Lessons from the Night Sky

This is a provocation activity to set up students' thinking for class discussions. It is also a personal reflection where students can think about what the night sky means to them. 

The day before you plan on holding the second Activity, "Opening Discussion," have students go home and see if they can see any constellations in the sky in the evening. Have them write down what they see and their interpretation of what it means.

As students look at the night sky and write down their observations and interpretations this will directly link to what they are thinking, feeling and what they believe in spiritually. These connections will be different for each student.

Students will share their homework from the previous activity with the class. They will also connect the new learning to prior experiences or understanding.

Discussion Questions: What stories do you know about the night sky? Think about stories you have heard about stars/constellations. 

Have students share with the class or complete a journal entry on their thoughts.

As students are sharing their work outlining their observations and interpretations, they will share their experiences related to feelings, beliefs and logic.  Students will learn about one another and connect to the similaritie and differences among them. 

Students watch information and identify their thoughts, feelings and questions in relation to what they are watching. This makes the watching and listening a more active process

Students will:

• To gain knowledge of both Indigenous and western Science concepts about the night sky.
• Understand that cultural astronomy is the study of humans and their relationship with the sky
• Students will acquire Indigenous knowledge of events seen in the sky
• Connect Self, Text, and Culture – Discuss own and others’ understanding of various community and cultural traditions in various places and times as portrayed in oral, literary, and media texts.

Students will watch a number of videos and fill out a "Connect - Extend - Challenge" activity (see the sample handout in the 'Materials' section):

• Connect: What things stood out for you? (something you may not have known) 
• Extend: What did it make you think about? (did something trigger another story you may have heard)
• Challenge: What questions do you have now? (what are you curious about)

The primary video is "Tipiskawi Kisik: Night Sky Star Stories Book Launch with Wilfred Buck" (see 'Materials' section).  Other videos and resources are available in the section, 'Where Can I Go for Additional Information?"

After they complete watching the videos and write down their thoughts, students will have a group discussion guided and supported by the Science Teacher and the school's Indigenous Cultural Support Liason (or a Knowledge Holder from an Indigenous community in your area - urban or rural). 

As the activity invites students to connect and extend their thinking, this will lead students to discuss the emotional, intellectual and spiritual ideas being discussed in the videos and how they connect to what they know and what they personally think and feel. 

It is important for educators involved in the discussion to draw out students' thoughts and ask follow up questions to create a meaningful conversation where students truly challenge their misconceptions of Indigenous ways of knowing and connect what they are learning to what their own families think and feel. 

Students will make connections between what they know about the western science perspective and what they are learning about Cree views of the sun, moon and earth.

Students will: 

• Appreciate the wealth of knowledge held by elders of different cultures
• Students will acquire Indigenous knowledge of events seen in the sky

First, students discuss in groups what the “Western” view of the sun, moon, sky, earth are. Make a list of how students view the sun, moon, sky, Earth. How do we see a relationship? What are their roles?

Invite a local Elder or Knowledge Holder to come (following appropriate cultural protocols) and share their stories on the relationships between the sun, moon, Earth, and sky. The Elder or Knowledge Holder can talk about what it means in their culture (Cree) and why they are considered Grandmother Moon, Grandfather Sun, Mother Earth, and Father Sky.

Students can listen and ask questions.

Students experience having an Elder as a guest in their classroom and should be deeply respectful. The Elder will share spiritual and intellectual views from his or her culture. Encourage students to engage and ask questions to clarify their thinking and deepen their understanding of perspective.

Students could be asked to reflect on the meeting with the Elder and identify how this experience has made them feel. The logical thinking related to this activity will take place in the following activity listed.

For students to compare and contrast the Western and Cree views of the Sun, Moon and Earth. 

Students will be able to: 

• explain the roles of balance between relationships of celestial bodies (sun, moon, earth, sky)
• demonstrate an understanding of the importance of oral tradition in Indigenous communities.
• demonstrate awareness of the special significance of celestial objects for Indigenous Peoples of North America.

Using what was learned and discussed in the previous Activity with the Elder or Knowledge Holder, have students make a list on the board about Indigenous Views of the Earth, Moon, Sun, and Sky and compare and contrast the two lists. They will write down their ideas in a T-chart (draw a big 'T' either on the board and/or in their journals/on sheets of paper) with "Western Views" and "Indigenous Views" as the titles. Do they notice any similarities? Any differences?  Have students describe in a journal entry what they notice as well as three purposes of Indigenous stories that relate to celestial bodies.

Students will take what they learned in the previous activity and make comparisons to the information they have for the western science perspective on the Sun, Moon and Earth. This activity includes writing and discussion in small groups. Students will continue to connect with the sky as they work through this rational-focused activity. The follow-on work of science journaling allows students to make personal and cultural connections which leads to spiritual and emotional thinking. 

Students will be able to:

• demonstrate awareness of Indigenous practices associated with the seasonal cycles.
• demonstrate awareness of the special significance of celestial objects for the Indigenous Peoples of North America.
• demonstrate awareness that Indigenous stories often have specific teachings or purposes.
• demonstrate awareness that Indigenous stories express the uniqueness of each First Nation community.
• understand that cultural astronomy is the study of humans and their relationship with the sky.

Put this quote on the board and have students think about it:

“There are always thirteen marks on an Old Turtle’s back and there are always thirteen moons in each year. Many people do not know, as we Abenaki know, that each moon has its own name and every moon has its own story.” (source: "Thirteen Moons on a Turtle's Back," page 1).

Read “Thirteen Moons on a Turtle’s Back” to the class and have them think about the stories/poems that relate to each moon.

Using the book, compare and contrast the lunar calendar with the solar calendar (Gregorian).  This website has useful information for this activity: 

https://sciencing.com/difference-between-lunar-calendar-solar-calendar-22648.html.

Reading the book is tactile and experiential for all students. Additionally, having an Indigenous Knowledge Holder in the classroom would help build the spiritual learning as this person can connect the stories to the moon, sun and Earth with cultural relevance. As students compare their Western Science understanding of the moon to what they are learning in the story, they will employ their intellectual thinking.

Encourage students to reflect on how hits learning is different from what is typically taught in the curriculum. How does this connect to your family's views? Should all families views be the same? How do we find that balance between different cultural ways of knowing?

Students will connect with the phases of the moon on a personal level. They will be able to:

• Appreciate that the circle of life extends beyond Earth;
• Explain the roles of balance between relationships of celestial bodies (sun, moon, earth, sky);
• Understand that cultural astronomy is the study of humans and their relationship with the sky.

Students will need to research when each full moon is throughout the year to be able to accurately name their 13 moons. Have them compare how the moons correspond with our 12 month calendar.

Students will brainstorm ideas to name their own thirteen moons based on events that they feel are important during that time of the year (eg. if hockey is important in November, the moon can be named “Moon when hockey begins”). Three to four of the moons ought to relate to a science concept covered (e.g., an eclipse, etc.). 

Students can use the Cree Lunar Calendar for ideas and to help guide the names they choose (see Appendix A in the attached resource in the 'Materials' section). 

Note (for the Activity and for Assessment purposes): The aim is for students to connect with what they feel is important to them when creating their own calendar of 13 moons. Give students a chance to be creative and really think about what is significant to them as well as relate it to the sciences (e.g., figuring out when an eclipse would occur during their lunar calendar). Try and come up with significant "sky" events that happen during the current calendar year to help with naming of their moons.

Students will link the names of the moons to factual and personal information for each lunar cycle. This will allow different kinds of learners to access the ideas in their own ways.