Lessons We Offer

Natural Paints and Dyes Class

Natural Paints and Dyes Class

We offer a wide selection of programs in our three categories: Archaeology, Native American Culture and History, and Homesteader History. We use our galleries as well as designated classrooms as teaching spaces to bring history alive!  We focus on local history, culture and traditional crafts, and human-environmental interactions. Rather than creating concrete programs with set itineraries we’d prefer for you to Build-Your-Own! Lessons are designed to be customizable by incorporating applicable hands-on activities depending on your specific interests or curricula needs.

On Campus or Classroom Visits

Archaeology

Learning Archaeological Methods at the Linn Site Excavations

Linn Site Excavations

‘Detectives of the Past: Intro to Archaeology’

This course is our most general introduction to archaeology. It introduces students to the science and methods of archaeology, how we use artifacts to answer questions, how we excavate sites, and what archaeology exists in the Greater Yellowstone Region. Best of all, students get to try their hand at archaeology in our mock-dig.

(Please note: the mock-dig is not suitable for students under the age of 3rd grade.)

Your choice of focus. Choose at least 1:

What is archaeology?Introduction to archaeology, what questions we ask, and how we answer them.

Archaeology of the Greater Yellowstone AreaWho lived here and where? What resources did they use? What evidence do we have for this?

Reading the ArtifactsUsing observation and inference to decipher the function of ancient artifacts and the stories they tell us about the past.

Mapping the SiteMapping-making, the most important part of archaeological excavation! Uses, basic math or trigonometry based on age-level.

Curriculum alignment to State Standards

Science:

K-ESS2-2. (pg. 15) Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-1. (pg. 16) Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

K-2-ETS1-2. ( pg. 20) Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

2-ESS2-2. (pg. 45) Develop a model to represent the shapes and kinds of land and bodies of water in an area.

4-ESS1-1. (pg. 79) Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

3-5-ETS1-2. (pg. 102) Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

MS-LS4-1. (pg. 142) Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

Social Studies:

SS2.4.2 Identify tools and technologies that make life easier (e.g., cars for getting one place to another, washing machines for washing clothes, or flashlights to see in the dark).

SS2.5.3 Use the human features of a community to describe what makes that community special (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in the area) and why others want to move there or move away from there.

SS2.5.4 Identify how people may adjust to and/or change their environment in order to survive (e.g., clothing, houses, foods, and natural resources).

SS5.5.2 Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the state, nation, or world.

SS5.6.4 Identify the difference between primary and secondary sources.

Career & Vocational Education Connections:

CV5.5.1.4 Students complete tasks within an allotted time acquiring, storing, organizing, and using materials and space efficiently.

ISTE:

  1. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

‘Digging Deeper into History’

Already familiar with archaeology? Looking for the next level in scientific and historical analysis? Great. Time to get technical.  These are great additions to the introductory course for higher-level students or for groups looking for an ongoing project-based approach.

Your choice of focus. Choose at least 1:

Understanding Context and StratigraphyExplore how sites are formed, how layers of soil build up over time, and how archaeologists study relationships between artifacts and their surroundings to paint a clearer picture of the past. A layered (and edible!) stratigraphy cake is a great optional addition to this program.

Aging the PastHow do we know the age of a site or artifact? Great question.

Reconstructing Food and Diet Learn about the original Paleodiet by exploring the techniques used to study animal bones, plant remains, and chemical residues embedded on ancient artifacts. A great hands-on activity to make this lesson a stand-alone class? Spice Grinding on traditional grinding stones!

Who owns the past? Ethics and StewardshipWhat should you do if you find an artifact? How do you decide between building a new mall and saving ancient site? The ethics of archaeology are difficult and requires students to think critically about multiple perspectives to a single issue.

Rocking the Archaeology: Local stone resources and tool production Native Americans in the Greater Yellowstone Area relied heavily on stone to produce tools. Geology teaches us why certain rocks can only be used to create certain artifacts and physics shows us how a block of rock can become a beautiful, thin, razor-sharp tool.  Archaeology uses these rocks to demonstrate how people moved across and interacted with the landscape.

Archaeologists do what?! Subspecialties in archaeology – When it comes to studying humans in the past, the sky’s the limit. Embrace your inner curiosity and learn about how we study ancient music, ancient shipwrecks, what the ancients thought about stars, how the first tools were invented, what rock art really means, and more.

Curriculum alignment to State Standards

Science:

K-ESS2-2. (pg. 15) Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-1. (pg. 16) Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

K-2-ETS1-2. ( pg. 20) Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

2-ESS2-2. (pg. 45) Develop a model to represent the shapes and kinds of land and bodies of water in an area.

4-ESS1-1. (pg. 79) Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

3-5-ETS1-2. (pg. 102) Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the Problem.

??MS-LS4-1. (pg. 142) Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

Social Studies:

SS2.4.2 Identify tools and technologies that make life easier (e.g., cars for getting one place to another, washing machines for washing clothes, or flashlights to see in the dark).

SS2.5.3 Use the human features of a community to describe what makes that community special (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in the area) and why others want to move there or move away from there.

SS2.5.4 Identify how people may adjust to and/or change their environment in order to survive (e.g., clothing, houses, foods, and natural resources).

SS5.5.2 Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the state, nation, or world.

SS5.6.4 Identify the difference between primary and secondary sources.

Career & Vocational Education Connections:

CV5.5.1.4 Students complete tasks within an allotted time acquiring, storing, organizing, and using materials and space efficiently.

ISTE:

  1. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

 

Native American

Buffalo Hide Paintings

Buffalo Hide Paintings

‘Living off the Land’

Native Americans from the Greater Yellowstone region were experts in living off the land. This program explores how Native Americans built shelter, hunted and gathered their food, and used many important local resources for survival.

Your choice of hands-on activity:

Wikiups and TipisGreat for our younger explorers- decorating and building miniature tipis or building less-than-life-size wikiups on our lawn.  

Spice Grinding Traditionally grinding stones were used for processing nuts, roots, and berries, and sometimes even rodents! This activity teaches students about traditional food preparation by allowing students to make their own juniper-sage spice rub. Yum!

Curriculum alignment to State Standards

Science:

K-LS1-1. (pg. 13) Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2-2. (pg. 15) Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-1. (pg. 16) Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

2-ESS2-2. (pg. 45) Develop a model to represent the shapes and kinds of land and bodies of water in an area.

2-ESS2-3. (pg. 46) Obtain information to identify where water is found on Earth and that it can be solid, liquid, or gas.

Social Studies:

SS2.4.2 Identify tools and technologies that make life easier (e.g., cars for getting one place to another, washing machines for washing clothes, or flashlights to see in the dark).

SS2.5.3 Use the human features of a community to describe what makes that community special (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in the area) and why others want to move there or move away from there.

SS2.5.4 Identify how people may adjust to and/or change their environment in order to survive (e.g., clothing, houses, foods, and natural resources).

SS5.5.2 Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the state, nation, or world.

SS5.6.4 Identify the difference between primary and secondary sources.

 

ISTE:

  1. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

‘Telling it like it Was: Traditional Knowledge through Storytelling and Art’

Storytelling was a key part of Native American culture as it preserved and passed on generations of history and traditional knowledge. Explore several Creation Stories from local tribes and decipher the morals and lessons within. Tie it all together with an artistic project!

Choose at least 1:

MuralsWork together in groups to create murals of the creation stories and the messages they portray.

Buffalo Hide PaintingBuffalo hide paintings depicted moments of everyday life, history, and mythology. Use miniature buffalo hides to create your own stories.

Natural paints and dyesWhat would Van Gogh have used if he hadn’t had acrylic paint? Probably berries, crushed rock, and charcoal. Use natural dyes that would have been available in the area to illustrate key moments in these stories.

Curriculum alignment to State Standards

Visual and Performing Arts:

Visual Art Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.

Visual Art Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts.

Visual Art Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society.

Social Studies:

SS5.2.2 Identify and describe ways in which expressions of culture influence people (e.g., language, spirituality, stories, folktales, music, art, and dance)

SS5.6.2 Distinguish between fiction and non-fiction

SS8.2.2 Examine and evaluate how human expression (e.g., language, literature, arts, architecture, traditions, beliefs, and spirituality) contributes to the development and transmission of culture.

‘Stories Preserved in Stone’

Around the world rock-art, also called petroglyphs, can be found representing graffiti, artistic expression, and religious activity. Locally, the Shoshone created rock art as part of their ceremonial and religious practices. Join us as we learn about rock art techniques, vision questing, and the spirits that guided them.

Your choice of hands-on activity:

Soap petroglyphsCarving stone is slow and painstaking. Carving into soap is messy and fun! Try out pecking and incising to create your own rock art.

Mural petroglyphs— Work together as a group to make your own petroglyph panel on paper.

Curriculum alignment to State Standards

Fine and Performing Arts:

Visual Art Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.

Visual Art Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts.

Visual Art Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society.

Science:

4-ESS1-1. (pg. 79) Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Social Studies:

SS5.6.2 Distinguish between fiction and non-fiction

SS5.5.2 Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the state, nation, or world.

SS5.6.4 Identify the difference between primary and secondary sources.

‘The Bison: Grocery Store on Hooves’

Bison roamed the Plains and the Mountains in huge numbers offering meat, fur, and many other resources. This class explores the role of bison to local Native life. Can you guess what the bladder was used for? How about the brain? Come on in and find out.

Your choice of hands-on activity:

Buffalo hide Painting– Buffalo hide paintings depicted moments of everyday life, history, and mythology. Use miniature buffalo hides to create your own stories.

Atlatl throwing—can you imagine taking down a bison by yourself with stone weapons? See just how hard it was to use the ancient throwing spear.

Science:

K-LS1-1. (pg. 13) Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-2-ETS1-2. ( pg. 20) Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

 

Social Studies:

SS2.4.2 Identify tools and technologies that make life easier (e.g., cars for getting one place to another, washing machines for washing clothes, or flashlights to see in the dark).

SS2.5.4 Identify how people may adjust to and/or change their environment in order to survive (e.g., clothing, houses, foods, and natural resources).

SS8.3.1 Identify and apply basic economic concepts (e.g., supply, demand, production, exchange and consumption, labor, wages, scarcity, prices, incentives, competition, and profits).

SS8.3.2 Compare and contrast how people organize for the production, distribution, and consumption of goods and services in various economic systems (e.g., characteristics of market, command, and mixed economies).

SS8.3.3 Describe the impact of technological advancements on production, distribution, and consumption. (e.g., businesses and/or corporations in the United States and the world)

ISTE:

  1. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

Curriculum alignment to State Standards

‘Native American Beadwork’

Learn about local Native cultures and crafts with us as we highlight beadwork in all its ornate, symbolic, and colorful glory. While we may think of moccasins bedazzled in tiny glittering beads, beads also had a function as currency during trades with Mountain Men. Great for younger kids who are learning about making patterns.

Curriculum alignment to State Standards

Visual and Performing Arts:

Visual Art Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.

Visual Art Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts.

Visual Art Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society.

Mathematics:

Domaine: Operations and Algebraic Thinking

Social Studies:

SS8.3.1 Identify and apply basic economic concepts (e.g., supply, demand, production, exchange and consumption, labor, wages, scarcity, prices, incentives, competition, and profits).

SS8.3.2 Compare and contrast how people organize for the production, distribution, and consumption of goods and services in various economic systems (e.g., characteristics of market, command, and mixed economies).

SS8.3.3 Describe the impact of technological advancements on production, distribution, and consumption. (e.g., businesses and/or corporations in the United States and the world)

SS.5.2.1 Identify and describe the ways groups (e.g., families, communities, schools, and social organizations) meet human needs and concerns (e.g., belonging, self-worth, and personal safety) and contribute to personal identity and daily life.

    Career & Vocational Education Connections:

CV5.5.1.4 Students complete tasks within an allotted time acquiring, storing, organizing, and using materials and space efficiently.

 Jr. Historian (Homesteader)

Second Saturday Fun- Expert Lasooers!
Expert Lasooers!

‘The Journey West’

Learn how the first homesteaders made their harrowing journey out west before settling in Jackson Hole. This lesson begins by designing a supply shopping-list with limited money and weight before heading over to our Trading Post to gather provisions. Think it’s easy to pack up all your belongings and supplies for a 6-month covered wagon journey to uncharted territories? Come find out.

Curriculum alignment to State Standards

Science:

K-LS1-1. (pg. 13) Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2-1. (pg. 14) Use and share observations of local weather conditions to describe patterns over time.

2-ESS2-3. (pg. 46) Obtain information to identify where water is found on Earth and that it can be solid, liquid, or gas.

4-ESS2-2. (pg. 81) Analyze and interpret data from maps to describe patterns of Earth’s features.

3-5-ETS1-2. (pg. 102) Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Social Studies:

SS5.6.2 Distinguish between fiction and non-fiction

SS5.3.1 Give examples of needs, wants, goods, services, scarcity, and choice.

SS5.3.4 Explain the roles and effect of money, banking, savings, and budgeting in personal life and society.

SS5.5.3 Describe the human features of an area (e.g., language, religion, political and economic systems, population distribution, and quality of life), past and present settlement patterns (e.g., American Indians and the Oregon Trail), and how ideas, goods, and/or people move from one area to another.

ISTE:

  1. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

 

‘Wintering the Hole’:

A big winter hit! Can you imagine how people lived in Jackson before modern heating, puffy jackets, and fiberglass skis? This lesson showcases amazing historical photos and real artifacts needed to adapt to winter life.

Curriculum alignment to State Standards

Science:

K-LS1-1. (pg. 13) Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2-1. (pg. 14) Use and share observations of local weather conditions to describe patterns over time.

K-ESS2-2. (pg. 15) Construct an argument supported by evidence for how plants  and animals (including humans) can change the environment to meet their needs.

K-ESS3-1. (pg. 16) Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

2-ESS2-3. (pg. 46) Obtain information to identify where water is found on Earth and that it can be solid, liquid, or gas.

3-ESS2-1. (pg. 63) Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

3-ESS3-1.(pg. 65) Make a claim about the merit of a design solution that reduces the impacts of a weather related hazard.

Social Studies:

SS2.4.2 Identify tools and technologies that make life easier (e.g., cars for getting one place to another, washing machines for washing clothes, or flashlights to see in the dark).

SS2.5.3 Use the human features of a community to describe what makes that community special (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in the area) and why others want to move there or move away from there.

SS2.5.4 Identify how people may adjust to and/or change their environment in order to survive (e.g., clothing, houses, foods, and natural resources).

SS5.6.2 Distinguish between fiction and non-fiction

SS5.5.4 Describe how the environment influences people in Wyoming and how we adjust to and/or change our environment in order to survive (e.g., natural resources, housing, and food).

ISTE:

  1. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.


 Combo Programs

These are our programs that we can’t squeeze into just one category!

Our full-size tipi at the Mercill Archaeology Center makes a great place for students to work on activities or imagine what life was like in the past

Our full-size tipi at the Mercill Archaeology Center

‘Life in the Hole’

 A comparative course highlighting the dynamic ways in which Native peoples and Pioneers lived in and used the resources of Jackson Hole and the Greater Yellowstone Region. Our most broad and flexible lesson which can incorporate any aspect of local culture and environment based on your curricula needs.

Curriculum alignment to State Standards

Science:

K-LS1-1. (pg. 13) Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2-2. (pg. 15) Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-1. (pg. 16) Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

K-2-ETS1-1. (pg. 19) Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

2-ESS2-1. (pg. 44) Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

2-ESS2-3. (pg. 46) Obtain information to identify where water is found on Earth and that it can be solid, liquid, or gas.

3-ESS2-1. (pg. 63) Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.  

3-ESS3-1.(pg. 65) Make a claim about the merit of a design solution that reduces the impacts of a weather related hazard.

 

Social Studies:

SS2.4.2 Identify tools and technologies that make life easier (e.g., cars for getting one place to another, washing machines for washing clothes, or flashlights to see in the dark).

SS2.5.3 Use the human features of a community to describe what makes that community special (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in the area) and why others want to move there or move away from there.

SS2.5.4 Identify how people may adjust to and/or change their environment in order to survive (e.g., clothing, houses, foods, and natural resources).

SS5.5.2 Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the state, nation, or world.

SS12.5.2 Describe regionalization and analyze how physical characteristics distinguish a place, influence human trends, political and economic development, and solve immediate and long-range problems.

ISTE:

  1. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

‘Paleomigrations: First Peoples of the Americas’

Gather clues from the latest research on ‘earliest’ sites in the Americas to critically analyze data and hypotheses surrounding man’s first arrival to the New World.

Curriculum alignment to State Standards

Science:

K-LS1-1. (pg. 13) Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2-2. (pg. 15) Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-1. (pg. 16) Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

4-ESS2-2. (pg. 81) Analyze and interpret data from maps to describe patterns of Earth’s features.

MS-ESS3-4. (pg. 163) Construct an argument supported by evidence for how changes in human population and per-capita consumption of natural resources impact Earth’s systems.

Social Studies:

SS5.5.2 Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the state, nation, or world.

SS5.6.4 Identify the difference between primary and secondary sources.

ISTE:

  1. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

‘Hunters of the High Mountains: Stone tools of the past’

This course combines key aspects of our ‘Rocking the Archaeology’ Program with hands-on activities or demonstrations to serve as an exciting stand-alone class that highlights ancient tool technology, production, and trade.

Your choice of hands-on activity:

Flint knapping Demo—Watch our demonstrators transform a plain old rock into a beautiful arrowhead in no time at all.

Making Arrows— Hide glue, turkey feathers, sinew, and arrowheads—the works!

Atlatl throwingcan you imagine taking down a bison by yourself with stone weapons? See just how hard it was to use the ancient throwing spear.

Curriculum alignment to State Standards

Science:

K-ESS2-2. (pg. 15) Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-1. (pg. 16) Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

K-2-ETS1-2. ( pg. 20) Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

4-ESS1-1. (pg. 79) Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Social Studies:

SS.5.4.2 Describe how tools and technology makes life easier; describe how one tool or technology evolves into another (e.g., telegraph to telephone to cell phone or horse-drawn wagon to railroad to car); identify a tool or technology that impacted history (e.g., ships allowed for discovery of new lands or boiling water prevented spread of disease).

SS5.5.2 Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the state,nation, or world.

SS5.6.4 Identify the difference between primary and secondary sources.

Out & Beyond!

Just another way we connect people to place! Set back in time or hone your archaeologist skills through our various Outdoor Learning programs.

Jr. Archaeologists at work at the Linn Site Excavation

Jr. Archaeologists at work at the Linn Site Excavation

Linn Ranch Archaeology Site

The Linn Site, a 10,000 year old Native American campsite located on private land, is the JHHSM’s Community Archaeology Project and main Outdoor Archaeology Classroom. By participating in active archaeological research under the supervision of professional archaeologists students, volunteers, and summer-campers have the opportunity to learn first-hand about local history while contributing to our existing understanding of the landscape. Groups interested in visiting and volunteering at the Linn Site are encouraged to visit the Mercill Archaeology Center and get a basic understanding of archaeological concepts and techniques beforehand. The goals of the Linn Site Community Archaeology Project are to provide a real-world application to subjects that are taught in school. Our hope is to foster a sense of appreciation for local history and landscape in order to create community-wide stewardship for archaeology, history, and environment.

(Please note: Participating in the Linn Site Excavation is not suitable for students under the age of 4rth grade.)

Petroglyph Tours

The Ring Lake Region in Dubois, Wyoming is home to several hundred Shoshone petroglyphs (rock art) that are easily accessible by bus. This offers a great field trip highlighting Shoshone history, religion, and art within a beautiful landscape.

‘Finding their Way: Geocaching, Orienteering, and Reading the Landscape’

Students will brush up on their orienteering skills while learning about important local resources, history, and environment. Where would you camp if you lived here 5,000 years ago?

Wild Edibles Walks

Gathering and processing plants was an important aspect of Native American life. Learn to identify edible and medicinal plants across the landscape!

Curriculum alignment to State Standards

Science:

K-LS1-1. (pg. 13) Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2-1. (pg. 14) Use and share observations of local weather conditions to describe patterns over time.

K-ESS2-2. (pg. 15) Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

2-ESS2-2. (pg. 45) Develop a model to represent the shapes and kinds of land and bodies of water in an area.

2-ESS2-3. (pg. 46) Obtain information to identify where water is found on Earth and that it can be solid, liquid, or gas.

4-ESS1-1. (pg. 79) Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

4-ESS2-2. (pg. 81) Analyze and interpret data from maps to describe patterns of Earth’s features.

Mathematics:

MP.2 Reason abstractly and quantitatively.

MP.4 Model with mathematics.

4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller  

ISTE:

  1. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.