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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 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.


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)




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.




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