Planting Seeds - TRIBE

Introduction – 15 minutes (Docent Instructor(s))

• Program intro & expectations – 5 min

• Names – 5 min

• Sensory activity – 5 min

(details below from Science Practices lesson, since this will be our first lesson this year)

Introduction with docent instructors:

• Introduce yourselves (maybe a bit of your background, and why you are excited to be there)

• Introduce the program ("Branching Out"), goals and objectives (learn the practices of science, connect with the land, become environmentally literate citizens), monthly field program similar to what you did in the 3rd grade in Taking Root, but more advanced now that you are older and will connect with what you did or will learn at Science Camp.

• Briefly (Tara will do this in more detail) introduce the place (possibly with a brief Territorial Acknowledgment) and request for respect for the land and the plants and animals who make this place their home, and respect for the teachers who will join us today. In Bishop, something like "we are on the land of the Bishop Pauite Tribe as guests, and as such, we need to be respectful. They set aside this place, the Conservation Open Space Area, or COSA, for wildlife and environmental education, and it's pretty awesome to get to come here!"

Purpose of the COSA (Conservation Open Space Area) for your reference:

“The COSA Refuge will be a model for conserving the natural diversity of plants and animals, preserving cultural resources, and providing opportunities for research, environmental education, and quality outdoor recreation. The refuge will link other wildlands with vital habitat for threatened and endangered species, migratory birds, and resident wildlife, and it will protect the natural resources of Bishop Paiute Reservation. Conservation of the natural health and beauty of the refuge is our promise to the community and future generations.”

Overview of Today's Lesson:

• Review Behavioral Expectations - such as, this is not recess - this is a lesson, how to get more out of being outside in nature (quiet walking, looking all around, using senses, listening, using the silent signal, etc)

• What we'll be doing (learning about seeds with a presenter from the Bishop Paiute Tribe, planting seeds, finding a sit spot do to some journaling in our field science notebooks, and sharing reflections at the end)

Sensory grounding activity

• Do one or two of these before the Tribe's part begins to help students settle and be focused - see the Science Practices lesson for a smorgasbord of these to choose from! A simple one would be good, like Deer Ears, where you move away from the group and whisper quietly, then have them put up their "deer ears" and compare - you can keep moving farther away with deer ears up and down to demonstrate. We'll be doing a lot more next time!

Seed Harvest & Pine Nut Activity – 40 minutes (BPT Cultural Center Staff)

• Introduction to place (Payahuunadü) & people (Paiute)

• Seed harvest stories and activities

Seed Dispersal Restoration Project – 15 minutes (BPT Americorps)

• Seed dispersal lesson/conversation – 5 min

• • • Examine the word “care”. Ask students to think about something/someone/somewhere that they care about, and to think how they show that they care.

    • 2-minute pair share in which they tell the person next to them what they care about and how they show that they care.

    • Share with students that Paiute people have been caring for this land for ages, and one way that they show they care is by giving something back to the land after taking something for harvest.

    • Explain that previous students helped to collect these seeds, and now we will have the opportunity to help care for the COSA by dispersing them.

• Restoration project: Disperse seeds – 10 min

• • • Hand out seeds bags

    • Define boundaries of dispersal sites (treated pepperweed sites near log circle)

    • Disperse seeds

    • Collect empty bags

Game or other Active Break (Docent Instructor(s))

• If time, this would be a great time to play a fun game (related to the lesson or not) to get kids moving before their Magic Spots, and to warm up if it's cold out!

• Game Ideas - share your own ideas:

  • Fire in the Forest (can lead to a discussion of how Native tribes used fire to keep the forest healthy)

  • Triangle Tag

  • Oompa-bunny (Kamü) - game from Gena - fun, silly, interactive, involves running around and moving and we used the Paiute name for bunny (Kamü) to tie it in.

  • Everybody's It! Good quick game to get everyone back to the circle - literally everyone is "It" and has to try to tag others and avoid being tagged. Once tagged, go to the circle. If both tag each other at the same time, both go to the circle. Don't forget to set boundaries before starting!

Magic Spot – 15 minutes (Docent Instructor(s)) - see detailed instructions below

• Intro and expectations for Magic Spots – 5 min

• Magic Spots – 10 min

Gratitude Circle/Wrap Up – 5 minutes (Docent Instructor(s))

Introduce Magic Spots

• Magic Spots can be incorporated into the journaling activity, or done separately at the end - check your time and always allow a minimum of 10 minutes for Magic Spots and also allow time for group sharing at the end (at least 5 minutes) before the class has to go back.

  • Setting up Magic Spots for the first time it is important to be very clear on expectations:

  • We sometimes call them Sit Spots (because you're sitting), Power Spots (because they can be Powerful experiences), or Magic Spots (because when you sit quietly in nature for a time, the animals think you've left and come out, and you see things you otherwise wouldn't get to see or experience. Sometimes it's just because you are quiet and looking around, but sometimes magical things happen like a bird landing on a branch right near you.)

  • "Rules" for Magic Spots:

    • Set clear boundaries (e.g. Inside this mowed area, not in the marshy parts, etc. I must be able to see you)

    • Find your spot quickly (in 30 seconds or less, for example)

    • Spacing: You must be "this far" (demo - should be at least 10-12 feet) from anyone else

    • Sit down facing away from people, preferably toward a patch of nature

    • Sit quietly - no talking, singing, making noise, no hitting sticks or rocks together, or anything else that would be distracting or scare animals away.

    • Stay seated (or lying down) the whole time - no getting up and wandering around. If you need something, you can raise your hand and we'll come find you.

    • Be Present! Look around, pay attention, notice, wonder, and enjoy the beauty, peace, and quiet. Use your senses!

    • You have a journaling assignment, and you can work on that first, but then be sure to relax and enjoy and just be - you can even take a "nature nap" if you want!

    • Stay there, seated and quiet, until you hear my signal (demonstrate signal)

Reflection and/or Gratitude Circle

• • Bring students back to share what they found, experienced, learned

  • Ask Open-ended or Broad Questions such as:

    • What suprised you?

    • What helped you learn?

    • What was your favorite part?

    • See Questions page for more ideas

    • Make it a gratitude circle by asking what they are thankful for from today, what they appreciated, etc.

  • Don't forget to ask follow-up questions to help students elaborate and explain their thinking ("can you tell me more about that?,")

  • Use hand signals for "same-same" or "I'd like to build on that idea" or I have a different idea, etc. Guide and facilitate students into peer to peer productive discussion, not just teacher-student questions and answers.

Ideas for discussion/connections

What "seeds" would you like to plant in your life for the coming year?