Mother Earth
Evelyn Carter, Solo Greene, Jackie Taylor, D'Lisa Pinkham
Nez Perce Indian Reservation, Lapwai, Idaho

Grade level
Kindergarten

Time required
2 hours

Materials
Too-hool-hool-zute quote and maps handout
Crayons
Colored pencils
Paper or plastic bags
Glue
Magazines for cutting out pictures of childcare tasks
Chart paper
Large blank Venn diagram

Goals
By completing this lesson, students will

1. realize the difference between natural and human-made objects,
2. obtain a perspective on the way that the Nez Perce people feel about the land,
3. become aware of how humans depend on Mother Earth for survival and
4. develop inquiry process skills.

Science standards addressed
National Science Standards

• Abilities necessary to do scientific inquiry
• Properties of Earth materials
• Organisms and environments

American Indian Science Standards

• Observations and understandings of nature and ecological relationships traditionally formed an essential base of knowledge
• The innate properties of objects and materials that were (and are) recognized by traditional Native American cultures in the manufacture and use of specific tools and material objects that capitalize upon those properties

Teacher tips
To prepare for the lesson, post maps of the state of Idaho and the Nez Perce Reservation in the classroom. Also, copy the quote and map handout onto 9 x 14” light colored construction paper, one per student.

Background information
Lapwai is located on the Nez Perce Indian Reservation in the state of Idaho. Nez Perce people value the land on which they live. They respect Mother Earth and all living things. They believe that all life forms are interrelated; they have spiritual reverence for life.

Too-hool-hool-zute was a well-known chief of the Lower Salmon Non-Treaty Nez Perce bands. This means that he did not agree to the treaty terms presented to the Nez Perce by the U.S. government. He was a big, strong man and an advocate of the Dreamer faith, which believed in Mother Earth. He was selected as the spokesperson for the Nez Perce leaders at the May 1877 Fort Lapwai Council, which was to determine where the non-treaty Nez Perce were to live.

The Too-hool-hool-zute quote says, “The Earth is part of my body…I belong to the land out of which I came. Earth is my mother.”

Procedure
Engagement

1. Play Native American music while students cut out magazine pictures of ways adults care for children. Have students share their findings and glue them to a piece of chart paper to make a class list. Label simply.
2. Introduce the maps briefly. Read the quote to the class. Compare how mothers take care of their children with how the Nez Perce and Too-hool-hool-zute felt about Mother Earth. Give examples of the Earth as our “Mother” (e.g., providing food, shelter, clothing, etc.)

Exploration

1. Show examples of natural and human-made items to students. Ask students to describe how they differ. Introduce the terms natural and human-made, and work with students to define them. Ask students to identify which category each item belongs to.
2. Give each student a bag and take them on a walk outside. Instruct them to collect at least six items that are natural and six that are human-made.
3. Have student groups pour their items on their table. Ask them to examine, discuss and categorize the items into two groups, for example, those items that grow and those that don’t grow. Repeat the activity, this time with new categories. Finally, ask students to sort their items by those that are natural and those that are human-made. Circulate and talk with students about their choices.

Explanation

1. Display a Venn diagram and ask students to compare and contrast their items that are natural and human-made.
2. Give students the quote and map handout and have them glue their natural items onto it to make a collage. Circulate and talk to students about natural items and Mother Earth. Display collages.

Elaboration

1. Invite a tribal consultant to visit students to discuss how the Nez Perce used natural items to make tools and artwork in their traditional lifestyle as well as today. Ask them to bring examples of cultural artifacts to show students.
2. Invite a tribal elder or person from the Nez Perce National Park Service located in Spaulding, Idaho, to visit the class to discuss with the students the way that the Nez Perce viewed Mother Earth in the past and in the present.

Evaluation

1. Assess student understanding of the terms natural and human-made while observing and talking with them during the sorting activity, when they are making their collage, and while they are developing the Venn diagram.
2. Assess student proficiency in process skills such as making observations, and categorizing by observing them during the sorting activity. Use a checklist or rubric to record your observations.

Vocabulary

Follow up activities
Have students draw pictures of how we should also take care of Mother Earth. Arrange the pictures into a list and label simply. Hang next to the list of ways mothers take care of children.