Biologist and Subsistence Backpacks

Engage

20-30 minutes

Introduce an “outdoor scientist” and a “subsistence food gatherer” one at a time, on the same day or at different times. Dress up in a coat, hat, raingear, rubber boots, and a backpack that contains the appropriate tools. Introduce the contents of a backpack to the children, one item at a time, and have children share their thinking about what each item is for.

Marine Biologist Backpack: Magnifying glass or hand lens, notebook, clipboard/Rite in the Rain paper, pencil, camera, tide book, identification field guide, field guide book (marine or freshwater), measuring tape or ruler, warm clothes, thermometer, maps, aerial photo, sampling jars, first-aid kit, flashlight, water bottle, snack, cell phone or VHF radio).

Introduce the class to the jobs of a biologist or a marine biologist, discussing questions such as “What is a biologist?” “What do they do?” “What about a marine biologist?” “What do they do?”.

Seas and Rivers Subsistence and Personal Use Backpack: Tide book, flashlight, pail, gloves, hat, raincoat, piece of net, knife (pretend), fishing pole, berry-picker, map, identification chart, water bottle, snack, cell phone or VHF radio. Discuss subsistence with the students, asking questions such as, “What if we couldn’t buy food at the store?” “Who gets food from the land, sea, or river?” “What are some traditional uses of land, sea, and river plants and animals?” “How have the Alaska Native people taught us about edible plants and animals?” Explain that when a person gets some of their food or craft materials (plants or animals) from land or water, it is called subsistence or personal use.

Explore

60-120 minutes, multiple days

Create a dramatic play center in an area of the classroom to simulate a beach or riverbank. You might cover the area with butcher paper and paint a simple backdrop of your local outdoor area. Add a few local props–rocks, shells, stuffed river/marine animals, paper-stuffed fish, plants (dried grass or beach grass, etc) along with books, posters, charts, and other resources. Put the Biologist and Subsistence Backpacks in this area.

Give students the opportunity to explore and play with the backpacks in the center, in small groups during Choice or Discovery time.

Later, introduce a Biologist’s Lab and Subsistence Camp center with more specific activities that allow children to use tools and learn about roles.

Explain

Notice how the students are using the science tools and guide their understanding with follow-up lessons in the use of magnifying glasses or thermometers. Students can begin to understand how they will use these tools at the beach later.

Having a “debrief” session a few times during the use of the backpacks will encourage deeper understanding and thinking about how they are used. This can be done with the whole group or with smaller groups as the backpacks are being used.

Elaborate

20 minutes

Compare the role of a biologist and an Alaska Native subsistence user through discussion and use of photos and/or books depicting people in those roles. How are they the same? What tools do they use that are the same? How are they different? How do we learn from each other? What do they learn from each other?

Scientists share their information when they write books and reports. Alaska Natives share their information through stories, legends, learning from their family, and books.

In what other ways are marine plants and animals used?

Evaluate

Assess children’s understanding of the roles of biologists and subsistence users, and their appropriate use of tools, through ongoing observation.