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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.

Winds
And
Weather

by Jonas Ramoth and Sidney Stephens

Activity 6 - Community Memories I

Summary This lesson is a combination of a community weather night and weather fair, hosted by the students for the purposes of: sharing what they have learned to date about local weather; and learning more from the community as a whole by listening to weather stories. In this way, it's both a celebration of what students have learned so far and an invitation for the community to join in. It should take place once the students feel well grounded with their local studies and have sufficient information to share. Diverse representations of understanding are encouraged.

Materials

Personal weather journals for each student

Class weather log

Any posters, stories, poems, paintings etc. that students have created

(see Apply section from previous lesson and Interdisciplinary Suggestions in Appendix)

Food

Invitations/flyers


Procedure

1. Talk with students about the idea of hosting a community weather night both as a way of sharing what they have learned and of further tapping the weather knowledge of the community by listening to stories shared by others.

2. Help them select the place and time for this event, decide on a format/agenda, create invitations, organize the food and so forth. The format should be flexible enough to accommodate multiple and varied representations of understanding from story telling to artistic displays and essays. Following student presentations, students and community members alike could gather in a central spot and be invited to share their memories and knowledge about weather. This would be a good time to publicly thank the Traditional Forecaster and anyone else who has worked with your group. Videotaping such a session would make it easily accessible later.

3. Be sure to follow-up the next day in class with a discussion of the community weather stories. It is likely that new information will have been shared and students might want to incorporate that into their work. It is also possible that some conflicting ideas about weather might surface and need discussion.

 


 

Standards

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


 

 

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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."

 

 

Go to University of AlaskaThe University of Alaska Fairbanks is an affirmative action/equal opportunity employer and educational institution and is a part of the University of Alaska system.

 


Alaska Native Knowledge Network
University of Alaska Fairbanks
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Last modified August 18, 2006