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Working with Willows
______________________________________________________________
Unit on SURVIVAL - Edible
Foods
Theme: Willows
lesson two
Title:
A Journey with
Journals
Authors: Jenna Anasogak, Jolene
Katchatag, Mike Kimber, John Sinnok, Nita Towarak, Cheryl
Pratt
Grade Level: 5-8 (can be adapted
for lower or higher grade levels)
Subjects: Language Arts,
Art
Context: Fall
part one - one hour
part two - year long
Region: NW Alaska
Materials: Pocket knives, twine,
tag board, cardboard and three-hole blank paper or manufactured
notebooks with blank paper, "Tacky" glue, "modge podge", scissors,
permanent markers
____________________________________________________
*Alaska Science
Standards:
B-
A student should possess and understand the skills of scientific
inquiry.
Skills and Knowledge:
B-3- A student who meets the content standard should
understand that scientific inquiry often involves different ways
of thinking, curiosity, and the exploration of multiple
paths.
*Alaska Standards for
Culturally Relevant Schools:
E-
Culturally-knowledgeable students demonstrate an awareness and
appreciation of the relationships and processes of interaction of all
elements in the world around them.
Skills and Knowledge:
E-2- Students who meet this cultural standard are able to
understand the ecology and geography of the bioregion they
inhabit.
LESSON
PROCEDURE:
I. Overview:
This activity will provide
your students with a means to record information and personal
observations throughout the entire unit on edible plants. The
students will need their journals for most of the lessons within
the Willow Theme. "Journal keeping should be a joyful
experience... A celebration rich in personal reward and positive
feedback". William Hammond, Natural Context, 1993
II. Background and Discussion:
"A journal is a place for
thinking and feeling, for harvesting the moment, the image, the
idea, the place you occupy. Don't wait to paint the perfect
picture or sketch; don't wait for the time when you have time to
write the polished essay or poem but rather get down on the pages
of your journal those core images, ideas and fragments of
experience you are now feeling. Edit or recompose later if you
must. Grab images, words, drawings, pressed leaves, dirt, post
cards, anything that impresses you and will help you remember the
time, place and events you are experiencing and creatively get
them into you journal. William Hammond, Natural
Context, 1993
from Project Wild, Western
Regional EE Council, 1983
A naturalist is a person who
studies nature, especially by direct observation of plants,
animals, and their environments. Naturalists often spend alot of
time in the out-of-doors, and the often record their obsessions in
some form - from sketches, drawings, paintings, and photos, to
poetry and prose. Each person's motivation will be unique, and may
include sheer joy in learning more about natural systems, interest
in contributing to scientific research, love for the art of
writing as literature, and simple satisfaction in being
outside.
People benefit today from the
insights and observations of people who have delighted in, and
been fascinated by, the wonders of the natural environment. Henry
David Thoreau, Walt Whitman, Enos Mills, John Muir, and today's
Edward Abbey and Annie Dillard are among those who have captured
their insights in words and offered them to others.
Most of the naturalists who put
their observations in poetry and prose carry with them a small
journal as they wander the woods, streams, lakes, oceans, deserts,
and other natural environments.
The major purpose of this activity
is for students to make their own journals, and to acquires
experience in using a journal to record their observations and
findings in out-of-door settings.
III. Getting Ready:
Bring in an example of a
journal, handmade or published, which includes illustrations from
the author. There are many examples available for purchase by
explorers, gardeners, travelers, etc. Maybe someone in your
community would be able and willing to share a personal journal
with the class.
IV. Doing the Lesson:
A. 1. Have students cut two
pieces of tag board for a front and back cover of their journals.
These pieces should be slightly bigger than the size of the
three-hole paper they are going to be using.
2. Make holes into the tag board to
match to the holes in the paper. (Optional -Cut out two thin
pieces of cardboard the same size as the tag board and use Tacky
glue to adhere these to the front and back covers. Punch holes in
the cardboard to match that of the tag board.)
3. Fasten the paper and covers
together using natural twine weaving it through the holes.
Some students may wish to fasten a
small willow branch into the twine lengthwise with the journal as
decoration. The front covers can be decorated any way the students
desire. It would be nice to use parts of the willow for these
decorations. Small twigs can be glued down to form an elaborate
design and then coated with modge podge to seal.
The possibilities are endless for
making a journal personal and creative. Allow students ample time
to create something that will be special.
"Every journal is uniquely shaped
by its keeper. Every journal is designed by its keeper and is a
powerful creativity tool which in turn helps to continue to
redesign the designer! This is exactly why there can be no "best"
way to do journal. You as the designer must design not only the
journal techniques and approaches you wish to use but you must
understand YOUR purpose for journal keepings and design a journal
keeping system which will nurture that purpose. Journals should be
places for invention!" William Hammond, Natural Context,
1993.
Once the journals are created: (Part
Two)
B. 1. Take the students to a
place near the school where willows are growing and have each of
them choose a "Special Spot" in the willows. These Special Spots
can be visited over and over again during the unit.
2. Have students spend time here
today writing, drawing and recording their thoughts and
observations in a creative way.
3. Ask them to include a complete
description of all the information they already know about willows
and what they want to know about willows. (Later in the unit, you
can ask students to discuss if their questions were answered and
what they have learned about willows.)
4. Before you leave, have students
press some of the leaves (esp. in the spring) or pussy willows
(esp. in the fall) into their journals.
ASSESSMENT:
You may have students write a
self-assessment of the creativity of their journal and a
description of what they are already planning to include in their
journals. Use their writing as an assessment also. What
information did they discover about willows? What do they already
know about willows and what do they want to know?
RESOURCES:
- Project Wild, Western
Regional EE Council, 1983, William Hammond
- Natural Context,
1993
- Orion Afield,
premier issue
Lesson One - Where's
My Willow - a
game to play in the willows
Lesson Two - Journey
with Journals - journal
construction and activities
Lesson Three - Getting
the Green Out - a
study of willow growth
Lesson Four - Watching
the Willows - a
study in plant phenology
Lesson Five - Wind
in the Willows - a
penpal project
Lesson Six - What's
in a Willow - nutritional
value and edible plant parts
Lesson Seven - Whipping
up Willows - gathering,
preparing, preserving and sharing
This thematic unit is part of a larger unit on Survival being
developed by members of the Bering Strait School District's Materials
Development Team. This sections deals mainly with edible plants
in the NW Alaska Region.
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." |