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Lessons from the Night Sky

Middle

Description

In this lesson, the concept of "a relationship with the land" is applied to the sky. Through a series of seven activities, students look at the sun, moon, and stars and connect these familiar objects to Indigenous culture as well as Western science. Students will gain respect for the sky and its importance in Indigenous cultures.

In a pre-learning activity, students are tasked with looking at the night sky in the evening prior to the start of the lesson. They write a personal reflection about the constellations they saw and what they believe they mean. In class the students will share their journal entries from the previous night and share any stories they know about the night sky, stars or constellations.

Students will watch the video "Tipiskawi Kisik: Night Sky Star Stories Book Launch with Wilfred Buck" while writing down any thoughts or impressions they may have.  Afterwards the class will  discuss what they learned and complete a “connect-extend-challenge” sheet.  In the next activity students make a list of Western views of the sun, moon and stars. To complete the class, an Elder or Knowledge Holder is invited to share stories on the relationship of the sun, moon and stars.

Using their knowledge gained from the previous day, the students make a list of Indigenous views of the sun, moon and stars. They create a T-chart to compare and contrast the Western views with the Indigenous views in a journal. They will complete this entry with three purposes of Indigenous stories that relate to celestial bodies.

Next the class will read “Thirteen Moons on a Turtle’s Back” and reflect on the stories told for each moon. They will then compare and contrast the lunar calendar with the solar calendar (Gregorian).

The final activity of the lesson allows students to connect to the phases of the moon on a personal level by brainstorming ideas to name their own thirteen moons based on events that they feel are important during that time of the year.  

General Assessment

What skills does this resource explicitly teach?

This resource has a focus of enriching the students' understanding and developing an appreciation for the Indigenous views of the sun, moon and stars.  

Strengths

  • Well-developed and purposeful lesson plan
  • All materials are included with useful links
  • An abundance of important background information for the teacher
  • Additional resources and suggestions to explore the topic further

Weaknesses

  • The time it takes to implement the entire lesson may be problematic for some. 

Recommendation of how and where to use it

This resource is best suited for the middle school Science classroom to help address the curriculum outcomes related to Space and the Solar System. It could also be used in Social Studies when learning about expressions of culture and diversity.  Also, students could move beyond naming the moons to naming Solar System and creating representations of their systems with models or drawings.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Space: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interaction
  • British Columbia
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: The solar system is part of the Milky Way, which is one of billions of galaxies.
  • Manitoba
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    • Grade 6
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      • Science
        • Step 4Relevant matches
        • Space Science
        • The Solar System
    • Grade 7
    • Grade 8
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Cultural and Linguistic Diversity: Cultural Diversity
        • Language Use in Context: Outside the Community
  • New Brunswick
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    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Science 8 Beyond Earth: Human presence in the solar system: Learning and Living Sustainably
        • Science 8 Beyond Earth: Human presence in the solar system::Scientific Literacy
  • Newfoundland & Labrador
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    • Grade 6
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      • Science
        • Step 4Relevant matches
        • Space
      • Social Studies
        • Step 4Relevant matches
        • Expressions of Culture
  • Northwest Territories
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    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: The solar system is part of the Milky Way, which is one of billions of galaxies.
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: Space
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: An Introduction to Culture
  • Nunavut
  • Ontario
  • Prince Edward Island
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    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Space
      • Social Studies
        • Step 4Relevant matches
        • Expressions of culture
    • Grade 7
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      • Social Studies
        • Step 4Relevant matches
        • Canadian Studies: Canadian Identities
  • Quebec
  • Saskatchewan
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    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: Earth and Space Science: Our Solar System
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: The solar system is part of the Milky Way, which is one of billions of galaxies.

Themes Addressed

Ecosystems (1)

  • Appreciating the Natural World

Human Rights (1)

  • Cultural Diversity

Indigenous Knowledge (3)

  • Etuaptmumk/Two-Eyed Seeing
  • Rituals, Spirituality and Worldviews
  • TEK -- Traditional Ecological Knowledge

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

This resource is strong in the presentation and consideration of different views as the students will learn about and discuss the Cree view of the sun, moon and stars while also considering Western views of the same celestial bodies.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

The resource identifies very well with the environmental and social dimensions of the views of the sun, moon and stars. The economic dimension is not included, nor is it relevant to this topic and the goal of the resource.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The resource approaches the topic of comparing and contrasting Indigenous views of the sun, moon and stars with the Western views in a respectful and appropriate manner.  This allows the students to explore the ideas presented in an environment that is open, thoughtful and respectful.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

This is not a goal of the resource.  Its primary focus is to develop an understanding and appreciation of Indigenous views of the sun, moon and stars.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Through the activities and discussions the students are given ample opportunity to ask relevant questions and seek to understand the concepts presented.  This allows the students to develop an understanding of their own beliefs on the topic.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

The primary goal of the lesson plan is to develop a respect for Indigenous knowledge and views.  The resource actively gives an abundance of information for the teacher to approach the activities in a meaningful manner.  The inclusion of an Elder or Knowledge Keeper in many of the activities also creates an environment of respect for Indigenous culture.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

The resource works to develop a deeper understanding and appreciation for the night sky and comparing the ideas from Indigenous culture with Western science.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

The night sky is a fascinating concept for all learners. Interpreting and discussing the sun, moon and stars is a topic that is relevant to all students. The activities are engaging and take advantage of this relevance. 

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

The blending of Cree and Western views through the activities and discussions allows for the students to gain a perspective they may not have held previously.  With the students better understanding of Indigenous knowledge, a positive vision of reconciliation for the future is possible.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The main goal of the lesson is to develop an understanding of the Indigenous views of the night sky. This allows for a lot of discussion and appreciation of different points of view and a melding of knowledge of Western views with Cree culture.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Science
  • Social Studies
  • Literacy
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

In the final activity of this lesson the students are tasked with giving their own names to the thirteen moons.  Part of the assignment requires the students to name 3-4 of the moons with a science concept related name.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Very Good

This resource provides ample information for the consideration of all learners. There are adaptations suggested for different types of learners in addition to the different learning formats of physical, spiritual and intellectual.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

The activities in the lesson provide the students with the opportunity to engage in sky watching and to observe, learn, consider and reflect about the importance of Indigenous views. The opportunity to have an Elder as part of their learning increases the depth of understanding for the students and allows for an authentic voice to aid in their learning.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Very Good

Evaluation in his lesson is designed with Indigenous ways of assessment in mind. Suggestions are given with ideas on how to blend the assessment with Indigenous ways and more traditional forms.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

This lesson is not structured for the use of case studies.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

The lesson is well planned with a large selection of activities, however, there are no opportunities for student choice.  Students could investigate the topic further on their own by comparing stories from different First Nations groups and presenting the information in a format of their choice.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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