INSYS 497E Designing Web-Enhanced Learning Environment Strategies for Science, Math, and Technology Educators of Native Americans

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The lesson plans below have been created by K-12 teachers of Native American students. The lesson were created to fulfill graduate credit requirements for this course offered through the Instructional Systems Program at The Pennsylvania State University. WELES were developed through a joint venture between NASA Dryden Flight Research Center and the Instructional Systems Program at The Pennsylvania State University College of Education.

Lessons created by:

You can view your classmate's lessons by clicking on the lesson title next to their name or by scrolling through the page . . .

Author

Grades

 Lesson titles . . .
Paige Blake

K-4

 Water Cycle --  Naya Nuki’s Journey  --  2. Shoshoni Indian Tribe --  3. A Study of Weather -- 4. Grizzly Bear  --  5. Native American Stories  --  Transportation - Now and Then 

(note: Naya Nuki's Journey is the introduction to lessons 2-5 above)
Mary Larson

Linderman Elementary Flathead Indian Reservation, MT

K-4

 Aviation and Native American History -- Moon (Na tin ik) Kootenai -- Sun/Stars/Na tan ik (Kootenai) -- Flight / Navigation Eagles (Ak nuq tu tam Ky aq nu qut) 
Sherri Johnson

Little Black Bear Elementary, Fond du Lac Reservation, Minnesota

K-4

 Starry, Starry Nights* -- Up in the Clouds! -- Find your way!*

* Margaret Big George -Ojibwe Consultant
Catherine Beise

Little Black Bear Elementary, Fond du Lac Reservation

K-4

 Which way did it blow?* -- Where Does Winds Come From?* -- Which Way is North?*

* Margaret Big George, cultural consultant
Kathy Knudson

5-8

 Atmosphere Layers -- Atmosphere Painting -- Cool Clouds in a bottle -- Weather Prediction -- Absorption -- Types of clouds

 
DeAnn Ross

Meridian Middle School Bellingham, Washington

5-8

 Solar System Model -- What is Weather? -- Weather Disasters -- Phases of the moon --  Guest speakers - meteorology -- Weather Instruments - Psychrometers

 
Crystal Herman

Okreek Elementary School-Todd County School District

5-8

 Visible and Invisible Forms of Navigation -- Air Mass  -- Weather  -- Star Gazette  --           Native America Chat Line -- The Big Trip

 
Mary Alice Thomas

9-12

 The Stars of the Big Dipper -- Height of buildings -- Traveling with Chief Joseph

 
Regina Sievert

9-12

 Investigating Bernoulli’s Principle -- Global Positioning System: Theory and Use --    Scavenger Hunt flight - Technology

 
Caroline Stands   LAKOTA CONSTELLATIONS -- Where did constellations come from?  -- Navigating the Net --Star Dating --   Little Stars Grow up  -- Keeping Track of Time

Lesson Plan: Water Cycle Created by: Paige Blake                grades: K-4

  (Generative Learning)

Time: Three 45 minute science periods

Lesson Purpose: The students will study water and learn about the water cycle using the Native American story called Water Story. They will explore on the World Wide Web with fifth grade buddies. Draw a water cycle, and act out the water cycle.

Lesson Objectives:

1. Students will be able to name the various forms of water and explain the water cycle after exploring from one to three sites on the WWW with a fifth grade buddy.

2. Students will be able to draw a model of the water cycle.

3. Students will read the story Water Story, from the Native American Reading Series, in pairs.

4. Each pair will share their favorite part of the story, stating what it tells about the water cycle.

Activity Content: Students will learn the various parts of the water cycle and know an example of each part.

Teacher Preparation:

Materials for Classroom:

National Standards:

Understands basic features of the Earth

Lesson Procedures:

Introduction: Day 1

Students are sitting in table groups of three or four. Have each group brainstorm everything they think of about the word "water". Have a spokesperson name the list to go on a large chart in the front of the room.

Procedures for the Classroom: Day 1 cont.

Discuss the chart as a group and then have students sit and listen as you read the story Water Story. Do a picture preview together before reading the story. Discuss the story as it is read to the students.

Have the students team up with their fifth grade buddies and explore the bookmarked sites on the WWW, with the following goals in mind: Find out what the water cycle is, find out how many forms water comes in, find and write down three fact about water found on the web.

Day 2

Have the students share information they found on the WWW with their buddies.

Next, draw the water cycle on a large piece of chart paper, as a class. Have various students come up to draw the pictures of the different parts of the water cycle, discuss the various forms of water.

Day 3

As a review, show the NASA water cycle overhead and discuss the various parts of the cycle. Turn off the overhead and have each student draw their own water cycle on large construction paper, encourage them to be creative as they draw their pictures for each stage of the cycle.

As students finish, have them take a copy of the book Water Story to read and quietly discuss with a partner who is also finished with their water cycle picture. Circulate through the room to listen to the various groups, help them figure out how their favorite part of the story relates to the water cycle.

When all groups are finished, the pairs will go up to the front of the room to explain their favorite part of the story and how it relates to the water cycle.

Follow-up Activities:

1. The students will have the opportunity to act out the water cycle. In groups of three each student will draw a part of the cycle out of a hat and act it out. Various students can talk about the water cycle and act it out for the whole class.

2. Do the demonstrating the water cycle activities on pages 13-15 of the NASA’s Our Mission to Planet Earth Guide to Teaching Earth System Science.

Vocabulary: cycles, moisture, precipitation, evaporation, water cycle

Web Sites:

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Lesson Plan: Naya Nuki’s Journey           Created by: Paige Blake                grades: K-4

Lesson Summary: This set of four lessons is based around the story Naya Nuki Shoshoni Girl Who Ran by Kenneth Thomasma. Three or four chapters are read each day during story time. At the end of each of these reading times the following two things will be charted: Naya Nuki’s route on a map, and a list of navigational signs Naya Nuki uses to find her way home.

Activity Content: Students will learn about an eleven year old Shoshoni girl’s adventures, struggles, and survival means as she is captured by a rival tribe, and then escapes and travels back to her people. Her journey covers over a thousand miles, and more than a months time. Various topics from her journey will be focused on more extensively during the science period.

On the first day of the Naya Nuki study, a student journal can be handed out. The students can write "Naya Nuki Travel Journal" and decorate the cover. This can be used to record information learned during story time, science, and free time.

In Science we will study the following:

 

Lesson 2 of Naya Nuki:  The Shoshoni Indian Tribe                                                    grades: K-4

(Collaborative Learning)

Time Required: Two 30 minute story time sessions and two 45 minute science class periods.

Lesson Objectives:

1. In pairs, with a fifth grade helper, the students will use the WWW to find out about the Shoshoni people. They will find out the ways the Shoshoni traveled, hunted and made shelters during Naya Nuki’s time.

2. Students will cooperate and make decisions together.

3. The pairs will make a chart together listing the ways the Shoshoni people traveled, hunted, and made shelters in the past, and the current ways.

Lesson Procedures:

Day 1

Have students briefly summarize the first four chapters of Naya Nuki as a class (On the Move, The Attack, The Long March East, and Slavery) that have been read during story time earlier in the day.

The prearranged pairs will go to the computer lab with their fifth grade helper to research about the Shoshoni people, using the bookmarked web sites. *See below. They will take turns recording their information in their journals.

Day 2

The second day, or when they have found the information they need, the students will return to the classroom and together decide how to make their chart of the information learned. (Two to three simple chart examples will be posted on the white board, and explained to each group) Walk around and monitor the pairs as they work.

After they have completed their charts, and as they wait for other pairs to complete the assignment, students can do one of the following: Read one of the books on the Shoshoni in our reading area or at a desk, or write about and draw a picture of some aspect of Shoshoni life in student journals.

When all student pairs have their charts complete, they will present their finding to the class.

We will discuss the information learned and compare and contrast the past ways to the present.

Teacher Preparation:

Materials and Resources:

Follow-up Activities:

1.Find information about each students ancestors (tribes) from early times. Compare the information with that learned about the Shoshoni.

Web Sites:

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Lesson 3 of Naya Nuki:   A Study of Weather   Created by: Paige Blake                 grades: K-4

  (Expository Presentation)

Time Required: Two 30 minute story time sessions and two 45 minute science class periods.

Lesson Objectives:

1. Students will be able to name one type of weather that helped Naya Nuki and one type that hindered her during her journey.

2. On a large sheet of construction paper, divided into four sections, students will draw, and color four scenes showing four types of weather.

Lesson Procedures:

Day 1

Discuss the four chapters read in Naya Nuki (A Night to Run, Danger at Night, Always Alert, and Burial Platform)

Ask the students to tell the types of weather Naya Nuki had encountered in the book so far. On white board write the three categories: helpful weather, harmful weather, and neutral weather (define the word ‘neutral’)

Tell the class you will be using some web sites to find out more information about weather together. Have the class grab their journals and a pencil and sit in chairs and on the floor around the classroom computer. Locate the bookmarked web sites and have students write down five weather facts as you give them information from the web sites. Find the four day forecast for your area.

Give students a large sheet of construction paper. Have them fold it in half twice and open up to find four equal boxes. Tell students to draw pictures showing four types of weather. After they have drawn their pictures, they can use glue to add texture to their scenes.

Day 2

The next day, pass out a piece of paper to each student and have them write about the type of weather that helped Naya Nuki and the type that harmed her during her journey. When the students have completed this assignment and turned it in, they can get their dried glue picture and color and use chalk to color each area appropriately.

Teacher Preparation:

Materials and Resources:

Follow-up Activities:

1. Have students ask parents and grandparents ways they know to predict the weather without reading the paper or listening to the news.

Web Sites:

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 Lesson 4 of Naya Nuki:   The Grizzly Bear        Created by: Paige Blake                  grades: K-4

 (Problem Based Learning)

Time Required: Two 30 minute story time sessions and two 45 minute science class periods. Five or ten minutes for three days to learn a bear fact. 15 minutes scheduled with the kindergarten teacher for a presentation.

Lesson Objectives:

  1. Students will find five facts on the WWW about bears.h
  2. Students will work together cooperatively to solve their bear problem.
  3. Students will share their bear information with a kindergarten class. Each student sharing one fact.

Lesson Procedures:

Day 1

Review chapters 9 through 12 ( Inches from Death, Food and Hides, The End?, and Moving West Again) Discuss Naya Nuki’s scary experience with the grizzly bear.

Divide the students into groups of four (plus a fifth grade helper). Read the five grizzly bear problems to the group (each typed on a strip of paper). Place each paper strip in a hat and have one student from each group pick out a problem. Have groups go to the computer lab and reread their problem. With help from the fifth grader, students will research bears, each writing down five facts about bears. They will be trying to find solutions to the problem their group has. (I would recommend preparing the fifth grade students ahead of time so they can assist their group and guide them toward a solution.)

During this time the teacher needs to spend time with each group and give them guidance in their problem solving.

When groups get finished, they can return to the classroom and read books about bears in the reading area, or write and draw in their journals.

Day 2

The second day, when all groups are finished, have the groups share their problem with the class, and their solutions. Discuss each problem and solution and share other solutions students from other groups provide.

Have each student pick a bear fact. Type each fact and cut the strips and distribute to the students. Have students learn their fact the next few days, lining up and practicing without strips of paper.

During free time, each student can draw bear pictures to give to a student in the kindergarten class.

Set up a time (10-15) minutes with the kindergarten teacher to have students come and share bear facts with the kindergartners. When the class enters the kindergarten class, explain to the younger children what the 2nd graders have been studying. Have each student tell their fact and show their picture. As the students leave they can give their picture to one of the kindergartners.

Teacher Preparation:

    1. A grizzly bear has been coming out of the mountains and eating the Mountain Ashe berries on your neighbor’s tree.
    2. You are hiking in the woods near your house and you see two cubs playing in a stream nearby.
    3. The bears are crossing a busy highway to get apples from an orchard. One bear has been hit by a car.
    4. A dumpster near the grocery store in town has been raided by bears during the night.
    5. You are on a hike going up a trail and you see a bear in the distance.

***(These are all problems that could happen here in Montana, close to where we live)***

Materials and Resources:

Follow-up Activities:

Learn more about other animals Naya Nuki encountered during her trip, like wolves or buffalo. You could use the following web site: http://animal.discovery.com/animal.html

Web Sites:

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 Lesson 5 of Naya Nuki: Native American Stories       Created by: Paige Blake                 grades: K-4

       (Expository Presentation)

Time Required: Two 30 minute story time sessions and one science class period.

Lesson Objectives:

  1. To have students learn to appreciate Native American stories about nature and how important they were in Naya Nuki’s time.
  2. To respectfully listen as elders come into our classroom to tell stories.
  3. In groups of three, with a fifth grade buddy, the students will find a Native American story on the WWW and draw pictures to go along with it.
  4. Students will be able to tell their favorite part of Naya Nuki and tell why they like it.

Lesson Procedures:

Day 1

Finish reading Naya Nuki (Chapters 13-15, Mountains!, Stopped, and A Day to Remember). Discuss how Naya Nuki was helped by remembering a story told to her by the elders of her tribe.

***If guests have been scheduled to come in to tell a story, schedule them for this day or the next few days.***

Have students go to the computer lab with their groups and fifth grade buddy and look for Native American stories on the WWW. Have the buddy read several stories to the students.

Have the students pick their favorite story and draw some scenes from the story, putting the title and author on the picture.

Day 2

Read the Epilogue to the book Naya Nuki to the students. Discuss the book and have students tell their favorite parts of the story either orally or written.

Teacher Preparation:

Materials and Resources:

Web Sites:

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 Lesson Plan: Transportation - Then and Now     Created by: Paige Blake                   grades: K-4

(Collaborative Learning)

Time Required: Four days, 45 minute periods

Lesson Objectives:

  1. The students will be able to explain two ways humans were able to travel many years ago, and two ways humans travel now.
  2. The students will make models of transportation from the past, present, and create one for the future working in pairs.

Lesson Summary: The students will explore various types of transportation from the past, present, and future on the WWW and in books. They will create various crafts used now, and in the past and those that may be used in the future.

Introduction: Day 1

Ask the students what the word "transportation" means. Make a web on a large piece of butcher paper with the ideas the students give. Start with ways the students have traveled and move on to ways they would like to travel, ways they think their grandparents traveled, ways they think their grandchildren will travel.

Lesson Procedures:

Day 1 cont.

Have pairs of students go to the computer lab with their fifth grade buddy. Look for pictures of transportation from the past, present, and future. Print out appropriate pictures to use in the future.

Day 2

Have the students cut out the pictures they found on the WWW and then look through magazines to find other pictures of transportation used in the past, present, or possibly future. After the students have each cut out a few pictures, tape the pictures on the timeline on the wall. It will have three sections ‘past, present, and future’ Have the students come up and tape their pictures on the timeline where they think they should go. Discuss what has been found (most pictures are from the present) Ask for some volunteers look for some pictures of modes of transportation from the past in the Native American resources from the library. Have those students draw and color their picture to add to the timeline. Other students can look through the NASA materials to get ideas for future forms of transportation. These can be drawn and colored, and added to the timeline. The new additions to the timeline can be admired and discussed.

Day 2

The Past: Read some stories from the Indian Reading Series or other sources that include various forms of transportation used in the past. In groups of three, the students will build a model of their favorite type of transportation from the

past. Using clay, rocks leaves, twigs, etc. When the students are done, have a sharing circle with each student telling about their creation. The projects will be displayed in the classroom.

Day 3

The Present: Read some nonfiction stories from the library about cars, trucks, planes, boats, trains bikes, etc. Discuss the way the students have traveled. Have the students make their favorite form of transportation used today in their groups. They can use construction paper, tissue paper, toilet paper rolls, cardboard, etc. After the projects are completed, have another sharing circle and then display the finished products in the classroom.

Day 4

The Future Find some science fiction books, or excerpts to read to the students to give the students ideas, or show pictures from the NASA resources, etc. to give the students ideas. Have the students make a craft of some sort

that could be used in the future. The students can use foil, colored poster board, wire, tin cans, colored plastic wrap, etc. Again, when the projects are complete, have the students share, and then display in the room.

Teacher Preparation:

Student Preparation:

Materials for Classroom:

National Standards:

Understands the nature of scientific inquiry.

Follow-up Activities: As a follow-up activity, the students could invite a kindergarten or first grade class to share their projects and tell about what they have learned.

Vocabulary: transportation, canoe, spacecraft, automobile, airplane

Evaluation Suggestions: Have students write about each of the three periods of transportation, include pictures.

Web Sites:

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Lesson Plan: Aviation and Native American History    Created by: Mary Larson                 grades: K-4

(Expository Presentation - Telling)

Time Required: Four days, 45 minute periods

Activity Content: Mapping, time lines, history (Aviation, Native American)

Standards Addressed:

Math Standards:

Mathematics as communication

1. Relate physical materials, pictures, and diagrams to mathematical ideas;

2. Realize that representing, discussing, reading, writing, and listening to mathematics are a vital part of learning and using mathematics.

3. Use models, known facts, properties, and relationships to explain their thinking;

4. Develop the process of measuring and concepts related to units of measurement;

5. Collect, organize, and describe data;

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Science Standards:

1. Knows that learning can come from careful observations and simple experiments.

2. Understands that in science it is helpful to work with a team and share findings with others.

3. Knows that although men and women doing scientific inquiry have learned much about objects, events, and phenomena in nature, there is still much to be understood

4. Knows that some objects occur in nature, whereas others have been designed and made by people to solve human problems.

5. Knows that people have always had problems and invented tools and techniques (ways of doing something) to solve problems; trying to determine the effects of various solutions helps people avoid some new problems.

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Teacher Preparation: Find biographies of Charles Lindbergh and Amelia Earhart. (see Bibliography) Post large map of the world. Write letters to parents. Post large time line on the wall to put up pictures and information. Call museums to set up field trips. Collect history pictures and information from your area and from your family. Line up a Native American Historian or story teller to come into the classroom to speak.

Student Preparation: Show students how to use bookmarks and the web. Let children explore on a few web sites.

Materials for Classroom: Biographies of Charles Lindbergh and Amelia Earhart. Bookmark Internet Sites. (See below)

Objectives:

1. The students will learn about Charles Lindbergh and Amelia Earhart through reading biographies to them.

2. The students will learn to make time lines.

3. The students will be able to tell about Charles Lindbergh and Amelia Earhart’s life in chronological order after developing a time line on the wall with pictures.

4. The students will be able to display pictures and written information on a large time line, posted on the wall. The display will feature some history of their own town or (reservation site) and of their own personal history, this being the same period of time that Charles Lindbergh and Amelia Earhart made their amazing flights.

Introduction:

Assess: What is history? What do they know about Charles Lindbergh and Amelia Earhart? What do they know about the history of their town? What do they know about their own family history?

Procedures for the Classroom:

Day 1: Read to children "Flight" by Robert Burleigh. (see Bibliography) It is a children’s book and can be read in 15 or 20 minutes. Discuss the story and have the children explain to each other what is going on. A map is a good idea to have close by for a graphic to show where Charles Lindbergh started and ended his flight. Show the children the time line on the wall and put a picture of Charles Lindbergh and his plane above the date he flew across the Atlantic.

Send parent letter home (see following letter)

Day 2: Read Amelia Earhart Biography. (See Bibliography) Use a map to show her famous flight. Put Pictures of Amelia Earhart and her plane on the time line above 1937.

Day 3: Introduce the bookmarks related to Amelia Earhart and Charles Lindbergh. Ask older students or parents to come in and help children read through the information. Try to get as many children on the sites as possible. Start with the easier reading sites. (See Web Site information)

Day 4: Go to the City Museum and concentrate on the time of Charles Lindbergh’s life (1927) and Amelia Earhart’s life (1935). Ask older children or parents to go with you to the museum so that you can break into small groups. Show the children how to look for dates. Have parents or older children record information for the children and make copies of pictures.

(See letter below)

Day 5: Start displaying pictures on the time line starting with the history of the area and the children’s family history. Have a Native American Historian come in and tell stories of what life was like on the reservation at the time of Lindbergh and Earhart. Have the children illustrate the stories that the Native American Historian shared.

Day 6: Have one or two families come in and share stories of their personal family history with the children.

Facts and Concepts:

*Charles Lindbergh became the first person in the world to fly across the Atlantic Ocean on May 21,1927. He was 25 years old. *He flew from New York, New York to Paris, France.

*Charles Lindbergh’s flight across the ocean lasted 33 ½ hours.

*His plan was named the Spirit of St. Louis.

*He took a life raft but not a parachute.

*Spirit of St. Louis is 9’10" high and 27’8" long.

*Engine: single 223-horsepower Wright Whirlwind J-5-C engine. *Lindbergh’s route: Left Roosevelt Field, Long Island, New York flew towards New England, Canada, Nova Scotia, Newfoundland, across the Atlantic Ocean, Ireland, English Channel and landed at the LeBourget Airport in Paris, France.

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*1908 Amelia saw her first plane at the Iowa Sate Fair. She was not impressed. *1918 First became interested in airplanes while working at a military hospital during World War 1.

*1920 Took her first airplane ride and decided to take flying lessons.

*1922 Bought her own plane with her mother’s help. She was 25 years old.

Painted her plane yellow and called it the Canary.

*1928 Amelia was asked to fly across the Atlantic as a passenger. The plane was called the Friendship.

*1931 Married George Putman.

*1932 Amelia was the first women to fly across the Atlantic ocean by herself. *1937 Amelia tried flying around the world. Amelia was lost somewhere in the Pacific Ocean never to be heard from again.

*Quote "You to can dream big dreams"

Follow-up Activities: Finish reading the other books listed in the Biographies on Charles Lindbergh and Amelia Earhart. Let children play with compasses and make paper airplanes. If you are looking for a fun hands on airplane activity look in the NASA Educational Booklet called Discovery PED-105/June 1994 on Page 12.

Vocabulary: Time line, history, Maps, Atlantic Ocean, Flight, Native Americans, Story Tellers, Genealogies (family trees) , Web Site, Bookmarks, Reservation, museum

Evaluation Suggestions:

Assessment:

______________________________________________________________________________

Dear Parents,

We will be studying historical events this year. We will be learning about time lines, history of aviation and Native American history as well as some personal history with your help. I will be introducing a time line between the years of 1900-2000. We will be gathering historical pictures from the local museums and the Peoples Center to add to our time line. Please be watching for further information on field trips and please gather some of your own personal genealogies.

Thank You,

______________________________________________________________________________

Dear Parents,

We will be going on a field trip (Date)___________________ to the local museums. We will be searching for local history between the years of 1920 and 1940. We will need some volunteers to help the children find local information and pictures of this time period. If you can go on the field trip please sign your name and phone number below.

Thank You,

______________________________________________________________________________

Web Sites:

Teacher Sites:

Student Sites:

Suggested Resources:

Continue to use this time line lesson plan format with the following people and planes. (See pictures below)

Charles Lindbergh.jpg (83553 bytes)Picture from: NASA Education Department, PED-105/June 1994 Discovery Booklet from NASA

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Lesson Plan: Moon (Na tin ik) Kootenai    Created by: Mary Larson                 grades: K-4

(Inquisitory Presentation - Questioning)

Time Required: One month

Link: Nasa, Native American, Space, Math, Science, Phases of the Moon

Activity Content: Science facts, Native American Legends, History, Math

Teacher Preparation:

Student Preparation:

Materials for Classroom:

Objectives:

1. The students will be able to tell information about the moon.

2. The students will be able to recite Native American stories about the moon.

3. The students will learn the phases of the moon and what the phases look like through observation.

4. The students will observe the sky during the day and night for sightings of the moon.

Standards: Science

Introduction:

Assessment:

Procedures for the Classroom:

Day 1:

Day 2:

After the children have had a week or so to observe and draw the moon changing, start talking about how it is changing and ask this question. Why is the moon changing its shape? Activity to understand the moon's phases: A dark room, a friend, a flashlight, and a small round object like a grapefruit. Grapefruit is the moon, the flashlight is the sun. Put the grapefruit on the table, stand behind your friend and start vto rotate around the grapefruit to observe and understand the phases of the moon.

Day 3 and 4:

Day 5:

Day 6:

Day 7:

Read "The First Man on the Moon" What would it be like to go to the moon? (no air, not much gravity, cold at night and hot during the day, no food or water, they have found pockets of ice on the moon so this could open up all kinds of new adventures.) (Neil Armstrong, the first man to set foot on the moon, said, "That's one small step for man, one giant leap for mankind." Write an adventure story about the moon. Write to John Glenn and ask questions about the moon and the flight in space when he was younger and what is is like now that he is older.

Address: NASA Dryden Flight Research Center Public Affairs Office, Edwards, Calif. 93523  (805) 258-3447 pao@news.dfrc.nasa.gov

Greetings to all our Friends of Space Day!

History was made in 1962 when a man by the name of John Glenn became the first American to orbit the Earth. Next week, more than 32 years later, Glenn is at it again. On October 29th, the 77-year-old former Senator from Ohio will become the oldest human ever to visit space.You can participate by sending him a personal, pre-flight message via Spaceday.com

Log on at http://www.spaceday.com/johnglenn/postcard.htm and send Glenn and the crew of STS-95 a virtual postcard to wish them "Godspeed" on their historic flight. We'll collect your postcards and present them to Glenn before his mission. And remember - Space Day 1999 happens on May 6th. Mark your calendars and get your telescopes ready!

Facts and Concepts:

 Follow-up Activities:

Poems:

The Sometime Moon, by Margaret Hillert

What the Moon Is, by Margaret Hillert

THE MOON By: Karen Gunderson

The light from the moon

really comes from the sun.

Watching its phases

can be lots of fun.

We can't see a new moon

because there's no light,

but then a thin crescent

shows up in the night.

Next, quarter moon, half moon

and then very soon

the sky is lit up

by a big bright full moon.

As the phases continue,

the light moves on

until once again

it looks like its gone.

Vocabulary:

Phases of the Moon, Native American Legends, Directions (North, South, East and West), Waxes, Wanes, Gravity

Evaluation Suggestions:

Have students draw pictures of the phases of the moon and label them. Orally ask students what they have learned about the Moon and record it on a tape. Send the tape home to parents or play it during Parent Teacher Conferences.

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Dear Parents,

This little book I'm sending home with your child is a Moon Book. Would you please help your child for the next month draw what the moon looks like every night. Would you please help your child record the time of night, what part of the sky the moon is in and what phase the moon is at. We will be talking about this at school and I'll send home some information for you to read so that you can help your child. If you have any questions please give me a call at school.

Thank you,

 

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Suggested Resources:

Books

Web Sites

 Magazines

NASA Videos

Reading The Moon's Secrets

Poetry

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Lesson Plan: Sun/Stars/Na tan ik (Kootenai)    Created by: Mary Larson                 grades: K-4

(Collaborative Learning)

Time Required: Nine months (seasonal activities)

Link: Science, Math, Native Americans, NASA,  Sun, Weather, Time Direction

Activity Content:

Summary:

The elementary students will learn information about the Sun through Native American stories, hands on projects, writing mini books and daily observations outside. Other areas such as direction, shadows, sun dials, Native American life styles and weather will be brought into the unit.

Standards Addressed:

Earth and Space

1. Understands essential ideas about the composition and structure of the universe and the Earth's and Sun's place in it

2. Understands energy types, sources, and conversions, and their relationship to heat and temperature.

3. Understands motion and the principles that explain it

Teacher Preparation:

Find a buddy class that is two or three years older than your class and ask if they want to do a sun unit together. Gather library books from the bibliography list or books you have in your library on the sun and Native American Life and how they relate to the sun. Create a big Sun out of butcher paper for recording beginning assessment and ending assessment. Put together mini Sun books for each buddy group. Set out poetry posters or books throughout the room.

Student Preparation:

Materials for Classroom:

Butcher Paper, Colored Paper, Paint, Library Books, Computer and Internet access.

Objectives:

1. The Students will be able to orally tell several facts about the Sun. (Some of the facts might be: The Sun does not move. The Sun is much, much larger than the earth. The Sun keeps the earth in orbit. We need the Sun to survive on this earth (for warmth and to grow food). The Sun is made out of hot gas.

2. The students will be able to write facts about the Sun in a small report form or story.

3. The students will be able to recite Native American stories or legends about the Sun.

4. The students will recall how Native Americans use the Sun.

5. The students will research NASA information about the Sun, book marked on the web.

6. The students will discover shadows and how they change throughout the year.

Introduction:

Day 1:

Procedures for the Classroom:

Day 2:

Day 3:

Day 4:

Day 5:

Day 6:

Day 7:

Day 8:

Facts and Concepts:

What lights the day?_________________________

What heats the Earth?________________________

What makes plants grow?_____________________

What keeps the planets in their places?__________________________

It's a certain star.

It's the Sun.

Where the Sun shines for many hours of the day, it is summer on Earth.

Where the Sun shines for fewer hours, it is winter.

The Sun's energy keeps every living thing on Earth alive.

The Sun's energy lifts the water out out of the oceans and makes the rain.

The sun's energy makes hurricanes. But it also makes rainbows.

The pull of the Sun's gravity keeps the planets from leaving their orbits and flying off into space.

Deep inside the Sun, churning, burning bits of matter crash into each other.

They knock themselves apart and then come together again in different ways.

This changes them from one gas into another as they move out toward the surface.

The journey may take millions of years.

Never, Never, Never look directly at the sun.

Not with your eyes or through binoculars or a telescope. It could blind you.

How can the the moon cover the sun?

Hold your hand up in front of your face. Close one eye. Can your hand cover a car? A tree? Even a house?

But your hand is much smaller than any of those things.

Sundog?: Ice crystals form a halo around the sun. Usually indicates bad weather is coming.

Follow up Activities:

Show video (listed below)

Make sun cookies (Web site listed below)

POETRY

SONGS

Vocabulary:

Directions (North, South, East and West), Energy, Gravity, Shadows, Sun Dial, Sun Dog, Legends, Orbit, Gas, NASA, Observatory, Big Dipper, Seasons)

Evaluation Suggestions:

----------------------------------------------------------------------------

Dear Parents,

Our science unit this month will focus on the Sun. We will learn many facts about the Sun. Your child will be doing a variety of activities related to the Sun. (Sun facts/ Mini books, Sun Pictures, Measuring, Native American Stories, Directions, Sun Dial, Shadows) Please help your child become aware of the Sun and the direction it rises and sets. Would you please graph with your child the time of day the Sun rises and sets for the next month. Any stories or information that you can share with the class would be appreciated.

Thank You,

----------------------------------------------------------------------------

Web Sites

BIBLIOGRAPHY

Video Resources

Poetry:

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Lesson Plan: Flight / Navigation Eagles (Ak nuq tu tam Ky aq nu qut)    Created by: Mary Larson             grades: K-4

(Generative Learning)

Time Required: Two to Three weeks

Link: Science, Math, Native Americans, NASA,  Flight, Eagles, Navigation

Summary:

The elementary students will learn about flight and navigation through the study of eagles and planes (Principle of Flight, Bernoulli's Principle). They will also learn how important an eagle is to a Native American Indian.

Standards:

Understands motion and the principles that explain it

1. Knows that an object's motion can be changed by a push or a pull by people or by other objects

2. Knows that the Earth's gravity pulls any object toward it without touching it

3. Uses simple equipment and tools to gather scientific data and extend the senses (rulers, calculators etc.)

4. Understands that in science it is helpful to work with a team and share findings with others

5. Knows that some objects occur in nature, whereas others have been designed and made by people to solve human problems

Teacher Preparation:

Student Preparation:

Materials for Classroom:

Styrofoam meat trays, Experiment materials if you choose to use the experiments. See list below

Objectives:

1. The students will be able to explain how Eagles fly.

2. The students will be able to explain how Planes Fly.

3. The students will be able to briefly explain Gravity,Thrust, Drag and Lift.

4. The students will gain an awareness of the importance Eagles have on Native American People?

Introduction:

Day 1:

Procedures for the Classroom:

Day 2:

Day 3:

Day 3:

Day 4:

Day 5:

Day 6:

 Day 7:

Facts and Concepts:

Gravity, Thrust, Drag and Lift will have to be explained daily.

Follow up Activities:

Vocabulary:

Gravity,Thrust, Drag, Lift

Evaluation Suggestions:

Ask children individually how birds and planes fly. (many children will not be able to explain this principle very easily. It will need to be explained daily.)

Web Sites

Principles of Flight

Native American Stories

Suggested Resources:

Native American Stories

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Lesson Plan: STARRY, STARRY NIGHTS    Created by: Sherri Johnson             grades: K-4

Time Required: Forty-five minutes to one hour ( more time needed for web research)

Link: Native American culture, science, math, art, language arts

Standard:

NCTM Math Curriculum Standard 6: Number Sense and Numeration – understand our numeration system by relating counting, grouping and place value concepts. Earth and Space Science, Content Standard D: Objects in the sky.

Summary:

The student will gain a basic understanding of constellations by listening to an Ojibwe story (this traditional story must be told only in the winter), and by creating, naming and counting a personal constellation.

Activity Content:

The students will show number knowledge and learn about constellations by placing "stars" on a "night sky", and by creating, naming and counting a personal constellation.

Teacher Preparation:

Student Preparation:

Several days prior to the lesson, instruct students to go outside after dark to observe the stars with their parents.

Websites:

1.     http://www.dibonsmith.com/stars.htm

2. http://indy4.fdl.cc.mn.us/~isk/stars/starmenu.html

3. http://einstein.stcloudstate.edu/Dome/

4. http://home.hiwaay.net/~krcool/Astro/Astro2.htm

Materials for Classroom:

Objectives:

Introduction:

Gather around a computer (or have the sites bookmarked on many computers in a lab, if possible). Look at the bookmarked web sites and discuss the stars, constellations and "night wonders" shown on the sites. Explain that the sites will be available for the students to view at their own leisure at a later time. In group, use the Seasons Chart in Ojibwe and English to discuss the typical weather in each season. Discuss that Spring and Summer are often the warmer seasons. Fall and Winter are often the cooler seasons. But at one time, it was always the Winter season on the Earth. Fisher was the animal who traveled to Skyland to bring us the warm weather. This story tells us how Fisher did this. Read, How Fisher Went to Skyland to the students.

Procedures:

After discussing and retelling the story:

1. Draw a picture of the Big Dipper on the board. Trace the Fisher shape around it to explain that Fisher became this constellation.

2. Recall how stars look in the night sky. Groups of stars are called constellations. Show a constellation chart to read the names and discuss.

3. Pass out counters and a piece of black paper to each child.

4. Explain that they will use the counters for "stars" and the black paper for "night skies".

5. Allow students time to observe a constellation chart and to experiment with creating constellations.

6. Have students clear their skies and be ready to listen.

7. Direct them to make a constellation with a certain number of stars. (i.e. "Everyone make a constellation with seven stars.")

8. After the teacher spot-checks for accuracy, direct students to clear their skies again.

9. Continue with this procedure, allowing opportunities to create constellations with several different numbers.

10. Direct students to create a special constellation using any number of stars they wish.

11. Pass out glue and a white crayon to each child.

12. Have them glue the pieces of these special constellations in place and connect the dots with the white crayons.

13. Have them name their personal constellations and write it for them on their black papers (if the students are young learners).

14. Students should count the number of stars used and write that number in the corner of their projects.

15. Share constellations with the group.

Facts and Concepts:

A fisher is an animal related to the weasel. Constellations are made of groups of stars. Traditional and contemporary people use the Big Dipper to navigate at night.

As read in the traditional story, Fisher was very brave and gave his life to bring warm weather to our Earth. The Creator recognized Fisher for his bravery by making him a permanent part of the sky - a constellation known as the Big Dipper.

Follow-Up Activities:

Students can create constellations by poking or punching holes in black paper, turning out the classroom lights and placing the paper on the overhead. Students can further explore the bookmarked web sites.

Vocabulary:

Evaluation:

Students demonstrate number accuracy when placing stars on their skies. Students create constellations, name them and label them with an accurate number.

Bibliography:

How Fisher Went to the Skyland: The Origin of the Big Dipper, NATIVE AMERICAN STORIES, Joseph Bruchac, Fulcrum Publishing, 1991

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Lesson Plan:    UP IN THE CLOUDS!  Created by: Sherri Johnson             grades: K-4

Time Required: One and a half to two hours (You may wish to do the introduction on Day 1 and the procedure on Day 2)

Link:  Native American culture, science, math, art and language arts

Standard:

Earth and Space Science, Content Standard D: Objects in the sky. NCTM Math Curriculum Standard: Measurement – make and use measurements in problem and everyday situations.

Summary: 

This lesson was created to teach students about clouds by making "cloud" pudding and by creating the three main types of clouds with cotton balls.

Activity Content:

The student will make "cloud" pudding and create the three main types of clouds with cotton balls.

Teacher Preparation:

All needed pudding items are available at a local grocery store. Any topping could be included to create "clouds". Have the pudding mix, measuring cup, and mixing spoon ready in a mixing bowl for each group. Open all toppings and put in spoons for sprinkling beforehand. Be sure to copy the cloud workpage with light blue paper.

Student Preparation:

Students should have some previous experience observing clouds of different types and noting their differences.

Websites:

1. http://vortex.plymouth.edu/clouds.html

2. http://athena.wednet.edu/curric/weather/pricloud/index.html

3. http://www.tempe3.K12.az.us/Thew/kreed/clouds.html

Materials for the Classroom:

Objectives:

Introduction:

In group, discuss the types of weather which might occur on a cloudy day. Explain clouds may bring rain, snow, hail, sleet or etc. Refer to the Ojibwe/English Weather Chart for ideas.

1. Group students in fours. Send each group to a table with supplies. Have them ready to listen to directions.

2. Group members can decide who will: a) open the package and dump it in the bowl, b) measure the milk and pour it in the bowl, and c) mix the ingredients until smooth (two members can help with this so everyone has a turn to help).

3. When pudding is smooth, have each group member fill a dish, then wait for directions.

4. Explain that their pudding is a "cloud". When their group is called, they may go to the topping table to create a storm cloud, snow cloud, etc.

5. Allow time for each group to go to the topping table. When they are done mixing, instruct them to go to the large group and wait to eat until all students have added their toppings. While waiting, encourage them to discuss the type of cloud they created and which toppings they used with their classmates.

6. When all students are in a group, tell them to eat their "clouds" and listen to the story, The Cloud Book.

Procedures for the Classroom:

Throw away or recycle bowls and spoons, then return to the group to retell and discuss the story.

1. Recall the types of clouds introduced in the story. Note that the three main types are the cirrus, cumulus and stratus clouds. Gather around the computer to visit the websites and discuss the pictures and information on clouds. Explain that the students will have time to further explore the sites at their leisure at a later time. Return to group.

2. On the board, the teacher will create an enlarged copy of the workpage with the three labeled sections.

3. The teacher will draw the appropriate cloud in each section with white chalk, then discuss properties with the group.

4. Have students find a work place. Pass out blue workpages, cotton balls, pencils, and glue.

5. Encourage students to use the board as a guide to create, then glue:

a. wispy, skinny, cirrus clouds.

b. big, fat, puffy, cumulus clouds.

c. all-over, cover-the-sky, stratus clouds.

6. While the clouds dry, go to group and again use the Weather Chart to repeat the types of weather created by clouds in Ojibwe and English.

Facts and Concepts:

Clouds may bring different types of weather. Cirrus clouds are skinny and wispy and may often have a curl on one end. Cumulus clouds are big, fat, puffy and "cotton-y". Stratus clouds cover the sky or a large area of sky and usually indicate inclement weather. Traditional Ojibwe people would often look to the sky to predict the weather for the next day.

Follow-up Activities:

Students could observe clouds over the course of a week and record their observations through illustrations. The students could then label the illustrations and discuss the properties of each cloud type.

Vocabulary:

Evaluation:

The students follow directions to make cloud pudding and create the three main types of clouds with cotton balls.

Bibliography:

The Cloud Book, Tomie De Paola, Holiday House, 1975

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Lesson Plan:   FIND YOUR WAY! Created by: Sherri Johnson             grades: K-4

Time Required: Forty-five minutes to one hour

Link: Native American culture, math, science, language arts, geography

Standard: Earth and Space Science, Content Standard D: Objects in the sky. NCTM Math Curriculum Standard 9: Geometry and Spatial Sense – develop spatial sense.

Summary:  In this lesson, the student will listen to a traditional story (this story should be told only in the winter) to learn how Original Man (later named Nanabosho) navigated or made his way to the home of his Grandmother, Nokomis. The student will then navigate or follow a message path to find a treasure (a treasure hunt) and work as a group to make a map to illustrate the path.

Activity Content:

The student will follow a message path to complete a treasure hunt and work in a group to make a map illustrating that path.

Teacher Preparation:

If a teacher has 28 plastic eggs - 7 each of 4 colors - s/he can label each color set: A, B, C, D, E, F, G and put the messages inside the eggs. If eggs are not available, the Ojibwe Navigation/Treasure Hunt Messages Sheet should be copied in 4 different colors. Cut the messages, fold them in halves and label them with the letters A - G on the backside of the slips. The teacher must fill in the blanks on the message sheets, making sure to label a different path for each team. The teacher may choose to fill in and use the included Path Sheet as a guide. Choose 5 different classrooms (or destinations) and vary the order for each team. The teacher should put 1 egg or slip of each color in 5 containers and place one of these containers at each destination. All teams will begin in the classroom and receive their first egg or slip from a container there. All teams will end in the same spot and receive their treasure from a container there. (1 Home classroom + 5 other destinations + 1 final destination = 7) Bookmark the websites for easy access.

Student Preparation:

It would be useful if students had previous experience working with maps and globes.

Websites:

1.     http://webcrawler.city.net/maps/

2. http://www.mapquest.com/

3. http://artsci-ccwin.concordia.ca/geog/bpc.html

Materials for the Classroom:

Objectives:

Introduction:

In group, show a globe and discuss that it is a map of the Earth.

Point to the different continents and name them. Show the place where we live on the globe. Repeat this process with a map of the US and of your state. Go to the computer and visit the web sites as a group. Access maps for our area. Do a map search on how to get from our school to Walmart on the mapquest site. Then find maps on how to get from one child’s house to another. Discuss how one might travel if they had to go to a far-away place. List ideas on chart (i.e. biking, walking, boating, etc.) and discuss. This story explains how Original Man traveled to meet his Nokomis. Read the story, Original Man and His Grandmother, Nokomis.

Procedures for the Classroom:

After reading, discussing and retelling the story:

1. Recall how Original Man looked at the sun, the moon and the North Star to navigate his way to Nokomis. Tell students that they are going to navigate their way to a special prize by following a message path. This is called a "treasure hunt". They will be on a team with a 5th grade reader (if appropriate). Teams will move from room-to-room by listening to the messages, going to those spots and getting the next alphabet letter messages from the containers.

2. Divide children into 4 teams with a 5th Grader as the leader (if appropriate).

3. Explain the rules: Stay with your leader, do not yell or run in the halls and return to the classroom after you have found your prize.

4. Assign a color to each team and give them each their egg or slip labeled A from the container.

5. Explain that when they reach their next destination, they should look for the container, take the egg or slip of their color, read the message and go to the next spot.

6. Give the go-ahead to read the first message and begin their journeys.

7. Allow time for the students to navigate to the treasure.

8. When all teams have returned, in group, compare and contrast their journeys to Original Man’s journey. Remind them that they had to try several different ways before the destination was reached, just as Original Man had to do.

9. Refer to the globe and maps discussed earlier. Encourage students to make a map of the route they traveled by drawing boxes for classrooms and then making a line or trail of their route.

10. Send each team to a work place. Pass out big white paper, crayons, markers and pencils.

11. Allow time for teams and their 5th grade leaders (if appropriate) to brainstorm and make a map of their journeys.

12. Share group maps with the class.

Facts and Concepts:

Traditional navigators often used the sun, the moon, the North Star and cardinal directions to find their way from place to place. Travel was often necessary for hunting, gathering, fishing, and for trading with other tribes. The method of looking for landmarks was also used for navigation.

Follow -Up Activities:

Draw a map from your house to your Grandmother’s house. Search for and print out a map from your house to a relative’s house. Enter the map contest shown on the concordia web site.

Evaluation:

The student will reach the final destination by following a message path. The student will help create a map of that path.

Bibliography:

A MISHOMIS BOOK: Book Number Three-Original Man and his Grandmother, Nokomis, Edward Benton Banai, Indian Country Communications, 1976

 

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PATH SHEET

Team__

A. Classroom

B.

C.

D.

E.

F.

G.

Team_____

A. Classroom

B.

C.

D.

E.

F.

G.

Team_____

A. Classroom

B.

C.

D.

E.

F.

G.

Team_____

A. Classroom

B.

C.

D.

E.

F.

G.

The hunt begins in the classroom.

G must be the same destination for all teams with the treasure in the container there.

B-F should be different for each group.

Use this sheet as an easy guide for you!

 

 

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OJIBWE NAVIGATION/TREASURE HUNT

MESSAGES SHEET

 

A is for Anishinabe - Original People, you see.

Go to the _______________ to find your B!

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B is for bezhig - number 2, yes me.

Go to the _______________to find your C!

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C is for canoe - jiimaan at sea.

Go to the _______________ to find your D!

---------------------------------------------------------------------------------------------------------------

D is for Dagwaagin - Fall, it may be.

Go to the _______________ to find your E!

---------------------------------------------------------------------------------------------------------------

E is for esiban - raccoon, a trickster at his best.

Go to the _______________ to find your F!

---------------------------------------------------------------------------------------------------------------

F is for fox - waagosh, orange and white is he.

Go to the _______________ to find your G!

---------------------------------------------------------------------------------------------------------------

Your journey’s almost over, you were wonderful and wise!

Go to the _______________ to find your prize!

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Lesson Plan:   Which Way did it Blow? Created by: Catherine Beise            grades: K-4

Time Required: 40 minutes to an hour

Link: Social Studies, Language arts

Standard: Science and Technology, Understands the nature of scientific inquiry. Knows that leaning can come from careful observations and simple experiments. Knows that tools add to information from our senses.

Summary: Students will listen to a legend about North Wind (Giiwedin) and Duck (Ziishiib) then they will make a wind vane.

Activty Content: Students will make a wind vane to tell which direction the wind is blowing. Students will make either a wind indicator or an anemometer.

Teacher Preparation:

It would be helpful to have an adult or an older student work with each group. Depending on the class, directions could be posted for children to work more independently. Gather the needed materials. Find a safe place outdoors to use the wind vane.

It would save time if the web sites were bookmarked ahead of time.

Websites:

1. http://sln2.fi.edu/tfi/units/energy/dixie.html

2. http://sln2.fi.edu/tfi/units/energy/vane.html

3. http://sln2.fi.edu.tfi/unit/energy/indicator.html

Materials and Resources:

Thin, square 8"x8" piece of wood (paneling works good), 8-d nail ( 4 " nail with a flat head), plastic drinking straw, empty spool of thread, markers, ruler, hammer, compass, scissors, arrow pattern, tape, stiff cardboard, computer, dixie cups.

Objectives:

Introduction:

Read North Wind Meets His Match. Discuss the legend. Ask the children why he was called North Wind. Explain how winds get their names. Tell the students they are going to make an instrument that is used to tell which way the wind is blowing.

Procedures for the Classroom:

After discussing the legend;

1. Divide the students into small groups and give each group a set of materials.

2. Trace the arrow pattern on the stiff cardboard. Cut it out.

3. Tape the arrow to one end of the straw.

4. On the backside of the board, draw 2 diagonal lines to find the midpoint.

5. Carefully, with the help of an older person or the teacher, pound the nail into the midpoint all the way through, stopping at the head of the nail. Pound it in enough so that when the board is turned over it will lay flat.

6. Turn the board over and label North, East, South and West.

7. Put the spool over the nail.

8. Slip the straw over the nail and into the spool. Make sure it can turn easily.

9. Take the wind vane outdoors to find out which way the wind is blowing. Use a ,compass to line up North on the wind vane with magnetic North

10. Look up the web sites bookmarked. Have students do one of the activities .

Facts and Concepts:

North winds come from the North, West winds come from the west and so on. That’s how winds get their names. Wind direction has a strong influence on weather in North America. Northerly winds usually bring cold weather. Wind blowing across the ocean sometimes bring rain more so than winds from the desert or mountains do.

Follow-up Activities:

Keep a daily chart of wind direction and temperature. Observe to see how wind and temperature are related. Students could use an anemometer to gauge how fast the wind is blowing (the directions for this are found on website #1). They can make a wind sock to check wind direction.

Vocabulary:

Evaluation Suggestions:

Observe to see if students followed the directions accurately to make the wind vane and check to see if they can correctly read the wind vane.

----------------------------------------------

North Wind Meets His Match

Adapted from Walk In Peace, written by Otto Simon

Long ago when it started to get cold on Mother Earth, Ziishiib (Duck) flew south. She didn’t like having to leave her home every year. So one year, she decided to stay home in the north where she lived.

She built herself a warm nest. Then she gathered a supply of wood for the fire. She found enough pieces of dry oak to keep her warm for the next four months or so.

Ziishiib was from a strong, hearty family of ducks. She knew how to survive when the cold Giiwedin (North Wind) began to blow. When the ice froze she broke it and went underneath it to search for food. Each time she went fishing, she brought back an extra fish to stock up on. Her intuition told her to have extra because winter could last a long time.

One day Giiwedin saw Zhiishiib gathering extra fish and decided to make it hard on her. He blew with more strength than ever before. He made it snow even more. Soon, big drifts were piled up around her home. Zhiishiib didn’t mind, she was snuggled up in her nest waiting patiently for spring.

Giiwedin decided to visit Zhiishiib. He knocked on the door and blew his way in. Zhiishiib welcomed him and invited him to sit by her fire. They talked about the weather. Zhiishiib told Giiwedin that the cold wasn’t bothering her. She had enough food and plenty of logs for the fire. "What’s the matter," she laughed, "Your wind doesn’t seem so cold, have you lost your strength?" She stoked up her fire and stretched out to enjoy it’s warmth.

Giiwedin was getting very angry. He couldn’t figure out this zhiishiib. No other bird or animal had ever defied him before. The longer he stayed at her house, the more Zhiishiib tormented him with taunts.

Giiwedin couldn’t take it any more. Her house was too warm and her insults unbearable, so he left. Some elders say this is why at times we have an early spring. Giiwedin has grown tired and left, while Zhiishiib is laughing.

Bibliography:

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Lesson Plan: Where Does Wind Come From?   Created by: Catherine Beise            grades: K-4

Time Required: 40 minutes to an hour

Link: Geography

Standard: Science as Inquiry Standards, Understands the Nature of Scientific Inquiry. Knows that learning can come from careful observation and simple experiments.

Summary:

This lesson is an introduction to a unit on wind. It explains how land and sea breezes are created. Fond Du Lac Indian Reservation is close to Lake Superior in northern Minnesota. Lake Superior is the largest lake in the U.S. so it has a huge impact on our weather and outdoor activities. The students will listen to an Ojibwe legend and look at pictures of Hot Air Balloons. Afterwards they will do an experiment that demonstrates that heat rises and contributes to the creation of wind.

Activity Content:

Students will cut out a spiral shape to demonstrate that heat rises.

Teacher Preparation:

Teacher needs to have an understanding of where wind comes from. Have a overhead projector or chalkboard available to illustrate the cycle or heat rising and cool air sinking and have copies of the spiral figure made for students to cut out.

The teacher should bookmark the websites to save time.

Websites:

1. http://www.super.net.uk/education/online/weather/about.html

2. http://www.itl.net/mpress.html

3. http://www.aws.com/globalwx.html

Materials and Resources:

Objectives:

Introduction:

Read the Ojibwe legend The Eagle Who Flew Too High. Discuss the story. Show the students pictures of Hot Air Balloons. Ask students if they know how the balloons work. Tell them they are going to learn how wind is created by doing an experiment.

Procedures for the Classroom:

After reading the legend and showing pictures of the balloons;

1. Pass out the spiral pattern, figure 1, and have students cut them out.

2. Poke a hole through the X and tie an eight inch thread in the hole and knot it.

3. Hold the thread still and see what happens.

4. Hold the spiral over a lamp or heat register and see what happens.

5. Ask students why they think it would spin.

6. On the overhead or chalkboard, draw the sea breeze and land breeze cycle, figure 2.

7. Have the students go to the computer to do further research on their own or with a partner. Have them write down five things they learned.

Facts and Concepts:

Explain to students that heat rises and this caused the spiral to spin. Tell them that wind is "air in motion". Hot air rises and flows towards cool air. Cool air flows toward warmer air. This creates sea breezes and land breezes.

Vocabulary:

Assessment:

Students should be able to draw and explain how sea breezes and land breezes are created.

 

 --------------------------------------------------- 

The Eagle Who Flew Too High

Adapted from Walk In Peace, written by Simon Ott

Ojibwe people knew how the Great Spirit reacts when too many animals live on Mother Earth. Years of surviving in the woods, trapping and hunting, provided them with knowledge of their animal brothers and sisters. They could predict weather and seasonal climate by the size of the animal, conditions of it’s fur and the number that were harvested that year. They could also tell the next year’s animal population by observing animal life, their behavior, and numbers.

One creature the Great Spirit provided to help regulate is the scavenger, buzzard. He can be seen circling and soaring high in the sky searching for prey, usually the dying or dead. This was not his role in the very old days.

In the old world there was once a family of eagles and they were the strongest of all birds that flew above Mother Earth. One of the young eagles in this family could fly higher and better than the others. His younger brother was very jealous of him. This bothered him so much that his jealousy became too much for him to stand. He began to wonder how he could outdo his brother.

One day an idea came to him. He would challenge his older sibling to a series of contests based on speed and aerobatics. His brother agreed to the challenge. The younger eagle lost every one of the contests. He had one chance left to beat his older brother and that was the contest to see who could fly the highest.

The younger eagle and his brother waited anxiously for a calm, clear day. Finally the day arrived. They agreed to let the older eagle compete first. He knew that he would fly higher than any eagle had ever flown before. All the other eagles came to watch.

The older brother flew up in the air. Up and up he flew, catching the wind currents, and climbing higher until he was just a speck in the sky. Then he slowly descended. The other eagles cheered loudly for him and upon his return greeted him enthusiastically.

This really made the younger eagle jealous and angry. He would fly differently. He flew straight up into the sky , determined to win. He picked up speed, getting higher and higher until he could hardly see the spectators below. Still he wasn’t satisfied. He just had to beat his brother. He gave one last burst of speed that took him higher than he had ever been before. He knew he was the winner.

But then, just as he was getting ready to turn back, an updraft caught him and carried him higher. He tried to fly down, but he couldn’t. The wind was pulling him toward the sun. He was getting hotter and hotter but still the updraft swept him up. He was helpless and out of control. The heat from the sun was becoming unbearable and he blacked out. When he came to he was descending rapidly towards Mother Earth. As he got closer he could hear the crowd of eagles laughing at him. His head was naked. The heat from the sun had singed off his beautiful white feathers.

Nanaboozhoo told him that this was his punishment for his envy. "From now on," he told him "you will be naked and a scavenger of the dead animal brothers and sisters." This is how he would have to exist. So from that day on, the eagle who flew too high became a buzzard. Ever since then he has been feeding on the carrion of Mother Earth.

Bibliography:

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Lesson Plan: Which Way is North?  Created by: Catherine Beise            grades: K-4

Time Required: Two hours

Link: Geography, Language arts

Standard:

Science and Technology Standards, Understands the nature of technology design. Knows that some objects in nature, whereas others have been designed and made by people to solve human problems

Physical Science Standards, Knows the kinds of forces that exist between objects and within atoms. Knows that magnets can be used to make some things move without being touched.

Summary:

This lesson begins with an Ojibwe legend that tells how being boastful and not paying attention to Brother Sun caused Waabooz (Rabbit) and Opitchi (Robin) to get lost in a dense swamp. Students will use a compass outdoors to find the location of a predetermined area. Students will use the computer to read about how a compass works. They will follow the diretions and create their own.

Activity Content:

Students will tell their positions at different points outdoors using a compass and also will make an observation where the sun is in relation to their body, example, over their shoulder, behind their back, etc. Students will go to bookmarks on the computer to read about compasses then they will make a compass.

Teacher Preparation:

Gather compasses at least 1 per 4 students. Make a worksheet with pictures of 4 compasses so students can write the cardinal and intercardinal points of four predetermined locations.

Teacher should bookmark the websites so students can find them quickly.,

The authors from the book Finding Your Bearings wrote, " A compass is a device used for determining directions. The inventor of the compass is generally attributed to the Chinese around 1100. Early compasses were just pieces of magnetic iron usually floated on straw or cork in a bowl of water. The Earth is a large magnet with a north and south magnetic pole. A magnetized needle floating free will be aligned north and south because of the Earth’s magnetic field. This principle has been used to make compasses. The magnetic compass changed navigation, allowing sailors and explores to make long-distance trips."

Websites:

1. http://www.astro.uio.no/~kjetikj/compass/

2. http://info.er.usgs.gov/fact-sheets/finding-your-way-html

3. http://www.howstuffworks.com/compass.htm

Materials:

Objectives:

Introduction:

Ask students:

1. Do you know where the North wall of the classroom is?

2. Do you know where the South, East, and West walls are?

3. Label the walls in Ojibwe and English

4. Why do you think it is important to know directions?

5. How do people know where they are at?

Procedures for the Classroom:

1. Explain the you are going to read a legend about Waabooz and Opitchi who should have paid attention to their surroundings and the direction they were heading. Read and discuss the story.

2. Draw a circle on the chalkboard and label the four directions in English and Ojibwe. Have the students read them aloud.

3. Explain that magnetic compasses have 16 directional points with the circular edge marked in degrees. North, east, south and west are called cardinal points. Northeast, northwest, southeast and southwest are called intercardinal or intermediate points.

4. Show the students a large map. Have a volunteer locate a city in the north, south, east or west.

5. Practice intermediate points by having a volunteer find a city in the northeast, northwest, southeast, and southwest.

6. Divide the class into small groups. Pass out a compass to each group. Let the students observe and discuss what they see. Explain to them how to hold it correctly.

7. Take the students outside and let them observe how the compass changes direction as they move around.

8. Gather students at a certain location so everyone has the same reading and discuss what the arrows look like. Tell the students the time and have them observe where the sun is in relation to their body. Have them take note of any shadows.

9. Pass out the worksheet and have a recorder from each group write down the direction of a predetermined location, example might be the slide. Tell them to write down where the sun is at.

10. Gather together as a whole group and discuss the experience.

11. Allow students time to explore the computer. In pairs or small groups, have the students follow the directions and create a compass. Let them take them outdoors to test them out.

Facts and Concepts:

A compass is a device used for determining directions.

Follow-up Activities:

The teacher could plan a lesson using the compass and a set of instructions to go on a treasure hunt. One of the websites has an activity the class could do together after they had practice using the compass.

Vocabulary:

Evaluation Suggestions:

Assess students individually to see if they are able to read a compass.

 

-------------------------------------------------

WAABOOZ AND OPITCHI

Adapted from Walk In Peace, written by Simon Otto

A long time ago, living among the Ojibwe were two small boys who were very good friends. They longed for the day when they could become hunters and warriors like the older men.

When the boys were done with their schooling with the elders, Waabooz (Rabbit) and Opitchi (Robin), enjoyed sharing with each other the things they would do when they became warriors. They always tried to outdo and outtalk each other. One day when they were telling their stories Chi Amik (Big Beaver) overheard them. He told the boys that talking like the bluejay is not telling the truth. "Remember," he said, "Bluejays yell to be heard by everyone". Waabooz and Opitchi stopped boasting for awhile. It wasn’t too long before they started in again though. They started quarreling like red squirrels. This time Nanaboozhoo heard them and came down on them hard. He told them that to boast of such things was like crossing a swift, fast river. "You may be washed away," he said.

The boys went to Mindimooyen (Old woman) and asked "Why it is so bad to boast? We only are telling about things we will do someday." Mindimooyen told them "If you talk like that, then it will be expected of you." She was a wise woman, so the boys promised never to boast again.

After two snows, Waabooz and Opitchi grew much bigger. They were close to the age when Ojibwe boys are to prove themselves worthy of becoming braves. It seemed too long for Waabooz and Opitchi to wait for the traditional ritual. They decided to surprise the people and go hunting on their own. They imagined themselves returning proudly with many skins and food for everyone.

Waabooz and Opitchi made a plan and secretly gathered provisions were hidden away. They planned to go to hunting in a large swamp where only a few brave hunters dared go. The swamp wasn’t a safe place to go because it was so dense and Makwa (Bear) lived there. She wasn’t happy about anyone else coming there. She wanted it for herself and her family.

The Ojibwe people knew and respected this. If anyone came near, Makwa roared loudly . Waabooz and Opitchi thought this would be the best place to hunt. They figured they would find lots of game and many herbs there.

Early one morning they gathered their provisions and left for the dangerous swamp. Being young and inexperienced, they failed to realize where Brother Sun was when they went into the swamp and so they had no idea of knowing their way back to their village. The swamp was thick with brush and game. When they got inside they set their traps and snares and began looking for herbs. As the evening went on, and Brother Sun began to set, they feasted on nuts and berries. They drank wintergreen tea and spent their first night in the swamp. They built a large fire to keep Makwa away, but during the night they failed to get up and put more wood on the fire.

Makwa was very angry that she had unwelcome guests in her swamp. She roared loudly to frighten the trespassers away. She sneaked up close to where Waabooz and Pitchi were sleeping soundly. She took a deep breath and roared louder than she ever had before. The boys woke up startled. They took one look at Makwa and became so scared they took off running in different directions. They ran so far that they each realized they were alone in the deep swamp. They called for one another, but it was no use, they had run too far and the swamp was too dense.

The people at the village waited and waited, but Waabooz and Opitchi never returned. They were lost forever. To this day, late at night when the screech owl calls from the swamp, the people think of the two boys still searching for each other through the many years.

Bibliography

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Lesson Plan: Atmosphere Layers              Created by: Kathy Knudson                  grades: 5-8

Time: Three 40 minute sessions

Learner Outcomes:

This lesson is to give background for the next lesson on layers of atmosphere.

Web Preparation:

The following are some areas on the web to look up to get information and possibly use for the students:

The following are for students to look up and search for information.

The following is information for the teacher to use:

The earth is protected with 348 miles of a blanket of air. Life is supported by the atmosphere, solar energy, and the planet’s magnetic fields. The atmosphere absorbs the energy from the Sun and recycles the water and other chemicals. These work with the electrical and magnetic forces to provide a moderate climate, plus the atmosphere protects us from high-energy radiation.

The first layer of atmosphere is the troposphere, which is 10 miles deep and contains 75% of the mass of the atmosphere. This layer is where all the weather we know takes place. The air cools as you go further from the earth. The water vapor changes into ice forming the cold trap. This is very important to us on earth because the water molecules would rise and break down into oxygen and hydrogen. The light hydrogen molecules could then escape into space and the earth would loose its water.

The stratosphere is the layer above the troposphere. It is about 20 miles deep, contains the ozone layer, and contains 24% of the mass of the atmosphere. Air is still 78% nitrogen and 21% oxygen. This means that the first two layers of the atmosphere contain 99% if mass of the molecules.

The next layer is the mesosphere, which means middle sphere. It extends upward 50 miles and the temperature falls as low as -103 degrees Celsius as you increase in altitude. As the air pressure drops in this cold layer, the sky gets darker because of the low air density. Shooting stars burn up here.

The thermosphere extends up to 310 miles and has very little air. It absorbs enough solar energy to bring the temperature up to 3, 200 degrees F. and can go as low as 1300 degrees F. this layer is known as the upper atmosphere.

Within the upper mesosphere and thermosphere there is an ion rich layer; this is called the ionosphere. These ions are charged particles and produce high frequency solar radiation and atmospheric atoms. Radio waves reflect from this layer and settle at night so that the waves bounce and are stronger. Ions at night reflect light and in the Polar Regions, this causes the aurora borealis, or northern lights.

The last layer is the exosphere, which is very thin. Occasionally, the molecules gradually escape into space.

Vocabulary:

Lesson Overview:

Procedures for the classroom:

  1. Introduce lesson to the students by telling them why they should know about our atmosphere.
  2. Lecture format for giving the information students need about the levels of atmosphere and relating the Native American culture. Students should be taking notes and writing the definitions of the vocabulary words.
  3. After students have ingested the information and written in their journals, they should have the opportunity to use the Internet to pursue finding more information concerning the atmosphere and its layers. This would also be a good time for students to use NASA information since that is a good sight for this project.
  4. Have students share with the class the information they collected while investigating further.
  5. Give final test, which includes spelling on the vocabulary words upon completion of the atmosphere.

Resources: Internet address

Assessment:

Extensions: NASA- a 16 minute video on The Atmosphere Below

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Lesson Plan: Atmosphere Painting                                  Created by Kathy Knudson           grades: 5-8

Time Required: One class period

Learner Outcomes:

Link: Art, Science

Standard: Unifying concepts and processes

  1. Evidence, models, and explanations

Activity Content: Assessment and knowledge of the layers in the atmosphere according to a color chart.

Teacher Preparation: This lesson should be a follow-up after using "Atmosphere Layers." Gather: water paints with a variety of colors and brushes, copy paper, containers for water, dark markers, and a colored picture of the atmosphere to demonstrate to the students.

Web Preparation:

Teacher related web sites for the atmosphere. Students could research these.

1. http://astro-2.msfc.nasa.gov/academy/space/atmos.gif

2. http://astro-2.msfc.nasa.gov/academy/space/atmos.gif

3. http://daac.gsfc.nasa.gov/CAMPAIGN_DOCS/ATM_CHEM/atmospheric_structure.html

Student Preparation: Needs to know the layers of the atmosphere and the height of each one.

Materials:

Introduction:

Colors are very important in the Indian culture. They use art with colors on rocks, as well as painting drums etc. The sky shows different colors according to the atmospheric conditions, but this also is the basis of coloring the layers of the atmosphere for the students to recognize the layers.

Procedures for the classroom:

  1. The copy paper used will be either letter size or legal size
  2. Wet the whole paper to make the watercolor paints blend. The wetter the paper, the better the blending.
  3. Students start by seeing a copy of what the atmosphere could look like in color, or an idea of the colors they want to use, plus knowing the different levels.
  4. They need to start at the top of the paper. This should be explained that their hands would not be laying on wet paint. These will be wet so they will blend at the point of the next color being added.
  5. When dry, students use dark markers to write the name of each level on the edge of the paper and show the height of each one.

Facts and Concepts:

  1. Students will learn the layers of the atmosphere.
  2. Students will know how layers divide them.
  3. They will learn how colors can be blended.

Vocabulary:

Evaluation:

  1. Students’ knowledge of the spelling of the words.
  2. Knowledge of the location of each level in the atmosphere. Test/picture
  3. The use of appropriate colors and showing they followed directions.

Extensions:

  1. Show how layers of atmosphere could relate to layers of the earth (core, mantle, crust)
  2. Let students discover which level airplanes do most of their experiments.
  3. Use of chromatography to show how colors move on different materials.
  4. This should and could be related to the weather units that are in this series. What type of weather could the students find in certain layers?

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Lesson Plan:    Cool Clouds in a Bottle                      Created by Kathy Knudson                    grades: 5-8

Time Required: Approximately one class period

Link: Language Arts, Science

Learner Outcomes:

  1. Students will observe and/or make a cloud
  2. Students will observe the layering of clouds
  3. Students will record results of the experiment
  4. Students will write a hypothesis and compare actual results

National Standards: Understands the nature of scientific inquiry

Content: Students will learn about the types of clouds, the make up, and the heights. They will also conduct an experiment where they make a cloud.

Teacher Preparation:

Web Sites:

Student Preparation: Have students bring in pictures of clouds.

Materials:

 Introduction: Read to the students, Lost in the Fog the Indian Reading Series

Procedures for the classroom:

  1. Put up a large butcher paper on the board. Separate into three columns, KWL and explain to the students what they need to do with the "K" (what I know) column and the "W" (what I want to learn) column. Have students fill out their own KWL chart at their desks. Explain they will fill in the "L" column (what they learned) when the experiment is finished.
  2. Review with the students how to make a hypothesis. Example: A cloud will form when warm air hits cold air. They need to write down their own hypothesis before the experiment starts.
  3. Demonstrate the experiment on How Clouds Form.
  4. Have groups of students do the experiment.
  5. Each student completes their KWL chart and include new information in the "L" column.
  6. Ask the students questions about the experiment and the results.
  7. Students will journal their observations and compare results to their hypothesis.

Experiment One:

  1. Fill the jar with hot water and pour out all but two inches of the water.
  2. Strike a match and drop this into the jar.
  3. Place several ice cubes at the mouth of the jar.
  4. The flashlight is used to watch what is happening in the jar. (the ice cooled the air and water vapor in the cool air forms clouds.

Experiment Two:

  1. Put a very small amount of water in the bottom of the bottle, it should barely cover the bottom. Shake it up.
  2. Light the match so it burns about halfway down. Blow out the match, throw it into the bottle.
  3. Put the lid on the bottle, put the lid on, and shake it.
  4. Watch the cloud form.

Facts and Concepts:

(Decrease/increase cloud information)

Vocabulary:

Evaluation:

  1. Student’s journal
  2. Class discussion
  3. Group work

Enrichment Activity:

Sources: Experiment One: The Weather Around Us Creative Teaching Press

Internet source:

Search—USGS-weather

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Lesson Plan: Weather Prediction            Created by: Kathy Knudson         Grades:  5-8

Time Required: Four days, 40 Minute lessons

Link: Math, History, Science

Learning Outcomes:

Objectives:

  1. Students will identify various cloud conditions and weather observations.
  2. Students predict the weather
  3. Students will observe and record weather patterns.
  4. Students will analyze weekly information on weather conditions.
  5. Students will graph their findings

National Standards:

Physical Science:

Content:

  1. students will learn to observe weather conditions
  2. record patterns
  3. analyze by graphing results.

Teacher Preparation: Graphing materials

Weather prediction charts Web:

Teacher Sites:

Student Preparation: Prior knowledge for graphing, predicting, weather patterns

Materials:

Introduction:

According to Margaret Big George of the Ojibwe Tribe, the Native Americans used the color of the sunset and the shapes of the clouds to determine whether they would go out in the morning picking berries, hunting, fishing or whatever the activity may have been. Johnny Arlee went on to say that predicting the weather has changed somewhat because of the changes in our atmosphere. Therefore, the use of instruments and technology for predicting is used more widely now. For fun, we want to try the "old way" of predicting and chart this as well as the instrument way.

Procedures for the Classroom:

For fun, read to the students Tales of Pueblo Boy, by Lauren Valdo, which tells of weather changes throughout the year.

Lesson 1. Teach students how to observe weather.

A. Discuss types of precipitation including air pressure, humidity, and temperature

B. Rain, Sunny, Clear, Cloudy, Overcast, Partly cloudy, etc.

C. Observe from the same place and same time each day.

Make notes in the weekly weather chart in the appropriate row.

D. Have students clip the weather maps from the newspaper and make a bulletin board for each day of the week. Chart these findings.

Lesson 2. Teach students how to fill out the observation chart using the tools in previous lessons.

A. Record conditions using the key at the bottom of the chart.

B. Students use weather meter to measure wind velocity in MPH. If the wind is gusting and not steady, have students record the speed of four gusts on their charts.

Lesson 3. Teach students how to total columns for individual weather observations. Example: if 3 days were overcast, 2 cloudy, and 2 clear, students would note the weekly total in the row.

A. Have students formulate a hypothesis using their chart and putting this into their journals.

B. Have students graph their results.

C. Draw a conclusion, writing this in the journal

D. Give the results to the class.

Lesson 4. Students, from their results and using what they have learned, should try predicting tomorrow’s (or afternoon’s) weather.

A. This will draw into the lesson what was in the introduction using the old way to predict.

Facts and Concepts:

- Students will use weather observations to determine flight conditions.

- They will use data collected to determine how Native Americans used weather observations for daily living and navigation.

Vocabulary:

 Evaluation Suggestions:

Enrichment Activities:

Reference: Tales of a Pueblo Boy, by Lawrence Jonathan Vallo Sunstone Press, Santa Fe, New Mexico.

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Lesson Plan: Absorption            Created by: Kathy Knudson         Grades:  5-8

Time Required: Three 40-minute class periods

Purpose:

To provide students with opportunities to explore the concept of absorption through the use of a variety of materials.

Objectives:

  1. Students will demonstrate their knowledge of absorption.
  2. Students will use a variety of discovery methods.
  3. Students will work in cooperative groups.
  4. Students will experiment and use materials with varying absorbency.
  5. Students will measure volume.
  6. Students will relate this activity to parts of the body that absorb.
  7. Students will be able to tell about hypoxia and how it affects pilots.
  8. Students will be able to discuss how Native Americans used absorption.
  9. Students will be able to use the scientific method of research.

Teacher Preparation:

Web sites

Teacher web site

Student web sites, these change often

Materials:

  • What type of paper was used?
  • What size of paper did you use?
  • How long did the paper stay in the water?

Preparation and Procedure:

  1. Engage students by giving them a graham cracker (Oreo Cookie) with a little milk. (If not available, the teacher can demo this in front of the class). Tell them not to do anything until the whole class is ready. Dunk-Observe-Eat-Discuss; (if you want them to use comparisons, don’t eat before the comparisons are done) Alternative to this would be to use a piece of celery or a carnation in colored water to show absorption. If you use comparisons, use a graph and observe different brands of cookies or graham crackers.
  2. Another observable tool is the sugar cube with water. Demo this and let them watch the cube absorb.
  3. Now would be a good time to show the students what you expect in their journal. Demonstrate this on the board: the process of asking a question, predicting, materials, observing, hypothesis, and conclusion or conjecture.
  4. Put students into cooperative groups and have them brainstorm the concept of absorption using KWL as the format. (What they know, want to know, and what they learned). They should be thinking of many types of absorption.
  5. Ask the students why they are using construction paper. Could you use a different type of paper? Would the results be different?
  6. Demonstrate how to do the folding or fluting of the paper, like making a fan. (Students can choose how big to make the folds, but suggest smaller, more paper.) Materials should be ready for students to access to whatever they need to proceed. Cut the appropriate size, measure, and record. 6. Let students investigate, on their own, the concept of absorption. Then if students don’t grasp the concept, assistance may be given in the form of additional directions. The teacher written directions may be brought out and displayed.
  7. Let students investigate the concept of absorption. Then if students don’t grasp the concept, assistance may be given in the form of additional directions. This should include general direction of the process. This will include question, hypothesis, prediction, and conclusion. The question needs to be done before they begin.
    8.
  8. Students need to determine the length of paper needed for the cylinder; this should be about one-half inch smaller than circumference of the cylinder. Both folded and flat need to be the same length or vary this by having the flat one just the circumference, and the fluted will be longer.

9. Students need to predict which paper will absorb the most and why.

10. Immerse paper rings for 2 minutes. Try different lengths of time. Record

11. Remove the paper rings and discard.

12. Measure water in each cup with measuring cups or scales. Record remaining ounces in the journal.

13. Complete data table.

14. Share as a group with the class. (all students need to participate in the oral presentation of their findings.)

15. Return to their groups and finish the chart, what they learned.

16. Share this information from all groups with the whole class.

17. Journal should be complete.

A.The question written down, hypothesis

B. Their prediction

C. Their procedure including measurements D. Their conclusion E. Pictures of the process (opt.)

Extensions:

Native Americans used absorption in many ways, discuss. Examples:

Safety:

Questions to Ask:

  1. Does the kind of paper used make a difference in absorption?
  2. What if we timed this for five minutes, would you see something different?
  3. Does the color of water make any difference?
  4. How did you come up with your question or hypothesis?
  5. What other questions could you have investigated?
  6. What other experiments could we do to show absorption?
  7. What wold you do differently next time?
  8. Will other substances absorb into the paper?
  9. Is there more than one conclusion?
  10. What could we do that would make the paper absorb more? How about salt water, hot, or cold?

Where to go from here:

  1. Have students ask their own questions, then explore. They could use some of these questions for homework. Do some hands on at home.
  2. Using chromatography and demonstrating how that works and letting the students make their own plan on what to use.
  3. The paper could have holes in it, or the use of different sizes of holes.
  4. Using sand, peas, corn, rice, or beans in the experiment with holes in the paper instead of water.
  5. The use of different kinds of sponges showing absorption.
  6. Use different brand names of paper towels.
  7. Discuss hypoxia in relationship to the lungs not getting enough oxygen.
  8. Discuss cohesiveness and adhesiveness
  9. Use a marker on different types of paper to show how fibers absorb differently.

References and Resources:

Acknowledgement to Rita Hoots for some technical details.

Suggestions for Assessment:

  1. Assess the group on their KWL
  2. Group assessment with the data table
  3. Oral presentations
  4. Self-evaluation as well as group evaluations
  5. Science Journal

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Lesson Plan: Types of Clouds                    by: Kathy Knudson                          grades: 5-8

Time: Two 40 minute lessons

Link: Science, Language Arts

Content:

Teacher Preparation

Web sites

Related site

Students Preparation:

Materials:

Cloud chart

Collection of cloud photos Objectives:

  1. Students will identify different cloud types.
  2. Students will identify the level of clouds.
  3. Students will be able to tell others in a group of what they have learned.

National Standards:

Physical Science

Math

Introduction:

Native Americans used the clouds to know when to travel.

They used the clouds as signs of whether they should travel, hunt, or fish.

According to Johnny Arlee from the Kootenai Tribe, when it was cloudy or rainy for a long time they had different remedies they would use to bring the sun back or beak the winter pattern. Some of these remedies cannot be shared because others might destroy the environment to see if it works.

Procedures for the classroom:

  1. Put students into groups.
  2. The teacher introduces the lesson by having students name what they know about clouds. Show cloud pictures
  3. Students either cut out or paint pictures to demonstrate what the teacher demonstrated.
  4. Teacher lectures and draws pictures of each of the cloud formations being discussed.
  5. Teacher gives students a question to discuss in their group. Example: What are the types of clouds and what level can you find each?
  6. Students discuss in their groups what they have just learned about clouds.
  7. Filling out the L in KWL. Conclude with what they learned in their journal.

Facts and Concepts:

Low altitude are the stratus and cumulus. Also the cumulonimbus; middle attitude are the altostratus and altocumulus; the high altitude are the cirrus, cirrostratus, and cirrocumulus.

Vocabulary:

Evaluation:

  1. Students journal in their " Weather Journal"
  2. Final test of clouds and altitudes/ identifications of cloud photos
  3. Spelling test
  4. Oral presentations

Enrichment Activities:

  1. Several are enclosed
  2. Students give a weather forecast for another state. Group work or individual
  3. Describe what the Earth would be like without clouds.
  4. Go outside and make observations.
  5. Have a guest meteorologist come to the classroom
  6. Listen to weather broadcasts
  7. Students do a skit as the weather on TV.

Clouds

The ______________ ________________ clouds,

(adj.)          (adj.)

the ______________ ________________ clouds

(adj.)           (adj.)

the _______________ __________________ clouds are

(adj.)               (adj.)

(Noun)

(Verb)

They _________________________________________________.

(describe the action)

They _________________________________________________.

(describe an action)

They ________________________________________________.

(Describe an action)

and people say _____________________________________.

 

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Lesson Plan: Solar System Model            by: DeAnn Ross        Grades:   5-8

Time: One 60-minute lesson

Link: Math, Science: astronomy, technology: internet

Summary: This lesson will show students relative sizes of the planets and allow them to compare sizes of the nine planets. The students will then make their own model of the solar system.

Activity Content: Students will design a model of the Solar System

Teacher Preparation: Make an example solar system model and gather supplies

Student Preparation: None

Materials for Classroom:

National Standards:

Objectives:

1. Students will use a compass as an instrument of measurement.

2. Students will build a model of the solar system.

3. Students will compare and contrast the sizes of planets in the Milky Way Galaxy.

4. Students will use the internet for research purposes

Introduction: This lesson will teach students to use a compass as an instrument for measuring diameter. The students will have the opportunity to make their own model of the solar system.

Procedures for the Classroom:

  1. Use the planet cards from the NASA lithograph set to show students pictures of the nine planets in their order from the sun out. Discuss briefly with students characteristics of each planet and draw attention to the differences in size of the planets.
  1. Tell the students they will be making a model of the planets. They will not include the sun in the model because it is so large.
  1. Have students go to the following website to find information for comparing and contrasting the planets. Have them take notes on planet sizes, how many moons, etc.

http://seds.lpl.arizona.edu/nineplanets/nineplanets/nineplanets
  1. Show students the pieces of food you brought in. Tell them each of these represents the size of a planet, but have them ignore the color.
  1. Use the information found from research on the web, and also this information on planet sizes to teach students scale drawings:
  • Peppercorns are Mercury, Pluto, and Mars
  • Peas are Venus and Earth
  • Plums are Uranus and Neptune
  • Grapefruit is Jupiter
  • Large Orange is Saturn
  1. Ask students to estimate the following:
  • How many Plutos do they think would fit into Earth?
  • How many Earth's do they think would fit into Jupiter?
  • How many Neptunes do they think would fit into Saturn?
  • Make up other similar questions as needed.
  1. Show the students how to use a compass to make a circle using various diameter measurements.
  1. Show the students an example model of the solar system you have constructed. Tell them they will be using construction paper, compass,and a measurement chart to construct their own solar system models.
  1. Students can either make a two or a three dimensional model. Follow these directions:
  • Two-dimensional: Students cut out one circle for each planet and glue it onto a background sheet. They will then hang it up either from a hangar, on the wall, etc.
  • Three-dimensional: Students will cut out 2 circles for each planet. (18 total circles) Then have the students make a cut through the radius (halfway through circle) of each circle.  Students will then match up the circles and insert the circles together at 90 degree angles so they become three dimensional.  These circles can then be hung by string from a rod, coat hangar, etc. and displayed.
  1.   Students may color their planets, etc.
  1.   Inform them the planets are not in the model according to distances, but by relative size.

Facts and Concepts: Comparing sizes of the planets and discovering how the planets are located in the solar system.

Follow-up Activities:

Vocabulary:

Evaluation Suggestions:

1. Student responses to oral questioning

2. Student final solar system models

3. Information gained from searching the web

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Lesson Plan:      What is Weather?       Created by: DeAnn Ross     Grades:   5-8

Time Required: approximately 45 minutes for lesson; 45 minutes for internetting time

Link: science, weather, technology

Summary: The students will be listening to a story on the importance of weather and seasons to Native American culture. They will then have the opportunity to learn what weather is and to spend time making their own observations of weather.

Activity Content: Students will practice observing the weather.

Teacher Preparation: Practice story telling the story, "Teepee, Sun, and Time".

Materials for Classroom:

National Standards:

Objectives:

1. The students will understand the importance of weather and seasons to the Native Americans ways of telling time.

2. Students will use observational skills and visualization to discover weather is the way the atmosphere around us changes.

3. Students will use information found on the internet to compare weather results Introduction: Native Americans relied heavily on weather and changing seasons as a way of telling time and determining life events. The students will learn about various weather conditions and how these conditions were used as a "life" tool by Native Americans. Weather is an essential concept for flight and navigation. Students need to understand these concepts and measurements as they are necessary background knowledge for the study of space and flight.

Procedure for Classroom:

1. Tell the students they will be learning about weather over the next few weeks. Tell them they will be making observations, collecting data, and doing experiments to enhance their learning. They will be able to learn why understanding weather and forecasting weather was so important to Native American culture.

2. Read the Native American story, "Teepee, Sun and Time" to the students. Discuss the story and how it relates to weather.

3. Have the students close their eyes and let themselves relax. Let them know they will be using the skill of visualization to help determine a definition of weather.

4. Ask the students to visualize the following while you talk to them:

a. Imagine they are on a beach on a hot, sunny day. They are walking barefoot and can feel the hot sand on their feet. Tell them they feel a cool breeze from the ocean.

b. Now have the students imagine themselves on a cold  winter’s day. They are waiting for the bus and it is late. How does their face feel? How do their lungs feel when the breathe in the cold air?

c. Next, have the students imagine they are walking home from a friends house when it begins to rain. What sounds do they hear? What do they smell?

5. Have students take out a piece of paper and, by using the images they visualized, complete the following statement: "Weather is...." Then have students share their responses.

6. Tell the students the Earth is like the human body. It changes with temperature differences, humidity levels, and wind changes. This is what we call weather.

7. As a class, define the following terms: (each student begins to make a glossary of terms)

8. Take the students outside for a field observation. They are to fill out the weather observation form by using their observation skills. While recording weather conditions, they are to use descriptive words. Students observe for 5-7 minutes.

9. Upon returning to class have the students share their observations with a partner.

10. Using the internet have the students go to the following weather site on the internet. Point out the various weather recordings to the students. Tell them they will be using this information for the next couple of weeks to make comparisons with their own weather observations.

11. Assign the students a weather recording journal for one week. They should make observations daily and record their findings using precise, descriptive language. Observations should be made at the same time and place each day.

12. End the lesson by having students fill out the "Weather Questions" form.

Facts and Concepts:

1. What is weather?

2. How did the Native Americans use weather to determine time?

3. How do you observe weather?

Follow-up Activities: Keep a weather observation journal

Vocabulary:

Evaluation Suggestions:

Resources:

 

+++++++++++++++++++++++++++

WEATHER QUESTIONS

 

NAME___________________

DATE___________________

*My questions about weather include:

1.

2.

3.

4.

5.

6. Why do you think Native Americans relied on accurate weather observations?

 

Teepee, Sun and Time

by Henry Real Bird

 

This is the story about the teepee. In the old days, it was used as a calendar as well as a home.

The teepee is the home, respect it. It is your place. When something is bothering you, that is where you can go.

Don’t go in just anywhere. Use the door. The dead are taken out through the sides or in the back door of the teepee. The dead can no longer walk and can’t use the door. This is why they are taken out the back or sides.

Don’t throw things on the teepee. don’t burn the teepee poles or the teepee materials. When you are inside, don’t run and jump all over the place. The teepee is your home, care for it. The teepee is your home, respect it.

In the old days the Indians didn’t have a tick tock tin clock or a flip flop paper calendar to tell time.

The sun told the Indians the time. The sun, like the ground, water, air, moon and stars, is always a part of this world.

Some of the Indians who lived in tepees used the teepee poles to tell time. The teepee always faced where the sun came out.

Today we still pitch tepees like in the old times. To make the teepee base, four poles are tied together and spread apart. Each pole leans on the other poles. The teepee material is tied to a fifth pole which is directly across from the door. These five poles are important.

When the sun appears and the door is open, the first sunlight hits the number five pole.

During the year the sunset moves around the teepee. When it is winter, the sun sets at the number two pole. This is the shortest day of the year,December 21. This is the time for story telling and playing stick or hand games. Pemmican is made at this time.

Each day the sunset slowly moves toward the number five pole. before it gets to the number five pole, the first flood comes and breaks the winter ice.

When the sun sets at the number five pole, the days and nights are equal. This day is March 21.

The sunset moves closer and closer toward the number four pole. The leaves, flowers, baby animals and birds come out. It is time for the second flood.

The sun finally sets at the number three pole on June 21. This is the longest day of the year.

About this time, the leaves get as big as they are going to get. The snapping turtle babies have their eyes.

With each day, the sunset moves back toward the number five pole. This is the time to make dry meat and to tan hides for tepees and clothes. Little boys stand guard and practice shooting magpies.

When the nights become cooler, the chokecherries become ripe. they are crushed and dried to save for the coming winter.

When the sun again set at the number five pole, the nights and days are equal. This day is September 21. At this time life rests.> As the sunset moves toward the number two pole, leaves fall and the first snow falls. This is how the sunset moves around the teepee to tell the Indians the time.

++++++++++++++++++++++

WEATHER INSTRUMENT JOURNALS

 

Purpose: The purpose of the weather instrument journals is to give students practice at using the weather instruments they will be making in the following lessons.

Materials:

Procedure:

1. Students will use the various observation blocks as they learn to use each measuring instrument. Students will only record data they have learned to observe and then compare that to the internet weather station.

2. As a new observation skill is learned, the student will begin adding that observation to the journal.

3. Journals are made to last throughout the entire unit. There will be one journal page for each instrument created.

4. Students are to use the journal to record how they believe this type of instrument would have been useful to early Native Americans as they practiced navigation, time-telling, and hunting.

Results:

Students should gain a better understanding of the purposes for using weather instruments, how the data collected would be helpful to early Native Americans, and the journal should be a catalyst for continued use of the weather instruments. The use of the internet will also teach the students to compare their results to that of a professional meteorologist.

 

WEATHER OBSERVATIONS

NAME__________________________________DATE__________________

*Use your observation skills to collect weather data on the following; use descriptive words.

1. Approximate temperature _______________________________

______________________________________________________

 

2. Approximate wind speed and direction _____________________

_____________________________________________________

 

3.Humidity _____________________________________________

______________________________________________________

 

4. Air Pressure: (high if the day is clear, low if the day is rainy)

___________________________________________________________

 

Now, the internet weather site compare your results above to that of the meteorologist from the weather station.

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Lesson Plan:      Weather Disasters       Created by: DeAnn Ross     Grades:   5-8

Time Required: Initial lesson: 1 hour. Student research: 2 weeks

Link: science, research, writing

Lesson plan contents:

 Summary: Students will learn of an Indian legend and a great natural disaster. They will then research other great natural disasters and show how to prepare for those types of disasters.

Activity Content: Students will research natural disasters and methods for preparation.

Teacher Preparation: Become familiar with the Indian legend "The Great Flood". Have research materials available for students.

Student Preparation: Be familiar with research methods and writing a research paper.

Materials for Classroom:

National Standards:

Objectives:

Introduction: Tell the students they have been studying weather for the past few weeks and today they will begin a culminating project where they will research natural disasters and how to prepare for them.

Procedures for the Classroom:

1. Give introduction

2. Tell the students they will be listening to a Native American story of a natural disaster. This story is called "The Great Flood". Tell the students to listen for the cause of the flood and how the Indians prepared themselves for the flood.

3. Upon completion of the story, have the students discuss the story with questions prompted by you.

4. Tell the students they will be completing research projects on natural weather disaster.

5. You may either let the students pick their own topics or assign them.

Research subjects include: hurricanes, tornadoes, flood, etc.

6. Once the students have chosen a topic they need to start researching. Students should use a variety of resources on the internet. They need to discover the following information:

7. Discuss with students what the final product of their research should look like. (See attached project sheet)

8. Upon completion of projects have students present them to the class.

Facts and Concepts: Students should have a grasp of research methods and terminology such as: bibliography, web resources, etc.

Follow-up Activities:

Evaluation Suggestions:

Internet Resources:

1. http://www.ncdc.noaa.gov/

2. http://hi-c.eecs.umich.edu/umdl/myweather/disaster.htm

3. http://www.newcomm.net/ntcabot/school_pages/504012/STORIES.htm

4. http://www.iupui.edu/it/geogdept/g107/severe.htm

5. http://204.146.17.49/Library/WorldDis/wdo1.html

+++++++++++++++++++++++++++++++++++++

Weather Disasters

Project options

1. Research paper

 2. Poster Project

 3. Video Weather Report

 4. Develop an experiment which demonstrates the disaster.

 

+++++++++++++++++++++++++++++++++++++

The Great Flood

a Skokomish Legend

An old Skokomish lady says the great flood came because some of the people were bad.

Among those bad people were sisters who desired something they shouldn’t. They wanted to see the Changer. The three sisters built a very high house. They made it tall so they could reach the sky.

They built the house higher and higher.

By the time the house was finished, the three sisters could not speak the same language. They could not understand each other. This is why there are so many different languages today.

When the great flood came, the three sisters drifted away. But the good people were told how to prepare for the flood.

First the people made ropes of cedar. The people tied the ropes to their canoes and fastened them to a mountain near the canal.

When the world became flooded, the Skokomish people floated higher and higher into the Olympic Mountains.

The water rose until the mountains disappeared. Some of the ropes to the mountain broke, and the canoes drifted away. The other canoes stayed tied to the mountain.

The people who broke loose kept their canoes tied together until they drifted to the country of the Salish Indians. And there they stayed.

After the waters came down, the Changer came to make over the world.

He transformed the three bad sisters into a mountain with three peaks.

It is now called Sisters Peak.

The Skokomish people who had stayed tied to the mountain settled on a bay near the Seattle area.

One day a long time after the flood, some Skokomish people were traveling. They heard some strangers talking in their language.

When the strangers spoke to them, they said, "We are the people who drifted away during the flood." And that is why the Skokomish and Salish speak the same language.

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Lesson Plan:        Phases of the Moon     Created by: DeAnn Ross     Grades:   5-8

Time Required: 2 initial lessons of 45 minutes each and one ten minute follow-up lesson

Link: science, astronomy

Summary: This lesson teaches students to observe the moon and its phases and to show students how early Native American tribes used these phases as a method of calculating time.

Activity Content: Students will participate in a demonstration and learn how to observe the moon’s phases.

Teacher Preparation: Acquire needed materials, photocopy KWL charts, worksheet, and Moon Phases log for each student.

Student Preparation: Students should be knowledgeable about making a scientific inquiry.

Classroom Materials:

National Standards:

Objectives: The students will use scientific inquiry to learn that the phases of the moon are a relationship between the Earth, Sun, and Moon. Students will use this information to understand the importance of Moon phases to early Native Americans for telling time and seasons. The students will make observations.

Introduction: Native Americans would use the moon as one method of determining time. They would use the different phases and the amount of times a phase occurred to determine days, months, and years. The students will observe and record different moon phases and relate them to telling time.

Procedures for Classroom:

DAY 1:

1. Review with students the methods of scientific inquiry. Inform them they will be making an inquiry and then researching for results on the internet.

2. Tell them that they will be learning about the moon and its phases.

3. Ask the students to share what background information they know about the moon. Keep track of the information on a KWL chart made of butcher paper. (see attached)

4. Ask the students what questions they have about the moon. Record in the W column.

5. Tell the students they will watch a demonstration today that shows how and why the moon has phases.

6. Conduct the attached investigation "Phases of the Moon".

7. Distribute the Moon Log to each student. Inform them that for the next month they would be using their sense of sight to observe the moon and its changing phases by recording observations in their log.

DAY 2:

8. Review the information learned about the moon. Have students use the following sites as a guide to research information on the phases of the moon:

9. Ask the students how they might use the moon to tell time (days, months, years)

10. Discuss with students how Native Americans would find this information helpful. Have the students fill out the attached form on determining time using the moon and its phases.

11. Review answers as a class.

DAY 28:

12. Have the students turn in their moon phases log and discuss what students learned about the moon and its phases from their observations.

13. Complete the "L" column of the KWL chart.

Follow-Up Activities:

Assessment:

1. Student responses

2. Student moon phases log

3. Worksheet: Using the Moon to determine time

4. KWL paper

+++++++++++++++++++

PHASES OF THE MOON

Objective: To teach students the relationship between the Earth, Moon, Sun and the Moon’s Phases.

Procedure:

1. Tell the students for this investigation, the lamp represents the sun, a soccer ball the moon, a group of students the earth, and a string will represent the Moon’s orbit.

2. Set up the investigation.

a. With the string, outline a circle on the floor.

b. Have a small group of students stand or sit in the circle. (They will be the Earth)

c. Have another student hold the ball (moon) so the light shines on it.

d. Place the "Sun" on a table away from the Earth and Moon.

e. Have the student carrying the "Moon" move around the string without turning his or her face away from the earth.

f. Have the other students observe the changing shadow of the moon as it moves around the earth.

g. The students on earth will observe only one side of the moon, but the sun sees all sides of the moon. Changing portions of the moon are visible from Earth due to reflected sunlight.

3. Repeat investigation if needed with new groups of students.

4. Discuss with students the effects of the Moon phases if the people on earth would make one rotation. They would see a different phase from their new position.

Outcome: The students see a demonstration of the moon and why it has various phases.

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Lesson Plan:     Guest Speakers - Meteorology       Created by: DeAnn Ross     Grades:   5-8

Time Required: 2 days, one hour per day

Link: communication, science, social studies

Summary: This lesson is designed to give students a professional outlook on weather and forecasting. Students will also learn how Native Americans used weather forecasting as a part of their everyday lives.

Activity Content: Active listening, taking notes, asking questions

Teacher Preparation: Arrange for 2 guest speakers. One speaker should be a tribal elder (or someone who has a wealth of knowledge in Native American culture) and the other a meteorologist (try local television stations).

Student Preparation: Students should have developed question sheets for both of the guest speakers. They will need to research meteorologists on the internet prior to the speakers appearance.

Materials for Classroom: Check to see if the guest speakers need anything i.e.: television, overhead projector, etc.

National Standards:

 Objectives:

Introduction: Each day begin the lesson by introducing the guest speaker and giving information about the speaker’s background.

Procedures for the Classroom:

1. Line up the guest speakers about a month before you’d like to have them visit the classroom.

2. Have students prepare questions to ask each of the guest speakers.

Have them look up the following sites on the internet to get some background information:

3. As the time draws closer, again contact the guest speakers and make sure they plan on conveying the following information to the students:

Guest 1:

Guest 2:

4. When the guests arrive instruct the students the speakers will talk for a while and they can ask questions after the visitor is finished.

5. Have students take notes while each speaker is talking.

6. After the speakers have left, have the students write thank-you cards to each of them. The students should include information they have learned from each speaker.

Facts and Concepts: A meteorologist studies weather.

Follow-up Activities: Have the students compare and contrast the instruments used today for measuring weather and the method the Native Americans used before instruments.

Vocabulary: meteorologist

Evaluation Suggestions:

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Lesson Plan:       Weather Instruments - Psychrometers    Created by: DeAnn Ross     Grades:   5-8

Time Required: (2) 30-60 minutes, initial lessons, 10 minutes each day thereafter

Link: science, weather instruments,technology

Summary:

This lesson is designed to give students the opportunity to investigate and measure relative humidity. The students will learn to measure temperature and compare temperature results. They also will read a chart to determine relative humidity.

Activity Content: Students will make a psychrometer.

Teacher Preparation: Get together materials and review lesson presentation. Teacher should practice making a psychrometer before constructing one in class.

Student Preparation: No preparation needed

Materials for Classroom:

National Standards:

Objectives:

Students will gain an understanding of how a psychrometer is used to measure relative humidity and will practice using the instrument.

Introduction:

The students have previously learned about the thermometer and they will now learn to use another weather instrument. Ask the students how many of them watch the weather on the news. Tell them the weather report usually states a certain humidity for that day. Tell them today they will be learning what that is and how the relative humidity is determined.

Procedure for Classroom:

1. Discuss with the students today they will be making a new weather instrument called a psychrometer.

2. Discuss with students the definition of humidity and relative humidity. Humidity is the level of moisture in the air and relative humidity is the comparison of a certain amount of moisture in the air at a certain temperature compared to the maximum amount of moisture the air could hold at that temperature.

3. Discuss the differences between warm and cold air and the amount of humidity each can hold. Warm air can hold more moisture than cold air and so warm air with a relative humidity of 50% would contain more moisture than cold air with 50% relative humidity.

4. Tell students a psychrometer measures relative humidity.

5. Begin the experiment as directed on the following page.

6. See the attached chart to obtain the relative humidity.

7. Record the relative humidity in the classroom at the same time each day for 2 weeks. Use this information to determine the difference in humidity. For example, if the readings are Dry 72’F., Wet 65’ F, the difference is 7’. According to the chart, the relative humidity is 69%.

Day 2:

1. Have students research other psychrometers and information on the internet.

2. The addresses below are a good starting point and then have the students continue on their own.

3. Have the students compare other pyschrometers to the one they made. Have them get more information on improved versions. How accurace is a psychrometer, etc.

4. Have students keep data on their findings.

Facts and Concepts:

Follow-up Activities:

Students can chart relative humidity for two weeks and average the results for an average classroom relative humidity measurement.

Vocabulary:

Evaluation Suggestions:

Internet Sites for day 2:

MAKING A PSYCHROMETER

Purpose: To teach students how to make and use a psychrometer for measuring relative humidity.

Materials:

Procedure:

1. Boil the shoelace on a stove top or in a microwave for 3 minutes so that it will more readily absorb water.

2. Cut a slot in one side of the milk carton about 2 inches from the bottom and about 2 inches across.

3. Attach one thermometer to 2 adjacent sides of the carton by placing the rubber bands around them to hold them in place.

4. Slip one end of the moist shoelace through the slot in the carton until the lace is laying on the inside of the carton. Push the other end of the shoe lace around the end of one of the thermometers.

5. Pour water into the carton until the water almost reaches the top of the slot.

NOTE: if the carton tends to fall over; the thermometers may be too heavy for the carton. To remedy this situation you can either put a weight in the bottom of the carton or thumbtack one side of a carton to a wall.

RESULTS: By comparing the temperatures on a daily basis the students will be able to determine the relative humidity of the classroom on a daily basis as well as obntaining an average relative humidity for the room.

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Lesson Plan:   Visible and Invisible Forms of Navigation    Created by: Crystal Herman     Grades:   5-8

Time Required: 2 hours or more

Link: Science, Technology and English

SUMMARY:

Students will experience both visible and invisible forms of navigation. They will compare the navigation system used by the SR-71 and the Native Americans.

ACTIVITY CONTENT:

TEACHER PREPARATION:

Teacher needs to bookmark the web site students will need. Before the computer search, hand out the discussion sheet, What stars did the SR-71 use to navigate?, Why do they use this type of navigation?, Is there any visible or invisible stars?

http://indy4.fdl.cc.mn.us/~isk/stars/starmenu.html

STUDENT PREPARATION:

Students need to be familiar with doing a computer search.

MATERIALS FOR CLASSROOM:

OBJECTIVES:

Students will discover the usefulness of the sun and the stars and how it relates to navigation.

INTRODUCTION:

This lesson is designed to help students learn different forms of navigation, how to do a computer search, and compare and contrast different information.

PROCEDURES FOR THE CLASSROOM:

Read legend, The Life of the Sioux, and have a discussion on how the Native American people used and understood nature. Discuss the reasons and means of navigation.

Activity 1:

Take students outside the classroom and have then write down their observations of the sky. Some focus questions may be, Are there any stars visible today?, Clouds?, Moon?, What do you think is beyond?. Have a class discussion on their observations. On butcher paper, brainstorm, What is navigation?, What is it used for?, Why is it important?, Who needs navigation on land-water-sky?, How could we use the sun and/or stars for navigation? (post the brain storm ideas in a visible place throughout this lesson to refer back to).

Activity 2:

Blind fold one student at a time and have them navigate through out the classroom based on your directions and discuss the difference of visible and invisible navigation.

Activity 3:

Hand out computer search discussion sheet and assign half of the students to find the information on SR-71 and the other half to search for Native American navigation. Brain storm some key words to use for their search and hang in a visible place for further reference.

Facts and Concepts:  N/A

Follow-up Activities:  (Portfolio)

Vocabulary:

Select at least 6 vocabulary words from brainstorm activity to translate to Native Language. (LAKOTA: boat-wata, water-mni, sky-mahpiya, land-maka, airplane-kinyekiyapi)

EVALUATION SUGGESTIONS:

Students need to print a copy of their search and write a brief summary to report to the class. After the discussions, each student will write a report on what they learned, i.e., things you may want to assess through this lesson, technology skills, content and mechanics of summary, and cooperative skills. You may also begin a NASA portfolio at this time.

STANDARDS:

SUGGESTED RESOURCES:

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Lesson Plan:      AIR MASS       Created by: Crystal Herman     Grades:   5-8

Time Required: 2 hours

Link: Science and Technology

SUMMARY:

ACTIVITY CONTENT:

TEACHER PREPARATION:

http://ww2010.atmos.uiuc.edu/(Gh)/guides/crclm/home.rxml

STUDENT PREPARATION:

MATERIALS FOR THE CLASSROOM:

OBJECTIVES:

INTRODUCTION: N/A

PROCEDURES FOR THE CLASSROOM:

After a brief discussion of the navigation system, pair up students to do an internet search. Assign each pair a specific air mass. Students will need to summarize their findings and do a visual presentation to the class. After presentations are done, each student will need to write how the different air masses could affect the navigation system used by the SR-71 and the Native Americans (place into NASA portfolio).

FACTS AND CONCEPTS: N/A

FOLLOW UP ACTIVITIES: N/A

VOCABULARY:

Lakota: cold-osni, warm-okata, measure-wiyute, weather-maste, to scatter-kala. (insert own)

EVALUATION SUGGESTIONS:

You may evaluate this lesson on the presentations or set up rubrics for what was placed in the portfolio (if you are going to assign guidelines for what they write in their portfolio, it is advisable to let the students know exactly what they are).

STANDARDS:

RESOURCES:

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Lesson Plan:      Weather     Created by: Crystal Herman     Grades:   5-8

Time Required:  2 or more hours

Link: Technology, English, and Spelling

Summary:

There are many news stories on the internet about lost planes or planes which have crashed due to poor weather and navigation. Students will search the internet, bookmark the site and summarize their news story. These do not need to be only about planes, but can relate to any aircraft.

ACTIVITY CONTENT:

TEACHER PREPARATION:

The teacher can find and bookmark the internet for the students before class. Also, have the presentation T.V. ready so the students can share their work with the rest of the class.

http://search.yahoo.com/bin/search?p=crashes

STUDENT PREPARATION:

Students need prior experience doing internet searches and be familiar with the Native American navigation system.

http://dir.yahoo.com/Science/Aviation_and_Aeronautics/Accidents/Specific_Crashes/

MATERIALS FOR THE CLASSROOM:

OBJECTIVES:

The students will find out the importance of weather and how it affects the navigation system of the Native Americans and flight aviation.

INTRODUCTION: N/A

PROCEDURES FOR THE CLASSROOM:

The teacher may began this lesson with a legend/story relating to their culture (i.e., "Lost in the Fog", "How The Milky Way Came To Be"). Do a class discussion on the legend/story. Assign students to do an internet search, bookmark and give class presentations.

FACTS AND CONCEPTS:

There are several news stories on the internet relating to the effects of weather and navigation. Several planes have crashed or were lost during flight due to poor weather conditions. Boats were steered off course and spent many days lost because of the weather and later depended on the location of the stars to help them figure out which way to go. All forms of weather play a major part of navigation.

FOLLOW-UP ACTIVITIES:

The teacher may use the Language translations to write stories for an English class or do sentence building for a spelling lesson.

VOCABULARY:

(Lakota translations; fog-po, rock-inyan, woods-canwita, trees-can)

EVALUATION SUGGESTIONS:

Students will need to write a reaction paper based on all the information found, shared and discussed in class. The reaction must include the effects of navigation in fog, rain, wind, and snow . Also, how it all relates to the Native American and their navigation system. This work can be placed in their NASA portfolio.

STANDARD:

RESOURCES:

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Lesson Plan:  STAR GAZETTE     Created by: Crystal Herman     Grades:   5-8

Time Required: 2 hours

Link: Science, Math Spelling, and Technology

SUMMARY:

Students will learn how to use the star gazette and plot a trip for other classmates to follow. Students will also research the 52 visible stars and how they were used for SR-71 and for Native American navigation.

ACTIVITY CONTENT:

TEACHER PREPARATION:

Teachers will need to know how to use the star gazette and will also need a pattern for the students. Design a few plots to do with the students until they all have an understanding of how it works. Bookmark sites on the for the students to find this information.

http://observe.ivv.nasa.gov/nasa/search/index/index.html

STUDENT PREPARATION:

Students will need basic computer skills and be familiar with Native American culture. They will also need to make a star gazette.

MATERIALS FOR CLASSROOM:

OBJECTIVES:

Students will have the basic skills/understanding of how to use the gazette, plot a trip and the importance of giving precise directions.

 INTRODUCTION: N/A

PROCEDURES FOR THE CLASSROOM:

Read legend, "Star Boy", "Seven Sisters",and "How The Big Dipper and North Star Came To Be". Help students make the gazette and do a few activities so they can become familiar using it. Discuss legends and the problems they encounter with navigation. Students will need to research the visible (constant) stars and which ones the SR-71 and Native Americans used for navigation. After they do their search, have a class discussion. Have students plot a trip and exchange papers to figure out the destination. After students have finished, have them use the overhead to show their trip.

FACTS AND CONCEPTS:

Native American people depended on the star system for many things in their lives.

FOLLOW-UP ACTIVITIES:

Insert work into the NASA portfolio. Students can ask family members about star stories to share with the rest of class.

VOCABULARY:

(Lakota vocabulary; stars-wicahpi, visible-otanin, north star-waziyata wicahpi, moon-hanhepiwi, storm-icamna)

EVALUATION SUGGESTIONS:

Students will be evaluated on the trip they plotted and their overhead translation of the other students.

STANDARDS:

RESOURCES:

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Lesson Plan:  NATIVE AMERICAN CHAT LINE      Created by: Crystal Herman     Grades:   5-8

Time Required: 2 Hours

Link: Science, Technology, and English

SUMMARY:

ACTIVITY CONTENT:

TEACHER PREPARATION:

Teachers will need to have the computers set up for the chat line and bookmark the Native American chat line sites appropriate to the lesson. (There is several out there).

http://search.yahoo.com/bin/search?p=Native+American+Chat

STUDENT PREPARATION:

Students will need to know proper chat line etiquette and have questions/outline based on navigation and star knowledge.

MATERIALS FOR CLASSROOM:

OBJECTIVES:

The students will learn how to set up an interview, the basic skills of using a chat line and gain knowledge of other Native American cultures.

INTRODUCTION: N/A

PROCEDURES FOR THE CLASSROOM:

FACTS AND CONCEPTS: N/A

FOLLOW-UP ACTIVITIES:

VOCABULARY:

(Lakota translations; light-iyoyanpa, sun-anpetu wi, day-anpetu, nught-hanhepi, create-kaga.)

EVALUATION SUGGESTIONS:

STANDARDS:

RESOURCES:

 

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Lesson Plan:    THE BIG TRIP       Created by: Crystal Herman     Grades:   5-8

Time Required: 2 hours

Link: Science Math and Social Studies

Summary:

Students will compare, create, estimate and solve problems involving distance, units of time and time zones. They will compute travel on land and in the air.

ACTIVITY CONTENT:

TEACHER PREPARATION:

Teachers will need to be familiar with the Lakota Star Knowledge (a good reference for this lesson is "Lakota Star Knowledge ", pg. 9).

http://indy4.fdl.cc.mn.us/~isk/stars/startabs.html#hillsmap

http://observe.ivv.nasa.gov/nasa/search/index/index.html

STUDENT PREPARATION:

Based on what students learned on previous lessons, they will need to know the facts of the SR-71 and Native American navigation system.

MATERIALS FOR CLASSROOM:

OBJECTIVES:

The students will obtain a better understanding of the impacts of technology and how it is used today as a means of travel.

INTRODUCTION: N/A

PROCEDURES FOR THE CLASSROOM:

Read story (APPENDIX A) "Children of the Four Relations Around the Heart of Everything That Is" or "Napi’s Journey" (a Blackfeet legend). Have a class discussion when students are finished doing the work sheet.

FACTS AND CONCEPTS:

The SR-71 is navigated by a computer star tracking system. The computer selects stars based on brightness, position, time of year and exact time of day. This is found to be a reliable and an accurate form of navigation. The SR-71 navigation system is very similar to Native American navigation as they too depended on the solar system for many things in their lives. There are many stories which relate to the solar system. (SR-71 Revealed pg. 65-66)

FOLLOW-UP ACTIVITIES:

Students can prepare a presentation for parents, grandparents, other classrooms or community members using their portfolio as a guide. They may do this in groups or individually.

VOCABULARY:

(Lakota translations; Black Hills-Paha Sapa, Race Track-Kilyanka Ocanku, Bear Butte-Mato Paha, Thunder Butte-Wakinyan Paha, Devils Tower-Mato tipila Paha)

EVALUATION SUGGESTIONS:

Teacher made handout.

STANDARDS:

RESOURCES:

++++++++++++++++++++++++++++++

The BIG Trip

Worksheet 1

 

NAME_________________________

(caje)

The SR-71 and Native Americans use stars for navigation and for different purposes in life. Let’s explore the differences between to two ways of travel as it was used long ago as opposed to modern technology. We will circle around the Black Hills Race Track and return to our original destination. First make estimates on each.

 

SR-71 from LAX From where you live ridding horse

 

DISTANCE   ___________________________________

RATE OF SPEED  ________________________________

HOW MANY DAYS ______________________________

HOW MANY HOURS ______________________________

HOW MANY TIME ZONES _________________________

MILES PER HOUR _______________________________

 

Explain the good and bad aspects about these two means of travel.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

 

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Lesson Plan: The Stars of the Big Dipper             Created by: Mary Alice Thomas                    grades: 5-8

Learner Outcomes:

Lesson Overview:

Description of Lesson Plan Components:

Lesson Procedures:

Materials Needed - students:

Questions:

Activity Instructions:

Outcomes Expected:

Description of Web Enhancements:

The Stars of the Big Dipper web sites:

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Lesson Plan: How can the height of a building be measured in reference to flight?  Created by: Mary Alice Thomas    grades: 5-8

Learner Outcomes:

Lesson Overview:

Description of Lesson Plan Components:

Lesson Procedures:

Materials Needed - teacher:

Materials Needed - students:

Instructions to build Transit:

Instructions to hold Transit: (see diagram below)

wpe1.jpg (11367 bytes)

Instructions on how to use Transit to measure:

Example:

 If the angle you compute is 60 degrees and the distance form the building is equal to 80 feet, then:   Tan 60 = x / 80 feet.  Solve mathematically for unknown (x) and this will give you the height of the building.

Questions:

Activity Instructions:

Outcomes Expected:

Description of Web Enhancements:

Web sites:

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Lesson Plan: Traveling with Chief Joseph              Created by: Mary Alice Thomas                    grades: 5-8

Learner Outcomes:

Lesson Overview:

Description of Lesson Plan Components:

Lesson Procedures:

Materials Needed - teacher:

Materials Needed - students:

Activity Instructions and questions:

  • Who was Chief Joseph and the Nez Perce?
  • Where did they live and why did they leave Idaho?
  • Locate the historical map of the flight on the Internet and produce a copy to be used for further work.
  • What did the Nez Perce use for navigation methods?
  • Name five landmarks and land forms that appear to be important.
  • Compute the entire flight in miles and make conversion to meters.
  • Compute the average length of time traveled each day when the Nez Perce were on the move.
  • Contrast and compare how we navigate today and how the Nez Perce navigated then.
  • Are there similarities in navigation?
  • Locate a topographical map of the final battle in Montana on the web.
  • Contrast the differences between a relief map of this flight and the historical map of this site.
  • name five relative locations and 5 absolute locations on a current map of this area. (Idaho to Montana)

Outcomes Expected:

Description of Web Enhancements:

Traveling With Chief Joseph web sites:

Students could e-mail other students form the Nez Perce tribe and communicate the information they have gathered about the ways to the Nez Perce navigation and see if the Nez Perce students have additional information about their navigation methods of the past.

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Lesson Plan: Investigating Bernoulli’s Principle      Created by : Regina Sievert      Grades: 9-12

Purpose: In this lesson, students will investigate Bernoulli’s Principle and discover how it helps to explain the lift that allows airplane flight.

Objectives: The student will:

  1. create hypotheses to explain their observations of demonstrations of Bernoulli’s Principle.
  2. use the World Wide Web to find an explanation of Bernoulli’s Principle.
  3. use Bernoulli’s Principle to explain how flight is accomplished.

Lesson Procedures:

  1. Start the lesson with a class demonstration as follows:

    2.  

    Distribute strips of paper 2" x 5" and instruct students to hold them by a short end underneath their lower lips. Instruct students to blow across the top of the paper and ask volunteers to tell the class what they observe. The paper should rise, as predicted by Bernoulli’s Principle. Introduce the term Bernoulli’s Principle but do not explain the effect in terms of the principle yet. Instead, allow students to hypothesize what causes the paper to rise. Without confirmation or rejection of their hypotheses, introduce the idea that this same effect creates the lift that allows flight. Tell students that they will be investigating Bernoulli’s Principle and flight today through demonstrations and the World Wide Web.

  2. Students should work in pairs. Distribute the handout to each student and give them a few minutes to read it. Discuss the following procedure with them, as necessary:

There are three different demonstrations of Bernoulli’s Principle around the room.   (In reality, have more than one setup of each demonstration so students don’t get backed up and spend time doing nothing.) Student pairs will move from one demonstration to the next, trying out each, observing and describing the effect. They will then develop a hypothesis to explain how each demonstration works. Emphasize that, as in other settings of scientific discovery, they should revise their hypotheses if necessary as they move through the demonstrations and new ideas come to mind.

Demonstration stations:

  1. Two balloons - Suspend two inflated balloons from the ceiling about five inches apart and at face level. Have students blow between the balloons. The low pressure area created by the moving air between the balloons causes the balloons to move toward each other since the relatively higher pressure outside pushes them inward.
  1. Spoon in water stream – Students will hold the back of a spoon near a stream of running water and observe that the spoon is pulled into the stream. The movement of the water creates a low pressure area near the back of the spoon while the higher pressure outside the water stream pushes the spoon into the stream.
  1. Paper wings – Make several paper wings as described in the Newton’s Apple lesson on windsurfing, show #1106 (www.pbs.org/ktca/newtons/11/windsuf.html)

As described in the activity, have students sweep the wing through the air with the curved side up. The wing will move upward on the line due to the lift created by the slower moving air, and thus higher pressure, on the bottom of the wing.
  1. Next, student pairs should log onto the World Wide Web to find an explanation of Bernoulli’s Principle and how it applies to flight. They should use information from web sites to finish answering the questions on the worksheet. Some suggested sites are given on the lab sheet or have students find their own.

    2. Students should then revise their hypotheses about the demonstrations based on their new knowledge of Bernoulli’s Principle. The teacher should check their hypotheses for accuracy, and ask them to review the concepts on the Web again if necessary.

  2. When all groups are finished with the above steps, begin a class discussion about Bernoulli’s Principle. Ask students to volunteer to explain the principle and label the cross section of the airplane wing on an overhead transparency identical to the one on the student worksheet, for all students to view. Close the lesson with other examples of Bernoulli’s Principle in action and ask students to explain them. Some examples might include:

- Why the top bulges outward on a convertible automobile moving at high speed

- Why smoke travels up a chimney or out a teepee better on a windy day

-Venturi tube demonstration – why does water spray higher from a narrower section of the tube than a thicker section?

- Why smoke moves out an open window in a moving car

- How a vacuum cleaner "picks up" dirt

Materials and resources required:

-----------------------------------------------------

WORKSHEET

 

Investigating Bernoulli’s Principle

Bernoulli’s Principle is a statement about the relationship between fluids and their pressure. Among other things, it explains how the force of lift is created that allows airplane flight. In this exercise, you will work with a partner and try out several demonstrations of Bernoulli’s Principle. Based on your observations of the demonstrations you will develop hypotheses to explain how they work. Next, you will use the World Wide Web to research Bernoulli’s Principle as it pertains to flight, i.e. how it creates lift. Last, we will share our ideas together as a class and label a diagram explaining the creation of lift using Bernoulli’s Principle.

There are several versions in the room of three different demonstrations of Bernoulli’s Principle. Go to any free station and begin the activity. As you move from station to station, you will be writing hypotheses. Like any scientist, you may find it necessary to revise your hypotheses as you make more observations and think of new ideas.

Part I – Demonstrations of Bernoulli’s Principle

Station #1 – Spoon in a stream of water

Hold the back of a spoon near a moderate stream of water and observe what happens to the spoon.

  1. Describe what happened to the spoon when it was placed near the stream of water:

    2.  

     

  2. Write a hypothesis about why the spoon behaved as it did:

 

 

 

 

 

Station #2 – Two hanging balloons

Stand close to the two balloons. Make sure they are still. Blow between the balloons and observe what happens to the balloons.

  1. Describe what the balloons did when you blew between them:

    2.  

     

     

  2. Write a hypothesis about why the balloons moved they way they did:

Station #3 – Paper wings

Take the paper wing and hold the straw handles, one in each hand, pulling the line between them tight. Be sure the curved surface of the wing is upward. Sweep the wing through the air in front of you and observe what the wing does.

  1. Describe what the wing did when you moved it through the air:

    2.  

     

     

  2. Write a hypothesis about why the wing behaved as it did:

 

 

 

 

 

Part II – Research on the Internet

Now go to the computer and use the Internet to find out more about Bernoulli’s Principle and flight. You may use the sites suggested below or find some sites of your own. Use the information you locate to answer the rest of the questions.

  1. State Bernoulli’s Principle:

    2.  

     

  2. Name and define the four forces acting on an airplane when it is in flight:

    3.  

    A)________________________

    __________________________

    bernou6.jpg (1018 bytes)                            bernou7.jpg (1005 bytes)

    		 C)________________________

    __________________________

     

    		 bernou8.jpg (3268 bytes)  
    B)________________________

    __________________________

    		 bernou9.jpg (980 bytes)                                            bernou10.jpg (971 bytes) D)________________________

    __________________________

 

  1. In order to achieve flight, the force of _______________ must be greater than the

    2. force of ________________.

     

  2. Draw the cross sectional shape of an airplane wing here:

    3.  

     

     

  3. What is this curved shape called?

    4.  

     

  4. Why do airplanes have this cross sectional shape to their wings?

    5.  

     

     

     

  5. Label the diagram of the airplane wing below and fill in the missing words that

    6. describe what is happening to create lift.

    Air moves _______________ over the top of the wing,

    creating _________________ pressure.

     

    bernou11.jpg (4613 bytes)

    Air moves ____________ over the bottom of the wing,

    creating ______________ pressure.

    The high pressure on the bottom of the wing creates _____________,

    which pushes the wing upward.

     

  6. Racecars also often have an airfoil shape. Why is this shape useful on a race car?

 

 

 

 

Knowing what you know now about Bernoulli’s Principle, revise your hypotheses for the demonstrations if necessary. When you are finished, show your papers to the teacher and have them checked for accuracy. We will discuss the concepts together when everyone is finished.

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Lesson Plan: Global Positioning System: Theory and Use      Created by : Regina Sievert       Grades: 9-12

Time required: At least three forty five minute periods

Purpose: To introduce students to global positioning system technology, including how it works and what it is used for.

Objectives: The student will:

  1. understand how GPS works, including the satellite configuration and triangulation
  2. become aware of how GPS is used both commercially and privately
  3. learn about possible careers in GIS/GPS
  4. gain experience in finding information on the Internet

Introduction:

Global positioning technology is a modern outgrowth of humankind’s need to navigate Mother Earth accurately. Originally developed by the U.S. Department of Defense for military use, it is quickly being adopted for many commercial and private uses also. To pinpoint locations on Earth, the GPS employs the trigonometric method of triangulation, utilizing radio signals received from a system of satellites that orbit Earth twice daily. The Internet has many very informative sites on the topic of GPS from a variety of sources to provide the teacher with a more thorough background for teaching (e.g., see sites listed in resources).

Procedure:

Day 1

1) Introduction and Internet research – Introduce the topic of navigation by facilitating a class brainstorm on the ways that people have been able to determine their positions on Earth through history (e.g., position of celestial bodies, determination of longitude based on time and distance traveled, etc.). Ask students to conjecture on the accuracy and ease of use of such methods. Ask students what they know about global positioning technology, and briefly describe it if necessary. Do not disclose too many details, since you want the students to discover the information themselves through research on the World Wide Web. Distribute the worksheet called "What is the Global Positioning System?". Have students work in pairs and use the Internet to answer the questions on the sheet. This will serve as a preview of some of the concepts that will be discussed the following day, preparing the students for a discussion about GPS with the invited guest speaker. The teacher should act as facilitator, circulating through the room, giving guidance to students if necessary. There are some suggested websites listed on the sheet, which can be omitted if the teacher prefers that the students find their own sites. Instruct students to bookmark valuable sites that could be used on the later assignment concerning the use of GPS in flight and space. Encourage students to ask tomorrow’s guest speaker any questions on the sheet for which they cannot find answers.

Day 2

2) Guest speaker on GPS - Invite a professional who uses GPS on the job to engage the students in a brief discussion on the basic theory behind the technology, its uses, possible careers in Global Information Systems management, etc. If possible, try to get a person from an underrepresented group in the GPS field, e.g., a minority or a woman. Ask them to bring a GPS with them to demonstrate to the students. Inform students that their participation in the discussion will be one part of their evaluation for the unit. Students may want to have the research worksheet from the previous day on hand to use as a reference in asking and answering questions during the discussion. Afterwards, distribute the worksheets called "Triangulation and the Global Positioning System" and "How Triangulation Works". Ask students to work on them in small groups to reinforce the concepts covered in the discussion. Be sure to give the guest a copy of the worksheets in advance so they will be prepared to work with the teacher in circulating through the room to give guidance to students in completing them. For closure, ask the guest to lead a discussion to check the answers on the sheets.

Day 3

3) Using GPS in flight and space technology – Many types of air and space technology use GPS for their own navigation and to provide data on the location of other objects. NASA, for example, has developed several types of satellites as well as scientific and military planes that utilize GPS. Ask students to use the Internet to research a piece of flight technology that employs GPS. Depending on the time available, the needs of the students, available resources, etc., the teacher can use her/his own discretion as to the form in which the research should be presented (e.g., oral report, poster, electronic slideshow, written report, etc.). Make sure that the students incorporate the concepts and vocabulary learned in the previous two assignments, i.e., have them apply their knowledge. One suggestion would be to make the research project the main assessment tool, taking the place of the usual test or quiz on the material, and emphasizing that the product show that the student has a working knowledge of the information. Some types of technology that could be used as project topics include:

Materials and resources:

Suggestions for Evaluation:

  1. Worksheets - Assess the students’ proficiency in answering the questions on the worksheets, their ability to work with their partners, their proficiency in finding valuable sites on the World Wide Web, and their ability to sift through the information on the Web to locate answers to the questions.
  2. Discussion about GPS – Assess the students participation in the group discussion with the guest speaker, as well as their answers in the introductory brainstorm on Day 1.
  3. Technology report – Assess the student’s project on a form of flight technology that utilizes GPS. Pay particular attention to the student’s apparent grasp of the concepts through their application of the ideas and vocabulary in the project.

+++++++++++++++++++++++++++++

What is the Global Positioning System?

research worksheet

 

The Global Positioning System (GPS) is a type of navigational technology that is quickly becoming a common tool in both public and private settings. Use the Internet to find out more about GPS by answering the questions below. There are many Internet sites about GPS. A few suggested sites have been listed for you, or find some of your own.

 

Questions

  1. What agency developed GPS?

    2.  

  2. Why was GPS developed?

    3.  

     

  3. When did GPS first become widely used by the military?

    4.  

     

  4. How accurate is GPS in determining a specific location on Earth?

    5.  

     

  5. To determine position on Earth, GPS utilizes signals from a configuration of satellites specifically placed in orbit around Earth.

A) How many satellites are in this configuration?

 

B) How high are the satellites orbiting above Earth?

 

C) What type of signal do the satellites emit?

 

D) How many different satellites signals are required to locate Earth position accurately?

 

  1. Briefly describe how the GPS uses the timing of the satellite signals to

    2. determine location on Earth:

 

  1. GPS employs the same grid measurements that are used on globes and maps to determine exact location on Earth. What are these two measurements called?

 

    A) Distance above or below the Equator ___________________

    B) Distance east or west of the Prime Meridian ________________

     

  1. Latitude and longitude are measured in units called degrees. Degrees can then be broken down into minutes and seconds.

A) How many minutes are there in one degree? ____________

 

B) How many seconds are there in one minute? ____________

     

  1. There are many ways to navigate. For example, you can navigate utilizing the position of stars or landmarks. List some ways that GPS is considered superior to other types of navigation.

A)

B)

C)

 10) List some commercial uses for GPS:

A)

B)

 

  1. List some private uses for GPS:

A)

B)

 

++++++++++++++++++++++++

Triangulation and the Global Positioning System

Worksheet

 

The Global Positioning System is a very accurate means of locating one’s position on Mother Earth using radio signals from a system of orbiting satellites. By knowing our distance from three or four of these satellites, a trigonometric method called triangulation can be used to calculate our own location. The satellites transmit a radio signal to Earth and by measuring the time it takes to receive the signal, we can calculate how far away the satellites are from the GPS receiving unit.

Try to answer the practice questions below:

  1. You are driving from your home to a pow wow on the Nez Perce reservation. You are traveling at 60 miles/hour. It takes you two hours to get to the pow wow. How far away is the Nez Perce reservation from your home?

    2.  

     

     

     

  2. What is the formula that you used to find the distance of your trip?

    3. Distance = ______________ x ______________

     

  3. Radio signals are a form of electromagnetic radiation. All forms of electromagnetic radiation travel at the speed of light.

    4. What is the speed of light (in a vacuum)? _____________ miles/second

     

     

  4. So the formula for determining the distance to a satellite from your position on Earth is:

    5. Distance to satellite = ______________________ x ___________

     

  5. A satellite sends out a radio signal and your GPS receives it .089 seconds

    6. later. How far away is the satellite from your GPS?

     

     

     

  6. How long would it take for a transmitted signal to reach a GPS from a satellite that is 18000 miles away?

 

++++++++++++++++++++++++

How Triangulation Works

Worksheet

 

In order to determine your position on Earth using triangulation, the GPS must receive signals from at least three orbiting satellites. Then by calculating their distance, the GPS can determine its own location on Earth. Here’s an example of how it works:

 

Step #1 : The GPS receives a signal that tells it that it is 13,000 miles from satellite A. This means that the GPS could be anywhere on an imaginary sphere centered on satellite A, whose radius is 13,000 miles.

 

wpe2.jpg (8102 bytes)

 

 

Step #2 : The GPS also receives a signal that it is 15,000 miles from satellite B. So now we know that the GPS is also somewhere on an imaginary sphere centered on satellite B, whose radius is 15,000 miles. This helps us narrow down the possible GPS positions, since it must be within the overlap of these two imaginary spheres.

 

 wpe3.jpg (12019 bytes)

 

Step#3 : A GPS also received a third signal from satellite C that indicates that it is 13,000 miles from the GPS. By once again imagining a sphere around satellite C with a radius of 13,000 miles, we find that it intersects the first two spheres at only two points. Therefore, the position of the GPS is at one of these two sites. Generally, we can deduce which of the two sites is correct, or if necessary, a fourth signal can be used to pinpoint our exact location.

 wpe4.jpg (9838 bytes)

 

1) Since the satellites used by GPS are orbiting at 11,000 miles above Earth, the time delay between transmission and receipt of the signal is very small. Therefore, very accurate clocks, called atomic clocks, must be used to keep time. They can measure to within one nanosecond (10 –9 second) of  accuracy.

Write out what a nanosecond equals in seconds here:

 

1 nanosecond = __________________________second

 

 The military uses a special set of very precise signals exclusive to those agencies licensed for their use. As a security measure to prevent others from using this data, the military adds an error to the signal, called a differential. This process is called Selective Availability (S/A). If an unlicensed party tries to use this signal, they cannot correct the error and so will get inaccurate readings. Licensed parties can unscramble the data using a differential correction provided by the military.

  1. Considering that the satellites are orbiting in a configuration 11,000 miles above Earth and are transmitting radio signals, what are some possible sources of error in calculating their distance from the GPS? (Hint: Consider the speed of the signals and their travel route.)

A)

B)

 

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Lesson Plan: Web Scavenger Hunt – Flight Technology      Created by : Regina Sievert       Grades: 9-12

Time required:

Purpose:

In this lesson, students will compete to discover important facts about flight technology by using the World Wide Web as a research tool.

Objectives:

The student will:

  1. gain experience using the World Wide Web to find information
  2. learn some significant facts about flight technology
  3. work collaboratively with a partner or team to compete with other students (optional)

Introduction and Procedure:

In this activity, students compete with one another to find correct answers to questions about flight technology. Information is obtained using the World Wide Web as a research tool. As it is written here, the activity is what is commonly called a "sponge activity", a fun exercise used as enrichment, for example at the end of a unit, during a shortened class period, for students who finish their other work early, before a holiday, etc. Questions should be interesting and significant, so the activity is both engaging and educational and should be tailored to the level of thinking appropriate to your students.

The particular set of questions provided here constitutes a kind of scavenger hunt, with an assortment of topics concerning different aspects of flight technology. However, the activity is easily adapted to other formats, depending on the topic being addressed. For example, the purpose of the question set might be:

  1. To create a time line of the history of developments in flight technology
  2. To compare the achievements of the Soviets and Americans during the space race
  3. To contrast two types of satellites
  4. To find "firsts" (e.g., first manned Shuttle flight, first female in space, first black female pilot, etc.)
  5. To prepare for the next topic that the class will study

The competition can be run in several ways, depending on the nature of the class. For example, competition can be based on the student (or pairs of students or team) who accurately answers all of the questions in the shortest time. Or, another method is to run the activity for a specific period of time and make the winner(s) the student(s) with the most correct answers.

Begin by explaining the rules of the competition. Divide students into teams or pairs, if desired. If time is a criterion for winning, record the start and end time for each set of competitors on their answer sheet. Score each sheet for accuracy of answers and total time used, if relevant. Provision of an appropriate prize is always a nice touch as well.

Materials and resources:

 

+++++++++++++++Worksheet++++++++++++++

All about Flight

A Scavenger Hunt on the World Wide Web

Humans have long been fascinated by flight. There is archaeological and mythical evidence of this fascination as far back as 3500 bc. The following set of questions asks for information on many different topics concerning flight. Your team will compete with others in using the World Wide Web to find the answers to the questions. The team that answers all of the questions correctly in the least amount of time will win the competition. Good luck!

Competitor Name(s) _______________________________________________________

Start time ____________ End time _____________ Total time used ___________

Number of correct answers______________

 

  1. What Renaissance artist and scientist first conceived of the helicopter and ornithopter?

    2.  

  2. Many of the earliest flying machine designs tested were ornithopters.
  1. How do ornithopters differ from modern flying machines?

    2.  

  2. What natural model of flight were ornithopters based on?
  1. Balloons were the first real form of flight used by humans. Where were balloons first

    2. used?

     

     

  2. What role did hot air balloons play during the Civil War in the United States?

    3.  

     

  3. What was the first manmade satellite in space and what country developed it?

    4.  

     

  4. Geostationary satellites generally are orbiting over the equatorial plane and hove over one point on Earth.
  1. How long does it take a geostationary satellite to orbit Earth once?

 

B) Most communication satellites are geostationary. Why are most communication

satellites geostationary (e.g., TV satellites)?

 

 

 

  1. Most meteorological satellites have heliosynchronous orbits. What does this word mean?

    2.  

     

  2. Satellites are placed in orbit by other vehicles like rockets or the Space Shuttle. Once

    3. in orbit they are in a constant state of freefall. Why don’t they lose altitude and hit

    Earth?

     

     

  3. To power onboard instruments, many satellites use solar panels, which means they

    4. must constantly point toward the Sun. A deep space satellite like Voyager can no

    longer use sunlight for power. What do they use instead?

     

     

  4. The satellite Galileo was sent to Jupiter to gather data about this giant planet. How

    5. long did it take Galileo to reach Jupiter?

     

  5. Powered flight became feasible due to the efforts of many different people in the beginning of this century. Planes were immediately used in World War I, but their role changed as powered flight technology developed.
  1. What were powered planes used for originally in World War I?

    2.  

  2. How did the role of planes change during World War I?

 

 

 

  1. What American pilot broke the sound barrier and when?

    2.  

     

  2. Who was the first certified black female pilot?

    3.  

     

  3. What space vehicle launched the Hubble Space Telescope?

    4.  

     

  4. What two agencies operate the Hubble Space Telescope?

    5.  

     

  5. How large is the mirror on the Hubble Space Telescope?

    6.  

     

  6. Jet fighters were developed during World War II. What was the first jet fighter?

 

 

18. What was the mission of the Lunar Orbiter?

 

 

19. What was the landing site of Apollo 11?

 

 

20. What type of rocket launched Apollo 11?

21. What is the long-term mission of the Space Shuttle?

 

 

  1. Who was the first American female in space?

    2.  

     

  2. How large is the cargo bay in a space shuttle?

    3.  

     

  3. What is a lifting body and how does it differ from other types of aircraft?

    4.  

     

  4. What type of aircraft is the Pathfinder and what is its mission?

    5.  

     

  5. Who are the Ninety Nines?

 

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Lesson Plan:  Little Stars Grow up     Created by : Caroline Stands 

            (Anchored Instruction)

Time required:

Standards:

Math

Science

  • A. Science as Inquiry
  • B. Physical Science
  • D. Earth and Space Science
  • E. Science and Technology
  • F. Science in Personal and Social perspectives.

Objectives:

The student will be able to:

Case study of problem situation description:

Students will find careers in navigation then choose a specific career of their interest to model to the class by writing a book, acting the part, story telling, bringing in a person who is in that career, dioramas, .....while using the web and other resources to investigate that career.

Materials:

art supplies, internet, resource books, NASA book on personalities in DRYDEN, lists of careers in navigation.

Web Preparation:

Activity Instructions:

Brain storm on keys words to use and the web to find careers in navigation.

A prepared sheet of questions to answer when searching for a career (a guide to answer the who, what, why, where, when questions).

1. Question to find prior knowledge of careers in navigation.

2. Brainstorm to find key words to find careers in navigation and look for on the net.

3. Choose a possible career of your interest

4. Research all resources to learn what you have to do to have this career.

5. Prepare to present to the class your choice of career and why you choose this one

Lesson Procedures:

Steps to follow

1. Bulletin boards, stories, books, model planes, can activate prior knowledge on careers in navigation, set up a center.

2. On an overhead brainstorm key words for the web search.

3. After students have made several hits on the careers encourage them make a choice.

4. Students will print the web information and study what education is needed to take on the career of choice.

5. Assessment students will present to the class their choice of career, why they choose it, and place their results in the journal.

NOTES:

*Astrophysicist, pilot, weather person

 

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Lesson Plan:   STAR DATING    Created by : Caroline Stands 

Generative Learning

Time required:

Standards:

Math

1. Math as Problem Solving

2. Mathematics as Communication

4. Mathematical Connections

5. Number and Number Relationships

7. Computation and Estimation

13. Measurement

Science

A. Science as Inquiry

B. Physical Science

D. Earth and Space Science

E. Science and Technology

Objectives:

The students will be able to ...

Description of Overall Student Tasks:

Web Preparation:

Description of web activity assigned to students:

The Lakota people have been using the constellations to determine when to move from ceremony to ceremony for thousands of years in this activity students will use the formula that is used in the Lakota Star knowledge book to determine how long the Lakota have been using the stars for navigation. Students will do an addition and subtraction paper using negative numbers and positive numbers.

Find and bookmark sites on how to measure dates of stars/constellations. When they were born, life span....

Lesson Procedures

Material:

worksheet on neg. and positive numbers, internet,journals.

Vocabulary:

negative numbers, positive numbers, dating, formula, Lakota Star Knowledge book, ecliptic.

Steps to follow

1. Do a teacher/book worksheet on addition and subtraction of negative and positive numbers.

2. Introduce method of dating Lakota Constellations.

3. Demonstrate formula used in Lakota Star Knowledge.

4. Use internet to access methods of star dating.

5. List sites and personnel summary in journals.

6. Assessment, journal page of web listings relevant to subject area-short personal description of site with address.completed math worksheet.

 Notes:

Lakota Star Knowledge pg. 46 Appendix B, Sun moves W. 1 degree on the ecliptic every 72 yrs-at about 50 degrees.

            72

       x  50

        3600 b.c.

        - 1997

        6403

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Lesson Plan:  WHERE DID CONSTELLATIONS COME FROM?      Created by : Caroline Stands 

Collaborative Learning

Time required:

Standards:

Math

4. Math Connections

7. Computation and Estimation.

Science

A. Science as Inquiry

B. Physical Science

D. Earth and Space Science

E. Science and Technology

Objectives:

The student will be able to...

Lesson Procedures:

Materials:

constellation projector, internet, references to books. Reading books about Legends of all culture about constellations like Star Tales;North American Indian Stories by Gretchen Woo.

Vocabulary:

Steps to follow:

1. Use constellation projector to show constellations on ceiling or wall.

2. work with a partner

3. As partners choose a constellation to explore and report on.

4. How could the web be used for this activity?

5. Setup a web link to collaborate with.

Lesson Description:

This learning experience will stimulate the students to explore the universe, it’s constellations and understand the relationship the Native American’s and other cultures had with the constellations.

Web  Preparation:

hppt://www.ed.psu.edu/NASA/Langley/linklist.hmtl#

*what setup work will you need to do to setup links with collaborators?

*how will the web be used during the activities? (present lesson content, share data, e-mail communications, etc)

Activity Instruction:

1. Have the students review what they know about constellations. Webbing the information they give you.

2. Direct students to list the different cultures they have learned about so far that used the stars for navigation. That have stories about stars.

3. Direct students to use the web resources to find more information.

4. If possible encourage the students to establish an e-mail link with other persons/schools studying about the stars ex. Star Date on KINI.

5. Have each student adopt one constellation to follow for the year.

6. Create a web site to share findings.

7. Assessment, all information should be printed, organized and placed in journals.

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Lesson Plan:       KEEPING TRACK OF TIME    Created by : Caroline Stands 

Problem Based Learning

Time required:

Standards:

Math

1. Mathematics as Problem Solving.

3. Mathematics as Reasoning

10. Statistics

Science

a. Science as Inquiry

B. Physical Science

D. Earth and Space Science

E. Science and Technology

F. Science in Personal and Social Prospective

Objectives:

The Students will be able to...

 Web preparation:

*FIND SPECIFIC SITES FOR STUDENTS TO ACCESS TO SOLVE PROBLEMS

hppt://www.cotf.edu./ete/modules/msese/problem.html

http://windows.engine.umich.edu/

http://www-hpcc.astro.washington.edu/scied/sciask.html

Lesson Procedures:

Teacher creates a problem that the students have to find a solution to.

Materials:

computers, internet,problem, journals.

Vocabulary:

Steps to follow:

1. Present the problem.

2. Give the specific rules to solve the problem.

Activity Instruction:

Tell the students they will have to solve a problem using this information.

Lakota people used to tell time by the position of the sun in the shy, what constellations were in the sky at a certian position.

Activity:

1. Research the following question and write a reprt on it: How did they keep track of seconds, minutes, hours, days, months, and years?

Use books, internet, elders, legends.

2. Answer the following questions;

3. Create a calender using the information you have gathered. Be prepared to explain why you did what you did.

4. assessment, completed research paper, calender, answered questions.

5. Place all completed projects in journal.

 

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Lesson Plan:    NAVIGATING THE NET   Created by : Caroline Stands 

Expository Lesson

Time required:

Standards:

Math

1. Math as Problem Solving

4. Math Connections

7. Computation and Estimation

Science

A. Science as Inquiry

B. Physical Science

D. Earth and Space Science

E. Science and Technology

Objectives:

The student will be able to...

Lesson Procedure:

Materials:

Vocabulary:

bookmarks, other web terms.

 Steps to follow:

1. Demonstrate how to access web sited using addresses.

2. Demonstrate bookmarks,

3. Introduce school policy on Web usage.

4. Hand out listings of web addresses.

5. Students create a way to list all sites, so they are available for all to use as a reference.

6. Students proceed to locate sites and bookmark.

7. Students write a summary of each site they accessed.

8. Students record all relevant sites and summaries

9. Do activity "How to Measure the Diameter of the Sun".

Lesson Description:

Students will share an understood goal to explore that the sun is a star, whose resources are valuable to the earth and the Native American people .

Web Preparation:  bookmark this site so students can use it for reference.

hppt://www.ed.psu.edu/NASA/Langley/linklist.hmtl#

Activity Instructions:

1. Using the computer on large screen demonstrate how to use addresses to locate site on the web. Have two or three addresses ready to use for demonstration. Bookmark.

2. Have the students go to the computers and type in the addresses locate them and bookmark them.

3. Question the students as to what was the topic of each site that they bookmarked, Yes our focus is the the sun as a star.

4. Talk about guide words, let them explore.

5. Remind they of the subject and that they need to find sites that relate to our topic and to preview, bookmark and write a summary of each site for further references.

6. Assessment, could be their written summaries, how many sites they have located, participation.

7. All completed work in the journals.

8. Use this lesson to produce a classroom/library web site reference book.

Activity: How to Measure the Diameter of the Sun

Material:

yardstick, 2 white index cards 3x5in, scotch tape, straight pin, pencil, the distance to the sun ( about 93 million Vocabulary= diameter, actual, sun, distance, approximate, align.

Steps to follow:

-Make a small pinhole in the center of one of the cards fold it 1-inch from the edge, and tape it upright to the 1-inch end of the yardstick.

-Make two small marks, 1/4 inch apart on the other card.

-Hold this card upright about 2 feet from the card with the pinhole.

-Align the yardstick so that the Sun’s image appears on the the card.

-The sun’s rays pass through the pinhole to form the image and this makes two triangles.

-Adjust the card your holding until the sun’s image just fills the 1/4 inch space between the two marks.

-Now read the yardstick to find the distance between the two cards.

-It should be about 27 inches.

-Divide this number by the width of the sun’s image (27 divided by 1/4 or .25).

-You should get 108.

-Next divide the distance to the sun, 93,000,000 by the number (108) from the first triangle.

-This will give you the approximate diameter of the sun, 861,112 miles.

-the actual diameter is about 864,000 miles.

-Put all information on your folder.

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Lesson Plan:  LAKOTA CONSTELLATIONS     Created by : Caroline Stands 

Inquisitory Presentation

Time required:

Standards:

Math

2. Mathematics as Communication.

8. Patterns and Functions.

13. Measurement.

Science

A. Science as Inquiry.

B. Physical Science.

E. Science and Technology.

Objectives:

Students will be able to identify constellations in relation to the spring ceremonies of the Native Americans of the plains the Lakota.

Lesson Description:

Lakota Star Knowledge as an introduction of how Native Americans used the stars to navigate. Stars are called "The Holy Breath of knowledge" the belief is that the Native Americans received their spiritual instruction from the stars, What to do, Where to do it, and when to do it. The SR-71 will be introduced as a star navigator. A student journal will be kept.

Web Preparation:  find and bookmark

http://indy4.fdl.cc.mn.us/~isk/stars/startabsihtml

Lakota star-earth maps and tables. This site shows how the Native Americans followed constellations to certain sites for certain ceremonies.

http://199.44.114223/byarst/geolpi.htm

vocab, intro to terms, uses earth navigation, intergrate with Native American navigation to Devils Tower.......

http://www.hcc.hawaii.edu/hccinfo/instruct/div5/sci/sci/22/beginnings/NatAmer.html

records left by Native Americans of their astronomical observations e.g. Big Horn Medicine Wheel.

 

Lesson Procedures:

Materials:

Materials that will be needed for each learning experience will be listed with each experience.

Vocabulary:

will be addressed in each activity. . . Have the students develop a method to record and define all vocabulary words use this as part of a final assessment and/or spelling words

Activate Interest:

by preparing the room with artifacts and posters etc.. of constellations, Native American designs, SR-71 information.

Steps to follow

1. Brain storm using web method to find current knowledge of navigation.

2. Focus on Native American navigation-How could/did they use the stars for navigation.

3. Constellations of the Lakota:

Cansasa Ipusye-Dried Willow

Wicincala Sakowin-Seven Little Girls

Ki Inyanka Ocanka-Race Track

Mato Tipila-The Bear’s Lodge

Mirroring, to the Lakota what is on the Earth is in the sky. A legend is told of two hides that were found one shows the earth and the other shows the sky they are the same, whats on earth is in the stars and what is in the stars are the earth. This is explained further in "the Lakota Star Knowledge Book" pg.15.

Cuisenaire has a book that has REFLECT-IT HINGED MIRROR Activities. I have used some of these to emphasize mirroring.

Lakota constellation #1. Casasa Ipusye, Dried Willow

Materials: copy of the Lakota constellations

The constellations that told the Lakota what ceremonies to do and where to do them are the focus . As the sun traveled through four Lakota constellations (of which three are connected to specific sites in the Black Hills of South Dakota) certain ceremonies were held. The ceremonies were ways of showing appreication for all that is given us to use without waste.

When the sun is in the Lakota constellation of Casasa ipusye, Dried Willow the people were preparing for the pipe ceremony to celebrate the first day of spring. The Lakota followed the suns path on earth to know when to begin this ceremony it has been calculated that the Lakota people have been doing this ceremony since between 1000 and 100 B.C.

* read the legend; "How the Morning and Evening star Came to Be", the Indian Reading Series, l-111 Book 7.

* How many years ago did the Lakota begin following the sun on earth?

* Do this activity to see the Lakota Constellation Casasa ipusye

Materials:

paper, pencil, tin can, nails, hammer, flashlight, darkroom.

Steps:

-use the empty tin can (clean it thoroughly)

-Mark the area of the can on paper.

-Draw the constellation Casasa ipusye on the circle of paper.

-Now place the paper on the can, tape it on.

-Use different sized nails to show the brightness of each star, make holes in the can for each star.

-Next remove the paper go into a dark room shine the flashlight into the can and point both of them toward the ceiling.

-You will see a projection of the constellation.

-to enhance this further have the students project this onto black paper and paint the constellation onto the paper.

 

Lakota constellation #2. Wicincaka Sakowin-Seven Little Sisters.

The sun now moves into the constellation Wicincala Sakowin, Seven Little Sisters. The Lakota were at Harney Peak (Hinhan Kaga Paha) to celebrate "welcoming back the thunders"(Yate Iwakicipi). Thunder and Lightning were Wakan (holy), they brought water which is essential to all life and was truly appreciated by the Lakota.

Activity:

Read "The Seven Little Girl, this is a legend of how this constellation came to be. Take note that Wicincala Sakowin and the constellation Pleisdes are the same.

I found A great resource book (Project Wet) that I choose several learning experiences from they worked great to create an understanding of the importance of water and the water cycle. I am going to reference the activities I used including a summary and the objectives met.

The Thunderstorm:

Summary, Students simulate the sounds of a thunderstorm through an aerobics activity and generate precipitation maps through mock monitoring.

Objectives:

Students will:

Water Models:

Summary, students construct models of the water cycle to illustrate its major components and processes, and adapt their models to show how they think water would cycle in various ecosystems.

Objectives:

Students will

Aftermath:

summary, by calculating loss results from flooding in a specific area, student investigate how people are affected by floods and other weather events.

Objective:

Students will

 

Lakota constellation #3. Ki Inyanka Ocanka-Race Track.

When the sun moved to the Lakota constellation Ki inyanka Ocanka-Race Track aka Can Gleska Wakan-The Sacred Hoop the people were at the center of the Black Hills preparing to welcome back all life in peace.

Certain bright stars are considered to be "The Race Track"; Pleisdes (The Seven Sisters), Regel, Sirius, Castor-Pollux, Auriga B, Capella. Three factors affect a star’s apparent magnitude; temperature, size, and distance

Activity: internet research on bright stars.

Read; "The Race Track/Scared Hoop-Black Hills of South Dakota. Have the students illustrate their version of the story. This can be used to check for comprehension.

Native American believe the stars mirror the earth and so the Big Race is in the Sky, a Lakota constellation (refer to pgs.15-17 and 29 in the Lakota Star Knowledge book).

Activity: How to Measure the Altitude of A Star.

Materials:

arms, large sheet of paper, pencil, protractor, clear nigh

Vocabulary:

altitude, horizon,angle, protractor,approximate.

Steps:

-Define vocabulary words and enter in journal

-Hold both arms straight out in front of you.

-Keep one arm level and point your finger at the horizon.

-Hold your shoulder level and move your other arm up until your fingers point at the star.

-Have a friend make a mark of the paper even with your shoulders and at the end of the fingers on each hand.

-Draw a line between the three dots and measure the angle with the protractor.

-This is the approximate altitude of the star.

-Record your results in your journal.

Activity:

Introduce the SR-71 using the posters , info from NASA, encourage students to research on the web for information. Research on the Web for bright stars and the stars that the research plans from NASA uses to navigate. Students will record all information in journals. Students will write about their research on using the stars for navigation.

 Lakota Constellation #4. Mato Tipila Paha-The Bear’s Lodge

When the sun is in the Lakota constellation Mato Tipila-The Bear’s Lodge aka Devil’’s Tower the people are at Mato Tipila Paha-Devil’s Tower to celebrate Summer Solstice with the Sun Dance. Locate this on your map in the non-native culture this constellation this is referred to as the constellation Gemini.

Read the legend of "How Devils Tower Came To Be". It is important to note that the Sun Dance is a very spiritual ceremony (all of the ceremonies referred to here are considered spiritual to the Lakota) a lot of time is taken to prepare for the ceremony. The sun is given praise to for all the power it holds.

Legend tells us that the Tipi the home of the Lakota are a reflection of the Sun Dance, at the dance dancers create a Tipi of praise by their prayers and sacrifice around a holy tree. The Lakota believe the true inner shape of this world is a crystal of light, a vortex of powerful light.

When a tipi is created the first three poles are the sun-star, the next seven poles are the seven directions that were established by the Sons of the Wind, then two poles are added on the outside to create the "ears" which control the flow of the air in the Tipi, air is the vechile of the spirits, so now the world can breathe the spirit in and out. The total of twelve poles symbolize the twelve months.

Tipis were the choice of Lakota homes because of their shape, the shape not only represented the spiritual aspect but was the most economical shape to heat, they were easy to take down and move, the shape was also the best one to remove smoke from the open pit fires.

Activity:  Tipi

Materials:

cloth or paper sacks to use for covering, skewer sticks, paints, crayons, markers, colored pencils, examples of Lakota designs, glue, tape, string, teacher made worksheet with a variety of sizes of tipis labeled for measuring circumference and radius, directions for making tipis (I found several different craft ideas for making tipis) rice, cereal, dried corn, sand, measuring spoons, cups, etc.

Vocabulary:

radius, pi, circumference, volume vortex

Procedure:

-Define vocabulary words and record them in journal

-Construct a tipi by choosing the type of tipi from the choices you are offered.

-When the variety of tipis are completed use them to teach about cones, circumference, pi, volume, make comparison to other shapes for volume.

-Research on the Web why the tipi was the best choice for the Lakota.

-Write, illustrate, create slide show, dioramas, to show what you have learned about the sun and the tipi.

-Put your finished product (or a picture of it) and your writings in your journal.

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