Author: Katie Halvorson

Glacier lesson plan

Glacier WS

Glacicer lesson-FINAL

This lesson encompasses Cultural Standard E. The standard says: A culturally-responsive curriculum situates local knowledge and actions in a global context.  In my glacier lesson, I help bring awareness and relevance to Mendenhall glacier, which is a currently retreating glacier here.  The discussion part starts with Mendenhall’s changes over time and what kind of rates the glacier has been retreating. This is followed with a video and lots of pictures.  This discussion would lead into topics about climate change and how they have a direct impact on the local and global environment.  It’s important that a take-home message includes how they can improve these condition in their community or across the world.  This part of the lesson embodies 1. encourages students to consider the inter-relationship between their local circumstances and the global community.

It’s absolutely key that the students understand “think globally, act locally” during this lesson and discussion on climate change.  The lesson has many references to Mendenhall, but only because it is a place-based lesson to help them realize what is going on in their backyard.  Once they grasp the local concept, they can apply that information directly to the communities around the world.

The second part of this lesson is about understanding glacier mechanics.  They will be exploring with a model how glaciers move and carve out much of SE Alaska and the features that are left on glaciated landforms.  Their deeper knowledge of how glaciers influence landforms is applicable to the world (SE Alaska is not the only place with glaciated land).  You can read more about the lesson plan on the link above.  Glaciers are schweet.

Standard B

My group examined the Cultural Standard B.  This culturally responsive curriculum description went into depth about using the past and present when talking about culture.  It is important to understand that the culture is still living and it is not something that only happened in the past.  The standard also points out that the past has an influence on the present.  It is just as important to understand this connection and can be easily implemented in a science classroom.

So, a science lesson that involves standard B could be subsistence in fishing.  It is an ongoing issue and resource that is heavily used in the area and culture and relevant to the students.  Because it has been an ongoing part of the local culture, there are many ways to implement the history of subsistence fishing.  Also, there are many current issues on the topic and it is still actively used in many households.  To use cultural standard B, means to talk and base a lesson on these ideas in the classroom.

The lesson could include the ways they used to fish and how important it was to the Alaskan Natives.  Being able to compare and contrast the differences between now and then (fishing line, hooks, and areas) would help pull in the past and present topics.

BH&H reflection

I really enjoyed our section in the BH&H readings we had to share in the little groups today.  We were section 8: The True Colors of the New Jim Toomey.  My favorite part about this section of the reading was the wonderful examples of transformation the teacher had in her classes.  I think there is something to be said for the message she was able to get across and the work the students put into it.  The overall encompassing idea I got from the reading was, “In order for students to truly appreciate the story of the other they must first have a sense of themselves as people with stories, with voice, with awareness of rootedness. They need a sense of belonging or pride associated with family, place, particular relationship, heritage, experience, competency, or struggle.”  This idea is key for all human beings and not just in the classroom.  I feel like our multicultural ed class is really bringing this point to light as well.

Another part in this section talks about activities the teacher had the students do.  It was something similar to our “object” sharing we had in class last week.  The teacher in the article, and Angie, created a safe place and then wanted the students to feel like they were being heard about something they feel passionate about.  I think this simple message can go a long way.  I remember my junior english class for this same exact reason.  Everyone in my class had to bring a song that they felt connected to and wanted to share.  We didn’t have to explain why we picked the song, just that it had to mean something to us.  During class, he played all of our songs….One after another.  When it was my turn for my song to be played, I was anxious but excited at the idea that someone might understand me just a little better.  And that I didn’t have to express what it meant to me in front of the class.  The assignment afterwards was a reflection-type writing about any song you heard that day.  I loved this activity and it all goes back to feeling like my passion/voice was heard.

CRT

Friday’s class had a focus on culturally responsive teaching (CRT) and place based projects that had an impact on what my teaching can include.  I’m not sure if the schools I went to just didn’t feel the need or time to go out in the community but Paula was able to demonstrate how successful you can be by bringing the community to you or going out into it.  The message about being culturally responsive has a huge impact in the classroom because it encompasses the main point of making the material and experience accessible to them.  Also, I think Angie made a great point about having an authentic audience.  It’s true that, as a student, I tend to publish better work knowing that the audience isn’t just my teacher.

I think that a science class has a great opportunity to incorporate other subjects into the classroom.  Not only can the process and hands-on experiments include things like english and art but the assignment can as well.  Paula showed us how poems, brochures and even a PSA using technology can be effective in a science classroom.  Not every student has the same brain and making sure they really understood the lesson can be expressed in many ways and not just the boring lab write-ups.

I just want to try and explain how Ernestine’s words impacted me.  There were many points in her writing that touched me.  I had a wonderful and privileged childhood, but when I got to middle and high school, things changed.  I remember how she talked about that feeling of not being enough to become a “bluebird”.  I am, by no means, comparing my struggles to the devastating hardship she had in and out of her classrooms.  I do, however, want to remember that feeling I had when very few of my teachers DID step up and notice that I was struggling.  I plan on committing myself to being THAT kind of teacher and nothing like the one Ernestine had.  Her words were packed with emotion, her tone spoke with passion and to witness this all will always stay with me and provide the motivation when I start to feel worn out.  I have made it this far and the light continues to shine bright!

lesson plan- Ms. Halvorson

I plan to do a lesson plan on Glaciers for the Southeast region.  The idea is to ask the students what they already know about glaciers because for the majority of them, it’s in their backyard.  Then, depending on the information they already know, teach them some new elements about glaciers.  Including why the glaciers are blue is fun (in my opinion) so how is glacier ice different than the ice in your freezer?  I can use the iBook to help show what calving is (video).  I can also have before and after pictures of glaciers over time.  I would like to add something on how erratics occur and what that tells people/scientist.  I would like to have an eye-opening idea on how fast glaciers are really shaping the land too. I can add graphs that digress on what the actual receding rate of the local glaciers are and ponder on what that might mean for Alaska/Alaskans and the earth.  And I would like to find some storytelling from the Natives to see what importance this has/had on them.  As far as an activity, I was thinking something with the receding rate or maybe showing them, in pictures, what glaciated land looks like and then put up some for them to decide if the land was glaciated or not.

Objective: Have students grasp how important glaciers are to the land, culture, and the people surrounding the glacier.

  1. Intended audience is Alaskan 8th grade science classroom.
  2. I think this lesson would fill up an entire class period but maybe I need to add more??
  3. Essential question: What do you think Alaska would look like in 100 years?  Or what kind of effect do the glaciers melting have on culture and land?  Or what kind of impact have that glaciers had on the culture and land (1000 years go and modern day)?
  4. Glacier calving video , lots of the pictures here , or here , glacier retreat information , reading the glacier storytelling in The Blonde Indian, native artwork with glaciers in them.
  5. explain in the beginning

I’m open for any advice, critiquing or input on material!  I think glaciers are so neat and I hope to get that across to the students too.  I know some/most have grown up with a glacier in their backyard but to stop and really think about what they have contributed to the land and culture here could be really eye-opening.

The piece (artifact) that spoke to me

artifact

Today, we walked around the beautiful Alaska State Museum and I found a lot of things that I enjoyed viewing and reading about.  I was able to find a handful of items that were specific to the Southeast cultures, which is what my iBook will be about.  But, I decided to blog about something that had nothing to do with the Southeast.  Unfortunately, this is the best picture I took of the piece.  It was created by Cheryl Bailey and John Ploof in Anchorage and was dated from 1985.  The piece was called I Never Told/I Couldn’t Say #2 and #4.  The piece noted it was oil paint on gelatin silver print but that didn’t mean much to me.  I first came across this set of pictures and had to stop.  To anyone else, this might appear vague and simplistic.  To me, however, it brought a wave of emotions.  As I stood there just staring at the pictures, I felt all the emotions from the hurt and troubled teenager I once was.  I couldn’t stop watching these two pictures, as if they were going to start moving or the figure introduce themselves as Katie (me) to me.  It brought me back to places and emotions that I wish never happened.  And then, as I stood there very still with watery eyes, I realized that I went through those tough times to become who I am and where I am RIGHT NOW.  It also brought a sense of confidence that I plan to spend the rest of my career as a teacher making sure that I can help those student who might’ve felt the way I did as a teenager.  These pictures were also a reminder that I can do something to build confidence, inspire, and also be a helping hand or active listener to the students that come into my classroom/school.  Although my initial reaction to this piece was heartbreak and sadness, it was immediately followed by a sense of pride in who I am now and eagerness to continue my lifelong goal of becoming a teacher.  Because one thing I’ve been told and stand by is: teachers do a lot more than just teach.

courtesy of Alaska State Museum – Juneau

Wisdom of our Elders, the reflection

First off, I just want to comment on how lucky I feel to listen to these Elders talk.  It doesn’t matter what subject they decide to talk about, I am completely engaged and absording everything they have to say.  I think that all three of them had great points to make.  The passion in David’s voice and body language is inspiring.  He makes me feel like I can do anything, which wasn’t something that was declared during my childhood. If only I had a pocket version of David to take around with me when I’m having a rough day.  But, with that being said, I am a huge supporter of everything he has to say about letting the child know they are capable and they are intelligent.  Making sure the student knows you have confidence in them helps them build confidence for themselves.

Linda had a couple things that stuck with me, one being the use of the circle drawing when I get stressed out.  I have been aware of this concept and thought process but to take the time to physically draw and visualize it brings a whole new aspect. It seems so simple, yet so powerful.  The amount of the time she has spent in a school is proof that she has many more tools in her tool belt.  Being able to hear the few she shared today is something I will be able to add to mine for my upcoming career.

Selina was able to share something that can’t be put into words.  It was the pure emotions that came from her brief overview that has stuck with me.  I am lucky enough to say, at this point in my life, I have never been told I can’t speak my native language.  I don’t even have anything to compare to what this might’ve felt like.  All I can say is: I heard and felt what she said and that I will do everything in my power to make sure none of my students feel that way.  And although Selina’s experience was mostly associated with her native language, it is important to me that none of my students have that feeling that younger school-aged Selina felt when she was told her native language was forbidden to use.

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