Linda Yamane

Living with the Land
An Environmental Study through Ohlone Worldview

Grade level: 6th grade Program Type: Hybrid Overview:
The area called Crissy Field has changed greatly over time, reflecting the differing
values of the people who have managed the land. Today, the restored wetland offers a rich habitat and an abundance of learning opportunities.  
                  How does culture influence our relationship with the environment? 
Living with the Land allows students to explore human relationship with the natural world from the perspective of Ohlone indigenous knowledge and contrasting western science approaches. By observing the wetland’s past and present, students learn about what wetlands provide and how humans impact this habitat.
Program Goals:
Students will enrich their understanding of human relationship with land.
Students will recognize the importance of considering indigenous worldviews to confront environmental challenges.
Students will have an understanding of national parks as places for interdisciplinary study.
Program Objectives:
Students will learn about the critical functions of wetlands.
Students will learn how humans impact natural systems like the wetland habitat.
Students will learn the values that make up Ohlone worldview. Curriculum Standards:
Next Generation Science Standards
ESS3.C: Human Impacts on Earth Systems
ESS3.D: Global Climate Change

California Common Core Standards
Reading Informational Texts
RI.6.7 - Integration of Knowledge and Ideas
Speaking and Listening
SL.6.2 - Comprehension & Collaboration

Program Description

The program has three sections: pre-site classroom activities facilitated virtually by NPS staff and the teacher, a field visit to the Crissy Field wetland facilitated by NPS staff, and a post-visit lesson facilitated by the teacher.

Lesson 1 (facilitated virtually by NPS staff)
Objectives:

Linda Yamane

Upon completion of this lesson, students will be able to
describe the Bay Area landscape, precontact
define indigenous knowledge and western science
describe Ohlone values and relationship to land

Time: 30-45 minutes
Resources: reading passages, images, video interview clip Activities:
Self-reflection share: Where are you rooted?
Through readings and images, students learn what the land looked like pre-contact.
Discussion: What do you think Ohlone people could learn and pass down through generations living in this environment? How do you think they managed this land?
Students sort quotes to define and contrast Indigenous Knowledge and Western Science.
Students differentiate between the perspective of living with the land vs western perspective of living on land.

Post-Lesson 1 Work (assigned by teacher)
Students view interview with Gregg Castro describing Ohlone values
Students read “Generations of Knowledge: Understanding Plants and Animals as Well as You Understand Your Own Human Relatives”
Students list Ohlone values and reflect on their own personal values.

Linda Yamane

On-Site Program (facilitated by NPS staff)

Students will visit the Crissy Field wetland to observe and investigate the habitat. During on-site activities, students will complete their field journals with observations, drawings and responses to enhance their learning.
Objectives:
Upon completion of this program, students will be able to
describe cultural uses and care of native plant species
describe functions of wetland ecosystems
explain human impacts on wetland ecosystems
provide an historical example of changing land use based on human values
provide examples of wetland bioindicators Time: 3 hours
Resources: student journals, nametags, pencils Activities:
Welcome and introduction to the day

Station Rotations- Students write observations and responses in their field journals.
Station 1- Ethnobotany: Students become acquainted with plants significant to Ohlone culture.
 
Station 2- Values of a Wetland: Students make observations of the wetland before engaging in a discussion on what the habitat provides and the human impacts. Photographs reveal information on historical human impacts.

Station 3- Bioindicators: Students examine ecosystem health and bioindicators. Water samples are collected and viewed under a microscope for macroinvertebrate identification.

Reciprocity in Action: Students engage in planting or pruning activity to give back to the wetland habitat.

Closing Discussion:
o	How can Ohlone and other indigenous worldviews help us to find solutions for environmental challenges?

Can traditional knowledge and western science work together for environmental restoration?
What’s going on in the Bay Area Ohlone community today?

Post-Site Lesson (facilitated by teacher)

Linda Yamane

Winnemem Wintu Case Study

Activities:

Objective:
Upon completion of this lesson, students will be able to
provide examples of the impacts that engineering projects have on society and the natural world
describe the culture and values of the Winnemem Wintu tribe Time: based on individual classroom needs
Resources: 5 case study documents

As a class, students review Winnemem Wintu case study to understand the human and environmental impacts of the Shasta dam and Delta Tunnel.
In groups, students review:
-Area map
-Background article on the Winnemem Wintu tribe
-Background information on Delta Tunnel
-Delta Tunnel news article showing youth activism
-Impact on the San Francisco Bay Area news article

Students answer the following questions through written or illustrated response:

Who are the Winnemem Wintu Tribe?
What are some impacts of projects like Shasta Dam and the Delta Tunnel on the environment? Provide evidence from the articles.
What are the impacts of these projects on the Winnemem Wintu?
How do you think the impact of human projects on the environment in California can be reduced/minimized?

Responses and illustrations are shared and discussed as a class.