Coyote tales are part of the Paiute oral tradition used to teach proper behavior and values from an early age. These stories are only told during the winter time. The Coyote illustrates the mischievous nature in all of us. This lesson the Paiute tale, Coyote and Duck to enhance comprehension and prediction skills of students. It also helps students become familiar with cultural storytelling and its importance in Native cultures. Students will have a brief introduction to the Paiute Indian Tribe of Utah (PITU) and its location in Utah. The lesson includes a discussion about Native American regalia and explicitly addresses stereotypes. 

According to Goshute tradition, Coyote tales should only be told during the winter time. Please use this lesson and story in the winter months. This lesson utilizes the Confederated Tribes of the Goshute (CTGR) tale, “Coyote and Frog Race” to decode common words with suffixes. The students will also be introduced to why eagle feathers are significant in Native cultures and its similarity to present day ways of honoring those who accomplish great things. Students will also participate in cooperative activities to build teamwork in the classroom.Native peoples tell stories about Coyote and other animals to their children. Based on Coyote’s mistakes, the elders teach children about proper behavior and positive attitudes. The lessons taught help children to avoid making the same mistakes as Coyote and suffering the consequences in their own lives. 

This is the detailed lesson plan to create a story map based on the "Coyote and Frog Race" Goshute story booklet adapted by LeeAnn Parker and Cultural Consultants Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

In this lesson, students are given a description of tribal sovereignty and federal recognition specific to the Confederated Tribes of the Goshute Reservation. They will also be introduced to characteristics of a trickster tale and then write a short story to activate their prior knowledge of specific words. The whole class will then read "Coyote and Mouse Make Snow," a trickster tale shared by the Confederated Tribes of the Goshute Reservation. Students will identify the characters, problems, and solutions within the story by filling out a handout. Possible extensions tie in with the Science Core.

The students will write a story to activate their prior knowledge. They will then read a story and identify the characters, problems, and solutions within that story. After reading the story, the students will retell it in comic strip form. Possible extensions tie in with the Science Core. This concept map is based on the "Coyote and Mouse Make Snow" story booklet. According to Goshute tradition, Coyote tales should only be told during the wintertime. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

The Ute Indian Tribe of the Uintah and Ouray Reservation (UIT) tale, “Coyote and the Buffalo” is read and used to enhance comprehension skills, provide an introduction to the importance of the bison to Native people and gives examples of how choices impact consequences. An activity to explore how Indigenous peoples used different parts of the bison helps students to recognize the ingenuity and creativity of Native Americans.The Ute people tell stories about Coyote and other animals to their children. Based on Coyote’s mistakes, the elders teach children about proper behavior and positive attitudes. The lessons learned help them avoid making the same mistakes Coyote did and suffering the consequences in their own lives. According to Ute tradition, Coyote stories should only be told during the winter time. 

Coyote tales are part of the Paiute oral tradition used to teach proper behavior and values from an early age. These stories are only told during the winter time. The Coyote illustrates the mischievous nature in all of us. This lesson helps students compare and contrast characters in the story, Coyote and the Geese. Students are asked to reflect on how characters respond to challenges and events by filling out a worksheet and engaging in discussions about the book. Students also learn more about Native American storytelling and its importance in Native cultures. The background information with resources listed helps each teacher become more familiar with the Paiute Indian Tribe of Utah (PITU) and their perspective on petroglyphs, pictographs and how long the Paiute people have lived in Southern Utah.

This lesson utilizes the experience-text-relationship method to enhance comprehension of the story "Coyote and the Rolling Stone," a traditional Goshute tale. It includes an experience-eliciting discussion/activity, a discussion about the students' reading of the story, and a discussion relating students' experiences to the content of the story. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center. These stories come with glossaries of traditional language vocabulary and teaching points. The Kennedy Center's ArtsEdge "Elements of Dance" lesson plan (http://bit.ly/2Em9JZN) for teaching dance elements can be tied in with "Coyote and the Rolling Stone" by incorporating the action words used in the story for choreographing a dance movement experience as a class.Lesson Plan Author: LeeAnn Parker

Students will use predicting, questioning, commenting, and connecting to the text as strategies while they read. They will also practice retelling the story to a partner to demonstrate comprehension. This detailed lesson plan is based on the Goshute story "Coyote and the Rolling Stone" story booklet adapted by Merry Adams; Cultural Consultants: Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

No one wants to spend more money than necessary on heating and air conditioning. But, everyone wants to be comfortable and cozy while at home. The development of programmable thermostats was an initial effort to assist in reducing energy costs. With a programmable thermostat, you can manually preset a schedule of temperature increases and decreases for weekdays and weekends, and day and night periods, to keep your home cool or warm when needed, but save energy when not needed. Any adjustment to the schedule requires a manual change at each thermostat.

In the 19th century, scientists observed mitosis and meiosis. At Columbia University, Thomas Hunt Morgan, his students, and scads of fruit flies tracked the genetic path of single-trait mutations supporting the idea that specific desirable traits could be manipulated through selective breeding.

Children often resemble their parents, but the mechanics of heredity were not well understood until the 1860s when statistician/scientist Gregor Mendel identified all the basic laws of inheritance, including the revolutionary notion that there is a double set of genetic instructions.

Follow the quest of scientists as they first delve into the level of chromosomes, then to the level of genes, and finally to DNA. In the 1940s, scientists showed that only DNA could be the genetic blueprint. It took a true flash of inspiration for Watson and Crick to come up with a form for the now famous double-helix structure of DNA that would fit all the requirements.

In the 1960s, Nirenberg cracked the genetic code by building RNA strings and correlating them with the resulting amino acid strings. The code is common to all living organisms, which made the insertion of a foreign gene theoretically possible. In the 1970s, scientists learned how to manipulate and copy DNA.

Examine the profound effects of the DNA-based revolution in agriculture. A dramatic example is the transfer of genes from one mammalian species to another, yielding modern medical miracles. A broader (and more controversial) movement into foods which have been genetically modified is compared with traditional cross-breeding methods.

Hillman’s lecture draws on her experience as a teacher of poetry as well as her own poetry’s engagement with difficulty and complexity.

In this video segment from Cyberchase, the CyberSquad must get into a vault before Hacker, Buzz and Delete by cracking a code of shapes and numbers.

Do you find yourself in coaching conversations where you wish you could ask questions that help your colleague authentically engage and reflect? This session will provide a brief overview of adult learning theory as it pertains to positioning and coaching language. Participates will receive instruction and support materials to aid in crafting both validation and growth questions.

Heavily influenced by social and scientific theories, including those of Darwin, writers of naturalism described"”usually from a detached or journalistic perspective"”the influence of society and surroundings on the development of the individual. In the following lesson plan, students will learn the key characteristics that comprise American literary naturalism as they explore London's "To Build a Fire" and Crane's "The Open Boat."

Students will explore Newton's laws of motion through a variety of activities, including an investigation that involves collisions.