Subsistence Resources SS 3-5
From OpenContent Curriculum
back to SS 3-5 Content AK
Understands the use of resources in subsistence economies.
identifies land, water, and air resources used in subsistence economies
KNOW types of land, water, and air subsistence resources used by Native Alaskans
ABLE TO DO identify the types of land, water, and air subsistence resources and explain how they are used by Native Alaskans
Northern Migrations Lesson Plan from Project ARTiculate. Students explore migration of cranes, caribou, and salmon. Students use stencils to create a picture suggesting movement.
Caribou on the Tundra Lesson Plan from Project ARTiculate. Students learn about the habitat and use of caribou. Students create a collage illustrating caribou in their natural habitat.
Salmon Summer Lesson Plan from Project ARTiculate. Students create paintings of salmon and incorporate Aleut designs.
Subsistence Brochure from the National Park Service File:Subsistence brochure.pdf
from Matthew Stark: There is a great book, more of a worksheet book. Titled Let's Go to the Arctic, by Charlotte Ford Mateer, might not be totally everyones area, but it is Eskimo. It has some great worksheets where students do some short pages on subsistence
From Matthew Stark ... Some ideas
If I could I would start from the beginning of a subsistence activity (getting ready for whale hunting) to trading whale for crab (trading with another village). I would have the students document all of this on a video.
Trade some items with another school. Talk about trading fish or whale meat with another village. Many students actually do this when they travel for sports.
Go berry picking, tie it in with Cultural Awareness.
It is a great way to bring in elders and have them tell the students about traditional ways of gathering food.
I have also made murals of the different activities and broken the mural into three or four parts for the seasons.
This a great way to also talk about natural resources and human resources.
I have used this standard to also make small items using subsistence materials. Sewing, beading, carving. Classes have also used this standard to cut up fish, seals, whales, etc. This is great time to use the standard to get parents into the classroom.
I have used this standard to make models of skin boats.
I have used this standard to do writing samples about subsistence. Write about a time the student went whaling, fishing, birding, etc.
Great way to look at subsistence laws/issues in the state.
I have had students list as many animals as possible, then list all of the subsistence activities, then have them connect the two groups.
Especially for younger learners I have had to teach what the word subsistence means.
Making a video of one subsistence activity or interviewing a person doing a subsistence activity (cutting up a seal) is one idea
What I expect for proficient
I basically want the students to be able to tell (write)one animal or plant that comes from the air, land, or sea, and what that animal or plant is used for in the traditional culture.
Student illustrates a scene that identifies subsistence resources from the land, water, and air.
Student does a presentation describing the subsistence resources from the land, water, and air.
Student completes a chart that identifies the subsistence resources from the land, water, and air.
Student completes a diorama that identifies the subsistence resources from the land, water, and air.
Student makes a collage of subistence resources from the land, water, and air.
Student uses Comic Life that identifies the types of subsistence resources used from the land, water, and air.
PROJECTS AND ACTIVITIES:
You Decide: Perspectives and Public Policy A multi-content/multi-standard project culminating in either a persuasive essay or speech. Teacher instructions, student instructions, scoring guide, performance task - everything - is included in this project.
Students write a diary entry from someone in the past and from someone in the present talking about subsistence living in the village.