Human Sustainability (Living Lightly – Summer)
Human Sustainability (Living Lightly – Summer)
Grade Level:
10
Scope & Sequence:
Human Sustainability
Goal:
Create an interactive model to illustrate the relationships among (management of) natural resources, the sustainability of human populations, and biodiversity(Seasonal Round)
Objective:
Students will understand that the sustainability of human societies (whole ecosystems) and the biodiversity that supports them requires responsible (management of) natural resources.
Background Knowledge / Cultural Concept
Living Lightly
Honorable Harvest
Value of life, take only what is needed, use all of what is taken. Make sure to leave adequate amounts for the following year
Everything was shared, no one was left out
Caretaker
Reciprocity
Spokane Tribal Values
Land and environment
Respect
Relationships
Home
Community
Honor
Vocabulary
Mitigation
Traditional Ecological Knowledge
Proverb/Wisdom
Summer –
Root digging, Berry picking, inter-tribal activities
Year round –
Toolmaking/repairs/maintenance, Moss, Trout, storytelling
Model
Symbiotic Relationships
Lesson Plan
Root digging, Berry picking, inter-tribal activities
Brown camas – tribe goes to the spangle area (this area has been gone to for thousands of years). Other tribes
Used the same area for root digging as well. Land owner honors the land by keeping it natural and not tilling it or planting other things there. Baked underground for 3 days
Moss – Settlers believed that moss didn’t have nutritional value but in actuality it is high in calcium and fiber and was used as the first baby food. Rejuvenates itself by fragmenting (pieces break off and float to new spots to settle and repopulate. Only take off tamarack tree not pines. Baked underground for 3 days
Cedar – show students the differences between the trees. How to peel the cedar roots by wrapping them around a tree and see sawing back and forth.
Interrelationships between the organisms – tamarack allowing the
Moss to attach and grow on it and not being negatively effected
By it.
Assessment:
- Photo Mosaic Project of plants and animals observed in the field Choice Board – Model of Summer Seasonal Round
Enrichment:
Field trips – Moss, Brown Camas, Cedar (early summer); Tule, Bear/Whisker root (late summer)
Culture Week Acitivies
Materials Needed:
Short Video
Activity:
Beginning of SUMMER –
Moss(4th) gathering and brown camas(MS) and cedar(5th)
(week Before Culture week)
Photo mosaic project to show the plants and animals seen out in
The field.
Culture Week activities
End of summer –
Tule gathering (grade school lesson to modify to HS)
Teach how to gather bear root/whisker root (xasxs – salish word) good for colds
Students will be given a choice board that will display a selection of different types of models. They can choose to create a web based model, paper model, etc. That will demonstrate their knowledge of the Summer Seasonal round
Lesson Assigned To:
ESS3-2
ESS3.A
ESS3-4
ESS3.C
NGSS
- ESS3.C