Lesson Plan #:AELP-INT007
Author: Michelle C. Massion
School or Affiliation: Galena City School, P.O. Box 327, Galena, Alaska 99741 Date: 1994
Grade Level(s): 3, 4, 5, 6
- Language Arts
- Social Studies
- Arts/Visual Arts
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.
- 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.
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.
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.
*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.
Books and Magazines:
Films, Videos, and Slides: