project started several years ago in part- nership with the Red Cliff Treaty Natu- ral Resources Division and the Apostle Islands National Lakeshore.


Use of chaga tea By studying the sustainable use of chaga tea, youths identified how the concen- tration of chaga tea changes with each subsequent use of a single piece of the fungus. They also wrote informational brochures encouraging conservation in the community As a result of participation, youths


to give youths multiple opportunities to explore their reser- vations and lands so as to build relationships with the local plants, animals, and ecosystems. Youths experience the unique qualities of their respective places, whether it be a bog, wild rice slough, spring-fed creek, rocky hilltop, or tra- ditional garden. Despite geographic and cultural distinctions, all youths learn by listening to elders, observing, hands-on doing, practicing their Indigenous language, and learning as a process, not just for the sake of absorbing content. Western science is infused into culture and teaching to create links and self-confidence for school-based learning. A cohort of students participates for one year during


which time they can complete a service learning project and receive school credit from collaborating high school science teachers. The following examples of student projects and stewardship activities have been models for integration of Indigenous knowledge and Western STEM practices:


Wetland restoration


Youth worked with natural resource staff on the Bad River Reservation to remove invasive cattails in Manomin (Wild Rice) sloughs on Lake Superior, reseed wild rice, and conduct GPS mapping of the sites to monitor reestablishment of rice in place of the cattails. A Sioux Chef prepared a colorful and delicious meal with the youths, incorporating cattails and other wild foods.


Traditional harvest as stewardship


Youth located and collected data on 22 populations of wild foods using Digital Observation Tools (DOTS) kits and har- vested the edible plants. Doing so helps to maintain the health of the plants’ populations. Youths continue to monitor these sites to measure changes in population density.


Predator monitoring


Trail cameras were installed on tribal and community land to monitor the variety and abundance of predators. This


Page 36


said their curiosity and interest in learn- ing about science and the environment as well as their skills in ecological stew- ardship, communication, and science inquiry increased. One youth participant described this kind of teaching and learn- ing approach as “melodic,” offering mean- ingful insight into the impact of IAS’s approach and why it seems to be working.


2. Teacher professional development Through a team-teaching approach, K–12 educators learn from tribal educators and natural resource staff, elders, envi- ronmental educators, and parents. Restoration education is integrated with Indigenous knowledge, tribal history, culture, sovereignty, and sense of place. Teachers practice Indigenous languages and visit tribal lands. The bulk of the professional development is on tribal lands with the goal being to remove stigmas and misunderstandings for visiting a reservation and to teach tribal expertise and leadership for protecting water, managing fisheries and wildlife, and for addressing climate change impacts. An added benefit is the myriad of positive spontaneous interactions. For instance, a music teacher was participating in a workshop when one of her students rec- ognized her; they greeted each other with a hug and with mutual joy. Later, the teacher broke into tears and shared how meaningful this encounter had been to her. There are multiple opportunities to interact with elders and community mem- bers, which results in invitations to classrooms during the school year. An educator commented, “The most important part for


me was seeing the support from tribal members who were open, welcoming, sharing, and kind. They made me feel like they were trusting me to carry their stories on my path.” Another educator stated, “The most meaningful thing


I learned was that relationship is the most important tool, regardless of the subject at hand.” Another commented, “The opportunity for commu-


nity collaborations has been very valuable and mutually rewarding.” These experiences are building bridges for a collaborative


effort to integrate Indigenous knowledge into schools for a more relevant and equitable education that honors youths and their cultures.


Green Teacher 119


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52