atlatl - YESNet

Transcription

atlatl - YESNet

!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
Yukon
!
Education
!
!
First Nation
!
Programs
! &
Partnerships
!
!
A TLATL
ANCESTRAL TECHNOLOGY 10
20-25 HOURS
1 CREDIT MODULE
!"#$%&'(#)*'"+,(-())
./)0'1)234-#-)+&5)6&7*-5)
89:;)
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
7!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Thank you for your wisdom and guidance on the Ancestral Technology course:
Yukon First Nation Education Advisory Committee
Robin Lord, Carcross Tagish First Nation
Shandell McCarthy, Champagne and Aishihik First Nation
Roberta Hager, First Nation of the Na-Cho Nyak Dun
Sam Donnessey, Liard First Nation
John Main, Ta'an Kwach'an Council
Kim Rumley, Vuntut Gwitchin First Nation
Elder Lizzie Hall, Selkirk First Nation
Curriculum Working Group Members
Elder Lizzie Hall, Selkirk First Nation
Elder Dorothy Smith, Kaska Ross River Dena Council
Elder Paul Birckel, Southern Tutchone Champagne & Aishihik First Nation
Elder Sam Johnston, Teslin Tlingit Council
Elder Georgianna Low, Tagish Carcross First Nation
Sam Donnessay, Kaska Liard First Nation
Garry Njootli, Vuntut Gwitchin First Nation
Ukjese van Kampen
9!:-;%(#<%#'!-=!>6?-#@!7217
8!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
COURSE OVERVIEW!
Ancestral Technology 10 allows students to explore, research, document, and share the rich and
diverse technological and artistic opportunities of Yukon First Nations.
Students will gain the knowledge, skills, stories and artistic talents behind developing various
Ancestral technologies through Elder mentoring, heritage, video, written, online research, landbased visits and guest speakers.
Students will learn to use an iPad to research, document, edit and create an eBook of their
learning journey. Students will be given the opportunity for formative feedback by the mentoring
adult and their peers. Information gathered will be stored in a database for future years. Students
will acquire researching and referencing skills. All Ancestral technologies and learning journeys
created will be displayed and shared with the community.
COURSE RATIONALE
Ancestral Technology 10 has been developed to support and encourage students to deeply
understand the knowledge, skills and artistic abilities required to build various Yukon Ancestral
technologies.
By working with an Elder or resource person and by researching the Ancestral technology,
students will gain comprehensive knowledge and a skill base on the Ancestral technology
produced. The knowledge and skills will encompass the technology’s natural materials, building
tools, seasonal activities, family and personal purpose, context, building steps, stories, legends
and ways to share.
The use of the specially designed, nonlinear iPad App called Learning Journey will allow
students to explore the Ancestral technology using many themes and topics. The App will guide
and document the students’ learning journey meanwhile sending information gathered to a class
Ancestral technology information database. This database can be shared with future classes, the
school or even the community. The final Learning Journey eBook will be displayed to the
teacher in a multimedia eBook format complimenting the Ancestral technology that will be
produced.
The approach supports the students’ Ancestral technology skill development and encourages
meaningful methods of collecting, interpreting and presenting Ancestral technology and artistic
knowledge and skills.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
A!
!
!"#$%&'()&'*+,)-&.'$%''
/01,-2&.,'3140%5'
'
<,5%-)$=-)"',>,5&?):@@A)
(,#%"+-'/)"B)&5%,-5$)
=C5$,5>),7*?-7-5$#),5)
$=-)7-?$,5>)&?*,5-),%-)
*&$%=-#)"B)#"C$=-'5)
DC3"5E)&**'"F,7&$-?/)
:GH)I-??J*'-#-'+-(E)
"'>&5,%)&'$,B&%$#)=&+-)
.--5)'-%"+-'-(1)K"#$)"B)
$=-)&'$,B&%$#E)+&',"C#?/)
7&(-)"B)&5$?-'E)."5-E)
I""()&5()#$"5-E)
'-*'-#-5$#)%"7*?-$-)"')
*&'$,&?)-F&7*?-#)"B)
$='"I,5>)(&'$)L&$?&$?M)&5()
."I)&5()&''"I)
$-%=5"?">/1)N&(,"%&'."5)
(&$-#)".$&,5-()$=C#)B&')
'&5>-)B'"7)O;H9)P!)$")@9)
P!Q1)
C',#-.()D,/$!)#5!"($,)%-*-./$)*!
E#;%&'/.)'/-#&!-=!"*D/#%!E$%!F)'$,%&!
/#!G-6',H%&'!>6?-#@!I)#)5)!
FJ:J!K)(%@!GJ!:(%%(@!LJ!:-'',)(5'@!LJ!
M)(#%**@!NJ!O-H0%(@!IJ!G$,H%.%(!)#5!
PJ!G'()#5!!
!6),$)'70"8'9:;'<08'='>/&#,'?@@AB''
*C8'?D@E?:?'
!
ATLATL MODULE
Atlatl module explores the Yukon First Nation historical use and
the present use of the atlatl. The land-based experiences, stories,
resources, Elders, resource people and teachers will guide
students on a learning journey ensuring they have proper
knowledge, skills and values for constructing and using an atlatl.
Details will be the key to a successful, traditional technology.
The student’s learning will be documented through the Learning
Journey App on the iPad. The information will be stored in a
classroom database where it can be used by future classes for
archival reasons. While gathering information students will learn
proper referencing skills.
The student’s final step in this learning journey is to use the
atlatl in a land-based target scenario.
ATLATL MODULE QUICK DETAILS:
Project Length:
1/4 Semester (20-25 hours)
Delivery Modes:
Lesson & Resource Guided
Or
Elder or Resource Person Guided
Land-Based
Opportunities:
Introduction to Hunting
Material Gathering
Material Preparation
Using & Testing Our Atlatl
Hosting a Target Activity
End Evaluations:
Learning Journey eBook
Archive & References
Atlatl
End Sharing:
Archival Information
Learning Journeys
Target Event
B!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
ATLATL OVERVIEW
Yukon First Nation
Atlatl
Dependent Instructional Method:
Lesson and Resource Guided
Independent Instructional Method:
Elder or Resource Person Guided
Student Learning:
Atlatl
Learning Journey App
eBook Archive
Assessment
eBook Sharing
Peers, Family & Community
Q!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
LEARNING OUTCOMES
Atlatl Learning Outcomes
Time Allocation
(hours)
Read and listen, both independently and collaboratively, to
Yukon First Nation stories, narratives and legends about
animals and hunting.
Examine images of animals and hunting in art and
technology.
Offer relevant insights regarding the Yukon First Nation
stories, narrative, legends and images about animals and
hunting.
Describe the historical and present use of hunting
technologies (throwing) for Yukon First Nation people.
Review Yukon hunting regulations and describe First Nation
subsistence rights and current regulations.
Explore and describe various atlatls.
Decide on the atlatl to build, assemble and utilize.
Determine the type and quantity of natural materials needed
for the atlatl.
Identify, gather (land-based) and process materials required
for the atlatl.
Describe and demonstrate one or more methods of respecting
and giving thanks for the natural materials.
Construct the atlatl and discuss with an Elder, resource
person or teacher for authenticity and any concerns.
Practice throwing technique with an Elder or resource
person.
Describe and demonstrate the use throwing technique of the
atlatl.
Collaborate with peers and organize an atlatl demonstration
and target activity for others.
Execute an atlatl demonstration and target activity for others
including proper gathering protocols (ways of demonstrating
respect, thanks and sharing).
Document, edit and share the multimedia “Learning
Journey”.
Demonstrate referencing and archival techniques.
Incorporate a Yukon First Nation language into stories,
2-3
1
1-2
1-2
3-4
2-3
1-2
4-5
2
1
Ongoing
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
R!
!
locations, technologies, techniques and land activities.
WORKING & LEARNING WITH ELDERS & RESOURCE PEOPLE
Cultural Inclusiveness*
-
You should do everything possible to take care of any community members you invite
into your classroom and help them to feel as welcome and safe as possible. In some
cases, certain Elders might not be emotionally ready to enter the school because of
experiences within public and residential schools.
-
Be aware and considerate of the community's schedule and demands on people's time.
Sometimes events can lead to unexpected delays or cancellations. Be patient and
respectful if this occurs.
-
Protocols are ways of knowing how to behave appropriately and respectfully, and with
them comes a great deal of responsibility.
-
Understand that the school system and classroom may represent a negative experience
from residential school days for many First Nations people.
-
Stories, songs, dances, and objects belong to a specific First Nation or clan. Be aware that
some types of traditional knowledge are private. Therefore, it is inappropriate to share
these protocols publicly or speak of them.
-
When in doubt or lacking in knowledge, seek advice from Elders and traditional teachers
prior to engaging in or implementing activities or events. Understand that, as a teacher,
you too are part of the community.
-
Community members understand that you may not be fully aware of their culture and will
unknowingly make mistakes. However, any efforts you make to be respectful and to learn
the culture will go a long way toward making yourself more at home in the community.
-
It will take time to learn about the community and to build relationships. When people
recognize that you are open, sincere and respectful, they will value your interest and
effort.
-
Personal space is cultural. Be aware and respectful of this space.
-
Many First Nations people speak more slowly and use conversational pauses (cultural
pauses) that are longer than those who communicate entirely in English. These pauses in
the English language are not only a reflection of the pacing of their traditional language
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
S!
!
and culture, but it also relates to the fact that they may not be working and thinking in
their mother-tongue. Also, First Nations people often take their time to fully consider and
respond to a question before answering.
-
North American mainstream culture accepts crosstalk and occasional interruptions during
conversation. This can be interpreted as rude and aggressive behavior by some First
Nations peoples. No one has the right to interrupt Elders or “talk over and above them”
while they are speaking.
-
Land is integral to Yukon First Nations tradition. It is the source of food, clothing, shelter
and spirituality. Provide a supportive environment for parent participation in all aspects
of their children's education, including subsistence activities on the land.
-
When an Elder, or anybody else, speaks to your students it is important to follow
community protocol.
-
Contact your Community Education Liaison Coordinators (CELC) and Education
Support Workers (ESW), the First Nations Studies teacher or the First Nations language
teacher to obtain community protocol. In most communities it would be appropriate to
respect Elders and knowledgeable people in the following ways:
•
•
•
•
•
•
•
•
Offer and provide tea and refreshments. Allow the Elder some time to
think about the offer. Do not expect an answer immediately.
Listen respectfully. Wait for the Elder to speak.
Don't ask about topics that are considered sacred or sensitive.
Check into the appropriateness of eye contact in your community.
Call the Elder the day before to confirm the visit. Arrange for an
honorarium to be ready when the Elder or other community members
come to work with your students. Make sure there is transportation for the
Elder.
Open up the environment so that the Elder can move freely. Put desks and
chairs in a circle and have the Elder use a comfortable chair.
Help your students greet the Elder respectfully and have students greet the
Elder in his or her language.
Present the Elder with a gift as a thank you (e.g., a card made by the
students, food items or a small handmade gift, etc.).
*Yukon Department of Education
First Nation Programs and Partnerships
T!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
TEACHER SELF-REFLECTION
Take the time to read and reflect on the passage below. This understanding is critical for
completing the Ancestral Technology modules.
Contact a community Elder, Education Support Worker, Community Education Liaison
Coordinator, or the Yukon Department of Education First Nation Programs and Partnerships to
discuss the document and for support.
Adapted from the “Four Directions Teacher Resource Kit” (fourdirectionsteachings.com)
Indigenous Knowledge and Values
Indigenous traditional thinking has been described as being lateral and circular in
orientation, in contrast to the linear, hierarchical thinking patterns of Western society.
The indigenous worldview postulates that all things (human and nonhuman) possess a
life force and are equal, interrelated, and interdependent. Furthermore, primacy of value
is placed on the spiritual source of all Creation. Compare the traditional indigenous
sense of complete and holistic equity to the modern Western worldview, which values
humans above animals, plants, and minerals, for instance, and which, in modern times,
has more often than not come to value humans as the highest form of intelligence and
material and economic growth over spiritual attainment. Of course, this contrast applies
only to broad cultural tendencies, and individuals of all races and cultural backgrounds
contain both material and spiritual inclinations, with one or the other predominating in
different degrees.
In a traditional Aboriginal worldview, the natural environment is the traditional teacher of
the natural order of things. Nature represents all that is sacred, the very basis of life,
and it is ideally central to our thoughts and actions, or should be. This understanding is
what comprises indigenous ways of knowing, in which humans, animals, plants and
minerals, for instance, are considered equals on a continuum of energy.
Through this worldview, traditional Aboriginal society perceives the process of learning,
then, as a way of knowing, accomplished through the use of all the senses, and from an
interdisciplinary, if not multidisciplinary, perspective.
It is assumed, therefore, that educators will be respectful of these values and
conscientious in recognizing them as representative of the traditional norms and
practices of regional Aboriginal groups.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
12!
!
It is hoped that visitors will in fact be struck by the sophistication of the teachings as
demonstrative models of very advanced cultural expression that offer tremendous
insights and perspectives on the world. In light of recent global changes in the
environment, the wisdom of the Elders has never been so timely.
Furthermore, some visitors educated in a Western mindset (which will be most of us)
may experience confusion with some of the traditional teachings, in that there are what
appear to be gaps in logic in the telling of the stories. Visitors are reminded to view the
teachings for their symbolism in a broad sense, as opposed to fixating on details or
“inconsistencies”.
The truths expressed by the Elders represent higher-level intellectual processes that
reflect a supra-rational, poetic view of the world - with all the finer energies that exist
above us and below us, within us and around us, seen and unseen. Visitors are
encouraged to stretch their minds so as to freely embrace these ideas as they are.
Self-Reflection:
I understand that in order for my students to receive the greatest cultural and
educational impact of this module I need to respect, follow and demonstrate the
local traditional values, and cultural protocols and teachings.
If I feel uncomfortable with this I can speak to a community Elder or staff
within Yukon Department of First Nation Programs and Partnerships, and they
will help me understand the importance of following traditional values, and
cultural protocols and teachings for our class community.
By following traditional values, and cultural protocols and teachings, our class
community will begin to foster a deeper understanding and respect for
ourselves, our class community and the world around us.
11!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Lesson 1
Learning Journey & Language
For Both Dependent & Independent Instructional Methods
17!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
LEARNING JOURNEY
& LANGUAGE
Purpose
Learning Journey & Language is a refresher from the
“Learning Journey” Lesson from Module 1: Introduction
to Technology. This lesson is to ensure: 1) students are
comfortable with the technology and Learning Journey
App; 2) students are supported with learning and using
First Nation language in their learning journey and landbased activities; and 3) to design the criteria for an
eBook rubric.
!"##$%&'()*$+"&
,%*$-.$-/)"&/&0(1$%&23-#)&
4/)3$%&!/%5(/5"&3%)$&
#)$-3"#6&7$*/)3$%#6&
)"*8%$7$53"#&/%9&
)"*8%3:("#;&
&
<$*(+"%)6&"93)&/%9&#8/-"&
)8"&+(7)3+"93/&=!"/-%3%5&
>$(-%"?@;&
Estimated Time
1-2 hours then 4-6 hours integrated into lessons
Materials Required
iPads, Cords & App
Examples of eBooks
Yukon First Nation Language Supports (see #2)
Process
1) Review Learning Journey App skills and knowledge from “Preparing for My Learning
Journey” Lesson from the “Introduction to Technology” Module.
2) Discuss with each student what Yukon First Nation Language they would like to
integrate into their eBook. Ensure they are set up for success with:
o Yukon First Nation Language Dictionary or Translation Book
Contact: Yukon Native Language Centre www.ynlc.ca
o Access to First Voices website www.firstvoice.com
o Download First Voices Apps or other First Nation App
o Elder, language teacher or fluent speaking assistance
o Yukon First Nation font
3) Create the criteria with your students on eBooks. Start with showing various examples of
eBooks and allow the students to explore.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
18!
!
4) If you are familiar with class generated rubrics then proceed with your class. If you
require assistance (e.g., samples, descriptors, degree descriptions, etc.) refer to the
documents at the end of this module.
Rubrics for Understanding
Beverley Barca
Palliser District Teachers’ Convention
Feb. 24, 2011
5) Ensure that every student has this rubric to make reference to during the module so they
type up the information for themselves or fill it into a blank template.
6) Check in with your students. How are the comfort levels of:
!
!
!
!
Using the iPad and the various features
Navigating the “Learning Journey” App
Integrating Yukon First Nation language
eBook Rubric: criteria and expectations
7) Explain to the students they will be continuing their Learning Journey next class by
exploring animal and hunting stories, narratives and legends.
Who in the group can support their peers with the Yukon First Nation language or
technology?
Who in the school can support my students with the Yukon First Nation language or
technology?
Who in the community can support my students with the Yukon Nation language or
technology?
My Notes:
1A!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Lesson 2
Animals & Hunting – The Stories,
Narratives, Legends & Images
1B!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
ANIMALS & HUNTING – THE
STORIES, NARRATIVES,
LEGENDS & IMAGES
Purpose
Animals & Hunting – The Stories, Narratives, Legends & Images
allows students to explore oral, written and visual stories on
animals and hunting. Numerous animals and hunting stories,
narratives and legends are the basis for the transmission of
traditional knowledge, morals, values, family structure and more.
Estimated Time
2-3 hours plus time for Learning Journey App & First Nation
Language Integration
!"##$%&'()*$+"#&
A"/9&/%9&73#)"%6&B$)8&
3%9"."%9"%)7?&/%9&
*$77/B$-/)3C"7?6&)$&0(1$%&
23-#)&4/)3$%&#)$-3"#6&
%/--/)3C"#&/%9&7"5"%9#&
/B$()&/%3+/7#&/%9&
8(%)3%5;&
&
DE/+3%"&3+/5"#&$F&/%3+/7#&
/%9&8(%)3%5&3%&/-)&/%9&
)"*8%$7$5?;&
&
'FF"-&-"7"C/%)&3%#358)#&
-"5/-93%5&)8"&0(1$%&23-#)&
4/)3$%&#)$-3"#6&%/--/)3C"#6&
7"5"%9#&/%9&3+/5"#&/B$()&
/%3+/7#&/%9&8(%)3%5;&
Materials Required
iPads, Cords & App
Options:
Elder/Storyteller
Copies of animal and hunting stories, legends & narratives
Copies of animal and hunting images
(See Module Supplement)
Copies of the Animal and Hunting Stories and Images Graphic Organizer
Elders or Resource People I would like to contact:
Resources that I found….
Name: _________________________________
Phone #/Email: __________________________
House #: _______________________________
Name: _________________________________
1Q!
Phone#/Email: __________________________
House #: _______________________________
Procedure
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Pre-Lesson Prep
1) Photocopy one or more stories or images from the Appendix regarding animals and
hunting.
2) Invite an Elder or traditional teacher to share animal and hunting stories. The stories
could involve survival, providing for family and community, providing for one’s self,
locations to hunt, animal movement and more.
3) Explore and gather animal and hunting Yukon First Nation videos or movies. Check out
Northern Native Broadcasting for video clips from the past.
Lesson
1) Discuss the layout of the course. Review from last day’s lesson on the Learning Journey
App and the integration of language into all the sections.
2) Allow student access to iPads and Learning Journey App. Students will complete “The
Stories & Legends” section in the Learning Journey App.
3) Expose students to a variety of animal and hunting stories and images (e.g., oral, video,
written, etc.). During this time they may record or document information into their App
respectfully. You may want to have individual, partner, small group or large group set
ups.
4) After each story, discuss the potential meanings of the story and allow the students to
write or draw based on the animal and hunting story they saw, read or heard.
!
5) Give the students time to add or edit information into their Learning Journey App.
6) Optional: Encourage students to go home (or within their community) and document
animal and hunting stories, legends, narratives or images. Bring it to the next class to
share.
!
7) Ask the students, in closure of this exploration of animal and hunting stories and
images….
What were some of the strong messages being taught in these stories and images?
What were some of the subtle messages being taught in these stories and images?
What story or part of story connected with you? Why?
Explain how these stories will help us in our atlatl Learning Journey.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
1R!
!
Assessment
1) Formative Assessment
Beginning and Ending Questioning
Learning Journey App Stories and Legends Section
Story Discussions
2) Summative Assessment
Story Chart
End of Lesson Thoughts….
Did the students not meet, meet or exceed the learning outcomes?
Do the specific concepts need to be taught again? Or reviewed?
What concepts did the students seem really interested in?
!
!
!
!
!
!
!
!
My Notes:
1S!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
!"#$%&'(')*"+#",'-+./0'%"1'2$%,3'4/,%"#53/ Name: _________
Story/Image Title: ______________________
Storyteller/Artist: ______________________
Storyteller/Artist: _______________________
Date: ________________________________
Date: ________________________________
My Story Notes & Art:
F+%'(')0%%&),'$,',0'GH'"$I&J'''3&.'''<0'
F+%'(')0%%&),'$,',0'GH'"$I&J''3&.'''<0'
(I'(')+%'K'-02J'
(I'(')+%'K'-02J'
1T!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Story/Image Title: _____________________
Date: ________________________________
Date: ________________________________
F+%'(')0%%&),'$,',0'GH'"$I&J''3&.'''<0'
F+%'(')0%%&),'$,',0'GH'"$I&J''3&.'''<0'
(I'(')+%'K'-02J'
(I'(')+%'K'-02J'
'
'
72!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Lesson 3
Hunting Technologies - Throwing
71!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
HUNTING TECHNOLOGIES
- THROWING
!"##$%&'()*$+"&
<"#*-3B"&)8"&83#)$-3*/7&/%9&
.-"#"%)&(#"&$F&8(%)3%5&
)"*8%$7$53"#&G)8-$H3%5I&F$-&
0(1$%&23-#)&4/)3$%&."$.7";&
&
Purpose
Hunting Technologies – Throwing lesson gives student the
opportunity to reflect on a prior lesson on examining animal
and hunting legends, narratives, stories and images. Students
will determine what stories and images pertained to
technology use prior to contact with non First Nation people, and what stories and images
pertained to technology use after contact with non First Nation people. Focusing on the precontact technologies and the hunting technologies that are used in the motion of throwing,
students will determine a hunter’s knowledge, skills and behaviors needed in throwing
technologies.
Estimated Time
1-2 hours
Materials Required
Ipad, Cords & Learning Journey App
Copies of images of hunting
Optional
Elder or Resource Person – Focus on Throwing Hunting Technologies
Copies of Pre-Contact and Post-Contact Graphic Organizer
Procedure:
Pre-Lesson Prep
1) Gather the stories and images used in the last class. If the story and image graphic
organizer was used in the last lesson, ensure the student’s graphic organizers are
accessible.
2) Preview introductory lesson videos (see lesson introduction) – hunting technologies.
3) Optional: Make copies of the Pre-Contact and Post-Graphic Organizer.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
77!
!
Lesson Introduction
1)
Review last day’s lesson on animal and hunting stories and images. Discussion questions
could include:
What details did you continue to think about after the lesson?
What animal and hunting stories did you share with others?
What information did you input into your Learning Journey App?
Did any of the stories or images make reference to where you lived? Or hunted?
Did any of the stories or images teach you about animal location?
Did any of the stories or images teach you about being prepared? Caring for others?
Caring for yourself? How did the stories do this?
Why is understanding these stories and images important?
Lesson
1)
Explain to the students that they will be examining a series of images on hunting. After
examining the hunting images, students will compare and contrast them.
2)
Show students the images of people hunting in the Yukon. Individually, students will
compare and contrast the images. They may record their thoughts on the graphic
organizer.
3)
As a larger group, discuss the similarities and differences between the images. Reflect on
the reasons why these images differ and are the same.
4)
Return to the images, students must now determine the following for each image:
- Knowledge: What knowledge does the hunter need?
- Skills: What skills does the hunter need?
- Behaviors: What behaviors does the hunter need?
Take the time to dig deep – What is obvious? What is less obvious? What could be
taught? What has to be experienced? Think about physical, environment, traditional
values, season, preparedness, and more.
Students will record their reflections on the Hunter Knowledge, Skills and Behaviors
organizer.
5)
Have students work in partners to share their thoughts on the image. Did they learn
anything new from their partner? Expand on their Hunter Knowledge, Skills and
Behavior chart.
Post-Lesson
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
78!
!
1)
As a large group discuss the images again by talking about Hunter Knowledge, Skills
and Behaviors. Here are some questions to support the discussions:
Do the Knowledge, Skills and Behaviors differ between each image? Between each
hunting technology used?
What hunting technology appeals to you the most? The least? Why?
What are some of the science components of hunting?
What are some of the art components of hunting?
Why was hunting critical in the past? Why is hunting critical now?
Did the students not meet, meet or exceed the learning outcome?
What hunting concepts did the students seem really interested in?
My Notes:
7A!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Hunting Images TO COME
UV?%&%!;)#!W)<D%#!
7B!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Hunting Images – Compare & Contrast
Name: ______________
Carefully examine the photos….
Image Name
What makes this image the same
as the others?
What makes this image different
than the others?
7Q!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Hunter Knowledge, Skills & Behaviors
Name: ______________
Carefully examine the images. What does that hunter need to know? What skills
does that hunter need to be able to do? How does that hunter need to behave?
Image
Knowledge
Skills
Behaviors
What have I
learned from my
partner?
7R!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Independent Instruction Method
Elder or Resource Person Guided Instruction
7S!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
ELDER OR RESOURCE PERSON GUIDED
After the “Introductions to Hunting” lessons, the teacher can have the freedom of
completing the learning outcomes on the next page by utilizing the expertise and
wisdom from an Elder or guest, or from himself or herself if the teacher is trained
on the topic.
This section provides the general guidelines for mentored independent work
whereas the next section is lesson by lesson.
Though as a teacher if you are not following the guided lessons, the learning
outcomes and time allocations must be met.
If one section is quicker than expected find ways to enrich the lessons (e.g., maybe
add another perspective, land-based visit, oral story, etc.). Or maybe, for a certain
learning outcome, you follow the guided lesson in the next section to ensure the
outcome is met thoroughly.
Enjoy your teaching and learning journey!
7T!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
LEARNING OUTCOMES
Learning Outcomes
Review Yukon hunting regulations and describe First Nation subsistence rights and current
regulations.
Determine type and quantity of natural materials needed for the atlatl.
Identify, gather (land-based) and process materials required for the atlatl.
Describe and demonstrate one or more methods of respecting and giving thanks for the natural
materials.
Construct the atlatl and discuss with an Elder, resource person or teacher for authenticity and any
concerns.
Practice throwing technique with an Elder or resource person.
Describe and demonstrate the throwing technique of the atlatl.
Collaborate with peers and organize an atlatl demonstration and target activity for others.
Execute an atlatl demonstration and target activity for others including proper gather protocols.
Document, edit and share multimedia “Learning Journey”.
82!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
STUDENT LEARNING JOURNEY
Section to Come – App Info
STUDENT ASSESSMENT
1.
Formative Assessment
Observations, feedback and advice
Group and one-to-one discussions
One-minute checks
Checking components of Learning Journey
Self-check to an exemplar eBook
Self-check to the Student Created Criteria
2.
Summative Assessment
Atlatl Technology
Learning Journey eBook
81!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Dependent Instruction Method
Lesson and Resource Guided
87!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
LESSON AND RESOURCE GUIDED
After the “Introductions to Hunting” lessons, the teacher will utilize the series of
lessons to meet the learning outcomes and guide students through their Learning
Journey.
Elder or resource person input is needed after the construction of the atlatl, to
support in the throwing of the atlatl and in the organizing and running of a target
activity.
This section provides specific instructions for teaching the stated learning
outcomes.
If one section is quicker than expected find ways to enrich the lessons (e.g., maybe
add another perspective, land-based visit, oral story, etc.).
Enjoy your teaching and learning journey!
88!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
LESSON OUTCOMES
Lesson
Learning Outcome
Time
Allocation
(hours)
Hunting in the
Yukon
Atlatl Research &
Decision
Review Yukon hunting regulations and describe First
Nation subsistence rights and current regulations.
Determine type and quantity of natural materials
needed for the atlatl.
Identify, gather (land-based) and process materials
required for the atlatl.
1
Needs & Nature
1-2
3-4
Describe and demonstrate one or more methods of
respecting and giving thanks for the natural materials.
Atlatl
Construction
Atlatl – Building
My Knoweldge,
Skills and
Behaviors to
Throw
Atlatl Event
Language &
Archiving
Construct the atlatl and discuss with an Elder,
resource person or teacher for authenticity and any
concerns.
Practice throwing technique with an Elder or resource
person.
Describe and demonstrate the throwing technique of
the atlatl.
Collaborate with peers and organize an atlatl
demonstration and target activity for others.
Execute an atlatl demonstration and target activity for
others including proper gather protocols.
Document, edit and share multimedia “Learning
Journey”.
2-3
2-5
3-5
3
8A!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
!"##$%&'()*$+"&
HUNTING IN THE
YUKON
Purpose
Hunting in the Yukon lesson makes students aware of
their responsibilities as future hunters, including
understanding their rights, responsibilities and
regulations in the Yukon.
A"C3"H&0(1$%&8(%)3%5&
-"5(7/)3$%#&/%9&9"#*-3B"&23-#)&
4/)3$%&#(B#3#)"%*"&-358)#&/%9&
*(--"%)&-"5(7/)3$%#;&
&
Estimated Time
1 hour plus time for Learning Journey App & First Nation Language Integration
Materials Required
iPads, Cords & Learning Journey App
Game Management Maps
Available at: www.env.gov.yk.ca/hunting-fishing-trapping/huntingregulations.php
Hunting Regulations Summary Booklet
Special Guiding Maps
Local Hunting Information – Check the First Nation Government Office
First Nation and Inuvialuit Hunting and Fishing in Yukon by Yukon Environment
www.environmentyukon.gov.yk.ca/viewing (click on “Fishing” then click on “Fishing
Copies” of the worksheet
Optional:
Invite a Conservation Officer, Game Guardian, Fish & Wildlife Manager or Natural Resources
Director to the class for presentation OR to assist with the class….
Poster Paper & Markers
Hunting Worksheet
Procedure
8B!
Pre-Lesson Prep
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
1) Contact Yukon Environment for hard copies of the listed booklets or ensure students
have access to their iPads and the Yukon Environment website. Or print out copies of the
booklets.
Yukon Environment
Phone: 867-667-8291
Email: wildlife.viewing@gov.yk.ca
2) Make copies of the necessary worksheets.
Lesson Introduction
1) Review the last lesson with the students. Ask them if they had anymore hunting
conversations with family, friends or community members.
2) Ask them the following questions.
What is a hunting rule?
What is a hunting regulation?
What is a hunting right?
Do these rules, rights and regulations change in a given area? Why
Do these rules, rights and regulations change in a given season? Why?
Are there cultural rules (understandings) in regards to hunting? Why?
Lesson Body
1) Hand out the Yukon Hunting Booklet from Yukon Environment.
Give students several minutes to explore the booklet.
Option: Have the resource person give a presentation on Hunting in the Yukon. Complete
the same activities below with the resources person.
2) As a group read through the table of contents – what type of information is being
presented? Discuss why the Yukon Government feels it is important for people to know
this information.
3) As a group read through local hunting information – what type of information is being
presented? Discuss why the First Nation Government feels it is important for people to
know this information.
4) Optional: Guided by an Elder or community member – what type of cultural information
should hunters know for the area. Discuss why the community feels it is important for
people to know this information.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
8Q!
!
!
!
5) Optional:
Now that the Hunting booklets have been explored create the poster below:
!
!
!
!
!
!
!
I*)&&X!!YYYYYYYYYYYYYYYYYYYYYYYYY!
L%.6*)'/-#!>%)(X!YYYYYYYYYYYYYYYY!
Z-$)'/-#X!YYYYYYYYYYYYYYYYYYYYYY!
!
[,)'!(%.6*)'/-#&!)#5!(6*%&!D%(')/#!'-!
6&\!
!
!
[,)'!(/.,'&!D%(')/#!'-!6&\!
!
!
]',%(!5-$6<%#'&!H%!&,-6*5!(%)5!
^%=-(%!H%!.-!,6#'/#.X!
!
OR complete the Hunting Worksheet.
6) Determine as a class what information pertains to the class.
What rules, regulations and rights does the class need to be aware of?
7) Give time for students to complete sections in their Learning Journey App.
8R!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Questions to reflect on:
What areas of these resources need clarification?
Are students connecting the rules, regulations and rights with themselves?
Understanding what they need to be responsible for?
Are students connecting this with their own lives by storytelling?
My Notes:
Lesson Closure
1) Final discussion and reflection questions including:
Why are there hunting rules and regulations for Yukon and non-Yukon people?
Why are there hunting rights for First Nation people in the Yukon?
What can happen if these rules and regulations are not met?
-To the hunters?
- To animal populations?
- To ecosystems?
Assessment
Discussion Questions
Check Ins
Yukon Resource Worksheets
8S!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Did students not meet, meet or exceed the learning outcomes?
My Notes:
8T!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Hunting in Yukon
Name: _________________________________
1. What are YOUR responsibilities as a person who is hunting?
2. Details for Yukon First Nation residents:
Hunting Inside One’s Traditional
Territory
Hunting Outside One’s Traditional
Territory
Besides following the hunting rules, regulations and rights while hunting, what
are other ways we can show respect to the land? To the animals? To future
generations?
&
&
&
&
&
&
&
A2!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
&
!"##$%&'()*$+"#&
ATLATL
RESEARCH
& DECISION
Purpose
Atlatl Research & Decision explores a variety of atlatls.
Students will compare and contrast atlatl, decide on what
atlatl style to build, what tools will be needed and create a
natural material list (type and quantity).
DE.7$-"&/%9&9"#*-3B"&C/-3$(#&
/)7/)7#;&
&
<"*39"&$%&)8"&/)7/)7&)$&B(3796&
/##"+B7"&/%9&()373J";&
&
<")"-+3%"&)?."&/%9&:(/%)3)?&$F&
%/)(-/7&+/)"-3/7#&%""9"9&F$-&)8"&
/)7/)7;
&
Estimated Time
1-2 hours plus time for Learning Journey App & First
Nation Language Integration
Materials Required
Copies of atlatl readings, diagrams and
photos from Supplement
Copies of Atlatl Exploring Sheets
Options:
Elder or Archaeologist or
Resource Person
Travel to Museum or Heritage Centre
Access to Internet
[%^&/'%&X!
^%(/#./)J$-<_)($,/;%&_-*5Y&/'%Y)($,/;%YG%D'Y722S_28_28<)/#)1^J,'<*!
HHHJ$)#)5/)#.%-.()D,/$J$)_^*-._D-&'/#.J)&D\EP`BQT!
HHHJD(/</'/;%H)0&J$-<!
!
Procedure
Pre-Lesson Prep
1) Photocopy the atlatl readings, diagrams and photos.
2) Optional: Contact an Elder, archaeologist or resources person to provide advice to the
class or individually about atlatl and the optimal design based on materials.
Lesson Introduction
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
A1!
!
1) Review the last lesson with the following questions:
Will understanding the hunting in the Yukon assist us in making informed hunting
technology decisions? What rules, regulations and rights to we have to remember as a
class?
Lesson Body
1) Time to explore Atlatls! Provide students access to the following:
- reading, diagram and photo photocopies
- internet
- resource books
2) Students need to:
- complete the student Atlatl exploration sheets
- complete the Beginning the Journey section in the Learning Journey App
Provide the students 20-30 minutes to complete the above tasks.
3) Gather in a circle. Each student will show the group their favorite or most interesting
atlatl and have a discussion which ones are authentic to northern Canada or specifically
the Yukon and why.
4) After everyone has shared, start the discussion – What style of atlatl will you make?
Questions for the teacher:
What is reasonable for my class and resources?
Individual, partner, group or class atlatl?
If I need help, who can assist me with building atlatl?
What skill level is the class with handling knives and saws?
Do I need to train the students on tools? Should I bring someone in to train students on
tools?
5) Based on the decision above, have students work individually, in partners or groups or as
a class to determine the natural materials needed and the amount to build the atlatl. As
well, they should determine what tools they would need.
6) Teachers, Elders or resources people should check over material lists and quantities. Does
this seem reasonable? Check carefully and provide advice to ensure students will have
the right amount of material and allowing for any errors.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
A7!
!
For the teacher:
Where and how I am going to get these types of materials?
Do I require special equipment?
Do I need assistance for the day we gather natural materials?
7) Allow time for working on their Learning Journey App. By this point there are many
sections that could be completed.
Lesson Closure
1) Final discussion questions:
Where do you think the best place is to gather these materials?
Who should we ask to give us guidance on where and how to gather materials?
What ways can we show respect to the land while we gather materials?
If we are feeling nervous about the project, what could we do to prepare ourselves better
or learn more?
What are your comfort levels with handling knives and saws?
Are you excited to build one? I sure am!
2) Optional: Thank the Elder for his or her help with the lesson.
Assessment
Check Ins
Yukon Resource Worksheets
My Notes:
A8!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
EXPLORING ATLATLS
Name: _________
Time will be provided for you to explore the atlatl designs and to learn about the materials to
build atlatls. Some ways to explore atlatls kits may include: Elders, resource people,
photocopied readings, resource books, internet, models, videos and personal visits.
You will need to complete two tasks while carefully exploring the two atlatl designs. Pay
attention to every detail!
! Complete the following atlatl worksheets.
! Document in your Learning Journey App.
L%&-6($%X!YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY!a%J.J@!D%(&-#@!^--?@!H%^&/'%@!%'$Jb!
P)'%X!YYYYYYYYYYYYYYYYYYYYYYYY!
!
"6',-(X!YYYYYYYYYYYYYYYYYYY!a/=!#%%5%5b!
!
M/(&'!c)'/-#X!YYYYYYYYYYYYYYYYYY!!!!!!!!!!!!!!!!!!!!!!!!+0D%!-=!"'*)'*X!YYYYYYYYYYY!!
Z-$)'/-#!U&%5X!!YYYYYYYYYYYYY!
!
"'*)'*!G?%'$,!
!
!
!
!
!
!
!!!!!!!!!!!!!c)'6()*!4)'%(/)*&!U&%5!d!C&'/<)'%5!"<-6#'!
!
!
!
!
!
!!!!!!!!!!!!!P/<%#&/-#&!a*%#.',@!H/5',@!,%/.,'b!
!
!
!
!
!
!!!!!!!!!!!!!+--*&!c%%5%5!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!!!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
AA!
!
L%&-6($%X!YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY!
P)'%X!YYYYYYYYYYYYYYYYYYYYYYYY!
!
"6',-(X!YYYYYYYYYYYYYYYYYYY!!
M/(&'!c)'/-#X!YYYYYYYYYYYYYYYYYY!!!!!!!!!!!!!!!!!!!!!!!!+0D%!-=!"'*)'*X!YYYYYYYYYYY!
Z-$)'/-#!U&%5X!!YYYYYYYYYYYYY!
!
"'*)'*!G?%'$,X!
Starter
!
!
!
!
!
!
!!!!!!!!!!!!!c)'6()*!4)'%(/)*&!U&%5!d!C&'/<)'%5!"<-6#'!
!
!
!
!
!
!!!!!!!!!!!!!P/<%#&/-#&!a*%#.',@!H/5',@!,%/.,'b!
!
!
!
!
!
!
!
!
!
+--*&!c%%5%5!
!
!
!
!
!
!
!
!
!
!!!
Which atlatl are you interested in constructing and using? _______________________
Make sure that you understand the atlatl and the details are carefully recorded so that you can
explain it to the class. Use extra time to record ideas, information and thoughts into the Learning
Journey App.
Natural material collection is the next main step. Write down any notes/ideas for material
collection below (e.g., who could help you, equipment needed, etc.).
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
AB!
!
NEEDS & NATURE
Purpose
Needs and Nature takes students through the process of
double-checking type, quantity and quality of natural
materials for a project, as well as gathering from the land
the materials needed for the atlatl. Students will ensure
proper natural materials are used by using identification
methods or advice from an Elder or resource person.
Students will learn various methods of showing respect
and giving thanks to the land, and understand the reasons
why this is important. Respect and giving thanks
methods will be utilized on the Field Trip for gathering
materials.
!"##$%&'()*$+"#&
,9"%)3F?6&5/)8"-&G7/%9KB/#"9I&
/%9&.-$*"##&+/)"-3/7#&-":(3-"&
F$-&)8"&/)7/)7;&
<"#*-3B"&/%9&9"+$%#)-/)"&$%"&
$-&+$-"&+")8$9#&$F&-"#."*)3%5&
/%9&53C3%5&)8/%1#&F$-&)8"&
%/)(-/7&+/)"-3/7#;&
Estimated Time
3-4 hours plus time for Learning Journey App & First Nation Language Integration
Materials Required
Yukon Education Field Trip Forms
www.education.gov.yk.ca/policy/field_trip.html
Tools, equipment and containers for harvesting and preparing natural materials
Safety equipment (e.g., glasses, gloves, etc.)
Yukon Plant Identification book or Plant Identification App
Yukon Geology Books
Elder contacted to teach about showing respect to the land
Options
Archaeologist, geologist or heritage resource person
Procedure
Pre-Lesson Prep
1) Determine the location for gathering materials. Ensure proper regulations and guidelines
for the area are being followed.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
AQ!
!
2) Yukon Education Field Trip Paperwork: Local hike? Gathering materials in the local
forest? Overnight trip?
3) Book transportation if needed.
4) Student & Parent/Guardian Paperwork: Explanation Letter? Requesting supervisors and
assistance? Tools requests? Gear or clothing required?
5) Determine and gather needed tools, equipment and carrying containers.
6) Optional: Contact an Elder to teach students (in the classroom or on the field trip) about
respecting the land and giving thanks for the natural materials.
R=&$)S)5--()$")>-$)'-&(/Q1)
)
)
)
)
)
)
)
)
!-"*?-)S)%&5)%"5$&%$)B"')=-?*T)
c)<%X!YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY!!!!F,-#%_C<)/*X!YYYYYYYYYYYYYYYYYYYYYYYYYYYYY!
c)<%X!YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY!!!!F,-#%_C<)/*X!YYYYYYYYYYYYYYYYYYYYYYYYYYYYY!!
AR!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Lesson Plan
Two to three hours of instruction is required with:
- Gathering and preparing of natural materials
- Discussing and demonstrating ways of respecting and thanking the land
Subtopics are created in the Lesson Plan with a variety of possible instructional methods,
however, it is up to the teacher to decide on what topic, when, where and how much time.
1) Atlatl Material Type & Quantity Check
Using the decision, materials and quantity list from the last lesson Atlatl Exploring
worksheet, one can determine the class, group or individual amount of materials. If
possible create a checklist and have all students record this (note section of the iPad) for
the field trip.
"'*)'*!4)'%(/)*!Z/&'!
4)'%(/)*&!c%%5%5X!
R""(U)V"?$#B""$)#--(#U)WC5>C#U)
!/',$-#U)X$=-')<$"5-U)
!
P/<%#&/-#&X!
Z%#.',!YYYYYY<\!
P/)<%'%(!YYYYYY$<\!
!
e6)#'/'0X!
"<-6#'!YYYYY!
"<-6#'!YYYYY!
!
! Ensure the students are able to use the various tools safely.
! Ensure proper plants, rocks and other natural materials are being gathered.
Review the species with students.
2) Respecting the Land & Giving Thanks: Prior to Field Trip or Gathering Materials
o Invite an Elder to speak about the importance of respecting the land and ways a
person can demonstrate thanks when out on the land.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
AS!
!
o Allow students to document respecting & sharing components in their Learning
Journey App.
3) Field Trip
o Ensure all Field Trip forms are complete. Pack the essential field trip necessities
including a First Aid Kit, proper gear, snacks, water, etc.
o Invite Elders, resource people, Conservation Officers, parents, guardians, etc. to
join the group.
o Head out on your hike, canoe trip or skidoo and collect your atlatl materials!
o Allow students to document the trip using their iPad.
o Ensure respect and giving thanks were followed by everyone in the group.
o Have fun with the trip – cookout, games, storytelling and art or integrate other
activities you may be covering in other subjects. Enjoy your day!
K/)W,-?()Y',*)Z"$-#Q1)
[,>=?,>=$#T)
)
)
)
)
\-##"5#)\-&'5-(T)
AT!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
4) Material Preparation: On the Field Trip or Back in the Classroom
o Determine as a class what needs to be done to prepare the materials for
construction (e.g., stripped bark off of wood, etc.).
o Ask an Elder or resource person to provide advice or guidance for material
preparation.
o Prepare materials for construction.
o Students will document this process in their Learning Journey App.
K&$-',&?)!'-*&'&$,"5)Z"$-#Q1)
Lesson Closure
1. Ask the students the following questions:
Do they feel they have the right materials to build their atlatl?
Do they feel they have enough materials to build the atlatl?
If not, how can that problem be fixed? What can you as a student do?
What can I do as a teacher?
Do you feel ready for using tools while building the kit?
If not, what skills should we work on prior to the kit?
Assessment
Tool Use and Material Gathering Observations
My Notes:
B2!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
ATLATL
CONSTRUCTION
!"##$%&'()*$+"&
Construct the atlatl and discuss
with an Elder, resource person or
teacher for authenticity and any
concerns.&
Purpose
Atlatl Construction involves the students planning for
the construction of their atlatl. Using their plan and the
feedback from an Elder, resource person, teacher or
peer they will construct an atlatl. The “Self-Check” list
allows students to reflect on the process, their work
and the next step of using their atlatl, throwing their atlatl and organizing an atlatl activity.
Estimated Time
Materials Required
Tools and equipment for constructing an atlatl
Copies of readings, diagrams and photos of constructing an atlatl
Copies of my “Plan of Action” for students who want to create a detailed plan
Copies of “Self (individual or group) Check”
Safety equipment (e.g., safety glasses, gloves, etc.)
Option:
Elder, archaeologist or heritage resource person to assist with construction
Procedure
Pre-Lesson Prep
1) Double-check to ensure students have enough materials (including spare materials) for
any problems that may arise.
2) Organize any special training your students may need or want to be successful (e.g.,
grinding stone, cutting wood, measuring, etc.).
3) Ensure enough tools and equipment is available so that no students are waiting around for
items.
!
4) Ensure the class’ workspace is clear and clean prior to the project.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
B1!
!
Lesson Introduction
1) Review with the students the process that has occurred:
- Hunting and animal stories, narratives, legends and images
- Hunting pre and post-contact
- Yukon hunting rights, regulations and rules
- Analysed various atlatl
- Determined and quantified atlatl natural materials
- Gathered and processed the building materials
- Showed respect and gave thanks for the natural materials
2) Encourage the students to always be documenting the construction. Have the beginning,
middle and end product documented through the use of photos, videos or written
journaling.
Lesson Body
1) Provide, by an Elder, resource person or teacher, any extra training that maybe needed.
2) Option: Have an Elder, archaeologist or heritage resource person explain the process of
building an atlatl.
3) Option: Provide the students with “Plan of Action” sheets. Get them to think and
visualise the steps they need to make the atlatl. This activity is great to do after a talk
from an Elder or resource person, or completing the readings and examining the diagrams
and pictures.
Review the students’ “Plan of Action” sheets. Provide feedback.
4) Remind the students about safety, using the Learning Journey App and the importance of
“process” learning. It is not always about the end product but the skills, knowledge and
behaviors along the way!
5) Let the students construct!
!
6) Encourage problem solving, patience and Elder/resource person/teacher support.
!
K/)Z"$-#Q1)
!
!
)
!
!
!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
B7!
!
Lesson Closure
1) Provide the students with the “Self Check” list prior to wrapping up the project.
2) As groups finish, they could:
o Assist other groups.
o Integrate local language into their Learning Journey App.
o Work on components (e.g., video, audio, written, picture, art, etc.) of their
Learning Journey
3) Time to Celebrate! Hand out food or beverages and have everyone gather into a circle.
Groups will share their atlatl and experiences in a group circle. Have the students explain
their atlatl to the group, and what components were easy, highlights and lessons learned.
Option: Have an Elder talk to the group about the process and their successes.
Discuss questions for the group:
How do you think First Nation people figured out an atlatl?
What skills and knowledge did First Nation people in the past have they did not?
How did living in modern times make this process easier?
How did living in modern times make this process harder?
Discuss the next step of learning and practicing atlatl throwing.
Assessment
Tool Use and Construction Observations
Atlatl Feedback
My Notes:
B8!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Plan of Action: Atlatl Construction
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
+--*&!',)'!E!#%%5X!
!
Name: _______________
4)'%(/)*&!',)'!E!,);%X!
!
!
!
!
!
!
G'%D&!',)'!E!#%%5!'-!=-**-HX!
!
!
!
!
!
!
!
!
!
!
!
G'%D&!',)'!E!<)0!#%%5!
)&&/&')#$%X!
!
!
!
BA!
!
!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Atlatl: Self or Group Check
Name: _______________
!
I (we) followed my (our) original design.
If not, explain the modifications below and why you had to make them:
!
I (we) paid attention to size. If not, the reason why I (we) did not pay attention to
measurement was?
I (we) am (are) confident that this atlatl will withstand multiple tosses. If not, below are
my (our) recommendations to make the atlatl stronger:
The natural material I (we) gathered were the correct materials. If not, the following
changes were made:
I (we) was (were) able to use the tools and equipment properly and safely. If not, explain
what had happened, the consequence of my (our) actions and the lesson learned for the
future.
Did you (or your group) receive feedback from an Elder, resource person or teacher?
If yes, what feedback did you receive? Did it help you?
The next step is throwing and practising hitting a target. Do you feel prepared? Why or
why not?
BB!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
ATLATL – BUILDING MY
KNOWLEDGE, SKILLS
AND BEHAVIORS TO
THROW
!"##$%&'()*$+"#&
L-/*)3*"&)8-$H3%5&)"*8%3:("#&
H3)8&/%&D79"-&$-&-"#$(-*"&
."-#$%;&
<"#*-3B"&/%9&9"+$%#)-/)"&)8"&
)8-$H3%5&)"*8%3:("#&$F&/%&/)7/)7;&
Purpose
Atlatl – Building My Knowledge, Skills and Behaviors to
Throw allows students to learn the knowledge, skill and
behaviors to throw, practice and utilize an atlatl. Students will reflect on the beginning hunting
images, and the knowledge, skills and behaviors that the hunters need.
Estimated Time
Materials Required
Copies of Hunter Knowledge, Skills and Behaviors Chart (Students’ Work)
Target(s) – more targets will allow students to try different distances
Atlatl
Outdoor space for throwing
Elder or resource person for guidance on throwing
Options:
Throwing photocopies from Atlatl Supplement
Procedure
Pre-Lesson Prep
1) Arrange an Elder or resource person to assist students with the throwing and practicing of
the atlatl.
BQ!
2) Gather students’ Hunter Knowledge, Skills and Behavior worksheets from a prior lesson.
3) Arrange an outside location for throwing. Ensure a proper amount of area is provided.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
4) Arrange a target for the throwing (e.g. paper, archery target, etc.).
5) Optional: Photocopy throwing information from the Atlatl Supplement.
6) Optional: Yukon Education Field Trip Paperwork.
7) Optional: Book transportation. Transportation needs to be able to haul the cook
equipment, food and students.
R=&$)S)5--()$")>-$)'-&(/Q1)
)
!-"*?-)S)%&5)%"5$&%$)B"')=-?*T)
Lesson Introduction
1) Using the Hunter Knowledge, Skills and Behaviors worksheet from the prior lesson,
discuss the next steps of the students learning to throw. What information that was
gathered and discussed will be vital to today’s throwing lesson?
2) Take a moment to discuss how to throw an atlatl. Possible ways include: watching
YouTube videos, demonstration from an Elder or resource person, and reviewing the
Throwing an Atlatl articles and diagrams from the Supplement.
3) In these moments have the students record key information that they need to know in
their iPad or on the board.
4) Discuss and plan with students:
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
BR!
!
- outside set up including target and safety zones
- how will they teach others to do it
- safe zones for taking photos and videos
- supporting and encouraging others while they are learning
K/)Z"$-#T)
!
!
!
!
K/)%"5B,(-5%-)?-+-?)B"')$=,#)$',*),#T)))?"I)))))))))7-(,C7)))))))))))=,>=)
R=/U)
)
)
)
)
S)&7)?""3,5>)B"'I&'()$"Q1)
)
)
)
)
)
)
)
Y=,5>#)S)5--()$")*&/)&$$-5$,"5)$"Q1)
!
!
!
!
Lesson Body
1) Head to the outside location for throwing.
2) Establish safety zones, holding areas for iPad and a system for students throwing.
3) Have an Elder or resource person demonstrate and coach students with the throwing
of an atlatl.
4) Practice, practice, practice, encourage, support, cheer, smile….
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
BS!
!
5) Time for students to add or edit their pictures, videos, reflections, art, etc. for their
Learning Journey App.
Lesson Closure
1) Gather in a circle. Discuss the following questions:
What knowledge did it take to throw the atlatl? Why is this important in a hunting
situation?
What skills did it take to throw the atlatl? Why is this important in a hunting situation?
What behaviors did it take to throw the atlatl? Why is this important in a hunting
situation?
How did it feel to make a traditional Ancestral technology in these modern times?
Why is it important to know this technology?
How would you teach this to another person?
Assessment
Throwing Feedback
Closing Discussion Circle
!"#$%&'()*$+,-./)
0&("1&("+-2)
)
)
3,--$'-)3,4#',52)
)
)
)
6'5)$7)3,--$')!"$8("+-./)
9&5)-+85,'+-)'$+):,,+;):,,+)$#),<=,,5)+",)1,4#'&'()$8+=$:,->)
BT!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Q2!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
ATLATL EVENT
Purpose
Atlatl Event allows students to pass on their atlatl
knowledge, skills and behaviors. Students will plan,
organize and implement an Atlatl sharing event.
Elders, traditional teachers, resource people and family
will be encouraged to guide, help and be part of this
important event in the module.
Estimated Time
3-5 hours plus time for Learning Journey App & First
Nation Language Integration
!"##$%&'()*$+"#&
M$77/B$-/)"&H3)8&.""-#&/%9&
$-5/%3J"&/%&/)7/)7&
9"+$%#)-/)3$%&/%9&)/-5")&
/*)3C3)?&F$-&$)8"-#;&&
DE"*()"&/%&/)7/)7&9"+$%#)-/)3$%&
/%9&)/-5")&/*)3C3)?&F$-&$)8"-#&
3%*7(93%5&.-$."-&5/)8"-3%5&
.-$)$*$7#;&
Materials Required
Firewood for a fire
Safety equipment (e.g., glasses, gloves, etc.)
Outdoor cooking equipment
Grocery list
Food
Supplies for making invitations
Procedure
Pre-Lesson Prep
1) Determine the location for demonstrating the atlatl, teaching others and allowing
everyone to practice, as well as cook. Talk with local community members,
administration, etc. about the location. Permission required?
*Choose a spot YOU feel comfortable with. A campground with multiple fire pits, along
the edge of a body of water or maybe in someone’s backyard.
2) Complete any Yukon Education Field Trip Paperwork.
Q1!
3) Book transportation. Transportation needs to be able to haul the cook equipment, food
and students.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
5) Determine and gather needed tools and equipment. Is firewood required?
6) Contact and book a day where an Elder, traditional teacher or resources person
meet prior to the trip or even better have them attend the field trip! This person
can:
- Assist with the opening and closing of the event.
- Discuss with students respect around fire and the food being prepared.
- Discuss with students protocol on sharing food.
- Bear and water safety.
- Teach cooking over a fire method, as well as safety precautions.
R=&$)S)5--()$")>-$)'-&(/Q1)
)
!-"*?-)S)%&5)%"5$&%$)B"')=-?*T)
Lesson Introduction
1)
Explain the importance of sharing the knowledge, skills and behaviors that were
shared to them and how they are going to pass it on by hosting an atlatl event.
2)
Let the students plan the event; however let them know of the location and any field
trip work you must complete. Planning may include:
- opening and closing the event
- targets
- who will demonstrate the atlatl
- who will be invited
- how will people be invited
- who will teach
- how will we teach
- competition? Practice? Fun?
- fire and cooking location
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
Q7!
!
- fire fuel being used
- safety protocol (e.g., First Aid, bear safety, water safety, etc.)
- respect and sharing
5) Option: Provide students with the supplies, details and time to make an invitation to
another class, family member or friend (or two) to participate in the event.
6) Students will record ideas and learning in the Learning Journey App.
K/)Z"$-#T)
!
!
!
!
!
K/)%"5B,(-5%-)?-+-?)B"')$=,#)-+-5$),#T)))?"I)))))))))7-(,C7)))))))))))=,>=)
R=/U)
)
)
)
)
S)&7)?""3,5>)B"'I&'()$"Q1)
)
)
)
)
)
)
)
Y=,5>#)S)5--()$")*&/)&$$-5$,"5)$"Q1)
!
!
!
Lesson Body
1)
Let the students plan and implement the event. Guide and assist with the planning.
2)
Always make sure there are moments to give thanks, show respect, share and enjoy
the moment.
3)
Students will document the process, thoughts and reflections on their Learning
Journey App. Remember to integrate local language as well!
Topics:
Hiking and traveling to the location.
Respecting the land and the fire.
Using the atlatl.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
Q8!
!
Teaching others.
Hosting an event for others.
Setting up for cooking.
Cooking and serving methods.
Giving thanks for the food.
Sharing the food with others.
Opening and closing the event.
4)
Give thanks and presenting gifts to all adults who helped.
Lesson Closure
1)
Debrief with the students. Some questions may include:
What did it feel like to host an event? Before the event? During the event? After the
event?
What were some of the highlights?
What were some of the lessons learned?
What knowledge, skills and behaviors will you continue in hunting? In everyday life?
How can we commit to that? How can we support each other with it?
2)
Provide time for students to add or edit their pictures, videos, reflections, art, etc. for their
Learning Journey App.
Assessment
1)
Formative Assessment
Event Feedback
QA!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
?@)6A,'+)*$+,-./)
0&("1&("+-2)
)
)
)
)
)
3,--$'-)3,4#',52)
)
)
)
)
)
6'5)$7)3,--$')!"$8("+-./)
)
)
)
)
)
)
)
)
)
)
)
)
)
9&5)-+85,'+-)'$+):,,+;):,,+)$#),<=,,5)+",)1,4#'&'()$8+=$:,->)
QB!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
THE FINAL LESSON:
SHARING OUR JOURNEY
Purpose
The Final Lesson: Sharing Our Journey gives students
the time to add and polish their Learning Journey
eBook. The eBooks will be celebrated by a class
presentation and archived for future use.
!"##$%&'()*$+"#&
<$*(+"%)6&"93)&/%9&#8/-"&
+(7)3+"93/&=!"/-%3%5&>$(-%"?@&
36..78'
<"+$%#)-/)"&-"F"-"%*3%5&/%9&
/-*83C/7&#1377#;)
Estimated Time
2-4 hours plus time for First Nation Language
Integration
Materials Required
Access to a projector and screen
First Nation Language support
Lesson
1) Discuss with the students the whole process, from learning about hunting and animal
stories to constructing an atlatl to hosting an event. Ask various questions to spur on
discussions and relive memories. Enjoy and laugh with your students. It has been quite a
journey!
2) Remind the students about the various Learning Journey App components.
! Encourage to develop as many sections as possible.
! Editing and rereading is going to be essential to a well-developed and effective
eBook. Editing can come from peer editing or teacher editing.
! First Nation Language.
Option: Invite the language teacher to assist with language integration and
double-checking added language.
3) Finally – students must give thanks and finish referencing all the readings, locations or
people in which they have gathered information from. See the pages ____ about informal
and formal referencing techniques. NEED to discuss referencing format.
3) Give them time to complete their Learning Journey.
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
QQ!
!
4) Allow them to assemble the eBook. Save eBook in the class archives.
5) Finally – Time to Share!! As a class and/or with invited guests, have each student share
their eBook with everyone using a computer and projector. Allow a question and answer
period.
Options: Students could make invitations for the eBook showing. Invite everyone (e.g.,
Elders, resources people from Yukon Environment/museums/Conservation Officers, etc.)
that has been part of this Learning Journey.
Serve food!
Invite another class, for example a Native Studies class, to participate in the viewing.
6) Students will submit the eBook for evaluation.
7) Post eBooks (after signed written consent) on the school or department website.
Assessment
Feedback from peers, language teacher and teacher
Feedback from audience
eBook Rubric (created at the beginning of the module)
-P""3)Z"$-#Q1)
)
)
V-?-.'&$,"5)Z"$-#Q1)
QR!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
R UBRIC A SSISTANCE
QS!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
!
!
!
Rubrics for
!"#"$%"&'!($)('
QT!
*(%%+,"$'-+,.$+).'/"()0"$,1'234#"4.+34'
5"6$7($&'89:'8;<<'
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Holistic Rubric
Components
R2!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
2$"(.+4='.0"'2$+."$+('-",)$+>.3$'
?7==",."@'?."AB'
!"#$%&'(
)*&%'(+,(-./%01'*./2.3(
4%5(
6+78+.%.'(
(
9%:%;(<(((((((((((((((9%:%;(=((((((((((((((((9%:%;(>(((((((((((((
9%:%;(?(
-"=$""'3D'I4@"$,.(4@+4='
'
-"$+#"@'D$3A'
.0"'%"($4"$'
37.)3A",'(4@'
"4@7$+4='
74@"$,.(4@+4=B'
.0"'"%"A"4.,'34'
J0+)0'.0"'
"#+@"4)"'3D'
%"($4+4='+,'
"#(%7(."@F'
602'%02*(@%1&028'+0(
G4,7$"')$+."$+(')$"(.",'(')%"($'@",)$+>.+34'3D'J0(.'.0"'
"#+@"4)"'K%33L,'%+L"M'(.'"()0'%"#"%'6&'+4)%7@+4=B'
• .0"'@"=$""'3D'74@"$,.(4@+4=''
• .0"'>"$D3$A(4)"'#"$6'.3'@",)$+6"'.0"'D()".'3D'
74@"$,.(4@+4=''
• >($(%%"%''%(4=7(="'()$3,,'.0"'%"#"%,'3D'74@"$,.(4@+4='
'
!"#$%&'()'"&*)*+,"-(""*$.*/%,"(&')%,0%-1*$.*'2"*+"%,/(0%-*
/%,"(&')%,0%-134($50,"&*)*+.)6"'*$.*/%,"(&')%,0%-1*)%,*+,"&6(07'$(*$.*
/%,"(&')%,0%-1*6$%%"6'",*'$*'2"*"50,"%6"*$.*8")(%0%-*)'*'2"*&7"60.06*8"5"8*$.*
/%,"(&')%,0%-3*
'
I!
7,.3A+C"'.0"'$76$+)'6&'A3@+D&+4='(4@E3$'.(+%3$+4='.0"')$+."$+('@",)$+>.3$'.3'+4)%7@"'
.0"'@"=$""'3D'74@"$,.(4@+4='(4@'.0"'"#+@"4)"'3D'%"($4+4=')344")."@'.3'.0"'
"4@7$+4='74@"$,.(4@+4=F''G4,7$"'.0(.'.0"'%"($4+4='4374E#"$6'+,'(>>$3>$+(."'D3$'.0"'
"4@7$+4='74@"$,.(4@+4=F'/0"')$+."$+('@",)$+>.3$'4""@,'.3'37.%+4"'.0"'"#+@"4)"'3D'
74@"$,.(4@+4='@"A34,.$(."@'6&'.0"',.7@"4.,'.3')%"($%&'+4@+)(."'.0"'%"($4+4='$"H7+$"@'
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
R1!
!
J+.0+4'"()0')(."=3$&F'/0"')$+."$+(',."A'+,'>($(%%"%'D3$'"()0'%"#"%'(4@'(%%'@",)$+>.3$,'(%+=4'
.3'.0"'%"#"%'3D'74@"$,.(4@+4=F'?""'.0"'"N(A>%",'6"%3JB'
!+&2*;(!'"/2%1((A!*78;%B(
)*&%'(+,(-./%01'*./2.3(C(D%018%&'2:%'
4%5(
9%:%;(<(
9%:%;(=(
6+78+.%.'(
I4@"$,.(4@'(4@'
(>>$")+(."'.0"'
278*&'(+,(*(
/%&212+.(,0+7(
:*02+"1(
8%018%&'2:%1E(
''
*
GN0+6+.,'('
;272'%/(
74@"$,.(4@+4='
3D'.0"'278*&'(+,(
'F%(/%&212+.E(
*$","4.,'((12.3;%(
8%018%&'2:%('F*'(
21(:*3"%(+0(
2;;+32&*;E(
?03J,';2'';%(+0(
.+(*880%&2*'2+.(
3D'278*&'E'
GN0+6+.,'('#*12&(
74@"$,.(4@+4='
3D'.0"'278*&'(+,(
'F%(/%&212+.E(
'
*$","4.,'((12.3;%(
8%018%&'2:%E(
'
'
?03J,(;272'%/(
*880%&2*'2+.(+,(
278*&'E'
9%:%;(>(
9%:%;(?(
GN0+6+.,'('1+;2/'
74@"$,.(4@+4='
3D'.0"'278*&'(+,(
'F%(/%&212+.E(
'
*$","4.,'1%:%0*;(
8;*"12#;%(
8%018%&'2:%1E((
'
?03J,'*.(
*88*0%.'(
*880%&2*'2+.(+,(
278*&'E'
GN0+6+.,'(4'
%G%78;*05(
74@"$,.(4@+4='
3D'.0"'278*&'(+,(
'F%(/%&212+.E(
*$","4.,'
7";'28;%H(
&0%/2#;%(
8%018%&'2:%1E((
?03J,(*(
1%.12'2:%(
*880%&2*'2+.(+,(
278*&'E'
(
I*'F((A!*78;%B(
)*&%'(+,(-./%01'*./2.3(C(J88;2&*'2+.(
4%5(
9%:%;(<(
9%:%;(=(
6+78+.%.'(
K./"02.3(
-./%01'*./2.3(
9%:%;(>(
9%:%;(?(
R7!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
?.7@"4.,'J+%%'
74@"$,.(4@'.0(.'
+8%0*'2+.1(*88;5(
'+(0%*;(."7#%01E(
'
'
-"A34,.$(.",'
.0$37=0'
#"$+D+)(.+34'('
;272'%/(
74@"$,.(4@+4='
.0(.'+8%0*'2+.1(
*88;5('+(0%*;(
."7#%01E(
'
*$3#+@",'
1+;"'2+.1'.0(.'
($"'2.*&&"0*'%E'
*$3)"@7$",'(4@'
,.$(."=+",'($"'
".&;%*0E'
'
-"A34,.$(.",'
.0$37=0'
#"$+D+)(.+34'('
#*12&'
74@"$,.(4@+4='
.0(.'+8%0*'2+.1(
*88;5('+(0%*;(
."7#%01E(
'
*$3#+@",'
1+;"'2+.1(.0(.'
,03J'
721&+.&%8'2+.1E'
*$3)"@7$",'(4@'
,.$(."=+",'($"'
2.&+.121'%.'E'
'
-"A34,.$(.",'
.0$37=0'
#"$+D+)(.+34'('
1+;2/(
74@"$,.(4@+4='
.0(.'+8%0*'2+.1(
*88;5('+(0%*;(
."7#%01E'
'
*$3#+@",'
1+;"'2+.1'.0(.'
($"'&;%*0E'
*$3)"@7$",'(4@'
,.$(."=+",'($"'
*880+802*'%E'
'
-"A34,.$(.",'
.0$37=0'
#"$+D+)(.+34'('
/%%8(
74@"$,.(4@+4='
.0(.'+8%0*'2+.1(
*88;5('+(0%*;(
."7#%01E(
'
*$3#+@",'
1+;"'2+.1'.0(.'
($"'
1+8F21'2&*'%/E'
/0"'A".03@'
7,"@'+,'0%,2.%/(
(4@'&+.&21%E'
R8!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Facets of
Understanding
/0"',+N'D()".,'3D'74@"$,.(4@+4='($"'.0"'(6+%+.&'.3'"N>%(+4:'.3'+4."$>$".:'.3'(>>%&:'.3'0(#"'
>"$,>").+#":'.3'"A>(.0+C":'(4@'.3'0(#"',"%DOL43J%"@="F'P+==+4,'(4@'Q)/+=0"'($=7"'
.0(.'KR+S4'."()0+4='D3$'.$(4,D"$:')3A>%"."'(4@'A(.7$"'74@"$,.(4@+4='+@"(%%&'+4#3%#",'.0"'
D7%%'@"#"%3>A"4.'3D'(%%',+N'L+4@,'3D'74@"$,.(4@+4=FM(
KG8;*.*'2+.B'GN>%(4(.+34,'(4@'.0"3$+",'.0(.'>$3#+@"'L43J%"@="(6%"'(4@'T7,.+D+"@'
())374.,'3D'"#"4.,:'().+34,:'(4@'+@"(,FFF+4'."$A,'3D'('>"$D3$A(4)"'.(,L'.0(.'(,,",,",'
0+=0"$'%"#"%'74@"$,.(4@+4=:'"978)%)'0$%'+,'43.'=33@'"437=0'34'+.,'3J4'(4@'$"H7+$",'
(43.0"$'D()".'3D'74@"$,.(4@+4='.3'6"'0+=0%+=0."@:'(,'J"%%F'
L.'%080%'*'2+.M(U($$(.+#",:'.$(4,%(.+34,:'A".(>03$,:'+A(=",'(4@'($.+,.$&'.0(.'>$3#+@"'
A"(4+4=F'
RA!
J88;2&*'2+.M'V6+%+.&'.3'7,"'L43J%"@="'"DD").+#"%&'+4'4"J',+.7(.+34,'(4@'@+#"$,"'
)34."N.,F'
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
D%018%&'2:%M'2$+.+)(%'(4@'+4,+=0.D7%'>3+4.,'3D'#+"JF'
K78*'F5M''/0"'(6+%+.&'.3'=".'+4,+@"'(43.0"$'>"$,341,'D""%+4=,'(4@'J3$%@'#+"JF'
!%;,C4.+N;%/3%M'/0"'J+,@3A'.3'L43J'34"1,'+=43$(4)"'(4@'03J'34"1,'>(.."$4,'3D'
.037=0.'(4@'().+34'+4D3$A:'(,'J"%%'(,'>$"T7@+)":'74@"$,.(4@+4=F''
(
!"#$%&"'()%*"%+$),'-.$%*/$%!-0%12,$*)%"3%
45($')*25(-56%
KG8;*.*'2+.(
V))7$(."'
230"$"4.'
G%"=(4.'
X7,.+D+"@'
*$"@+).+#"'
/03$37=0'
L.'%080%'*'2+.(
Y%%7A+4(.+4='
Y%%7,.$(.+#"'
YA>3$.(4.'
Q"(4+4=D7%'
Z"#"(%+4='
?+=4+D+)(4.'
'
J88;2&*'2+.(
V>>$3>$+(."'
GDD").+#"'
GDD+)+"4.'
5%7"4.'
[$()"D7%'
*$().+)(%'
D%018%&'2:%(
2$"@+6%"'
2$+.+)(%'
Y4,+=0.D7%'
*%(7,+6%"'
Z"#"(%+4='
I47,7(%'
'
K78*'F5(
\>"4'
*"$,>").+#"'
Z")">.+#"'
Z",>34,+#"'
?"4,+.+#"'
/().D7%'
'
!%;,C4.+N;%/3%(
Y4,+=0.D7%'
Q".()3=4+.+#"'
Z"D%").+#"'
?"%DO(@T7,.+4='
?"%DO(J($"'
P+,"'
'
(
WP3$@,'+4')3%7A4,'@3'43.'$"D%").'0+"$($)0+)(%'@"=$"",'3D'74@"$,.(4@+4='
'
RB!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Descriptors for
Understanding
@%1&028'+01(,+0(@%%8%0((
-./%01'*./2.3(
•
•
•
•
•
•
•
•
•
•
GDD+)+"4.:'.03$37=0',3%7.+34'
GN."4,+#"'74@"$,.(4@+4='
*$3#+@",'4"J'+4,+=0.'(4@E3$'
+4@"4.+D+",'(4'(6,.$().'>(.."$4'
Z">$","4.,'('#($+".&'3D'>"$,>").+#",'
-$(J,')3A>%"N')344").+34,'
-$(J,'%3=+)(%')34)%7,+34,'J0+)0'
($"'43.'+AA"@+(."%&'36#+37,'
I,",'A7%.+>%"'A".03@,E,37$)",'
2%"($%&'"N>%(+4,'.0"'$"(,34+4='+4'
"%(63$(."'@".(+%'
*$3#+@",:')%"($:'.03$37=0',7>>3$.'
?3>0+,.+)(."@',&4.0",+,'3D')3A>%"N'
@%1&028'+01(,+0(O*P:%((
-./%01'*./2.3((
•
•
•
•
•
•
•
•
•
•
Z")3=4+C",'(4@'@",)$+6",'6$+"D%&'
-"A34,.$(.",'6"=+44+4='74@"$,.(4@+4='
["4"$(%:'D74@(A"4.(%'74@"$,.(4@+4='
["4"$(%'"N>%(4(.+34'(4@'A(&'43.'
>"$)"+#"'('>(.."$4'
Z">$","4.,'(',+4=%"'>"$,>").+#"'
Y@"4.+D+",'D"J')344").+34,'
I,",',+4=%"'A".03@E,37$)"'
GN>%(+4,'J+.037.'@$(J+4='())7$(."'
)34)%7,+34,'
*$","4.,')34D7,+4=',.(."A"4.,'(4@'D().,'
\A+.,'+A>3$.(4.'@".(+%,:'D().,'(4@E3$'
)34)">.,'
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
RQ!
!
•
•
•
•
•
•
63@&'3D'+4D3$A(.+34'
P+.0'>$")+,+34'(4@'())7$()&'
/(L",'(4'3$+=+4(%:'74+H7":'
+A(=+4(.+#"'(>>$3()0'
*$3#+@",')3A>$"0"4,+#"'(4(%&,+,'
?3%#",'>$36%"A'6&'"DD").+#"'
(>>%+)(.+34'3D'+4D3$A(.+34'
Z"%(.",')34)">.,'7,+4='('#($+".&'3D'
D().3$,'
-"A34,.$(."'.03$37=0'
74@"$,.(4@+4='3D'(%%'.0"'
)0($()."$+,.+),'
'
•
•
•
•
•
•
•
]+A+."@'(6+%+.&'.3'A(L"')344").+34,'
6".J""4'"#"4.,'3$')34)">.,''
/(L",'(')3AA34:')34#"4.+34(%'(>>$3()0'
\#"$%33L,')$+.+)(%'@".(+%,'(4@'.0"+$'
,+=4+D+)(4)"'
I4(6%"'.3'(>>%&'+4D3$A(.+34'+4'>$36%"A'
,3%#+4='
*$","4.,'"#"4.,'+4'+,3%(.+34'
^(=7"'3$'+4)3A>%"."'@",)$+>.+34'
-"A34,.$(.",'%+A+."@'74@"$,.(4@+4='3D'
.0"')0($()."$+,.+),'
RR!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Description of
Degree
RS!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
6+78+.%.'(
9%:%;(<(
9%:%;(=(
9%:%;(>(
9%:%;(?(
-"=$"",'3D'
V))7$()&'
'
Q(T3$'
+4())7$()+",'
J+.0',+=4+D+)(4.'
"$$3$,'
Y4"DD").+#"'
'
I4)%"($:'
+A>3,,+6%"'.3'
D3%%3J'
Y4())7$(."'J+.0'
,"#"$(%'"$$3$,'
'
["4"$(%%&'
())7$(."'
'
23A>%"."%&'
())7$(."'
'
?3A"J0(.'
"DD").+#"'
]()L,')%($+.&:'
@+DD+)7%.'.3'
D3%%3J'
'
*$3#+@",'
(>>$3>$+(."'
,7>>3$.+4='
"#+@"4)"'
'
*$3#+@",'('
="4"$(%%&'
())7$(."'
+4D3$A(.+34'
Y4."$",.,'
(7@+"4)"'
["4"$(%%&'
"DD").+#"'
["4"$(%%&')%"($:'
(6%"'.3'D3%%3J'
'
_+=0%&'GDD").+#"'
'
GN)">.+34(%%&'
)%"($:'"(,&'.3'
D3%%3J'
*$3#+@",'
$"%"#(4.'
,7>>3$.+4='
"#+@"4)"'
'
*$3#+@",'('
.03$37=0'
"N>%(4(.+34'
*$3#+@",'
>"$.+4"4.'
,7>>3$.+4='
"#+@"4)"'
'
*$3#+@",'(4'Y4O
@">.0'
"N>%(4(.+34'
'
2(>.+#(.",'
(7@+"4)"''
-"=$"",'3D'
GDD").+#"4",,'
-"=$"",'3D'
2%($+.&'
'
-"=$"",'3D'
?7>>3$.+4='
G#+@"4)"'
'
-"=$"",'3D'
GN>%(4(.+34'
'
-"=$"",'3D'
V7@+"4)"'
G4=(="A"4.'
-"=$"",'3D'
Y4D"$"4)"'
'
-"=$"",'3D'
?3%7.+34'
'
-"=$"",'3D'
V4(%&,+,'
'
-"=$"",'3D'
G#+@"4)"'
'!
-"=$"",'3D'
-",)$+>.+34'
*$3#+@",'
74$"%(."@'3$'
+4())7$(."'
,7>>3$.+4='
"#+@"4)"'
*$3#+@",'('
,L".)0&'
"N>%(4(.+34'
Q+4+A(%'
(7@+"4)"'
"4=(="A"4.'
'
Q(L",'(4'
+%%3=+)(%'
+4D"$"4)"'
'
*$3>3,",'('
#(=7"',3%7.+34'
*$3#+@",'('
,7>"$D+)+(%'
(4(%&,+,'
Q(L",'7,"'3D'
J"(L'"#+@"4)"'
'
*$3#+@",'(4'
74@"#"%3>"@'
Q(L",'('
$"(,34(6%"'
+4D"$"4)"'
G4=(=",'
(7@+"4)"'
Q(L",'('
$"%"#(4.'
+4D"$"4)"'
'
*$3>3,",'(4'
*$3>3,",'('
36#+37,',3%7.+34' %3=+)(%',3%7.+34'
Q(L",'(4'
+4,+=0.D7%'
+4D"$"4)"'
*$3>3,",'('
+443#(.+#"'
,3%7.+34'
*$3#+@",'('6(,+)' *$3#+@",'('
*$3#+@",'('
(4(%&,+,'
%3=+)(%'(4(%&,+,'' >"$)">.+#"'
(4(%&,+,''
Q(L",'7,"'3D'
Q(L",'7,"'3D'
Q(L",'7,"'3D'
$"(,34(6%"'
$"%"#(4.'
,+=4+D+)(4.'
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
"#+@"4)"'
"#+@"4)"'
"#+@"4)"'
*$3#+@",'('
*$3#+@",'('
*$3#+@",'('
$7@+A"4.($&'
@".(+%"@'
)3A>$"0"4,+#"'
RT!
!
'
-"=$"",'3D'
Y4D3$A(.+34'
'
@",)$+>.+34'
?"%").,'
,7>"$D+)+(%'
+4D3$A(.+34'
'
@",)$+>.+34'
?"%").,'
>$"@+).(6%"'
+4D3$A(.+34'
@",)$+>.+34'
?"%").,'
A"(4+4=D7%'
+4D3$A(.+34'
@",)$+>.+34'
?"%").,'
,+=4+D+)(4.'
+4D3$A(.+34'
Performance
Task
:6%&&!40!L6*%!
>-6!,);%!^%%#!)&?%5!^0!+-0&!L!U&!'-!<)?%!)!.)<%!',)'!/#;-*;%&!$-6#'/#.!)#5!
D)''%(#&J!+,%0!,);%!5/&$-;%(%5!',)'!',%0!,);%!)#!%f$%&&!-=!,6#5(%5&!$,)('!.)<%!
^-)(5&!',)'!)(%!#-'!&%**/#.!)#5!0%'!',%0!5-#g'!H)#'!'-!',(-H!',%<!-6'!)#5!&-!)(%!
)&?/#.!0-6!'-!<)?%!)!.)<%!6&/#.!',%&%!^-)(5&J!+,/#?/#.!-=!)**!-=!',%!(6*%&!)#5!
D)''%(#&!-=!$-6#'/#.!',)'!H%!,);%!5/&$-;%(%5!&-!=)(!',/&!0%)(@!H,)'!H-6*5!^%!)!
.)<%!',)'!H-6*5!,%*D!D%-D*%!'-!5/&$-;%(!',%!(6*%&!)#5!D)''%(#&!-=!$-6#'/#.J!M-(!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
S2!
!
%f)<D*%!$)#!0-6!<)?%!6D!)!(6*%!=-(!$-6#'/#.!^0!7\!I)#!0-6!<)?%!6D!)!(6*%!=-(!
$-6#'/#.!^0!B\!I)#!0-6!<)?%!)!(6*%!=-(!$-6#'/#.!^0!7!)#5!B\!
C#56(/#.!U#5%(&')#5/#.!
+-!5%;%*-D!)#!6#5%(&')#5/#.!-=!D(-D%('/%&!-=@!)#5!(%*)'/-#&,/D&!)<-#.!#6<^%(&J!
O6/*5/#.!-#!&'65%#'&g!/#'6/'/;%!6#5%(&')#5/#.!-=!D)''%(#&!)#5!#6<^%(!
(%*)'/-#&,/D@!$)#!=6(',%(!',%!5%;%*-D<%#'!-=!$-6#'/#.@!#6<^%(!$-#$%D'&!)#5!
*-./$)*!(%)&-#/#.J!
S1!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
J11%117%.'(Q*1R(
Rubric Building
Activity Template
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
S7!
!
S.%()*&%'(+,(-./%01'*./2.3(
4%5(
6+78+.%.'(
-"$+#"@'D$3A'
.0"'%"($4"$'
37.)3A",'(4@'
"4@7$+4='
74@"$,.(4@+4=B'
.0"'"%"A"4.,'34'
J0+)0'.0"'
>"$D3$A(4)"'+,'
T7@="@F(
602'%02*(@%1&028'+0(
G4,7$"')$+."$+(')$"(.",'(')%"($'@",)$+>.+34'3D'J0(.'.0"'"#+@"4)"'K%33L,'%+L"M'
(.'"()0'%"#"%'6&'+4)%7@+4=B'
• .0"'@"=$""'3D'74@"$,.(4@+4=''
• .0"'>"$D3$A(4)"'#"$6'.3'@",)$+6"'.0"'D()".'3D'74@"$,.(4@+4=''
• >($(%%"%''%(4=7(="'()$3,,'.0"'%"#"%,'3D'74@"$,.(4@+4='
'
]"#"%'<'
]"#"%'8'
]"#"%'`'
]"#"%'9'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
!
!
!
!
!
!
!
!
(
!
!
!
!
!
'
S8!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
!
Rubric Activity
Checklist
Q+(NF*'(%G'%.'(/+%1('F%(0"#02&M(
(
T%1(
Q"(,7$"'.0"'"4@7$+4='74@"$,.(4@+4='
O+(
(
• Q"(,7$"'.0"'D()".'3D'74@"$,.(4@+4='
(
• [+#"'('$(4="'3$')34.+477A'3D'>"$D3$A(4)"'%"#"%,'
(
• -"D+4"'.(,L')3A>"."4)+",'
(
• -",)$+6"',.7@"4.'J3$L'+4'."$A,'3D'U"*;2'2%1'$(.0"$'.0(4'H7(4.+.+",' (
• I,"'8*0*;;%;(;*.3"*3%'(.'"()0'%"#"%:'+F"F'(@@$",,'.0"',(A"'
(
(
(
(
(
(
(
(
(
(
(
•
•
•
(..$+67."'(.'@+DD"$+4='>"$D3$A(4)"'%"#"%,'+4'('=+#"4'$3J'
-",)$+6"')$+."$+('+4'(%%')"%%,'.0(.'+,'$"(,34(6%":')%"($:')34)+,":'(4@'
"(,&'.3'74@"$,.(4@'(4@'"#(%7(."'
-",)$+6"')$+."$+('(,'().+34'#"$6,'
'
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
SA!
!
V%,;%&'2+.1(
'
'
'
'
'
'
'
'
'
'
'
'
'
'
(
SB!
"#$%&'()*!+%$,#-*-./0!12!3!"'*)'*!4-56*%!
!
Notes
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
'
'
'
'
M/&,!+()D!4-56*%!!
*$","4."@'6&'
!"#"$%"&'!($)('
6($)(6a,0(JF)(!
SR!
!

atlatl - YESNet

Transcription

Similar documents

Rabbit Hunting with an Atlatl - The World Atlatl Association

Summer 2012

The Willis Family Feb. 11-14

AK.22 (Hunting Rifle)

Hunting in Spain - spanish hunters

Al Massira Flyer englisch

Hecla Dakota Hunting farms Inc.

Monocibec-Yukon PIB(June 2014)

Reading Recovery Newsletter Fall 2013

Hunting Marco Polo Argali in Tajikistan