Team+Elem2

Unit Overview Revised 4.25

2.) Students will be able to analyze the relationship of health and wellness between all four areas (physical, mental, emotion and spiritual). (SD Health 7.5.2) 3.) Students will be able to recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Literacy RL 3.3) 4.) Students will be able to, after researching, write on a topic using the information they found and citing their sources. (4.W.7/4.W.8) 5.) Students will be able to demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (SD Health 7.5.3) || How should people treat each other? How do stories impact our lives? || Elder visits, home logs or diaries (log behavior changes at home with families), and journals. Students could journal or log their changes in behavior and also families who chose to participate could document their changes also. A checklist of choices for family and or individual activities could be sent home to help assist them and their families with making changes, (such as: family walk, gardening, tag or basketball, etc.). It could even begin with a contract made up by the students that the parents/students sign & agree on with suggested activities included. Families record their healthy choices daily, and bring their journals in on specific days to share their progress with their groups. These groups could give positive feedback & encouragement. ||
 * Unit Introduction ||
 * Team Members || Lori Bouza, Roxanne Evans, Rhonda Pearcy, Jeannine Metzger (Team Facilitator) ||
 * Title (English) || The Wise and Healthy Buffalo ||
 * Title (Lakota/Dakota/Nakota) || Thathanka kin zaniya na Ksabya pi ||
 * Grade Range || Grades 3-4 ||
 * Content Area/s || Health, Language Arts ||
 * Topic Area/s || Health, Wellness, Nutrition, Story Telling ||
 * Timeframe || 3 Lessons - 30 to 1 hour/per lesson ||
 * Description of the Unit || In this unit, students should develop an awareness of the seven Oceti Sakowin tribes, the nine South Dakota reservations with the three dialects (Nakota, Dakota and Lakota). They also should understand that all cultures have an origin story, that many cultures have likeness and difference and rules on how they treat each other. Within the third lesson, the students will take the knowledge learn and move into learning about creating a healthy lifestyle with balance. ||
 * Student Learning Objectives || 1.) Students will be able to understand the relationship between spiritual, physical, social and emotional health of the Oceti Sakowin. (Understanding 2:2)
 * What are the essential questions that will guide the learning? || What makes you healthy?
 * How will parents/guardians/families be involved? || Ideas and Activities:

Student Standards that Provide the Foundation for Learning Oceti Sakowin Essential Understandings and Standards - K-2nd - Students are able to identify the characteristics of Oceti Sakowin. Food and dancing at celebrations and activities. - 3rd - 5th - Students are able to interpret the cultural beliefs of the Oceti Sakowin. - Bringing in elder or resource person to talk about how food was given out in a tribe, who grew it and how they developed the food they ate. || Common Core Standards: Literacy CCSS (4.SL.4) I can tell a story in an organized way, using important facts and descriptive details. (4.SL.5) I can include pictures or video in my presentations. (4.RL.1) I can cite text details when making inferences. (4.RL.9) I can compare and contrast literature themes from different cultures. (4.W.1) I can cite details to support my thinking. (4.W.7/4.W.8) After researching, I can write on a topic using the information I found and citing my sources. SDCC: Literacy.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 4.W.7/4.W.8) After researching, I can write on a topic using the information I found and citing my sources.
 * Essential Understanding 2 ||
 * There is variety and resiliency among individual Tribal people as identity is developed, defined and redefined by entities, organization and people. A continuum of tribal identity, unique to each individual, ranges from assimilated to traditional lifestyle. There is no ‘generic American Indian’. ||
 * Indicator 2 || Analyze the knowledge and understanding of the relationship between spiritual, physical, social and emotional health of the Oceti Sakowin. ||
 * Standard: Grades 3rd - 5th || Students are able to summarize one origin story of the Oceti Sakowin. ||
 * OSEUS: Suggested activity || Interview elder or resource person on one of the origins stories of the Oceti Sakowin. ||
 * Team Ideas for Related Activity & Notes || Focus the story around understanding the relationship between spiritual, physical, social and emotional health. ||
 * Standard: Grades 6 - 8 || Students are able to create a project on wellness. ||
 * OSEUS: Suggested activity || Interview project with Elders regarding spiritual, physical, social and emotional health. ||
 * Team Ideas for Related Activity & Notes || Relate to Understanding 5:

South Dakota Health Standard: SD Health Standards: 7.5.2: Demonstrate a variety of health practices and behaviors to maintain or improve personal health.

Lesson One Summary Students will be introduced to the Origin of the Oceti Sakowin; the location of the Lakota, Nakota and Dakota people. Start with the Great Sioux Reservation of unceded Indian Territory. Then share Dakota (Santee), Nakota (Yankton), & Lakota (Teton). The lesson will focus on the Lakota nation. || Have the students go home and find out where their parents/guardians are from and maybe even grandparents. Have them come back and put a dot on a North American Map. Then introduce the Oceti Sakowin and their location on the same map. || How will student progress be assessed for each activity? || Have them listen (youtube, elder videos) to each of the different dialects and see if they can hear the differences. Have students identify where the nine reservations are in South Dakota and where each Oceti Sakowin live. You may divide your class into their seven oyates and have them explore out where they reside now. Assessment: Given a clean map of South Dakota, students will draw the nine reservations on the map; or have a simple check list of the objectives (kid appropriate language) and have them write a short “Tweet” showing evidence of learning for each. || How will these experiences be assessed? || Compare & contrast the Oyate’s that live on the same reservation with those who live alone. Compare & contrast the number of people who live on each reservation and discuss reasoning for conclusions. ||
 * Lesson Description:
 * Lesson Description:
 * What activities will ‘hook’ students, activate prior knowledge, and introduce the objectives and standards? || Where did your family live?
 * What activities will engage students in the application of new learning?
 * What culminating experiences will guide student reflection on the lesson’s significance and allow them to demonstrate their newly acquired skills, knowledge, and understanding?
 * When will students work independently, in pairs, in groups? Are there important considerations for group formation? || Students will be put into seven smaller groups and will be given the identity of one of the Oceti Sakowin. They will need to research also how the tribe’s code of conduct with each other was and set norms for their group. Every student should be participating with in his or her Oyate. ||
 * How will you arrange your classroom so that students will experience the understanding in a culturally appropriate way? || You could set your class up into the seven tribes (Oceti Sakowin), as they would be located when they all met in a camp. Also when they enter or leave a room how they need to come in and walk around counter clockwise to their position and leave clockwise. Discuss the rolls of the two Oyate’s located at the entrance of the circle. When meeting, gather in a circle respecting the sacred center. ||
 * What instructional strategies will be used to engage students with varied learning needs, styles, and experiences? || A chief could be selected for each Oyate who would lead their people to success; guiding instruction, making decisions, being the voice of the group. Having a good understanding of the family dynamics (rules) of the family and how to treat each other would be good. ||
 * What individual student accommodations might be necessary for planned activities? || Noting all cultures present and try to bring in other cultures as well to meet all children. This would be a good time to make a compare and contrast with different cultures. Make connections of how their individual culture has the same or different aspects. ||
 * Additional formative and summative assessment procedures and tools || Students could stay in their Oyate groups far beyond this unit continuing to practice kinship. ||
 * Resources ||
 * * “Tatanka and the Lakota People: a creation story”, Illustrated by Donald F. Montileaux (2006 by the South Dakota State Historical Society Press)
 * Elders storytelling (see South Dakota Indian Education Website);
 * Great Sioux Map [|http://www.bing.com/images/search?q=great+sioux+map&id=D9471B8C75E7B115A9CE348BF9A4B2EBF044E0A2&FORM=IQFRBA#view=detail&id=D9471B8C75E7B115A9CE348BF9A4B2EBF044E0A2&selectedIndex=0]
 * Dakota, Nakota, Lakota Oceti Sakowin Oyate diagram []
 * Original Camp Circle []
 * “Tiospayes” by Vivian One Feather (Project IH-004, Revised 1974, Oglala Sioux Culture Center, Red Cloud Indian School, Inc., Pine Ridge, South Dakota 57770. In cooperation with: Black Hills State College, Spearfish, South Dakota) ||
 * “Tiospayes” by Vivian One Feather (Project IH-004, Revised 1974, Oglala Sioux Culture Center, Red Cloud Indian School, Inc., Pine Ridge, South Dakota 57770. In cooperation with: Black Hills State College, Spearfish, South Dakota) ||

Lesson Two Summary Students will experience stories of the origins of the People of the Oceti Sakowin and create their own origin stories. || View the People of the Bison and Telling Stories (PBS Videos), and read “Tatanka and the Lakota People: A Creation Story”or They can also watch the video of "The Story of Inyan" told by Albert White Hat. Available at []. || How will student progress be assessed for each activity? || Have students research and write their own origin stories. Students ask their families about stories told to their parents from the grandparents, etc. and write them down in their journal. || How will these experiences be assessed? || Have an elder come in and tell a story or valid video from U tube (or TIE). Students draw a picture of the story told and write about the purpose of the story and how it impacts them. Compare this with the stories written down from home. Using something like Ancestry.com to trace and discover their relatives and then sharing out their findings -- having an extended family gathering with all students and using this time to share out what they have found about their families. || I think they should work independently to find out about their families, but to find out about common tribal relations, the students could work together. || Even though the work may be independent, sitting at tables and talking about what they are doing and finding is a critical part of the learning. (Think, Pair, Share) || Lesson Three Summary This lesson would introduce students to the wellness piece. From the origin, to the family and tribe aspect to an individual healthy life. The Medicine Wheel will be used in this lesson. || TO DO: 1.) The students will listen to the Tatanka story. They will then recall the gift from the buffalo and other connection they may see. They need to think about how their world, bodies, minds and feelings work together to help them stay healthy. This is where we could introduce that health is a life in balance (keeping the circle balanced). 2.) Balancing with a paper plate: Having the students draw the four quadrants: physical, emotional, spiritual and mental. They can put the key points from the Tatanka story into the appropriate quadrants (ex. emotional - "Revealer gave us longing and love for children") and then have the students balance the paper plate in the middle where the four quadrants meet on a dowel stick. Next have the students make another paper plate where the four quadrants are different sizes (ex. physical - they get sick, emotional - frustrated at school or spiritual - family member dies). Now they try to balance the plate again where the four quadrants meet - they probably won't be able to. Have a discussion of how this might relate to their lives (maybe do a chart on large paper so they can see the relationship.). || How will student progress be assessed for each activity? || Discussion just about the physical quadrant. Show how calories = energy and then how our moving burns those calories. Teaching the students a round dance ( I have a round dance, I will see if I can put it on here) and then figuring out how many calories they burned while dancing. They could do a food journal - bring back and then they must analyze their choices. Could also do a Activity Journal and analyze how many calories they burned. Students could bring ads from home and the class could look to see if the ad was honestly represented. Look at traditional foods compared to our processed foods of today. We could also look at the foods that the Native Americans gave to us. We might want to get in the lesson about portion size and nutrition labels. At the end of the lesson they could write "A Good Health Message" to take home. Idea: begin with physical activity through the learning of some Native American specific games.... Accompany this by each child sharing an active game that their family either does together now, or that is part of their heritage... Could then go into the logs/diaries of physical activity that has been suggested. Families could be involved if students created some type of class game booklet (ties into LA writing standards) that can be distributed to families...) || How will these experiences be assessed? || Possible class game booklet... (see above) ||
 * Lesson Description:
 * Lesson Description:
 * What activities will ‘hook’ students, activate prior knowledge, and introduce the objectives and standards? || How do stories impact our lives?
 * What activities will engage students in the application of new learning?
 * What culminating experiences will guide student reflection on the lesson’s significance and allow them to demonstrate their newly acquired skills, knowledge, and understanding?
 * When will students work independently, in pairs, in groups? Are there important considerations for group formation? || After working independently on their journals, students could compare & contrast their stories with each other; focusing on the purpose of the story.
 * How will you arrange your classroom so that students will experience the understanding in a culturally appropriate way? || Students would continue to be in their camp circle groups; connecting any stories told with their Oyates.
 * What instructional strategies will be used to engage students with varied learning needs, styles, and experiences? || All students will be given the choice to journal, tape record, or video record the stories told by their family members. ||
 * What individual student accommodations might be necessary for planned activities? || Variety of means of recording story. ||
 * Resources ||
 * * PBS - Dakota Pathways [|www.dakotapathways.org] : People of the Bison - overview of the importance of the bison on the Oceti spiritual, emotional, and physical; Telling Stories - talks about origin stories and links nicely with the People of the Bison...
 * Old tape recorders, classroom video player
 * “Tatanka and the Lakota People: a creation story”, Illustrated by Donald F. Montileaux (2006 by the South Dakota State Historical Society Press)
 * "The Story of Inyan" told by Albert White Hat. Available at []. ||
 * Lesson Description:
 * Lesson Description:
 * What activities will ‘hook’ students, activate prior knowledge, and introduce the objectives and standards? || Medicine Wheel - students use to define four important areas of their lives.... focus class discussion on physical wellness piece (use student medicine wheel as beginning point of future conversations about other aspects of our identity....)
 * Design Medicine Wheel handout and questions to guide student completion and student sharing of their wheel
 * What activities will engage students in the application of new learning?
 * What culminating experiences will guide student reflection on the lesson’s significance and allow them to demonstrate their newly acquired skills, knowledge, and understanding?
 * When will students work independently, in pairs, in groups? Are there important considerations for group formation? || If they are in new groups, go back over the norms for groups using the information from previous lesson. ||
 * How will you arrange your classroom so that students will experience the understanding in a culturally appropriate way? || Arrange the classroom back into a circle if possible and have students tape the four colors on the front of their desks, as they should be in for the medicine wheel. ||
 * What instructional strategies will be used to engage students with varied learning needs, styles, and experiences? || Using varying teaching strategies and activities to hit all learning styles. Make sure they are physically activity, see things on the wall and bring music and videos in for them to hear. ||
 * What individual student accommodations might be necessary for planned activities? || For students that might be color blind…have different tactile objects or if you can find paper with different feel with each color associated with that color. ||
 * Resources ||
 * * Suggested by Carmen Eagle Pipe: 'Cangleska' medicine wheel for self identity. Students draw which animals are placed in each direction, also majority of our people follow the sequence of black/west/wiyohpeyata, red/north/waziyata, yellow/east/wiyohinyanpata, south/white/itokagata. West is horse/dog/thunderbeings nation, north is buffalo/bear nation, east is deer/elk nation, south is eagle/hawk nation.
 * Here is just a teacher resource for back ground information: [|**www.healingtherapies.info/Native-American**] Medicine.htm This has back ground on the connection between spiritual and physical. Also another resource on traditional perspectives on child and family health: [|**http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2722639/**] ||

[[file:ELEM2 Unit Update 4-25.doc]]


Additional Unit from Galena Drapeau Garcia, a student teacher in Lori's school (submitted with Galena's permission to add to our lesson bank):

Thinking about the Common Core Jeannine's ppt related to suggestions for Common Core. When I was looking at the common core standards, this is what came to my mind. I kept thinking about this book my 6th graders read at Christmas time. The book was called "A Creation Story: Tatanka and the Lakota People". My 6th graders read the English and Lakota version to all the parents. I made a power point to show the parent each page of the book - I will attach it on here just so people can see the book if you haven't yet. Then it might make sense of what I'm thinking with the Common Core with this book. These slides are for use only as a clarification for our discussion and are not to be copied or used for any other purpose.