language Lessons 19

Part IV: Drinking Water (continued)

LESSON 2 ■ Write “imiq” on the board. Tell the

students that they will now learn five words that relate to that word.

• The first is “immiuq.” Define it.

• Ask students which kind of snow they would use to “immiuq.” They should answer, niøak or pukak. Siøøiq is also a correct answer.

■ Now introduce “immiuåniq.” It has a different post-base, “-niq”, which means “the way of doing something.”

• The students will be going outside with their science classes to try immiuåniq. If possible, plan to go on the outing with the class and relate the activity with the language lessons you have been teaching.

• Before their field trip, teach the students the sentence, “Immiuåniåmik iøitchiñiaqtugut.” Be sure they can all say the sentence correctly, and know its English translation, before their outing.

LESSON 3 ■ Introduce the next three words, which

are the singular, dual, and plural of “immiuåun,” meaning “a container to make water.”

• Ask students what kinds of containers would be used in making water (i.e., in melting snow or ice to make drinking water).

• Bring containers from the Immiuåniq kit, your home, or a local museum into class to show students different immiuåutit.

• After all the students have had a chance to hold and look at the containers, say, “Immiuåun qairruÿ.” Write the sentence on the board. Explain the different parts of the sentence.

■ Introduce “utkusik,” an example of an immiuåun.

• Teach the dual and plural forms of utkusik.

■ Bring out the piqtalik (bentwood bucket) photo as an example of an utkusik.

• Bring in other traditional containers, borrowing from your own house or that of elders in the village.

• If you are in Barrow, visit the Iñupiat Heritage Center to view containers or other implements related to Immiuåniq.

■ Say to a student, with hand gestures to help him or her understand you, “Utkusik una immiåuÿ.”

• When they have done so correctly, say in Iñupiaq, “Aarigaa piøøuataqtutin!”

• Write the sentence on the board. Ask students if they notice any familiar words in the sentence. They will recognize the root of immiåuÿ, as well as its post-base.

■ Ask if anyone remembers what the post-base “-uÿ” means. Remind them that it makes the word into a command.

20 Language Lessons


LESSON 4 ■ Review the commands that students

have heard: “Imiåuÿ imiq” and “Immiuåun qairruÿ.”

• Point out the post-base “-uÿ” in both sentences.

■ Play a “fetch” game using the construct “qairruÿ.”

• Prop up the vocabulary cards the students have already learned, either on the board or a shelf, English side showing.

• Put the students in two teams.

• You call out the name of the word (in Iñupiaq) that you want students to fetch and add the command, “qairruÿ.”

• The first member of each team runs to get the correct flash card. The faster student will get the card.

• Repeat with the other words you have learned.

• When all cards have been fetched, count the number of cards each team is holding, and pronounce a winner.

■ Another post-base can also make a sentence into a command: “-iñ.” Students encountered this at the beginning of the unit.

• Say, “Pukaÿmik paqitchiiñ.” Ask students to translate it. Point out the post-base “-iñ” at the end of the verb.

■ Play a Simon Says game (or an Iñupiaq equivalent) with commands students have learned in past years that end in the “-iñ” and “-uÿ” post-bases.

• In this game, you state commands in Iñupiaq that students can easily carry out, such as “sit down,” “stand up,” “say your name,” “come to me,” etc.

• Students only carry out the directions if you precede them with the words “Simon says.”

• When students do something incor-rectly, or follow the instructions even though you did not precede them with “Simon says,” they are out of the game. The last person remaining is the winner.

LESSON 5 ■ Play the number game with the three

forms of immiuåun (immiuåutit, immiuåun, immiuåutik), saying them quickly about five times, mixing up their order.

• Students are to hold up one, two, or three fingers, depending on how many containers you are talking about.

■ Review the numbers in Iñupiaq, from one to ten: atausiq, malåuk, piÿasut, sisamat, tallimat, itchaksrat, tallimat malåuk, tallimat piÿasut, quliÿÿuåutaiøaq, qulit.

■ Vary the game described above by saying several similar sentences. Again, students are to hold up one, two, or three fingers, depending on how many containers you are talking about. The sentences are:

• Immiuåutiqaqtuq malåuÿnik.

• Immiuåutiqaqtuq atautchimik.

• Immiuåutiqaqtuq piÿasunik.

• Immiuåutiqaqtuq sisamanik (or other number).

Language Lessons 21


■ Review with students the dual and plural forms of other vocabulary from this lesson, as well as previously learned nouns. Give them a chance to practice the various forms.

■ Distribute the student workbooks. Have students begin to fill in Worksheet 4: Drinking Water.

LESSON 6 ■ It is time to help students review all the

new words they have learned by labeling the talking posters.

• Using Post-It Notes, or some other item that is removable, the students will write out vocabulary words and stick them onto the appropriate places on the talking posters.

• Divide the class into three groups. Each group has a different color of Post-It Notes (or, if they are not avail-able, use different colored dry-erase marker pens to write the vocabulary words).

• Shuffle the vocabulary words that you have learned so far. Hand them out to the three groups, giving the same number of cards to each.

• The students in the group must write their vocabulary words on Post-It Notes, then stick each note to the correct place on one of the posters.

• Check the work.

■ For additional vocabulary practice, you can repeat this activity by removing the labels, reshuffling the flash cards, and redistributing cards to the groups.

■ Have students complete Worksheet 4: Drinking Water.

■ Tell students they will have a short quiz on the eight new vocabulary words and the two command post-bases at the next class.

LESSON 7 ■ Administer Quiz 4.

22 Language Lessons

Part V: Puppet Show Preparation (three days)

VOCABULARY Review of all past vocabulary

LESSON 1 ■ It is now time to help students make up

one or more puppet plays for their parents, using the puppets that represent the characters in their student science book, Immiuåniq: Winter Sources of Drinking Water. Hold up the puppets and ask students to identify them (Ataata, Mom, Dad, Masu, Uluååaq and Baby).

■ Help students decide what the charac-ters should do in their puppet show. They will need to decide:

• where the characters are;

• what action will occur in the play;

• the part each character will have in the play;

• what important lesson or discovery they will make.

■ Have students write this information on Worksheet 5: Puppet Show.

■ Allow students to speak English as they decide on the plot of their play. However, whenever they say something in English that they already know in Iñupiaq, require that they say it in Iñupiaq.

• For instance, if they say the two children crawl out onto a shelf of snow that overhangs the river, say, “Oh, you mean a qaÿattaaq.”

• Tell them to repeat the word after you. Then write it on the board, along with all the Iñupiaq words they bring up that will be incorporated into the play.

■ After class, and before the next class, you will need to write the script, unless students are proficient enough in Iñupiaq to make sentences.

• Using the single words that students generate, write very simple sentences that carry out the action of the play.

• Write up the script, being sure that all the characters (except Baby) have lines to say.

• Type it up and copy it for the next day’s class.

LESSON 2 ■ There are only five speaking parts in the

play, but you will probably have more than five students in the class. Be sure everyone has an important role in pro-ducing the play. Examples of roles are:

• scenery,

• props,

• coaches and prompters in case the actors forget their lines,

• making invitations and programs for the parents.

■ Assign tasks to all the students.

■ Help each group with its task, whether it is making scenery, props, invitations, or learning lines. Spend one full class time on preparations.

■ If necessary, continue play practice during the next two weeks until the parent program.

• Plan to devote the last ten minutes of each class to preparations for the production until you feel the students are ready.

Language Lessons 23

Part VI: Non-Drinking Water (one day)

VOCABULARY imaq imåa imaqtutilaaÿa

LESSON 1 ■ Introduce and define the word “imaq.”

Students will notice that it is very similar to imiq, and in fact has a related meaning.

• Talk about what kind of water would not be good for drinking. Why not?

• Teach the sentence, “Imaq tamanna nakuuÿitchuq.” It is important that students listen to their elders when they tell them of environmental dangers such as bad water.

■ Introduce the word “imåa.” Students have read about the water content of different kinds of snow in their science class.

• Ask them to tell you which kind of snow has a high water content.

• Teach them the sentence, “Imåa sikum nakuuæhaaqtuq.” Ask them to fill in the word for the type of snow that they think has the highest water content. The answer is “Imåa siøøim nakuuæhaaqtuq.”

■ Talk about other things besides snow and ice that might have water content. From the student book, they know that the human body contains water.

• Saturate a sponge with water. Ask students how the word imåa relates to the sponge.

• What foods are especially known for their water content?

• How can this information help if a person has become dehydrated?

• What happens when clothes become too wet when a person is on an outing during the winter?

■ Write the word “imaqtutilaaÿa” on the board.

• Ask students to point out the word for water within that word.

• Define the word (“how much water it has”) and ask students which kinds of snow have more water than other kinds. They have learned this in the science lessons.

• If students have already covered this topic in their science class, ask one of them to explain the concept.

• Have them repeat the word “imaqtutilaaÿa” aloud.

■ Distribute the student workbooks and have students complete Worksheet 6: Non-Drinking Water.

24 Language Lessons

Part VII: Additional Vocabulary from the Immiuåniq Unit (two days)

Students have been introduced to each of the words below, or their English glosses, in their science unit.

VOCABULARY kavisiaq auksiq piquniq kusiåvik kusiq kusulugaq qayuuttaq

LESSON 1 ■ First, hold up the kavisiaq. Ask students

for its Iñupiaq name.

• Teach the sentence, “Kavisialiñiaqtuÿa.”

• Ask students if they have accomplished this task. Ask to see their kavisiat.

■ Hold up the qayuuttaq photo. Have the piqtalik photo nearby.

• Teach the sentence while pantomim-ing its meaning with the help of the photos: “Qayuuttaq piqtaliÿmun iøøiuÿ.”

■ Show the flash cards for the other five words and ask the students to define the words for you. They should have no difficulty doing so.

• Several of these words are illustrated on the posters Spring on the Land and Ice and Finding Winter Water. Ask students to find them.

■ Teach the students these four sentences:

• Auksiåuÿ. Students should be able to translate this, since they have learned both the root and its post-base.

• Piqunåum qaaÿani immiuåuurut. Ask students to identify the words they know from this sentence. Supply the rest of the information for them and translate it. Have them repeat the sentence until all can say it.

• Kusiåviqaqtuksraurugut. Break this word into syllables and explain the meaning of each. Ask students, what does it mean altogether? Explain that the root word, “kusiq,” means “to drip.”

• Kusulugaq takipaluktuq! Ask students about the longest icicle they have ever seen.

■ Ask students to show you the work they have accomplished in the Immiuåniq science unit.

• As they show each completed product or paper that relates to one of the vocabulary words students have learned, use it in a sentence for students.

■ Distribute the student workbooks and have students complete sentences “a” through “g” from Question 1 of Worksheet 7: More Vocabulary.

Language Lessons 25

Part VIII: Vocabulary Related to Ice and Snow (nine days)

VOCABULARY piqsiq kaniq quåluq qimuagruk ivruq apuyyaq ivsaiåutipkaq kukæuksiaq qalutaq

LESSON 1 ■ Pronounce and define the nine new

words for students, having them repeat after you.

■ Divide the class into groups. There are nine new words, so each group should have at least one, and possibly two words (depending on the size of your class).

• Give each group a flash card and sentence card for its vocabulary word or words. The students’ task is to learn their words and sentences by

heart so they can say and spell them without looking at the cards.

• They will teach the words to their fellow students.

• When students are in their groups, walk around the room to be sure they know how to pronounce the words. Help them learn the sentences.

• Guide them as they devise a way to teach their classmates how to say the words and what they mean.

■ Each group presentation must have:

• artwork that the other students can see that will help them learn the word;

• a skit that illustrates the word.

■ Provide art supplies and help as students spend the entire class period working on their lessons.

LESSON 2 ■ The next day, have half of the groups

teach their words to the rest of the class. If you see that students are having difficulty, help them out.

LESSON 3 ■ The next day, have the remaining

groups present their words to the rest of the class.

■ Have students continue filling in Question 1, sentences “h” through “p,” on Worksheet 7: More Vocabulary. They should also complete Question 2 from the worksheet.

LESSON 4 ■ Most of the words students have learned

are nouns, but a few are verbs.

• Review with students the meaning of the word “noun.” Ask for an example of one noun from the unit (in Iñupiaq).

• Gather all the flash cards for verbs and tell students they are not nouns. Show them the words and ask what they are.

• If they don’t know the word “verbs,” they should be able to say, “They all are about doing something.” Review the meaning of the word “verb.”

26 Language Lessons

Part VIII: Vocabulary Related to Ice And Snow (continued)

■ The ten verbs from the unit include:

• Aniutaq • Auksiq

• Sikuliqsui • Kusiq

• Sikutaq • Ivsaiåutipkaq

• Sikuulaaq • Kukæuksiaq

• Immiuq • Qalutaq

■ Review these ten verbs.

LESSON 5 ■ Play a game similar to charades.

• Divide the class into teams of three or four students.

• Each team will be given one piece of paper with only the Iñupiaq verb written on it.

• Teams confer for two minutes (or some time period you set). During that time, they must decide what the word means, then devise a short skit to illustrate its meaning.

• They act out the meaning using only actions, no words, and the other teams must try to guess the word (in Iñupiaq).

• The first team that guesses correctly earns a point. Continue with another team, and so on, until all teams have performed their verbs.

• Repeat the game until all ten verbs have been acted out. At the end, count up the number of points. The winning team is the one with the most points.

■ Have students complete Worksheet 7: More Vocabulary, Questions 3, 4, 5.

LESSON 6 ■ As a final assessment tool, gather all the

flash cards together and hold them in a fan shape, hiding the words that are written on the cards. Be sure the Iñupiaq versions are facing toward the students.

• Ask each student in turn to pick one word (without being able to see which word it is).

• Hold the card up so the student and all others can see the Iñupiaq word.

• The student must say the word in Iñupiaq, then define it in English.

• Depending on how many students are in your class, repeat the process until each student has picked from two to four cards.

LESSON 7 ■ Repeat the process, this time having

each student pick an English word.

• The student must say the word in English, then say its Iñupiaq translation.

• The student must also write the Iñupiaq word, spelling it correctly, on the board.

• Again, depending on the size of your class, repeat the process until each student has picked from two to four cards.

■ Tell the students they will be quizzed on the entire unit the next time you meet. There will be both vocabulary and sentences on the quiz.


Language Lessons 27

Part IX: Presentation

LESSON 1 ■ As a wrap-up for the entire unit,

prepare to invite parents and other students to the class for presentations by your students on what they have learned. The parent night should include at least the following:

• oral presentations in Iñupiaq OR a charade game staged by the students for the parents’ enjoyment;

• the puppet show students have worked on;

• displays of written work, including student workbooks;

• posters or other visuals for parents to look at.

28 Assessment/Standards

Assessment • Assessments are built into each lesson, and include quizzes, games,

drawings, field trips, workbooks, the completion of activities and projects, and presentations for parents and other students.

• Answer keys for the student workbooks and quizzes comprise the first part of this section. Preceding the back cover are blank quiz “masters” for you to make copies as needed for your class.

• In addition, three rubrics are offered to help you assess students’ achieve-ment in three areas: 1) gains in knowledge of the Iñupiaq language; 2) the quality of oral presentations; and 3) work on traditional activities or during field trips.

Standards • The Alaska State Standards (Cultural Standards and World Languages

Standards) and the North Slope Borough School District Standards covered in this unit appear on page 49.

Assessment/Standards 29

Student Workbook Answer Keys

.WORKSHEET 1.Immiu©niq: Winter Sources of Drinking Water Different Kinds of Snow 1. You have learned four words for snow. In the boxes below, write the name for each kind of

snow and draw a picture that illustrates the word.

..LANGUAGE WORKSHEETS..

Worksheet 1 Different Kinds of Snow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Worksheet 2 Other Snow Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Worksheet 3 Ice and Its Post-Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Worksheet 4 Drinking Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Worksheet 5 Puppet Show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Worksheet 6 Non-Drinking Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Worksheet 7 More Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

apun siøøiq

pukak nutaåaq



2. You have learned four sentences, one for each of the four words for snow you have learned. Below their English translations, write the sentences in Iñupiaq. Spelling is important!

a. Take the snow off your parka.

Aputaiyaåuÿ atigin.

b. Find some granular snow.

Pukaÿmik paqitchiiñ.

c. Siøøiq is crusty, hard snow.

Siøøiq siqquqtuq.

d. In the fall there is always fresh powder snow.

Ukiaåmi nutaåaqaåuuruq.

.WORKSHEET 2.

Other Snow Words 1. You have learned three new snow words: 1) snowflake, 2) granular snow (this word is

another word for pukak), and 3) packed snow. Write the Iñupiaq word for these three snow words and draw pictures in the boxes below.

qannik

aniu

niøak



2. Write the correct form of the word (qannik - qanniik - qanniich) below each picture. f. They also make water by melting the layer of granular snow found under another layer.

Niøaÿmik immiuåuummiut.

5. Draw pictures of the four words that have the “aniu” root word in them. Label each picture.

qannik qanniik qanniich

3. Match the post-bases to the root word “aniu” to make these definitions correct.

To go and get snow for melting into water aniutaq -guyyaq

A mound of hard packed snow aniuvak -taq

A snow shelter aniguyyaq -vak

4. Write the Iñupiaq sentences that go along with your new words. The English translations are given. Spelling is important!

a. What a beautiful snowflake! Qannik una qiññaåipaluktuq!

b. He is getting some packed snow. Aniutaqtuq. c. They used to go and get snow for melting into water a long time ago.

Aniutaåuuruat iÿiøåaan.

d. Look at that mound of hard-packed snow. Aniuvak qiñiåuÿ.

e. We are going to make a snow shelter. Aniguyyaliuåniaqtugut.

aniu aniutaq

aniguyyaq aniuvak



.WORKSHEET 3.

Ice and Its Post-Bases 1. You have learned six new words based on the root word “siku.” What does siku mean?

ice

2. Write the six “siku” words in the boxes and draw pictures for each.

siku sikusuiøaq

sikumi sikuliqsui – 7 –

sikutaq sikuulaaq

3. Match the post-base with its English meaning.

a. It doesn’t have any -suiøaq -taq

b. On or in -mi -ulaaq

c. To fill something with -liqsui -suiøaq

d. To go and get -taq -mi

e. To have in it or on it -ulaaq -liqsui

. Tell what each “siku” word means.

a. Sikutaq to go and get ice for drinking water

b. Sikuulaaq to have ice in it

c. Sikusuiøaq place in a river which never freezes; a body of

water that never freezes

d. Sikumi on the ice

e. Sikuliqsui to fill a container with ice

4



5. You have learned two words with the -taq post-base. Write them here.

aniutaq sikutaq

What does the -taq post-base mean? to go and get

6. Draw a picture of a qaÿattaaq in this box.

7. The words below mean “place or places in a river or lake that don’t freeze.” How many

places does each word mean? Write your answers below.

Sikusuiøat three or more Sikusuiøak two Siusuiøaq one


a. Ice can pile up. Siku ivusuuruq.

b. It has a body of water that never freezes. Sikusuiøaqaqtuq.

c. An ice or snow overhang over water is dangerous. Qaÿattaaq anayanaqtuq.

d. He is getting ice. Sikutaqtuq.

e. It has some ice in it. Sikuulaaqtuq.

f. He is on the ice. Sikumi ittuq.

g. Quickly fill this container with ice. Sikuliqsuiøiqtuuraåiñ.



.WORKSHEET 4.

Drinking Water 1. You have learned six new words based on the root word “imiq.” What does imiq mean?

potable water, or water that you can drink

2. Write the six “imiq” words in the boxes and draw pictures for each.

imiq immiuq

immiuåun immiuåutik

immiuåutit immiuåniq

3. Match the post-base with its English meaning.

a. To make -iuq -iuåutik

b. The way of making -iuåniq -iuq

c. Things that can contain -iuåutit -iuåun

d. One thing that can contain -iuåun -iuåniq

e. Two things that can contain -iuåutik -uiåutit

4. Write the correct form of the word (immiuåun - immiuåutit - immiuåutik) below each picture.

Immiuåun Immiuåutit Immiuåutik – 11 –



5. Draw pictures of the two containers whose names you have learned. Write the Iñupiaq names of the containers in the box with their pictures.

6. Next to each number, write the Iñupiaq word for that number. Spelling counts!

One (1) atausiq

Two (2) malåuk

Three (3) piÿasut

Four (4) sisamat

Five (5) tallimat

Six (6) itchaksrat

Seven (7) tallimat malåuk

Eight (8) tallimat piÿasut

Nine (9) quliÿÿuåutaiøaq

Ten (10) qulit

utkusik piqtalik

7. Translate each of these sentences into English.

a. Immiuåutiqaqtuq malåuÿnik. He has two water containers.

b Immiuåutiqaqtuq atautchimik. She has one water container.

c. Immiuåutiqaqtuq piÿasunik. He has three water containers.

d. Immiuåutiqaqtuq sisamanik. She has four water containers.


a. He is drinking potable water. Imiqtuq.

b. Hand me the water containers. Immiuåutit qaitki.

c. We are going to learn about making water from ice or snow.

Immiuåniåmik iøitchiñiaqtugut.

d. Hand me the water container. Immiuåun qairruÿ.

e. Put the two water containers in the arctic entry way.

Immiuåutik qanitchanukkik.

f. We need to make water (from snow or ice). Immiuqtuksraurugut.

g. I have a bentwood bucket. Piqtaliqaqtuÿa.

h. Fill this pot. Utkusik una immiåuÿ.



.WORKSHEET 5. .WORKSHEET 6.

Puppet Show 1. Your class will put on a puppet play for your parents and other students. Write down the

names of the students who will play each of these characters.

a. Masu

b. Ataata

c. Dad

d. Uluååaq

e. Mom

f. Baby

2. Where will your play take place?

3. What will your characters learn in the play?

4. Write the story that your play will tell.

5. What will your job be in the play?

Non-Drinking Water 1. Write the Iñupiaq word for “water for drinking.” imiq

2. Write the Iñupiaq word for “water that is not for drinking.” imaq

3. You have learned three words with the base “imaq.” Write them in Iñupiaq and define each one in English.

a. imaq means water, not for drinking

b. imåa means his/her/ its water

c. imaqtutilaaÿa means water content

4. Write the Iñupiaq sentences that go along with your new words. Spelling counts!

a. That water is not good. Imaq tamanna nakuuÿitchuq.

b. The water from ice is much better. Imåa sikum nakuuæhaaqtuq.

c. Ice has more water content. Imaqtutilaaqaæhaaqtuq siku.



.WORKSHEET 7. h. A wet snowstorm has come upon us. Piqsiåuutigaatigut.

i. It has frost on it. Kaniulaaqtuq.

j. It has a cascade of water. Quåluqaqtuq.

k. What an extremely high snowdrift! Qimuagrupaluk una!

l. Put sod on it. Ivruålugu.

m. That snow block shelter is just right! Apuyyaq una naammak!

n. You will become dehydrated if you don’t drink water.

Ivsaiåñiaqtutin imiÿitkuviñ.

o. Go and find a slab of hard-packed siøøiq snow that can be melted down into water.

Kukæuksiaksramik ivaåiñ.

p. Dip some water out. Qalutaåiñ imiåmik.

2. You were assigned one word to teach to the rest of the class.

Write that word here.

Now write the sentence for that word.

More Vocabulary 1. Write the Iñupiaq sentences that go along with your new words. The English translations are

given. Spelling is important!

a. Thaw it out. Auksiåuÿ.

b. When snow melts, it drips. Aniu auÿmauÿ kusiåuuruq.

c. I am going to make a caribou heart membrane water-melting pouch.

Kavisialiñiaqtuÿa.

d. They make water from ice on top of a mound formed by pressure from below.

Piqunåum qaaÿani immiuåuurugut.

e. We have to have a bucket to catch the dripping water. Kusiåviqaqtuksraurugut.

f. That is a long icicle! Kusulugaq takipaluktuq!

g. Put the ladle into the bentwood bucket. Qayuuttaq piqtaliÿmun iøøiuÿ.



In the space below, draw a picture of that word.

3. A noun is a name for a person, place, or thing. In the boxes that follow, draw a picture and write the Iñupiaq word for each of the 11 nouns listed below.

a. Heart membrane

b. Mound of ice formed by pressure from below

c. Bucket to catch dripping water

d. Icicle

e. Ladle or dipper

f. Wet snowstorm

g. Frost

h. Water cascade

i. High snowdrift

j. Sod or moss

k. Snow block shelter

Nouns

a. kavisiaq b. piquniq

c. kusiåvik d. kusulugaq



Nouns (continued)

e. qayuuttaq f. piqsiq

g. kaniq h. quåluq

Nouns (continued)

i. qimuagruk j. ivruq

k. apuyyaq



4. A verb is an action word. It is a word that tells about making, doing, or being. Write the Iñupiaq words for the verbs you have learned.

a. To go and get snow aniutaq

b. To fill a container with ice sikuliqsui

c. To go and get ice sikutaq

d. To have ice in it sikuulaaq

e. To make water (from ice or snow) immiuq

f. To warm or thaw it auksiq

g. To drip kusiq

h. To become dehydrated ivsaiåutipkaq

i. To melt hard, crusty snow kukæuksiaq

j. To dip out water qalutaq

5. Here are pictures that show some of the verbs you have learned. Underneath each picture, write the Iñupiaq word for that verb.

kusiq qalutaq

sikuliqsui immiuq


Quiz Answer Keys

Different Kinds of Snow 1. What is the Iñupiaq word for snow? apun 2. Your teacher will mark three different kinds of snow on the Types of Snow Poster with 1, 2,

and 3. Look at the picture and write which kind of snow it is:

#1 (be sure to remember which kind of snow you put each #2 number on, and correct the quizzes accordingly) #3

3. Write a sentence in Iñupiaq that contains one of the four vocabulary words you have learned. Spelling is important!

Students can choose any of the following sentences:

Aputaiyaåuÿ atigin.

Pukaÿmik paqitchiiñ.

Ukiaåmi nutaåaqaåuuruq.

Siøøiq siqquqtuq.

.QUIZ 1. .QUIZ 2.

Snow Words 1. Give the English meaning for each Iñupiaq word.

a. Aniguyyaq snow shelter

b. Niøak granular snow found under another layer;

a synonym for pukak

c. Aniu packed snow

2. Write the Iñupiaq word for each English definition:

a. Snowflake qannik

b. To go and get snow for melting into water aniutaq

c. A mound of hard-packed snow aniuvak


Quiz Answer Keys

Ice Words 1. Here are the post-bases you have learned. Give the English translation for each one.

a. -ulaaq to have on it

b. -taq to go and get

c. -liqsui to fill a container with

d. -suiøaq to not have any

e. -mi on or in

2. Here are English translations for the new Iñupiaq words you have learned. Write the Iñupiaq words. Spelling is important!

a. On the ice sikumi

b. Place in a river which never freezes; a body of water that never freezes

sikusuiøaq

c. Ice or snow overhang qaÿattaaq

d. To have ice in it sikuulaaq

e. Ice siku

f. To go and get ice sikutaq

g. To fill a container with ice sikuliqsui

.QUIZ 3. .QUIZ 4.

Drinking Water 1. Write two post-bases that can be used to make a command (or tell someone to do

something):

a. -uÿ

b. -iñ

2. Give the English meaning for each Iñupiaq word:

a. Piqtalik bentwood bucket

b. Immiuåniq the way of making water from ice or snow

c. Immiuåutit water containers (three or more)

d. Imiq water for drinking


a. Two water containers immiuåutik

b. Cooking pot or catch basin utkusik

c. One water container immiuåun

d. To make water (from snow or ice) immiuq


Quiz Answer Keys

.QUIZ 5.

Wrap-Up Unit Quiz 1. Translate these two sentences into English:

a. Qayuuttaq piqtaliÿmun iøøiuÿ.

Put the ladle into the bentwood bucket.

b. Aputaiyaåuÿ atigin.

Take the snow off your parka.

2. Translate these three post-bases into English:

a. -uÿ a command

b. -taq to go and get

c. -suiøaq does not have any

3. Translate these six words from English into Iñupiaq:

a. Snow made crusty and hard by strong winds siøøiq

b. Snow shelter aniguyyaq

c. Drinkable water imiq

d. Heart membrane kavisiaq

e. To go and get snow for melting water aniutaq

f. Ice siku

4. Translate these six words from Iñupiaq into English:

a. Pukak granular snow found under another layer;

a synonym for niøak

b. Nutaåaq fresh powder snow

c. Apun snow that has fallen

d. Sikuulaaq to have ice in it

e. Auksiq to warm or thaw

f. Imåa his/her/its water

5. Draw pictures that show that you know what these three Iñupiaq words mean.

Qannik

(snowflake)Utkusik

(cooking pot, catch basin)

Immiuåun

(water container)


Rubric for Assessing Gains in Knowledge of Iñupiaq Language

You will want to assess how much your students have learned. This will include gains in vocabulary (both root words and post-bases), sentence use, and understanding of the cultural information behind the vocabulary words. Assess student performance in the following four skills or activities, using the instruments below.

SKILL or IS FAR BELOW IS BELOW IS AT expected IS ABOVE FAR EXCEEDS

ACTIVITY expected level expected level level 3 points expected level expected level Instrument 1 point 2 points 4 points 5 points

Student Student never Student occasionally Student answers Student often Student almost Teacher observation.

responses speaks in class. responds verbally questions asked answers questions always answers

in class in class. of him/her and and volunteers questions, volunteers occasionally volun- information. information, and teers information helps others with or answers. answers.

Student Student does not Student sometimes Students always Student always Student always Teacher observation.

participation work with others. refuses to work works with others works with others works with others

in small with others. on group projects. on group projects on group projects

group work and is helpful to and takes a other members of leadership role in the group. the work.

Student The assignment The assignment The assignment The assignment The assignment Student artwork

written work is less than 60% is at least 60% is at least 70% is at least 80% is at least 90% and notebooks. complete, neat, complete, neat, complete, neat, complete, neat, complete, neat, and correct. and correct. and correct. and correct. and correct.

Vocabulary Cannot answer Answers less Answers half Answers most Stays in the game Word games

knowledge any questions than 50% of the of the questions of the questions the longest or correctly. questions the correctly the correctly the knows the most

first time. first time. first time. words.

Scores less than Scores between Scores between Scores between Scores between Student quizzes. 60% on the quiz. 60% and 69% 70% and 79% 80% and 89% 90% and 100%

on the quiz. on the quiz. on the quiz. on the quiz.


Rubric for Scoring Oral Presentations

When students give presentations to each other or to parents (including speeches, the teaching of vocabulary to other students, or the puppet play), you should assess their presentations by using this rubric.

Students may receive any score from 1 to 5 in each of the eight dimensions when the presentation shows characteristics from more than one column. For example, a speaker’s ideas and content may “show clear purpose” (5), but have “skimpy supporting details” (3). Thus the rating would be a 4 for ideas and content (Adapted from the Sitka School District: Oral Checklist 11/25/96).

DIMENSION 1 Below Average 3 Average 5 Above Average

Ideas/Content / Purpose unclear / Purpose reasonably clear / Clear purpose

/ Central idea lacking / Ideas could be more insightful / Ideas conveyed in original, insightful manner / Little/no knowledge of topic / Knowledge of topic limited

/ Details missing / Skimpy supporting details / Knows topic well

/ Effective amount of detail

/ Holds listeners’ attention

Organization / Little sense of direction or sequence / Ideas/details in sequence / Details fit, sequence effective

/ Details, events do not relate to topic / Details missing / Details enhance listeners’ interest

/ No clear beginning or ending / Weak start or finish / Strong introduction and satisfying

/ No transitions / Some transitions missing conclusion

/ Transitions work well

Rapport / Little effort to deal with topic / Tries to deal honestly with topic / Honest, sincere, cares for topic

/ Tone inappropriate for both audience / Style/tone may or may not be / Style and tone capitalize on audience interest and/or level of knowledge appropriate to audience interest interest and level of knowledge

and/or level of knowledge / Speaks directly to listener


Rubric for Scoring Oral Presentations (continued)


Language skills / Limited vocabulary / Adequate, but ordinary vocabulary / Accurate, interesting vocabulary appropriate to topic / Incomplete thoughts make it hard / Awkward wording occasionally

to understand and follow makes understanding unclear / Wording is full, rich, enhances understanding / Uses only English, no Iñupiaq terms / Uses a few Iñupiaq terms

/ Eloquent, smooth, natural sentence structure

/ Uses many Iñupiaq terms, pronounces them well

Physical delivery / Delivery distracting, posture / Some nervous gestures, stiff, tense, / Relaxed posture, confident and movement awkward or too relaxed

Vocal delivery / Enunciation, volume or pacing / Generally uses appropriate / Enunciates clearly a problem enunciation, volume, pacing / Easily understood

/ Difficult to hear or understand / Sometimes difficult to understand / Inflection conveys emotion / Monotone / Ordinary inflection and enhances meaning

/ Frequent pauses / Random pauses / Pauses to collect thoughts or build

/ suspense Difficult to follow / Some gap fillers (um, er, etc.) / Easy to follow

Visuals / Visual aid is present / Visual aid adds meaning / Visual aid enhances presentation

/ Does not show careful preparation / Preparation is adequate / Carefully prepared

/ May be unrelated to topic / Visual aid is somewhat related / Interesting, appropriate to topic to presentation

Listening etiquette / Is inattentive or disruptive during / Is usually attentive during other / Shows marked interest and support other students’ presentations students’ presentations of other students during their

presentations


Rubric for Assessing Student Involvement in Field Trips or Traditional Practices

Whenever you or a parent or grandparent takes the students on a field trip, or teaches a traditional practice such as the construction of a kavisiaq, students should listen and learn. You can assess them according to the following six dimensions. Students may receive any score from 1 to 5 in each of the dimensions.


Did the student / Was inattentive or disruptive. / Was usually attentive. / Showed marked interest and

pay attention? support for the presentation.

Did the student / Refused to take part in / Took part in the activity. / Helped plan the activity and

participate? the field trip or activity. took part in it during class time.

Did the student / Project was not close / Project was completed, / Project was completed on time.

complete the project? to completion. though it was late.

Did the student show / Was verbally disrespectful. / Was usually courteous / Was always courteous and

respect to the elder to the elder or teacher. helpful to the elder or teacher.

or teacher?

Did the student / Never helped others. / Occasionally helped / Was often helpful to students

help others? other students. when they needed it.

In later classes, / Never referred to the / Once or twice showed through / Often indicated in written work

did the student activity in later classes. written work or discussion or discussion that the activity

demonstrate learning? that the student had learned made a lasting impression on something during the activity. the student.


Alaska State Standards North Slope Borough School District Standards

Cultural Standards A. Cultural heritage and traditions of the community

B. Build on knowledge and skills of the local cultural community to achieve community, personal and academic success throughout life

C. Participation in cultural environments

D. Engage in learning activities based on traditional ways of knowing and learning

World Languages A.3. A student should use two or more languages in real life situations

A.4. A student should use two or more languages to learn new information in academic subjects

B.1. Relationship between language and culture

Family and Community THIRD GRADE

2. Respect for family, friends, teachers and others; responsibility for self/others

6. Numbers up to 50

15. Human Body

16. Sequencing objects/events

SIXTH GRADE

1. Kinship terminology

2. Human Body

10. North Slope villages/life

11. Camping

Land/Sea/Sky THIRD GRADE

1. Land animals

5. Iñupiaq tools

7. Weather terms

15. Locational and directional words

16. Landforms

SIXTH GRADE

1. Arctic survival skills

7. Animals and their uses

9. Land and water formations

11. Rivers and lakes

12. Weather

13. Locational and directional terms

Spirituality THIRD GRADE

1. Honesty and respect

3. Sharing

SIXTH GRADE

3. Cultural activities and events, tradi-tional/contemporary

Name: Date:

.QUIZ 1.

Different Kinds of Snow 1. What is the Iñupiaq word for snow?

2. Your teacher will mark three different kinds of snow on the Types of Snow Poster with 1, 2, and 3. Look at the picture and write which kind of snow it is:

#1

#2

#3

3. Write a sentence in Iñupiaq that contains one of the four vocabulary words you have learned. Spelling is important!

Name: Date:

.QUIZ 2.

Snow Words 1. Give the English meaning for each Iñupiaq word.

a. Aniguyyaq

b. Niøak

c. Aniu


a. Snowflake

b. To go and get snow for melting into water

c. A mound of hard-packed snow

Name: Date:

.QUIZ 3.

Ice Words

1. Here are the post-bases you have learned. Give the English translation for each one.

a. -ulaaq

b. -taq

c. -liqsui

d. -suiøaq

e. -mi

2. Here are English translations for the new Iñupiaq words you have learned. Write the Iñupiaq words. Spelling is important!

a. On the ice

b. Place in a river which never freezes; a body of water that never freezes

c. Ice or snow overhang

d. To have ice in it

e. Ice

f. To go and get ice

g. To fill a container with ice

Name: Date:

.QUIZ 4.

Drinking Water

1. Write two post-bases that can be used to make a command (or tell someone to do something):

a.

b.

2. Give the English meaning for each Iñupiaq word:

a. Piqtalik

b. Immiuåniq

c. Immiuåutit

d. Imiq


a. Two water containers

b. Cooking pot or catch basin

c. One water container

d. To make water (from snow or ice)

Name: Date:

.QUIZ 5.

Wrap-Up Unit Quiz

1. Translate these two sentences into English:

a. Qayuuttaq piqtaliÿmun iøøiuÿ.

b. Aputaiyaåuÿ atigin.

2. Translate these three post-bases into English:

a. -uÿ

b. -taq

c. -suiøaq

3. Translate these six words from English into Iñupiaq:

a. Snow made crusty and hard by strong winds

b. Snow shelter

c. Drinkable water

d. Heart membrane

e. To go and get snow for melting water

f. Ice

4. Translate these six words from Iñupiaq into English:

a. Pukak

b. Nutaåaq

c. Apun

d. Sikuulaaq

e. Auksiq

f. Imåa

5. Draw pictures that show that you know what these three Iñupiaq words mean.

Qannik Utkusik

Immiuåun

north slope borough school district

Alaska Native Education Program • North Slope Borough School District 1849 Momeganna Street, Barrow, Alaska 99723 • 907-852-9771 • 907-852-9675 fax • www.nsbsd.org/anep 10/05

www.nsbsd.org/anep

immiugniq: wintersources of drinkingwater wintersources of drinkingwater iÑupiaq language lesson an...

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