Module Title: A Subsistence Way of Life

Grade Level: 8

This module is part of the Theme: Subsistence: Sharing/Caring

Targeted thematic/cultural standards:

C.1)   perform subsistence activities in ways that are appropriate to local cultural traditions

E.1)   recognize and build upon the inter-relationships that exist among the spiritual, natural and human realms in the world around them, as reflected in their own cultural traditions and beliefs as well as those of others

Targeted Alaska Grade Level Expectations:

Primary GLE's (assessed on Statewide Assessments):

Science content standard SC3: Student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.

Specific 7^th and 8^th grade PSGLE's listed under this standard include:

[7] SC3.1 recognizing and explaining that organisms can cause physical and chemical changes (e.g., digestion, growth, respiration, photosynthesis) to matter and recognizing and explaining the importance of energy transfer in these changes.

[7] SC3.2 classifying organisms within a food web as producers, consumers, or decomposers.

[8] SC3.1 stating that energy flows and that matter cycles but is conserved within an ecosystem.

[8] SC3.2 organizing a food web that shows the cycling of energy and matter.

Secondary GLE's (not assessed on Statewide Assessments):

Science content standard SA3.1: Understanding that interactions with the environment provide an opportunity for understanding scientific concepts

Science content standard SE1.1: Understanding how to integrate scientific knowledge and technology to address problems

Science content standard SF1.1-3.1: Understanding of the dynamic relationships among scientific, cultural, social and personal perspectives

Module understanding goal(s):

What do you want the students to understand about the module  topic by the end of the three weeks? (Rules for understanding goals: 1. Understanding goals should not be statements of fact (i.e. they should not have one right answer) 2. Understanding goals typically should not be broad generalizations or end in adjectives)

v     Students will understand that . . . a "subsistence way of life" reflects a cultural orientation as well as respectful knowledge of hunting, gathering and fishing strategies.

v     Changes in one component of an ecosystem or culture impact multiple components of that ecosystem or culture (INTERDEPENDENCE)

"Big" questions to consider during the module: (based on targeted thematic standards and module understanding goal)

What does it mean to live a "subsistence way of life?"

How are things connected and dependent on one another?

Does one way of life have to die for another one to survive?

What would a student in your class need to be able to do to show you that they really understood your module understanding goal (from step 1)?

To demonstrate understanding of module goal #1, a student would have to be able to articulate the impact of a subsistence way of life on components of a culture beyond just food gathering strategies.

To demonstrate understanding of module goal #2, a student would have to be able to articulate several ways in which different components of a culture and components of an ecosystem depend on and impact each other.

What would the student need to be able to do to show that they adequately meet the targeted primary grade level expectations for this module?

To demonstrate understanding of Science standard SC3, a student would, given various components of an ecosystem, have to be able to articulate the connections and relationships between the components and the manner in which the relationships reflect the transfer of matter and energy.

Through what authentic performance task will students demonstrate that they can do the things stated in the above box?

For all three tasks, students will choose and focus on one region and associated culture in Alaska – preferably one with which they have personal experience and/or knowledge.

1. Letter to a government official: Students will be presented with the following hypothetical situation and task: A government organization or group is proposing a major change in subsistence regulation in your chosen region of Alaska. First of all, provide an explanation of the hypothetical change they are proposing. Secondly, write a letter in which you articulate the impact that change in regulation will have on various components of the Alaska Native culture present in the chosen region. The information in the letter should explain multiple ways in which the change will impact components of your culture beyond just the ability to obtain food. Your letter should have a persuasive tone, in which you attempt to convince the government agency to reconsider its proposed change in regulation. (Note: research on current subsistence regulations and ideas for hypothetical changes in regulations can be completed in groups or as a whole class. The final letters should be written independently so that individual levels of understanding can be determined).

2. Graphic organizer: Using graphic organizer software such as Inspiration students will create a graphic organizer/web demonstrating the connections between multiple components of an Alaskan ecosystem. The connections between the components must demonstrate the transfer of matter and energy within the ecosystem.

3. Synthesis of two types of interdependence: Students will write a final culminating essay in which they respond to the prompt: "What is interdependence? Provide an explanation and examples of two different forms of interdependence examined in this module. Conclude your essay by offering a possible connection between the two different forms of interdependence discussed in the module or by offering an example of interdependence in another situation or circumstance not discussed in this module.

What will the students produce or perform (as part of the performance task) that will provide evidence of their proficiency in the module goals? (Your rubric will assess these products or performances)

1. A formal, persuasive letter

2. A computer-generated graphic organizer

3. A synthesis essay

Note: these are the three pieces of evidence that students will include in their 8^th grade portfolio

Area of assessment

Advanced performance criteria

Proficient performance criteria

Needs support performance criteria

A

Module understanding goal (describe three levels of performance in meeting the goal):

Students will understand that . . . a "subsistence way of life" reflects a cultural orientation as well as respectful knowledge of hunting, gathering and fishing strategies.

Student can thoughtfully articulate the multiple meanings of a "subsistence way of life" and explain how a subsistence way of life impacts a culture beyond just providing a strategy for obtaining food.

Student is able to articulate the impact of a subsistence way of life on components of a culture beyond just food gathering strategies.

Student understanding of a subsistence way of life suggests that subsistence involves just the practice of gathering food from the land and does not impact other aspects of a culture.

B

Module understanding goal (describe three levels of performance in meeting the goal):

Students will understand that . . . Changes in one component of an ecosystem or culture impact multiple components of that ecosystem or culture (INTERDEPENDENCE)

Student is able to articulate multiple ways in which components of a culture and components of an ecosystem depnd on and impact each other. Student can explain the consequences of a change in one area on other areas of an ecosystem or culture.

Student is able to articulate several ways in which different components of a culture and components of an ecosystem depend on and impact each other.

Student is not able to clearly and accurately explain how components of a culture or components of an ecosystem interact with and impact each other. Connections between components, if made, are tenuous or not accurate.

C

Thematic/cultural standard criteria 1 (can be taken from cultural standard rubrics):

C.1)   perform subsistence activities in ways that are appropriate to local cultural traditions

Student has an advanced knowledge of subsistence related activities and consistently applies that knowledge and is willing to share it with peers, teachers, and the outside community when called upon.

Student has a basic knowledge of local subsistence related activities and demonstrates an ability to apply that knowledge in the context of Subsistence modules.

Student does not demonstrate a basic knowledge of subsistence related activities, and/or cannot apply subsistence skills or information in the context of Subsistence modules.

D

Thematic/cultural standard criteria 2 (can be taken from cultural standard rubrics):

E.1)   recognize and build upon the inter-relationships that exist among the spiritual, natural and human realms in the world around them, as reflected in their own cultural traditions and beliefs as well as those of others

Student's actions in multiple contexts (both in and out of school) demonstrate an advanced understanding of the significance and deeper meaning behind various subsistence activities and protocol. Student has a clear respect for the land and natural resources and can articulate the reasons for that respect.

Student understands the cultural relevance and origins of subsistence activities and protocols, and can articulate the rationale and deeper meaning behind various subsistence activities and protocols.

Student is not able to articulate the cultural relevance and/or origins of subsistence activities and protocols. Student does not know why subsistence activities are done in specific ways and/or does not demonstrate a respect for land or natural resources.

E

GLE 1 (describe three levels of performance relative to the GLE): Student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.

Given an ecosystem, student can identify various components and thoughtfully and accurately articulate the connections and relationships between those components. Student can accurately explain the manner in which the relationships reflect the transfer of matter and energy.

Given various components of an ecosystem, student is able to articulate the connections and relationships between the components and the manner in which the relationships reflect the transfer of matter and energy.

Given various components of an ecosystem, student is unable to articulate the connections and relationships between the components and/or cannot explain how or why the relationships reflect the transfer of matter and energy.

Task 1 (Letter)

Task 2 (Graphic organizer)

Task 3 (Synthesis essay)

Assessment criteria must include:

*       Criteria relative to area A (above)

*       Criteria relative to area B (above)

*       Criteria relative to area C (above)

Other areas of assessment can include:

*       Written conventions (appropriate grammar, capitalization, punctuation, spelling, etc.)

*       Use of persuasive language

*       Appropriate tone for a formal letter

Assessment criteria must include:

*       Criteria relative to area E (above)

Other areas of assessment can include:

*       Appropriate selection and adequate number of ecosystem components represented

*       Effective/comfortable use of technology

*       Visual appeal

*       Clarity of explanation of relationships

Assessment criteria must include:

*       Criteria relative to area B (above)

*       Criteria relative to area D (above)

Other areas of assessment can include:

*       Written conventions (appropriate grammar, capitalization, punctuation, spelling, etc.)

*       Accuracy of information and examples of interdependence

*       Sentence structure, word choice, fluency

How will you connect the content of your module with the students' prior knowledge?

Students will write a description of the kind of subsistence activities in which they have personally been involved, or they will interview a family member or acquaintance who has participated in subsistence as a way of life.

How will you connect the content of your module to a practical "real life" or modern-day situation? (When the students ask "Why do we need to know this?" what will your answer be?)

Students will read chapters from "Does One Way of Life Have to Die So Another Can Live" and watch the video series, "Make Prayers to the Raven," which will serve as the basis for their first performance task – to prepare a letter to a government official describing the importance of maintaining a subsistence way of life.

How will you connect the content of your module to the lives of the students or the context of the community in a meaningful manner?

Students will make a three-day visit to Howard Luke's camp during which they will participate in traditional subsistence activities and/or hear Howard Luke describe how he has maintained a subsistence way of life on the banks of the Tanana River.

What community based resources are available for you to integrate into your unit? How will you integrate these resources in a meaningful manner?

Make Prayers to the Ravens (Video series)

ANKN Subsistence CD

Does One Way of Life Have to Die So Another Can Live (CD)

Science of blueberries

Alaska Department of Fish and Game, Subsistence Division

U.S. Fish and Wildlife Service

Wildlife Refuge Harvest Surveys

RuralCAP Subsistence Workshop Report

"Subsistence: A Childs Eye View"

Students will prepare a written critique each of the items listed as they contribute to strengthening or weakening subsistence as a way of life for Alaska Native people.

Consider how you'll let the students know Where they are going (your goals, Why they're doing what they're doing and What will be required of them in the module

How will you Hook the students in to the module and the content of the module? How will you begin?

What activities and instruction will be necessary to Equip the students to adequately complete the module's culminating performance task? How will they Explore and Experience the content of the module? (This is the "meat" of the module)

How will you integrate opportunities to Reflect on their experiences and Revise and Refine their ideas and work?

In addition to the developed rubric, how will student performances be Evaluated? Will there be opportunities for students to assess themselves? What other formal or informal assessment strategies will be used?

How will you Tailor (differentiate) your instruction to meet the different skill levels, interest levels, and learning styles of your students?

What is the best way to Organize and sequence the instruction in this module? Map out an overview of the three weeks.

WEEK 1

Day 1

Day 2

Day 3

Day 4

Day 5

WEEK 2

Day 6

Day 7

Day 8

Day 9

Day 10

WEEK 3

Day 11

Day 12

Day 13

Day 14

Day 15