Final Paperwork

Moon Basics:

Objective: Students will be able to understand the phases of the moon and compare various cultures’ myths about the moon.

Duration: 45min blocks for five-day week.

Materials:
Google Earth, Teacher Domain, Tape record, paper, Google,
Cameras, Smart Board, Laptops, Telephone, Telescopes

Grade 7/8

Understanding Goals:
1.    Understand observable characteristics of the Earth’s moon.
2.    Understand the local and traditional stories that explain natural events.
3.    Understand how local knowledge, culture, and the technologies of various activities influence the development of scientific knowledge.

Monday:
1.     Discuss how people would have thought scientifically about the moon before telescopes were invented. (10min)

2.    Facilitate the discussion towards the idea that people had to make personal observations. Assign students to investigate the moon in a way that people used to a long time ago. Give students the rest of the hour to Google the moon phases. (35min)

Tuesday:
1. Students will share their research and websites will the    class. (10min)

2. Students will write down questions that they have about the moon. (10min)

3. Students will read the Roan and the moon. (20min)
4. Students will share their reactions. (5min)

Wednesday:
Students will listen to the CD of Roan and the moon. (15min)
Students will team into three groups. (5min)
Complete the worksheet of moon questions.  (20min)

Thursday:

1- Read myths about the moon from other cultures; compare to what the students actually observe occurring with the moon. Students do a think –pair-share pm what behaviors or traits the moon has in real life compared to what behavior or trait it was given in each myth.  Have students work in groups to create a chart showing the tools used in each myth and the predicted daily routines of that culture. (20min)

2 - Ask students to brainstorm the main characteristics of the moon myths.  Generate a list of criteria for them to create their own Inupiaq Moon Myth.  Have each students do a quick-write on things they already know and need to find out in order to have all of the criteria met.  Propose an interview of our elders as a method of gaining more information of the Inupiaq technologies and activities.  Have students outline an interview, decide who specifically they want to interview and share this with one other student for peer feedback before completing the actual interview.  Hold a class-wide discussion where students can voice results of their interviews.  Generate a list of tools used, activities performed, methods used from generation to generation to teach or pass on traditions, etc.  Have students return to their quick-write and draw a line of learning under their previous writing.  Have students record their knew knowledge of their culture that will help them in writing their Inupiaq Moon Myth. (15)


Friday:
Reflection and Feedback:

1. Lets students know we will be using the same groups from yesterday. Students have 15min in their groups to make notes that they will share in front of their class.  Students must address three things: (1) explain Inupiaq Myth about the moon (2) explain how different cultures beliefs influence their myths about the moon (3) explain which culture had the best myths about the moon and why. (45min)
observations.


References:

FOSS PLANETARY SCIENCE IMAGES, DATA, AND READINGS
--Discover the moon –Reading
--Lunar Myth 2: Rona in the Moon
Develop at Lawrence Hall of Science, University of California at Berkeley

www.google.com/moon


http://www.gedds.alaska.edu/AuroraForecast


http://britastro.org/baa
If you go to the "section finder" and click on any image (like the moon) it takes you to that homepage; there are then a lot of different sections to choose from (the one that breaks down every part of the moon is helpful). Students can use these links--this would be considered incorporating "western science" into the bush....

Spacelink.nasa.gov/index.html

www.wwu.edu/skywise/legends.html#contents

www.lpi.usra.edu/expmoon/prospector/prospector.html

es.rice.edu/ES/humsoc/Galileo/Things/moon.html

elvis.neep.wisc.edu/neep602/LEC1/trip.html

www.usgs.gov/

tycho.usno.navy.mil/srss.html

tycho.usno.navy.mil/vphase.html

en.wikipedia.org/wiki/Moon
http://search.discoveryeducation.com

http://spikesworld.spike_jamie.com/science/astronomy/index.html


http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.mphase/


http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.moon/


http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.moonorbit/

http://www.teachersdomain.org/resource/wlvt07-scitech.earthmoon/


http://www.teachersdomain.org/resource/wlvt07-scitech.moonmove/

Blog Review 2

My blog review 2 is on Module V  http://misty-wovenideas.blogspot.com how she was very creative in using YouTube to explain to her students with a balloon and fire how the oceans have the ability to hold most of the heat in our atmosphere today. She even expresses how the animals living in the colder parts of the world can adapt to the slightest change of harsh temperatures.  She also discusses the effects of the warm weather and what it means to animals who are feeding off of each other to survive.

I really enjoyed her piece on the family outings and learning how they can their fish for the long winter months to enjoy them later.  Having a family tradition every year helps bring everyone closer and teaches different ways of appreciating your food. The families will look back at the memories of them fishing, and in time, will have gathered many stories and pictures that reflect these rewarding moments.

I look daily at the family values among the Inupiaq people and listen to the tales about their fishing adventures with great interest.  It builds a strong bond within families when the Elders in this culture share their experiences and knowledge to their youth;  it is always nice to see families embrace in a  way like the Inupiaq people.

Blog Review 1

My blog review 1 is on Module IX  http://alaskameltingpot.blogspot.com how she use the Teacher Domain videos to help students to see different impact of the terrestrial ice and Alaska indigenous cultures all connected. 

She describes how the Tlingit people migrated and settled in Southeast Alaska.  Their stories are only told when the Elders allow them to be told.  This brings back memories about how the  Yupik Elders tell their stories through dancing; how they travelled through waterways and many obstacles to find food to feed their family.

She also uses the Wikipedia websites to access the materials so her classes can gain a better understanding of  how glaciers have impacted the indigenous lifestyles in Alaska.

I have really enjoyed readings for this class. It helps me to relate the certain traditions and values of the Inupiaq culture  to my students in the Northwest Arctic. This class has also given me many different websites to view and use for any subject in the school setting. Thank you alaskameltingpot for all your valuable information.