Overview
Lesson 1: Introduction to Relationships between Humans and the Environment
Lesson 2: Berries in the Ecosystem
Lesson 3: Traditional Ecological Knowledge
Lesson 4: Historic versus Contemporary Landscapes
Lesson 5: Responsibility of Society
Standards
ENGLISH LANGUAGE ARTS
- EL.CM.RE.02—Listen to, read, and understand a wide variety of informational and narrative text.
- EL.CM.RE.04—Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.
- EL.CM.RE.35—Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
CD Segments to Play
For this topic, go to Sacred Landscape.
Background
Suggested Strategies
- In preparation for this lesson you will need 3×5” post it notes; one for each student.
Activities
1. Writing exercise
Give the students 10 minutes to write about their initial response to what they have just listened to. This will be the first paper they place into their Berry Portfolio.
2. Discuss
Pose some questions to the classroom, such as:
- Who are the Confederated Tribes of Warm Springs?
- What is Traditional Ecological Knowledge?
- What are the three sisters beans, corn and squash referring to?
- What is the role of berries in the ecosystem?
- What does burning areas do to help berries?
- Why are berries threatened?
- What can we do about it?
3. Share
Break the students into small groups and allow them time to share their papers with each other. Within each group, have the students come up with 5 things they know or learned about the relationship between humans and berries, and 5 questions that they would like to know about this relationship. Have each piece of knowledge and each question written separately on a post-it note. Allow time for each group to share their lists with the class and make a place where their post it notes can be placed within the classroom such as on a large piece of butcher paper. Help the students to create groups of common questions by moving the post it notes into common groups and look at what theme(s) emerge as a result. As the themes emerge, invite students to choose which of the questions they would like to do research on and re-group the students in accordance with the question they wish to do research on.
4. Discuss
Discuss the scientific model of observation, formulation of questions; creation of a hypothesis; prove/disprove hypothesis (experimentation and/or research based); re-examination of hypothesis; reporting findings. Give the students time to meet within their newly formed small group to write a hypothesis based upon their question, let them discuss research strategies and assignment of tasks within their group.