Alaska Science Camps, Fairs & Experiments
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offices at 907-474-1902 or email uaf-cxcs@alaska.edu. Culturally Relevant
Science Fairs
The
Alaska Rural Systemic Initiative (AKRSI) has been funded by the
National Science Foundation for many years now. Our commitment is to
promoting locally and culturally relevant curricula, particularly
science and math. AISES is the American Indian Science and
Engineering Society, a very active national organization dedicated to
promoting collegial support and mentoring for Native Americans
involved in science and engineering. ANSES is the Alaska Native
Science and Engineering Society, the Alaska adaptation of AISES.
ANSES is funded and supported by AKRSI. Our goal is that locally
culturally relevant science projects and fairs will continue long
after our funding has expired.
Why We Have Locally Relevant Science
Fairs
Science fairs based on contemporary Western science have served
well to establish a precedent in Alaska. However, the need has long
been expressed, and is now fulfilled to have a science fair with
projects based on locally and culturally relevant events. Elders are
now recognized as the experts along with Western scientists. Students
are encouraged to find projects from their village, from subsistence
activities, and from their heritage. The richness of this effort has
released enthusiasm like an artesian well. Many of the strict rules
of state and national fairs have been replaced by village Elders'
wisdom. What is safe? What is respectful? What is the appropriate way
of approaching the subject? Elders answer these questions. Respect
for people and animals runs deep in the inquiry process. Students
have little trouble conforming to the values established by their
regional Elders.
What is a Culturally or Locally Relevant
Project?
Any project based on activities in the community, whether past or
present is locally or culturally relevant. This is opposed to a
project on lunar landings, dolphins, or alligators.
Cultural Standards Met by Science Fairs
Many cultural standards adopted by the State of Alaska Department
of Education are being met when students are actively involved in
developing a locally or culturally relevant science project.
A Brief History and a Look Ahead
Since 1996, AKRSI has sponsored local and regional fairs
in five
cultural regions of Alaska: Iñupiat, Athabascan, Aleut,
Tlingit/Haida, and Yupik. After each of the regional fairs, the best
projects went to our state fair, and the best of those went on to
AISES Nationals in the Lower 48. The goal was to jumpstart each
region so the events could continue on their own after AKRSI phased
out.
In February, 1999 AKRSI sponsored the first ANSES State Fair in
Birchwood, outside of Anchorage, gathering the best projects
throughout the state. The next ANSES State Fair was held in Camp
Carlquist on Mirror Lake by the town of Peter's Creek north of
Anchorage in February 2000.
AKRSI is very grateful for the precedent AISES National has
established, but feels that Alaskan differences are great enough that
Alaska guidelines were needed. Therefore, students who go from the
Alaska fairs to AISES National need to be prepared for different
requirements.
Unlike AISES National, Alaska fairs had no lower age limit, nor
are they limited to Native American students. Our Alaska projects are
not sterile, but students are encouraged to display natural
materials, make noise, smoke, smell, pop, and fizz (as long as they
are safe and approved by a teacher and a village Elder.)
On the other hand, Alaska projects must reflect the guidelines of
a culturally relevant school and curriculum. They should be rooted in
the local lifestyle, traditional activities and cultural views.
Because of greatly reduced funding, AKRSI's future role in
regional and the state fair are uncertain. Check with the AKRSI
website, www.ankn.uaf.edu for
current information.
AISES National Science Fair
This event has been a great experience for students and
is high on
the student "benefit- per-buck" ratio. A student does not have to be
a winner in our ANSES State Science Fair to attend AISES National.
All school districts should budget to send top projects. AKRSI may or
may not be able to help fund this travel.
Information about the AISES National Science Fair can best be
obtained on the web, http://www.aises.org or through the AKRSI
website, http://ankn.uaf.edu/anses/ science
fairs. This contains a link to the
AISES National website.
Timing of Fairs
In the past, regional fairs were between October and January. The
State fair was the end of January during the Native Educator
Conference. AISES Nationals is in March, with a early February
deadline for registration.
The Western science-based Alaska State Science Fair is usually
held in April.
The Student
Any student enrolled in an Alaska school or distance education
program is eligible.
Every effort should be made to accommodate handicapped
individuals.
The Project Review Group
This group includes:
a An adult sponsor, teacher,
or local expert
a An Elder or Elders
The project review group must insure that the student's plan and
efforts meet the cultural values of the region, is safe and
educationally sound.
The Adult Sponsor
An adult sponsor may be a community member, teacher, parent,
university professor, or scientist with whom the student is working.
This individual should have close contact with the student during the
course of the whole project.
The adult sponsor is ultimately responsible, not only for the
health and safety of the student doing the project, but also for the
humans or animals used as subjects.
The adult sponsor must be familiar with the regulations that
govern potentially dangerous projects. This may include: thin ice,
hypothermia, firemaking materials, boating and firearm safety as well
as handling of chemicals, experimental techniques, research involving
human or nonhuman animals, and animal tissues. The issues must be
discussed with the student during planning.
Some experiments involve procedures or materials that are
regulated by state and federal laws. If not thoroughly familiar with
the regulations, the adult sponsor should ask for help from AKRSI
staff. The adult sponsor is responsible for making sure the project
is eligible for entry in the science fair. If the project is to go to
AISES Nationals, the sponsor will have to scramble to meet their
standards as well. At the same time, the adult sponsor should be
certain the student does the major portion of the work. Enthusiastic
parents often contribute more than their share of effort, putting
other students' projects at a disadvantage. Help the student over
humps. If necessary, do the dangerous parts, but the general rule for
adults should be "Words, no hands."
The teacher is concerned with student safety and the expertise
necessary to link the project to modern science. This individual
fills in the gaps the adult sponsor and Elder might leave, whether in
preparing the project for the fair, providing specific technical
knowledge on the subject or suggesting new ideas that would broaden
or deepen the project.
Elder
The Elder is the resource, the guide, the one who guarantees that
the project aligns with local values and beliefs. The Elder provides
stability.
The student should spend as much time as possible listening to the
Elder or Elders. This link with the previous generations gives the
student insight into where he/she has come from and where he/she is
going. The Elder tells how the question or issue was handled in the
past.
RULES, REGULATIONS & REQUIREMENTS
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Reasons for Rules
Students need to compete fairly in a safe environment.
No compromise for safety should be made. At the same time, the
fair should not be a line-up of sterile posters and notebooks. If the
village Elders, local experts, and teachers think a project is safe,
it probably is.
Compliance with the local Native values (see Appendix) eliminates
the need for most extraneous restrictions. If students clearly
explain the project to the review people, and they agree that it is
acceptable, then it is.
With large numbers of people as well as scientific displays and
contraptions in the same closed space, there is opportunity for
mishap during the fair. There should be enough rules to insure
safety, yet enough freedom to show the essence of the project. If a
student needs to go outside to demonstrate spear throwing to the
judges, that should be part of his/her interview.
The main concern is that students have an enjoyable, safe
science
learning experience. Everything else is secondary. I often say, "We
are the temporary stewards of other people's greatest treasures . . .
their children."
ANSES Social Rules
ANSES agrees with AISES National's strict behavior guidelines
against the use of alcohol and controlled substances, and against
verbal, physical or sexual abuse or improper touching. Violations of
these standards should not be tolerated at any ANSES sponsored event.
Immediate dismissal of a student violating these ANSES guidelines is
most appropriate. These rules should be clearly stated and rigidly
enforced in all ANSES activities.
Display and Safety Regulations Unacceptable for
Display:
a Highly flammable or
hazardous chemicals or materials.
a Poisons, drugs, controlled
substances, HASMAT. Project materials should meet FAA requirements
for transport. Don't assume! Inquire.
a Tanks that have contained
combustible liquids or gases.
Display items requiring permission previous to
the fair:
* Strong smelling items:
fermented fish heads, beaver castor, mink glands, caribou skins
soured to slip the hair, etc.
* Pressurized tanks that contain
noncombustibles.
a Any apparatus producing
temperatures that will cause physical burns or freezing.
a High voltage. Wiring, switches,
and metal parts must have adequate insulation and must be
inaccessible to others.
a Electrical connections. 110-volt
AC circuits must be soldered or made with approved connectors.
Connecting wires must use wire nuts and electrical tape. Cords
must be UL approved.
a Bare wire and exposed knife
switches may be used only in circuits of 12 volts or less;
otherwise, standard enclosed switches are required.
a Any liquid that is acid or base,
i.e., above or below ph 6.5-7.5
a Lasers.
a Projects that involve live
animals or people.
Any display involving the above issues should get an okay from
fair organizers.
Acceptable for Display . . . Cannot be
Operated
a Projects with unshielded
moving belts, pulleys, chains, and parts with tension or pinch
points
a Any device requiring over 120
volts
Teachers and local Elders should set necessary further
stipulations for display for the above projects in a local or
regional fair.
Size of Project Space
A project may take up to half a table. Projects requiring more
space than this should get permission previous to the fair.
(Permission should be granted if there is any way to do
so.)
Overall Requirements
Every student must complete the registration forms that simply
ask: name, school, grade, name of project, category of project, name
of chaperone contact number and email address of student and
chaperone.
Each student or team in grades 9-12 should prepare a one page
summary of the project for judges to review.
Each student or team should display all data taken during the
project that validates the conclusion of the project. Weather-beaten
field notes are fine.
Each student must have the Elders fill out the Local Values
Checklist, and sign it (see Appendix).
If the student is using human subjects under 18, the student
researchers must obtain written informed consent from all subjects
and their parent or guardian. The consent form should clearly state
all activities. Devise your own form based on your circumstances.
A student may improve on a project from a previous year, but the
report from that year should accompany the second year's project so
judges can see how much new work the student has done.
Team Projects
When there are too many students working on a project, some do not
participate. Two is ideal. Three is maximum.
Each member of the team should be able to serve as spokesperson,
be fully involved with the project, and be familiar with all aspects
of the project.
The judges will assess if all presenters were actively
participating in all aspects of the project.
Categories
There are eight categories identified by ANSES:
In a small local fair, all categories might not be represented. In
some fairs with fewer projects, we disregard the grade distinction in
experiments. Judges take age into consideration when scoring.
A GOOD SCIENCE PROJECT SHOULD
INCLUDE:
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Elder Guidance
The distinguishing feature of a project in an AKRSI fair is that
the student has spent considerable time consulting with Elders in the
community. This accomplishes many objectives. It identifies the
Elders as valuable resources. It validates local knowledge. It links
the student with his/her past. It teaches the application of local
knowledge to modern science concepts. It creates bonds between the
students and the Elders so other information can flow between the
generations. It allows the teaching of local values along with local
activities. It brings the school, community, and students together in
a healthy fashion.
Project Summary
Projects submitted by students grades 9-12 should include a one
page project summary so judges can get a quick overview of the intent
and scope of the effort.
Consent forms
All consent forms that haven't been previously collected.
A Good Visual Display
A good visual display attracts and informs.
Interested spectators and judges easily assess the project and
results obtained. The display should use clear and concise
expressions. Headings should stand out, graphs, and diagrams should
be clearly and correctly labeled.
A display board stands alone with three panels. It may
be
two-stories tall, but make sure it doesn't topple over onto other
projects.
The poster usually includes:
Identification
Name, grade, school, and type of project.
Title and Original Question
What question lurks in the student's mind to motivate the
project?
Hypothesis
What is the student's "best guess" how this will turn out?
Materials Used
What materials were used? This gives judges an idea how the
project was performed.
Data
What facts did the student find out? Include measurements,
dates,
and notes. The original data book with "field stains" should
accompany the project.
Procedure
What steps did the student take to do the project?
Results and Conclusion
The conclusion might easily contradict the original hypothesis.
This is perfectly good science.
Models, photographs, or drawings are often appropriate. The
display board should be logically presented, easy to read, and
eye-catching.
Handwritten materials don't compete well with computer-generated
poster board materials.
Display as much of the project as possible. Clearly mark
what can and cannot be touched, but if possible, allow people to feel the
fur,
touch fish skin boots, try the bow & drill firemaker, etc. Make
the project as interactive as possible.
Judging Criteria
The criteria by which Elders and Western science judges evaluate
each project are different. Top winners satisfy both groups of
judges.
Rubrics that have served well for years can be found in the
Appendix.
Warning! Science Project vs. Library
Project
Many students go the library or internet and do exhaustive hours
of work, draw good poster boards, including graphs and visuals, and
don't do well in the fairs. Those students don't realize the
difference between a library project and a science project.
A science project gets the student involved doing
something. The student tries several ways of accomplishing a
task, or tries different weights, lengths, sizes, colors etc. in
pursuit of an answer. The results should be measurable.
A student should go to the library or internet to broaden his/her
understanding, get definitions, clarify concepts or find more
examples. But the project should be based on the student's
experience, not a vicarious description of someone else's
efforts.
For that reason, models of "life on the moon," "save the
dolphins," or "northern lights" generally don't score well, as there
is little the student can interact with. The project review group
needs to work with the student to turn this type of interest into a
"do-able" project that will score well with both groups of judges.
Example: One student was interested in forensics. Lacking a dead body
to work on, we helped her develop a related project on ballistics and
the rate of burn of different types of gunpowders.
ORGANIZING A LOCAL OR
REGIONAL FAIR
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Location
Choose a town or village site that is economical and easy/safe to
travel to/from. Be careful that no site feels left out, but take
weather, safety, and amount of volunteer help into careful
consideration. Typically, the gym of a local school or National Guard
Armory are used. Gyms are loud, large and impersonal. Students are
used to horsing around in the gym. The gym or armory might be used
for displaying projects, and another smaller room for awards and more
intimate exchanges. It is hard to hear Elders speak in a gym, even
with a sound system.
Season/Date
This is a much-discussed topic:
Decide if you want the local or regional fair to lead up to other
fairs. Obviously, your local fair should precede these fairs if you
want to send winners.
Early Fair
Some people feel that an early winter fair is better because it
draws from three seasons: the previous summer, fall and current
winter. Camp experiences are fresh in students' minds. A later fair
is usually limited to winter activities.
The quiet period from the end of November to the second week of
December has become a favorite time for many local or regional
fairs.
Many school districts are shifting to project-based curricula, and
find that an early fair sets the stage for all projects throughout
the school year.
Later Fair
Traditionally in Alaska, science fairs have been in April. Many
teachers have this timing built into their schedules.
Sports
Science fairs don't compete well with sporting events. Find the
basketball schedule and work around it!
Weather
Choose months when weather isn't too bad in your region. You don't
want students weathered in or weathered out for long.
Preparing for the Event
To organize a local or regional fair, ask yourselves the following
questions:
- What rules guide the preparation and performance of a
project?
- What rules guide the display of a project?
- What categories will the projects register under?
- What are the criteria for judging?
You determine the rules for your own fair. Borrow from others, but
create your own.
School principals need to know the financial expectations placed
on their budgets. Get information out early in the school year
before travel funds are committed to other activities. Far in
advance, teachers and principles need:
- Clearly stated rules, requirements and regulations.
- Dates, times, and location.
- Judges scoring guides.
Speakers and Elders need time to prepare. The public, including
parents need to know in advance the hours the fair will be open to
the public.
All judges need to know the dates, times, location, and what is
expected of them. Give them the scoring guide far ahead of the fair
so they can think about it. Spend time with Elder judges over a cup
of coffee, casually informing them of the intent of the fair and what
is expected of them. Give them time to think of questions. Western
science judges are very familiar with such fairs. It is foreign
territory for Elders.
Also consider:
- Where will people sleep?
- How many people are expected for meals?
- Who will take care of transportation?
- Do you have all contact numbers?
- What will you do if weather is bad: cancel or postpone?
Typical Schedule
Morning
- Students set up projects.
- Students practice presentations among themselves. 30
minutes.
- Students leave projects for 30-45 minutes. Judges look
at all projects, getting an overview. This is very important for judges
to get an idea "How good is good?" and for judging teams to agree
among themselves.
- Judging starts.
Afternoon
- Judging continues.
- Students leave, and judges confer, deciding on awards.
This is a good time for team/peer building activities among students.
See "Judging by Tables" on page 15.
- Judges deliberate, choosing First, Second, Third, "Best of
Show", and grand prizes.
Evening
There are two options in the typical schedule:
Option #1: (This makes a shorter evening)
- After judges' deliberation, while all participants and the
public are out of the room, blue, red and white ribbons are hung
on all projects. Elders ribbons are on one side of the project,
western science judges' ribbons on the other. Each project then
gets two ribbons. Students and the public are excluded until the
doors open after supper.
After supper:
- Doors burst open.
- Students and the public enter the fair site, looking at
projects and associated ribbons hanging on projects.
- Awards ceremony and Elder speeches. Ribbons are given
for "Best of Show" and "Grand Prize."
- "Grand Prize" and "Best of Show" ribbons are hung on
projects, and all students stand by projects for pictures and questions
from
public for 20-30 minutes.
Option #2: (This makes a longer evening)
After supper:
- Fair site is open to the public. At this time, there are no
ribbons on projects.
- During the awards ceremony, all blue, red, and white
ribbons including "Best of Show" and "Grand Prize" are awarded.
- Elders give speeches.
This method gives more public recognition to every student, but
can be quite long if an effort is not made to move quickly through
the program.
With both options, it is very important to have students
display
ribbons and stand beside projects after wards so everyone can make
the connection between projects and awards. It is a good "photo
moment." People tend to think the fair is over when awards are over,
so announce that projects must be on display for another 20-30
minutes.
Alternate Schedule
One alternative is having judging on one day and awards at a noon
luncheon the next day. This gives judges time to deliberate into the
evening. Confusion and hurt feelings have arisen from mistakes made
while rushing judges. Perhaps small local fairs are best held on one
day and larger fairs are more manageable if held on two days.
This alternate schedule allows all evening for tallying the scores
and deciding on best of show among the judges. The typical schedule
gets a bit frantic if there is debate between the Elders and western
science judges. As the synthesis of both views is the crux of the
whole effort, it should not be rushed, yet often is.
On the other hand, the alternate schedule keeps many parents from
the noon awards ceremony, unless activities are planned for all day,
and the awards are that night.
Organizing the event
The days of travel, particularly arrival, are often hectic. People
arriving from other towns need contact numbers, location of lodging,
schedules, and event locations all in a packet.
A designated driver on the day of arrival for the fair is a must.
A cell phone for the driver is a tremendous help. Travelers
should have the cell number. Getting people to planes to go home is
much easier than gathering them on the first day.
Know where the extra tables, extension cords, and mops are kept.
Know where the electrical breaker boxes are. Who has the keys on the
weekend? What do you do in a physical emergency? How can parents call
students if the school office is closed?
Administrators and janitors in the building must know what is
going on and how their job will be impacted. Designate one person to
take memorable pictures or video.
If students and teachers do not know each other, it is
good to
have an ice-breaking activity that gets people acquainted right
away.
Projects
Assign a number to each project. All projects should be clearly
labeled as to category and assigned a project number. Put a line for
project number on the upper left of the scoring sheet.
(Reasons for this will follow.)
Identifying
Each project should have a one-word identifier like "nets",
"lamps", or "medicine." Put this on the top of the scoring sheet.
What categories will be established? If there are few projects,
they might be grouped differently. In regional fairs we use the
following categories:
- Individual collection
- Individual demonstration
- Individual experiment
- Group collection
- Team demonstration
- Team experiment
The group collection could be a whole lower elementary class.
Individual
Collection
Demonstration
Experiment K-8
Experiment 9-12
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Group
Collection
Demonstration
Experiment K-8
Experiment 9-12
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We limit team projects to three participants. Sometimes we divide
experiments by grade, 5-8 and 9-12 if there are enough projects, but
the young folks often do quite well against the upper grades.
Online registration works wonderfully! Weather and poor postal
service don't interfere with deadlines. Put your fair on the school
district website, with rules, regulations, and all information only a
click away. Contact the AKRSI webmaster, fyankn@uaf.edu
for help in this regard.
CRITICAL SCIENCE FAIR DATES
PEOPLE NEED TO KNOW
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Dates before the Fair
a Permission for projects
that require approval for performance of display.
a Participant registration needs
to be received or postmarked by:____________________
Dates and times at the Fair
a Check-in/setup
a Opening ceremony
a Judging schedule. All students
must be present at their own exhibit for questioning by the
judges.
a All group activities.
a Exhibits open to the public.
This is important to get public support in the future.
a Dinner and awards ceremony
a Dismiss, take-down/cleanup
Finding Judges
Quality judging is critically important so the students feel that
their efforts have been fairly evaluated.
Western science judges can be found in government agencies and
local industry. Some don't relate well to students. Casually
interview them before inviting them to judge. The ability to
understand students and respond with compassion are more important
than scientific expertise. We aren't delving into subatomic
particles. Try to get a balance among judges. Biologists far
outnumber earth and physical science people in Alaska.
Have several home visits with Elders before the fair to insure
that they understand what is expected of them. It is best to have
Elders from the community and cultural region, as the values and
details of the lifestyle are unique from region to region. Elders
don't always enjoy good health. Schedule a few backups in case some
cannot attend.
Consider a stipend for both sets of judges, or at least
a gift of
appreciation.
Working with Elders
Elder judges contribute a priceless dimension to the fair. Their
presence gives honor and value to all that we do.
However, since Elders have little or no experience with
science
fairs, there are a few precautions that go a long way towards a
successful fair. Asking them to judge a fair without instruction is
like dropping a teacher blindfolded on the tundra.
Avoiding problems
Try not to pick an Elder with a grandchild in the fair. Rumblings
may follow.
Helper
Appoint someone who is familiar with science fairs to work with
the Elders. Give them an idea of what to expect ahead of time. Tell
them what the fair is for, how it will be run, why they are there and
what is expected of them.
Teams
Put the Elders in teams of two to three. Each group should include
someone who speaks English and is more literate. If there are many
projects, there might be two or three teams of Elders. Split husbands
and wives into different teams.
Scoring
The Elder scoring guide (see Appendix) identifies the judging
criteria. Practice and demonstrate on a simulated project before they
go out and evaluate all the projects. Put a copy of the local values
on the back of your Elder scoring rubric. (See Appendix for all
values.) During the interview, Elders score each criteria on a scale
of 1-5 (or 1-10 as you wish.)
Elders review the projects for their alignment with traditional
Native values of that region and for their contribution to the
students' village/community.
- How well did the student maintain Native values?
- Is the project important to Native/local culture, village, and
community?
- Is the project of high quality, showing hard work?
- Has the student drawn upon Elders and local experts, involving
the community in the research?
Elders need to understand which end of the scale signifies "best"
and which end signifies "not-so-good" and what a 5 or an 8 might
mean. This is best done on a relaxed day before the fair.
Timing
Elders need a sense of how much time to spend on each project. One
uninformed Elder spent 45 minutes teaching one student how to set
snares. No one told him what a science fair was or what was expected
of him.
Idea vs. work done
Elders need to understand the difference between a good idea and a
project well done. Uninformed Elders have overvalued a project with
an important subject although the student's work was of lower
quality.
Chairs
Have chairs for Elders to use during theinterview. The person
working with the Elders can move the chairs from project to project.
Be certain all Elders can see and hear.
Elders' hearing must be adequate to understand the students
in a
large room with many noises.
Ribbons
Scoring is always hard because Elders want to encourage everyone
and discourage no one. They must understand that students put
different amounts of effort and thought into projects, and their job
as elders is to evaluate that effort.
Blue, red and white ribbons seldom have meaning to them.
They
relate to "good," "better," "best."
After Visiting All Projects
Give Elders a break when the score sheets are handed in.
While they are on break, on each Elder score sheet, add the scores
for each of the criteria and put the total on the top right of
that scoring sheet. Don't confuse this number with project numbers!
(Which should be on the top left.)
There should be a score sheet for each Elder that evaluated each
project. Staple them together, project #23 with #23, #16 with #16,
etc. This is where you discover whether all projects were judged
or not. Make sure there are scoring sheets for every project! We
have dismissed students before and found that all projects weren't
judged.
Average the Elders' scores for each project. You can use the
totals for each project, but if one judging team had three members
and another two, scores will be off. Averaging overcomes that
problem. Write the average on the top sheet.
Arrange the papers in ascending or descending order.
Elders return.
Talk about the way the totals have come out. Does everyone think
this is a fair rating for each project? At this point, a one word
descriptor of each project is most helpful - nets, fur, moss, knives
etc.
Take time on this part. Experience says elders get done before the
Western science judges anyway.
Go look at projects again. Discuss the merits of each.
The
averaged number scores are a guide. Dialogue and consensus can
overturn numbers. Do the Elders want to reevaluate a project now that
the big picture is clearer? Refer to projects by name, "nets,"
"lamps," "deadfalls." Project numbers at this point are
confusing.
Don't rush this part. Give Elders time. You might even have a meal
at this point, giving them time for thought and personal
conversation.
Once there is consensus that the projects are in
ascending/descending order, find the breaks in the scores. There is
usually a large gap between the totals, like:
18, 18, 19, 20 . . .
27, 27, 27, 28, 29, 29, 30 . . .
36, 36, 40
These are obvious natural breaks between the blue, red, and white
ribbons and the levels of performance. There is no given percentage
of projects that must be given each color. Let the breaks and quality
of projects determine the ribbons.
Confer with Elders. Do they want to change their minds about any
projects now that they have talked with each other?
WESTERN SCIENCE JUDGES'
SCORING
|
Western science judges are acutely aware of how to judge a science
fair, as they have personally participated in so many. Western
science judges and Elders tally their scores separately. In the past,
judges have stapled all score sheets for a given project together,
averaged the scores and placed that number in the upper right corner
of the top score sheet in a bright color. When that is done, they
grouped the projects in three ranges: high, middle, and low. The
break between the three groups is usually obvious.
The high range gets a blue ribbon, middle range a red ribbon, and
low range gets a white ribbon.
Important! Because the number of ribbons required for each group
is not known ahead of time, it is good to have an abundant surplus
of ribbons of all colors. They are cheap and reusable. Remember,
there are two sets of judges, so double your supply.
Two Ribbons
Each project gets two ribbons, one from the Western science
judges, and one from the Elders. It is possible for a project to get
one blue and one white ribbon.
Western scientist Scoring
Criteria
Teacher/scientists evaluate in a demonstration or experiment:
- How well a student explained and understand the scientific
principles involved (demonstration) or How well the student
followed the scientific method? (experiment)
- Detail and accuracy of data
- Creativity and originality
- Presentation
- Conclusions
- Appearance
- Use of materials
The collection shows
- Quality and variety
- Creativity
- Good presentation
- Good data. Where and when items were discovered.
Overall Scoring
Judges look for well-planned work. They look at how significant
the project is in its field and to the village community. They look
for thoroughness.
Judges respond favorably to students who can speak freely
and
confidently about their research. They are not interested in
memorized speeches. They simply want to talk with students to see if
there is a good grasp of the project from start to finish. Besides
asking the obvious questions, judges often ask questions outside the
normal scope to test insight into research such as "Why did you pick
this project?" and "What would be your next step?"
Do not be locked into numbers. Numbers are only a guide.
Talk and
interact when deciding on a final ribbon.
Best of show
For the ribbons that identify "Best of Show" and "Grand Prize" Western
science judges and Elders should be in agreement. Sometimes this takes strong
negotiating and other times it is quickly
unanimous. The discussion is always healthy, as Elders get to hear
what the scientists value, and the scientists better understand the
Elders' viewpoint. There is no fixed number of projects in this upper
category. Have extra awards on hand, but don't feel compelled to give
them if the quality isn't there. Awards should be meaningful.
When the Western science and Elder judges have a hard time coming
to agreement there are two ways to help work out the differences.
- Revisit the projects. The judges defend their choices to the
others, giving the strong points of the projects. Do this for all
the contenders.
- Usually the two teams of judges can agree on one or
two projects. If there is ultimate impasse, then the Elders can pick
one "Grand Prize" and the Western science judges another. This
solution should be a last resort as it doesn't involve
consensus.
Helpful Hints
Judge by Tables
The judging time can get quite long for students as they wait for
judges to come to their project.
Have the judges interview one row of tables at a time,
and tell
the students in the next row of tables they are "on deck" (not in the
fair room, but "no wandering.") Students from rows 3 & 4 might do
activities. As soon as the first row of tables has been judged, those
students are dismissed and the second row of students come into the
fair site to be judged. The students whose projects are on the third
row are now "on deck." All other students can be occupied with board
games, or other organized activities. This keeps students from having
to stand by their projects for three hours until the last projects
are judged.
It while it might help to organize tables by category:
experiments, demonstrations, and collections, students like to set up
next to their school or friends.
Practice
After the students have setup their projects, but before
the
judges come to interview them, allow the students to practice on each
other. This helps kill "butterflies."
Divide the students into two groups, the presenters and the
interviewers. Give each a piece of paper with 1 or 2 on it. Counting
off 1-2-1-2 doesn't work!
Presenters stand by their projects and interviewers position
themselves in front of individual projects.
At a signal, the presenters share their project with the
interviewers for 3-5 minutes, when the time is up, the interviewers
rotate to another project. After this is done several times,
presenters and interviewers switch positions.
The rotating begins again. This gives each student the
opportunity to share his/her project to peers several times before talking
to the
judges.
Forms
Even if students have registered through the web, they should sign
and have signed behavior, media, cultural values, and liability forms
similar to those in the appendix.
Student Absent
Upon occasion, schools have sent projects without the students.
Those projects seldom win high honors, but their presence contributes
to the fair.
We have yet to explore the possibility of sending a project from a
remote village with a video of the student being interviewed by local
judges. This doesn't allow the student the opportunity to learn from
other projects in the fair, nor does it allow the student the
opportunity to present the project under the pressure of unfamiliar
judges, but it would be better than not participating at all. It
would at least allow the science fair judges the opportunity to watch
and listen as the student responds to questions by other adults.
Interaction
If the fair is in a larger city, groups tend to split off to go to
movies or malls. Teachers and school districts have expressed the
desire that fairs be more educational, so we have tried to hold them
in more remote locations. Peer building and science are more
important than shopping.
Those who want to shop can come earlier or leave later than the
others.
Teachers and chaperones have felt the need for more meaningful
interaction among the students, developing long-term, regionwide or
statewide, peer relationships. The relationships will serve as a
support system in college and later endeavors. Field trips, other
large group activities, as well as sharing the same housing and
transportation enhance this. During the State Fair, we have hired
professionals to do team/peer building activities.
Group ice breakers are the quickest way to initiate interaction
among people. Native Elders like students to know how to introduce
themselves in a group, giving their name, Native name, name of their
parents and village.
Locally relevant science fairs depart from those of the past in
several ways. They are based on local knowledge using local Elders as
authorities. The Western science model is followed, but traditional
knowledge and values are acknowledged.
Many projects evolve from summer science/culture camps, linking
camps to the classroom. Community involvement has been extremely
high. Years of experience across the state of Alaska have laid a
solid foundation. The enthusiasm of the students, strength of the
Elders, and support of the communities assure that culturally/locally
relevant projects will long outlive AKRSI.
Science Fairs
Appendix
Every effort will be made to protect your exhibit. However, since
the Science Fair Exhibition will be open to the public, the
_____________________ ANSES Science Fair cannot and will not accept
any liability or responsibility of any nature for any theft of, or
loss or damage to, any exhibit or any other property of any
exhibitor. Accordingly, it is recommended that each exhibitor take
product precautions to prevent any theft, loss or damage to his/her
exhibit and/or other property. Each exhibitor should secure and guard
his/her exhibit and/or other property at all times during the
exhibition, and remove all valuable components, especially those
which are easily portable, when the exhibit and/or other property is
left unguarded by the exhibitor.
I have read the above paragraph, and understand and accept that
the _________________________ ANSES Science Fair cannot and will not
accept any liability or responsibility for theft or damage to any
exhibit.
__________________________________________________________
|
Single entry participant/Team
member #1
|
Date
|
__________________________________________________________
|
Parent/legal guardian signature
|
Date
|
__________________________________________________________
|
Team member #2
|
Date
|
__________________________________________________________
|
Parent/Legal guardian
signature
|
Date
|
__________________________________________________________
|
Team member #3
|
Date
|
__________________________________________________________
|
Parent/Legal guardian
signature
|
Date
|
__________________________________________________________
|
Adult sponsor
|
Date
|
The _____________________ ANSES Science Fair is a significant
event and your presence there is newsworthy. The organization or
businesses sponsoring awards at the fair may want to publicize their
involvement in such an important science competition by using
photographs or information about you. Your cooperation may make it
possible for other promising young students to get involved in
science.
You have my permission to use appropriate information about me
for publicity purposes. This includes any photographs, videos, or
likeness(es) that may be used by AISES, the First Interior
Alaska AISES Science Fair, Alaska Native Knowledge Network, and/or
Alaska Rural Systemic Initiative, or the sponsors for the purposes of
illustrations, advertising or publication in any manner. I also
consent to the use of my name in connection therewith.
__________________________________________________________
|
Single entry participant/Team member
#1
|
Date
|
__________________________________________________________
|
Parent/legal guardian signature
|
Date
|
__________________________________________________________
|
Team member #2
|
Date
|
__________________________________________________________
|
Parent/Legal guardian
signature
|
Date
|
__________________________________________________________
|
Team member #3
|
Date
|
__________________________________________________________
|
Parent/Legal guardian
signature
|
Date
|
__________________________________________________________
|
Adult sponsor
|
Date
|
Whenever there is a meeting or gathering under the name of AISES
or ANSES the following conduct code is maintained. Having a safe
environment for students and adults to learn and develop into
productive community members is highly cherished by ANSES leadership
and membership. Therefore we request that you read over carefully the
following and sign a personal commitment to this code.
During the entire time of the Science Fair, as well as during
my travel to and from the fair:
- I will not use or abuse any alcoholic beverages, nor
drugs;
- I will not engage in any verbal or physical abuse of any
human being.
- I will not engage in any sexual harassment nor
inappropriate touching. These values are important to me and I am
proud to sign this document, to confirm my commitment to
them.
__________________________________________________________
|
Participant
|
Date
|
__________________________________________________________
|
Parent/legal guardian signature
|
Date
|
! If your project is
a team project, make one copy of this conduct code for each team
participant. Each participant along with his/her parent or legal
guardian must carefully read this conduct code and sign the code, and
send or bring the hard copy to fair organizers. No student will be
admitted to the fair who has not signed a copy of the conduct
code.
Date of Fair
Location of Fair
City State
Host Hotel
For more information contact:
Name of contact
Email
Phone:
Fax
Business/School
Address
City / State / Zip
SAMPLE: LETTER OF INVITATION
TO PARTICIPATE
|
Dear Teachers and Students:
We would like to invite you and your students to the Annual
Interior Alaska AISES Science Fair. The fair will be held in the
gymnasium at the Howard Luke Academy, Fairbanks, Alaska. The opening
ceremony is at 6:00 PM. Thursday, November 20,
1997.
Preregistration deadline is Friday, November 14. Students will set
up their projects anytime between 8 AM and 5
PM., November 20, 1997
Any student of the eleven rural Interior school districts in
grades 5-12 is eligible to participate in the First Annual Alaska
Interior AISES Science Fair (none of whom has reached age 21 on or
before November 1 preceding the fair.) All students K-4 are invited
to send in their project for display on November 20.
Students are invited to wear traditional dress at the fair and at
the awards dinner.
All Grades:
|
Projects must adhere to display and safety
regulations
|
Grades 9-12
|
Every student in grades 9-12 must submit a copy of
their research plan with their registration form.
|
All grades
|
Fill out and sign the registration form.
|
Students can select a project in any one of the categories listed.
There will be 1st, 2nd, and 3rd place awards in each of these
categories. Elders will select 1st, 2nd, and 3rd place winners. All
students will receive a participation certificate. In addition, the
overall top X projects will win an expense paid trip to XXX on April
XXX where they will enter their project in the AISES National Annual
Science Fair.
All registration forms and research plans will be reviewed by a
committee with teacher, scientists, and Elders associated with the
Alaska Native Knowledge Network. We will contact you if there is any
problems or questions about your project.
Participants and chaperones are responsible for their own travel,
room, and meals while at the science fair. _____________________ can
assist you with hotel and air travel arrangements. Please contact her
at (907) XXX-XXXX.
Please read the enclosed information and guidelines carefully. If
you have any questions, please contact me (907) XXX-XXXX for
assistance. We look forward to seeing you in Fairbanks.
Sincerely,
__________________________
AISES Science Fair Coordinator
Tentative Agenda, November 20-22,
1997
Location: All activities Will take place at the Howard Luke
Academy Gym.
Thursday, November 20
Noon-6 PM
|
Judges' registration/check-in
|
Noon-8:30 PM
|
Participant check-in
|
Noon-8:30 PM
|
Project setup
|
6 PM
|
All check-in tables closed
|
6 :30-7:30
PM
|
Opening ceremony
|
7:30-8:30 PM
|
Athabascan dance and reception
|
7: 30-8:30
PM
|
Science fair committee walk through of exhibits
|
Friday, November 21
6:45-9 AM
|
Judges' registration/check-in/briefing
|
9:30 AM-1
PM
|
Grades 9-12 judging with student participants
only
|
9:30 AM-1
PM
|
Grades 5-8 van tours
|
1 PM-2
PM
|
Lunch break on your own.
|
2 PM-5
PM
|
K-8 judging with students participants only.
|
2 PM-5
PM
|
9-12 van tours
|
6 PM-8
PM
|
Projects open to the public
|
8 PM-9
PM
|
Participants take down projects
|
Saturday, November 22,1997
1 PM-4
PM
|
Dinner and awards ceremony
Dinner ticket for non-project participants
$10.00 per person (over 18)
|
SAMPLE PROJECT REGISTRATION
FORM, page 1
|
DEADLINE: Entries must be postmarked no
later than November 13, 1997
To participate you must:
- Submit this registration form by November 13, 1997 (entries
must be postmarked no later than November 13, 1997).
- Include a copy of your research plan and abstract.
- Submit three copies of the checklist for adult sponsor, a
teacher/expert in the field, and an Elder with their
signatures~
- Complete all information on this registration form.
- Let organizers know if the student has a handicap and what
accommodations are necessary to include the student.
Project Information
Type of Project:
c Collection
|
c Demonstration
|
Experiment Category Code_________________ Grade Level
_________________
c Individual Project
|
c Team Project
|
Title of Project: (limit to ten words or fewer)
Do you require an electrical outlet? cYES c NO
School Information
School name
__________________________________________________________
Phone ___________________________ Fax
________________________________
Address
_____________________________________________________________
City/Village
__________________________________________________________
State ____________________________ Zip
________________________________
Email (if possible)
_____________________________________________________
Chaperone _______________________ Phone
______________________________
Address
_____________________________________________________________
City/Village
__________________________________________________________
State ____________________________ Zip
________________________________
SAMPLE PROJECT REGISTRATION
FORM, page 2
|
Single Entry Participant or #1 Team Member
Name ________________________________ Age
________________________________
Nickname ____________________________ Grade
_______________________________
Birthdate _____________________________ Gender
______________________________
Social Security #
____________________________________________________________
Tribal affiliation
____________________________________________________________
Address
__________________________________________________________________
City/Village
_______________________________________________________________
State ____________ Zip ____________ Home Phone
_____________________________
#2 Team Member
Name ________________________________ Age
________________________________
Nickname ____________________________ Grade
_______________________________
Birthdate _____________________________ Gender
______________________________
Social Security #
____________________________________________________________
Tribal affiliation
____________________________________________________________
Address
__________________________________________________________________
City/Village
_______________________________________________________________
State ____________ Zip ____________ Home Phone
_____________________________
#3 Team Member
Name ________________________________ Age
________________________________
Nickname ____________________________ Grade
_______________________________
Birthdate _____________________________ Gender
______________________________
Social Security #
____________________________________________________________
Tribal affiliation
____________________________________________________________
Address
__________________________________________________________________
City/Village
_______________________________________________________________
State ____________ Zip ____________ Home Phone
_____________________________
Committee Schedule:
- Before (date) the science review committee will review and
approve experimental procedures of projects that require prior
permission to make sure they comply with the Athabascan values and
scientific method.
- On November 20 the science review committee will review the
project displays of the same projects to make sure the students
followed their research plan and the Athabascan values.
CHECKLIST FOR ADULT
SPONSOR,
|
Science Teacher/Expert in the Field and
Elder
Student Name ___________________________ Grade
______________
I have reviewed and signed the research plan. cYES c NO
The student and parent/guardian have signed the research
plan.
c YES cNO
SA = Strongly Agree
A = Agree
N = Neither agree nor disagree (or does not apply)
D = Disagree
SD = Strongly Disagree
In your opinion this project reflects or maintains the following
values:
(circle the letters that most closely fits your opinion)
Self-Sufficiency
|
SA
|
A
|
N
|
D
|
SD
|
Hard Work
|
SA
|
A
|
N
|
D
|
SD
|
Caring
|
SA
|
A
|
N
|
D
|
SD
|
Respect For Others
|
SA
|
A
|
N
|
D
|
SD
|
Village Cooperation
|
SA
|
A
|
N
|
D
|
SD
|
Responsibility to Village
|
SA
|
A
|
N
|
D
|
SD
|
Family Relations
|
SA
|
A
|
N
|
D
|
SD
|
Respect for Elders
|
SA
|
A
|
N
|
D
|
SD
|
Respect for Knowledge and Wisdom From Life
Experiences
|
SA
|
A
|
N
|
D
|
SD
|
Respect for the Land and nature
|
SA
|
A
|
N
|
D
|
SD
|
Practicing Native Traditions
|
SA
|
A
|
N
|
D
|
SD
|
________________________________________________________________________
|
Signature
|
Role
|
Date
|
The Alaska AISES Science Fair will support and endorse the local
Native values during the fair. The Elder judges will evaluate
projects on their ability to maintain local Native values.
SCORING RUBRIC: DEMONSTRATION
ANSES SCIENCE FAIR
Project Number _____________ Team / Individual
(circle)
Student(s) Name(s) __________________________ Total Score
____________
__________________________________________
Name of Project_____________________________
Demonstration
|
The student has done a
demonstration, but has not connected the process
to science. There isn't a
good understanding of the "how and why" of the
subject.
|
The student understands the
project and has made some connection to the
scientific principles involved.
|
The student has identified the
science principles involved in the
demonstration. He/she has shown
clear and thorough knowledge of how and why
the demonstration
operates.
|
Data
|
Data is somewhat disorganized.
Difficult for reader to understand the results.
Data was collected, but not enough for conclusive
results.
|
The data is organized and tells
the reader what happened. Enough data was collected
to make adequate
conclusions.
|
The data is overtly organized
and displayed in several ways including graphs and
charts. There was enough data for conclusive
results.
|
Creativity & Originality
|
This project has been done
before, and shows no deviation from the
past.
|
This project might have been
done before, but shows insightful adaptations
with original
approaches.
|
The project combines western and
traditional science in a fresh way. The
questions asked, methods used and
conclusions drawn are freshly
insightful.
|
Presentation
|
Speech is too soft. Presenter
lacks confidence, knowledge of subject, and
enthusiasm.
|
Speech, confidence, knowledge,
and enthusiasm are adequate.
|
Speech, confidence,
knowledge, and enthusiasm are
inspirational.
|
Conclusions
|
No connection is made
between the question, hypothesis & data
collection. A vague
reference is made as to how this project could be
improved.
|
Conclusions are clearly stated.
An adequate description is made as to how
this project could be
improved.
|
The student has made insightful
connections between the
question, hypothesis, and data
collection.
|
Appearance
|
More work is needed to make the
display neat.
|
The information is
displayed clearly and
neatly.
|
The project commands attention,
is extremely neat and easy to read.
|
Use of Materials
|
Materials used were not
appropriate and/or safe.
|
Materials were used
appropriately.
|
Materials were used
appropriately and creatively.
|
|
SCORING RUBRIC: EXPERIMENT
ANSES SCIENCE FAIR
Project Number _____________ Team / Individual
(circle)
Student(s) Name(s) __________________________ Total Score
____________
__________________________________________
Name of Project_____________________________
Scientific Process
|
A question was asked, but not
well pursued. This is more of a library project
than a hands-on science project.
|
Clear hypothesis, data
gathering, and performance of experiment or
observation. The project requires hands-on
activity, organized thinking, and good observation
skills.
|
Exceptionally well done with
insightful performance and conclusions. The student
was immersed in the project, trying several
methods, even unsuccessful
ones. The student thoroughly
explored the original question.
|
Data
|
Data is somewhat disorganized.
Difficult for reader to understand the results.
Data was collected, but not
enough for conclusive
results.
|
The data is organized and tells
the reader what happened. Enough data was collected
to make adequate conclusions.
|
The data is overtly organized
and displayed in several ways including graphs and
charts. There was enough data for conclusive
results.
|
Creativity & Originality
|
This project has been done
before, and shows no deviation from the
past.
|
This project might have been
done before, but shows insightful adaptations
with original
approaches.
|
The project combines western and
traditional science in a fresh way. The
questions asked, methods used and
conclusions drawn are freshly
insightful.
|
Presentation
|
Speech is too soft. Presenter
lacks confidence, knowledge of subject, and
enthusiasm.
|
Speech, confidence, knowledge,
and enthusiasm are adequate.
|
Speech, confidence, knowledge,
and enthusiasm are inspirational.
|
Conclusions
|
No connection is made
between the question, hypothesis & data collection.
A vague reference is made as to how this project
could be improved.
|
Conclusions are clearly stated.
An adequate description is made as to how this
project could be improved.
|
The student has made insightful
connections between the question, hypothesis, and
data collection.
|
Appearance
|
More work is needed to make the
display neat.
|
The information is displayed
clearly and neatly.
|
The project commands attention,
is extremely neat and easy to read.
|
Use of Materials
|
Materials used were not
appropriate and/or safe.
|
Materials were used
appropriately.
|
Materials were used
appropriately and creatively.
|
|
SCORING RUBRIC: COLLECTION
ANSES SCIENCE FAIR
Project Number _____________ Team / Individual
(circle)
Student(s) Name(s) __________________________ Total Score
____________
__________________________________________
Name of Project_____________________________
Quality/Variety
|
The collection shows interest
but there could have been many more samples.
Some samples are of poor
quality.
|
Most local samples have been
collected. The samples are of good quality.
|
The collection is thorough. The
local possibilities have been ehausted. The samples
are of high quality with all sizes, colors, types
and shapes possible.
|
Creativity &Originality
|
The collection shows little
original thought.
|
There is evidence of creative
thought in the gathering and presentation of the
collection.
|
There is clear evidence of
creative thought and
ingenuity.
|
Presentation
|
Speech is too soft. There is
little enthusiasm or interest.
The display is not
organized.
|
Speech is loud, clear and
thoughts are orderly.
The display is organized and
understandable.
|
The presentation is loud, clear
and orderly, given with enthusiasm. The display is
clear, attractive and easy to
understand.
|
Data
|
There is no data about where and
when the samples were taken.
|
There is some data indicating
where an when the samples were
collected.
|
The data of where and when the
collection was made is very
understandable.
|
|
SCORING RUBRIC: COLLECTION
ANSES SCIENCE FAIR
Project Number _____________ Team / Individual
(circle)
Student(s) Name(s) __________________________ Total Score
____________
__________________________________________
Name of Project_____________________________
Quality/Variety
|
The collection shows interest
but there could have been many more samples.
Some samples are of poor
quality.
|
Most local samples have been
collected. The samples are of good quality.
|
The collection is thorough. The
local possibilities have been ehausted. The samples
are of high quality with all sizes, colors, types
and shapes possible.
|
Creativity &Originality
|
The collection shows little
original thought.
|
There is evidence of creative
thought in the gathering and presentation of the
collection.
|
There is clear evidence of
creative thought and
ingenuity.
|
Presentation
|
Speech is too soft. There is
little enthusiasm or interest.
The display is not
organized.
|
Speech is loud, clear and
thoughts are orderly.
The display is organized and
understandable.
|
The presentation is loud, clear
and orderly, given with enthusiasm. The display is
clear, attractive and easy to
understand.
|
Data
|
There is no data about where and
when the samples were taken.
|
There is some data indicating
where an when the samples were
collected.
|
The data of where and when the
collection was made is very
understandable.
|
|
ANSES STATE SCIENCE FAIR
ELDERS SCORING RUBRIC
Project Number _____________ Team / Individual
(circle)
Student(s) Name(s) __________________________ Total Score
____________
__________________________________________
Name of Project_____________________________
Cultural
Values
|
The presentation by the students and display of
his/her project maintains the cultural values of
his/her area.
|
Needs more work
1
|
Good
3
|
Excellent
5
|
Quality
Project
|
The student's work is well done. The project is
organized and attractive. It shows good thought.
The presentation is clear and confident. The
discovery process is evident as used in village
life.
|
Needs more work
1
|
Good
3
|
Excellent
5
|
Importance
|
The project is a study of something that is
important to the land, village and community.
|
Needs more work
1
|
Good
3
|
Excellent
5
|
Community
Resources
|
There is clear evidence that the student
consulted with one or more community Elders, local
experts and other cultural resources.
|
Needs more work
1
|
Good
3
|
Excellent
5
|
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Kodiak Alutiiq Values
- Our Elders
- Our heritage language
- Family and the kinship of our ancestors and
living relatives
- Ties to our homeland
- A subsistence lifestyle, respectful of, and
sustained by the natural world
- Traditional arts, skills, and ingenuity
- Faith and a spiritual life, from ancestral
beliefs to the diverse faiths of today
- Sharing: we welcome everyone
- Sense of humor
- Learning by doing, observing, and
listening
- Stewardship of the animals, land, sky, and
waters
- Trust
- Our people: we are responsible for each
other and ourselves.
- Respect for self, others, and our
environment is inherent in all of these
values.
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Yup'ik Values
- Love for children
- Respect for others
- Sharing
- Humility
- Hard work
- Spirituality
- Cooperation
- Family roles
- Knowledge of family tree
- Knowledge of language
- Hunter success
- Domestic skills
- Avoid conflict
- Humor
- Respect For nature
- Respect For land
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Athabascan Values
- Self-sufficiency and hard work
- Care and provision for the family
- Family relations and unity
- Love for children
- Village cooperation and responsibility to
village
- Humor
- Honesty and fairness
- Sharing and caring
- Respect for Elders and others
- Respect for knowledge & wisdom
from life experiences
- Respect for the land and nature
- Practice of Native traditions
- Honoring ancestors
- Spirituality
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Tlingit Values
- Respect for self, and others, including
Elders.
- Remember our Native traditions, our
families, sharing, loyalty, pride, and loving
children
- Responsibility
- Truth and wise use of words
- Care of subsistence areas, care of
property
- Reverence: "We have one great word
in our culture: haa shageinyaa. This was
a Great Spirit above us, and today we have
translated that reverence to God."
- Sense of humility
- Care of human body
- Dignity; the Tlingit word for dignity is
yan gaa duuneek.
- Peace; peace with the family, peace with the
neighbors, peace with the others, and peace with
the world of Nature
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Iñupiat Ilitquasiat
Values
- Knowledge of Language
- Sharing
- Respect for Others
- Cooperation
- Respect for Elders
- Love for Children
- Hard Work
- Knowledge of Family Tree
- Avoidance of Conflict
- Respect for Nature
- Spirituality
- Humor
- Family Roles
- Hunter Success
- Domestic Skills
- Humility
- Responsibility to Tribe
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