DOCUMENT RESUME

ED 116 995 95 SO 0138 824

AUTHOR . .Allery, Alan J.TITLE Science: An Indian Perspective. Ten Modules for

Learning. Indian Ethnic Heritage Studies Curriculum'Deielopment Project, 1974-75. ,

INSTITUTION South Dakota State Div. of Elethentary and SecondarYtEducaton, Pierre.

SPONS AGENCY Office of Education (DHSW), Washington, D.C.PUB DATE 75NOTE 64p.; For related documents, see SO 008 825-826 and

8.29; Indian designs may reproduce poorly

EDRS.PRICE MF-$0.76 HC-$3.32, Plus PostageDESCRIPTORS. *American Indian Culture; *American Indians; Class

Activities; Classification; Elementary Education;Ethnic Studies; Guides; Interdisciplinary Approach;Measurement Techniques; Middle Schools; *ProcessEducation; Science Activities; *Science Units; I

Skills; Social Studies; *Social-Studier pyaits"

ABSTRACTIn this unite ten modules provide an open approachto

science, offering a wide variety of activities and experiences thatinclude aspects of Indian studies incorporated into the regular'science curricula. The materials are intended for 9se in middlegrades as part of a social studied program. The oblectives of theunit are to develop students' powers 9f observation, discrimination,and description of organisms in the classroom and outdoors. Thefollowing are titles of some of. the moduled with the dkAlls eachentakIs'N! parenthesis:°Some Scientific Indian Contribitions and, anIntroduCt'on to the Indian's Close Identification with Nature"(classifying); Months, Seasons, Indian Signs, and their Meanings(measuring, estimation, observation) ; Kitchen Chemistry: baking PriedBread (measurement); Tangrams and Indian Designs (shape); IndianBegipnings, Origins, Cycles (beginnings,lorigins, cycles) ; Things inNature (observation, recording); and Indian Animals and Birds(population, interaction). Each modUle is an entity in itself and canbe selected for teaching individually or in a series. (Author/ND)

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I

SCIENCE-

AN

INDIAN

PERSPECTIVEBEST COPY AVAILABLE,

d

Ten Modules for Lecaning

ALAN . J. ALLERY

Indian EducationDIVISION OF ELEMENTARY AND SECONDARY EDUCATIONDepartment of Education and Cultural AffairsPierre, South Dakota 57501

Thomas C. ToddState SuperintendentState of Dakota

"INDIANETHNIC HERITAGE STUDIES CURRICULUM DEVELOPMENT PROJECT"1974-75

4

This unit on Indian Catutat CuA.Acntum was 'initiated, encouraged, -anddeve.eoped'unden the teadetskip o6 V. Vonad Bvinhaxt, 0/mut StateSupet,intende.nt Schools o6 South-Vakota..

PROJECT STAFF

ADMINISTRATION:Josie White Eagle Coordinator

Naomi Spaulding Consultant, Coordinator,of Materials Developmentand Implementation

Dr. Phil Curriculum Consultant_Mr. Terry Pexa - Assistant Superintendent, DESE, Human Resource

Management, Overall Project Supervisor

INDIAN ,ETHNIS HERITAGE ADVISORY CpMMITTEE:Mrs. Evelyn Bergen - State Board of Education .

Sister Christine qudson Superintendent, Marty Indian School

Mr. Edgar Loudner Acting Chairman; State Indian Education

. Advisory CommitteeWRITERS:

Mona Bublitz - Teacher Corps, Black Hills State College, Spearfish,

South DakotaSister Charles Palm - Sisseton, South Dakota,Alan J. Allery - Northern State College, Aberdeen, South Dakota

,

Thit Project was made possible through a grant from Title TX,

Ethnic Heritage Studies, ESEA, of Education, Washington, R.C.

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Grateful Acknowledgements to the'following persons who contributed to theProject from its inception to its completion:

Mike Eckman and Mitch Chapet, tquat EdUcatioOppontui nty P/Lognam, VIESEDn. Onvitte'HepteA, Consuttant Sekvices.Dn. Roy Kkasky and Staliti o6 the Genekat. Assistance Centers, Nokth Cotbkado

,CoUege, GkeeteyDn. Jim Davis and stti.66 06 the Sociat Science Conisontium, Univeksity o6

Cotonado, &NadaRoxy Putetto, Consuttant, Sociat Science, Conzontium, Unive/aity(o6

° Cotonado, Boctedeit.

ABOUT THETHE AUTHOR

ALAN _CAL.LERV was.bonn and nailed on the Tu4te Mountain IndianReAekvation £n NoAth Dakota and .L6 an en/Lotted members o6 the Tura&Mountain 'Chippewa.

Atan gnaduated in 1970 pcom Mayvitte State Cottege with a Bacheton o6Science in Education and in 1915 nom Non-the/Lit State Cottege tnAbekdeen with a Ma, ten o6 Science in Education.

1

He taught two yeanA at Lan bond Public High Schoot. tid Lams bond, North.Dakota. Fottowing thins he wolcked two yeans,a6 the Resekvation Coondin-aton On the American Indian Cukkicutum Development Pnognam at Betcoukt,North. Dakota.

Pkesentty, he and hiis wi6e, Mango/Let, and thein two-on4 and one daughterkeside in Abekdeen where he -Lo a Counbeton and Coondinaton o6 MinonityPnognas at Nonthenn State Cottege.

Atan ,devetoped .the Ottowing unit6 eon .this object and these arse:

(1) Science An IndianTekspective

(2) Thes-

Indians Speak .F. Thei e2ve,

0

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INTRODUCTION.,

The 10 modules contained in this, unit are an open.approachto Science, offering a wide variety ofactivities and experiences wnich includes the as-pects Of Indian Studies incorporated into the reg-ular Science curricula. The students observe anddescribe objects and-organisms in the classroomand outdoors.. Through suggested activities suchas games and puzzles,/childreri will. polish theirapilities to describe objects by using color,shape, size, texture; smell and sound.

The objectives of the module'are: to develop thechildren's powers of observation', discriminationand description.

Each module is an entity in itself and can beselected for teaching individually or in a series.

The basic underlying skill, of the. entire unit is7Servation and then putting that skill to use.

RATIONALE

One can liken the concept of using Indian- Studies in Science to a forest of great and beau-tiful trees. Some are pine trees; some are oaktrees, some are,cottonwood trees, some re aspens,and many are other ikindg of trees, but ll makerich'and significant contributions to the variety,thd beauty and the dignity of the forest. Thus,an Indian perspective in Science can only serveto enrich and contribute to the v&riety.of theScience curricula.

Please feel free to use and copy anyor allparts of this unit, use it and enjoy it_!

14.*.

'MODULE 1,

MODULE 2

MODULE 3'

TABLE OF CONTENTS

.

SCIENCE AN INDIAN PERSPECTIVE

TITLE SKILLS

COLOR,'SHAPE AND CHARACTERISTICS OF INDIANCRAFTS AND LORE' OBSERVING

INFERRING BY USINGITHUNDERBIRDS FROM INDIAN INFERRINGTRIBES AND NATURE OBSERVING

'SOME' SCIENTIFIC 'INDIAN 'CONTRIBUTIONS AND ANINTRODUCYTON. TO THE INDIAN'S CLOSEIDENTIFICATION WITH NATURE CLASSIFYING

MODULE 4 MONTHS, SEASONS, INDIAN SIGNS AND THEIR MEASURINGMEANINGS ESTIMATION

OBSERVATION

0

MODULE 5 KITCHEN CHEMISTRY, ,MARING FRIED BREAD MEASUREMENT

411 .

MODULE 6 TANGRAM$ AND INDIAN DESIGNS SHAPE

MODULE 7 INDIAN BEGINNINGS - ORIGINS - CYCLES BEGINNINGS.

ORIGINSCYCLES

8

MODULE 9

MODULE 10

THINGS IN NATURE OBSERVATIONRECORDING

INDIAN ANIMALS,4ND BIRDS POPULATIONINTERACTION

POPULATION INTERACTIONS POPULATION 1

INDIAN APPROACHES INTERACTION/k

EACH MODULE MAY BE USD IN SEQUENCE.OR SEPARATELY

6

SCIENCE

A.,11

INDIAN

PERSPECTIVE

'\CGLOR, SHAPE, AND

CHARACTERISTICS OF'

INDIAN CRAFTS AND LORE

MODULE 1 OBSERVING

QBJECTIVES

AT THE END OF'THIS MODULE"THEICHILD SHOULD BE ABLE TO:

11 IDENTIFY THE COLORS OF THE SPECTRUM,

2; NAME CHARACTERISTICS OF OBJECTS BY USINGCOLOR, SHAPE AND SIZE,

3. CONSTRUCT DESIGNS ON THE BASIS OF USING

GEOMETRIC FIGURES, COLOR, AND SIZE.

7

1

t.

Module 1

4

RATIONALE VOCABULARY

In this module the children learn Pony Beads

to combine Visual Obs-ervation skillsby identifying objects on the basis of Wampumcolor and shape. In addition theywill observe relative sizes and ident- Set .

ify objects, as large and small. They

learn-that sense of touch can also be Group

used to observe;.they feel objects anddescribe them. the vocabulary and the Design

"skill in making visual and tactileob-servations will help them describehe.- Recessive

objects,(places and situations of theirenvironment. Spectrum

Seed Beads

Pair

Same

Graphs

' Dominant

PrisM

1

Module 1

INSTRUCTIONAL PROCEDURE

Introduction

Place a pair of beads and wampum in'front of the children where they can con-veniently observe them. The members ofeach pair should be identical except forsize. It is best to use one pony beadand one seed bead, and Indian made wam-pum and White made wampum.- Color shouldbe the same. Encourage the children tohandle the beads and to discuss how theyare alike and how they are different:.

Materials

As many sets of beads and wampum asthere are children. See illustrationsbelow.

ACTIVITY 1

"Select a bead and a piece of wampumand ask.the children to describe them.How many things can they tell you aboutthe object? Emphasize the use of geo-metric terms in describing the objetts.

. Have a resource person from -thecommunity come in and show some beadworkand demonstrate the three types of bead- '

ing, the loom beading, lazy stitch andapplique beading.

Ask the children to note the designson, the work and have them jot down asmany geometric designs. as they see in thework.

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-2 Al

aNOTE: 'If a resource person is notavailable confact someone about usingjust the beadwork for the purpose ofdisplay and picking out geometricdesigns.

Materials

A resource person with beadworkor assorted beadwork for display.

ACTIVITY 2

Hold up.a piece of beadwork. Askthe students to note All the colors.Have them pick out the dominant and re-cessive colors in the work. List them.on a sheet of paper.

Now provide the stuAents. with anindividual spectrum or a'large spectrumon the front board. Have them delveinto the colors to determine what thebase colors are. Spend some time oneach color they have listed to see whatcolors it takes as a-cOmbination to makesome of the colors on the list.

Provide a few prisms to give thema functional knowledge of the spdctrumvia the medium of sunlight.

9

)

Module 1 3

. Ask someone to give a short reporton the spectrum from the EncyclopediaBritannica ora Science text.

Materials

PrismsA Resource Book aBeadworkIndividual sheets of the spectrum

or one large sheet of the spec-.trum.

ACTIVITY 3

APPRAISAL

The following are coded messages.Have the children figure out the codeand then place the letter above thecorresponding number to decode the

messages. They are terms and messages,from this lesson.

1. w amp_um23 1 13 16 21 13

2. ces s iv e

3,-5..19 19 9 22 T.

Divide the students into small 3.

groups to allow them to be closer to apiece of beadwork. Hand out'graph paper'and have the students graph the designand color exactly as it is on the workthey are viewing. 'They will need col-ored pencils. (See pages 6, 7, 8, &9.) 5.

Have them take note of the reoccur,ring designs and the planningthat goes 6.

into the geometric design. Ask them to

be aware again of the color schemes.7,

After each student has'had practice -

at copying a design, ask them to designa piece of beadwork on graph paper for 8.

themselves. Have them use as manysgeo-metric designs as possible. Encourage

however simple reoccurring designs. 9.

They Seem to look'more attractive. Do

not stifle creativity), though. You may

use the.enclosed designs asmodels.

Materials

Graph paperColored pekilsBeadworkDesigns provided with moduleDesigns, etc.See pages 6,7,8, & 9

RairT6 1 918

do m in an' t4151391411

beads

14 20

15TTI9

aaal i g u e

16 16 T2 9- 17

r is m

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16 18 9 13

1- o o m12 115 15.13

1.1

19 16.5 3 20 18 21 13

Now ask the students to define thoseterms they have decoded in their own

'words or by drawing a picture.

10

The children should be able to recallof the terms and their meaning.

Module 1 6 4

Competency Measure

Task 1

Put three different colored beadson the table, ask the children to writedown the colors that would be mixed tomake the colors of the beads.

Example: yellow and blue = green

The children should be able to dothis effectively.

Task 2

Have the students take light apartby use of a prism and list every colorthey observe.

Task 3

Have the student build one geometricbeadwork design on a piece of graph paper.

Materials

PrismsColored beadsGraph paperColored-pencils

4

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Thunderbird - SacredBearer of Happiness

Unlimited

Se.

PUEBLO

)

SOUTHWEST

ARAPAHO EAGLE

ZIA

PIMA

OJIBWA

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krt.

: -yrfo

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A d 4

L. .....,.....,c. r".11

Cir"11 i'ET 71 111"

Ag

iir, I. 7 PrAllt 1. ,,o

V'r;12"arlf

,lisoCn

"1^1 '' t'... .....'y'reirr.' .... rI ' pas ..

Cie , L. Of a,F.1 . )

173 111 41-;(0%

a.cecnatzdIMIIIII er:Ir

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r,,A11 r

Iker'n aaardr'" E3

u.,,- E.!1 -' i.,II

m..,......g

t. ..,xt\ riril

rtmopolmN2y....,--4.....roommve.....4.4,p)4..

hiIA tr.

t,...4. c..

11111101

aNits1

efRid"r1V%/rWel311 "1".ATKVII11161111411MV14"

firli "RI Fr. .162 FM "RI fir

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'WOMAND = GEOMETRIC DESIGNS USED IN LOOM BEADING (Ojibwa)

WOODLAND = FLORAL DESIGNS USED IN APPLIQUE BEADING (Ojibwa)

it.ACKFOOT = GEOMETRIC AND FLORAL DESIGNS USUALLY APPLIQUED

IVA

V 91*-1UX =GEOMETRIC BEADING, USUALLY DONE IN LAZY STITCH

UTE = GEOMETRIC

15PUMA = PAINTED DESIGNS

0

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OTHER DESIGNS-AND SYNMANY other designs besides the Thunddbirdwere used by the Indians to' decorate theirclothing and pottery. Those shown here arefrom many sources and will be valuable in dec-orating your moccasins, vests, war drums, andtepees., Remember that the Indiana used colorsmade from roots, berries', bark and fruits ofplants and shrubs, as well as some mineral col-ors. These were very delicate colors,so keep thatin mind when you use water colors and enamels. .

HORSE

MAN

LLL

MOUNTAINS

SIP) BLS

RAIN CLOUDS

I.4GHTNING

SUN

WOMAN

DEER

BUFFALOTRACKS

L1,4

C)

TEPEE

. _

S C. I E N CiE,

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INDI .A N

APPROACH

INFERRING BY USING

THUNDERBIRDS.

FRGM INDIAN TRIBES AND. NATURE

MODULE 2 INFERENCES AND OBSERVATIONS

OBJECTIVES

AT THE END OF THIS MODULE THE CHILD SHOULD BE ABLE TO:

1' DISTINGUISH BETWEEN OBSERVATIONS AND INfERENCESI

2, CONSTRUCT ONE OR MORE INFERENCES FROM AN

OBSERVATION OR SET OF OBSERVATIONS'

17

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MGdure 2

/ 'RATIONALE

1), In this module you and your studentswi .,be utilizing one bf.the basic skillsof Science, that of comparing and pickingout similarities and differences.

Learning to make comparisons in .

Science takes some W11 building dev-elop sorfle basics from which one can makesome inferences. Oneqllist be able to tellthe difference between an observation andan inference also. This unit Should buildthose skills. 7')

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VOCABULARY

Inference

Observation

Phenomena

Comparison

Thunderbird

Mythical

(,

Module 2 2 .. .

Introduction ifINSTRUCTIONAL PROCEDURE

-

Explain this iho.r/ story(

giving background on the Thunderbird.

The mythical Thunderbird, in one form or another, was held in awe by pra!t-ically'all of the Indian Tribes. Here on the Great Plains, where,the phenomenaof thunderstorms was very striking, the Thunderbird.was supposed to be a d.ietyin the form of a bird of"enormous size, which produced thunder by flapping itswings and lightning by opening and closing its eyes. These great birds werethought to carry a lake of fresh water\on their backs; which caused a great down-pour when they flew through the.air.

Tribes of th,e PacifiC coast thought the thunderbird caught whales' during a

thunderstorm-and used its wings as a bow to shoot arrows.

I

Each Tribe interpreted the bird differently. The Lakota termefl the Thunder-bird to be the bearer ofliappiness unlimited.

ACTIVITY 1

Pass out the page of Thunderbird pictures. The pictures are black and white,andAwould provide a better activity if it is possible to find some colored photosfrom some library sources.

Have the students list the similarities and differences of the Thunderbirds.

Example:

Sioux

S D

All have wings Wings arepallerHas square features Has no eye

The skill is to be able to pick out some features ip 'each situation that arecommop with others and some that are different, thus teaching observation.'

Materials: Page of Thunderbird designsPaper for listing

ACTIVITY 2

Make a bulletin board like the one illustrated bel-OW.

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Moddle 2

Read the following, or provide ahandout.of the following to the stud-ent&:

,

The background is made frommedium blue'.constructionpaper, .using a light'greenin the foreground. Constructthe tree from brown paper,and make the figure of theIridian resting against it.Outline and highlight thetree in brown. The Indian'sclothes ore made of yellowand out 'fined in black. Hismoccasin are brown. 'Therabbit is white with abrown outline. A green felt,

.pen was .used to draw in theblades ,of grass, and therocks are made from grayconstruction paper with blackto outline and highlight.The tipis are made from tanpaper using red and blue forthe designs. Use a,blackfelt pen for the lettering.

Indian people felt that allthings were related people and natureand they wanted to stay in harmonywith the universe.

Indians felt that the earth was themother of all things and that, many thingsabout how one should live,can be answeredby Observing nature and making comparisonsforinferOnces.

Copy the enclosed page and pass outfor observation. Ask the students to listthe things they observe on the page. Thechildren will point out trees, grass, anda log, all of which are easily observable.Ask if there is any evidence that animalshave or still do live there.

The children may paint out thetiny Holes in the trees, the mound ofdirt, or'the large hole. Point outhere to the chil ren that they are.inferring the4res e of animels'onthe basis of bbserva ion:

GiVe each child'a peanut, wal-nut, and a hSzelnut. Ask them nit toopen them. The peanut and the hazel-nut are products of Indian agriculture,

Have the students observe thecharacteristics of the nuts, such astexture, shape, symmetry, hardness andcolor. Refer back to the woodland .

scene,, observe any nut shells.

Ask how the nuts on the groundcould have been broken. Then ask thechildren how they would crack their`nuts. They are sure to suggest jump-ing on it, biting it, squeezing it, orusing a nut cracker. Ask if animalswould use any of the methods they sug-gested. Ask how animals use their

Y. paws. Finally, ask the students tomake an inference about animals beingable to crack nuts by biting. Thechildren should suggest characteris-tics such as strong jaws, sharp teeth,and paws that can hold a nut.

Now take a nutcracker and cracknuts for the children. Point out theteeth on the inner side of the crack-er. Let the children list the namesof animals with characteristics thatwould enable'them to crack nuts.Squirrels, chipmunks, and gerbils aresuch animals.

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Materials

Nuts for each childWoodland scene

- Nutcracker

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Module 2

N.,

Giveeach child a copy of t e page witlithe Indian fishing. Tell the,

children to look at the picture and carefully make some inferences.

Children probably will,make inferences: "the Indian has been fishing

a while;" "the Indian has caught some fish;" the Indian has,threeAccept any reasonable and substantiated inference.

'Now tell the children the following story about the picture:

The Indian used a line with two fis ooks. He has been fishingfor a short while and caught two fish one time the first,,,

f line he felt a tug on his line. This.tia6one fish took bothOlooks.

Now, ask the children how they might ch ge or add to the drawing. -

They will probably tell you they could draw, he Indian pulling both fishout on one line, or the Indian placing two h ks on the end of the line.

MATERIALS

Picture of Indian fishing

21

Module 2

COMPETENCY MEASURE

Give the children .a copy of, the footprint enclosgd with this

unit. Tel1 them this story:

c. The animal has a paddedfoot pr paw.

d. The animal has toenails.Three Indian childrp sawthis footprint while walking

. e. The animal has curved toes.through the forest. Eachchild had something dif- f. The anirtial has tong claws.ferent to say about what hesaw. Lone Wolf said, "Ananimal with sharp,claws MATERIAL,made that footprint.".Long Elk said, "An animal Footprintwith sharp teeth made thatfootprint." Fast Horsesaid, "The .footprint isas wide as my foot."

Task 1:

Ask who made an observation?Repeat the story. The childrenshould say "Fast Horse."

Task 2:

Ask who Aade a reasonable in-ference? The children should say,-"Lone Wolf."

Task 3:

Ask what'more can you inferabout the fdot of the animalthat made this track? The chil-dren should make a reasonableinference such as one of thefollowing:

a. The animal has widelyspaced toes.

b. The animal has five_.toes.

22

SCIENCE

A N

INDIAN

RERSPE-CIfvE

r

' fr

SOME SCIENTIFIC INDIAN

CONTRIBUTIONiqND AN

'INTRODUCTION T THE

INDIAN'S CLOSE IDENTIFICATION.

WITH IIATURE

sr

MODULE CLASSIFYING

OBJECTIVES

AT THE END OF THIS MODULE THE CHILD SHOULD BE ABLE TO:

1.. CONSTRUCT GROUPINGS OF INDIAN CONTRIBUTIONSAND ELEMENTS OF NATURE.

2, NAME AT LEAST FOUR INDIAN CONTRIBUTIONS.

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Module 3 1

RATIONALE

"Children have a deep interest inNature and all living things. Theylove to play with them, talk aboutthem and care for them. Their obser-vations of Nature and all livingthings are o.ften made too quicklyand superficially.

. This module is designed to givechildren an experience in observingsome Indian contributions and 'elementsof Nature, with the concept that Ind-

' sans identified very closely withNature. After finishing this modulethe children should be able to suggestcharacteristics of Indian contributionsand elements of Nature with which Ind-ians closely identified. 'The should

be able to use that knowledge in group-ing things according to their observ-ations. Remember! The characteristicschildren suggest may not be ones thatadults would suggest.

01This module provides for an exper-

ience in.two very accessible areas, Nat-ure and Indian contributions; both arereadily accessible for observation andcollection. It is recommended thatstudents study both areas over a short

time, perhaps two to tiiireedays, attempting to stimulate inTerestin fu ther study on an individual basis

In the first area, the childrenwill be introduced to a number of Ind-ian contributions; they can be class-ified as to size, shape, color, etc.As they observe and learn about theseIndian contributions, discussion cantake place about their growth, repro-duction and their needs for air, waterand food. Some characteristics willbe Observed easily, others will take,time.

4

It may be helpful for the instruct-or in this'case to refrain from givingany answers and rather try to pull theanswers from the students by channel-ing or managing the classroom and allow-.ing for maximum creativity.

The second area is ideal for twofield trips during which a comparisoncan be made; one field trip can betaken to an area where man has livedin harmony with Nature. The othertrip should be taken to an area whereman has not lived in harmony with Nat-ure. During both trips students shouldmake collections of things they observe.When they return then the can classifythe objects they have obse ved as toliving and non-living. It iS antici>-----pated that during the trip tc the areawhere people have lived in harmony withNature, less non-living materials suchas glass, cans, cigarettes, etc., willbe found. This ten can be used to re-late to the value of living in harmonywith Nature which traditional Indianpeople have in the past and still dopractice.

An example of an area not in"harmony with Nature" would be a pollut-ed area. An example of an area °inharmony with Nature" would be a non-polluted area.

PumpkinPotatoesTobaccoChocolateDyesPeanutsChili

VOCABULARY

Squash-N Rubber

TomatoesCornBeansDeerPineapple

ADVANCE PREPARATION,

You, as an instructor, might wantto prepare a bulletin board recognizingthe Indian contributions listed in thevocabulary.

24

Module 3

You-will then need some items that areclosely related, to the Indian contri-butions to slip in during the classi-fying so there are items for both anIndian contribution grouping and anothers grouping.

INSTRUCTIONAL' PROCEDURE

Area 1 ---Isnaian Contributions

Introduction

Show the children a box withthree objects in it, a bean, a tom-ato, and a square rubber eraserAsk them to handle the box and yellyou what is in it by observatipthrough sound. Now open the boxand allow the students to observemore closely and relate back totheir observations. The studentswill have probably observed thatthere was something small, somethinglarge, that there were three things,that some things were heavier thanothers, etc. Allow them all to ex-press their ideas, them point outthat all of the items were Indiancontributions.

MATERIALWOR ACTIVITY 1

One or more...Pumpkin or pumpkin seedsPotato

N TobaccoChocolate 'squaresDyeRubber erasersChili pepperSquash or squash seedsTomatoesCornBeansPearPineapple .

ACTIVITY 1

Show the children the items listedabove. Point out that all of the itemswere used by Indians before the colonistsarrived and were used to help the col-onists live.

Ask the students to classify'theitems in various ways...

living

.

edible non-edible

large small

full growth in ant stage

non-living

and many other ways which ye ;-- eestudents will think --of. ALWAYS HAVEAT LEAST two groups for classAilication.

7"Ask the children how life,might be

without these items.

Now,.make one more grouping. Addto the list previously provided one ormore...

OrangesApplesCarrotsParsnipsHot DogPenciletc.

and ask the students to classify theitems in groups of Indian contributionand observe its growth over a period oftime.

'AREA 2

MATERIALS FOR ACTIVITY "2

Magnifying glass for each student

Introduce the concept of collectingthings on a field trip in Nature. Sug-gest that students collect things suchas seeds, rocks, bark, leaves, pine

00 cones, shells, insects, wild flowers,cans, bottles, cigarettes; tinfoil, etc.

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070

Module'3

AmkSuggsst ways of preserving or keep-Wing th-d-items until the students

return to the classroom.

-Now take a field trip.t.6 anarea where man has not lived inharmony with nature and returnwith a collection, When you re-turn classify or grOup the itemsby touch, smell, taste, size,color, living, non-living, etc.

Nest take the field trip toan area where man has lived inhawony with nature. Clasbifyand group those items.

You, actually at this timewithout knowing or realizing it,perhaps havb constructed a multi-stage classification system withtwo main groups those items from-the area of harmony with natureand those-items from the non-har-monious area.

Relate this to the conceptthat Indians lived in harmonywith nature and their envirn-ment and did not disturb the bal-ance of-nature even though thinat times meant hard times. Theyidentified with elements of na-ture closely and had high respectfor nature.

Additionel activities may en-tail making a comparative ecolog-ical slide, presentation or thereading of a story depicting theIndian value of living in balancewith nature and reporting eitherwritten or orally on it. Storiesof this type are now available inmost libraries.

APPRAISAL'

Ask each child in the room toput five things they collected onthe field trips in two sets, one

of living things andone of non-living things.

Call the children's attentionback to the Indian contributions.Ask them to'observe their families'meals .for one day. Have them list.items used in their everyday life

- Which were contributed in theearly days by Indians.

The students could make collages-of the two groupings for an eXtracreditoactivity.

COMPETENCY MEASURE,

Task 1:

Say to the child, tell me oneway that we can know whether some-,thing is living. The child willname at least one characteristicby saying: it grows; it needs foodand water; or it needs air.

Task 2:

Arrange a rubber eraser, a bean,and a ruler in front of a child andask which are Indian contributions.

Task 3:

Say to the child, tell me asmany things as.you can that theIndians introduced to 'the colonistswhen they began settling NorthAmerica.

Task 4:

Ask the child to tell of someways the Indian lived in harmonywith nature.

. -P

; SCIENCE-,

°. A N

a

PERSPECTIVE

As.

MONTHS,"SEASONS,

INDIAN SIGNS AND

THEIR MEANINGS

MODULE MEASURING TIME VIA ESTIMATION ANa OBSERVATION

OBJECTIVES

AT THE EN OF THIS UNIT THE CHILD WILL BE ABLE TO:

1, MAKE AN ESTIMATION AND USE OBSERVATION AND

-LOGIC AS A BASE'FOR THAT ESTIMATION,

2. MEASURE TIM&SEQUENCES BY USING METHODS OTHERTHAN THE TRADITIONAL CALENDAR, TICS SHARPENING

THE IMPORTANT SKILL OF OBSERVATION,

27

MOdule 4I 4

RATIONALE

This module Is an experience in themeasuring of time via the medium of Nat-ure. Some of the,meanings attached tosigns to nature; may be regarded as super-stition, in much the same way the "blackcat" is an omen in modern times. Manyothers, however, are based on logic de,rived from observing nature and the ef..fect of the changAng seasons. Thus,in this module children will learn tomake estimations by comparing theseasons and ,the calendar.'

Estimating is a skill that requiresfamiliarity with a measuring system, inthis case our present calendar. Practicein eRtimating leads to a greater facilityfor the use of a measuring system.

VOCABULARY

Freeze MoistureIndicator CrystalsHall Migratory

Logic

INSTRUCTIONAL 'PROCEDURE

To begin :the module about esti-mation we must take the calendar hichwe are using on a comparison bas. nd

understand what it consists of whatsystem used by. the Sioux is similar.Perhaps a fun way of setting up thatcomparison is by using a word jumblePuzzle. Here all of the months aremixed up and out of ordinary sequence. AThe student is required to un-jumblethe word or words and place them inan ordinal sequence. The following isthe list needed for this exercise, youmay scramble them any way you wish,but an example is furnished.

28

January

February

March

April

Correct List

Snow Moon

Hunger Moon

Crow Mon

Grass Moon

May Planting Moon

Junp Rose Moon

July Heat Moon

August thunder,Moon

September Hunting Moon

October Falling Leaf Moon

November Beaver Moon

December Long Night Moon

Scrambled Example

Cemerbde

-January

Vbermeon

February

Toreboc

March

Smeeeptbr

April

Tdusag

May Noginamplmto (twowords)

Long Night Moon

Woononsm (two words)

Beaver Moon

Goonermunh (two words)

Falling Leaf Moon

Roonowcm (two words)

Hunting Mon

SsooarGm (two words)

Thunder Moon

Yulj Heat Moon

June Ooosermn

Now ask the students if they feelthat any logic was used on the part ofthe Lakotas in-structuring their calen-dar, was there any estimation?

Module 4

Invariably things about the snowand January comparison will bebrought out to show logic and.students will also note that thecalendar in both systems isactually an estimation of time.

ACTIVITY 1

Break the students into groupsof four. Ask the students in.each group to pick a season.(Spring, summer, autumn, winter)Direct the students to write areport that contains informationabout the seasons and its re-lationships such as temperaturb,moisture, length, earth,....position,and perhaps a variety of popularactivities for that season. Thegroups will then combine the re-ports and come up with a"e'ori-sensus estimation of time foreach season:

1. According to the equi-nox method.

2. According to .the actual, seasons at they occur

-in their part of thestate.

Prior to-concluding thisactivity, put the following onthe. board:

Maturity

Birth

Old Age = Natural Death

Hard things.in life

Ask the students'to attachone of these meanings to a °

season. The correct answersare:

Summer - Maturity

Autumn - Old'Age -Natural Death

Winter - Hard thingsin life

Spring - Birth

I, Ask the students why they thinkthe Lakota attached the above mean-

' ings to, those seasons. Bring out.tithe pod that the seasons are a

cycle. That cycle is recurringand is therefbre a circle. Thecircle, according to Lakota re- .

ligious teachings, is the symbolof the universe.

ACTIVITY. 2

Estimation involves the, skillof observation. Observation wasregarded as a highly valued skillamong Indian people because itwas crucial for survival.

Introduce the following signsand their meanings by puttingthem on an overhead projector andhaving the'students take notesand react tn, the signs and theirvalue in estimating conditionsand changes in the environment.

After awhile the studentswill really get into it, don'tworry If they start slowly.

p

r

INDIAN SIGNS AND THEIR MEANINGyS

7

1. If muskrats build their houses towardthe edge of the lake.

Mild winter

Logic: A muskrat needs open water to get out of his house.Thuse' if he builds near the edge of the lake therewon't be a long, hard freeze.

2. If muskrats build their homes inthe middle.of the lake.

7

Long winter

Logic: A Muskratwill' build in deep water so it will not .

freeze 4o he cannot get out of his house if thereis going to be a long, hard freeze.

3. If snakes stay 'around in late falTt

Logic: Snakes hibernate in the winter, thus can be usedas an indicator of the length of fall. '

4. If rabbits keep their gray colorsunusually lorig.

Logic: Since they turn white in winter we can use themas an indicator of when winteris coming.

5. If rabbits turn white early

Logic: 'Same as number four.a

6. When summer birds linger longerthan usUal

7. If the little birds arrive earlyin February and March.

S,

8. If crows are seen in February,

,Logic for 6, 7, and 8:' Birds follow instinctivemigratory patterns, and routes at various timesof the'year. Their arrival and departure areindicators of the seasons to those who observe'them.

9. When leaves On the ash trees turn upwards.

Logic: Moisture affects the position of sometypes of leaves.

411 10. When cranes 'return southward in earlyfall.

Lode: They move ahead of a storm.

30

Long fall

Long fall

Early winter

Long fall

Early spring

Early spring

Rain

Stdrm

Module 4A call for

rain11. A chattering squirrel.

Logic: This is more a.sign that it will rain thana 'call for rain. Squirrels will chatterwhile gathering or eating food; they eatand store food before a rainstorm.

12., If the quarter moon starts downward.

Logic: Moon affects the weather on the earthand thus when tipped up signifies thedumping of rain.

13. If quarter moon tips upward.

Logic _Opposite of number 12.

14. During fall weather if a large rainboweffect ring is noticeable.

Logic: Ice crystals cause a halo effect whichcan be seen before rain or a storm.

15,. If a small child holds his hands upto the heat.

Logic: Cold weather is probably already beginningto pet in thds making" the child cold.Weather will probably get colder.

All of the aforementioned signsand their interpretations involvethe skills of Teasurement of time,estimation,, kB observation. Askthe students to bring frorehomone sign, its meaning, and itslogic for tomorrow. Emphasize`~that listening carefully is a keyto getting elders to relate withyou. I am sure the morrow willbring many new and interestingsigns which students could usealong with the ones they alreadyhave to improve those criticalskills of estimation and obser-vation.

APPRAISAL

Require students to'conductan outdoor estimation/ohservationexperience and report on it. Na-ture is a treasure chest for thistype of appraisal.

4

Task 1:

Rain

Dry weather

Storm

Cold weather

COMPETENCY MEASURE

Have children participate ina spell-down activity making use of

, months and Lakota meanings, seasons,and Lakota meanings and signs andtheir meanings.

Task 2:

:Ask each student to make an.-estimation And write a report. Re-port must contain observations andlogic used in_ making the esti ation.

Materials needed:

Module '4

31

L.

SCIENCE

A N

INDIAN

PERSPECTME

I

KITCHEN CHEMISTRY

MAKING FRIED BREAD

MODULE 5

)

AT THE END'OF THIS MODULE TH

EUSE

ILD SHOULD BE ABLE TO:

1. CONSTRUCT THE LIQUID AND DRY MEASURING. SYSTEMS FROM SMALLEST TO-LARGEST.

2. HAVE A PRACTICAL KNOWLEDGE OF THEAPPLICATION OF BOTH SYSTEMS.

32

1

Module 5`-

RATIONALE

Measurement as far as cooking and volume for common application have

been used by people in their everyday lives for ages, way back to B.C.

The children will deal'with both liquid and dry measure to familiarizethemselves with standard units used in the U.S. today'to measure volume for

liquid and dry materials. An Indian recipe will be used as a medium for ,

acquiring those measurement skills.

%of

TablespOonTeaspoonCup

.PintRecipeLiquid

VOCABULARY

QuartGallonPeckBushelVolumeDry

INSTRUCTIONAL PROCEDURE

To begin pass out the following crossword puzzle to help students famil-

iarize themselves with the basic vocabulary for the liquid and dry measure

used in this module.

ACTIVITY 1

444C

I

q

ACROSS

It takes three of #1 down tomake this item.

2. Usual measure for a drink.

3. Is equal to sixteen of #2 across.

4.. Equals four of #2 across and twoof #4 down.

3'

1. 2.

DOWN

1. Eating utensil.

2. Largest dry measure,

3. It rhymes with deck and isused for measuring.

4. Equals two of #2 across.

T A B L E

G A L L 0 N

Q

0 0 N

2.

4.

C U

K

U A R T

.33

Module 5

After the students completethe crossword puzzle have themconduct an inquiry into the liq-uid and dry systems and constructan individual chart for bothsystems.

LIQUID,2-1

2

. ACTIVITY 2

Today's task is to use ghat yoI Illknow to make accurate measurement.This lesson will deal with the smallunits of measurSMent of both theliquid and dry systems.

For many years people have3 teaspoons = 1 tablespoon traded recipes for delicious food

16 tablespoons = 1 cup and somehow, even though they used2 cups ==.' 1 pint terms such as pinches, some, a2 pints = 1 quart handful, etc., the cooking was good4 quarts

DRY

= 1 gallon to sat: These days, however, reci-pes are much more exact and measur-ingtools are of standard sizeMake these points early so that you

3 teaspoons = 1 tablespoon reinforce the way some mothers may16 tablespoons = 1 cup still cook, by estimation.2 cups = 1 pint2 pints = 1 quart Prior td-elasS heat some fat in8 quarts = lopeck . a frying pan so it will bel ready

4 pecks = 1 bushel 4 when you need it.

Now that the children have in-quired and have constructed achart, encourage them to mix dif-ferent multiples to make the samemeasure.

Example,:P

2 pints = 1 quart4 cups = 1 quart64 tablespoons = 1 callart

192 teaspoons = 1 quart

Ask each child to go home andmeasure something for their even-ing meal and report back tomorrow.

sampledisplay.

would be wise to acquire afqSach measurement for

,^^

Materials

TeaspoonTablespoonCupPintQuart

BushelGallonPeck

3 1

Using the following recipe havethe class divide in groups of aboutfive to a group to mix a batch ofIndian fried bread.

1 cup sifted flour1 teaspoon baking powder1/4 teaspoon salt2 tablespoons shorting3/8 cup milk

Sift dry ingredients, cut inshortening well, add milk to drymixture. Mix until blended. Roll ,

out on a floured surf ante and gut instrips of about 3 indhes. Slasheach in the center,v Fry in deepfat until brown, turn and fry onthe other side, Drain and eat.

This should make enough foreach member of the group to havea p*ce.

This experience should giveeach member of the class an oppor-tunity to put measuring unites topractical use.

'Module 5 3

0 Safety Notes:

The instructor should handle :"*

the frying of the bead and shouldbe sure that dull knives are usedfor cutting and mixing.

Materials

From your school kitchen:

MilkSaltFlourShorteningTable knivesElectric fry anFatAbsorbent paperCupsTeaspooniMiking bowls

Special,Note:

IIIThere may be an Indian re-source perscin in your communityto assist you with this experiment

ACTIVITY 3

The final activity of thisunit is obtaining a working knowl-edge of the large measurement unitsusing th days' milk break as avehicleTbr breaking down largeunits into small units.

For a milk break during theday place the milk in gallon con-tainers, then ask students tobreak this down into quarts, pints4and then cups for dispersal toeach student. Actually, you haveintegrated the skill of measure-ment into the student's practicalexperience and he or she will re-tain that knowledge much longer.

Do the same with a bushel ofapples, or orange exceptexcept breakit down into busheU, pecks, andquarts.

This activity, which is so verysimple, can be one that will leavea lasting learning impression. Besure to discuss activities as theytake place.

Materials

Gallon containersQuart containersCupsPint containersBushel containerPeck containersApples,Milk

Note:.

1

Your hot lunch program may beof assistance.

APPRAISAL

Make a table in which the stu-dents have to fill in the blankspaces. You will be able to tellif they we're able to comprehendthe measuring' concepts or if theyneed further work.

4

Example: Fill in the blanks

Liquid Measurement

3,5

1 cup .111110.

1 tablespoon =

1 pint

1 quart.

1 gallon

6 cups

4 gallons

teaspoons

teaspoons

cups

pints

pints

pints

quarts

Do the same for dry measure.

Module 5

k COMPETENCY MEASURE

Task 1:

Ask each student to list fromsmallist to largest the units forboth the liquid and dry measure.

Task 2:

Ask each student to write ashort answer to which measuringsystem you used to make friedbread and why?

Task 3:

Have each student use a re-source book to find out aboutother measuring - systems thatmight be used. This would bea quest for further information.

They might discover themetric system, the Apothecarie's`fluid measure system, Troyweight system,'etc.

3 G\$

INDIA Ni

PERSPECTI\KE

TANGRAMS AND

INDIAN DESIGNS

MODULE SHARES

OBJECTIVES4

AT THE END'OF THIS MODULE THE CHILD SHOULD BE ABLE TO:

I. AtCOGNIZE AND DESCRIBE THE TRIANGLE,

SQUARE AND RHOMBOID.

2. RECOGNIZE'AND BUILD SO 'IANPICTO'RAPHS AND BASIC D GN

3'7

Module 6RAT ONALE

Children must learri the shapesthat are basic to structures ofthe world.

In order to learn those shapesa basic hands on approach is neces-sary to create interest.

This module is designed toive the children an experiencewith Tangrams during which thebasics of Triangles, Squares, andRhomboids should be mastered.

The student will work withbasic designs and then copy someIndian designs after which acreative activity will take place.

VOCABULARY

SquareDesignTangrams

RhomboidTriangle

ADVANCE PREPARATION

You', as an instructor, mustcopy enough Tangrams for the class.It is best to use heavy cardboardfor durability.

INSTRUCTIONAL PROCEDURE

When introducing the Tangramuse the following short legend:

A young Chinese man was build-ing a house and was looking for theperfect tile for his robf. One dayhe found that perfect square pieceof tile and was rushing fame when(using the overhead projector tossthe pieces of a Tangram on it) hefell and this is what happened.

He then spent the rest of hisAmklife putting the pieces in a per-Irfect square again.

Now hand out envelopes with thepieces of a Tangram in each and askthem to make a perfect square withtheir pieces.

In the meantime, align yourpieces in the shape of a Squarerallowing the light to shine throughbetween pi9ces.

3o

Example:

light shiningough

1

Module 6

A Tangram can be made of thin material. It is a Squareconsisting of -five Triangles, A Square and a Rhomboid.It is possible to re-combination these figures intomany differeht figures. The Square is, however, basic.,One solution to the Square is below; there are others.The figure below can be used for copying and makingadditional Tangrams.

V

3i4

'Module 6

This will allow the studentslip to quickly form a Square now, if

they were not able to in the timeallotted.

Materials

A Tangramlor each student

ACTIVITY 1

Take the Tangram, look at theparts and separate the Triangles,the Square, and the Rhomboid.

Talk a little bit about eachand ask each student to do someresearch on those basic figures.

Pass out, the Tangrams again,or ask the students to get theirTlbgrams and try to make "threeSquares out of the pieces. Thisshould be an easy task. The chil-dren spould.cdme up with:

Two Triangles, a Square andone Square out of'theseven pieces.

Tangrams

s

)

Materials

4 0

ACTIVITY 2

Let's try some Indiandesigns ndw.

Here i,s an easy 'one!

I

Stdrids for hill in Indianpictographs.)

P

3

9

Module 6

Feathers

Arrow hOads"

Now ask the *students tojoin together with another per-son and put their. tangrams .

together to make these designs.

Horse Tracks

Antwer

Butterfly also sign ofeverlasting life.

or patterns like these, whichappear in Sioux beadwork

Answer

Module 6

Answer

Note that the Sioux were expertsat using the geometric shapes intheir communications and craft work.

,

I

Other optional designs might be:

1.

2.r

4.

1N

5.

6.

MATERIALS - TangraMyo

ACTIVITY 5

Ask the students to return to

-2/their own Work areas and makea design of their own. It hasto be original. This was anIndian tradition to be original,to be the originator of a design.Then ask the students to outlinetheir design on a sheet of paperand share that sheet with afriend. Sharing is an Indianvalue that is held in highesteem.

A VA V

5

MA7RIAIA - Tangrams'

148dule 6 6

OPTIONAL ACTIVITIES

Five squares from one

Draw a square like the one below on a piece of paper. Thensee if you can divide it into five smaller square's, all equal toeach other and with a total area equal to the original square.

Answer

. Bisect the side of the original square at points A, B, C,and D, and draw the lines shown in the diagram.

The five resulting,squares will then meet the given conditions.

43

e

Module 6

The 20 triangles

This puzzle consists of 20 t;riangles, each one of the ame

size and shape. It is no easy, matter to fit them together toform a square. Anawer is shown.

The Cross and Square Puzzle

This is a difficult one. Cut frpm-,a piece of paper a crossof t e type shown in the drawing. It consists of five squares,each the same size. The puzzle isto cut the cross into 4piec s which,

40,

when fitted together, will form a perfect square.

4,1

7

Module 6

AAnswer: The Cross and Square Puzzle.

The methdd of cutting the cross is shown at the left, andthe method of fitting together the 4 pieces at the right-,

its

Rationale:

These simple puzzles will reinforce the learning of thebasic shapes learned in this module, the Triangle, Square,and Rhomboid.

Appraisal

Bring back the Tangram again, ask the students to put thepieces in the basic Square again.

Materials

Tangrams

Competency Measure

Use the Tangram again.

Task 1:

Place a T?tnngle on the overhead. Have the students tellwhat it is and describe it.

Task 2:

Use the same method with the Square.

Task 3:

Use the same method with the Rhomboid.

I

4 r

8

SCIENCE'

A N

INDIAN

APPROACH

I

INDIAN BEGINNINGS

ORIGINS CYCLES

e-5

)

,

004. ; o )

"N1 4

///

1,; i) If it4.4 1'41., 741 /

. ...AI.F/Aki

MODULE Z. BEGINNINGS ORIGINS : CYCLES

OBJECTIVES

THE STUDENT WILL BE ABLE TO:

1. DEFINE THE TERM BEGINNING AND RECOGNIZE'BEGINNINGS OF THINGS IN THEIR ENVIRONMENT.

2, KNOW WHAT A CYCLE IS AND RECOGNIZE CYCLESIN THE WORLD.

3. REALIZE WHAT AN ORIGIN IS AND APPLY IT TOREAL LIFE SITUATIONS.

0

Module 7

RATIONALE

This module allows the childto realize the mystery of the be-ginning of things. Like othermodules, this one will also de-velop the student's power ofobservation, discrimination, anddescription.

The study of beginnings isactually the study of cycles. Ac-

cording to Indian tradition, allthings travel in cycles or in a

circle. During this module wewill look at plants and animalsand experience a cycle.

Another segment will deal withthe origin of Indian People.

VOCABULARY

Beginning Cycle

Origin Tradition

111 INSTRUCTIONAL PROCEDURE

Begin with the concept of ori-gin and build the concept of begin-ning and cycle on.

ACTIVITY 1

Let'$ take a look at the con-cept of origin.

Read the following story tothe students:

How The Sioux Nation Was Born

The Sioux people do not claimto be related to any in the wholeworld. They do not say, as somepeople do, that their ancestorscame from Germany, Englarid,Their oldest legends teach thatthey are of very unusual ancestry.

Ages ago when the world wasyoung, a great flood visited thewestern plains. Many tribes came

to the of the prairies" toget away from the rising waters.

tir

These hills are near-the presenttowns of Pipestone, Minnesota andFLandreau, South Dakota. In the

lands of the rising and settingsuns, nations were destroyed fromthe earth. The water continued torise on the hills until it coveredall the people. Their flesh andblood was turned into red pipestone,say the wise old grandfathers.

While the tribes were drownding,a big, bald eagle, flew down so thata beautiful maiden could catch holdof its feet. The eagle carried heraway to the top of a great tree ona high cliff above the water. Up

on this cliff when the water wentdown again, the girl had twins, andtheir father was the great war eagle,which had turned into a great chief.

They began a new tribe that wasstrong and brave. The pipestone,which was the flesh of theW ancestors,is smoked as a symbol of peace. Theland of the pipestone still belongsto all tribes alike. The eagle'sfeather is proudly worn on the headsof Sioux braves and the eagle isthought to serve as a link for a directcommunication between the Great Spiritand Indian Holy Men, or Medicine Men.

Thisis a story of origin.Other tribes, have similar terms andstories which meant that they werethe original people. Sahnish wasArikara meaning "real people".Anishinable is Chippewa or Ojibwafor "original man".

Origin is then, the originalstarting point, or the first place.

Ask students to bring out someother examples of origin. The earthis perhaps the most common originpoint for many things.

Module 7ACTIVITY 2

Now that we know what an originis, let's look at beginnings.

Indian people found that manythings began as a result of a seriesof,consequences.

Prepare a'planter by cuttingoff the lower half of two plasticgallon containers. Poke holes inthe bottom; about ten holes isenough. Place a drip pan underthis container.

Plant a few seeds of corn ineach. Pokht out that it takes Asoil, water, and air to allow cornto grow.

!There are many beginnings ofcofn every year. yhe world hascome to depend on 'corn.

It was the American Indian,however, who was the first useror the originator of corn.

This exercise will take sometime as the corn will take a fewweeks to come up.

Materials

Gallon plastic containerCorn seedsDrip traysSoil

ACTIVITY 3

Start a family of mice.Mice are active home builders.Use a plastic box to start a fam-ilyNof mice.

Put small strips of cardboardand paper in the box. Add a fewsticks and several stones. Micelove to have things to climb on

They also like to chew sun-*flower seeds, celery, and carrots.

8

Be sure that your containerhas holes for air,and wateravailable.

You will also need a male andfemale mouse.

Observe the mice over a periodof time.

What do they use to build anest?

Do they ever work-together?

When are they most active?

When do they sleep?

How long id it take beforethey had little ones?

How many did they have?

Is it the oigin of 46 speciesof mice, or is it a beginningof a new brood?

Materials

RocksPaperA large plastic containerA water bottleA male and female mouse

ACTIVITY 4

Read aloud this short passagefrom Bladk Elk.

The power of the world alwaysworks in circles, and'everythingtries to be round. Iri the old dayswhen we were a strong and happy7.people, all our power came tollsfrom the sacred hoop of the nation,and so long as the hoop was un-broken the people flourished. Thetowering tree was the living center

r

rp

of the hoop, and the circle of thefour quarters nourished it. Theeast gave peace and, light, thesouth gave warmth, the west gaverain, and the north with its coldgAve strength and endurance.

Module 7

This Icnowledge came to use fromthe outer world with our religion.Everything the power of the worlddoes is done in a circle.

The sky is round and I haveheard that the earth is round likea ball, and so are sail the stars.The wind, in its greatest power,whirls. Birds make their nestsround, for theirs is the same re-ligion as ours. The sun comesforth and goes down again in acircle. The moon does the same,.and both are round.

Even the seasons form a great,dircle in their changing, and al-ways come back again to where theywere. The life of a man is acircle from childhood to child-hood and so it is everything wherepower moves.

Now look at the mniverse andpick out some things that move incircles. Try to get the studentsto look into nature, the seasons,the earth, etc., to bring out thecycles and circles they see.

APPRAISAL

Ask the students to start aplant of their own choice.

They should observe and des-cribe what, they observed each dayfor about five to six weeks. Usetheir descriptions to find out ifthey understand the concepts inthis module.

\\\ COMPETENCY MEASURE

Task 1:

Research the origin of IndianTribes. There are enough tribesin the United States for each stu-

0dent in your classroom to do one.

Task 2:

DiagraMSa cycle of life. Havethe students place themselves inthat cycle somewhere.

Task 3:

Ask the students to observethe world around them. Havethem keep a'list of all the newbeginnings they observe for oneweek .

4.9

3

SCIENCE THINGS IN

PERSPECTIVE

ODIEV- OBSERVATJOR Ama RECDRDING

OBJECTIVE&

OBSERVE THROUGH THE USE OF A MICROSCOPEAND RECORD THOSE OBSERVATIONS,

USE AND CARE FOR A MICROSCOPE PROPERLY,

64tAIN SOME BASIC FACTS ABOUT THINGSIN NATURE,

MbduleRATICALE.

This module deals with the..plant life and things in Nature.Modules 9 and 10 will deal withanimals and human interaction withNature.

Nature as a whole must be afundamental concern of all people'.

Within Nature, however, certainthings have special importance tocertain populations. Amongthosepopulations arg.the American Indians.This module delves into certainrelationships Indian people havehad with Nature.

VOCABULARY

Respect RelationshipsInteraction PopulationInquiry ChemicalsCeremonies CharacteristicsNature Environment

Microscope rINSTRUCTIONAL PROCEDURE

Request the students to bringpictures of pur , undisturbed Na-ture teD.school e day,before youbegin this unit. As a group activ-ity ask them tom e a bulletinboard somewhere in the schoolwhere it can be seen by the entirestudent body.

ACTIVITY 1

Duplicate the following ma-terial for the student to read.

Things In Nature

Water

The rivers, lakes and streamsAlive the most important things ofWature to us. We use the water

to drink, to bathe in, and forcooking.

51

1

Our older people carried water inanimal skins when they were hunt-ing Or traveling from place toplace. Water used to be so purethat there was no need for chemi-cals of any kind in it.

Trees

There are many trees in thisworld. However, there are treeswhich are sacred to the AmericanIndian.

Y. Red willow - The innerbark is used for smoking.

2. Grey willow - this willowis used for building sweatlodges.

3. Cottonwood - people doingquill work use-the cottonballs as a chewing materialto stop the porcupinequills used in quill workfrom going down theirthroats. The trunk ofthe tree was used as fire-wood. The trunk is alsocut in thin slabs and fas-tened into for drums.They grew

./traight and tail

and made ood fence posts.This tree has always beenused foi Sundance ceremon-ies.

Thunder and Lightning was an im-portant part of Nature as it wassaid to bring visions during whichthe knowledge of medicine or thingsto come was obtained.

Materials

Duplications

ACTIVITY 2

Now that we.have looked atthings in Nature from the Indianviewpoint, let's examine the threethings we read about from a scien-tific viewpoint.

4

Module 8

Lightning and Thunder

'In a storm you see the light-ning flash before you he(r thethunder that it creates. Bothlightning and thunder happen atthe same time.

pp you,know that you can tellllow Tar away thunder is? When yousee the flash of lightning, startcounting seconds. Stop when youhear the thunderclap. To findthe number of miles you are fromthe lightning, divide the numberof seconds by,five.

Example:

20 seconds between lightningand a thunderclap = 5=

4 miles.

4This activity can be explained

the day of the module, but willhave to be reported on after arainstorm. The result may bedays away. t is a good ex-perience, however.

. Do some research. Have thestudents find out things aboutthunder and .lightning from otherbooks.

Trees

This activity is best done inearly fall, but can be used inlate spring also.

Send the students out ingroups of two. Ask them to gatherat least 15 different kinds ofleaves. You may wish to havethe students mount them, but itis not necessary. They can labelthem, number them, or identifythem in any suitable way.

Ask each group ft study thecharacteristics of the leaves.Have them find something out aboutthe kind of tree it comes from.Try to encourage inquiry.

2

Water

Take a look at some tan waterthrough a microscope. The childshould learn to use a simple oicro-scope, but you as the instructc,rwill have to be sure it is in focus.You might have to practice thisskill.

Have the students recordivhatthey find.

1.

Next, take a look at some rain.or snow water.

Is there a difference? Whichis the purest? Do yOu think thetap water has any chemicals in it?.How can you find out?

This exercise has perhaps en-lightened the students. They prob-ably have never looked at things innature in any in depth way. Try, tostimulate inquiry.

Materials

Duplications

ACTIVITY

Read the following letter froman Indian college student to Nature.

Dear Valley,

I ain't a rich man, Mr.Valley. You know that much, Ireckon. Ain't educated rightwell neither. Ain't reallypowerful bright, but I know theyears have caught up to me. I

know what's got to be said. I

know I've got to write it out'before the end comes. It ain'tmuch, Mr. Valley, so it won'tbe too awful a waste of yourtime.

Just want to say a few words,to my friends. Never had nohome, Mr. Valley. Nobody nevercared except all of you. Youcared. I want to thank you forit.

,

Module 8Mr. Suh, this is to you.

Always liked you fella. Hopethat means something to you.You never, was too hot 'nor toobright for me. Alwgys likedyour company.. Liked the wayyou'd listen. You'was,one ofthe few who wasn't cold.

Mr. Brook, liked you too.Wanted to thank you extrapersonal for the way you al-ways give me a "Howdy", whenI come into the valley. "Howdy"is such a little ward. Youwas one of the few. that knewhow to sayit, cheerful, likethere was something behind it.

Mr. Tree, I owe you a lot.Owe you all that shade, ailthem good, big apples when Iwas hungry, the loan of thathoarse old Jay that used tosit way up there and chew meout when I was lonely. Never

,minded. He didn't mean noth-ing by it. YoU was good tome, Mr. Tree. Gave me all youhad. You was one of the fewthat never wanted payment.

Mr. Grass, I got a littlesurprise for you. Something Iknew all along, something youwas too good to tell me, butI knew it. I knew by the wayyou was always cool when Icame into the valley. You wasbeing good to me, friend. Youwas always a little softerwhen I took a notion to laydown. You was-always a littlegreener where I took .a notionto walk. You was always goodto me. You was one of themthat went out of their way.

Mr. Mountain, couldn'tforget you. Always liked towatch you standing there at

411the head of the valley, watch-ing me like something you wasa little proud of. Alwaysfelt good with you up there,big and quiet, caring a little.

3

Made me feel life was good.sometimes. Made me feel safe,and all you had to do was standthere, proud like. Ain'tawful hard work, I reckon,but you was one of the' fewthat cared enough to do it.

4 .

You, Mr. Valley, you mostof all, on account of you neverminded if I come to visit.You threw yourself open andwhat was inside was mine foras long as I stayed. You wasgenerous. The Almighty must've'loved you very much to give youall th1s. Take care of it,Mr. Valley.. Stand taller thanyou've ever stood, Mr. Mountain.You've gof a solemn duty here.

I'm afraid to say uch more.My leg ain't paining e as badas she was, but it on't foolme none. I know what's happening. I'd hate to leave thisletter unfinished. Wouldn'tseem right. After all you'vedone, it'd be like I was turn-ing my back.

I want to thank you all.Going to miss you, but I'll bein another place that probablylooks like this. A place where"I won't have to go around tothe back door.

Take care of me a little-while longer and I won't botheryou never again.

Gratefully,

Wilbur L. Ferberry

The students should be able tosee the importance of Nature and thethings in it frspm this writing.

Let them try some creativewriting about Nature, perhaps a letter

Remember thi6 is riot-an EnglishGrammar class. Allow the studentsto express their ideas. Read themall aloud they're all .good.-

Module.8 4Materials COMPETENCY MEASURE

Duplications

ACTIVITY 4

This activity will take someresearch. It will be easy, how-ever, for each student to comeup with at least one environmentalquote. Here is one just to startit off.

"Although I die, I shall.continue to live in every-thing that is. The buffaloeats the grass, and I can _

eat him; when I die, theearth eats me and sproutsmore grass. Therefore,'nbthing is ever lost andeach'thing is forever."

Old IndianAbout to die.

Ask the students to illustratetheir quote. Put.those quotes andillustrations up around the room.This activity should stimulate in-terest in the cycle of things.seems that everything moves incircles and eventually returns to

starting point. This is thereal lesson of Nature. Any inter-rupti n causes problems. Are, youcausing any problems?

APPRAISAL

Find a large colored pictureof a Nature scene. Have the stu-dents record the things in Naturethat they see in the picture.This should stimulate the student'sinterest in his or her surroundings.

Task 1:

Recheck the use of the' micro-scope by the student. The student.should be able to mount the slideand focus a simple microscope.

Task 2:-

Have the student record whathe or she sees on the slide theyhave mounted.

Try to use liquids other thanwater or onion skin.

Task 3:

Give a matching quiz on thedefinitions of the vocabularywords.

1.

SCLENTE

AN

^

PERS:P,ECTIV1E

I

INDIAN ANIMALS

AND`BIRDS

I

.4271e,17

,fltg,

qx-11

N4,5

4,

MODUJ.E a 7:ANIMAL ANDIIRa POPULATION INTER /CTION

OBJECTIVES

IDENTLFY ANIMALS WHICH ASSISTED :THE INDIAN INLIVING IAN HIS WORKADAY WORLD. Or

OBSERVE AND RECORD THOSE, OBSERVATIONS.

HAVE'A WORKING KNOWLEDGEOF SCIENCE DEFINITIONSTO, BE USED IN FUTURE YEARS,

'4

Module 9 1

RATIONALE

In this module the studentswill undertake a study of how'ani-

,

mals interacted withIndian people.The students will observe and re-cord how animlas were used by In-dians. -From the interaction ofanimals among Indian people muchcan be learned about populations.This module will be a base formodule.10.

VOCABULARY

Family Population.. Interaction OrnamentsCeremonial Robes

Quills - InterdependenceRecording

INSTRUCTIONAL PROCEDURE

Make cards for the studentswith the following information onit.

BUffalo or Bison

Largest wild animal in NorthAmerica. Indians used the buffalofor making tipis, robes, and otherclothing. They ate the meat andused the bones for. tools.

2 - Deer

A source of meat and hides forclothing. Especially cermonialclothing.

3 AnteiOpe

Their hide was used in makingclotheS androbes% Antelope meatwas eaten.

4- Fox

Indians liked to make rugs,caps and bags from the fur offoxes.

5 Coyotes

A friend of the Sioux Indians.It is said the coyotes used tospeak their language.

6 - Beaver

At one time the beaver helpedthe-Lakota Indians by making abridge for them.

7 Rabbits

Indians. used the soft, warmfur of rabbits to make clothesand robes.

8 - Skunks

Indians made medicine fromthem.

9 Muskrats

Muskrati.have soft, thick fur-which the Indians used to makemittens and caps.

10 - Elk

The Indians ate elk meat. Elk

hides were used as robes' for shelter.The racks were used for ornaments andtools. The teeth, a sign of prestige,were used as ornaments by the women.

11 Porcupine

The main use was.for delicatesewing, called quill work. The

quills were picked'and dyed They

were then used to decorate vests,jackets, purses, moccasins'and belts.The long hairs of the porcupine wereused for headdresse5 or roaches.The meat was eaten and the teethmade into necklaces.

tr

Module 9

Pass the cards out and'let thestudents themselves introduce thismodule by reading their card aloudto the class.

ACTIVITY 1

Now that the students haVe thehang of things as far as animalsand their uses by Indians, havethem make a card of their own whichgives:

1. Animal name.2. A use of that animal

by today's population.

Remember this unit deals with theuse of animals as an interactionwith other populations. Encouragethe use of common animals.

f.

Materials

5 x 8 cards for the class

ACTIVITY 2

By now the students have sharp-.ened their observation skillsthrough the other modules. Usethis observation exercise to de-

,' velop recording Skills.

ANIMAL'OR BIRD OBSERVATION NOTES

Animal Animal eats

Sparrow. -Seeds

WhereObserved

Sidewalk

This observation will be bestdone in small groups in a park orfield ara.

Paper

Materials

4a,

0

Module 9ACTIVITY 3

6

Ask students to collect as many pictures of animals and birds as- .

th_y can. Make a chart from those pictures.

Obtain a large piece of paper or use the blackboard for i chartsimilar to the one that follows:

00-

NAME 4 FEEDS ON PLANTS FEEDS ON OTHER .

ANIMALSINDEPENDENT

Example:

Yes. Some (Eagle) NoBitds

Have each student put their animals on the board and decide whatinteractions the animal has with other populations, plants, etc.

Students are getting the picture nOw of population independence.Use the pictures for a bulletin board after this exercise.

*or

Materials:

PicturesPaper (large)Blackboard

APPRAISAL

The students should obtain definitions of terms used throughoutScience programs. Have them define in their own words:

1. Population (what, is a)2. Interaction3. Inter4. Family5. Recording

COMPETENCY MEASURE

Task 1:

Use a matching exercise the cards from the introduction.Students should be very accurate.

411 Task 2:

Have the students list a number of organisms that feed on plants,pn other animals.

5 is

SCIENCE

A N

INDIAN

PERSPECTIVE

I a

0.

POPULATIONS

INTERACTIONS

INDIAN APPROACHES

, s-

MODULE LQ. HUMAN POPULATION INTERACTIONS

OBJECTIVES

THE STUDENT WILL BE ABLE TO:-

1. IDENTIFY HUMAN INTERACTIONS WITH OTHERORGANISMS.

2. SUGGEST CONSEQUENCES OF HUMAN INTERACTIONSWITH OTHER ORGANISMS.

3, BECOME PART OF A POPULATION NETWORK.

)5

Module 10

RATIONALE

Members of the human speciesinteract with each other and withtheir environments. 'Indian pe6Pletried to interact with their en-vironment on a least harm to otherorganisms basis. Students willstudy this module considering someof the consequences of humanbehavior.

InteractOrganisms

/- HarmonyNatureAdjustment

err

EnvironmentPopulationHarmfulTraditionalPlumes

INSTRUCTIONAL PROCEDURE

Begin this module by readingthis short,story which portiaysan interaction between man, In-dians in this case, and anotheropulation.

Once upon a time a child hadwandered away from his vil-lage. He was still veryyoung. The child was foundby.a male and a female bearand their cub, At first, thechild was afraid of the bears,but they were-kind and tookcare of the child.

Afters some time, the child be-came very used to the bearsand treated them as if theywere his own father and mother.A little later still, theboy became used to eating thesame food as the bears. Theirfood was mainly 'meat, berries,honey, and sometimes fish. Heknew how to sense danger andalso how to be very alert. Hedid not know, however, that hewould one day be taken awayfrom his father and mother bear.

60

1

One day a hunting party wadpassing by. They saw thisboy with the bears,_and plannedhow they would captuie him andtake him back to their village.They watched the boy carefully

when he had drifted awaythe bears, one of the

hun ers took him.

It took five men to tie him up.

After some time, the boy foundanother way of life. He helpedthe people of his new home bybecoming their guide, and scout.He showed them many. things hehad learned .from his fatherand mother bear. He showedthem many ways ,to hunt, fish,and find food for the village.,The people developed greatrespect for the bears whohad loved and'taught the boy.

Thus, to the Indians, bearsbecame special animals, thought'to have powers of life andhealing. Love had beenpassedfrom animals to man and backagain.

ACTIVITY 1

Interaction with other Populations

Find four pictures from recentmagazines that show man interactingwith other populations. Some sug-gestions are:

An-Indian huntingA cowboy herding cattleA man fishingA plane spraying cropsetc.

Take each instance and listhow each interaction is helpful to

man. Then look at how each inter-action could be possibly harmful.

Module 10

Example:

Helpful

A plane spraying crops. The plane isspraying the field to prevent insect fromdestroying the crops.

Harmful

The spray may contain harmful chemicalswhich may be absorbed by the crops.

_ ACTIVITY 2

Interaction Results

In what ways can interactions help man?In what way can theyharm man? How can liv-ing in harmony be a key?

Read aloud the following to the class:

Ha±mony means getting along withsomething. Harmony means makingadjustments. Going to school re-sults in an adjustment: If youdidn't, you would be unhappy andyou would make others unhappy.

Nature is everyone and everythingaround us. It may be- divided in-to four parts:

1. Ourselves - withoutourselves we wouldn't.-know that others exist.

2. God without a makernothing would exist.

3. Fellow man it wouldbe a dull world with-out the. people aroundus for company.

4. The world - this in-cludes everything else,animals, plants, rocks,water, land, sun, moon,stars, etc.

61

Many people in the past tried toconquer nature, They were never-trulyat peace with, any of the important partsof nature. They are not at peace withthemselves, or God, or their fellow man.We can still see this in wars, riots,and violence around us. Today the Ind-ian world is trying to teach non- Indiansa lesson fran the past by teaching ttad,itional adjustment to nature.

First, let's look at how thand-ian viewed God and the world. Hd con-sidered both to be holy, or sacred. Heviewed his animal friends as brothers,the rocks, plants, etc., asrholy things'given to him by the Great Spirit. Ifyou icould have visited with a wise didIndian, before the non -Indian came, youmight have heard him say sarnthing likethe following:

"I am an old man and I havelived a long time. Afterlooking around me, I have de-cided this, that the GreatSpirit is our father and theearth is' our mother; becauseout of it he made us."

If we accept this viewpoint of thethings of the earth as being sacred andbelonging to God, we would probably notdestroy or pollute them.

The way the old-time-Indian lookedat himself was that he was a-partthe things around him that we call nat-ure and if nature was sacred then, he,being, part of nature, was also sacred,as well as his fellow man. He did nottry to cheat or destroy his fellow man.

It is true that the Indians didkill animals for food, and that theyused a part of nature to make a livingfor themselves and their families.However, we must ermember that they usedonly what. they needed to survive, andthat no part of an animal was everwasted.

Module 10

It is very important forpeople to learn to get alongwith each other. Have thestudents construct an inter-action diagram like the onethat follows:

HELPS MAN 'HARMS MAN

3

SUGGESTIONS FORHARMONY AS INDIANSWOULD PROBABLY LIVE

Saves plants whichbeetles destroy

Prdvides food and oil

Provides cigarettes,cigars and pipe

tobacco

,

Provides skin forcoats, hats

Provides wool forclothing

Provides Christmastrees, clears landfor buildings orroads

Provides meat forfood, providessport

.

.

.

,

x

.

.

.

poisonsman beetles

.

,

,

.

.

.

catchesman whales

-plantsman tobacco

traps .

man beavers

. raisesman sheep,

cuts downman pine

trees

shootsman ducks

This should have the effect.of bringing out points of impor4ance

such as harmony, adjustment, interaction and popu4tion.4

62

Module.10 ACTIVITY 3

GOING - GOING - GONE?

Buffalo melat was once usedfor food. All other parts of theBuffalo were used by the Indianalso. The plumes of snowy Egrets,were widely used to decoratewomen's hats.

Both animals were hunted -insuch great numbers by non-Indiansthat almost all members of thesepopulations were killed.

Other animals that representpopulations in danger are the

. bald eagle, polar bear, and seaotter. What kinds of interactions,caused these populations todecrease?

Have the student write anoriginal essay with a solution tothe problem of interaction*withany of the populations discussed.Be sure to present supportivedata for all of their conclusionsor solutions,

APPRAISAL

Present a photo'-of a humaninteraction. Have the.studentslist the consequences of that in-teraction.

Next'.have them list some-hu-man interactions which could haveprevented the consequences. A for-est fire might be a prime example.

COMPETENCY MViSURE

Task 1:

'Have the students define thevocabulary words through a matchingexercise.

Task 2:

Prepare a set of index cardswith a plant or animal printed onit. Have the students pick whatthey wish.

4

Have the whole class sit closetogether on the floor. Pin a'card on each student so that theother students can read it. Passout pieces of yarn. Haxie each stu-dent hold one end of a piece andgive the other to another studentwith an organism with which he orshe would like to interact. Useas many pieces of yarn as it takesto make an interact -ion net.

When all possible combinationsare hooked up, ask each student topull in on the yarn until the net

- is firm. Tell members of theclass to hold the lines steady andto stay loose and relaxed withtheir eyes closed. When all areready, pick a good spot and pressdown -quickly on one part, of thenet.

Do they get the point? Try it.It's fun.

ACKNOWLEDGMENTS

Indian Culture For Elementary Teachers

ScienceA Process Approach.

Science Curriculum For The Improvement Study

Modular Activities Program In Science

Elementary Science Learning By Investigating

Black,Elk Speaks

'Lakoa Indian Values

Indians Past and Present

Editinr, by Margaret Allery

64I