Indigenous Knowledge & Ecosystems

Curriculum Area & Level

Subject: Science
Grade: Year 7
Standard: California Next Generation Science Standards (NGSS)
Strand: Life Sciences – Interdependent Relationships in Ecosystems
Standard Reference: MS-LS2-2 – Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

---

Lesson Objective

By the end of this 15-minute lesson, students will:

• Understand how Indigenous knowledge contributes to ecological understanding.
• Recognise sustainable practices used by Indigenous communities.
• Engage in discussion around Indigenous perspectives on ecosystems.

---

Materials Needed

• A small basket with three natural objects (leaf, stone, feather)
• Whiteboard and markers
• Printed images of various ecosystems
• Three short scenario cards relating to Indigenous practices

---

Lesson Structure

1. Engaging Introduction (3 mins) – "What’s in the Basket?"

Method: Inquiry-based discussion

• Hold up a small woven basket containing a leaf, a stone, and a feather.
• Ask: “What do these objects have in common?”
• Let students brainstorm and discuss briefly. Guide them toward the idea that these objects are connected to natural ecosystems.
• Introduce how Indigenous knowledge sees all elements in nature as interconnected.

2. Mini-Lesson (5 mins) – Indigenous Views on Ecosystems

Method: Storytelling & Visual Aid

• Explain that many Indigenous communities in North America, including those in California, follow a holistic approach to nature, seeing humans, animals, and plants as part of a balanced system.
• Show images of three ecosystems: Forest, River, and Grassland.
• Story Moment: Tell a short, real-world example of Indigenous ecological knowledge. Example: The Karuk Tribe of California uses fire practices to manage forests, preventing wildfires and supporting biodiversity.

3. Student-Led Discussion (5 mins) – "Wisdom in Action"

Method: Group interaction & scenario-based discussion

• Divide students into three groups.
• Each group receives a Scenario Card describing an Indigenous way of interacting with nature (e.g., controlled burns, sustainable fishing, three sisters planting method).
• Groups read their scenario and discuss:
  • How does this practice help the ecosystem?
  • What might happen if this practice wasn’t used?
• Each group shares their thoughts in 1-minute “lightning responses.”

4. Reflection & Wrap-Up (2 mins) – "One Big Question"

• Ask: “If you had to ask an Indigenous elder one question about ecosystems, what would it be?”
• Have students think, then share a few responses aloud.
• Conclude by reinforcing the role of Indigenous knowledge in conserving ecosystems.

---

Assessment (Informal)

• Active participation in “What’s in the Basket?” discussion.
• Thoughtful analysis in group work.
• Quality of student-generated questions at the end.

---

Extension (Optional)

• Encourage students to research an Indigenous ecological practice and present a short report.
• Integrate an outdoor activity where students identify local plants and consider their role in the ecosystem.

---

This short yet impactful lesson brings Indigenous knowledge into the science classroom in a way that sparks curiosity, discussion, and deeper thinking. 🎉 🍃