| Inquiry Design Model (IDM) Blueprint™ |
| Brother Eagle, Sister Sky |
| NDNAEU 1 “Sacred Relatives”, NDNAEU 2 “Learning & Storytelling”, NDNAEU 7 “Native Identity” |
| Compelling Question | How are we all connected? |
| Standards and Practices | K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. G.3_5.7 Analyze patterns of human settlement in North Dakota. E.K_2.3 Identify consumer decisions and the difference between needs and wants. G.3_5.4 Explain how North Dakota regions have been influenced by physical and human characteristics. H.K_2.5 Explain how individuals and groups have made significant historical changes. H.3_5.3 Describe the North Dakota Native American Essential Understandings. |
| Staging the Question | How are stories helpful to us in life? How might stories about the environment guide decisions we make about where we live? |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| How might we live differently if we see all the parts of the environment around us as our relatives? | How does this quote change the way we interact with the earth? “The earth does not belong to us we belong to the earth.” | How does this quote change the way we see the resources around us and the way we interact with them? “The end of living and the beginning of survival.” |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Share the story, Brother Eagle, Sister Sky together either with the book or using the video in the link below. Talk about stories in general and how they help us learn. Have students share out something this particular story helped them to learn. Try to write it into a class or individual poem or song. | Review the story from earlier, Brother Eagle, Sister Sky and create a classroom web together. Have students sit in a circle together. One person holds onto a ball of yarn and wraps the end around their finger and rolls it to someone across the circle from them. Continue this until everyone in the circle is holding part of the yarn and a large web is created. Gently tug and lift and look at the web created and talk about the effects when something happens to one part of the web. How is that like the way we are connected to the environment around us? | Create a poster that teaches others about the ways we are all related and how we can help to make the world a better place when we see each other and our surroundings as relatives. Share the posters in class and then hang them up for others to see. |
| Featured Sources | Featured Sources | Featured Sources |
| https://www.youtube.com/watch?v= milJHghIdII | https://www.youtube.com/watch?v= milJHghIdII | https://www.youtube.com/watch?v= milJHghIdIl |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Create slogans/posters to support something the students want to see changed about the ways that individuals interact with the environment. |
| SUMMATIVE PERFORMANCE TASK: Extension | Take on a classroom project that could impact the environment in a positive way. Ex: playground clean-up day, recycling drive, etc. |
| Taking Informed Action / Real World Application | Look for ways that students can continue to create positive changes in the school environment either through helping with jobs or changing the way the school handles things such as recycling, turning off lights, etc. |
