Lessons & Units
A database
of lessons and units searchable by content and cultural standards,
cultural region and grade level. More units will be available soon.
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Sheet
for the Units and Self-Assessment
for Cultural Standards in Practice.
Animal Classification for Yup'ik Region
Authors:
|
Nita Rearden,
Roberta Aloysius, and Nancy Brown
Lower Kuskokwim School District 1997-98
|
Grade
Level:
|
First
Grade
|
Context:
|
Fall
|
ARSI
Region:
|
Yup'ik
|
Science Standards:
A-12 - Distinguish the patterns of similarity and differences in
the living world in order to understand the diversity of life and
understand the theories that describe the importance of diversity for
species and ecosystems
A-14 - Understand the interdependence between living things and
their environments
B - 1 - Use the processes of science; these processes include
observing, classifying, measuring, interpreting data, inferring,
communicating, controlling variables, developing models and theories,
hypothesizing, predicting and experimenting
Skills and Knowledge:
Know that some animals and
plants are alike in the way they look and in the things they do, and
others are very different from one another.
Know that animals eat
plants or other animals for food
Be able to sort and
classify animals using different criteria
Cultural Standards: A -6 -Live a life in
accordance with the cultural values and traditions of the local
community and integrate them into their everyday behavior
Skills and
Knowledge:
Yup'ik
Values
- All animals are
respected
- A child/boy will
become a successful hunter.
- Sharing is
important
- Every part of the
animal can be used in a respectful manner.
Yup'ik
Beliefs
- Each animal has a
spirit.
- When you first catch
an edible animal it is given away to an elder or elders to
strengthen the new hunter's skills.
- When you first catch
an inedible or edible animal a feast is held to ensure successful
hunting.
- Bones were gathered
and buried so the animals would know they were well taken care
of.
- Animals can hear, see
and know how you feel about them.
Lesson
Outline
Gear ups (brainstorm)
(ideas for the lessons)
- Bring in
fur clothing.
- Bring in elders to
speak about animal stories, clothing, food, how to care for,
values, nutrition and health, etc.
- Watch an animal
cartoon. Real and not real discussion.
- Cut out animal
pictures from magazines or draw your favorite animal. Tell
why.
- Bring in food to
identify the type
- Animal
identification game: by animals sounds.
- Brainstorm: list
any animals they can think of. Classify by local, zoo,
domestic, wild, tame, pet, ocean, land, air, etc.
- Read a story with
several animals in it.
Activities (brainstorm) (Ideas for the Lesson)
A. Classify animals into edible and inedible in your
local area.
B. Tell or read stories about respecting animals.
C. Classify animals by real and make-believe.
D. Use a dichotomous key to classify various fur scraps.
E. Classify animals by their color.
F. Classify animals by the sounds they make.
G. Classify animals by their habitat: land, water, air.
H. Classify animals by their movement.
I. Match baby animals to their parents. Develop vocabulary with
names.
J. Graph the animals, by a picture, to show what season they
are found.
Resources/Materials Needed for the Lesson.
A. Several different kinds of fur.
B. Various pictures of animals.
C. Cartoons with animals.
D. Magazines with animals in them.
E. Nature Scope: Amazing Mammals Part I & II
F. Nature Scope: Birds, Birds, Birds
G. Alaska's Tundra & Wildlife: Alaska Wildlife Curriculum
Teacher's Guide
H. AIMS: Spring into Math and Science K-1
I. Elders from the community.
J. Books of all different kinds of animals in them.
Sample Lesson
Theme: Animal Classification
Focus: Classifying Animals in the Local Area
Concept: Animals eat plants or other animals for food
Materials Needed for the Lesson:
Cooked or dried moose, seal, and goose meat
Pictures of animals
Fur scraps markers
poster paper
scissors
glue
Vocabulary:
edible, inedible, animal names from the fur scraps and
pictures.
Gear up:
The students will be able to use their five senses to
identify the three types of food they are eating: moose, seal, and
geese.
Explore:
Classify animals into edible and inedible by identifying
animal fur.
Generalize:
How did you know which animals were edible and which ones
were not edible?
What kind of animals do you eat?
What is the color of the animal?
When was the last time you ate that animal?
When can you hunt that animal?
Assessment:
Given pictures of animals are the students able to
separate them in to edible and inedible.
Extension Activities
To follow the sample lesson given.
Teachers can pick and choose to meet the needs of the student
or their area.
Done: Classify animals into edible and inedible in your
local area.
Classify animals by real and make-believe.
Use a dichotomous key to classify various fur scraps.
Classify animals by their color.
Classify animals by the sounds they make.
Classify animals by their habitat: land, water, air.
Classify animals by their movement.
Match baby animals to their parents.
Graph the animals, by a picture, to show what season they are
found
Identify and classify animal crackers into groups.
Classify animals that work for people and those that do
not.
Classify animals that are wild and tame.
Sing songs about animals.
Read books about animals.
Make an animal out of scrap animal fur.
Make an animal mobile.
Guessing game: What am I?
List the types of homes these animals would live in.
Tell what time of the year would that animal be seen
Make an animal diorama.
Paint an animal mural.
Make an animal shaped books.
Make a picture journal of animals they have seen.
Math animals games (counting)
Animal plays.
Handbook
for Culturally Responsive Science Curriculum by Sidney Stephens
Excerpt: "The information and insights contained in this document will be
of interest to anyone involved in bringing local knowledge to bear in school
curriculum. Drawing upon the efforts of many people over a period of several
years, Sidney Stephens has managed to distill and synthesize the critical ingredients
for making the teaching of science relevant and meaningful in culturally adaptable
ways." |