WL.CL2.N: Cultural Products, Practices, and Perspectives

Why Animals Have Black on Their Fur: A Paiute Creation Story

WL.CM1.N: Interpretive Communication, WL.CL2.N: Cultural Products, Practices, and Perspectives, WL.CL4.A: Intercultural Influences

In this lesson, students in TK–2 will explore the Paiute origin story “Why Animals Have Black on Their Fur” to build understanding of Native storytelling, language, and culture. The lesson begins by introducing the Paiute people as one of the first groups to live in the regions we now call Nevada, California, Oregon, and Idaho. Students will learn that the Paiute people have their own language and that they have rich traditions, including storytelling, that help explain the natural world and show the deep connection between people and the land. Teachers will guide students in understanding that while many Native peoples faced hardship through colonization, the Paiute people are thriving today, actively preserving their language, tenuring lands, and revitalizing culture. After this cultural introduction, students will listen to the origin story and describe what happens, including who the characters are—especially animals and celestial beings—and how the animals got the black marks on their fur. As part of this language-integrated lesson, students will learn and practice Paiute words for some of the animals and beings mentioned in the story. Teachers will use visuals, modeling, and interactive slides with audio buttons so students can hear and repeat the Paiute words. This practice supports both oral language development and cultural appreciation. To deepen their engagement, students will complete two hands-on activities. First, they will use a color-and-say worksheet where they color the animals from the story and practice saying their Paiute names. Second, they will trace and write the Paiute words on a writing practice page, helping to develop fine motor skills and letter formation. These activities will allow students to connect storytelling with language learning in a joyful and age-appropriate way. The lesson may conclude with a drawing activity, a group reflection, or a short review of what students learned about the Paiute people and their traditions

'Ne-mohl, 'Ne-kwoy-te-mehl, 'Ner’-err-kerhl, 'Ne-skey-we-tew (Head, Shoulders, Knees & Toes)

WL.CM1.N: Interpretive Communication, WL.CL2.N: Cultural Products, Practices, and Perspectives, WL.CL4.A: Intercultural Influences

In this interactive TK–2 lesson, students are introduced to the Yurok language through a playful and familiar song: Head, Shoulders, Knees and Toes. By learning and singing this well-known children’s song in Yurok, students engage with an Indigenous language in a meaningful and memorable way, while gaining awareness of ongoing efforts to preserve and revitalize Native languages. The lesson introduces the Yurok words for head, shoulders, knees, and toes, using the Yurok Language Program’s short video, ‘Ne-mohl, 'Ne-kwoy-te-mehl, 'Ner’-err-kerhl, 'Ne-skey-we-tew. Yurok terms are reinforced through audio playback buttons embedded into the slides and repetition to support pronunciation and understanding. Students practice saying each word together, building confidence and enthusiasm through movement and sound. Once the vocabulary is introduced, the teacher introduces the Yurok words into the familiar tune of the song. Students are encouraged to sing along and perform the matching actions, creating a dynamic and immersive language experience. Throughout the lesson, the teacher can pause and discuss the importance of language revitalization. These moments help students make connections between the song and the cultural significance behind it. The lesson concludes with a worksheet for students to glue the term to match the images from the video.

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.

California Native Peoples Counting 1-10

WL.CL2.N: Cultural Products, Practices, and Perspectives, WL.CL4.A: Intercultural Influences, K.CC.1, K.CC.2, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5

In this engaging K–1 lesson, students are introduced to Coyote at the Big Time, A California Indian 123, a counting book written and illustrated by Karuk/Yurok/Hupa artist, Lyn Risling. The lesson begins with a video read-aloud of the book, featuring Lyn Risling herself, who introduces her cultural background and reads the story aloud to the class. Through vibrant illustrations and simple counting, the book highlights cultural elements and traditional activities associated with Big Time gatherings, such as dancing, drumming, singing, and community celebration. After the read-aloud, the teacher guides students through a set of interactive slides that reinforce number recognition from 1 to 10. Each slide features a number alongside images from the book and includes a short video clip, image or description of Native people participating in Big Time activities. These visual and auditory elements help bring the story to life and provide students with a deeper understanding of California Native cultures and community life. To conclude the lesson, students engage in a hands-on sequencing activity, putting numbers 1 through 10 in order. This fun and developmentally appropriate activity supports number recognition and introduces students to the significance of Native cultural traditions in a way that is both meaningful and memorable.

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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