Grade 4
Maidu Bear Dances
The lesson centers California Native American perspectives, with a focus on the Maidu tribe, highlighting the ways Indigenous knowledge and ceremonies honor the natural world and guide responsible stewardship. In this lesson, students will explore the cultural significance of the Maidu Bear Dance and its deep connection to nature. Through learning about the Maidu People's respectful relationship with the land and animals, students will gain insight into how traditional cultural practices support environmental sustainability and conservation.
New Conversations about Grizzlies
The lesson highlights the importance of grizzly bear conservation while centering California Native American perspectives, including insights from the Gabrieleno/Tongva tribe, to deepen understanding of Indigenous relationships with the land and wildlife stewardship. In this lesson, students will investigate the ecological role of grizzly bears and how human activity has affected their habitats and survival. Through critical discussions and real-world examples, students will explore conservation strategies that support coexistence between people and wildlife.
Respect, Reciprocity, and Reverence
Through learning from California Native American perspectives, including voices from the Gabrieleno/Tongva tribe, students will explore how these values guide environmental stewardship and cultural practices. This lesson introduces students to core values within Indigenous knowledge systems, respect, reciprocity, and reverence, and their role in fostering sustainable relationships with the environment. The lesson encourages reflection on personal and collective responsibilities to the land and invites students to identify meaningful ways to honor and care for their local environment through everyday actions.
Setting the Foundation for Grizzlies to Return
In this lesson, students will explore the importance of habitat restoration and conservation through the lens of grizzly bear recovery efforts. The lesson centers Indigenous knowledge, featuring perspectives from California Native communities, including members of the Gabrieleno/Tongva tribe, to highlight traditional ecological understandings and relationships with wildlife. Students will examine how human activity has impacted natural ecosystems and learn how restoring habitats can support wildlife and environmental balance. By investigating the role of grizzly bears in their ecosystems, students will gain insight into the interconnectedness of species and the land.
Forest and Fires
HSS 4.1, HSS 4.2, HSS 4.2.1, 4-ESS3-1, RI.4.4, RI.4.7, SL.4.2This cross curricular lesson introduces students to the differences between wildfires and cultural or controlled fires, grounding their learning in both traditional ecological knowledge and scientific understanding. Designed for 4th grade learners, the lesson uses clear language and high-interest visuals to explain how Indigenous fire practitioners have used fire as a powerful tool to care for their ancestral territory and ecosystems for generations. Through a combination of student-friendly slide presentations, videos from Native fire experts, a vocabulary-rich reader, and real-world examples, students will explore how cultural fire supports biodiversity, restores landscapes, and protects communities from dangerous wildfires. The lesson offers multiple opportunities for student engagement and collaboration, including think-pair-share discussions, a fill-in-the-blank comprehension handout, and vocabulary activities such as a word search and crossword puzzle. Visual learners will benefit from rich photo slides and video content, readers will enjoy the culturally sustaining student reader that highlights key concepts like "controlled burn," "stewards of the land," and "invasive plants." Best of all, this lesson uplifts Indigenous knowledge systems alongside scientific inquiry, helping students understand how long-practiced cultural fire methods are effective and essential in today’s changing climate. This is an ideal lesson for building environmental awareness, critical thinking, and cultural respect in your classroom.
Live in Balance with the Natural World - Take Only What You Need
HSS 4.1, HSS 4.2, HSS 4.2.1, HSS 4.5, HSS 4.5.5, 4-ESS3-1, 4-ESS3-2, RL.4.2, RL.4.3, RL.4.7, SL.4.2, SL.4.6, WL.CM1.N: Interpretive Communication, WL.CL2.N: Cultural Products, Practices, and Perspectives, WL.CL4.A: Intercultural Influences, WL.CN2.N: Diverse Perspectives and Distinctive ViewpointsThis lesson immerses students in the Yurok Tribe's rich cultural heritage and their deep-rooted connection to sustainable environmental practices. It explores the tribe’s traditional beliefs and practices related to natural resource management, focusing on the values of sustainability, community well-being, and ecological balance. Students will learn how the Yurok people prioritize responsible resource use, such as with salmon, Pacific lamprey, elk, and seaweed, ensuring these resources are available for future generations. The lesson highlights key principles such as respect for the land, the interconnectedness of all living things, and the tribe’s commitment to maintaining environmental harmony. Additionally, students will gain insight into how Indigenous knowledge contributes to modern environmental stewardship and sustainable living. Incorporating Yurok language throughout the lesson, students will be introduced to important terms related to natural resources, fostering cultural understanding and appreciation. Engaging videos featuring members of the Yurok Tribe will provide an authentic connection to their traditions, offering students a direct link to the people and practices discussed. The lesson culminates in a hands-on learning experience where students are challenged to sustainably harvest salmon for their community, balancing the need to nourish people with the responsibility of ensuring that fish populations remain healthy and thrive. By the end of the lesson, students will have a deeper understanding of the Yurok Tribe’s role in environmental stewardship and how their practices can inform sustainable living today.
Traditional Plank House Village: Resources, Engineering & Social Roles
HSS 4.2.1, HSS 5.1.1, HSS 5.1.2, HSS 5.1.3, 4.VA:CR2.1, 5.VA:CR2.1This unit teaches about the traditional living houses of the Indigenous people of Northern California, primarily the Karuk Yurok, Hoopa, Wiyot and Chilula Tribes. This is a basic overview and summary of the construction and societal makeup revolving around these traditional plank houses. Students will learn about the materials, process and some cultural aspects of plank houses. The lesson expands and applies that knowledge to traditional plank house villages. Activities include classroom discussions and a building project.
Native Homes: Sustainability and the Environment (3D Diorama)*
HSS 4.2.1, HSS 4.5.5, HSS 5.1.1, HSS 5.1.2, HSS 5.1.3, SL.4.1, SL.4.2, SL.5.1, SL.5.2, 4.VA:CR2.1, 5.VA:CR2.1This ELA, Social Science and Environmental History lesson introduces students to architectural practices and knowledge of structure and design through dioramas. Native Youth will guide you by modeling the project. Your students will learn about Hoopa and Miwok structures and culture and then will research and complete their own project. This unit may take a few weeks, but it is worth it. It is a lot of fun and will provide a deep understanding of Native culture for your students if done correctly. The teacher must: Understand we are on Native land Actively engage critical thinking skills, note taking skills, and discussion skills. Understand that quality research takes time and tribal voices may be difficult to find, but are important to include in your learning. Look for individual growth and expectations based on student needs