NAME: ____________________________________ WLA YouTube Page: https://tinyurl.com/qvpvqjx

DIRECTIONS: Please complete the foundation portion for each subject, and complete 1 option for each subject. When finished, either return to the bus pick-up location, or email everything to your Company Commander! Do NOT email work to separate teachers. Be sure to check out the additional videos by SGM Brainard and CPT Potterf!

Grade 6-8 Distance Learning Packet Week 3 Week 3, April 27th - May 1st

Theme: Native American Studies Core Skills: Evidence and Analysis

Subjects Foundation Option 1 Option 2

Social Studies sking@wlacademy.org OR apotterf@wlacademy.org

Reservations and Tribal Sovereignty: Read two articles and answer questions

Read and Respond: The Occupation of Alcatraz

Read the Arapaho folk tale “The Girl Who Climbed to the Sky” and compare it to the story “How the Stars Got Their Twinkle.”

Math tbrainard@wlacademy.org OR sknoedler@wlacademy.org

1) Read “Math of the World” and complete the worksheet questions

https://www.sciencenewsforstudents.org/article/math-world

Complete the two worksheets about Tribal Membership and Land to learn some basic geographic information.

1. Strength in Numbers: Tribal Membership in Oregon

2. Tribal Land in Oregon

Bones Game Data Analysis: Track guessers accuracy worksheet, pairs with the bones game option from science.

Science sknoedler@wlacademy.org OR mstemple@wlacademy.org

1) Answer the “Before you Read” Questions for “Science Isn’t Just for Scientists”

2) Read “Science isn’t Just for

Scientists” and complete the worksheet questions as you go.

Native Nutrition: 1. Read about what the indiginous

peoples of Oregon ate before colonizers arrived.

2. Complete the worksheet about foods native to Oregon..

3. Plan your own indiginous meal (see worksheet for instructions).

Bones Game: 1. Read about the bones game

played by the tribes of Oregon and complete the activity as directed using the instructions here and recording your results.

Language Arts nkroger@wlacademy.org OR apotterf@wlacademy.org

Analyze & interpret the Native American myth, “How the Stars Got Their Twinkle and Why Coyote Howls to the Sky”from the Northern Paiute People

Learning through creating: Create your own “story-chart” based on the story you read for the ELA foundation!

Learning through translating: What can different versions of the same Kalapuya myth teach us about language?

Oregon Department of Education Suggested Daily Schedule

Topic Time Allotment Description

Teacher Led Learning 30 minutes per subject, no more than 3 hours per day.

This is the time cadets will spend viewing instructional videos, responding to prompts, and completing assigned work from the learning menus. It will also include the time spent in small group instruction. See the weekly schedule to know when to log on for virtual activities.

Learning and Supplemental Activities

1-2 hours, recommended. Participation in any of these activities will fulfill the requirements for the Military Science “Life Skills” class All cadets are assigned to read a book for 30 minutes a day.

Suggestions for Learning and Supplemental Activities: ● Independent research ● Engage in problem solving activities. ● Board games, puzzles, dice, cards ● Create and solve story problems that include at least one operation. ● Sewing, knitting, crafting ● Meal planning ● Cooking and modifying recipes (doubling or tripling). ● Reading to younger siblings. ● Flashcards/math facts review ● Drawing or creating art ● Making music ● Creating videos ● Journaling, creative writing ● Interview a family member to learn about family history. ● Identify & solve a local problem or challenge (family, neighborhood, school community, etc.)

Meeting Nutrition and Wellness Needs

2 Hours, Recommended All cadets are assigned 30 - 60 minutes of physical activity daily for PT.

Meal Time ● Schedule routine mealtime ● Integrate handwashing ● Help with planning meals, picking up meals, cooking, cleaning up after meals. ● Connect/talk during meals Physical Wellness Activities (PT Requirement): ● Walking ● JoggingRiding bikes, skateboards, etc. ● Jumping rope ● Watching a workout video/app. ● Practicing mindfulness; yoga/stretching ● Playing individual sports activities that allow for social distancing - juggle a soccer ball.

WLA 2nd Battalion, Distance Learning for All

Week 3, April 20th - April 24th Teacher-Led Video Instruction - This week, CSM Brainard has a video introducing our Theme and CPT Potterf has made videos on our Core Skills. Small Group Instruction - Company Commanders will be emailing out the Zoom link for cadets to join. This is optional; it will be a good time for cadets to connect, get questions answered, and get any extra help or instruction needed for work that has been assigned. Company Zoom Times and Staff Contact Information:

Alpha Company LT Kroger - nkroger@wlacademy.org 1SG Lockhart - rlockhart@wlacademy.org Company Zoom Time: Tuesdays 1:00 to 1:30pm

Bravo Company LT King - sking@wlacademy.org 1SG Schimonitz - jschimonitz@wlacademy.org Company Zoom Time: Thursdays 1:00 - 1:30pm

Charlie Company LT Stemple - mstemple@wlacademy.org MSG Cabral - gcabral@wlacademy.org Company Zoom Time: Tuesdays 3:00 - 3:30 and Thursdays 2:30 - 3:00pm

Delta Company LT Brainard - tbrainard@wlacademy.org 1SG Christiansen - cchristiansen@wlacademy.org Company Zoom Time: Thursdays 1:45 - 2:15pm

Echo Company CPT Knoedler - sknoedler@wlacademy.org MSG Moore - wmoore@wlacademy.org Company Zoom Time: Tuesdays 2:30 - 3:00pm

Foxtrot Company CPT Potterf - apotterf@wlacademy.org MSG Moore - wmoore@wlacademy.org Company Zoom Time: Tuesdays 1:45 - 2:15pm

SpED Support - WO Ruiz - kruiz@wlacademy.org

Officers will hold Office Hours every week, where they will be available to take student/parent questions, help with academics, or make phone calls to families as needed. All WLA Staff will respond to emails from cadets and parents within 24 hours, regardless of the Office Hour times. Please feel free to reach out to Officers to set up times for extra help or questions.

Officer Office Hour Schedules

Monday Tuesday Wednesday Thursday Friday

LT Kroger 10am - 12pm 7pm - 8pm 10am - 12pm

LT King 1pm - 3pm 7pm - 8pm 11am - 1pm

LT Stemple 2pm - 3pm 2pm - 3pm 6pm - 7:30pm 6pm - 7:30pm

LT Brainard 6pm - 7pm 1pm - 2pm 6pm - 7pm 10am - 11am 6pm - 7pm

CPT Knoedler 6pm - 7pm 1pm - 2pm 6pm - 7pm 1pm - 2pm 1pm - 2pm

CPT Potterf 5pm - 6pm 12pm - 1pm 5pm - 6pm 12pm - 1pm 5pm - 6pm

Military Science - Life Skills/PT

Attention Parents!

Please sign or initial if you saw your cadet doing the right thing around the house, and doing some form of PT please.

Military Science - Life Skills Chores/Helping/ Please give some details PT (log what you did)

Example Dishes: Mon/Wed/Fri (Initial) Sweep: Tue/Thurs (Initial)

5 mile bike ride (Initials)

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Social Studies

Foundation//Directions: Read the two short articles below and answer the questions at the end of the articles. Words in italics will be explained in the vocabulary box after the articles.

INDIAN RESERVATIONS

There are roughly three hundred Indian Reservations in the United States. An Indian Reservation is a piece of land that has

been given over to Native Americans. They do not have full power over the land, but they do have limited governmental

rule. Many Indian Reservations make money through gambling casinos.

Not every state in the United States has an Indian Reservation, and not every Native American tribe has one. There are

also Indian Reservations in Canada, however they are set up and run a bit differently then here in America.

President Ulysses S. Grant (1869-77) set up the first Indian Reservations to help settle the growing conflict between the

Native Americans and the early settlers. There has always been a great deal of conflict and controversy about Indian

Reservations and how they came about. The truth is that the Native Americans were here first and Indian Reservations

were set up to give them a piece of land, while the settlers set up new rules and laws and took over the land. Some of the

new laws had prohibited the Native Americans from hunting and continuing life in the manner they were accustomed to.

Besides hunting, many of the early settlers were setting up new plans to convert the Native Americans to Christianity.

However, without the ability to hunt and gather food, as they were accustomed to, many of the Native Americans became

bitter as they were forced off their lands and told to become farmers. Many of the early Indian Reservations were resistant

to farming and some of the Native Americans faced starvation.

Unfortunately, it has been estimated that some of the Indian Reservations are home to the country’s poorest citizens. This

is a tragedy that has occurred in the fabric of our country. Many Indian Reservations have built up a prosperous economic

system for themselves through legal gambling and casinos.

From http://indians.org/articles/indian-reservations.html

What is Tribal Sovereignty?

By Denise DePaolo, KSFY News

South Dakota’s nine Indian reservations exist as sovereign nations. But what does that mean? KSFY News talked with tribal, state and federal leaders about what it means to lead a nation within a nation.

Sovereignty may seem easy to define on paper, but in practice, it’s complicated. To some, it’s a feeling. A way of life.

“Sovereignty, to me, is something our grandfathers gave us. That we need to respect, because it’s a tool that protects us here in Indian Country,” said Rosebud Sioux Tribe President Cyril Scott.

It’s a way of life that involves an ongoing power struggle, colored by a history of eradication.

“The states, the government, they want to take that sovereignty away from us. They don’t want to acknowledge that Adolf Hitler got his ideas from the United States,” said Crow Creek Sioux Tribe Chairman Brandon Sazue.

For tribal governments, sovereignty comes with a limited autonomy.

“When you look at South Dakota, we’re unique in a sense that we have nine different tribes that through treaties and congressional action enjoy a level of tribal sovereignty. That means they have the ability – while they are certainly South Dakotans – that they have the ability to vote in our elections, but they also have a separate sovereignty that allows them to control certain matters within their borders,” said South Dakota Attorney General Marty Jackley.

“We have control of our schools, our courts, our police, so those do make us sovereign, but there’s a lot of things where we are not sovereign. We are still dependent. We are still dependent on the federal government because they have not met their trust responsibility in meeting our needs through economic development,” said Oglala Sioux Tribe President Bryan Brewer.

“They gave us the treaties 200 years ago, 100 years ago, however long ago. Did that give us our sovereignty? In a way, it should have. But today, we don’t have sovereignty,” said Sazue.

Tribes must follow state and federal laws, which can mean problems when those limits are tested.

“For any community in the United States, there are limits. The constitution still needs to be followed and respected. The federal laws still need to be followed and respected,” said South Dakota U.S. Attorney Brendan Johnson.

For example, Pine Ridge is looking into the legalization of marijuana within its borders. Jackley says while he respects tribal sovereignty, pot still is illegal.

“He said he’s going to come to Pine Ridge and arrest us if we did do that,” said Brewer, “And we realize that we have to follow federal law and that. But again, we need to exercise our sovereignty. Pine Ridge has already passed an ordinance years ago legalizing hemp – to grow hemp on our reservation. Yet when a person did, they were arrested.”

Adapted from https://www.tulalipnews.com/wp/2014/05/21/what-is-tribal-sovereignty/

Vocabulary

Prohibited: not allowed

Eradicate: to get rid of or destroy

Autonomy: to be in charge of yourself

Hemp: a type of plant used to make paper, clothing, rope, and food, but that also produces marijuana.

Questions:

1. According to the first article, what were three reasons the Natives were upset about reservations?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

_______________________________________________________________________________________________

2. Give a brief definition of Tribal Sovereignty in your own words:

__________________________________________________________________________________________________________________________________________________________________________________________________

3. What do you think Chairman Sazue meant when he said that “Adolf Hitler got his ideas from the United States”? Do you agree or disagree with Sazue’s words? Why or why not?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

_______________________________________________________________________________________________

4. What are three things that Natives are in charge of on their own land?

__________________________________________________________________________________________________

________________________________________________________________________________________________

For the three sentences below, circle if the sentence is True or False and then give a short quote from one of the articles or write something from your own life that proves why the sentence is true or false.

People in Reservations can vote in US elections: T F

Evidence: _________________________________________________________________________________________________

People on Tribal lands do not have to follow US laws T F

Evidence: _________________________________________________________________________________________________

All Native Americans living today live on Indian Reservations: T F

Evidence: _________________________________________________________________________________________________

Social Studies Option 1//Directions: read the article below and answer the questions after the article. Words in italics can be found in the vocabulary section after the article.

Native American Activists Occupy Alcatraz Island, 45 Years Ago On the 45th anniversary of the American Indian occupation of Alcatraz, learn how a group of rebel activists took over America’s most notorious prison for more than 19 months.

By EVAN ANDREWS

Since the mid-1960s, American Indians had been on a mission to break into Alcatraz. After the famed prison shuttered its doors in 1963, Bay Area Native Americans began lobbying to have the island redeveloped as an Indian cultural center and school. Five Sioux even landed on Alcatraz in March 1964 and tried to seize it under an 1868 treaty that allowed Indians to appropriate surplus federal land. These early efforts all failed, but reclaiming “the Rock” became a rallying cry for Indians, many of whom viewed the island as a symbol of government indifference toward the indigenous population.

When an October 1969 fire destroyed San Francisco’s American Indian Center, an activist group known as “Indians of All Tribes” set their sights on the unused land at Alcatraz. A handful of protestors first journeyed to the island on November 9, 1969 under the leadership of Mohawk college student Richard Oakes.

They only stayed for a night before the authorities removed them, but Oakes stressed that the landing had been a symbolic act. “If a one day occupation by white men on Indian land years ago established squatter’s rights,” he told the San Francisco Chronicle, “then the one day occupation of Alcatraz should establish Indian rights to the island.”

Indians of All Tribes made a final attempt to seize Alcatraz in the early morning hours of November 20, 1969—this time with an occupation force of 89 men, women and children. After sailing through San Francisco Bay under cover of darkness, the Indians landed at Alcatraz and claimed the island for all the tribes of North America. Ignoring warnings that their occupation was illegal, they moved into the old warden’s house and guards’ quarters and began personalizing the island with graffiti. A message appeared on the water tower reading: “Peace and Freedom. Welcome. Home of the Free Indian Land.” Other buildings were tagged with slogans like “Red Power” and “Custer Had It Coming.”

The Indians’ first official proclamation to the public followed shortly thereafter in a manifesto addressed to “The Great White Father and All His People.” In it, they stated their intentions to use the island for an Indian school, cultural center and museum. They claimed Alcatraz was theirs “by right of discovery,” but they sarcastically offered to buy it for “$24 in glass beads and red cloth”—the same price that Indians supposedly received for the island of Manhattan. The activists added that they didn’t mind that the island was underdeveloped or lacked fresh water, since most of them had already endured similar conditions on government Indian reservations.

Wary of the fallout that could accompany an attempt to remove the Indians by force, the Nixon administration opted to bide its time and leave the occupiers alone as long as they remained peaceful. Government officials later journeyed to the island on multiple occasions to negotiate, but their diplomatic efforts bore little fruit. The activists were adamant that they would settle for nothing less than the deed to Alcatraz Island, while the Government Services Administration and other agencies maintained that a land transfer was impossible.

As the two sides debated, the Indians continued settling into their new home. “We all had things to offer each other,” resident Luwana Quitquit later remembered. “Brotherhood. Sisterhood.” Native American college students and activists flocked to join the protest, and the population of Alcatraz often swelled to more than 600 people. A governing council was formed, and the island soon had its own clinic, kitchen, public relations department and even a nursery and grade school for its children. A security force dubbed the “Bureau of Caucasian Affairs” (a riff on the much-hated “Bureau of Indian Affairs”) patrolled the shoreline to watch for intruders, and a Sioux named John Trudell hopped behind the mic to broadcast radio updates under the banner of “Radio Free Alcatraz.”

Other activists supported the occupation by shuttling supplies and visitors from a mainland base at San Francisco’s Pier 40. The Indians issued a call for contributions, and by the end of 1969, canned goods, clothes and thousands of dollars in cash had poured in from donors across the country. Celebrities including Anthony Quinn, Jane Fonda and Merv Griffin all visited the island and lent their support, and the rock band Creedence Clearwater Revival even gave the Indians a boat, which was christened the “Clearwater.”

For most of late-1969, the occupation proceeded better than activists like Richard Oakes could have ever imagined. By early 1970, however, life on the island had begun to change. Many of the movement’s college students and organizers had to leave Alcatraz to return to school, and they were often replaced by vagrants who cared more about living rent free than

fighting for the protest’s original cause. “Our biggest problems are freelance photographers and the hippies,” Oakes said at the time. “They stay and eat up our stores, then leave. Then we have to clean up after them.” Drugs and alcohol—both originally banned on the island—were soon circulating freely among certain members of the population.

The leadership crisis only worsened after Richard Oakes’ young stepdaughter fell to her death from one of the prison’s stairwells in January 1970. Oakes and his wife left Alcatraz in the wake of the accident, leaving groups of warring activists to fight it out for control of the island. By May, the government had concluded that there was little hope of resolving the situation diplomatically, and the Nixon administration cut all remaining power to Alcatraz in an effort to force the Indians out. Only a few weeks later, a fire tore across the island and destroyed several of Alcatraz’s historic buildings. The Indians claimed the blaze was an accident or perhaps even the work of outside provocateurs, but it still came as a major blow to morale.

Despite increasingly squalid living conditions and flagging outside support, a few holdouts continued to live on the Rock for another year. “I don’t want to say Alcatraz is done with,” former occupier Adam Fortunate Eagle lamented to San Francisco Chronicle in April 1971, “but no organized Indian groups are active there. It has turned from an Indian movement to a personality thing.” Citing a need to restore Alcatraz’s foghorn and lighthouse, government officials finally quashed the occupation on June 11, 1971, when armed federal marshals descended on the island and removed the last of its Indian residents. By then, the occupation force had dwindled to a skeleton crew of only six men, five women and four children.

While the last of protestors were forced to leave the island in defeat, the 19-month occupation had succeeded in galvanizing Indian activists. Indian rights organizations—many of them staffed by Alcatraz veterans—later staged occupations and protests at Plymouth Rock, Mount Rushmore, the Bureau of Indian Affairs and dozens of other sites across the country. Federal officials also started listening to calls for Indian self-determination. Even as the Alcatraz protest was still underway in July 1970, President Richard Nixon had given a speech saying, “The time has come…for a new era in which the Indian future is determined by Indian acts and Indian decisions.” The U.S. government later returned millions of acres of ancestral Indian land and passed more than 50 legislative proposals supporting tribal self rule.

Alcatraz opened as a national park in 1973, and today, its more than 1 million annual visitors can still see the Native Americans occupiers’ graffiti on several of the complex’s buildings. The National Park Service even had some of the slogans preserved or repainted when they restored the island’s water tower in 2012. The Rock has also continued to serve as a focal point of Native American social campaigns. A pair of nationwide protest walks in 1978 and 1994 both began at the island, and since 1975, people have met at Alcatraz every November for an “Un-Thanksgiving Day” celebrating Indian culture and activism.

From https://www.history.com/news/native-american-activists-occupy-alcatraz-island-45-years-ago

Vocabulary

Notorious: having a bad reputation

Bay Area: the part of California near San Francisco

Surplus: extra

Mohawk: a Native tribe, part of the Iroquois Confederacy

Warden: the person in charge of a prison (or other area)

Manifesto: a list of your plans and ideas

Bide time: to wait

Adamant: not changing your mind

Vagrant: homeless

Galvanize: to push somebody into taking action

Self-determination: to be able to make your own decisions or be in charge of your own nation

Questions: answer each in 2 or more complete sentences

1. Why do you think the Natives chose Alcatraz specifically?

2. Who do you think the “Great White Father” addressed in the Natives’ manifesto might be?

3. Sarcasm means saying something that you don’t really mean to make a joke. Find and explain two instances of Natives being sarcastic in this article.

4. What did the protestors say were their two biggest problems? Why were these two things problems?

5. Would you say that the occupation of Alcatraz was a success? Why or why not?

Option 2//Directions: Read the story from the Arapaho tribe (from Colorado and Wyoming) and compare it to the short story you read about Coyote for Language Arts. Then, answer the four questions at the end.

The Girl Who Climbed to the Sky

One morning several young women went out from their tepee village to gather firewood. Among them was Sapana, the most

beautiful girl in the village, and it was she who first saw the porcupine sitting at the foot of a tall cottonwood tree. She called

to the others: "Help me to catch this porcupine, and I will divide its quills among you."

The porcupine started climbing the cottonwood, but the tree's limbs were close to the ground and Sapana easily followed.

"Hurry," she cried. "It is climbing up. We must have its quills to embroider our moccasins." She tried to strike the

porcupine with a stick, but the animal climbed just out of her reach.

"I want those quills," Sapana said. "If necessary I will follow this porcupine to the top of the tree." But every time that the

girl climbed up, the porcupine kept ahead of her.

"Sapana, you are too high up," one of her friends called from the ground. "You should come back down."

But the girl kept climbing, and it seemed to her that the tree kept extending itself toward the sky. When she neared the top

of the cottonwood, she saw something above her, solid like a wall, but shining. It was the sky. Suddenly she found herself in

the midst of a camp circle. The treetop had vanished, and the porcupine had transformed himself into an ugly old man.

Sapana did not like the looks of the porcupine-man, but he spoke kindly to her and led her to a tepee where his father and

mother lived. "I have watched you from afar," he told her. "You are not only beautiful but industrious. We must work very

hard here, and I want you to become my wife."

The porcupine-man put her to work that very day, scraping and stretching buffalo hides and making robes. When evening

came, the girl went outside the tepee and sat by herself wondering how she was ever to get back home. Everything in the sky

world was brown and grey, and she missed the green trees and green grass of earth.

Each day the porcupine-man went out to hunt, bringing back buffalo hides for Sapana to work on, and in the morning while

he was away it was her duty to go and dig for wild turnips. "When you dig for roots," the porcupine-man warned her, "take

care not to dig too deep."

One morning she found an unusually large turnip. With great difficulty she managed to pry it loose with her digging stick,

and when she pulled it up she was surprised to find that it left a hole through which she could look down upon the green

earth. Far below she saw rivers, mountains, circles of tepees, and people walking about.

Sapana knew now why the porcupine-man had warned her not to dig too deep. As she did not want him to know that she

had found the hole in the sky, she carefully replaced the turnip. On the way back to the tepee she thought of a plan to get

down to the earth again. Almost every day the porcupine-man brought buffalo hides for her to scrape and soften and make

into robes. In making the robes there were always strips of sinew left over, and she kept these strips concealed beneath her

bed.

At last Sapana believed that she had enough sinew strips to make a lariat long enough to reach the earth. One morning after

the porcupine-man went out to hunt, she tied all the strips together and returned to the place where she had found the large

turnip. She lifted it out and dug the hole wider so that her body would go through. She laid her digging stick across the

opening and tied one end of the sinew rope to the middle of it. Then she tied the other end of the rope about herself under

her arms. Slowly she began lowering herself by uncoiling the lariat. A long time passed before she was far enough down to

be able to see the tops of the trees clearly, and then she came to the end of the lariat. She had not made it long enough to

reach the ground. She did not know what to do.

She hung there for a long time, swinging back and forth above the trees. Faintly in the distance she could hear dogs barking

and voices calling in her tepee village, but the people were too far away to see her. After a while she heard sounds from

above. The lariat began to shake violently. A stone hurtled down from the sky, barely missing her, and then she heard the

porcupine-man threatening to kill her if she did not climb back up the lariat. Another stone whizzed by her ear.

About this time Buzzard began circling around below her. "Come and help me," she called to Buzzard. The bird glided

under her feet several times, and Sapana told him all that had happened to her. "Get on my back," Buzzard said, "and I will

take you down to earth."

She stepped on to the bird's back. "Are you ready?" Buzzard asked.

"Yes," she replied.

"Let go of the lariat," Buzzard ordered. He began descending, but the girl was too heavy for him, and he began gliding

earthward too fast. He saw Hawk flying below him. "Hawk," he called, "help me take this girl back to her people."

Hawk flew with Sapana on his back until she could see the tepee of her family clearly below. But then Hawk began to tire,

and Buzzard had to take the girl on his back again. Buzzard flew on, dropping quickly through the trees and landing just

outside the girl's village. Before she could thank him, Buzzard flew back into the sky.

Sapana rested for a while and then began walking very slowly to her parents' tepee. She was weak and exhausted. On the

way she saw a girl coming toward her. "Sapana!" the girl cried. "We thought you were dead." The girl helped her walk on to

the tepee. At first her mother did not believe that this was her own daughter returned from the sky. Then she threw her

arms about her and wept.

The news of Sapana's return spread quickly through the village, and everyone came to welcome her home. She told them

her story, especially of the kindness shown her by Buzzard and Hawk.

After that, whenever the people of her tribe went on a big hunt they always left one buffalo for Buzzard and Hawk to eat.

Questions

1. What would you say is the moral (important lesson) of this story? What is it trying to teach us? 2. What are three ways that this story is similar to the story you read for Language Arts? 3. What are the two most important differences between this story and the one you read for Language Arts? 4. Based on these stories and your own knowledge, what would you say is one thing that you feel all Native cultures

have in common? Are there non-Native cultures who also share this one thing?

Math

FOUNDATION ACTIVITY Part 1 -”Math of The World”

https://www.sciencenewsforstudents.org/article/math-world

Before reading:

1. How do people use math in everyday life? Ask a family member for ideas if you get stuck!

2. Where in the natural world might you see complex mathematical patterns?

During reading:

1) Name three surprising places where Ron Eglash has found math.

2) What sort of math describes the design of some African villages?

3) Why do these villages have such a design?

4) What is a fractal?

5) Why is “four-point symmetry” important to many Native Americans? Where can you see examples of it?

6) Eglash says, “We are using math as a bridge to culture.” What does he mean?

2) OPTIONAL ACTIVITY - complete the Fractal Snowflake as explained in the reading. You will need a protractor and some other simple materials.

Math Option 1: Tribal Membership and Land Worksheets

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e”).

Ron

Egla

sh h

as g

one

even

fart

her.

He’s

foun

d m

ath

in b

eadw

ork,

bas

ket w

eavi

ng, N

avaj

o ru

gs,

mod

ern

mus

ic, a

nd e

ven

corn

row

hai

rsty

les.

Egl

ash

is a

pro

fess

or a

t Ren

ssel

aer P

olyt

echn

ic

4/22

/202

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ath

of th

e W

orld

| Sc

ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/m

ath-

wor

ld2/

12

Inst

itute

in T

roy,

N.Y.

The

best

way

to g

et s

tude

nts

exci

ted

abou

t mat

h, E

glas

h sa

ys, i

s to

app

ly it

to th

ings

that

they

care

abo

ut.

With

this

goa

l in

min

d, h

e ha

s cr

eate

d co

mpu

ter p

rogr

ams

that

reve

al m

athe

mat

ical

prin

cipl

esin

eve

ryth

ing

from

gra

ffiti

art a

nd th

e ar

chite

ctur

e of

Afr

ican

vill

ages

to N

ativ

e Am

eric

anbe

adw

ork

and

Puer

to R

ican

mus

ic. A

s st

uden

ts c

reat

e an

d ex

perim

ent,

they

lear

n m

ath

in a

way

that

mak

es s

ense

to th

em.

“Kid

s al

read

y kn

ow th

e m

athe

mat

ics,

but

they

kno

w it

in a

form

that

isn’

t rec

ogni

zed

in s

choo

l,”Eg

lash

say

s. “W

e’re

gett

ing

kids

to ta

ke s

omet

hing

they

alre

ady

know

in th

eir h

eart

s an

d ha

nds

and

to u

se c

ompu

ters

to tr

ansl

ate

that

into

the

kind

of m

ath

thei

r sch

ools

und

erst

and.

”

Frac

tal f

acto

r

Egla

sh fi

rst n

otic

ed th

e lin

k be

twee

n cu

lture

and

mat

h w

hen

he s

aw p

hoto

grap

hs o

f Afr

ica

take

n fr

om a

irpla

nes.

Hut

s in

man

y vi

llage

s, h

e no

ted,

are

bui

lt in

circ

les

of c

ircle

s of

circ

les,

or

in re

ctan

gles

of r

ecta

ngle

s of

rect

angl

es.

4/22

/202

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ath

of th

e W

orld

| Sc

ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/m

ath-

wor

ld3/

12

  The

wal

ls, fe

nces

, bui

ldin

gs, a

nd ro

oms o

f an

Afric

an v

illag

e so

met

imes

hav

e a

patte

rn th

atre

peat

s its

elf.

In th

is ill

ustra

tion,

not

ice th

at th

e sm

alle

st re

ctan

gles

(blu

e) a

re m

inia

ture

copi

esof

the

red

rect

angl

es, w

hich

are

them

selv

es m

inia

ture

copi

es o

f the

red

rect

angl

es, w

hich

are

them

selv

es m

inia

ture

copi

es o

f the

bla

ck re

ctan

gle.

It’s

poss

ible

to im

agin

e cu

tting

hol

es in

the

blue

rect

angl

es a

nd a

ddin

g lin

es to

crea

te e

ven

smal

ler c

opie

s of t

he b

asic

rect

angl

e de

sign.

 

In m

ath,

a p

atte

rn th

at re

peat

s its

elf o

n di

ffere

nt s

cale

s is

cal

led

a fr

acta

l. In

a fr

acta

l obj

ect,

each

sm

alle

r str

uctu

re is

a m

inia

ture

cop

y of

the

larg

er fo

rm.

Frac

tals

ofte

n ap

pear

in n

atur

e. A

tree

, for

inst

ance

, has

bra

nche

s th

at s

plit

into

bra

nche

s th

atsp

lit in

to m

ore

bran

ches

, and

so

on.

The

rule

s th

at u

nder

lie fr

acta

ls a

re s

impl

e. B

ut th

e re

sulti

ng p

atte

rns

can

be c

ompl

ex (s

ee“C

reat

ing

a Fr

acta

l Sno

wfla

ke,”

belo

w).

The

peop

le w

ho li

ve in

frac

tal-b

ased

vill

ages

in A

fric

a us

e m

ath

to re

flect

spi

ritua

l con

cept

s,Eg

lash

say

s. T

hey

belie

ve th

at li

fe is

a n

ever

-end

ing

cycl

e an

d th

at o

ur a

nces

tors

are

alw

ays

with

us. R

epea

ting

patt

erns

can

als

o re

pres

ent t

he d

esire

for u

nend

ing

heal

th o

r wea

lth.

4/22

/202

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ath

of th

e W

orld

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ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/m

ath-

wor

ld4/

12

  The

patte

rn o

n th

is Af

rican

(Ful

ani)

wed

ding

bla

nket

has

det

ails

that

repe

at p

arts

of t

he o

vera

llde

sign,

but

on

smal

ler s

cale

s.

  Cour

tesy

of R

on E

glas

h

Egla

sh fo

und

frac

tals

not

onl

y in

vill

age

desi

gn b

ut a

lso

in A

fric

an s

culp

ture

s, te

xtile

s, a

nd o

ther

art f

orm

s.

Four

poi

nts

Mat

h an

d cu

lture

wor

k to

geth

er in

oth

er p

lace

s, E

glas

h sa

ys.

Man

y N

ativ

e Am

eric

an g

roup

s, fo

r ins

tanc

e, fi

nd m

eani

ng in

four

poi

nts

that

mirr

or e

ach

othe

r,w

heth

er th

ere

be fo

ur d

irect

ions

, win

ds, c

olor

s, o

r mou

ntai

ns. S

uch

four

-poi

nt s

ymm

etry

appe

ars

in th

ese

peop

le’s

bead

wor

k, te

pee

cons

truc

tion,

buf

falo

-hid

e dr

um d

ecor

atio

ns, s

and

pain

tings

, and

mor

e.

4/22

/202

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ath

of th

e W

orld

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ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/m

ath-

wor

ld5/

12

  This

bead

wor

k pa

ttern

was

crea

ted

on a

squa

re g

rid.

  Cour

tesy

of R

on E

glas

h

In th

e ey

es o

f a m

athe

mat

icia

n, th

ese

patt

erns

bel

ong

to s

omet

hing

cal

led

the

Cart

esia

nco

ordi

nate

sys

tem

. The

imag

es fi

t ont

o gr

aphs

with

an

x-ax

is a

nd a

y-a

xis,

whe

re e

ach

poin

t on

the

grap

h is

giv

en b

y tw

o nu

mbe

rs, o

r coo

rdin

ates

. And

ther

e ar

e se

ts o

f rul

es, c

alle

dal

gorit

hms,

that

tell

you

how

dra

w th

ese

shap

es s

tep

by s

tep

on g

raph

pap

er (o

r a c

ompu

ter

scre

en).

Usi

ng E

glas

h’s

Virt

ual B

ead

Loom

pro

gram

, you

can

exp

erim

ent w

ith th

e Ca

rtes

ian

coor

dina

tesy

stem

to m

ake

your

ow

n be

autif

ul w

orks

of a

rt. Y

ou c

an a

lso

try

the

Gra

ffiti

Gra

pher

, Nav

ajo

Rug

Wea

ver,

and

Alas

kan

Bask

et W

eave

r, al

l bas

ed o

n th

e sa

me

conc

ept.

Dru

mbe

ats

and

corn

row

s

Amon

g Eg

lash

’s ot

her c

reat

ions

is a

pro

gram

cal

led

Rhyt

hm W

heel

s. It

cha

lleng

es k

ids

to fi

gure

out w

hen

two

repe

atin

g se

ts o

f dru

mbe

ats,

eac

h go

ing

at it

s ow

n pa

ce, w

ill m

eet.

As th

ey w

ork

with

this

pro

gram

, kid

s le

arn

abou

t fra

ctio

ns a

nd fi

ndin

g th

e le

ast c

omm

on d

enom

inat

or.

Corn

row

Cur

ves,

ano

ther

pro

gram

, tea

ches

tran

sfor

mat

iona

l geo

met

ry. S

tude

nts

wor

k w

ithre

peat

ing

patt

erns

and

cha

nges

in s

cale

to c

reat

e ne

w h

airs

tyle

s.

4/22

/202

0M

ath

of th

e W

orld

| Sc

ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/m

ath-

wor

ld6/

12

  Ron

Egla

sh’s

softw

are

can

be u

sed

to cr

eate

corn

row

hai

rsty

le d

esig

ns.

  Rens

sela

er/E

glas

h

Egla

sh c

an’t

look

any

whe

re w

ithou

t see

ing

a m

ath

less

on ju

st w

aitin

g to

be

taug

ht. H

is n

ewes

tpr

ogra

m, s

till u

nder

con

stru

ctio

n, u

ses

a br

eak-

danc

ing

robo

t to

expl

ain

angl

es in

volv

ed in

thre

e-di

men

sion

al m

ovem

ent a

roun

d an

axi

s.

Egla

sh’s

mat

h pr

ogra

ms

are

popu

lar w

ith s

tude

nts.

Acc

ordi

ng to

rece

nt s

tudi

es, a

gro

up o

fm

ostly

min

ority

kid

s fe

lt be

tter

abo

ut c

ompu

ters

afte

r usi

ng th

em. A

nd a

gro

up o

f mos

tly L

atin

Amer

ican

stu

dent

s im

prov

ed th

eir m

ath

grad

es a

fter u

sing

the

tool

s.

Mat

h ap

prec

iati

on

In N

ativ

e Am

eric

an c

omm

uniti

es, e

lder

s ap

prec

iate

the

less

ons,

too,

bec

ause

kid

s le

arn

abou

tth

e hi

stor

y of

thei

r peo

ple.

In fa

ct, e

ach

of E

glas

h’s

prog

ram

s in

clud

es in

form

atio

n ab

out t

he c

ultu

re, h

isto

ry, a

nd m

ath

invo

lved

.

4/22

/202

0M

ath

of th

e W

orld

| Sc

ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/m

ath-

wor

ld7/

12

  With

Egl

ash’

s com

pute

r pro

gram

, it’s

pos

sible

to cr

eate

a w

eavi

ng p

atte

rn (r

ight

) tha

t loo

ks li

keth

e on

e us

ed to

mak

e a

real

bas

ket (

left)

.

  Cour

tesy

of R

on E

glas

h

Onc

e pa

rent

s an

d gr

andp

aren

ts c

onsi

der s

choo

lwor

k to

be

cultu

rally

val

uabl

e, th

ey b

ecom

em

ore

likel

y to

enc

oura

ge th

eir k

ids

to s

tudy

, say

s Jim

Bar

ta. H

e’s a

pro

fess

or a

t Uta

h St

ate

Uni

vers

ity in

Log

an.

“Par

ents

say

, ‘W

ow, I

wis

h I’d

had

teac

hers

that

taug

ht m

e m

ath

that

way

. I m

ight

hav

e lik

ed it

!'”Ba

rta

says

.

Ulti

mat

ely,

mix

ing

mat

h w

ith c

ultu

re c

ould

do

mor

e th

an h

elp

kids

lear

n. It

cou

ld a

lso

help

them

und

erst

and

each

oth

er b

ette

r.

“Cul

ture

is u

sual

ly a

bar

rier t

o m

ath,

” Egl

ash

says

. “W

e ar

e us

ing

mat

h as

a b

ridge

to c

ultu

re.”

Crea

ting

a F

ract

al S

now

flak

e

You

will

nee

d:

4/22

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ath

of th

e W

orld

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ienc

e N

ews f

or S

tude

nts

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s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/m

ath-

wor

ld8/

12

penc

il

rule

r

shee

t of p

aper

prot

ract

or fo

r mea

surin

g an

gles

to d

raw

tria

ngle

s

                         

4/22

/202

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ath

of th

e W

orld

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ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/m

ath-

wor

ld9/

12

   

 

Wha

t to

do:

Dra

w a

n eq

uila

tera

l tria

ngle

with

eac

h si

de m

easu

ring

9 ce

ntim

eter

s (a

bove

left)

.(R

emem

ber,

each

ang

le o

f an

equi

late

ral t

riang

le m

easu

res

60°.

Div

ide

each

9-c

entim

eter

sid

e in

to th

ree

equa

l par

ts, e

ach

mea

surin

g 3

cent

imet

ers.

At

the

mid

dle

of e

ach

side

, add

an

equi

late

ral t

riang

le o

ne-th

ird th

e si

ze o

f the

orig

inal

,fa

cing

out

war

d. B

ecau

se e

ach

side

of t

he o

rigin

al tr

iang

le 9

cen

timet

ers,

the

new

, sm

alle

rtr

iang

les

will

hav

e 3-

cent

imet

er s

ides

. Whe

n yo

u ex

amin

e th

e ou

ter e

dge

of y

our d

iagr

am,

you

shou

ld s

ee a

six

-poi

nted

sta

r mad

e up

of 1

2 lin

e se

gmen

ts (a

bove

mid

dle)

.

At th

e m

iddl

e of

eac

h se

gmen

t of t

he s

tar,

add

a tr

iang

le o

ne-n

inth

the

size

of t

he o

rigin

altr

iang

le. T

he n

ew tr

iang

le w

ill h

ave

side

s 1

cent

imet

er in

leng

th, s

o di

vide

eac

h 3-

cent

imet

er s

egm

ent i

nto

third

s, a

nd u

se th

e m

iddl

e th

ird to

form

a n

ew tr

iang

le (a

bove

right

).

Goi

ng o

ne s

et fu

rthe

r, yo

u cr

eate

a s

hape

that

beg

ins

to re

sem

ble

a sn

owfla

ke (b

elow

).

       

4/22

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ath

of th

e W

orld

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ienc

e N

ews f

or S

tude

nts

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ww.

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ncen

ewsf

orst

uden

ts.o

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rticl

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wor

ld10

/12

                 

   

 

If yo

u w

ere

to c

ontin

ue th

e pr

oces

s by

end

less

ly a

ddin

g sm

alle

r and

sm

alle

r tria

ngle

s to

eve

ryne

w s

ide,

you

wou

ld p

rodu

ce a

frac

tal o

bjec

t tha

t mat

hem

atic

ians

cal

l the

von

Koc

h sn

owfla

kecu

rve,

nam

ed a

fter a

Sw

edis

h m

athe

mat

icia

n, N

iels

Fab

ian

Hel

ge v

on K

och.

Trib

al L

and

in O

rego

n

1. U

se th

e “L

and

size

of t

he tr

ibal

rese

rvat

ion”

col

umn

to fi

nd th

e to

tal n

umbe

r of a

cres

.

Trib

al L

and

in O

rego

n (C

ontin

ued)

2. A

cres

is o

ne ty

pe o

f mea

sure

men

t uni

t for

land

. Ano

ther

uni

t of m

easu

rem

ent f

or la

nd is

squ

are

mile

s. U

se th

e fo

rmul

a be

low

to fi

nd th

e la

nd si

ze in

squ

are

mile

s fo

r eac

h O

rego

n Tr

ibe.

÷

=

Land

size

in a

cres

Num

ber o

f acr

es

Lan

d si

ze in

squa

re m

iles

per s

quar

e m

ile

Nam

e of

fede

rally

re

cogn

ized

trib

eLa

nd si

ze o

f the

trib

al

rese

rvat

ion

(in a

cres

)La

nd si

ze o

f the

trib

al

rese

rvat

ion

(in sq

uare

mile

s)

Burn

s Pai

ute

of H

arne

y Co

unty

13,7

36 a

cres

Conf

eder

ated

Trib

es o

f Coo

s, L

ower

U

mpq

ua a

nd S

iusl

aw In

dian

s41

5 ac

res

Conf

eder

ated

Trib

es o

f Gra

nd R

onde

11,2

88 a

cres

Conf

eder

ated

Trib

es o

f Sile

tz15

, 265

acr

es

Conf

eder

ated

Trib

es o

f Um

atill

a

Rese

rvat

ion

172,

000

acre

s

Conf

eder

ated

Trib

es o

f War

m

Sprin

gs64

4,00

0 ac

res

Cow

Cre

ek B

and

of U

mpq

ua In

dian

s1,

840

acre

s

Coqu

ille

Indi

an T

ribe

7,043

acr

es

Klam

ath

Trib

esN

o re

serv

atio

n la

nd(N

ot e

noug

h in

form

atio

n)

640

3. U

se th

e fo

rmul

a be

low

to fi

nd th

e nu

mbe

r of a

cres

per

mem

ber o

f eac

h tr

ibe.

(Som

e an

swer

s may

be

less

than

a w

hole

num

ber.)

÷

=

Lan

d si

ze in

acr

es

N

umbe

r of t

ribal

mem

bers

N

umbe

r of a

cres

per

trib

al m

embe

r

Nam

e of

fede

rally

re

cogn

ized

trib

eLa

nd si

ze

of th

e tr

ibal

re

serv

atio

n (in

acr

es)

Num

ber

of tr

ibal

m

embe

rs

Num

ber

of a

cres

pe

r tri

bal

mem

ber

Burn

s Pai

ute

of H

arne

y Co

unty

13,7

36 a

cres

410

Conf

eder

ated

Trib

es o

f Coo

s, L

ower

U

mpq

ua a

nd S

iusl

aw In

dian

s41

5 ac

res

1,198

Conf

eder

ated

Trib

es o

f Gra

nd R

onde

11,2

88 a

cres

5,30

6

Conf

eder

ated

Trib

es o

f Sile

tz15

, 265

acr

es5,

080

Conf

eder

ated

Trib

es o

f Um

atill

a

Rese

rvat

ion

172,

000

acre

s2,

965

Conf

eder

ated

Trib

es o

f War

m S

prin

gs64

4,00

0 ac

res

5,29

2

Cow

Cre

ek B

and

of U

mpq

ua In

dian

s1,

840

acre

s1,

760

Coqu

ille

Indi

an T

ribe

7,043

acr

es1,1

00

Klam

ath

Trib

esN

o re

serv

atio

n la

nd5,

200

(Not

eno

ugh

info

rmat

ion)

Trib

al L

and

in O

rego

n (C

ontin

ued)

Stre

ngth

in N

umbe

rs: T

riba

l Mem

bers

hip

in

Ore

gon

1. U

se th

e “N

umbe

r of t

ribal

mem

bers

” col

umn

to fi

nd th

e to

tal n

umbe

r of e

nrol

led

trib

al m

embe

rs

in O

rego

n.

2. B

elow

is a

list

of s

ome

Ore

gon

citie

s and

thei

r pop

ulat

ions

. Circ

le th

e tw

o ci

ties t

hat h

ave

popu

latio

ns

clos

est t

o th

e nu

mbe

r you

foun

d in

the

first

pro

blem

.

Gra

nts P

ass:

37,

088

Redm

ond:

28,

654

Ore

gon

City

: 35,

831

McM

innv

ille:

33,

892

Wes

t Lin

n: 2

6,59

3W

oodb

urn:

25,

173

Tual

atin

: 27,

154

Fore

st G

rove

: 23,

897

New

berg

: 22,

780

3. In

mat

h, a

n av

erag

e is

a c

entr

al n

umbe

r tha

t rep

rese

nts a

list

of n

umbe

rs. T

o fin

d an

ave

rage

, you

add

th

e to

tal o

f all

num

bers

in th

e lis

t. N

ext,

you

divi

de th

at to

tal b

y th

e nu

mbe

r of i

tem

s in

a lis

t. U

sing

the

form

ula

belo

w, fi

nd th

e av

erag

e nu

mbe

r of m

embe

rs in

an

Ore

gon

trib

e.

÷

=

Tota

l num

ber o

f enr

olle

d

Num

ber o

f fed

eral

ly

A

vera

ge n

umbe

r of m

embe

rs tr

ibal

mem

bers

in O

rego

n

reco

gniz

ed tr

ibes

in

an

Ore

gon

trib

e (

you

foun

d th

is n

umbe

r

in

Ore

gon

in

the

first

pro

blem

)

Stre

ngth

in N

umbe

rs: T

riba

l Mem

bers

hip

in

Ore

gon

(Con

tinue

d)

4. M

ost t

ribal

nat

ions

on

your

list

hav

e a

“Num

ber o

f trib

al m

embe

rs” a

nd a

“Num

ber o

f peo

ple

empl

oyed

by

the

trib

e.” C

alcu

late

how

man

y tr

ibal

mem

bers

eac

h tr

ibe

has p

er st

aff p

erso

n. T

o fin

d th

is nu

mbe

r, fo

llow

the

form

ula

belo

w. W

rite

your

ans

wer

s on

the

next

pag

e.

÷

=

Num

ber o

f trib

al m

embe

rs

N

umbe

r of p

eopl

e

N

umbe

r of t

ribal

mem

bers

e

mpl

oyed

by

the

trib

e

pe

r sta

ff pe

rson

Nam

e of

fede

rally

reco

gniz

ed tr

ibe

Num

ber o

f tri

bal m

embe

rs p

er st

aff p

erso

n

Burn

s Pai

ute

of H

arne

y Co

unty

Conf

eder

ated

Trib

es o

f Coo

s, L

ower

Um

pqua

an

d Si

usla

w In

dian

s

Conf

eder

ated

Trib

es o

f Gra

nd R

onde

Conf

eder

ated

Trib

es o

f Sile

tz

Conf

eder

ated

Trib

es o

f Um

atill

a Re

serv

atio

n(N

ot e

noug

h in

form

atio

n to

find

the

answ

er)

Conf

eder

ated

Trib

es o

f War

m S

prin

gs

Cow

Cre

ek B

and

of U

mpq

ua In

dian

s

Coqu

ille

Indi

an T

ribe

Klam

ath

Trib

es

Math Option 2 Track the Guesser’s Accuracy

Accuracy is a measurement of how precise (correct) something is. In this case you will be measuring how correct the guesser was during your games of playing bones. You will need a copy of the Bones game from Science option 2 to complete this. Data Collection The first step will be collecting raw data over the course of 3 games. You will need to record every guess the guesser makes in the table below. Start off by just using tally marks to mark if the guess was either correct or incorrect. Game 1

Correct Guesses Incorrect Guesses

Tallies

Totals

Game 2

Correct Guesses Incorrect Guesses

Tallies

Totals

Game 3

Correct Guesses Incorrect Guesses

Tallies

Totals

Converting data into accuracy

1. Total correct guesses from game 1 _______________ 2. Total incorrect guesses from game 1 ______________ 3. Total guesses from game 1 (answer 1 + answer 2) _____________ 4. Accuracy measure from game 1 ( answer 1 answer 3, rounded to 2 decimal places)÷

__________________________ 5. Accuracy percent (answer 4 x 100) _____________ 6. Total correct guesses from game 2 _______________ 7. Total incorrect guesses from game 2 ______________ 8. Total guesses from game 2 (answer 6+ answer 7) _____________ 9. Accuracy measure from game 2 ( answer 6 answer 8, rounded to 2 decimal places)÷

__________________________ 10. Accuracy percent (answer 9 x 100) _____________ 11. Total correct guesses from game 3 _______________ 12. Total incorrect guesses from game 3 ______________ 13. Total guesses from game 3 (answer 11 + answer 12) _____________ 14. Accuracy measure from game 3 ( answer 11 answer 13, rounded to 2 decimal places)÷

__________________________ 15. Accuracy percent (answer 14 x 100) _____________

Average accuracy (how often the guesser is correct)

(Answer 15 + answer 10 + answer 5) 3 =____________÷

Science Foundation Activity:

Before Reading:

1. Think and write about this question: What does it mean to be a Scientist? (Suggestions to get you started..Is it a job? Do they have a

uniform? What do they DO? Where do they do it? What kind of training does it take to become one? Is there more than one kind of

scientist?...)

2. List three jobs that might use science. For each, list what types of science you think would be helpful for doing that job.

Examples: a) Pilots must recognize weather patterns in order to avoid dangerous conditions. This is Meteorology.

b) Farmers need to know about insects that might like to eat their crops. This could be considered Biology, Ecology, or entomology (the study

of insects).

https://www.sciencenewsforstudents.org/article/science-isnt-just-for-scientists During Reading:

1. What scientific concepts does David Ropa teach his seventh graders through rocketry?

2. a) Why did J. Kenji Lopez-Alt decide he didn’t want to be a scientist? b) What kinds of science does he like to use in the kitchen?

3. Why does adding baking soda to water change how potatoes cook?

4. How does pressing a piano key create a sound that we hear?

5. How does Don Mitchell use math when tuning a piano?

6. What are two things that Lynze Price might need to troubleshoot on an airplane?

7. Why does soil pH matter to Leslie Hunter?

8. What are three ways that Ropa’s students use science in their crime scene investigation?

After Reading:

1. What is one career you might be interested in pursuing when you grow up? List two ways that career might involve scientific ideas or

approaches.

2. Describe something that happened to you in the past few weeks that required you to come up with an idea to solve a problem. What was

the problem, and how did you try to solve it? What happened?

4/22

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0Sc

ienc

e is

n’t j

ust f

or sc

ient

ists

| Sc

ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/sc

ienc

e-is

nt-ju

st-f

or-s

cien

tists

1/10

SCIE

NCE

& S

OCI

ETY

Scie

nce

isn’

t jus

t for

sci

enti

sts

Scie

nce

take

s m

any

form

s an

d co

ntrib

utes

to m

ore

jobs

than

you

may

thin

k

“Kid

s, li

ke a

ll hu

man

s, a

re d

oing

sci

ence

all

the

time,

” say

s sc

ienc

e te

ache

r Dav

id R

opa.

For

inst

ance

, set

ting

off a

rock

et, w

ith th

e he

lp o

f a te

ache

r or o

ther

adu

lt, u

ses

basi

c sc

ienc

e pr

inci

ples

of p

hysi

cs a

nd m

otio

n.LI

GH

TFIE

LDST

UD

IOS/

ISTO

CK/G

ETTY

IM

AGES

PLU

S

By S

ilke

Schm

idt

Mar

ch 5

, 202

0 at

6:4

5 am

On

a su

nny

day,

a y

ello

w s

choo

l bus

hea

ds to

Elv

er P

ark

in M

adis

on, W

isc.

The

sev

enth

gra

ders

insi

de a

re e

xcite

d to

laun

ch th

e ro

cket

s th

ey’ve

bui

lt in

cla

ss. 

At th

e pa

rk, t

he s

tude

nts

find

thei

r ass

igne

d fla

g po

sts,

arm

ed w

ith th

eir r

ocke

t, no

tebo

ok,

penc

il an

d an

gle

finde

r. Tw

o at

a ti

me,

they

mar

ch to

the

laun

ch p

ad a

nd p

repa

re th

eir r

ocke

tfo

r tak

e-of

f. Th

ey w

ait f

or th

eir t

each

er’s

sign

al to

sta

rt th

e co

untd

own:

5, 4

, 3, 2

, 1…

GO

! 

With

the

angl

e fin

der a

nd a

litt

le m

ath,

they

est

imat

e ea

ch ro

cket

’s m

axim

um h

eigh

t. Th

eyca

lcul

ate

how

thei

r roc

ket f

ared

aga

inst

90

othe

rs m

ade

by th

eir c

lass

mat

es a

nd te

ache

r. 

4/22

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ienc

e is

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ust f

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ient

ists

| Sc

ienc

e N

ews f

or S

tude

nts

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s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/sc

ienc

e-is

nt-ju

st-f

or-s

cien

tists

2/10

Expl

aine

r: W

hat t

he p

H s

cale

tells

us

“With

the

rock

et u

nit,

I tea

ch th

e ba

sic

prin

cipl

es o

f phy

sics

and

mot

ion,

” exp

lain

s D

avid

Rop

a.H

e te

ache

s sc

ienc

e at

Spr

ing

Har

bor M

iddl

e Sc

hool

and

em

brac

es le

arni

ng b

y do

ing.

Tha

tin

clud

es ta

king

mat

h an

d sc

ienc

e in

to th

e pa

rk. 

“Kid

s, li

ke a

ll hu

man

s, a

re d

oing

sci

ence

all

the

time,

” say

s Ro

pa. T

hey

expl

ore

the

wor

ldth

roug

h pl

ay, h

e ad

ds, w

heth

er it

’s st

acki

ng to

ys o

r bui

ldin

g bi

ke ra

mps

. The

y ha

ve a

hypo

thes

is. T

hey

set u

p a

test

. The

y an

alyz

e th

e re

sults

. The

n th

ey a

djus

t the

ir st

rate

gy. 

The

tool

s hi

s st

uden

ts u

se a

t sch

ool,

says

Rop

a, a

re th

e sa

me

as th

ose

that

man

y ad

ults

use

at

wor

k. S

ome

of th

ese

adul

ts w

ear a

whi

te la

b co

at a

nd c

arry

a b

usin

ess

card

with

the

wor

d“s

cien

tist.”

Mos

t don

’t. 

Chef

s, m

usic

ians

and

gar

dene

rs o

ften

use

the

scie

ntifi

c m

etho

d, th

ough

they

may

not

cal

l it

that

. The

ir jo

bs —

and

man

y m

ore

— a

pply

text

book

prin

cipl

es o

f sci

ence

in th

e re

al w

orld

. 

The

scie

nce

of c

ooki

ng 

J. Ke

nji L

opez

-Alt

is th

e ch

ef a

t a G

erm

an-in

spire

d be

er h

all a

nd re

stau

rant

in S

an M

ateo

, Cal

if.H

e al

so is

cul

inar

y di

rect

or fo

r Ser

ious

Eat

s. Th

at’s

an a

war

d-w

inni

ng b

log

abou

t “an

ythi

ng fo

odan

d dr

ink.

” In

its F

ood

Lab

sect

ion,

Lop

ez-A

lt “u

nrav

els

the

mys

terie

s of

hom

e co

okin

g th

roug

hsc

ienc

e.” H

e al

so w

rote

a b

ests

ellin

g bo

ok o

n th

at to

pic.

At a

ge 1

8, L

opez

-Alt

wan

ted

to b

ecom

e a

scie

ntis

t, lik

e hi

s da

d an

d gr

andp

a. H

e to

ok b

iolo

gycl

asse

s at

the

Mas

sach

uset

ts In

stitu

te o

f Tec

hnol

ogy

in C

ambr

idge

. He

also

wor

ked

in a

bio

logy

lab.

But

bei

ng a

sci

entis

t soo

n be

gan

to lo

se it

s ap

peal

. 

“Alth

ough

I lo

ved

biol

ogy,

I fo

und

the

day-

to-d

ay la

b w

ork

very

bor

ing,

” he

expl

ains

. “I c

ould

n’t

see

mys

elf d

oing

that

for d

ecad

es.”

Sear

chin

g fo

r a s

umm

er jo

b ou

tsid

e th

e la

b,Lo

pez-

Alt s

tum

bled

upo

n co

okin

g. A

Mon

golia

n re

stau

rant

nee

ded

a pr

ep c

ook

tost

art r

ight

aw

ay. A

t tha

t job

, he

fell

in lo

vew

ith c

ooki

ng. A

lthou

gh h

e gr

adua

ted

colle

ge w

ith a

deg

ree

in a

rchi

tect

ure,

he

kept

retu

rnin

g to

the

kitc

hen.

He

wor

ked

his

way

up

the

rank

s in

sev

eral

rest

aura

nts.

 

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ienc

e is

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ust f

or sc

ient

ists

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ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/sc

ienc

e-is

nt-ju

st-f

or-s

cien

tists

3/10

Kenj

i Lop

ez-A

lt bo

ils p

otat

oes

in s

light

ly b

asic

(alk

alin

e) w

ater

bef

ore

roas

ting

them

in th

e ov

en.

That

giv

es th

em a

del

icio

us b

row

n cr

ust w

ithou

t the

irge

ttin

g to

o so

ft in

side

.KE

NJI

LO

PEZ-

ALT

The

mor

e he

coo

ked,

the

mor

e he

sta

rted

to q

uest

ion

the

assu

mpt

ions

beh

ind

his

reci

pes.

Muc

h of

coo

king

is tr

aditi

on. B

ut, h

e w

onde

red,

are

ther

e sc

ient

ific

reas

ons

for p

repa

ring

food

the

way

we

typi

cally

do?

 

In h

is re

stau

rant

jobs

, Lop

ez-A

lt di

dn’t

have

tim

e to

pur

sue

that

que

stio

n. T

hat c

hang

ed w

hen

he s

tart

ed w

orki

ng a

t Coo

ks Il

lust

rate

d. T

his

cook

ing

mag

azin

e fe

atur

es d

etai

led

reci

pes

that

desc

ribe

how

they

wer

e te

sted

and

twea

ked.

Lop

ez-A

lt st

arte

d as

a te

st c

ook

and

writ

er. S

oon,

he b

ecam

e th

e m

agaz

ine’s

sci

ence

adv

isor

.  

In th

at ro

le, “

I cou

ld fi

nally

ans

wer

all

thes

e qu

estio

ns th

at h

ad b

een

build

ing

up in

my

head

durin

g m

y ye

ars

as a

line

coo

k,” s

ays

Lope

z-Al

t. H

e es

peci

ally

like

s to

app

ly h

is k

now

ledg

e of

phys

ics

and

chem

istr

y to

hom

e co

okin

g. 

Lope

z-Al

t stil

l cre

ates

man

y ne

w re

cipe

s by

ques

tioni

ng a

ssum

ptio

ns. F

or e

xam

ple,

peop

le o

ften

boil

pota

toes

in p

lain

, pH

-ne

utra

l tap

wat

er. B

ut ro

ast p

otat

oes

tast

ebe

st w

ith a

cru

nchy

out

side

and

a c

ream

y,fla

vorf

ul c

ente

r. To

ach

ieve

that

tast

e, L

opez

-Al

t add

s a

little

bak

ing

soda

to th

e w

ater

.Th

at ra

ises

its

pH. T

he w

ater

is n

ow s

light

lyba

sic

(alk

alin

e), i

nste

ad o

f neu

tral

. 

That

hel

ps b

ecau

se th

e ce

ll w

alls

in fr

uits

and

vege

tabl

es c

onta

in p

ectin

. Thi

s st

arch

bre

aks

dow

n m

ore

easi

ly in

alk

alin

e w

ater

. Thu

s, th

eou

ter s

urfa

ce o

f pot

ato

chun

ks b

oile

d in

that

wat

er g

ets

softe

r whi

le th

e in

side

sta

ys fi

rm. T

hat

soft

surf

ace

beco

mes

del

icio

usly

cris

py w

hen

coat

ed w

ith o

il an

d ro

aste

d on

a b

akin

g sh

eet. 

Anot

her l

ongs

tand

ing

trad

ition

is to

sea

r a s

teak

in a

pan

, the

n fin

ish

it in

a h

ot o

ven.

Lop

ez-A

ltpr

efer

s hi

s “r

ever

se s

ear”

met

hod.

He

star

ts w

ith s

low

ly h

eatin

g th

e m

eat i

n a

war

m o

ven

(275

°Fa

hren

heit;

135

° Cel

sius

). Th

e se

ar c

omes

last

. Sci

ence

exp

lain

s w

hy th

at p

rodu

ces

a m

ore

tend

er p

iece

of m

eat w

ith a

n ev

enly

bro

wne

d cr

ust. 

4/22

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ienc

e is

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ust f

or sc

ient

ists

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ienc

e N

ews f

or S

tude

nts

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s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/sc

ienc

e-is

nt-ju

st-f

or-s

cien

tists

4/10

Firs

t, by

the

time

the

stea

k’s c

ente

r rea

ches

med

ium

-rar

e in

a h

ot o

ven,

its

oute

r lay

ers

are

over

cook

ed. T

hat b

ull’s

eye

effe

ct is

due

to p

hysi

cs. T

he la

rger

the

diffe

renc

e be

twee

n th

ete

mpe

ratu

re o

f an

obje

ct (s

teak

) and

its

envi

ronm

ent (

oven

), th

e la

rger

the

diffe

renc

e in

side

the

obje

ct. T

hat’s

one

of t

he la

ws

of th

erm

odyn

amic

s.

Seco

nd, m

eat c

onta

ins

enzy

mes

that

bre

ak d

own

its c

onne

ctiv

e tis

sue

in a

war

m e

nviro

nmen

t.W

hile

the

mea

t roa

sts

slow

ly in

the

low

-tem

pera

ture

ove

n, th

ose

enzy

mes

hav

e tim

e to

tend

eriz

e it.

But

if th

e ov

en is

too

hot,

it tu

rns

off t

he e

nzym

es. 

Third

, it t

akes

five

tim

es m

ore

ener

gy to

eva

pora

te a

gra

m o

f wat

er th

an to

brin

g it

from

ice-

cold

to b

oilin

g. (T

hat’s

phy

sics

aga

in.)

Sear

ing

the

raw

mea

t firs

t was

tes

ener

gy o

n dr

ying

out

its

moi

st s

urfa

ce to

pro

duce

the

brow

n cr

ust.

But s

earin

g th

e m

eat a

fter t

he o

ven

has

evap

orat

edits

moi

stur

e br

owns

it m

ore

quic

kly

and

even

ly. 

Pian

o sc

ienc

e 

Like

coo

king

, mus

ic c

ombi

nes

art a

nd s

cien

ce. T

hat’s

als

o tr

ue w

hen

taki

ng c

are

ofin

stru

men

ts. 

“The

pro

cess

of t

unin

g a

pian

o is

a p

hysi

cs le

sson

in a

ctio

n,” s

ays

Don

Mitc

hell.

He’s

a re

tired

pian

o te

chni

cian

in V

anco

uver

, Was

h. H

e us

ed to

teac

h at

the

Scho

ol o

f Pia

no T

echn

olog

y fo

rth

e Bl

ind.

 

Mitc

hell

grew

up

in O

rego

n in

a m

usic

-lovi

ng fa

mily

. At a

n ea

rly a

ge, h

e w

as fa

scin

ated

by

scie

nce.

He

love

s to

sin

g an

d pl

ays

the

pian

o, g

uita

r, ba

njo,

man

dolin

and

bas

s. 

Blin

d si

nce

birt

h, M

itche

ll re

lied

heav

ily o

n lis

teni

ng to

lear

n to

pla

y th

ose

inst

rum

ents

. His

job

com

bine

s th

ose

liste

ning

ski

lls w

ith s

cien

ce. H

e us

es th

e ph

ysic

s of

sou

nd (a

cous

tics)

, the

mec

hani

cs o

f mot

ion

and

the

mat

hem

atic

s of

mus

ical

sca

les.

 

Pian

o ke

ys a

re m

echa

nica

l lev

ers

for s

trin

gs in

side

the

pian

o. P

ress

ing

a ke

y m

akes

a s

mal

lha

mm

er h

it th

ese

strin

gs. T

he m

ovin

g st

rings

cau

se m

olec

ules

in th

e ai

r to

vibr

ate.

The

vibr

atio

n tr

avel

s th

roug

h th

e ai

r as

a so

und

wav

e. 

4/22

/202

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ienc

e is

n’t j

ust f

or sc

ient

ists

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ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/sc

ienc

e-is

nt-ju

st-f

or-s

cien

tists

5/10

A pi

ano

tune

r use

s a

wre

nch

to ti

ghte

n m

etal

pin

sat

tach

ed to

str

ings

insi

de th

e in

stru

men

t. “T

unin

g a

pian

o is

a p

hysi

cs le

sson

in a

ctio

n,” e

xpla

ins

Don

Mitc

hell,

a re

tired

pia

no te

chni

cian

.A

HAV

ELA

AR/

ISTO

CK/G

ETTY

IM

AGES

PLU

S

Expl

aine

r: U

nder

stan

ding

wav

esan

d w

avel

engt

hs

The

leng

th a

nd th

ickn

ess

of th

e st

ring

dete

rmin

e th

e fr

eque

ncy,

or p

itch,

of t

heso

und

wav

e. S

hort

and

thin

str

ings

pro

duce

high

pitc

hes,

whi

ch w

e he

ar a

s te

nor a

ndtr

eble

not

es. L

onge

r and

thic

ker s

trin

gspr

oduc

e lo

wer

pitc

hes,

whi

ch w

e he

ar a

s ba

ssno

tes.

But s

hort

str

ings

don

’t m

ake

as m

uch

soun

das

long

one

s. T

he h

ighe

r pitc

hes

com

bine

up

to th

ree

strin

gs to

mak

e th

em lo

ud e

noug

hto

hea

r. Th

at’s

why

mos

t pia

nos

have

88

keys

and

arou

nd 2

30 s

trin

gs. 

To tu

ne a

pia

no, M

itche

ll us

es a

wre

nch

to tu

rn m

etal

tuni

ng p

ins

atta

ched

to th

e st

rings

. Tha

tch

ange

s th

e st

rings

’ pitc

h by

adj

ustin

g th

eir t

ensi

on a

nd le

ngth

. But

tuni

ng is

mor

e th

ange

ttin

g ea

ch k

ey to

pro

duce

one

spe

cific

pitc

h. 

Mitc

hell

has

to a

djus

t mul

tiple

vib

ratin

g st

rings

toge

ther

so

that

the

inte

rval

s be

twee

n no

tes

mat

ch in

terv

als

in m

usic

al s

cale

s. T

hese

sca

les

are

base

d on

mat

hem

atic

al re

latio

nshi

psbe

twee

n pi

tche

s. T

o de

scrib

e th

em, s

cien

tists

mea

sure

eac

h pi

tch

in h

ertz

, or v

ibra

tions

per

seco

nd. F

or e

xam

ple,

the

pitc

h of

the

note

A a

bove

mid

dle

C ne

eds

to b

e 44

0 he

rtz.

The

pitc

h of

the

note

B n

ext t

o it

shou

ld b

e ab

out 4

94 h

ertz

.

The

chal

leng

e of

tuni

ng is

that

the

inte

ract

ion

of m

ultip

le s

trin

gs is

diff

eren

t for

eac

h pi

ano.

That

’s w

hy M

itche

ll ha

s to

com

bine

his

mat

hsk

ills

with

an

exce

llent

mus

ical

ear

. He

has

tom

ake

all t

he in

terv

als

betw

een

pitc

hes

soun

d co

rrec

t. A

wel

l-tun

ed p

iano

has

a s

moo

th, r

ich

and

plea

sing

sou

nd, n

o m

atte

r wha

t com

bina

tion

of n

otes

a p

iani

st p

lays

. 

Whe

n M

itche

ll re

pairs

a p

iano

, he

uses

the

sam

e st

rate

gy a

s a

scie

ntis

t tes

ting

a hy

poth

esis

. He

chan

ges

one

part

at a

tim

e w

hile

kee

ping

all

othe

rs c

onst

ant.

“Eve

ntua

lly, w

ith y

ears

of

expe

rienc

e, y

ou h

ear t

he s

ound

and

alre

ady

have

a g

ood

idea

wha

t’s w

rong

,” he

add

s. “T

hat’s

espe

cial

ly tr

ue fo

r blin

d pe

ople

.”

4/22

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ienc

e is

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ust f

or sc

ient

ists

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ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/sc

ienc

e-is

nt-ju

st-f

or-s

cien

tists

6/10

Lynz

e Pr

ice

com

bine

s he

r lov

e of

sci

ence

with

her

knac

k fo

r fix

ing

stuf

f to

mak

e su

re e

ach

airp

lane

unde

r her

car

e is

saf

e an

d re

ady

for t

ake-

off a

ndla

ndin

g.H

ARLE

Y CO

OK

Prob

lem

-sol

ving

for a

irpl

anes

 

Lynz

e Pr

ice’s

chi

ldho

od d

ream

was

to b

ecom

e an

ast

rona

ut. I

n th

e en

d, s

he fo

und

a m

ore

dow

n-to

-Ear

th jo

b: S

he h

elps

pla

nes

fly s

afel

y. A

t Em

bry-

Ridd

le A

eron

autic

al U

nive

rsity

inD

ayto

na B

each

, Fla

., sh

e ea

rned

a b

ache

lor’s

deg

ree

in a

viat

ion-

mai

nten

ance

sci

ence

. 

As a

cor

pora

te a

viat

ion

tech

nici

an, s

he c

ombi

nes

her l

ove

of p

hysi

cs w

ith h

er k

nack

for f

ixin

gst

uff.

She

calls

her

self

an “a

ircra

ft su

rgeo

n.” S

he m

ust d

iagn

ose

prob

lem

s an

d fig

ure

out h

ow to

solv

e th

em.

For e

xam

ple,

airp

lane

ant

enna

e tr

ansm

it or

rece

ive

elec

tric

al s

igna

ls th

roug

h sh

ield

edw

ires.

Tho

se s

igna

ls h

elp

a pl

ane

navi

gate

toits

des

tinat

ion

and

com

mun

icat

e w

ith tr

affic

-co

ntro

l. 

Whe

n an

ant

enna

doe

sn’t

corr

ectly

sen

se th

eai

rpor

t run

way

, Pric

e st

udie

s th

e pl

ane’s

wiri

ng d

iagr

am. I

t sho

ws

all o

f the

pla

ne’s

elec

tric

al c

onne

ctio

ns. E

lect

rical

eng

inee

rsw

ith a

dvan

ced

degr

ees

desi

gned

that

syst

em. P

rice

has

to lo

cate

on

the

diag

ram

the

wire

link

ed to

the

prob

lem

. The

n sh

e ca

nhu

nt d

own

the

wire

to fi

x a

loos

e co

nnec

tion

or o

ther

issu

e. 

Brak

e va

lves

are

ano

ther

exa

mpl

e. T

hepl

ane’s

com

pute

r sys

tem

con

trol

s th

ese

valv

es. C

ompu

ter e

ngin

eers

put

that

sys

tem

toge

ther

. Whe

n br

akes

hav

e is

sues

, Pric

eus

es h

er tr

oubl

esho

otin

g sk

ills

to fi

gure

out

wha

t’s w

rong

. Som

etim

es th

e br

ake

need

s a

new

val

ve. O

ther

tim

es, i

t’s th

e co

mpu

ter s

yste

mth

at n

eeds

a s

mal

l adj

ustm

ent. 

4/22

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ienc

e is

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ust f

or sc

ient

ists

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ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

ts.o

rg/a

rticl

e/sc

ienc

e-is

nt-ju

st-f

or-s

cien

tists

7/10

At th

e G

reat

er D

es M

oine

s Bo

tani

cal G

arde

n in

Iow

a,Le

slie

Hun

ter t

akes

car

e of

pla

nts

and

desi

gns

new

gard

ens.

Her

e, s

he’s

just

yan

ked

out a

n es

peci

ally

big

this

tle w

eed.

COU

RTES

Y O

F LE

SLIE

HU

NTE

R

Expl

aine

r: T

he fe

rtili

zing

pow

er o

fN

and

P

“As

an a

viat

ion

tech

nici

an, I

’m d

oing

som

e of

the

sam

e pr

actic

al th

ings

that

eng

inee

rs d

o,” s

ays

Pric

e. “I

’m ju

st n

ot th

e pe

rson

sitt

ing

behi

nd a

des

k an

d de

sign

ing

the

entir

e sy

stem

.” 

Cari

ng fo

r pla

nts 

Lesl

ie H

unte

r als

o us

es p

robl

em-s

olvi

ng s

kills

to k

eep

a sy

stem

wor

king

wel

l. Bu

t she

’s in

char

ge o

f pla

nts,

not

airp

lane

s. S

he s

tart

ed h

er o

wn

vege

tabl

e ga

rden

at a

ge e

ight

. Her

par

ents

tille

d th

e gr

ound

, but

she

was

in c

harg

e of

all

else

.  In c

olle

ge, H

unte

r dis

cove

red

hort

icul

ture

.Th

at’s

the

scie

nce

and

art o

f gro

win

g fr

uits

,ve

geta

bles

, flo

wer

s an

d or

nam

enta

l pla

nts.

Toda

y sh

e w

orks

in Io

wa,

at t

he G

reat

er D

esM

oine

s Bo

tani

cal G

arde

n. 

As p

art o

f her

job,

Hun

ter r

egul

arly

test

s so

ilpH

and

leve

ls o

f nut

rient

s, s

uch

asph

osph

orus

and

nitr

ogen

. She

use

sch

emis

try

and

soil

scie

nce

to d

ecid

e w

hich

fert

ilize

r will

bes

t sup

port

whi

ch p

lant

s. F

orex

ampl

e, m

any

gree

n le

afy

plan

ts p

refe

rm

ore

nitr

ogen

. But

in fl

ower

ing

plan

ts, e

xtra

phos

phor

us is

a b

loom

boo

ster

. 

From

soi

l sci

ence

, Hun

ter k

now

s th

atev

ergr

eens

, rho

dode

ndro

ns a

nd a

zale

asne

ed a

cidi

c so

il, w

ith a

pH

bel

ow 7

. Map

les

and

butt

erfly

bus

hes

pref

er a

lkal

ine

soil,

with

a p

H a

bove

7. I

n so

me

flow

ers,

pH

leve

ls e

ven

dete

rmin

e th

e bl

oom

s’ co

lor. 

The

scie

nce

of in

sect

s (e

ntom

olog

y) a

nd o

fpl

ants

(bot

any)

hel

p H

unte

r con

trol

gar

den

pest

s an

d w

eeds

. Tha

t’s a

lso

impo

rtan

t for

know

ing

whe

n an

d ho

w to

pru

ne s

hrub

s an

dtr

ees.

 

4/22

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ienc

e is

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ust f

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ient

ists

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ienc

e N

ews f

or S

tude

nts

http

s://w

ww.

scie

ncen

ewsf

orst

uden

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e/sc

ienc

e-is

nt-ju

st-f

or-s

cien

tists

8/10

Som

etim

es, H

unte

r tes

ts n

ew p

lant

var

ietie

s in

a g

arde

n pl

ot. S

he u

ses

gene

tics

to u

nder

stan

dho

w p

lant

bre

eder

s cr

eate

d th

ese

culti

vars

. Tha

t hel

ps h

er d

ecid

e if

they

mig

ht b

e a

good

fit f

orD

es M

oine

s.

Role

pla

ying

and

role

mod

els

In M

adis

on’s

Elve

r Par

k, th

e st

uden

ts m

ake

thei

r roc

kets

fly

as h

igh

as th

ey c

an. T

hat t

each

esth

em th

e ph

ysic

s of

flig

ht. I

t als

o in

still

s a

sens

e of

won

der a

nd h

opef

ulne

ss, s

ays

Ropa

. 

Som

e ki

ds w

ill n

ever

forg

et th

at ro

cket

laun

ch. F

or o

ther

s, a

crim

e-sc

ene-

inve

stig

atio

n un

it m

ayho

ok th

em o

n sc

ienc

e.

“Kid

s ar

e m

orbi

dly

curio

us,”

says

Rop

a. “J

ust w

atch

them

whe

n a

dead

fish

was

hes

up b

y th

ela

ke.”

In a

cla

ssro

om-tu

rned

-brie

fing-

room

, Chi

ef D

etec

tive

Ropa

intr

oduc

es a

sus

pect

ed-m

urde

rca

se. T

here

’s a

body

out

line

on th

e flo

or, c

ompl

ete

with

aut

opsy

repo

rt, f

inge

rprin

ts a

nd a

few

sam

ples

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Science Option 1 Native Nutrition Assignment

Write (1 paragraph) and draw about planning a meal that would be similar to what indiginous people would eat. Be sure to answer the following questions

1. What things would you serve at this meal? 2. What essential nutrients does each item in your meal provide?

Draw a picture of the meal, label the foods and be sure to include what essential nutrients they contribute to the meal. NOTE: You are not required to actually create the meal you are planning just write and draw about it.

Essential NutrientsThere are 3 essential nutrients the body needs to survive

Protein Carbohydrates Fats

Essential NutrientsNutrient How the Body Uses It Food Sources Notes

Protein

Build and repair tissueFight infectionsEnergy source

SeafoodLean meat and poultryEggsBeans and peasNuts and seedsDairy productsSoy products

Carbohydrates

Energy sourceFiber source

FruitVegetablesDairy productsGrains (whole and refined)Soda and candy

Consist of sugars, starches, and cellulose.Carbohydrates can be simple (easily digested) and complex (take longer to digest); complex are generally healthier

Fats

Energy sourceHelp absorb vitamins

MeatsPoultrySeafoodEggsSeeds and nutsAvocadosCooking oil

Fats can be saturated or unsaturated or trans fat; unsaturated is generally healthiest

One thing all three nutrients are converted into by your body is energy, which you can think of as the “strength” needed forphysical or mental activity.

Essential Nutrients and Energy

Energy Uses

Uses Definition How Used

Thermic effect of food(TEF)

Energy needed for your body to process (digest) food

Eating and digesting food

Basal metabolism(RMR)

Energy used at rest Heartbeat, breathing, thinking, cell division

Physical activity Energy used to perform any body movement

Sitting, standing, turning your head, raising your hand, walking, running, playing a sport, exercising

Sources: U.S. Department of Health and Human Services, National Institutes of Health

The 3 types of energy uses by your body:

Energy Balance

The important take away from these diagrams is when your energy expended is more than the food energy you take in (what you eat), then weight is lost. When your energy out is less than your energy in (food eaten) then you gain weight. Your body does not waste that energy, but stores it for later use.

Health Risks - Not Enough Healthy Food

Fatigue/low energy Get sick easily Diseases of malnutrition(e.g., scurvy, rickets, beriberi)

Failure to thrive (children)

Adverse means bad or harmful.

When you do not get enough food or the right nutrients it can have adverse effects on your body.

Health Risks - Not Enough Activity

Obesity Heart Disease High blood pressure Stroke

Diabetes Depression

Not getting enough physical activity can also have adverse effects on your health.

My Native Plate

Image Source: U.S. Department of Health and Human Services, Indian Health Service

Here is a contemporary example of a plate of food with the same proportions as an indigenous person’s plate may have looked like.

Half (1/2) of the plate isvegetables.

One quarter (1/4) is grain or starch.

One fourth (1/4) is protein

With a side bowl of fruit and a glass of water.

Contemporary means belong to thecurrent times, the present, the now.

What’s Missing?

• Processed Grains• Sugar• High fatty foods• Dairy• Fried Foods

What Are “first foods”?

Now lets take a look at the foods eaten by Indigenous

people prior to contact with or colonization by non-

Indigenous people.

Oregon First Foods - Proteins

Salmon

Lamprey

Elk

Duck

Acorns

Oregon First Foods - Carbohydrates

Huckleberries Camas bulbs

AcornsFiddleheads (ferns)

Oregon First Foods - Fats

Salmon

Lamprey

Elk

Duck

Acorns

Hunter-Gather Activity Modern Equivalent ActivityCarrying logs Carrying groceries, luggageRunning (cross country) Running (cross country)Carrying meat (20kg) back to camp

Wearing backpack while walking

Carrying young child Carrying young childHunting, stalking animals Interval trainingDigging (tubers in field) GardeningDancing (ceremonial) Dancing (aerobic)Carrying, stacking rock Lifting weightsButchering large animal Splitting wood with axeWalking—normal pace (fields and hills)

Walking—normal pace (outside on trails, grass, etc.)

Gathering plant foods Weeding gardenShelter construction Carpentry, generalTool construction Vigorous housework

Hunter-Gatherer Fitness

This is a list of activities Indigenous people did and a list of contemporary activities you could do that would use the same amount of your bodies energy.

Think about what hunter-gather activities your PT exercises might pair with.

Key Takeaways• Oregon Indigenous people ate a diet that was high in protein, nutrient dense,

and low in unhealthy fats

• They ate a wide variety of native plants and animals harvested in season

• Foods were minimally processed; no refined grains and sugars, no frying, no artificial additives or preservatives

• Their hunter-gatherer lifestyle required constant movement and physical activity

• The combination of healthy diets and physical activity promoted a healthy energy balance and lifestyle

• They had deep knowledge of first foods and took care to sustain them; people and food nourished each other

Science Option 2

Bones Game Directions: Read about the bones game played by the tribes of Oregon. Next create your own copy of bones from the instructions here and play it with someone. Record the results of the game and answer the questions at the end of the rules. Before you can start playing the bones game you must first create the pieces that will be used in the game. For bones you will need 2 cylindrical items about 3 ½ inches in length. Some ideas for items that could be transformed into bones are crayons, pencils, straws, spaghetti, etc. Below is an actual size ruler you can use to measure 3 ½ inches.

If you cannot find an object 3 ½ inches long to use. Use two shorter objects, just make sure they are the same length. Record the length of your bones. The length of my bones are _____________________________. (don’t forget units) Next mark (draw a line around) one bone with either ink or tape, so the two bones are not identical.

Finally find 10 tokens to track the score. These can be any object that you have ten of and are small. For example: pennies, beans, pencil top erasers, washers, etc. Objective Bones is a two player game where one player hides the bones in his hands and the other player tries to guess the hand that has the marked bone in it.

Game set up

1. Select one player to be the “hider”, give that player the bones. The other player will be the guesser. 2. Divide up the score counters evenly between both players.

How it is played The hider will take the bones and shake them in their hand for 20 seconds. At the end of the shaking the hider will hide one bone in each hand. It is now time for the guesser to choose a hand. They are looking for the marked bone. The guesser chooses a hand and the hider opens that hand to reveal which bone it is. If the guesser guessed correctly (guessed the hand with the marked bone) then the hider gives up one of his tokens to the guesser. If the guesser guessed incorrectly (guessed the hand with the unmarked bone) then the guesser gives up one of his tokens to the hider. This continues until one player has all the tokens. The player who gets all the tokens is the winner. Play twice so both players get a chance to be the hider. If there is a tie after two games, play a third to determine the champion bones player! Record the results of your games and answer the following questions. 1. Why might the materials of hand games change over time or differ from tribe to tribe?

2. How might you expand the game to accommodate more players?

Bones Game Pieces

From: National Park Service- Nez Perce National Historic Parkhttps://www.nps.gov/museum/exhibits/nepe/exb/dailylife/GenderRoles/NEPE81_82_83_84_2156A_21568.html

Bones

Bones was a very popular game played by the indigenous peoples of Oregon.

The game was played with two bones: one marked and one unmarked with a goal of finding the marked bone.

Reference Map of Tribal Nation Locations

UmatillaTribe

Umpqua Tribe

Klamath Tribe

Over the next few pages you will read about how the game varied from tribe to tribe.

The three tribes highlighted will be the Umatilla in the northeast, the Umpqua in the center, and the Klamath in the south.

Examples from Umpqua Indians

Images from: Games of the North American Indians. p.260

Examples from Umpqua Indians

Images from: Games of the North American Indians. p.270

Examples from Umpqua Indians

Images from: Games of the North American Indians. p.268

Examples from Klamath Tribe

Images from: Games of the North American Indians. Top right: p 232, bottom right and left, p.278

Umatilla Reservation, 1900

Images from: Games of the North American Indians. p.292

Language Arts FOUNDATION: Read the following myth & answer the questions that follow, paying close attention to how this myth is similar or different from the myth you read for social studies.

How the Stars Got Their Twinkle and Why Coyote Howls to the Sky As Told by Wilson Wewa of the Northern Paiute Tribe

A looong time ago, Coyote was walking along one evening. Actually, he was on his way to go to the restroom.

He got up and he was walking to go out into the sagebrush and go to the restroom. Then he looked up in the sky and the stars were starting to come out. There were just a few of them at frst,

the way it happens. Then more stars came out. So Coyote started thinking to himself, “I wonder what makes all those little lights up there in the sky? At first it starts out with one or two. Then some more come out. And pretty soon they all start to twinkle. I wonder what makes that happen?”

So he did what he went out to the sagebrush to do. Then he walked up on a nearby hill. He sat down on a rock on the hill and was looking up in the sky. As the sun went down lower and lower in the west, the stars were coming out in the sky, just like he expected. “It happens every night,” he thought. “All those little lights in the sky. I wonder what they are?” Then he got up and went back to his willow hut.

Coyote fell asleep and dreamed that he went to go see his grandma, the spider, Old Lady Spider. So the next day he got up and thought to himself, “I’m going to listen to my dream and do what it says.” So he went to see the grandma, Old Lady Spider. He told her, “I need you to make me a long rope, a real long rope.”

“What do you want a long rope for?” “I’m going to do something, and I need a real long rope.” “Well, I can’t be making a rope for you to do foolish things!” “No, no, no!” said Coyote. “It’s for something good.” She looked at him, “I don’t know. Every time you do something, you get yourself in trouble.” “No, it’s not going to be for something like that. It’s going to be for something good.” She thought and thought about it, and finally decided to listen to him. So she told him, “Okay, I’m going to

make you a rope. How long do you need the rope to be?” He said, “I need a rope long enough to go up there in the sky, all the way up to the clouds.” She looked at him again and asked, “What are you going to do with that rope? Why do you want a rope that’s

so long?” “Well,” said Coyote, “I’m going to do something special, and I need a real long rope!”

She finally decided, “Well, he can’t make such a rope. And whatever he’s going to do, he is going to get in trouble anyhow. So, I guess I’ll make the rope for him.”

Coyote was very happy. He went back home and did other things. His grandma started making him a rope, because she knew how to make real strong rope. And when she was finished she sent someone to get him and tell him his rope was ready.

Then Coyote came and took the rope. And he got his bow and his arrows and left. He thought, “I need to get closer up to the sky.”

Coyote knew where there was a mountain called Pine Mountain. So he went up on that mountain and looked up at the sky. Then he got an arrow and tied the rope to the end of it. Pretty soon, when the day started turning to evening, he drew the arrow clear back in his bow, and shot it up into the sky!

Then he waited. And pretty soon his rope came tumbling back down to earth and got piled up again. He thought, “That didn’t work!”

Then he went over to a big juniper tree that had a fork in it. He put the bowstring between the fork in the juniper tree. And he put the arrow in it, and put the rope on the arrow again. Then he pulled the bow way back with both hands, and shot the arrow up into the air.

This time it went far up. And as it went he started getting scared, because his rope pile was getting smaller and smaller and smaller. Pretty soon he was almost out of rope—and then pretty soon it stopped!

He looked up, and the rope was hanging down from way up in the sky. So he grabbed the rope and pulled on it. But it wouldn’t give, it wouldn’t pull down. He pulled on it more, and it still wouldn’t pull down. So he jumped up and grabbed the rope—and it held him up!

By now the sun was descending to the point where it was going to go down. So he started climbing up the rope. And he climbed and he climbed and he climbed.

He looked down, and the earth was getting smaller and smaller and smaller. When he got way up there he could see the house where he lived, way over there. And he could see the

people, starting to put sagebrush on their fires. So he kept crawling up the rope. Pretty soon he could hear people above him talking, so he kept climbing up the rope. He knew that somebody

was talking up above him, so he kept climbing up the rope. Pretty soon he got to the bottom of a cloud, and he crawled through it. When he got up above the cloud he

came out of the hole. He looked around, and there was land up there, just like on the earth. So he crawled out of the hole. Then he could see that there was a fire, and there was somebody standing by

that fire. So he started walking toward that fire. When he got closer it turned out to be a lady. She was standing there with a dress on. It was decorated with

abalone shells on the fringes. And every time she would move the firelight would hit those shells, and they would sparkle. Pretty soon another lady joined her. And as it was getting darker, still another lady joined her.

Pretty soon you could hear a lot of talking, as a whole bunch of people were coming. They were ladies. And they all had abalone shells tied all over their dresses, on their headbands, and on their moccasins and everything.

Then they started singing and dancing all around the fire. And when they were dancing all those abalone shells would sparkle.

As the Coyote was looking at them, he started getting shorter and shorter. He looked down, and realized that he was starting to sink into the land up there!

One of the ladies told him, “You’re going to fall back through this land. You have to dance, or you’ll fall through!”

So he started dancing, and he came back up! He started dancing with them, and they danced and they danced. Coyote liked being up there, because there were lots of pretty women. He didn’t want to leave.

Then he got tired of dancing, so he sat down. But when he sat down he started sinking again! So he jumped up and started jumping around and dancing with the ladies again. And then he came back up on the land.

But he was getting more and more tired. And he said, “I don’t know how I’m going to be able to stay up here! Every time I dance, I’m fine. But when I get tired and sit down, I start sinking! I think I might fall back to earth!”

So he danced over where the hole was, and he grabbed the rope, and he started pulling it up. There was a pole over where the ladies were dancing, and he thought “I’m going to tie myself to that pole. That way if I get tired and start to sink in, then I’ll be tied to the pole!”

So he tied himself to the pole, and nobody said anything. And as he was tied to the pole the ladies were dancing, and he was dancing with them. That went on for four nights.

Pretty soon he got tired. By the fifth night he was so tired he just couldn’t dance anymore. He really didn’t want to leave those beautiful women. He wanted to stay up there and dance with them all the time. But his feet were getting tired. And his legs were getting tired.

Pretty soon they were building the fire for the dance. Everybody started coming out, and they were all dancing. But he was just exhausted. He was so tired that he quit dancing— and he started sinking again. He thought, “My rope is going to hold me this time. I won’t fall back to earth. I’ll climb back up when I get my rest.”

But when he was sinking, the rope was pulled through the fire and caught on fire! Then he fell from the sky, with the burning rope trailing behind him—he looked like a falling star. He hit the earth at a place we now call Hole-in-the-Ground.

When Coyote stood up, he went up on Pine Mountain again. And he looked up at the sky and the clouds. He wanted to be up there with all those beautiful women dancing in the firelight. He wanted to be up there dancing with the women with the shell dresses on. He wanted to stay up there and dance with them forever!

He went back to his grandma Old Lady Spider again, and asked her to make him another rope. But she told him, “No. You would just use it for something foolish. I’m not going to make you another rope.”

Coyote kept thinking about what he saw up there. And every night when the sun went down he would go up on the hill and look up into the sky. When the first star would come out and start twinkling, he would start crying “howwuuu, howwuuu!” And he would cry out, “I want to be up there, I want to be up there.”

Soon more stars would come out. And the more stars that came out the more Coyote would cry out. He didn’t want to leave all those pretty ladies up there in the sky, dancing around the fire, with abalone shells tied all over their dresses, sparkling in the firelight. That’s how the stars got their twinkle.

Now every time the stars come out at night the Coyotes go up on the hills and cry out. They want to go back up in the sky and dance with the beautiful ladies dancing around the fire making starlight.

STORY QUESTIONS:

1. What characters, places, objects, animals, or plants are “personified” in this story? (personification is when a “non-human” is given human characteristics, like being able to talk, think, and feel. For example, winnie the pooh is a “personified” bear because he can talk.)

2. What “lesson” or “teaching” do you think this storyteller wanted their audience to learn?

3. This story is part of an “oral tradition” of the Northern Paiute Tribe. That means this story is passed down by

“word-of-mouth” or storytelling to the younger generation. What stories have been told to you by older people that you want to pass down to future generations?

4. On this page, draw a picture that represents the story of “How the Stars Got Their Twinkle and Why Coyote Howls to the

Sky”. You can draw a picture of the characters, symbols from the story, the setting, or whatever you feel best represents the story!

Language Arts OPTION 1: Using the story “How the Stars Got Their Twinkle and Why Coyote Howls to the Sky”, create your own “story-chart” that could be eventually turned into a story. Here are some example questions that could help you create an idea for the story chart:

● Deep questions you could create a story to explain: ○ Why is the ocean salty? ○ How did a dog’s tail get its wag? ○ Why do some birds migrate and others do not? ○ How did Mt. Pisgah come to be? ○ How did the cat and the mouse first become rivals? ○ Why do some trees lose their leaves in the fall?

● “Lessons” or “teachings” you may want to share in your story ○ Honesty ○ Sharing ○ Respecting one’s elders ○ Perseverance Respect for nature ○ Patience

Here is an example from Lt. Kroger:

Title How the Sea came to be Salty

Main characters The turtle & the owl

Explanation of nature Explaining how the sea got to be salty

Plants and/or animals Turtle, flowers, trees, foxes, bears, tigers,

Geographic or climactic attributes

Salt caves, underground quarries, seasons (spring and winter)

Basic plot (at least 1 paragraph)

Long ago a turtle fell in love with how beautiful the flowers were in spring. But year after year, the flowers kept dying in the winter. He consulted the owl for wisdom, asking how he could preserve the beautiful flowers. The owl told him that the only way anything could be preserved was through salt. Turtle knew of a nearby salt mine, and he went underground to start collecting salt. Soon, over a thousand years, he had hauled thousands of pounds of salt up from the earth. Then, slowly, year by year, he would salt millions of beautiful flowers of spring to try and preserve them. He carried all of his salted flowers to the ocean shore, where he created a beautiful springtime garden. He rejoiced with glee! He had finally done it! He had saved the flowers! But just as he rejoiced, a tidal wave grew wide over the beach, and crushed all of the salted flowers. The tide pulled them back into the ocean, and all of that salt merged with the water, and the sea became very salty. So overcome with grief, the turtle rushed into the ocean to be with the flowers. And that is how the ocean came to be so salty, and why some turtles live on land, and some in the ocean.

What is the main message or lesson of the story?

The beauty of nature cannot stay the same forever

What strategies will you use to engage the audience?

Metaphor, personification of the turtle, nature, and the salt.

Now, create your own story-chart! Optionally, after you finish the chart, you can write your complete story and submit that as well!

Title

Main characters

Explanation of nature

Plants and/or animals

Geographic or climactic attributes

Basic plot (at least 1 paragraph)

What is the main message or lesson of the story?

What strategies will you use to engage the audience?

Language Arts OPTION 2: Read the following translations of an ancient Kalapuya prophecy. The Kalapuya trace their ancestors back through the Willamette Valley--and one specific group called the “Pe-u” inhabited the land where the middle school sits today. In 1855, they were forcibly removed and separated. This prophecy (which means “a prediction”) is very much connected to the injustice & harm that was done to Native American peoples when settlers removed them from their land. Read each version and then answer the questions that follow. Original version: (Which, you don’t have to totally understand; however, if you or your extended family know the “Santiam Kalapuya language”, then you may consider giving it a shot! Maybe you could even do a translation of your own?) Original Storyteller (who passed on the story as he heard it): John Mose Basile Hudson Jr.

Translation #1 Translator: Melville Jacobs

Long ago the people used to say that one great shaman in his dream had seen all the land black in his dream. That is what he told the people. “this earth was all black (in my dream).” He saw it in a dream at night. Just what was likely to be he did not know. And then (later on) the rest of the people saw the whites plough up the ground Now then they say, “that must have been what it was that the shaman saw long ago in his sleep.”

Translation #2 Translator: David G. Lewis Version (with help from Dr. Henry Zenk, Jedd Schrock, and P. McCartney)

The people long ago all said a Great Shaman had a vision. He saw this land was black in his dream. He told the people “I saw all the earth was black in the dream.” Maybe he did not know what (the dream meant). The Americans came and they ploughed the earth. Then the people all said this is what the Shaman saw long ago in his vision.

Translation #3 Translator: Jerold Ramsey

In the old time, by the forks of the Santiam, a Kalapuya man lay down in an alder grove and dreamed his farthest dream When he woke in the night he told the people, “This earth beneath us was all black, all black in my dream!” No man could say what it meant, that dream of our greening earth. We forgot. But then the white men came, those iron farmers, and we saw them plow up the ground, the camas meadow, the little prairies by the Santiam, and we knew we would enter their dream Of the Earth plowed black forever.

QUESTIONS: Answer all of the following questions in complete sentences.

1. Translations 1 and 2 use the word “shaman” to describe the person telling the story. Write the definition of the word “shaman” below.

2. In all 3 versions, why do you think the “shaman” shared his dream with his community? How do you think the people reacted when they

heard of the dream?

3. Write down at least 5 differences you notice between the 3 translations. Why do you think translators might end up with different

versions?

4. Think about the following lines: a. “the people saw the whites plough up the ground” - translation #1 b. “The Americans came and they ploughed the earth.” - translation #2 c. “the white men came, those iron farmers, and we saw them plow up the

ground, the camas meadow, the little prairies by the Santiam, and we knew we would enter their dream Of the Earth plowed black forever.” - Translation #3

Why does the image of the “earth being ploughed up” make the shaman believe that his dream came true? (Hint: Think about what color the dirt is when it is turned over.)

5. Give us your opinion in 1 paragraph: Do you think this prophecy “came true”? Why or why not? What “message” or “lesson” do you feel like the author’s wanted us to understand? Which translation helps us best understand that “message”?