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.
You can use Acrobat Reader to look at the PDF version of the Cover
Sheet
for the Units and Self-Assessment
for Cultural Standards in Practice.
DRAFT
Moose
Authors:
|
Rita
O'Brien
|
Grade
Level:
|
7-9
|
Context:
|
10 days during,
just prior to, or after the moose rutting season in
September
|
ARSI
Region:
|
Athabascan
|
Science Standards:
A15 - use science to understand and describe the local
environment;
D3 - recommend solutions to everyday problems by applying
scientific knowledge and skills
Skills & Knowledge:
- be able to describe
moose habitat, behavior and migration patterns for the local
area;
- write a resolution
recommending a moose management strategy (to be sent to local
tribal government)
Cultural
Standards:
- D1 - Acquire in-depth
cultural knowledge through active participation and meaningful
interaction with Elders
- E2 - Understand the
ecology and geography of the bioregion their
inhabit
Skills and Knowledge:
- be able to describe
moose habitat and migration patterns for the local
area;
- be able to use a
topographic map of the area and enhance it to include local
place names;
- become more
familiar with subsistence activities of the area concerning
moose.
Overview:
Elders, village experts, local experts are utilized daily in and
out of the classroom for their indigenous knowledge and skills. This
moose unit is approximately ten days long and is geared for grades
7-9. It is foreseeable that additional classroom time will be used as
each subheading can be expanded easily with writing, storytelling,
art, or more activities. The unit would be most effectively taught
during, just prior to or after the moose rutting season in September.
A class camping trip or day trip for subsistence activities or to
gather moose foods is encouraged.
Quadrangle maps can be purchased prior to starting the unit from
the US Geological Survey office. Native language place names for
moose can be obtained locally from elders as each local area of
Alaska has a different language and dialect. The moose migration
information sheet is for teachers to keep their students on track as
students are encouraged to obtain the information themselves from the
community and other resources. The moose questions page does not come
with answers as it is for teachers to use to motivate students to
inquire on specific topics.
A caribou unit similar to the moose unit could be developed using
larger area maps to accommodate caribou migration patterns and
feeding grounds as appropriate.
Index:
Lesson plans p. 3-5
- Local
Environment
- Habits and Migration
- Subsistence
- Influences on Moose Population
Gwitch'in Words for Place p.6
Moose Migration Information p.7-8
Moose Questions for Students p.9-10
Moose Resource List p.11
Assessment: Some
suggestions accompany lessons
Moose Lesson
Plans
Lesson 1 - Local
Environment
Goal:
- Students learn
about local place names and the moose environment/habitat near
their village.
Time: 3 days
Objective:
A. Students will make
a map of their local area using a topographic/quadrangle map of
the area.
B. Students label their maps
with place names (marsh, lake, streams, slough, bog, etc) in both
the English language and in the local Native language.
Standard: A15 - Use science to
understand and describe the local environment
Materials/Resources: Elders ,
teachers, books, quadrangle map, journal, books
Procedure: As one group,
students brainstorm and draw a bubble map on what they know about
moose. Students choose a nine square mile rectangle area adjacent to
the city or village that they live in and draw it to scale on drawing
paper by folding the paper into nine sections. Maps are colored with
colored pencils. Teacher invites elder(s) to share the place names
and pronunciation in the local Native language. Assisted by the
elders, teacher and students learn how to write and pronounce the
place names. Place name learning is videotaped by student(s) in
class. Students also gather information from books. Students write
1/2 to 1 page in a journal on the information gained.
Assessment: Teachers check
student journals and give feedback.
Lesson 2 - Habits and
Migration
Goal:
- Students will
learn about moose habits and migration for the local area and
also for their specific nine square mile area
Time: 1 day habitat, 1 day
migration
Objectives:
A. Explain moose
migration and habitat for the local area and for their specific
nine square mile map area.
B. Explain where moose are
in a given seasons within the local environment.
C. Identify optimum and
worst case environments for moose
Standard: A15 - use science to
understand and describe the local environment
Materials: Elders, hunters,
professionals, books
Procedure: Students work in
groups of 2 to brainstorm a list of interview questions. The moose
migration information sheet can be used by the teacher to encourage
student questions. Groups share their questions with the class.
Students list the questions in their journal leaving enough room for
answers. Students take a short field trip with an elder for 1/2 day
to look at local moose foliage. Student(s) videotape elder and
ADF&G interviews and write up to two pages in their journal on
what they learned. Students can review video taping of interviews.
Students write a one page report on the moose migration and habitat
in their local area or give a 2 minute oral report. The students will
classify moose foods on seasonal availability.
Lesson 3 -
Subsistence
Goal: Gather specific
information on subsistence activities of the area concerning
moose.
Objective:
A. Make a finished
moose product or
B. Explain moose hunting
techniques or
C. Explain uses of the
moose.
Standard: A15 - Understand
scientific facts, concepts, etc [Use science to understand and
describe the local environment (Local Knowledge)]
Materials: video camera,
computer camera, photo camera, camping materials, food, elders,
hunters
Procedures: Take a one to two
day overnight camping trip with elders, or village or local experts.
Students work with elders to set up the camp. Students observe and
participate in subsistence activities such as: quartering a moose,
tanning a moose, tool making, beadwork, making of babiche or sinew,
miniature birch bark canoe making with babiche, cooking, meat drying,
etc. Students draw and label a tool or a moose hunting technique.
Students video tape and photograph the camping events. Students keep
a daily journal on what they are learning.
Assessment: 1. Students show
what they have made. 2. Students give a presentation on their
learning experience using pictures. 3. Student journals.
Lesson 4 - Influences on
Moose Population
Goal: Investigate natural and
man-made factors that influence the fluctuation of moose populations
(such as subsistence hunting, guides, outfitters, weather, forest
fires, storms, floods, heavy snowfall etc.).
Time: 3 days
Objectives:
- Students will bubble/web the factors impacting the
moose population
- Students will bubble/web interview questions for
hunters, guides, outfitters and ADF&G
- Students will interview elders, ADG&G, local
hunters, guides and outfitters
- Students will discuss findings of interview with
elders
- Students will discuss predator control with a panel of
elders
- Students will research laws on how they influence
moose harvest with emphasis on laws concerning "wanton waste."
Standard: D3 - recommend solutions to everyday problems by
applying scientific knowledge and skills
Materials: ADF&G regulations and definitions, video
tape,
elders, local experts, hunters etc
Procedure: students will work in groups to accomplish the
objectives listed above. They will then write a resolution for the
solution to a diminishing moose population in their area. The
resolution will be sent to local tribal government, AFN,
ADF&G
Athabascan Kwichin Words For Place
Lake
|
van (vun)
|
brush/willows
|
tr'al
|
meadow
|
gwizhrih goo'aii k'ahjik
|
sandbar
|
khii kat
|
muskeg
|
tl'oo han shyaa
|
dried up lake
|
teehotr'i
|
creek
|
ninlaii
|
hill
|
taih
|
cow moose
|
dizhuu
|
moose calf
|
ditsik
|
moose
|
dinjik
|
bull moose
|
ch'izhur
|
Moose Migration Information:
I. Moose respond to several conditions that determine their
migration patterns.
A. Predators
B. Insects
C. Temperature
D. Food supply
E. Snow and ice conditions
- They dislike clear ice because their hoofs slip
- The have difficulty moving about when the snow is up to
their belly.
- They have extreme difficulty traveling or escaping
predators when the snow is crusted in the spring.
II. Spring
A. They go to the south side of the hills where the snow
is melting and not as deep. The crust on the snow during the night
makes all moose quite vulnerable to predators. Cows often calve on
the south side of hills for this reason. The wolves travel on top
of the snow, and the moose's' legs are cut by the crust, greatly
impeding their escape and defense.
III. Breakup
A. Before breakup they are still in the hills avoiding
the river where there is clear ice and potential flooding. After
breakup, cows and calves are often on the river for the protection
the water provides. Bears kill more moose calves than wolves,
although both are devastating.
IV. Summer
- Mosquitoes and horse flies often drive them to the
water, either the lakes or rivers where they remain up to their
bellies protecting the areas of their bodies that have thin
hair. If they aren't in the water, they seek windy places that
keep the mosquito hoard down.
- Wolves. Moose, particularly cows with calves stay close to
the water because the first line of defense for a moose is to
go to the water where their long legs keep them on the bottom
while predators are swimming. The moose can beat a bear or wolf
in the water.
V. Fall
A. The moose are either in the hills or on the lakes.
They are more scattered during this time of year until the rut
brings them together.
B. In our area moose rut on the river or the lakes close to the
river. The cow's choice of feeding places determines the location
of the bulls.
VI. Freeze-up to mid-winter.
A. The moose get away from the river and lakes because
they don't like the clear ice that is forming. They migrate to the
hills and mountains where the temperature is warmer. In the hills
they can see and smell predators from a distance. They often get
in groups of 2-5 at this time, with the bulls and cows segregated.
Deep snow and predators kill many calves at this time.
VII. Mid winter to Crust time
A. The moose leave the mountains when the snow gets belly
deep in the mountains. They go to the rivers where the winter
chinook has caused the snow on the river to be far less deep. They
live individually on islands and sandbars unless there are many
wolves, when they will get in groups as big as 15 moose on an
island. Predators kill many calves during this time. Wolves
surround a moose, keeping it from eating until it is too weak to
fight well. Again, during crust time the moose are in great
danger.
Sample Moose Questions
- What is the history of moose in western Alaska (They are quite
new ! )
- What are the different strategies for hunting depending on
country and season? Island? River banks? Lakes? Brush?
Mountains?
- Moose typically sleep in a certain type of place. What are the
attributes they look for in a sleeping place?
- How do moose react in years with exceptional snowfalls?
- What are the greatest pressures on the moose population?
- What are current views on predator control? How absurd do you
find them to be?
- In the hierarchy of animal intelligence, where do moose
fit?
- Why are Alaskan moose the biggest in the world?
- A moose is a ruminant. Find and describe the four stomachs.
Identify the traditional names for each.
- What are the differences between the native way of butchering
a moose and the modern meat cutting practices? Why do these
differences exist?
- What is the best skin for babiche and skin boats?
- What are the traditional uses for moose hoofs?
- Describe how to cook moose horns while they are still in
velvet.
- What are the insects that trouble moose in the summer and how
do moose respond to the insects?
- What are the differences between the tracks of a bull and a
cow moose? How can you tell one from the other?
- How can you tell which direction a moose was going when the
tracks are blown over in the winter?
- Moose often stand sideways when they see a hunter. Why do they
do this? This gives the hunter a great chance to shoot.
- What is the main line of defense for a moose in the spring and
summer when threatened by wolves and bears? What do moose often do
when wounded by a bullet that is related to that defense?
- How is leg bone marrow cooked and prepared?
- Describe the process of preparing moose brains for tanning the
skin.
- Where is the thickest skin on a moose? Where is the thinnest
skin?
- Describe the processes used in cleaning a moose skin inside
and out.
- What are the differences?
- Before a moose skin is tanned, it is often hung outside to
freeze dry. What is the difference between a skin dried in this
fashion and one dried in the house?
- When we butcher a moose, we almost always lay the moose on its
right side when removing stomach and other guts. Why is this a
common practice?
- Moose migrate from mountains to rivers and lakes for different
reasons. What are the common patterns they follow and why?
Moose Resource List
Videos:
- Moose Song Video, Minto AK
- Alaska Motion Picture Archives, Rasmusson Library - Alaska
Native (1) Animals; (2) Forum on Wolves
Audio-tapes:
Oral History Collection, Rasmusson Library -
Elders in residence collection has 80+ tapes o moose related
subjects
Interior Elders
Howard Luke, Fairbanks
Jonathan David, Minto
Rita and Fred Alexander, Fairbanks
Catherine Attla, Huslia
Johnson and Bertha Moses, Allakaket
Margaret Tritt, Arctic Village
David Salmon, Chalkyitsik
Effie Kokrine, Fairbanks
Publications
Moose Tanning, Babiche, and Rawmane, TCC Survival School,
1977
Hoshino, Michio, Moose. San Francisco: Chronicle Books.
1988
Alaska Department of Fish and Game - Ecology curriculum books
Miquelle, Dale. Sexual Segregation in Alaskan Moose.
Wildlife monographs, no. 122. (Washington, D.C.): Wildlife Society,
1992
Sopuck, Lennatt G. Late Winter Distribution and movements of
moose in relation to the Trans-Alaska Pipeline in Interior
Alaska. Sidney, B. C. 1984
Matanuska Valley Moose range Management Plan prepared by
ADNR. Anchorage, AK: ADNR 1986
Field & Stream (West Ed), Moosin' around. Jerome B.
Robinson. Jan 1966 v 100 n9 p52 (5).
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." |