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Cultural Relevance – Oceti Sakowin Essential Understandings 
OSEU 1: Land and Environment

Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota.

OSEU 4: Kinship and Harmony

Standard 4.2 – Describe the traditional behavior patterns, codes of respect and values promoted within the Oceti Sakowin tiospaye.

Lesson Objective
Interactions of life within the South Dakota grasslands. How do/did factors interact on the South Dakota grasslands? Students will explain how factors on our lands interact.

Standard
MS.LS2.2- Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Science practice standards

Construct Explanations and Designing Solutions- Construct explanations in why different organisms interact. No “wrong” answers as long as students are able to construct reasonable explanations. 

Develop and use models- Construct a model to explain the interactions between organisms. 

Cross Cutting Concepts

Patterns- identify cause and effect relationships

Lakota Virtues:
Respect and Compassion

Lakota Story: The Meadowlark and the snake (Tȟašíyagnuŋpa na Zuzéča)

Told by Lakota Elder Duane Hallow Horn Bear in both Lakota and English

Materials
PowerPoint
Creatures of the Badlands- Handout
Scissors
Notecards
Glue/Tape 
Markers/colored pencils
11×17 paper for posters

Curriculum Files

Length of Activity: One class period, 45-60 minutes

Core Problems/Outline of Lesson

Hook/Lesson Introduction-Video of a buffalo interacting with its environment- Notice and Wonder

Engage- The Meadowlark and the Snake

Engage- How are the animals interacting in their environment? 

Explore- Card sort- How do the provided animals interact with each other and the environment? Make a web of interactions. 

Explore- Good stewards of the land and scientists gather more information and adjust their thinking. Watch the video of Tatanka a way of life from 9:00-13:00, students will adjust their thinking. 

Explain- create a poster that explains the interactions of the animals with their environment

Closure- Explain one interaction from each poster. 

Closure- Star Trails image- New thoughts, what is this showing?

Star Observations

/in /by

Cultural Relevance – Oceti Sakowin Essential Understandings

OSEU 3: Culture and Language-

OSEU 3.3- Recall Oceti Sakowin sacred sites, creation stories, and star knowledge and describe how they relate to each other, and how they are still used today on and off the reservation.

Lesson Objective
Students will understand that the stars rotate in relationship to the seasons- due to the Earth’s orbit around the sun.

Content Standards
MS.ESS1.1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

Science practice standards
Analyze and Interpreting Data- Students will gather data to demonstrate how the big dipper changes over the course of a year. Students will construct ideas and explanations for why they feel this change happens. 

Develop and Use a Model- Students will create a model to demonstrate the orbit of the Earth around the sun impacts the stars and change in the seasons. 

Cross Cutting Concepts- 

Patterns- Students will observe patterns of the stars, organize the patterns they find, and develop questions around their observations.

 

Lakota Virtues
Kinship

Lakota Stories
Told by Lakota Elder Duane Hollow Horn Bear

The Star Boy and the Seven Sisters

Materials
Large paper (11 by 17) for students to record the patterns they see in the star constellations.

Colored pencils

Scissors

Big Dipper model

**(Optional) Students will need chromebooks/computers to use the site: https://stellarium-web.org/

**If students do not have access to their own computers this will need to be a teacher led activity

Curriculum Files

Length of Activity one class period (50-60 minutes with room for extension) 

Core Problems/Outline of Lesson

Hook/Lesson Introduction-We are all relatives- Mitákuye Oyás’iŋ

Engage- The Star Boy and the Seven Sisters

Explore- Gather data demonstrating the change in star constellations.

Closure- Star Trails image- New thoughts, what is this showing?

South Dakota Grasslands

/in /by

Cultural Relevance – Oceti Sakowin Essential Understandings 
OSEU 1: Land and Environment

Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota.

OSEU 4: Kinship and Harmony

Standard 4.2 – Describe the traditional behavior patterns, codes of respect and values promoted within the Oceti Sakowin tiospaye.

Lesson Objective
Interactions of life within the South Dakota grasslands. How do/did factors interact on the South Dakota grasslands? Students will explain how factors on our lands interact.

Standard
MS.LS2.2- Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Science practice standards

Construct Explanations and Designing Solutions- Construct explanations in why different organisms interact. No “wrong” answers as long as students are able to construct reasonable explanations. 

Develop and use models- Construct a model to explain the interactions between organisms. 

Cross Cutting Concepts

Patterns- identify cause and effect relationships

Four Directions

Lakota Virtues:
Respect and Compassion

Lakota Story: The Meadowlark and the snake (Tȟašíyagnuŋpa na Zuzéča)

Told by Lakota Elder Duane Hallow Horn Bear in both Lakota and English

Materials
PowerPoint
Creatures of the Badlands- Handout
Scissors
Notecards
Glue/Tape 
Markers/colored pencils
11×17 paper for posters

Curriculum Files

Length of Activity: One class period, 45-60 minutes

Core Problems/Outline of Lesson

Hook/Lesson Introduction-Video of a buffalo interacting with its environment- Notice and Wonder

Engage- The Meadowlark and the Snake

Engage- How are the animals interacting in their environment? 

Explore- Card sort- How do the provided animals interact with each other and the environment? Make a web of interactions. 

Explore- Good stewards of the land and scientists gather more information and adjust their thinking. Watch the video of Tatanka a way of life from 9:00-13:00, students will adjust their thinking. 

Explain- create a poster that explains the interactions of the animals with their environment

Closure- Explain one interaction from each poster. 

Closure- Star Trails image- New thoughts, what is this showing?

South Dakota Grasslands

/in /by

Cultural Relevance – Oceti Sakowin Essential Understandings 
OSEU 1: Land and Environment

Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota.

OSEU 4: Kinship and Harmony

Standard 4.2 – Describe the traditional behavior patterns, codes of respect and values promoted within the Oceti Sakowin tiospaye.

Lesson Objective
Interactions of life within the South Dakota grasslands. How do/did factors interact on the South Dakota grasslands? Students will explain how factors on our lands interact.

Standard
MS.LS2.2- Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Science practice standards

Construct Explanations and Designing Solutions- Construct explanations in why different organisms interact. No “wrong” answers as long as students are able to construct reasonable explanations. 

Develop and use models- Construct a model to explain the interactions between organisms. 

Cross Cutting Concepts

Patterns- identify cause and effect relationships

Four Directions

Lakota Virtues:
Respect and Compassion

Lakota Story: The Meadowlark and the snake (Tȟašíyagnuŋpa na Zuzéča)

Told by Lakota Elder Duane Hallow Horn Bear in both Lakota and English

Materials
PowerPoint
Creatures of the Badlands- Handout
Scissors
Notecards
Glue/Tape 
Markers/colored pencils
11×17 paper for posters

Curriculum Files

Length of Activity: One class period, 45-60 minutes

Core Problems/Outline of Lesson

Hook/Lesson Introduction-Video of a buffalo interacting with its environment- Notice and Wonder

Engage- The Meadowlark and the Snake

Engage- How are the animals interacting in their environment? 

Explore- Card sort- How do the provided animals interact with each other and the environment? Make a web of interactions. 

Explore- Good stewards of the land and scientists gather more information and adjust their thinking. Watch the video of Tatanka a way of life from 9:00-13:00, students will adjust their thinking. 

Explain- create a poster that explains the interactions of the animals with their environment

Closure- Explain one interaction from each poster. 

Closure- Star Trails image- New thoughts, what is this showing?

Star Observations

/in /by

Cultural Relevance – Oceti Sakowin Essential Understandings

OSEU 3: Culture and Language-

OSEU 3.3- Recall Oceti Sakowin sacred sites, creation stories, and star knowledge and describe how they relate to each other, and how they are still used today on and off the reservation.

Lesson Objective
Students will understand that the stars rotate in relationship to the seasons- due to the Earth’s orbit around the sun.

Content Standards
MS.ESS1.1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

Science practice standards
Analyze and Interpreting Data- Students will gather data to demonstrate how the big dipper changes over the course of a year. Students will construct ideas and explanations for why they feel this change happens. 

Develop and Use a Model- Students will create a model to demonstrate the orbit of the Earth around the sun impacts the stars and change in the seasons. 

Cross Cutting Concepts- 

Patterns- Students will observe patterns of the stars, organize the patterns they find, and develop questions around their observations.

 

Lakota Virtues
Kinship

Lakota Stories
Told by Lakota Elder Duane Hollow Horn Bear

The Star Boy and the Seven Sisters

Materials
Large paper (11 by 17) for students to record the patterns they see in the star constellations.

Colored pencils

Scissors

Big Dipper model

**(Optional) Students will need chromebooks/computers to use the site: https://stellarium-web.org/

**If students do not have access to their own computers this will need to be a teacher led activity

Curriculum Files

Length of Activity one class period (50-60 minutes with room for extension) 

Core Problems/Outline of Lesson

Hook/Lesson Introduction-We are all relatives- Mitákuye Oyás’iŋ

Engage- The Star Boy and the Seven Sisters

Explore- Gather data demonstrating the change in star constellations.

Closure- Star Trails image- New thoughts, what is this showing?

Star Observations

/in /by

Cultural Relevance – Oceti Sakowin Essential Understandings

OSEU 3: Culture and Language-

OSEU 3.3- Recall Oceti Sakowin sacred sites, creation stories, and star knowledge and describe how they relate to each other, and how they are still used today on and off the reservation.

Lesson Objective
Students will understand that the stars rotate in relationship to the seasons- due to the Earth’s orbit around the sun.

Content Standards
MS.ESS1.1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

Science practice standards
Analyze and Interpreting Data- Students will gather data to demonstrate how the big dipper changes over the course of a year. Students will construct ideas and explanations for why they feel this change happens. 

Develop and Use a Model- Students will create a model to demonstrate the orbit of the Earth around the sun impacts the stars and change in the seasons. 

Cross Cutting Concepts- 

Patterns- Students will observe patterns of the stars, organize the patterns they find, and develop questions around their observations.

 

Lakota Virtues
Kinship

Lakota Stories
Told by Lakota Elder Duane Hollow Horn Bear

The Star Boy and the Seven Sisters

Materials
Large paper (11 by 17) for students to record the patterns they see in the star constellations.

Colored pencils

Scissors

Big Dipper model

**(Optional) Students will need chromebooks/computers to use the site: https://stellarium-web.org/

**If students do not have access to their own computers this will need to be a teacher led activity

Curriculum Files

Length of Activity one class period (50-60 minutes with room for extension) 

Core Problems/Outline of Lesson

Hook/Lesson Introduction-We are all relatives- Mitákuye Oyás’iŋ

Engage- The Star Boy and the Seven Sisters

Explore- Gather data demonstrating the change in star constellations.

Closure- Star Trails image- New thoughts, what is this showing?

Template

/in /by

Cultural Relevance – Oceti Sakowin Essential Understandings 
OSEU 1: Land and Environment

Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota.

OSEU 4: Kinship and Harmony

Standard 4.2 – Describe the traditional behavior patterns, codes of respect and values promoted within the Oceti Sakowin tiospaye.

Lesson Objective
Interactions of life within the South Dakota grasslands. How do/did factors interact on the South Dakota grasslands? Students will explain how factors on our lands interact.

Standard
MS.LS2.2- Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Science practice standards

Construct Explanations and Designing Solutions- Construct explanations in why different organisms interact. No “wrong” answers as long as students are able to construct reasonable explanations. 

Develop and use models- Construct a model to explain the interactions between organisms. 

Cross Cutting Concepts

Patterns- identify cause and effect relationships

Lakota Virtues:
Respect and Compassion

Lakota Story: The Meadowlark and the snake (Tȟašíyagnuŋpa na Zuzéča)

Told by Lakota Elder Duane Hallow Horn Bear in both Lakota and English

Materials
PowerPoint
Creatures of the Badlands- Handout
Scissors
Notecards
Glue/Tape 
Markers/colored pencils
11×17 paper for posters

Curriculum Files

Length of Activity: One class period, 45-60 minutes

Core Problems/Outline of Lesson

Hook/Lesson Introduction-Video of a buffalo interacting with its environment- Notice and Wonder

Engage- The Meadowlark and the Snake

Engage- How are the animals interacting in their environment? 

Explore- Card sort- How do the provided animals interact with each other and the environment? Make a web of interactions. 

Explore- Good stewards of the land and scientists gather more information and adjust their thinking. Watch the video of Tatanka a way of life from 9:00-13:00, students will adjust their thinking. 

Explain- create a poster that explains the interactions of the animals with their environment

Closure- Explain one interaction from each poster. 

Closure- Star Trails image- New thoughts, what is this showing?

South Dakota Grasslands

/in /by

Cultural Relevance – Oceti Sakowin Essential Understandings 
OSEU 1: Land and Environment

Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota.

OSEU 4: Kinship and Harmony

Standard 4.2 – Describe the traditional behavior patterns, codes of respect and values promoted within the Oceti Sakowin tiospaye.

Lesson Objective
Interactions of life within the South Dakota grasslands. How do/did factors interact on the South Dakota grasslands? Students will explain how factors on our lands interact.

Standard
MS.LS2.2- Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Science practice standards

Construct Explanations and Designing Solutions- Construct explanations in why different organisms interact. No “wrong” answers as long as students are able to construct reasonable explanations. 

Develop and use models- Construct a model to explain the interactions between organisms. 

Cross Cutting Concepts

Patterns- identify cause and effect relationships

Four Directions

Lakota Virtues:
Respect and Compassion

Lakota Story: The Meadowlark and the snake (Tȟašíyagnuŋpa na Zuzéča)

Told by Lakota Elder Duane Hallow Horn Bear in both Lakota and English

Materials
PowerPoint
Creatures of the Badlands- Handout
Scissors
Notecards
Glue/Tape 
Markers/colored pencils
11×17 paper for posters

Curriculum Files

Length of Activity: One class period, 45-60 minutes

Core Problems/Outline of Lesson

Hook/Lesson Introduction-Video of a buffalo interacting with its environment- Notice and Wonder

Engage- The Meadowlark and the Snake

Engage- How are the animals interacting in their environment? 

Explore- Card sort- How do the provided animals interact with each other and the environment? Make a web of interactions. 

Explore- Good stewards of the land and scientists gather more information and adjust their thinking. Watch the video of Tatanka a way of life from 9:00-13:00, students will adjust their thinking. 

Explain- create a poster that explains the interactions of the animals with their environment

Closure- Explain one interaction from each poster. 

Closure- Star Trails image- New thoughts, what is this showing?

South Dakota Grasslands

/in /by

Cultural Relevance – Oceti Sakowin Essential Understandings 
OSEU 1: Land and Environment

Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota.

OSEU 4: Kinship and Harmony

Standard 4.2 – Describe the traditional behavior patterns, codes of respect and values promoted within the Oceti Sakowin tiospaye.

Lesson Objective
Interactions of life within the South Dakota grasslands. How do/did factors interact on the South Dakota grasslands? Students will explain how factors on our lands interact.

Standard
MS.LS2.2- Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Science practice standards

Construct Explanations and Designing Solutions- Construct explanations in why different organisms interact. No “wrong” answers as long as students are able to construct reasonable explanations. 

Develop and use models- Construct a model to explain the interactions between organisms. 

Cross Cutting Concepts

Patterns- identify cause and effect relationships

Four Directions

Lakota Virtues:
Respect and Compassion

Lakota Story: The Meadowlark and the snake (Tȟašíyagnuŋpa na Zuzéča)

Told by Lakota Elder Duane Hallow Horn Bear in both Lakota and English

Materials
PowerPoint
Creatures of the Badlands- Handout
Scissors
Notecards
Glue/Tape 
Markers/colored pencils
11×17 paper for posters

Curriculum Files

Length of Activity: One class period, 45-60 minutes

Core Problems/Outline of Lesson

Hook/Lesson Introduction-Video of a buffalo interacting with its environment- Notice and Wonder

Engage- The Meadowlark and the Snake

Engage- How are the animals interacting in their environment? 

Explore- Card sort- How do the provided animals interact with each other and the environment? Make a web of interactions. 

Explore- Good stewards of the land and scientists gather more information and adjust their thinking. Watch the video of Tatanka a way of life from 9:00-13:00, students will adjust their thinking. 

Explain- create a poster that explains the interactions of the animals with their environment

Closure- Explain one interaction from each poster. 

Closure- Star Trails image- New thoughts, what is this showing?

Star Observations

/in /by

Cultural Relevance – Oceti Sakowin Essential Understandings

OSEU 3: Culture and Language-

OSEU 3.3- Recall Oceti Sakowin sacred sites, creation stories, and star knowledge and describe how they relate to each other, and how they are still used today on and off the reservation.

Lesson Objective
Students will understand that the stars rotate in relationship to the seasons- due to the Earth’s orbit around the sun.

Content Standards
MS.ESS1.1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

Science practice standards
Analyze and Interpreting Data- Students will gather data to demonstrate how the big dipper changes over the course of a year. Students will construct ideas and explanations for why they feel this change happens. 

Develop and Use a Model- Students will create a model to demonstrate the orbit of the Earth around the sun impacts the stars and change in the seasons. 

Cross Cutting Concepts- 

Patterns- Students will observe patterns of the stars, organize the patterns they find, and develop questions around their observations.

 

Lakota Virtues
Kinship

Lakota Stories
Told by Lakota Elder Duane Hollow Horn Bear

The Star Boy and the Seven Sisters

Materials
Large paper (11 by 17) for students to record the patterns they see in the star constellations.

Colored pencils

Scissors

Big Dipper model

**(Optional) Students will need chromebooks/computers to use the site: https://stellarium-web.org/

**If students do not have access to their own computers this will need to be a teacher led activity

Curriculum Files

Length of Activity one class period (50-60 minutes with room for extension) 

Core Problems/Outline of Lesson

Hook/Lesson Introduction-We are all relatives- Mitákuye Oyás’iŋ

Engage- The Star Boy and the Seven Sisters

Explore- Gather data demonstrating the change in star constellations.

Closure- Star Trails image- New thoughts, what is this showing?