For the 1st and 2nd graders, my lesson was focused on having them define an herbivore/carnivore/omnivore and applying that knowledge. I began by having the students name some animals and what those animals eat. We then went over the three definitions. Next, I used the Burke Box to highlight the different features of herbivores, omnivores, and carnivores. Specifically, I had them look at the teeth of a raccoon, a deer, and a coyote to see how the teeth of the animal reflected its diet. We then played a game in gym where each student was an animal and they had to run around and collect three food cards from around the gym of things they could eat. This game helped the students apply their knowledge in a fun and active way.
For the 3rd-6th graders, I taught them about plants and the importance of plants in the carbon cycle. I began by having them describe the role of the roots, stem, and leaves. The leaves play an important role in the carbon cycle, and I mainly focused on having the students think about how carbon enters the atmosphere and how CO2 gets taken out of the atmosphere. After that we played a game where students pretended they were carbon atoms and went to various stations around the room by rolling dice. After debriefing that game, I gave each student a hand lens to examine some different leaves up close, and we also set up two microscopes in the back of the class for the students to take a look at. This exercise was really meant to get the students to make observations and appreciate the fine details in nature.
This was my second year going to La Push, and I was very excited to see the students again and visit this welcoming and unique community. I felt much more confident about my lesson plan this year, and personally felt more prepared since I had a better sense of how to write curriculum. What I really enjoyed about teaching the 1st and 2nd graders was being able to pull out the Burke Box and show them some really cool animal skulls. Additionally, I enjoyed watching them play the game because even though many of the students knew the definitions of an herbivore/carnivore/omnivore, they had a little bit more difficulty applying those terms when they “became an animal” and had to “find food.” I was especially proud because this was a game I made up on my own. For the 3rd-6th graders they had fun playing the dice game, and the game turned out how I wanted it to - i.e. a lot of the “carbon” (students) got stuck at the atmosphere station, which really demonstrated to them how much carbon does get trapped and plants are the only things that can remove it! I also enjoyed seeing them examine the different leaves with the hand lenses and microscopes. They made some really great observations about the texture of the leaves, and they all seemed pretty excited about the microscopes as well because they don’t get to use them very often. More than anything I was just happy to show them this one aspect of what science can be and showing them that there is a lot more to nature and the world than what you can see with the naked eye.
I am always extremely humbled and grateful for how welcoming this community is to our group. I never feel like an outsider when I’m in La Push. From Day 1 when we introduced to the school at their morning circle, it felt like we were already a part of the school. This year I really enjoyed playing BINGO at the senior center with the elders and the 2nd graders. I thought this was a great way to get to know a part of the Quileute community who weren’t at the school and I think it’s awesome that the kids spend time with the elders. Whether or not they truly appreciate that time, I know later on in life they will be glad to have had the opportunity to do that. It was also great to see that the prizes for BINGO were all very useful gifts that the elders could use, such as laundry detergent or paper towels. I thought this was a great way to show support for the seniors in the community.
In addition to playing BINGO, I enjoyed attending the weekly drum circle again this year. We were privileged to be able to participate in a couple of their dances. I love that the tribe is keeping this part of their culture alive, and it’s always heart-warming to see many kids joining in the dancing and singing as well.
As a returner, I appreciated that I was a little bit familiar with the school and the tribe, and yet could still go there and learn a lot about myself and the community. One of my main takeaways regarding teaching is to not let the details of a lesson bog down the enjoyment of learning. I got a sense of this when I taught last year, and tried to implement it this year by letting the students take their time observing the different types of leaves under magnification. Although on one hand I feel like I didn’t teach them as much content as I could of, I think they still gained a lot out of the experience. They used their observational skills and more importantly had fun looking at something as simple as a leaf in a totally different light. I think this is a really important theme to EASB overall. While we are there to teach them science terms and concepts, I believe more importantly we are there to show them how diverse, fun, and engaging science can be. If we can get that message across, and put it in their ear that there can be something to look forward to after their K-12 education, then I think we’ve done our job.
- Sara Mar