2-LS4-1

Appreciation of Animals in the Elements of Water, Air, and Land

This three-part unit introduces students to the salmon, red-tailed hawk, and mountain lion as key species representing the water, air, and land ecosystems of California. Across each 60-minute session, students explore how these animals live, survive, and contribute to their environments, to understand why Native peoples in California hold a deep respect for them. In Session 1, students study the salmon’s life cycle, including its migration between freshwater and saltwater, the importance of clean, shaded rivers, and the impact of pollution and drought on its survival. Through discussion, partner work, and short writing prompts, students build a foundational understanding of the salmon’s environmental needs and cultural significance. Session 2 shifts focus to the red-tailed hawk, emphasizing its role as a top predator and its adaptations for hunting, nesting, and raising young. Students learn how hawks contribute to balanced ecosystems by controlling rodent populations, supporting both natural systems and human agriculture. In Session 3, students explore the mountain lion’s powerful body and sharp senses, its hunting techniques, and its role in maintaining healthy deer populations. They discuss how mountain lions use terrain to stalk prey and how they support biodiversity through their interactions with other animals. Each session ends with students compiling their learning into a personalized booklet, reinforcing content through writing, drawing, and storytelling—encouraging students to reflect on their relationship with the natural world and their responsibilities as environmental stewards.

Acorn to Oaks

K-LS1-1, K-ESS2-2, K-ESS3-1, K-2-ETS1-1, 1-LS1-1, 2-LS4-1, WL.CM1.N: Interpretive Communication, WL.CL2.N: Cultural Products, Practices, and Perspectives, WL.CL4.A: Intercultural Influences, HSS K.4, HSS K.6.3, HSS 1.2.4, HSS 1.4.3, HSS 1.5.3, HSS 1.5, HSS 2.1, HSS 2.4.3

This lesson aims to connect young students to the rich cultural history and natural world through the exploration of acorns, a vital food source for Indigenous communities, particularly the Yurok, in Northwest California. Students will be exposed to children engaging in a series of sensory activities which teachers are encouraged to replicate in their classrooms. Through this lesson, students will learn about the life cycle of acorns and how they are harvested and processed for consumption. The lesson begins with an introduction to the cultural importance of acorns through a Yurok language integrated children’s book and their significance as a staple food for Indigenous peoples and their role in sustaining life in California. Students will then engage in a water exploration activity, where they’ll discover whether acorns sink or float, prompting questions like “How many acorns does it take to sink the pumpkin?” This ties into the fall harvest season and encourages students to observe and hypothesize. Next, students will practice cracking acorns using nutcrackers or rocks, which enhances fine motor skills while teaching them about the process of cracking and preparing acorns for consumption. In this step, they’ll also learn to identify usable acorns from those that are spoiled, offering insight into how acorns are carefully selected, sorted and processed. For a more hands-on STEM experience, students will build ramps using cardboard, tubes, or other materials to experiment with acorn trajectory creating their own tracks to explore motion and gravity. This activity fosters creativity and introduces basic physics concepts. Additionally, students will have the opportunity to weigh and measure acorns using a balance scale, engaging in simple math and measurement activities which support early numeracy skills. The lesson can also include a sensory bin for dramatic play, where students can sort acorns, create stories, or mimic the harvesting process. This bin serves as a calming space that encourages sensory exploration and imaginative play. By integrating science, math, culture, and sensory learning, this lesson provides a well-rounded opportunity for students to connect with the natural world and the traditions of the Indigenous peoples of California. Through these hands-on activities, children will build foundational skills while gaining an appreciation for the cultural and ecological importance of acorns in their local environment.

Wiyot People and Native Plants

2-LS4-1, HSS 3.2.2, WL.CL2.N: Cultural Products, Practices, and Perspectives

This lesson will establish a sense of place by introducing students to Wiyot Ancestral Lands in Northern California and the native plants that live there. Students will consider the relationship between Wiyot People and native plants and appreciate the cultural significance of native plants in Wiyot traditional culture. Students will recognize Soulatluk as the native language of the Wiyot People and practice saying native plant names and plant parts in Soulatluk. Learning Goals: Students will identify natural features within Traditional Wiyot Lands and consider how those features are connected to Wiyot culture Students will consider why the Wiyot People’s relationship to plants is important to their culture Students will name and recognize native plants that grow in Wiyot Ancestral Territory Students will hear and say the names of plants and plant parts in Soulatluk, the Wiyot language

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