TITLE: Involving community members, parents, and
community agencies in student learning
AUTHOR: Michelle C. Massion; Galena City School
P.O. Box 327, Galena, Alaska 99741
GRADE LEVEL: 3-6
OVERVIEW/PURPOSE: Student performance improves when teachers,
administrators, parents, community members, and children work as
a team. The following lesson/unit encourages interaction and open
communication among students, local wildlife agency game
biologists, Athabascan Indian elders, parents, and teachers. The
lesson integrates math, science, reading, language arts, social
studies, art, and cooking as part of an Alaskan unit on moose.
OBJECTIVES: Math/Science
1. Students will predict and estimate the number of moose shot by
residents and non-residents between the years of 1986 to 1990.
2. Students will use Alaska Fish and Game statistics from 1986 to
1990 in order to determine the number of moose tags purchased by
residents and non-residents for Game Management Unit 21D (Nulato,
Galena, Kaltag, Koyukuk, and Ruby).
3. Students will use above mentioned statistics to determine the
number of moose shot by residents and non-residents.
4. Students will construct and utilize a bar graph to compare the
number of tags sold to residents and non-residents.
5. Students will construct and utilize line graphs to display the
number of moose kills by residents and non-residents.
6. Students will research facts about Alaskan moose using available
literature, local game biologists, and Athabascan elders.
7. Students will write moose information in science journals.
8. (Optional) Students will design an experiment to determine the
insulating value of moose fur. The students will set up a "fair test"
utilizing science processes (predicting, recording, etc.), and math
skills. Students will compare fur from beaver, caribou, moose,
rabbit, fox, and muskrat.
Extender:
Students will compare statistics from two different game
management units, i.e., interior and coastal regions of Alaska.
OBJECTIVES: Language Arts, Reading, and Social Studies
1. Students will study and learn traditional Native stories and
legends from Athabascan elders.
2. Students will learn the importance of the moose to the
Athabascan culture as they gather information from local elders.
3. Students will write stories and poems featuring moose.
4. Students will combine their stories and poems and will construct
a book. The book will be illustrated by the students and shared with
other grade levels and parents.
5. Students will continue to keep science journals which reflect
their feelings and knowledge about the assignment.
6. Students will learn how their elders utilized moose.
7. Students will learn how to research and interpret data from local
wildlife agencies, reference books, and videos.
8. Students will predict and discus the impact of moose kills on the
moose population and their community of Galena.
9. Students will listen to "Deneki, an Alaskan Moose," as read by the
teacher.
OBJECTIVES: Art and Cooking
1. Students will learn traditional beadwork from Athabascan elders
and will create a design on patches of moose hide.
2. Students will plan and create a mural depicting moose and moose
habitat.
3. Students will plan and prepare a moose stew celebration.
Students will invite their parents and Athabascan elders to share in
their feast.
MATERIALS:
Notebooks for journals
Construction paper
Markers, scissors, glue, pencils
Water colors
Beads
Moose hide
Binding machine or rings for books
Moose meat
(Access to school kitchen and utensils)
Graphing paper, largest available size
Rulers
Fur: rabbit, fox, beaver, muskrat, and caribou*
Thermometers*
Stop watch*
*For optional experiment, pg. 1.
ACTIVITIES AND PROCEDURES:
Day 1
1. Invite Athabascan elders to your classroom to teach your
students stories and legends about moose.
2. Discuss the importance and value of moose in the Athabascan
culture.
3. Students will record "moose information" in science journals.
Day 2
4. Students will visit the local Alaska Fish and Wildlife office in
order to gather information and statistics about moose. (See
Math/Science objectives 1-3, pg.\'ca1).
5. Students will construct bar and line graphs which depict the
statistics they gathered. (Math/Science objectives 4 and 5, pg. 1).
Students will interpret and discuss data.
6. Students will write in science journals.
Days 3 and 4
7. Students will work in cooperative learning groups to write and
illustrate moose stories and poems.
8. Students will combine their stories and poems and make a book.
they will set up times to share their book with other classes.
Day 5
9. Students will learn the art of beadwork from Athabascan elders.
10. Students will create beadwork designs on patches of moose
hide.
Days 6 and 7
11. Students will plan and create a mural which depicts moose,
moose habitat, and aspects of their culture.
12. Students will plan a moose-stew celebration and make
invitations for their parents and Athabascan elders.
Day 8
13. Students will discuss the impact of moose kills on the moose
population in and around Galena. Students will predict and discuss
effects of the moose kills on their community of Galena.
Day 9
14. Students will set up a "fair test" in order to determine the
insulating value of moose fur.
Day 10
15. Students will prepare and share their moose stew with parents
and elders. They will also share their book.
RESOURCES:
Athabascan community elders
Alaska Department of Fish and Game and game biologists
U.S. Fish and Wildlife Service
Parents
Local library and librarian
BOOKS and MAGAZINES:
"Deneki, an Alaskan Moose," by Bill Berry.
"Alaskan Animals Coloring Book," Mariswood Ed. Resources.
"Athabascan Transitions," Indian Education Program, Fairbanks,
North Star Borough School District.
Alaska Geographic.
National Geographic, February 1990.
FILMS, VIDEOS, and SLIDES
"Moose, Our Largest Deer," Fairbanks North Star Borough School
District Curriculum Library.
Alaskan wildlife slides, Fairbanks North Star Borough School
District Curriculum Library.
Films, U.S. Fish and Wildlife Service.
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