IIK by Stacie Roblin
Exploring the Night Sky
Indigenous Inquiry Kit
Created and Written by:
Stacie Roblin
stacieroblin@hotmail.com
Brandon University
Fall 2010
This resource is freely shared by the author whose only request is that she
received acknowledgment during all quotations from and/or use of this resource.
IIK by Stacie Roblin
Table of Contents
Section I: Overview .................................................................................................... Page 3
Rationale ..................................................................................................................... Page 4
Outcomes .................................................................................................................... Page 5
Annotated Bibliography
Literature Resources ............................................................................................ Page 7
Non-literature Resources .................................................................................. Page 12
Websites ............................................................................................................ Page 13
Educational Documents and Curricula .............................................................. Page 14
Section II: Book Critiques ......................................................................................... Page 15
Books Used (reviewed) ..........................................................................................................
Review #1........................................................................................................... Page 16
Her Seven Brothers
Review #2........................................................................................................... Page 19
The Missing Sun
Review #3........................................................................................................... Page 22
Keepers of the Night: Nocturnal Stories and Nocturnal
Activities for Children
Review #4 .......................................................................................................... Page 25
Thirteen Moons on Turtles Back: A Native American Year of Moons
Review #5........................................................................................................... Page 29
Coyote and the Sky: How the Sun, Moon, and Stars Began
Review #6........................................................................................................... Page 32
Star Tales: North American Indian Stories About the Stars
Review #7........................................................................................................... Page 36
Star Boy
Review #8........................................................................................................... Page 39
Living the Sky: The Cosmos of the American Indian
Additional Books ....................................................................................................... Page 43
Section III: Lesson Plans ........................................................................................... Page 48
Lesson #1: The Sun (Science) ............................................................................. Page 49
Lesson #2: Thirteen Moons (ELA) ...................................................................... Page 52
Lesson #3: Aboriginal Myths and Legends (ELA) ............................................... Page 55
Lesson #4: The Moon and Eclipses (Science)..................................................... Page 58
Section IV: Resources ............................................................................................... Page 61
IIK by Stacie Roblin
Section I:
Overview
IIK by Stacie Roblin
Rationale
A large part of Manitoba’s history involves the Native North American people who lived on this
land before we did; many children of these people still live here today. It is important for teachers to
integrate aspects of Aboriginal culture into the curricula we teach; not only in social studies but in all
subject areas of the curriculum.
When teachers integrate aspects of Aboriginal culture into the different subject areas, it not
only teaches students about the Aboriginal culture but it also helps to engage students, especially those
who are Aboriginal. The middle years are an important time for children. At this age, students are
searching for their own identities and trying to find out who they are and where they belong in life. It is
important for teachers to use topics and resources that are relevant to students and that will help them
discover who they are as a person.
I have have created this inquiry kit as one way of integrating Aboriginal culture into my future
classroom. This kit revolves around two broad aspects of Aboriginal culture:
 The importance of the night sky and other celestial objects in the everyday lives of Native North
American people.
 The importance of the oral tradition (storytelling and listening) to Aboriginal culture.
Many different aspects of the night sky have played a very important role in the daily lives
of many different Aboriginal groups. The night sky is relatively predictable from year to year and for this
reason, different celestial objects have been used during travel, to predict weather, and to describe
events that occur each year. Much of this has been passed along through stories from generation to
generation.
This kit has been designed to be used in a grade 6 thematic inquiry unit about our solar
system (Grade 6, Cluster 4: Exploring the Solar System), however, it may be used at many different
grade levels. This thematic unit can be used to meet outcomes in science, social studies, English
Language Arts, and art as well as introduce and teach a variety of different Aboriginal perspectives.
Throughout this unit, students will explore a variety of different Native North American myths
and legends about different aspects of the night sky, as well as learn about the solar system that we live
in. In this kit, I have included a variety of children’s stories. Many of these books tell wonderful stories
and are beautifully illustrated. Even though children at the grade 6 level do not normally read children’s
books, these books work very well to introduce different topics and are also great for students at a
variety of different reading levels.
This inquiry kit uses a variety of different resources (both literature and non-literature) and I
hope that it will help students explore the night sky around them and learn the importance of the oral
tradition to Aboriginal people.
IIK by Stacie Roblin
Exploring the Night Sky
Thematic Inquiry Unit Outcomes
This kit has been designed as a thematic unit called Exploring the Night Sky designed for grade 6
students. This unit incorporates outcomes from Cluster 4: The Solar System from the Manitoba grade 6
science curriculum, as well as outcomes from the grade 6 English Language Arts curriculum and the
grade 6 social studies curriculum. I have also included some of the Aboriginal perspectives that students
may gain through this inquiry unit. These perspectives are from the Integrating Aboriginal Perspectives
into Curricula document.
Many of the books and items in this Indigenous Inquiry Kit can be used in many different areas
across the curriculum and at many different grade levels. The following outcomes are some ways this kit
may be used.
Aboriginal Perspectives:
Students will....
 Demonstrate an understanding of the importance of oral tradition in Aboriginal cultures.

Demonstrate awareness of traditional Aboriginal practices associated with the seasonal cycles.

Demonstrate awareness of the special significance of celestial objects for the Aboriginal peoples
of North America.

Demonstrate understanding of the importance of listening in Aboriginal cultures.

Demonstrate awareness that Aboriginal stories often have specific teachings or purposes.

Demonstrate willingness to retell Aboriginal stories

Demonstrate awareness that traditional Aboriginal stories express the uniqueness of each
Aboriginal culture.

Describe three purposes of Aboriginal stories.
IIK by Stacie Roblin
Curriculum Outcomes
Science Outcomes
•6-4-01: Use appropriate vocabulary related to
their investigations of Earth and space.
•6-4-07: Describe how the conception of the
Earth and its position in space have been
continuously questioned and how our
understanding has evolved over time.
•6-4-08: Recognize that the Sun is the centre of
the solar system and it is the source of energy
for all life on Earth.
•6-4-09: Identify the planets in the solar system
and describe their size relative to the Earth and
their position relative to the sun.
•6-4-10: Classify planets as inner or outer
planets, based on their position relative to the
asteroid belt, and describe characteristics of
each type.
•6-4-12: Explain, using models and simulations,
how the Earth’s rotation causes the cycle of day
and night, and how the Earth’s tilt of axis and
revolution cause the yearly cycle of seasons.
•6-4-15: Identify points of reference in the night
sky and recognize that the apparent movement
of the celestial objects is regular, predictable,
and related to the Earth’s rotation and
revolution.
•6-4-16: Identify and describe how people from
various cultures, past and present, apply
astronomy in daily life.
Social Studies Outcomes
•6-S-207A – Use traditional knowledge to read
the land.
•6-S-304 – Distinguish fact from opinion and
interpretations.
•6-VH-012 – Value the diverse stories and
perspectives that comprise the history of
Canada.
•6-VI-008 – Demonstrate respect for people of
all cultures.
ELA Outcomes
•1.1.1 Express Ideas – Engage in exploratory
communication to share personal responses,
make predictions, and discover own
interpretations.
•1.2.1 Develop Understanding - Reflect on prior
knowledge and experiences to arrive at new
understanding.
•2.1.1 Prior Knowledge – Seek connections
between previous experiences, prior
knowledge, and a variety of texts.
•2.2.2 Connect self, texts, and culture – Discuss
own and others’ understanding of various
community and cultural traditions in various
places and times as portrayed in oral, literary,
and media texts [including texts about Canada
or by Canadian writers].
•2.3.1 Forma and Genres – Recognize key
characteristics of various forms and genres of
oral, literary, and media texts [such as novels,
biographies, autobiographies, myths, poetry,
drawings, and prints...].
•2.3.5 Create Original Texts – Create original
texts [such as letters, short stories, media
broadcasts, plays, poems, video presentations,
readers’ theatre...] to communicate and
demonstrate understanding of forms and
techniques.
•5.1.3 Appreciate Diversity – Observe and
discuss aspects of human nature revealed in
personal experiences and in oral, literary, and
media texts; recognize personal participation
and responsibilities in communities.
IIK by Stacie Roblin
Annotated Bibliography
(Literature Resources)
Ahenakew, Freda. (Illus. Sherry Farrell Racette). (1999). Wisahkecahk flies to the moon.
Winnipeg, MB: Pemmican Publishing Inc.
A story about a young boy who decides he would like to fly to the moon. He grabs on to the tail
of a crane who flies him to the moon where he sits and admires the beautiful scenery surrounding him
(eg. stars, the Earth). As he sits there, the moon starts to change and get smaller. The moon eventually
disappears and Wisahkecahk falls back down to Earth and lands in a muskeg. This is a story about the
creation of muskegs and it also explains how the crane gets its long legs. This story is told in both English
and Cree.
Bourdeau Waboose, Jan. (Illus. Brian Deines). (2001). Sky sisters. Toronto, ON: Kids Can Press
Ltd.
This is a story about two sisters who journey through the snow to reach Coyote Hill where they
dance in the snow and wait for the SkySpirits to come. While they wait, the girls look at Grandmother
Moon and the stars surrounding her. Soon the SkySpirits (northern lights) come and the girls dance
beneath them as they watch the lights dance across the sky.
Bruchac, James & Bruchac, Joseph. (Illus. Stefano Vitale). (2008). The girl who helped Thunder
and other Native American folktales. New York, NY: Sterling Publishing Co. Inc.
This is a collection of Native American folktales from different regions and tribes of Native North
Americans. This collection of stories tells many tales about different aspects of the natural world. There
are three stories in this book that relate to the night sky: The Sister and her Seven Brothers, Why Moon
Has One Eye, and How Raven Brought Back the Sun.
Bruchac, Joseph, & London, Jonathan. (Illus. Thomas Locker). (1992). Thirteen moons on
Turtles back: A Native American year of moons. New York, NY: Paperstar.
In this book, Joseph Bruchac and Jonathan Landon have told the stories of one moon from each
of thirteen different groups of Native Americans. These moons include Moon of Popping Trees
(Northern Cheyenne), Baby Bear Moon (Potawatomi), Maple Sugar Moon (Anishinabe), Frog Moon
(Cree), Budding Moon (Huron), Strawberry Moon (Seneca), Moon When Acorns Appear (Pomo), Moon
of Wild Rice (Menominee), Moose-Calling Moon (Micmac), Moon of Falling Leaves (Cherokee), Moon
When Deer Drop Their Horns (Winnebago), Moon When Wolves Run Together (Lakota Sioux), and Big
Moon (Abenaki). Each different moon has it’s own poetic story to go along with it that describes why
they have named that specific moon.
IIK by Stacie Roblin
Bruchac, Joseph & Locker, Thomas. (1998). The Earth under Sky Bear’s feet: Native American
poems of the land. Toronto, ON: Paperstar Publishing.
This is a collection of Native American poems about the land. These poems are about everything
that Sky Bear can see from the sky. The first poem in this book is called Sky Bear, which is a poem about
the Big Dipper. Each poem is accompanied by a beautiful illustration.
Bruchac, Joseph & Ross, Gayle. (1995), The story of the Milky Way: A Cherokee tale. New York, Ny:
Dial Books.
This retelling of a Cherokee folktale presesnts an explanation for the origin of the Milky Way.
When a great spirit dog begins to rob cornmeal belonging to an old couple, the wise Beloved Woman
devises a plan for the whole village to frighten the dog away for good. Running away across the sky, the
dog leaves a trail of dropped cornmeal, each grain of which becomes a star. Only in the final passage
does the reader learn that the Cherokee name for the Milky Way means "the place where the dog ran."
Bushey, Jeanne. (Illus. Vladyana Krykorka). (2004). Orphans in the sky. Calgary, AB: Red Deer
Press.
This is a story about a brother and sister who were forgotten when their people move to a new
camp. They wait for them to come back, but they never do. The children do not know what they are
going to do; they can’t survive all on their own. This story tells of the journey the children make to go
and live amongst the stars. They dance and play in the sky and are known as Sister Lightning and Brother
Thunder.
Caduto, Michael. J. & Bruchac, Joseph. (Illus. John Kahionhes Fadden and Carol Wood).
(1997). Keepers of the Earth: Native American stories and environmental activities for
children. Golden, Colorado: Fulcrum Publishing.
This is a book filled with different Native American stories about the environment as well as
activities to accompany each story. The book is divided into 9 different sections: Creation, Earth, Wind
and Weather, Water, Sky, Seasons, Plants and Animals, Life, Death and Spirit, and Unity of Earth.
IIK by Stacie Roblin
Caduto, Michael. J. & Bruchac, Joseph. (Illus. David Kanietakeron Fadden). (2001). Keepers of
the night: Native stories and nocturnal activities for children. Calgary, AB: Fifth House
Publishers.
This book is a collection of aboriginal stories about the things that happen at night as well as
activities to accompany these stories. In this book, there is a chapter called Oot-Kwah-Tah, The Seven
Star Dancers, which contains this story as well as one called The Creation of the Moon. The discussion
ideas and activities relate the night sky to the Native American culture. This book also provides a lot of
information about the constellations and the moon including a list of the constellations and when they
are visible in specific areas of the world.
Eyvindson, Peter. (Illus. Rhian Brynjolson). (1993). The missing sun. Winnipeg, MB: Pemmican
Publications.
This is a children’s story about a young girl who has just moved from Regina, Saskatchewan to
Inuvik, Northwest Territories. The girl is told that the sun disappears in the winter but she does not
believe it is true until it actually happens for the first time while she is living there. Her Aboriginal
friends tell her the story of how Raven stole the sun, but Emily is reluctant to believe this because her
mother had explained to her that the reason that the sun disappears every year is because of the Earth’s
rotation and tilt.
At first, Emily does not mind having no sun but soon she starts to miss it and asks the raven to
bring it back to them. Eventually, the sun does come back, but according to to her friend, it is a brand
new (and much brighter sun). It is not the sun that Raven stole from them.
Garcia, Emmett, “Shkeme.” (Illus. Victoria Pringle). (2006). Coyote and the sky: How the sun,
moon, and stars began. Albuquerque, NM: University of New Mexico Press.
This is a story about the Animal People’s journey from the Third World (their world) into the
fourth world (our world). The only animal who was not allowed to come was Coyote because he is
known for being a trickster. When they arrived in the Fourth World, there was no light so they returned
to the Third World for help. The Animal People brought back burning hot coals which they flung into the
sky and these became the sun. But then night came and it was completely dark again. Again, they
returned for help.
This time, they returned with many more coals which they, again, flung into the sky. This
became our moon but this still was not bright enough for them, so they returned for more coals again.
This time, Coyote snuck into the Fourth World with them. Instead of immediately throwing these coals
into the sky, they drew pictures with them for awhile. Before they had the coals bundled again, Coyote
snuck up behind them and flung the coals into the sky. These became our stars and our constellations.
IIK by Stacie Roblin
Goble, Paul. (1988). Her Seven Brothers. New York: Aladdin Paperbacks.
This is a story about a young Cheyenne girl who did not have any brothers or sisters. This girl has
a vision of seven brothers living in the north country with no sisters. She decides to make a beautiful
shirt and pair of moccasins for each of the seven brothers as an offering for them to accept her as their
sister when she finds them. The brothers were very proud to have this girl as their sister and became
very protective of her as time went on.
One day, the chief of the Buffalo Nation comes to the tipi of the seven brothers and demands
that they give him their sister or else he will kill them all. They refuse and the chief returns with all of the
Buffalo People to kill the brothers and take the sister. The brothers are not sure what to do but the
littlest brother shoots an arrow into the ground and a pine tree appears. They all climb up it and
continue to shoot arrows up and climb until they are up amongst the stars, where they will remain
forever.
Goble, Paul. (Illus. Paul Goble). (1990). Star Boy. New York, New York: Aladdin Paperbacks.
This is a children’s story about a young girl who falls in love with Morning Star. Morning Star
comes and takes this girl up into the sky world where they are married. The girl was happy living in the
sky world with Morning Star and their child, Star Boy. The girl was sent to dig up roots but was forbidden
to dig a certain kind. Eventually curiosity got the best of her and she dug them up. This created a hole in
the sky and she could see down to her home world which made her lonely. The Sun sent her back down
to be with her other world and she took Star Boy with her. When Star Boy grew up, he fell in love with
the chief’s beautiful daughter but was afraid to tell her this because he was poor and ugly. The young
man goes back up to the Sky World to get approval from the Sun and ask him to take away his ugly
scars. Star Boy returned to the Earth as a handsome man and was soon married to the chief’s beautiful
daughter.
Guard Monroe, Jean & Williamson, Ray. (Illus. Edgar Stewart). (1987). They dance in the sky: Native
American star myths. New York, NY: Houghton Mifflin Company.
This is a collection of Native American stories about the stars. It is divided into 8 chapters. Each
chapter focuses on either a particular region of North America or a particular constellation. Within each
chapter are descriptions of the tribes in that region and then retellings of several of their star myths. At
the end of each chapter there is a listing of the stars and constellations that are important to each tribe.
IIK by Stacie Roblin
Will Mayo, Gretchen. (Illus. Gretchen Will Mayo). (1987). Star tales: North American Indian
stories about the stars. New York, New York: Walker Publishing Company Inc.
This is a book of short stories about the creation of the stars as well as adventures amongst the
stars which have been told amongst different groups of Native North American Indians. These stories
include things such as the creation of the constellations, adventures down and through the Milky Way,
and different stories about how certain constellations came to be. Prefacing each of these stories is an
illustration and a short summary of the origin and some of the meanings of the story.
Williamson, Ray. A., (1984). Living the sky: The cosmos of the American Indian. Norman, OK:
University of Oklahoma Press.
This is a book about the archaeoastronomical discoveries that have recently been found in the
United States which indicate the incredible significance of astronomy and the night sky to the Native
North American people. The author of this book talks about different man-made structures that have
been discovered that may have been used for astronomical purposes and what these astronomical
purposes may have been.
This book also talks about the importance of oral traditions to Native North American people
and their connections with the land and nature. It also discusses how every single Native American tribe
or group is unique; however, there are many similarities amongst them.
IIK by Stacie Roblin
Annotated Bibliography
(Non-Literature Resources)
1. Discovery Channel’s Star Theatre Home Planetarium
This will be used to show students different constellations and simulate the night sky during
some of the in-class activities that we will do
2. Glow-in-the-dark plastic stars
These will be used to create constellations to display in our classroom.
3. Balloons
These will be used to simulate the Earth and other planets in some of our activities throughout
this unit.
4. Styrofoam Balls
These will be used to simulate the moon in the activity “Moon Walker” and “Slip the Eclipse”
from Keepers of the Night: Native Stories and Nocturnal Activities for children.
5. Black Poster Board
This will be used to create posters of the constellations to display around the classroom.
6. Globe
This will be used in an activity to show why we have day and night and why the amount of day
and night varies in different parts of the world at different times of the year.
7. Flashlight(s)
These will be used to simulate the sun in the activities demonstrating day and night around the
world.
8. Posters of the Constellations, Planets, and Solar System
These will be displayed around the classroom during this unit. We will refer to them as we are
talking about related concepts during our classes.
9. 3-D Planets Book
This is a book with information about the planets and solar system. It also includes a pair of 3-D
glasses and 3-D images. This could be displayed in the classroom to get the students engaged in
learning about the planets.
10. Compass
This could be used to locate stars and determine star locations.
11. The Old Farmers Almanac
In my kit, I would include some used copies of the Old Farmer’s Almanac, which includes a
section on astronomy (eg: moon phases, eclipse dates, when planets are visible, bright stars).
This could be used in a variety of different activities related to the solar system.
12. Squishy Earth Ball
This is simply a small ball that resembles the Earth. It could be used in a variety of different
activities (eg: whoever has the ball is the person who gets to share an idea).
IIK by Stacie Roblin
Annotated Bibliography
(Websites)
Astronomy for Kids:
http://www.kidsastronomy.com/
This website has a lot of information as well as games and other interactive activities for kids to do to
reinforce the concepts they have learning in class. On this website, students can virtually visit each
planet and explore into the solar system and deep space.
NASA Science for Kids: Solar System Fun
http://science.nasa.gov/kids/kids-solar-system/
This website has a lot of information from NASA about the solar system. There are many games and
interactive simulations for kids to explore the different parts of the solar system. Students can use this
website to reinforce the information they have been learning in class.
Planet Oz Kids – Animal Myths and Legends
http://www.planetozkids.com/oban/legends.htm
This website contains a variety of different myths and legends. Not all of them are about the night sky
however they will give children a chance to explore a variety of myths when writing their own myths
about the constellations and the night sky.
Google Earth
http://www.google.com/earth/index.html
Google Earth not only has a view of the Earth, it also has a view of the night sky. Using Google Earth, you
can explore the constellations, stars, moon, planets, and so much more. Google Earth also has a feature
that allows you to view the areas of the earth where the sun is currently shining on. This could be used
in many different areas of the Solar System unit.
Science Daily: Astronomy News
http://www.sciencedaily.com/news/space_time/astronomy/
This website contains up to date information and news on the topic of astronomy. This website could be
used for students to gain current knowledge about what is being discovered in space.
Astronomy Magazine: Astronomy for Kids
http://www.astronomy.com/News-Observing/Astronomy%20Kids.aspx
This website is contains a bunch of information and interactive activities that could be used to engage
students in learning about astronomy.
The Nine Planets
http://nineplanets.org/
This website is full of information on the nine(eight) planets as well as many other parts of the solar
system. It also has lots of information on the mythology associated with our solar system as well.
IIK by Stacie Roblin
Annotated Bibliography
(Educational Documents and Curricula)
Manitoba Education and Youth. (2003). Integrating Aboriginal perspectives into curricula:
Resource for curriculum developers, teachers, and administrators.
This document contains information on how to integrate different aboriginal perspectives into
the Manitoba curriculum. This document provides some information on Aboriginal culture but also
suggests different perspectives that teachers should try to integrate into different areas of the
curriculum as often as possible.
Manitoba Education and Youth. (2000). Grade 5-8 Science: A foundation for implementation.
Retrieved from http://www.edu.gov.mb.ca/k12/cur/science/found/5to8/index.html.
This curriculum document describes the expected outcomes of students in science through
grades 5 to 8 as well as activities for teachers to use to help students achieve these outcomes. The
specific cluster that was used in the making of this kit was Grade 6, Cluster 4: The Solar System.
Manitoba Education and Youth. Grade 5-8 English Language Arts: A foundation for
Implementation.
This curriculum document describes the expected outcomes of students in English Language
Arts through grades 5 to 8 as well as strategies to help students achieve these outcomes. The outcomes
throughout this curriculum are specific however it is up to the teacher what resources they choose to
use to help students reach the specified outcomes. It is important for students to experience a variety of
different literature from a variety of different authors and cultures.
Manitoba Education and Youth. (2006). Grade 6 Social Studies: Canada, A country of change.
Retrieved from http://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr6/index.html.
This curriculum document describes the expected outcomes (subject matter as well as skills)
that students in grade 6 social studies are expected to achieve. The document provides a listing of the
expected outcomes as well as strategies to help students achieve these outcomes.
IIK by Stacie Roblin
Section II:
Book Critiques
IIK by Stacie Roblin
IIK by Stacie Roblin
Review #1 – Her Seven Brothers
Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publishers.
1. Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Goble, Paul. (1988). Her Seven Brothers. New York: Aladdin Paperbacks.
2. Why book was chosen
This book was chosen because it is a story about the creation of some of the stars which
relates to the topic I have chosen.
3. Summary/Overview of book
This is a story about a young Cheyenne girl who did not have any brothers or sisters. This
girl has a vision of seven brothers living in the north country with no sisters. She decides to
make a beautiful shirt and pair of moccasins for each of the seven brothers as an offering for
them to accept her as their sister when she finds them. The brothers were very proud to have
this girl as their sister and became very protective of her as time went on.
One day, the chief of the Buffalo Nation comes to the tipi of the seven brothers and
demands that they give him their sister or else he will kill them all. They refuse and the chief
returns with all of the Buffalo People to kill the brothers and take the sister. The brothers are not
sure what to do but the littlest brother shoots an arrow into the ground and a pine tree appears.
They all climb up it and continue to shoot arrows up and climb until they are up amongst the
stars, where they will remain forever.
4. Specific quotes from text
“They are the Seven Stars in the northern sky, which we call the Big Dipper. But look carefully
and you will see that there are really eight stars in the Big Dipper; close to one of them there is a
tiny star; it is the little boy walking with his sister. She is never lonely now. They are forever
turning around the Star Which Always Stands Still, the North Star. It is good to know that they
once lived here on earth.” (p. 27)
“Listen to the stars! We are never alone at night.” (p. 27)
5. Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
This story could be used in my unit in both ELA and Science. This story would fit in well in The
Solar System cluster of the Manitoba grade 6 Science curriculum and could be used for the
following outcomes:
IIK by Stacie Roblin

6-4-15 Identify points of reference in the night sky and recognize that the apparent
movement of celestial objects is regular, predictable, and related to the Earth’s rotation
and revolution.
 6-4-16 Identify and describe how people from various cultures, past and present, apply
astronomy in daily life.
This story could also be used in in the grade 6 ELA curriculum for the following outcomes:
 1.2.1 Develop Understanding – Reflect on prior knowledge and experiences to arrive at
new understanding.
 2.2.2 Connect self, texts, and culture – Discuss own and others’ understanding of various
community and cultural traditions in various places and times as portrayed in oral,
literary, and media texts.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I think that an important message from this story is the importance of family. It is important
to have people that you can be with forever who are proud to call you their brother or sister. No
matter what happens we will always be with our families forever (even if they are gone).
7. My transformed thoughts: What is not written in the story but now I am thinking about…
It is important to enjoy the simple things in life (eg: nature, families) and not assume that
they will always be there. We need to respect each other and be proud of one another. It is
important to take pride in the things that we do and the people that we love.
8. Would you use/recommend this book for your school and/or classroom?
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9. Any additional comments?
This is a great story and I think that it would fit into a unit well. This is a story about how the
Big Dipper came to be however, it has so much meaning throughout the story that is a good
message for young children to hear.
IIK by Stacie Roblin
IIK by Stacie Roblin
Review #2 – The Missing Sun
Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publishers.
1. Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Eyvindson, Peter. (Illus. Rhian Brynjolson). (1993) The missing sun. Winnipeg, MB: Pemmican
Publications.
2. Why book was chosen
This book was chosen because it is an aboriginal children’s story about why the sun goes
missing during the winter in the northern parts of the world.
3. Summary/Overview of book
This is a children’s story about a young girl who has just moved from Regina,
Saskatchewan to Inuvik, Northwest Territories. The girl is told that the sun disappears in the
winter but she does not believe it is true until it actually happens for the first time while she is
living there. Her Aboriginal friends tell her the story of how Raven stole the sun, but Emily is
reluctant to believe this because her mother had explained to her that the reason that the sun
disappears every year is because of the Earth’s rotation and tilt.
At first, Emily does not mind having no sun but soon she starts to miss it and asks the
raven to bring it back to them. Eventually, the sun does come back, but according to to her
friend, it is a brand new (and much brighter sun). It is not the sun that Raven stole from them.
4. Specific quotes from text
“When it came to this missing sun business, Emily didn’t know what to believe.” (p. 2)
“The earth is tilted 23 ½ degrees....and therefore when the sun moves below the equator
towards the Tropic of Capricorn.” (p. 8)
“Raven will steal it.” (p. 16)
“When the sun shines directly on the equator, the whole earth is equidistant from the sun’s rays
and therefore receives the same amount of sunshine.” (p. 22)
IIK by Stacie Roblin
5. Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
This book fits in very well with the grade 6 science curriculum (Cluster 4 – Exploring the
Solar System.) I think that this book could be used as an activator for outcome 6-4-12 (Explain,
using models and simulations, how the Earth’s rotation causes the cycle of day and night, and
how the Earth’s tilt of axis and revolution cause the yearly cycle of the seasons.). After reading
this book to the students, we would have a discussion about day/night in different areas of the
world, why it happens, and what it would be like to live there. After learning how and why this
occurs, the students will write a letter to Emily explaining why this happens each year (using the
knowledge they have just acquired). By doing this, this book could also be incorporated into the
ELA curriculum.
Also, after reading this book, students could be provided with an opportunity to
correspond with students from a northern Canadian community, such as Yellowknife or
Whitehorse. This would allow students to get a personal perspective of what it is like to live
where there is no day or night during certain times of the year.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I think that is would be a very different experience growing up somewhere where it was
always day or always night for certain periods of the year. I have never experienced this myself
and I’m sure not many of my students will have either. I think that is is important for children to
think about what it would be like to live somewhere else in the world.
7. My transformed thoughts: What is not written in the story but now I am thinking about…
Stories such as this one (Raven stealing the sun) help young children understand why
things like this happen. These kinds of stories are a way for children to learn both through an
aboriginal perspective as well as through a scientific perspective. Stories are a great way to get
children thinking about what it would be like if they were somebody else, or lived somewhere
else.
I think that this book is really good because it will get children thinking about the
difference between fact and fiction. (Did raven really steal the sun? Why does the sun really
disappear each year in this area of the world?)
8. Would you use/recommend this book for your school and/or classroom?
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9. Any additional comments?
This book would also work well for a younger grade level. However, it works well at the grade 6
level as an activator or for children who are at different reading levels.
IIK by Stacie Roblin
IIK by Stacie Roblin
Review #3 – Keepers of the Night
Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publishers.
1. Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Caduto, Michael. J. & Bruchac, Joseph. (Illus. David Kanietakeron Fadden). (2001). Keepers of the
night: Native stories and nocturnal activities for children. Calgary, AB: Fifth House
Publishers.
2. Why book was chosen
This book was chosen because it looked like it may contain myths and stories about
night (possible about the sky and stars). This book also has a variety of different activities in in
that may be used in the classroom.
3. Summary/Overview of book
This book is a collection of aboriginal stories about the things that happen at night as
well as activities to accompany these stories. The section that relates best to my IIK is Chapter 4:
Oot-Kwah-Tah, The Seven Star Dancers, which contains this story as well as one called The
Creation of the Moon. The discussion ideas and activities relate the night sky to the Native
American culture. This book also provides a lot of information about the constellations and the
moon including a list of the constellations and when they are visible in specific areas of the
world.
4. Specific quotes from text
“There are 88 constellations and forty-one of them can be seen from the northern hemisphere.”
(p. 69)
“Night is more than just a period of time between sunset and sunrise. It is another world and
mysterious to children curious about the night and its nocturnal inhabitants.” (Back Cover)
5. Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
This book could easily be used in the grade 6 solar system cluster in the Manitoba
science curriculum. The topics covered in this book include: stars, constellations, the moon, the
aurora borealis, lightning and thunder, night and day, as well as many others relating to other
things that happen at night (eg: nocturnal animals). Along with each section of stories, there is a
variety of information, discussion questions, and activities. Some of the activities that I may use
for when teaching this cluster include: Stargazing, Creating Constellations, Reading the Moon,
IIK by Stacie Roblin
Moon Walker, Slip the Eclipse, Daylight-Night, as well as some of the other suggestions at the
end of the section.
In my first lesson plan for my IIK, I have used the Daylight-Night activity from this book
to teach children why we have day and night (outcome 6-4-12) however there are many other
activities in this book that would work well for other outcomes in this cluster.
These activities are very hands-on for students and would provide a great way for them
to learn about the night sky/solar system however some of the activities may be difficult for
children to experience because they require looking at the sky at night (when children are not
in school).
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions
Personally, I really enjoy being outside during the night. I like to look at the stars and the
night sky. There are so many things to see and experience. There are so many mysterious things
about the sky at night time that make you wonder what else is out there. Learning about the
different aspects of the stars, solar system, and space can be very interesting for children if
taught in a hands-on and interactive way.
7. My transformed thoughts: What is not written in the story but now I am thinking about…
All aspects of the night sky were/are very important to aboriginal people. The sun, the
moon, and the stars were a part of many of the stories that they told. I think that the reason for
this is that these things were so mysterious to them. They were so far away and they had no
way of explaining what they were or why they were there. To explain these things, they told
stories of what they thought they might be and why things happened the way they do. Even
though we now have ways of looking at these things a lot closer, (with telescopes and space
travel) watching the night sky is still an important part of aboriginal culture. These stories can
be incorporated into learning the scientific facts about the night sky.
8. Would you use/recommend this book for your school and/or classroom?
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9. Any additional comments?
I think that this is a great book because it provides so many different activities that can
be used with the middle years curriculum. I would definitely recommend this book to others and
I am considering adding it to my own personal collection.
IIK by Stacie Roblin
IIK by Stacie Roblin
Review #4 – Thirteen Moons on Turtles Back
Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publishers.
1. Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Bruchac, Joseph, & London, Jonathan. (Illus. Thomas Locker). (1992). Thirteen moons on Turtles
back: A Native American year of moons. New York, NY: Paperstar.
2. Why book was chosen
This book was chosen because it is a Native American story about the earth’s moon.
3. Summary/Overview of book
Many groups of native North American people connect the 13 moons (moon cycles each
year with the 13 scales on a turtle’s back. Each moon is connected with a different time or event
of the year. The names are given based on what is happening during that moon cycle. Each
group of Native Americans have different names for each of the years. In this book, Joseph
Bruchac and Jonathan Landon have told the stories of one moon from each of thirteen different
groups of Native Americans. These moons include Moon of Popping Trees (Northern Cheyenne),
Baby Bear Moon (Potawatomi), Maple Sugar Moon (Anishinabe), Frog Moon (Cree), Budding
Moon (Huron), Strawberry Moon (Seneca), Moon When Acorns Appear (Pomo), Moon of Wild
Rice (Menominee), Moose-Calling Moon (Micmac), Moon of Falling Leaves (Cherokee), Moon
When Deer Drop Their Horns (Winnebago), Moon When Wolves Run Together (Lakota Sioux),
and Big Moon (Abenaki). Each different moon has it’s own poetic story to go along with it that
describes why they have named that specific moon.
4. Specific quotes from text
“There are always thirteen on Old Turtle’s back and there are always thirteen moons in each
year. Many people do not know, as we Abenaki know, that each moon has its own name and
every moon has its own stories.” – Page 1
“In many parts of North America, the native people relate the cycles of the moon to those
seasons.” – Last Page
“...it reminds us that all things are connected and we must try to live in balance.” – Last Page
“Even when speaking of the moons, some Native American nations use several names for the
same moon because so many things happen in the natural world at the same time.” – Last Page
IIK by Stacie Roblin
5. Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
I think that I would primarily use this book for ELA (at any age level) but I would also
incorporate it into the science curriculum (the solar system) as well as art.
If I were to use this book when teaching a unit using my Indigenous Inquiry Kit, the
following is one of the ways that I might incorporate it into the unit:
ELA – I would have students create their own names for each of the moons based on what
important events are happening in their lives or what they notice about nature during
each moon. For example, a student who plays hockey may say that October or November
would be Moon when Hockey Starts. Each student would need to come up with a name
for each of the thirteen moons and provide a short explanation of why they have chosen
that name. This activity could be used to assess a variety of different outcomes in the ELA
curriculum. Some examples of outcomes in which this story could be used for include:


2.2.2 Connect Self, Text, and Culture – Discuss own and others’ understanding of various
community and cultural traditions in various places and times as portrayed in oral,
literary, or media texts [including texts about Canada or by Canadian writers].
2.1.1 Prior Knowledge – Seek connections between previous experiences, prior
knowledge, and a variety of texts.
Science – This story would fit well with the grade 6 Science curriculum cluster: The Solar System.
I would try to coincide outcomes related to the moon (outcome 6-4-14 Explain how the
relative position of the Earth, moon, and Sun are responsible for moon phases and
eclipses) with the activities we are doing in ELA.
Art – As an art activity, I would give students a large outline of a turtle with thirteen scales on its
back. The students would then illustrate each scale of their turtle based on the names
they have given each of their moons.
This is one way that I see this book being used in a middle years classroom, however,
there are many other things that you could do with it as well at any age level.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions
After reading the introduction to this book when the grandfather was talking to the
young boy, there are a few words (Kway, Kina) that I did not know the meanings of that I think
are words from a native language. If I were to use this book in the classroom, I think I would
need to know what these words meant because I know I would have students asking me about
them as I read them.
IIK by Stacie Roblin
7. My transformed thoughts: What is not written in the story but now I am thinking about…
I think this is a great book to get students thinking about the world around them and the
things that are important to them. As the authors noted on the last page of the book, all things
are connected and we must try to to live in balance. This is something many children may not
realize, especially ones who have spent their entire lives in the city. I think that it is important
for children to recognize the things that are happening around us and recognize the importance
of these things.
8. Would you use/recommend this book for your school and/or classroom?
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9. Any additional comments?
I really liked this book and I think it could be used in a variety of ways with a variety of
different grade levels. The way I have described is how I would use it with a grade 6 class
however it could also be used in ELA with younger or older age levels.
IIK by Stacie Roblin
IIK by Stacie Roblin
Review #5 – Coyote and the Sky
Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publishers.
1. Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Garcia, Emmett, “Shkeme.” (Illus. Victoria Pringle). (2006). Coyote and the sky: How the sun,
moon, and stars began. Albuquerque, NM: University of New Mexico Press.
2. Why book was chosen
This book was chosen because of its title which relates to the sky, sun, moon, and stars.
3. Summary/Overview of book
This is a story about the Animal People’s journey from the Third World (their world) into
the fourth world (our world). The only animal who was not allowed to come was Coyote
because he is known for being a trickster. When they arrived in the Fourth World, there was no
light so they returned to the Third World for help. The Animal People brought back burning hot
coals which they flung into the sky and these became the sun. But then night came and it was
completely dark again. Again, they returned for help. This time, they returned with many more
coals which they, again, flung into the sky. This became our moon but this still was not bright
enough for them, so they returned for more coals again. This time, Coyote snuck into the Fourth
World with them. Instead of immediately throwing these coals into the sky, they drew pictures
with them for awhile. Before they had the coals bundled again, Coyote snuck up behind them
and flung the coals into the sky. These became our stars and our constellations.
4. Specific quotes from text
“The glowing coals came together into a big circle in the eastern sky and became our sun.” (p.
16).
“They did not know Coyote had come out of hiding and was following them up into the Fourth
World” (p.25).
“These coals became our stars. And if you look closely at the stars today, you can still see the
outlines of the Animal People that Badger drew on the yucca mat. These are our constellations.”
(p. 28).
“This is how the Sun, Moon, and Stars came to be” (p. 32).
IIK by Stacie Roblin
5. Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
The story in this book is very good and fits in with my Indigenous Inquiry Kit very well
however the way the story is told (pictures and reading level) is a lot below a grade 6 level. This
book would be a good book to introduce these ideas at a grade 1 to 3 level. I do not think that I
would use this book in any lessons specifically however I would have it in my collection of books
in the classroom for this unit for students who may be at a lower reading level than others. This
is a great example of an aboriginal story and would be easy for students to read and understand
even if they can not read as well as others.
This book would fit well in the grade 6 science cluster called The Solar System. It could
be used for the following outcomes:
 6-4-07: Describe how the conception of the Earth and its position in space have been
continuously questioned and how our understanding has evolved over time.
 6-4-08: Recognize that the Sun is the centre of the solar system and it is the source of
energy for all life on Earth.
 6-4-15: Identify points of reference in the night sky and recognize that the apparent
movement of the celestial objects is regular, predictable, and related to the Earth’s
rotation and revolution.
 6-4-16: Identify and describe how people from various cultures, past and present, apply
astronomy in daily life.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions
As I was reading this story, I thought that it was a very cute story about how the sun,
moon, sky, and star were formed. There are parts of the story that I did not understand because
I have not heard these stories before (such as the Third World and Fourth World).
7. My transformed thoughts: What is not written in the story but now I am thinking about…
After reading this story, I have come to realize that there are Aboriginal stories about
the creation of everything. The natural world was/is very important to these people and they
have a very strong connection to it. To them, stories such as this one were a way of explaining
how everything came to be how it is today.
8. Would you use/recommend this book for your school and/or classroom?
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9. Any additional comments?
This book would work very well for younger children (grades 1-3) however, it would also
work well in a grade 5 or 6 class for students who struggle with reading.
IIK by Stacie Roblin
IIK by Stacie Roblin
Review #6 – Star Tales
Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publishers.
1. Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Will Mayo, Gretchen. (Illus. Gretchen Will Mayo). (1987). Star tales: North American Indian
stories about the stars. New York, New York: Walker Publishing Company Inc.
2.
Why book was chosen
This book was chosen because it is full of stories of stories about the stars and sky as
told by Native North American Indians.
3. Summary/Overview of book
This is a book of short stories about the creation of the stars as well as adventures
amongst the stars which have been told amongst different groups of Native North American
Indians. These stories include things such as the creation of the constellations, adventures down
and through the Milky Way, and different stories about how certain constellations came to be.
Prefacing each of these stories is an illustration and a short summary of the origin and some of
the meanings of the story. Some of the stories that I really enjoyed and think will be very useful
in my lessons include:



Coyote Makes the Constellations – A tale about how the trickster, Coyote, led a wolf pack into
the sky to look at the bear up there. Coyote left them up there because he thought they made a
nice picture.
Adventures Along the White River in the Sky – This is a story about a Canoemaker who was
captured by the great chief of the sky people. The people of Canoemakers village set out to
rescue him by travelling up the Great White River in the Sky (the Milky Way).
The Never-Ending Bear Hunt – This is a story the Micmac Indians told to describe the changes in
the sky at different times of the year. It is a story about the constellations The Big Dipper, Bootes,
and Corona Borealis.
4. Specific quotes from text
Here are a few of the many great quotes throughout this book of stories:
“Leaning close to a glowing campfire, a gathering of young people watch The Old One as he
acts out a story” (p. 7).
IIK by Stacie Roblin
“The gifted Indian tale-spinners have passed along their tread of their Native American stories
from generation to generation” (p.8).
“Some Native American ancestors looked at the night sky and saw outlines of familiar animals
dotted by stars. Other Indians, though, imagined that each individual star was a person, animal,
or object in the sky
country.” (p. 13).
“The last star to disappear just before sunrise is the Morning Star. Although North American
Indians did not know that this was really a planet and not a star, they did notice that it had no
fixed position among the constellations.” (p. 79).
5. Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
This stories in this book could be used in so many different ways throughout the
curriculum. Some of the ways I see it being used in my Indigenous Inquiry Kit include:
Grade 6 Science Curriculum Cluster 4: The Solar System
 6-4-15: Identify points of reference in the night sky and recognize that the
apparent movement of the celestial objects is regular, predictable, and related
to the Earth’s rotation and revolution. (Possible story – The Never Ending Bear
Hunt)
 6-4-16: Identify and describe how people from various cultures, past and
present, apply astronomy in daily life.
Grade 6 ELA
 2.3.5 Create Original Texts – Create original texts [such as letters, short stories,
media broadcasts, plays, poems, video presentations, readers’ theatre...] to
communicate and demonstrate understanding of forms and techniques.
 2.3.1 Forms and Genres – Recognize key characteristics of various forms and
genres of oral, literary and media texts [such as novels, biographies,
autobiographies, myths, poetry, drawings and prints...].
 2.2.2 Connect self, texts, and culture – Discuss own and others’ understanding
of various community and cultural traditions in various places and times as
portrayed in oral, literary, and media texts.
Aboriginal Perspectives
 Demonstrate an understanding of the importance of oral tradition in Aboriginal
cultures
 Demonstrate awareness of traditional Aboriginal practices associated with the
seasonal cycles
 Demonstrate awareness of the special significance of celestial objects for the
Aboriginal peoples of North America.
These are only some of the many ways that the stories in this book can be used in the
curriculum. They can be used at any age level for many different subjects. Stories like these are a
great way to activate and introduce new concepts.
IIK by Stacie Roblin
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions
The stories in this book bring so many beautiful images to my mind. Reading each of these stories is like
watching a movie in my mind. I can picture the stars transforming into animals and people and moving
across the sky. I love reading stories like these and feel that they have a lot of meaning behind them.
7. My transformed thoughts: What is not written in the story but now I am thinking about…
Storytelling is such an important part of the Native North American culture. There are
stories about every possible thing you can imagine. I think that it is important for students to
understand the importance of the oral tradition in Aboriginal cultures. Storytelling is a great way to pass
along information and history and I think that this is an important lesson for children to learn.
8. Would you use/recommend this book for your school and/or classroom?
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9. Any additional comments?
There are so many great stories in this book. I would definitely love to add it to my IIK.
IIK by Stacie Roblin
IIK by Stacie Roblin
Review #7: Star Boy
Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publishers.
1. Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Goble, Paul. (Illus. Paul Goble). (1990). Star Boy. New York, New York: Aladdin Paperbacks.
2. Why book was chosen
This book was chosen because it is a children’s story that looks like it is about the stars.
It was recommended to me for my topic and I think that it might be relevant to my IIK.
3. Summary/Overview of book
This is a children’s story about a young girl who falls in love with Morning Star. Morning
Star comes and takes this girl up into the sky world where they are married. The girl was happy
living in the sky world with Morning Star and their child, Star Boy. The girl was sent to dig up
roots but was forbidden to dig a certain kind. Eventually curiosity got the best of her and she
dug them up. This created a hole in the sky and she could see down to her home world which
made her lonely. The Sun sent her back down to be with her other world and she took Star Boy
with her. When Star Boy grew up, he fell in love with the chief’s beautiful daughter but was
afraid to tell her this because he was poor and ugly. The young man goes back up to the Sky
World to get approval from the Sun and ask him to take away his ugly scars. Star Boy returned
to the Earth as a handsome man and was soon married to the chief’s beautiful daughter.
4. Specific quotes from text
“Low over the eastern horizon, before the Sun rises, Star Boy can sometimes be seen travelling
together with his father, Morning Star. Star Boy can also sometimes be seen at nightfall walking
with his mother, Evening Star.” (p. 24)
“In a little while the Sun left on his journey across the sky” (p. 21)
5. Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
I would use this book as an activator when talking about the sun or the planets. Morning Star is
not actually a star at all, it is a planet. Some possible outcomes from the grade 6 science
curriculum where I may use this book would be from Cluster 4: The Solar System:
IIK by Stacie Roblin



6-4-08: Recognize that the Sun is the centre of the solar system and it is the source of
energy for all life on Earth.
6-4-09: Identify the planets in the solar system and describe their size relative to the
Earth and their position relative to the sun.
6-4-12: Explain, using models and simulations, how the Earth’s rotation causes the cycle
of day and night, and how the Earth’s tilt of axis and revolution cause the yearly cycle of
seasons.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I think that this is a beautiful story that is about so many different topics. When I read
this story I see images of love, friendship, loneliness, disobedience, happiness, and
unhappiness. There are so many different meanings that you can take away from a simple story
such as this one.
7. My transformed thoughts: What is not written in the story but now I am thinking about…
This is a great story about an adventure about a stars but I think that it also could be
used to convey the importance of storytelling to Aboriginal cultures. Stories may seem simple at
first glance but there are so many hidden meanings behind their words.
8. Would you use/recommend this book for your school and/or classroom? (Underline one)
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9. Any additional comments?
This is a great children’s story which can be used at a variety of different grade levels as
well as a variety of different subject areas.
IIK by Stacie Roblin
IIK by Stacie Roblin
Review #8 – Living the Sky
Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publishers.
1. Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Williamson, Ray. A., (1984). Living the sky: The cosmos of the American Indian. Norman, OK:
University of Oklahoma Press.
2. Why book was chosen
This book was recommended to me because it is related to the topic of my Indigenous
Inquiry Kit. It is not suitable for the grade level I will be teaching; however, it may be useful as
background information.
3. Summary/Overview of book
This is a book about the archaeoastronomical discoveries that have recently been found
in the United States which indicate the incredible significance of astronomy and the night sky to
the Native North American people. The author of this book talks about different man-made
structures that have been discovered that may have been used for astronomical purposes and
what these astronomical purposes may have been.
This book also talks about the importance of oral traditions to Native North American
people and their connections with the land and nature. It also discusses how every single Native
American tribe or group is unique; however, there are many similarities amongst them.
Other topics of this book include the significance of certain astronomical events, the
movement of celestial bodies, and the significance of the stellar calendar.
This is only a brief summary of this book. There are a lot of very interesting topics
throughout this book that explain the significance and meaning of the night sky and other
celestial bodies to the Native American people. The author also explains the significance and
origins of some of the myths and stories associated with the night sky.
4. Specific quotes from text
“Imagine the North American Indians as astronomers carefully watching the heavens, charting
the sun through the seasons, or counting the sunrises between successive lunar phases.” (Back
Cover)
“According to one version of the Navajo emergence myth, after the First People emerged from
the underworld, they began to crave more light. After trying several methods of lighting up the
land, First Woman and First Man finally decided to make a sun.” (p. 43).
IIK by Stacie Roblin
“What is especially surprising to those who are heavily dependent on the written word is the
ability of those within oral cultures to remember and transmit accurately the content of a given
message.” (p. 30).
“Thus the Navajo know it is time to plant when their constellation Revolving Male lies parallel to
the horizon in early evening (late May or early June).” (p. 165).
5. Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
I don’t think that I would really be able to use any information directly from this book in
my lessons for a grade 6 class; however, there is a lot of great background information that is
very useful to know teaching students about the importance of celestial movements and bodies.
There are many things in this book that I did not know before reading this book. This book is a
very good reference and background information for my entire Indigenous Inquiry Kit which
focuses on the grade 6 science curriculum, Cluster 4 (The Solar System). The following are some
of the Aboriginal perspectives from the Aboriginal Perspective documents that I have found this
book clarifies for me and will help me to communicate these ideas to my students.
 Demonstrate an understanding of the importance of oral tradition in Aboriginal
cultures
 Demonstrate awareness of traditional Aboriginal practices associated with the
seasonal cycles
 Demonstrate awareness of the special significance of celestial objects for the
Aboriginal peoples of North America.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I have many different thoughts after reading this book. I knew that astronomy was an
important part of the lives of Native North American people; however, I did not realize how
important and significant it was to their lives. I did not realize how much of an impact it had on
their daily lives (i.e. the celestial calendar). I would definitely like to re-read this book more
thoroughly when I have a bit more time. I found it very interesting.
7. My transformed thoughts: What is not written in the story but now I am thinking about…
Celestial bodies and their movements throughout the sky had a huge influence and
impact on the lives of Native North American people. They studied stars, the moon, and the Sun
and learned many things from them. By observing the skies, Native Americans were able to keep
track of many different things that were happening around them. The sky is predictable. The
same things happen each year and by observing this, Native Americans were able to follow a
celestial calendar.
There are so many things that you can learn from the sky and the stars. I never really
thought about it until I was reading this book.
IIK by Stacie Roblin
8. Would you use/recommend this book for your school and/or classroom? (Underline one)
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9. Any additional comments?
I found this book very difficult to read however it is very interesting and a good
reference to understand the significance of the sky and celestial bodies to Native North
American research. This is a good background information book and it is helpful as a teacher to
thoroughly understand the significance of the sky, however, I don’t think I would use it for
anything more than additional reading at this age level.
I was able to find some children’s stories online by the same author that may fit in really
well with my IIK. (eg: They Dance in the Sky: Native American Star Myths)
IIK by Stacie Roblin
Additional
Books
IIK by Stacie Roblin
Ahenakew, Freda. (Illus. Sherry Farrell Racette). (1999). Wisahkecahk flies to the moon.
Winnipeg, MB: Pemmican Publishing Inc.
Bourdeau Waboose, Jan. (Illus. Brian Deines). (2001). Sky sisters. Toronto, ON: Kids Can Press
Ltd.
IIK by Stacie Roblin
Bruchac, James & Bruchac, Joseph. (Illus. Stefano Vitale). (2008). The girl who helped Thunder
and other Native American folktales. New York, NY: Sterling Publishing Co. Inc.
Bruchac, Joseph & Locker, Thomas. (1998). The Earth under Sky Bear’s feet: Native American
poems of the land. Toronto, ON: Paperstar Publishing.
IIK by Stacie Roblin
Bushey, Jeanne. (Illus. Vladyana Krykorka). (2004). Orphans in the sky. Calgary, AB: Red Deer
Press.
Caduto, Michael. J. & Bruchac, Joseph. (Illus. John Kahionhes Fadden and Carol Wood).
(1997). Keepers of the Earth: Native American stories and environmental activities for
children. Golden, Colorado: Fulcrum Publishing.
IIK by Stacie Roblin
Bruchac, Joseph & Ross, Gayle. (1995), The story of the Milky Way: A Cherokee tale. New York, Ny:
Dial Books.
Guard Monroe, Jean & Williamson, Ray. (Illus. Edgar Stewart). (1987). They dance in the sky: Native
American star myths. New York, NY: Houghton Mifflin Company.
IIK by Stacie Roblin
Section III:
Lesson Plans
IIK by Stacie Roblin
Lesson Plan #1
Subject: Science
Topic: The Sun
Unit: The Solar System
Grade: 6
Lesson Length: 2 – 1 hour class periods (Approx.)
Learning Outcomes:
(Outcomes in bold are the main focus of this lesson.)
Science:
6-4-12
Explain, using models and simulations, how earth’s rotation causees the cycle
of day and night, and how the Earth’s tilt of axis and revolution cause the
yearly cycle of seasons.
ELA:
2.1.1
Prior Knowledge – Seek connections between previous experiences, prior
knowledge, and a variety of texts.
Integrating Aboriginal Perspectives:
Demonstrate awareness of the special significance of celestial objects for the Aboriginal
peoples of North America.
Assessment:
Participation – Students actively participate in both the group and class discussions and contribute their
thoughts and ideas about the story based on what they already know from their past.
Work Samples – Students are able to describe why we have day and night, why we have different
seasons, and why length of day and night varies in different parts of the world. Students use appropriate
terminology and descriptions when writing their letter to Emily. Students will use such words as: Earth’s
rotation/revolution, Earth’s tilt, yearly cycle
Connection to Last Lesson:
In previous lessons, students have been learning about the planets in our solar system and the
location of the Earth. The last lesson was concluded with a discussion about our “perfect” distance from
the sun which allows life to exist on our planet.
Flexible Groupings:




Story will be told to the whole class by the teacher.
Discussions done first in groups of 3-4, then as a whole class.
Globe activity done as a whole class.
Students will write their letter to Emily individually
IIK by Stacie Roblin
Activating Strategies:



To begin this lesson, I will read the story, The Missing Sun by Peter Eyvindson to the students as
a whole class.
Students will then have a 15 minute discussion about the following questions in groups of 3-4
and record their ideas on a large piece of chart paper.
1. What do you think the title of the book means?
2. Why do you think that Josie tells Emily that a raven will steal the sun?
3. Do you think that Raven actually stole the sun or was Emily’s mother correct? How do
you know?
4. Why doesn’t the sun ever disappear where we live?
5. Does the amount of day/night change where we live or does it always stay the same all
year round?
6. What do you think it would be like to live where it was always day or always night for
part of the year?
Students will then take turns sharing their ideas about the questions with the class which will be
followed by a class discussion.
Acquiring Strategies:


Students will complete the activities to learn why we have day and night as well as why we have
different seasons. This activity was taken from Keepers of the Night: Nocturnal Stories and
Nocturnal Activities for Children by Michael J. Caduto and Joseph Bruchac.
This activity will be followed by a class discussion about the activity.
Applying Strategies:

Each student will write a letter to Emily (from the story) explaining to her why her mother was
correct and why we have day/night and the different seasons using the concepts that they have
just learned in class.
Learning Resources:




Manitoba Grade 6 Science Curriculum
Caduto, Michael. J. & Bruchac, Joseph. (Illus. David Kanietakeron Fadden). (2001). Keepers of the
night:
Native stories and nocturnal activities for children. Calgary, AB: Fifth House Publishers.
Eyvindson, Peter. (Illus. Rhian Brynjolson). (1993). The missing sun. Winnipeg, MB: Pemmican
Publications.
Other Materials:
Globe
Flashlight
Cardboard Tube
Blankets/sheets
Lamp
IIK by Stacie Roblin
Different Ways of Learning:
 Body/Kinesthetic – Hands on activities using the globe and flashlight
 Visual/Spatial – Activities using the globe and flashlight
 Interpersonal – Group discussions
 Verbal/Linguistic – Writing a letter to Emily explaining why her mother was correct, using the
concepts they have just learned in class.
IIK by Stacie Roblin
Lesson Plan #2
Subject: ELA
Topic: Connect Self, Text and Culture
Unit: Respond to texts
Grade: 6
Lesson Length: Approximately 2 – 1 hour periods
Learning Outcomes:
(Outcomes in bold are the main focus of this lesson.)
ELA:
and
2.2.2 Connect Self, Text, and Culture – Discuss own and others’ understanding of various
community and cultural traditions in various places and times as portrayed in oral, literary,
media texts [including texts about Canada or by Canadian writers].
2.1.1 Prior Knowledge – Seek connections between previous experiences, prior
knowledge, and a variety of texts.
Science:
6-4-14 Explain how the relative positions of the Earth, moon, and Sun are responsible for moon
phases and eclipses.
Integrating Aboriginal Perspectives:
Demonstrate awareness of the importance of oral tradition in aboriginal culture.
Demonstrate awareness of the special significance of celestial objects for the Aboriginal
peoples of North America.
Assessment:
Journal Entry:
Students are able to provide an explanation of why they think Native Americans tell stories such as this
one. Students are also able to explain that the moons are named differently in each Native American
tribe because of the different regions that they live in and the different activities that are a significant
part of their lives.
Work Samples:
Thirteen Moons Activity – Each student is able to connect the thirteen moons story to their own
lives and name each moon to something significant in their life. In their descriptions of why they have
named their moons the way they have, students will provide a connection between the moon and their
own lives.
Connection to Last Lesson:
In science, we have been learning about the different moon phases and what causes them. In
ELA, we have been exploring a variety of different types of Canadian texts which relate to Canadian
communities and cultural traditions.
IIK by Stacie Roblin
Flexible Groupings:


Students will work in groups of 2 for the activating and acquiring portion of this lesson.
Students will work individually when creating their own “Thirteen Moon” Stories.
Activating Strategies:


To begin this lesson, I will read the introduction of the book Thirteen Moons on Turtles Back.
Students will be divided into pairs. Each pair will be given a copy of one of the moon stories
from the children’s book Thirteen Moons on Turtles Back. Each pair will be given a few minutes
to discuss the significance of that particular moon to that native American tribe. Each group will
share their ideas with the rest of the class, explaining how that moon relates to the lives of the
native American tribe.
Acquiring Strategies:

In pairs, students will use computers to research the significance of the thirteen moons to
various Native American cultural groups. Each student will write a short paragraph explaining
why they think Native Americans told these stories about the moons and why each different
tribe describes the moons in different ways.
Applying Strategies:


Students will brainstorm ideas for their own moons which describe their own lives. Each student
will be expected to name the thirteen moons for themselves based on the events that they feel
are important during that time of the year. (Eg: If hockey is important to a student in November,
one of their moons may be “Moon when Hockey Begins”). The students will be expected to
write a couple of sentences about why they have chosen each moon name.
Each student will receive a large outline of a turtle shell with 13 scales on its back. The students
will illustrate each scale to represent the description they have chosen for each of the thirteen
moons in their lives.
Learning Resources:


Manitoba Grade 6 ELA Curriculum
Bruchac, Joseph & London, Jonathan. (Illus. Thomas Locker). (1992). Thirteen moons on Turtle’s
back: A Native American year of moon’s. New York, New York: The Putnam & Grosset
Group.
Different Ways of Learning:
 Visual/Spatial – Illustrating the 13 scales of the turtle
 Interpersonal – Group discussions
 Verbal/Linguistic – Reading about the different moons. Explaining what the moons mean to the
Native American culture.
 Intrapersonal – Reflecting on their own lives to determine what moons would represent their
lives.
IIK by Stacie Roblin
IIK by Stacie Roblin
Lesson Plan #3
Subject: ELA
Topic: Myths
Unit: Forms and Genres
Grade: 6
Lesson Length: Approximately 4 – 1 hour class periods
Learning Outcomes:
(Outcomes in bold are the main focus of this lesson.)
Science:
6-4-15 Identify points of reference in the night sky and recognize that the apparent
movement of celestial objects is regular, predictable, and related to the
Earth’s rotation and revolution. Examples: planets, constellations....
6-4-16 Identify and describe how people from various cultures, past and present,
apply astronomy in daily life. Examples: using celestial bodies to navigate,
knowing when to plant crops...
ELA:
2.3.1
Forms and Genres – Recognize key characteristics of various forms and genres
of oral, literary, and media texts [such as novels, biographies, autobiographies, myths,
poetry, drawings, and prints...].
2.3.5 Create Original Texts – Create original texts [such as letters, short stories,
media broadcasts, plays, poems, video presentations, readers’ theatre...] to
communicate and demonstrate understanding of forms and techniques.
Integrating Aboriginal Perspectives:
Demonstrate awareness of the special significance of celestial objects for the Aboriginal
peoples of North America.
Demonstrate understanding of importance of listening in Aboriginal cultures.
Demonstrate awareness of the importance of oral tradition in Aboriginal cultures.
Assessment:


Work Samples – Teacher will assess the student’s myths using a rubric with criteria such as
writing form, contains all the components of a myth...etc. (Summative Assessment)
Self-Assessment – Students will complete BLM-29 (Writing Work-in-Progress Student SelfAssessment) as they write their myths. (Formative Assessment)
IIK by Stacie Roblin
Connection to Last Lesson:
In previous ELA lessons we have been learning about different forms and genres of writing.
Students have been learning how to write different forms and genres of text. In science, students have
been studying the solar system. Throughout this unit, we have been reading different Native American
stories and myths about the night sky (eg: creation of the constellations, adventures in the sky) that
correspond with the concepts they are learning in their science unit.
Flexible Groupings:




In groups of 3 or 4, students will look at a variety of myths
As a class we will make a master list of characteristics of a myth
Students will write their myths individually (however, students may work in pairs to edit/review)
As a class, students will read their myths out loud.
Activating Strategies:


Groups of 3 to 4 students will be given a variety of different aboriginal myths to look through
and preview (eg: Children’s books, stories from the Star Tales: North American Indian Stories
About the Stars)
Students will complete a compare and contrast graphic organizer to compare non-mythical
short stories (which students have learned about previously) with the myths that we are
currently learning about. Samples of each will be provided for each group to look at while
completing this activity.
Acquiring Strategies:


As a class, we will create a “master” list on a large piece of chart paper of the characteristics of
myths. Each group of students will share their ideas with the class about the characteristics of
myths based on their compare and contrast charts they have just completed. With the class, the
teacher will add to the list to make sure that it is complete. This list will include points such as:
 Tells a story
 Has an ordered sequence of events
 Usually about the past
 Usually about the origin of some aspect of nature or the universe (eg: animals, stars,
etc.)
 May include values and beliefs of a culture
 Often have non-human characters with human characteristics and abilities
The teacher will read the students a myth from Star Tales: Native American Indian Stories About
the Stars called Coyote Makes the Constellations. Students will listen to the short story and
determine whether or not it would be classified as a myth and give evidence from the story to
support their decisions.
IIK by Stacie Roblin
Applying Strategies:



Each student will choose a constellation or other visible part of the night sky (eg: milky way,
moon).
Each student will write their own myths about the constellation they have chosen following the
following steps:
 Students will complete a story planner for their myth indicating their characters,
setting, initial action, antagonists, conflict, and solution (see BLM-49 from the MB ELA
curriculum)
 Students will write a rough draft of their myth, revise/edit, and then create a final draft
of their myth.
 Students will make their myths into a children’s book with a title page and illustrations.
 Throughout the writing process, students will complete the Writing Work-in-Progress
Self-Assessment (See BLM-29 from the MB ELA curriculum).
After all students have completed their myths, we will see aside a block of time to read the
myths aloud to each other in a simulated campfire type setting. Students will listen to each
others’ myths as each student reads them aloud.
Additional Notes:


In science class, the students will create their constellations on poster board using glow-in-thedark stars or poster board. Students will refer to their constellations as they are reading their
stories to the class.
An alternate to creating these constellations is to use a “Discovery Channel Star Theatre Home
Planetarium” (see Annotated Bibliography for more details).
Learning Resources:






Manitoba Grade 6 ELA Curriculum
BLM-29 Writing Work-in-Progress Student Self-Assessment (5-8 ELA Curriculum)
BLM-49 Story Planner-Middle Years (5-8 ELA Curriculum)
Will Mayo, Gretchen. (Illus. Gretchen Will Mayo). (1987) Star tales: North American
Indian stories about the stars. USA: Walker Publishing Company, Inc.
A variety of other aboriginal myths
Discovery Channel Star Theatre Home Planetarium
Different Ways of Learning:



Visual/Spatial
- Illustrating their children’s books.
- Using graphic organizers to plan their stories
Interpersonal
- Group discussions about similarities/differences of myths and other stories.
Verbal/Linguistic
- Writing their own/sky myths.
- Reading their stories aloud to the class
IIK by Stacie Roblin
Lesson Plan #4
Subject: Science
Topic: The Moon and Eclipses
Unit: The Solar System/The Night Sky Grade: 6
Lesson Length: Approximately 3 to 4 – 1 hour lesson periods
(Note: Moon phase journals will be done at home each night.)
Learning Outcomes:
(Outcomes in bold are the main focus of this lesson.)
Science:
6-4-01 Use appropriate vocabulary related to their investigations of Earth and space.
6-4-14 Explain how the relative positions of the Earth, moon, and Sun are responsible
for moon phases and eclipses.
6-4-16 Identify and describe how people from various cultures, past and present,
apply astronomy in daily life. Examples: using celestial bodies to navigate,
knowing when to plant crops...
6-4-15 Identify points of reference in the night sky and recognize that the apparent
movement of the celestial objects is regular, predictable, and related to the
Earth’s rotation and revolution.
Integrating Aboriginal Perspectives:
Demonstrate awareness of the special significance of celestial objects for the Aboriginal
peoples of North America.
Demonstrate understanding of importance of listening in Aboriginal cultures.
Demonstrate awareness of the importance of oral tradition in Aboriginal cultures.
Assessment:

Journal Response – The journal response will be assessed by the teacher to see how well
students have grasped the concepts learned in class. Expectations for this response include:
using examples of the activities we have done in class and using proper terminology and
descriptions to answer the questions. (Summative Assessment)
Connection to Last Lesson:
Students have previously been learning about different aspects of the night sky (including the
sun and the planets). In the last lesson, we briefly discussed how some planets have moons (some have
many, some have only one, and some don’t have any moons). At the beginning of last week, students
began looking at our moon each night and keeping a moon journal (recording the shape of the moon
each night).
IIK by Stacie Roblin
Flexible Groupings:
 Students will listen to the story as a whole class.
 In groups of 2-3 will discuss the story.
 The mini-lesson about the moon and eclipses will be done as a whole class.
 The acquiring activities will be done in groups of 3-5 with teacher guidance.
 The journal response will be done individually for assessment.
 Each student will keep their own moon phase journals.
Activating Strategies:




The teacher will read the students the story Wisahkecahk Flies to the Moon by Freda Ahenakew.
As the teacher reads the story, students will make jot notes about what they hear about the
moon throughout the story.
After the story is finished, students will have a short group discussion about the following
questions:
 How far away do you think the moon is away from the Earth?
 What do you think the moon is made of?
 Why does the moon appear to change shape in the sky?
 Does the moon actually ever disappear? If you were sitting on the moon like
Wisahkecahk, would you actually fall off of it?
Throughout their discussions, students will record their ideas about the above question on a
piece of paper.
Acquiring Strategies:




Students will have a mini-lesson on the moon, solar eclipses, and lunar eclipses. The new
vocabulary will be added to the Word Wall that we started at the beginning of our studies of the
solar system.
Students will complete the activity Moon Walker from Keepers of the Night: Native Stories and
Nocturnal Activities for Children. In this activity, students will make replicas of the moon, sun,
and Earth. In this activity, students will explore the size of the moon and the Earth and the
causes of the phases of the moon (See Keepers of the Night (page 84) for more details). This
activity will be done in groups of 3-5 students.
Students will complete the Slip the Eclipse activity from Keepers of the Night: Native Stories and
Nocturnal Activities for Children. In this activity, students will make a cardboard model to
demonstrate lunar and solar eclipses. This activity will help students understand why we have
solar and lunar eclipses and what they difference between the two are. It will also help them
understand the positions of the Earth, moon, and the sun. (See Keepers of the Night (page 85)
for more details.) This activity will be completed in the same groups as the previous activity.
Students will continue to keep their moon phase journals over the next 2-3 weeks to observe
the changes of the moon throughout one entire cycle.
IIK by Stacie Roblin
Applying Strategies:

In their science journals, students will complete a journal entry answering the following
questions:
 Why does the moon appear to change shape over the course of a month?
 Why do we have eclipse of the moon and the Sun?
Students will be expected to use examples from the activities we have done in class as well as use
proper vocabulary and descriptions to explain their thoughts.
Learning Resources:




Caduto, Michael J. & Bruchac, Joseph. (Illus. David Kanietakeron Fadden). (1994).
Keepers of the night: Native Stories and nocturnal activities for children. Calgary, AB:
Fifth House Ltd.
Ahenakew, Freda. (Illus. Sherry Ferrell Racette). (1999). Wisahkecahk flies to the moon.
Winnipeg, MB: Pemmican Publications Inc.
Manitoba Grade 6 Science Curriculum
All materials listed in the two activities from Keepers of the Night: Native Stories and Nocturnal
Activities for Children
Different Ways of Learning:





Visual/Spatial
- Watching the different demonstrations to illustrate moon phases and eclipses
Body/Kinesthetic
- Keeping a moon phase journal for a month
- Activities to demonstrate moon phases and solar eclipses
Interpersonal
- Group discussions about the moon in the story
- Working on activities in groups
Verbal/Linguistic
- Journal response about what they have learned in class
Naturalistic
- Keeping a moon phase journal for a month
IIK by Stacie Roblin
Section IV:
Resources
IIK by Stacie Roblin
Ahenakew, Freda. (Illus. Sherry Farrell Racette). (1999). Wisahkecahk flies to the moon.
Winnipeg, MB: Pemmican Publishing Inc.
Bourdeau Waboose, Jan. (Illus. Brian Deines). (2001). Sky sisters. Toronto, ON: Kids Can Press
Ltd.
Bruchac, James & Bruchac, Joseph. (Illus. Stefano Vitale). (2008). The girl who helped Thunder
and other Native American folktales. New York, NY: Sterling Publishing Co. Inc.
Bruchac, Joseph, & London, Jonathan. (Illus. Thomas Locker). (1992). Thirteen moons on Turtles
back: A Native American year of moons. New York, NY: Paperstar.
Bruchac, Joseph & Locker, Thomas. (1998). The Earth under Sky Bear’s feet: Native American
poems of the land. Toronto, ON: Paperstar Publishing.
Bruchac, Joseph & Ross, Gayle. (1995), The story of the Milky Way: A Cherokee tale. New York, Ny:
Dial Books.
Bushey, Jeanne. (Illus. Vladyana Krykorka). (2004). Orphans in the sky. Calgary, AB: Red Deer
Press.
Caduto, Michael. J. & Bruchac, Joseph. (Illus. John Kahionhes Fadden and Carol Wood). (1997).
Keepers of the Earth: Native American stories and environmental activities for children. Golden,
Colorado: Fulcrum Publishing.
Caduto, Michael. J. & Bruchac, Joseph. (Illus. David Kanietakeron Fadden). (2001). Keepers of
the night: Native stories and nocturnal activities for children. Calgary, AB: Fifth House Publishers.
Eyvindson, Peter. (Illus. Rhian Brynjolson). (1993) The missing sun. Winnipeg, MB: Pemmican
Publications.
Garcia, Emmett, “Shkeme.” (Illus. Victoria Pringle). (2006). Coyote and the sky: How the sun,
moon, and stars began. Albuquerque, NM: University of New Mexico Press.
Goble, Paul. (1988). Her Seven Brothers. New York, NY: Aladdin Paperbacks.
Goble, Paul. (Illus. Paul Goble). (1990). Star Boy. New York, NY: Aladdin Paperbacks.
Guard Monroe, Jean & Williamson, Ray. (Illus. Edgar Stewart). (1987). They dance in the sky: Native
American star myths. New York, NY: Houghton Mifflin Company.
IIK by Stacie Roblin
Manitoba Education and Youth. (2003). Integrating Aboriginal perspectives into curricula:
Resource for curriculum developers, teachers, and administrators.
Manitoba Education and Youth. (2000). Grade 5-8 Science: A foundation for implementation.
Retrieved from http://www.edu.gov.mb.ca/k12/cur/science/found/5to8/index.html.
Manitoba Education and Youth. Grade 5-8 English Language Arts: A foundation for
Implementation.
Manitoba Education and Youth. (2006). Grade 6 Social Studies: Canada, A country of change.
Retrieved from http://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr6/index.html.
Will Mayo, Gretchen. (Illus. Gretchen Will Mayo). (1987). Star tales: North American Indian
stories about the stars. New York, New York: Walker Publishing Company Inc.
Williamson, Ray. A., (1984). Living the sky: The cosmos of the American Indian. Norman, OK:
University of Oklahoma Press.