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Alaska Native Cultural Resources
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Lessons & Units

A database of lessons and units searchable by content and cultural standards, cultural region and grade level. More units will be available soon. You can use Acrobat Reader to look at the PDF version of the Cover Sheet for the Units and Self-Assessment for Cultural Standards in Practice.


by Jonas Ramoth and Sidney Stephens

Activity 2 - Weather Journals


Since weather results from the ever-changing, dynamic, interplay of multiple forces, attentive observation of weather signs throughout the day is critical to accurate forecasts. The TF will undoubtedly encourage students to develop the habit of checking weather first thing in the morning and at night. To further promote such attentive observation, students use personal weather journals throughout this unit to record their daily weather observations. Journals are also used to record thoughts and understandings about weather gleaned from the TF, class, or community studies.


Personal weather journals for each student (note - since they are to be used all year, they should be sturdy and roomy

1. Ask the students when they think the best time to observe the weather is. (Some may say the first thing in the morning and the last thing at night, others may say periodically throughout the day and still others may not have an opinion)

2. Help them think about how quickly the weather can change and the need to constantly pay attention to their environment. Explain that one of the goals of the weather unit is for them to become keen observers of their world and that one of the ways they will do this is by keeping a journal. Let them know that they can record as much information as they'd like in their journals including weather sayings or predictions they hear, pictures, feelings, or community actions. At a minimum they should:

observe the weather everyday on their way to school and record their observations in class first thing in the morning and;

observe the weather at mid-day and record information.

3. After each journal entry, hold a short class discussion of what was noticed and what they think it means. Key aspects of this discussion can be entered in the class weather log.

4. Collect student journals on a weekly/biweekly basis and respond to their entries (EA).



Section I - Observing Locally

Section II - Understanding Wind

Section III - Connecting Globally

Appendix A - Selawik Weather Information from Jonas Ramoth

Appendix B - Assessment

Appendix C - Weather Resource List

Appendix D - Interdisciplinary Integration



Whouy Sze Kuinalth
"Teaching Our Many Grandchildren"
Tauhna Cauyalitahtug
(To Make a Drum)
Math Story Problems
St. Lawrence Island Rain Parka Winds and Weather Willow
Driftwood Snowshoes Moose
Plants of the Tundra Animal Classification for Yup'ik Region Rabbit Snaring
The Right Tool for the Job
Fishing Tools and Technology
Blackfish Family Tree
Medicinal Plants of the Kodiak Alutiiq Archipelago Beaver in Interior Alaska Digging and Preparing Spruce Roots
Moose in Interior Alaska Birds Around the Village  


Handbook for Culturally Responsive Science Curriculum by Sidney Stephens
Excerpt: "The information and insights contained in this document will be of interest to anyone involved in bringing local knowledge to bear in school curriculum. Drawing upon the efforts of many people over a period of several years, Sidney Stephens has managed to distill and synthesize the critical ingredients for making the teaching of science relevant and meaningful in culturally adaptable ways."



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Alaska Native Knowledge Network
University of Alaska Fairbanks
PO Box 756730
Fairbanks  AK 99775-6730
Phone (907) 474.1902
Fax (907) 474.1957
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Last modified August 18, 2006