Animals that live near the tules

Animals that live near the tules

Grade Level:


Scope & Sequence:

Animals that Live Near Tules


Students will learn about the animals at Benjamin Lake.


Students will:

  1. Understand the concept of habitat.
  2. Learn how a small environment, like Benjamin Lake, works to support a wide variety of life.
  3. Continue to learn about taking care of their environment.

Spokane Tribal Values

  • Respect
  • Land-Environment
  • Relationships



  • sq’ʷastqin (tule)
  • čłq’liʔ (lake)
  • yax̌ʕ’ (gathering)
  • sq’ʷastqin (cattail)
  • sčkʷlkʷltasq’t  (Isaac Benjamin – Red Sky)
  • mlqnups (Eagle)
  • spyaʕ (Red T. Hawk)
  • spqmi (Swan)
  • sesƛ̓’xʷm (Duck)
  • k’ʷsixʷ (Goose)
  • sp’rk’ʷaqs (Turtle)
  • xʷixʷey’uł (birds/animals)
  • šy’ay’qs (tule mat)
  • sčkʷlkʷltetkʷ (Benjamin Lake)
  • pišłp (cattail leaves)
  • p’rq’q’ew’ (Yellow headed Blackbird)
  • čłq’y’e ƛ̓’čƛ̓’ač’ (Red winged Blackbird)
  • titšuleʔxʷ (Snake)
  • łamayeʔ (Frog)
  • pisł (Trout)

Lesson Plan

The teacher will:

Begin the lesson talking about animals that live near the tules. She will describe the birds of prey, water birds, amphibians and other animals found there. She will describe how the ecosystem supports the animals and plants that live there.

Birds eat the seeds from the tules. Ducks and turtles eat water plants. Trout live in the water plants. Eagles nest in the trees. Eagles eat the fish and some of the other wildlife.

This should be an active conversation and the students should be encouraged to ask as many questions as they have. The teacher can lead questions by asking the students, “What would happen if we harvested all the tules and there weren’t any left at the lake?”


  • Pre-test: Ask students to name animals. Ask students what animals they have seen at lakes or Benjamin Lake.
  • Post-test: Ask students, one by one, to add a picture of an animal on the picture of Benjamin Lake. Make sure they put the animal in the correct home.
  • Ecosystem Interdependence – see below


Teach students to never take more than they need and to cut the seeds off before they leave the area. Re-seed the area they harvest from.

The early fall is the time to gather the tules during mid-August to mid-to-late September.

Materials Needed:

  • Paper
  • Paints
  • Crayon
  • Picture of Benjamin Lake to color
  • Small stuffed animals to use to review animal names


Animals of Benjamin Lake

Children will draw in animals on a picture of Benjamin Lake. (If you want and you can find them, you could have stickers for the children to stick on the picture.)

Lesson PDF Download

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Community Resources

Lesson Assigned To:

  • Knowledge of Language, History & Culture
  • Standard 1: Ecological, Social, and Economic Systems
  • Standard 2: The Natural and Built Environment
  • Standard 3: Sustainability and Civic Responsibility
  • K-1 SYSA
  • K-1 PS1A
  • K-1 LS1B
  • K-1 LS1D
  • K-1 LS1E
  • K-1 LS2A
  • K-1 LS2B
  • K-1 LS2C
  • Arts: Students begin to develop an understanding of the elements of art and principles of design by exploring a variety of materials and techniques. They continue to develop their skills, including observational skills, fine motor skills, and sensory connections, by using step-by-step process to create artwork. They create and respond to visual arts experiences that are meaningful in their lives. Through their experiences with the visual arts, they develop an awareness of their own community and environment.


Common Core Standards

College and Career Readiness Anchor Standards for Speaking & Listening:

First Grade Speaking and Listening Standards:

College and Career Readiness Anchor Standards for Language:

Language Standards First Grade:

First Grade Mathematics:

Spokane Tribal Standards

  • A.1 – Assume responsibility for their role in relation to the wellbeing of the cultural community and their life-long obligation as a community member.
  • A.6 – Live a life in accordance with the cultural values and traditions of the local community and integrate them into their everyday behavior.
  • A.7 – Determine the place of their cultural community in the regional, state, national and international political and economic systems.
  • B.2 – Make effective use of the knowledge, skills and ways of knowing from their own cultural traditions to learn about the larger world in which they live.
  • B.3 – Make appropriate choices regarding the long-term consequences of their actions.
  • E.1 – Recognize and build upon the inter-relationships that exists among the spiritual, natural and human realms in the world around them, as reflected in their own cultural traditions and beliefs as well as those of others.
  • E.2 – Understand the ecology and geography of the bioregion they inhabit.
  • E.8 – Identify and appreciate who they are and their place in the world.