Tule Habitat Characteristics

Tule Habitat Characteristics

Grade Level:


Scope & Sequence:

Tule Habitat Characteristics


Students will recount the story of their field trip to Benjamin Lake. Students will chart their observations made during the field trip in a small group and as a full class.


  1. Participate in the practice of oral history by retelling the field trip experience.
  2. Describe observations and record on a chart before and after investigation.
  3. Observe patterns and relationships in the natural world, and record observations in a table or picture graph.
  4. Listen to and use observations (evidence) made by other students.

Spokane Tribal Values

Respect, Land-Environment, Relationships


sq̓ʷastqin – tule

sq̓ʷastqin – cattail

čłq̓liʔ – lake

sčkʷlkʷtasq̓t – Isaac Benjamin / Red Sky

puteʔm̓ – Respect

lemlmtš – Thank you

xʷixʷey̓uł – Birds/animals

pišłp  – Cattail leaves

sčkʷlkʷltekʷ – Benjamin Lake

p̓rq̓r̓ew̓ – Yellow-headed blackbird

čłq̓y̓e  ƛ̓čƛ̓ač̓ – Red-winged blackbird

sk̓ʷsixʷ – Goose

titišulexʷ – Snakes

spr̓qʷaqs – Turtle

łameyeʔ – Frog

pisł – Trout

spqmi – Swan

Lesson Plan

The teacher will work with the high school to coordinate the field trip. High school students will help harvest tules and record observations from the habitat. Retell and share experiences from the field trip, asking students to help. Sharing should be open. Write main events on the board to begin a written recording of the story. Students should copy the sentences you write.

Divide students into groups of 3 and have them work with a high school student. Record observations from the field trip on the charts. Each chart should have rows for the animals and plants observed and columns for ‘number’, ‘where seen’, and ‘activity’.

After filing out individual group charts, the groups should report their observations back to the class. The can comment during presentations by comparing their charts with the presenting group. If time permits, the teacher can create a combined chart for the class.


  • The teacher will quiz the students by asking them to describe Benjamin Lake. What did they observe there? Where did the animals live? What do these animals eat? Post test: 1. Complete written paragraph recording the field trip. 2. Participation in sharing of chart data with the whole class.


  • Invite elders/parents to the class to tell them the story of the field trip.
  • Make predictions on changes to habitats based on human actions.
  • Have students write their own story of the field trip and then read their stories in small groups.
  • Have students write about the data they collected in their small groups and then read their data reports to the whole class rather than writing the story of the field trip.

Materials Needed:

  • Paper for students to copy sentences
  • Data gathered during field trip to Benjamin Lake
  • Large chart to fill in with student observations drawn on a flip chart – one per group.


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Lesson Assigned To:

Office of Indian Education Programs (OIEP)

Goals: Knowledge of Language, History and Culture.

Spokane Tribal Standards for Culturally-Responsive Schools:

A.1 – Assume responsibility for their role in relation to the well-being of the cultural community and their life-long obligations as a community member;

A.3 – Acquire and pass on the traditions of their community through oral and written history;

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 for their 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 them 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;

C.2 – Make constructive contributions to the governance of their community and well-being of their family;

D.2 – Participate in and make constructive contributions to the learning activities associated with a traditional camp environment;

D.3 – Gather oral and written history information from the local community and provide an appropriate interpretation of its cultural meaning and significance;

D.5 – Identify and utilize appropriate sources of cultural knowledge to find solutions to everyday problems;

E.1 – Recognize and build upon the inter-relationships that exist 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 inhibit;

E.6 – Anticipate the changes that occur when different cultural systems come in contact with one another;

E.8 – Identify who they are and their place in the world.

Washington State Essential Academic Learning Requirements – EALR’s


Standard 1 – Ecological, Social, and Economic Systems

Students develop knowledge of the interconnectedness and interdependency of ecological, social, and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, and global levels.

Standard 2 – The Natural and Built Environment

Students engage in inquiry and systems thinking and use information gained through learning experiences in, about, and for the environment to understand the structure, components, and processes of natural and human-built environments.

Standard 3 – Sustainability and Civic Responsibility

Students develop and apply the knowledge, perspective, vision, skills, and habits of mind necessary to make person and collective decisions and take actions that promote sustainability.


K-1 SYSA Living and nonliving things are made of parts. People give names to the parts that are different from the name of the whole object, plant, or animal.
K-1 INQA Question and Investigate –  Scientific investigations involve asking and trying to answer a question about the natural world by making and recording observations.
K-1 INQC Explain and Infer – Scientists develop explanations using recorded observations (evidence).
K-1 INQD Communicate – Scientists report on their investigations to other scientists, using drawings and words.
K-1 INQE Communicate – Observations are made more reliable if repeated, especially if repeated by different people.
K-1 INQF Intellectual Honesty – All scientific observations must be reported honestly and accurately.
K-1 PS1a The position of an object can be described by locating it relative to another object or to the object’s surroundings.
K-1 LS1B All plants and animals have various external parts
K-1 Ls1D Different animals use their body parts in different ways to see, hear, grasp objects, and move from place to place.
K-1 LS1E Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water.
K1 LS2A There are different kings of natural areas, or habitats, where many different plants and animals live together.
K-1 LS2B A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter.
K-1 LS3C External features of animals and plants are used to classify them into groups.


Common Core Standards

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.Production and Distribution of Writing:

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge:

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

First Grade Writing Standards

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Participate in shared research and writing projects.

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration


Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Presentation of Knowledge and Ideas


Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

First Grade Speaking and Listening Standards

Comprehension and Collaboration


Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.

Presentation of Knowledge and Ideas

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)

College and Career Readiness Anchor Standards For Language

Conventions of Standard English


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Knowledge of Language
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level.

First Grade Language Standards

Conventions of Standard English


Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Use frequently occurring adjectives.
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).
Use frequently occurring prepositions (e.g., during, beyond, toward).
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Use end punctuation for sentences.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Spell untaught words phonetically.Vocabulary Acquisition and Use
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).CCSS.ELA-LITERACY.L.1.5.C
Identify real-life connections between words and their use (e.g., note places at home that are cozy).CCSS.ELA-LITERACY.L.1.5.D
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.CCSS.ELA-LITERACY.L.1.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

First Grade Mathematics


Measurement and Data

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.



Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Spokane Tribal Standards