Curriculum 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

Download Powerpoint
Download Document

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?

Using data to show compassion for the Earth

/in /by

Using Data to Show Compassion for the Earth

This unit was created from conversations with the Eagle Butte Middle School 7th grade team.

 

Cultural Relevance – Oceti Sakowin Essential Understandings

OSEU 1: Land and Enviornment

Standard 1.4 – Identify and explain contemporary environmental issues facing the Oceti Sakowin lands.

Standard 1.5 – Examine strategies the tribal government and other tribal leaders are taking to improve lands and natural gifts of Oceti Sakowin people.

Lesson Objectives–

Students will learn their impact on the earth through the collection of data.

Students will be able to interpret and analyze data.

Students will be able to demonstrate this data through graphical representation.

Students will be able to demonstrate compassion and respect for the earth through their graphical representations.

Students will construct an argument using data.

Standard

7.SP.A Use random sampling to draw inferences about a population.

  1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
  1. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

Standards for review

7.G.B Solve real-life and mathematical problems involving angle measure, area, surface area and volume.

  1. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Math Practices

Construct viable arguments and critique the reasoning of others.

Students will use data to defend their reasoning in a sustainability plan.

Model with mathematics.

Students will construct their own data representation.

Principles of Learning-

Context and Content Relationships-

This principle is grounded in storytelling. Throughout this lesson, students are asked to analyze and interpret stories and then to tell stories through data. At the end of most days, students are asked to share what they learned for the day orally to the class.

Recognition of Personal Sovereignty-

At the close of the lesson students will create their own data display (this can also be done in pairs). Students have their own choice in displaying their data to show understanding.

Community-Oriented Learning-

Throughout this lesson students are asked to work in small teams or with a partner. In this lesson, we need the experience of everyone in the room to for success. Students are asked to share investigations and what they have learned to benefit all learners in the class.

Lakota Virtues:

Respect and Compassion

Lakota Stories:

The Lakota Way: Joseph M. Marshall III

The Mysterious Butte

The Woman Who Lived with the Wolves

Lesson Plan
Materials
  • PowerPoint
  • Student work pages
  • Lakota Stories
  • Recycling Data and Notice/Wonder
  • Data Stories and Graphic Organizer
  • Notice and Wonder
  • Student page- Additional information for making predictions

Three Act Videos

Building supplies- empty boxes of varying sizes and/or building cubes

Rulers

11×17 paper for posters

Markers/Colored Pencils

Power Point
Student work pages

Length of Activity: Five class periods, 45-60 minutes

Core Problems/Outline of Lesson

Day 1: Core Problems/Outline of Lesson

Hook/Lesson Introduction- Compassion story- The Woman Who Lived with the Wolves- Turn and talk

Engage- Data Talk- Notice and wonder

Explore- Data exploration

Explain- write the data story from the data exploration

Closure- explain and share assigned data story

Day 2: Core Problems/Outline of Lesson

Hook – Choice:

  1. Respect story- The Mysterious Butte- Turn and talk OR
  2. Data Talk- Notice and wonder

Engage- West 605- Taken for Granted- Notice and Wonder (act 1 video)

Explore- How much trash do you throw away? What is the volume of trash you throw away at lunch?

Explain- Represent the volume of class trash.

Closure- How much trash do we throw away as a school?

Engage- How much trash do we throw away as a school? Turn and talk- how can we find this?

Explore- How many trash bins does our school fill at lunch in a day?

What information do you need to know?

Explain/Closure- students will display their thinking on posters.

Day 3: Core Problems/Outline of Lesson

Hook- How much trash do we throw away- finding average

Engage- West 605- Taken for Granted- Notice and Wonder (act 2)

Explore- Your task: Investigate how much trash our school creates at lunch in volume and weight in one week.

Explain- Students will create a poster to demonstrate their predictions.

Closure- students will share their posters. 

Day 4 and Day 5: Core Problems/Outline of Lesson- Display the Data

This lesson may take more than one day- provide students with extra time on Day 5 to complete their data story and share their data display.

Hook- What do we know about the trash in our school?

Engage- West 605- Taken for Granted- Notice and Wonder (act 3)—Now what?

Explore/Explain- Your task- display the data you collected this week to tell the story of our lunch trash.

Closure- Students will explain their data story to the class.

Stephanie Practice

/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?

Goofy Mock Lesson by Nathalie

/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?

Curriculum 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?

Goofy Mock Lesson by Nathalie

/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
Bison standing in grasslands

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

Medicine Wheel

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?

Science

/in /by
Bison standing in grasslands

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

Medicine Wheel

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?

Social Studies

/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?

Social Studies

/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?