YOUTH & STEM/ TEK EDUCATION
Since 2016, Flower Hill Institute has been hosting summer camps for tribal youth. Flower Hill’s camps are based on a model of culturally responsive education that teaches “western” scientific concepts alongside traditional ways of knowing and understanding, providing students with a bicameral learning process that teaches them to use and value their unique perspectives. Flower Hill’s camps have been funded by the EPA’s Environmental Justice Small Grant program, the US Forest Service, and have been the recipients of a UL Innovative Education Award.
This video is indicative of the five youth camps that were conducted by Flower Hill Institute during the 2021 pandemic year. We had hundreds of youth participate in camps just like this where they learned about constellations, water, air, land, microbes, and pollinators. We discussed indigenous knowledge balanced with science.
We have come to realize that climate change is not only real but is accelerating and we are working with youth on mitigation and adaptation strategies.
'They are our future': Native American Teachers Bring Traditions to the Next Generation
Two Native American teachers work with Albuquerque's Indian Pueblo Cultural Center to bring tradition to younger Native Americans.
November is Native American Heritage Month, and sharing traditions with Native American youth is key to keeping that heritage alive.
It may look like hockey, but 'shinny stick' is deeply rooted in Native American tradition.
"The shinny stick is what our ancestors used in their fields as tools because they didn't have the shovels, they didn't have hoes," says Joseph Brophy Toledo, co-founder of the Flower Hill Institute.
Shinny stick is now being used to bring Native Americans of all tribes together.
"The shinny ball represents the 'earth ball.' The sticks represent the 'generational stick,'" Toledo said.
It's just one part of the tradition Joseph and his partner Roger Fragua pass on to the next generation.
"Given oxygen, so to speak, young people are all leaders," says Fragua.
They say sharing games like shinny stick opens the younger generation to accept other traditional teachings like traditional native cooking.
Fragua says, "We've done five youth camps this summer. And I promise you, I have learned more from the youth, and they've learned from me."
Along with the Indian Pueblo Cultural Center, Roger and Joseph are preparing the youth to learn the traditions and carry them forward.
"The philosophy behind our teachings is that we're going to teach the young folk, and they're going to become the teacher. This month it's important that we bring our people back together to understand that life is all about connections. It's all about us being together and working together," says Toledo.
Six Non-Profit Organizations Honored for Youth Environmental Education STEM Programs
Read More About Flower Hill Institute’s Award Here.
Flower Hill Events
Culture And Science Youth Camp
July 20 and 21, 2018
At 9am on July 20, 2018, students began arriving at the San Diego Mission to begin the day’s activities. A number of students from San Felipe were due to arrive closer to 10am, so Flower Hill’s cultural advisor, Brophy Toledo, began a game of Shinny. After explaining the cultural significance of the game, (including how the game is the origin of field hockey), the group split into two groups, Winter and Summer, and the game began. Winter was ahead by a point once the remaining students from San Felipe arrived, at which point Flower Hill’s director brought the event to order and Brophy Toledo provided an invocation.
The first day of the camp had 67 participants, with students predominantly from San Felipe, Kewa, Jemez, and Cochiti pueblos, but included Jicarilla, Lakota, and Navajo students and interns. The camp had 8 chaperones from SIPI and Flower Hill, 2 teachers from Acoma and Laguna, 3 staff from the USGS, 1 staff from the USFS SWRO, 1 staff from the South Central Climate Science Center, and one recently graduated masters student from UNM, all of whom assisted in various teaching or student management roles.
After each student and staffperson introduced themselves, the students divided into 5 groups and walked down to the Jemez River. Along the way, Brophy Toledo pointed out medicinal and culturally significant plants and their usage. Once at the river, the students separated into the following groups: 1) Water Quality Testing, 2) Macroinvertebrate Sampling, 3) Traditional herbal walk and ditch ecology, 4) Animal tracking and plant identification, and 5) Stream Surveying and Flow Measurement. Each group spent about 20 minutes at each station before rotating to the next. Rains over the past week had raised water levels to the point that insect life was returning to the river, and the students found many caddisfly and mayfly larvae (along with fish, crawdad, and a rather large dobsonfly larvae). Despite the increase in water, flow speeds had not appreciably increased, and students in the water quality testing section determined that the water had become even more turbid. Students also learned a bit more about traditional plant uses and about how the relatively recent changes to ditch linings (making them concrete) has impacted local insect and plant population. After a few hours of science and traditional knowledge, students returned to the Mission for a homemade lunch.
The students then squared up for a rematch of Shinny. Ultimately, Winter prevailed once more. The students then split up into another two groups. Brophy Toledo and Chris Toya spent some time explaining traditional archery practices, and, in another group, taught students how to create corn-husk butterflies, and Debbie Woodward, a teacher at Laguna/Acoma, taught students how to do origami. For the remainder of the afternoon, students either did archery or art, until around 4:30pm, at which point everyone began cleaning up and loading back onto the buses.
Day 2 began at 11:00am at the Alameda West parking area for the Rio Grande. The group was smaller due to capacity limitations on the river and some cultural obligations. 25 students in total.
The students were due for a float down the Rio Grande with a local company, who were to meet the group at the parking area at 12:15pm. Students were greeted by Brophy Toledo, who discussed the Rio Grande and how it has changed over the past decades. Brophy then conducted a water blessing for the students and wished everyone a safe journey. The students were provided a lunch while waiting for the buses to the put-in, eventually getting picked up, given an orientation, and transported to the Corrales open space river access. The group put on the river around 2:00pm and floated the river back to Alameda until around 6:15, covering about 8 miles in total, stopping for about an hour for swims, snacks, and some macroinvertebrate sampling.
Overall, the camp provided students a great opportunity to explore their local environments using both traditional and scientific tools. The students had a great time due to a good balance of fun and learning, and the future of these camps seems bright considering several participating staff have asked how we could bring similar camps to their communities.
Flower Hill Events
Culture And Science Youth Camp
July 6 and 7, 2018
On July 6th and 7th 2018, 23 participants gathered with an Invocation from Traditional Pueblo Leadership to spend two days of fun, learning and sharing of both Traditional-Cultural AND Technical-Science based teachings and learnings on water and watersheds. The Camps were designed and intended to teach and learn “in Stereo” with concentration on both traditional knowledge and STEM based science. The Camps were presented by Flower Hill Institute.
The participants came from various Tribes located in the southwest and ranged in ages from 10 to 22. Supporting entities were the Pueblo Leaderships and Natural Resource Programs from the Pueblo of Jemez and the Pueblo of Sandia. Hosting and supporting Federal entities were the USEPA, USGS and BIE in the form of Southwestern Indian Polytechnic Institute. The South Central Science Center was the lead entity for curriculum and program delivery. Volunteers and Contributors also included the Jaque Fragua, Ty Harris and others.
The Camp started with an Invocation from Cultural Leaders from the Pueblo of Jemez. The Invocation was followed by a Welcome from Chris Toya, Pueblo of Jemez Natural Resource Department and the Host from Franciscan property located within the Pueblo of Jemez. After the Welcome, the Camp walked to the Jemez River and learned about various plant life along the way from Brophy Toledo, Cultural Camp Leader. Mr. Toledo presented the many positive and healing values of various plants along the way.
Once at the Jemez River, the participants self-selected into two break out groups to access River health. All participants worked from worksheets provided to “study” the River shed. Each participant was asked to find an interesting place in which to study. The study included the identification and questions about their specific area of interest such as marking animal tracks, scat, and other points of interest. After a debrief on the individual finds and discussions, the Participants broke up into the two groups.
Group one studied the River Health with activities in the River. The study included the types of sediments that are on the River bottom such as rocks, mud and various types of sediments. The sediment can present an indication of the River health by assessing the algae inside the River straight and the river banks. The river bank and the types and density of foliage including trees, and other plants along both the Bosque and other riparian plants that add to the river health. Participants picked up rocks to examine the micro life. Additionally, the Participants utilized kicknets to capture and examine life including fish, frogs, Macros including Caddis Flies, various nymphs and worms.
The Group Two Participants took on the task of establishing an attempt at river flow by measuring the cross section and measuring parts of the river bank to arrive at a float of 2 minutes for 60 feet or 2 feet per second flow rate. Boundaries were set to be able to take readings for comparison in the future. Water quality assessments were also conducted to assess dissolved oxygen, nitrates, phosphates, temperatures and PH. Generally, the water quality was poor to good as the water was murky and cloudy due to rains the day prior to the camp. Many of the results were readily available while others will take several days of testing and those results will be shared with the Participants once they arrive.
After some time of testing, discussions and shared learnings, the Participants engaged in a good water fight and walking in the river to cool off from the summer heat. After the river activities, the group collected buckets of litter along the riverbank to properly place in trash bins back at the Camp host. The river activities were followed with a healthy and hearty lunch provided by Community members.
Day one afternoon sessions included an art project of crafting dragon flies and other pollinators from corn husks. This art project was a facilitator of the importance of pollinators and the changing environment, weather patterns and climate. The Art project was followed by a round of archery under the shade of the cottonwood trees. All participants had ample opportunities and attempts at the archery targets. After a fun-filled day of learning and teaching, the Participants went home to rest for the Day Two float of the Rio Grande.
Day two began with a ride down from Jemez to Quiet Waters Paddling Adventures, where the students watched a short video about river safety before loading up and driving to the put-in along Algodones. Each student, other than the very youngest and smallest, paddled their own kayak. Several students were intimidated initially but very quickly got the hang of paddling.
The paddle down the Rio Grande was a bit more eventful than expected – Several people ended up capsizing shortly into the trip, a low-risk mishap but surprisingly refreshing! As the day wore on, the group stopped on a sandbar for lunch and a brief discussion about how Climate Change is affecting the Rio Grande, and what the river used to look like to those that remembered it from long ago. During this time, we also sampled for macroinvertebrates using the same techniques as from the day before. In the Rio Grande, the students discovered copious dragonfly larvae, mayflies, and a few caddis. By differing their sampled areas, they learned that the areas with stones and cobbles held more macroinvertebrates than those with silt or sand. The students managed to accidentally catch a couple of small fish in the kicknets, which were identified as white sucker minnows before being promptly released.
The paddle continued, eventually reaching the 550 bridge and taking out. The students enjoyed some time floating in their lifejackets down the river as the staff got the cars. Flower Hill’s cultural advisor provided a closing summary and discussion before the students went back to their vehicles and returned to their respective homes.
Jemez Pueblo Earth Day
May 3, 2018
On May 3, 2018, Flower Hill Institute participated in the second Earth Day celebration with 48 of the Jemez Pueblo Day School 4th and 5th grade students. The event was held in the courtyard of the San Diego Indian Mission.
This is the second 2018 Earth Day event hosted by the Jemez Pueblo Department of Natural Resources, Director Paul Clarke, and coordinated through Tammy Belone, Program Manager, with funding support from a US EPA Wetlands grant, with participation from Flower Hill Institute and New Mexico Recycling Coalition.
Brophy Toledo of FHI and Chris Toya, the Tribal Historic Preservation Officer for Jemez Pueblo, presented a traditional perspective of climate change and adaptation. They spoke in their native Towa language to the students. They shared a historical perspective of our changing climate and reinforced the importance of awareness, preparedness and addressing climate change with your whole heart and good intention.
Jolene Catron with FHI presented a water quality presentation. She discussed elements of determining water quality, such as measuring temperature, stream flow, total dissolved solids, turbidity, dissolved oxygen and pH. The students inspected two samples of macroinvertebrates taken from the Jemez River and the Rio Guadalupe. The students also performed a quick pH test of the water using a pH test strip. In general, they found that there is a more diverse population of macroinvertebrates in the Jemez River sample, and that the pH is a little higher in the Jemez than the Rio Guadalupe. The students discussed how water quality can be impacted by changing seasons, pollution, and streamflow.
Sarah Pierpont of New Mexico Recycling Coalition taught the students how to perform a waste characterization of the solid waste in their schools. The students first learned about what kind of waste can be recycled, then sorted trash into categories and weighed the samples.
The 48 students were divided into 4 groups, and each group had the opportunity to participate in all the activities (two recycling stations). After the students participated in all the activities, they were served lunch and then returned to their school.
Jemez Pueblo Earth Day
April 17, 2018
Flower Hill Institute has partnered with the Jemez Pueblo Department of Natural Resources in presenting Earth Day activities with the San Diego Riverside School at Jemez Pueblo and the Jemez Day School. The first of two events took place on Tuesday, April 17, 2018, at the San Diego Mission. There were 26 Riverside students aged 9-11, in 4th and 5th grades.
The students first learned about recycling by conducting a waste characterization survey. During this event, the students worked in teams to sort through trash collected from their school, then sorted the trash by paper, cardboard, plastic, metal and organics (food/other). They recorded the total weight, and learned what items are recycleable.
Atherton “Atty” Phleger presented two activities on water quality. A day earlier, he had collected benthic macroinvertebrates (large bugs that live in the bottom of the river) samples from the Rio Guadalupe and Jemez River using a kick net and storing the bugs in jars. At the event, the students emptied the jars full of river water, bugs and other organic material into white plastic trays. They were given a sheet that helps identify the benthic macroinvertebrate, and the students were tasked with identification and counting. The students learned that the Jemez River has a lot of different kinds of bugs, but the Rio Guadalupe does not have as many bugs or different types. This is one indication of water quality.
Then Atty discussed pH condition and how this fits into the overall water quality statement. He distributed pH test strips to each student and had them test the pH of the water samples in the white trays. The students were able to determine that the Rio Guadalupe was, in general, more basic than the Jemez, with pH levels in the 7.7-8 range. Students who accidentally got soil on their test strips were able to determine that the Rio Guadalupe’s soils were highly basic. These discoveries led to conversation about what made the Guadalupe more basic. A lack of recent rain and the existence of a limestone layer near the sample site were floated as possible reasons. Students were reminded that the process that they just engaged in is one of the tools that scientists, included Jemez NRD staff, use in their work. They were asked if they found the process difficult, to which they responded “No,” and suggested that they might try looking for these bugs themselves the next time they were in the river.
After this activity, Brophy shared in the Jemez language, Towa, information about water, how the Pueblo ancestors located the Pueblo near where water flows together (the Rio Guadalupe and Jemez River) and how important water is to everyone and everything. He discussed how the irrigation canals were first constructed in soil to provide water to farms. Because the earlier canals were not lined, they supported a variety of plants, wildlife and fruit trees throughout the Pueblo community. Brophy shared that since the canals were now lined with concrete, they only provide water to the fields, and don’t support the variety of life that they used to. This has affected the kinds of birds that frequent the Pueblo now, and there are no more fruit trees that line the canal. It has also affected the number of butterflies.
Chris Toya from Jemez Pueblo also shared information in Towa to the students about the importance of water and how now adays we don’t live with the hardship of hauling water for our own use.
After Chris’ presentation, Jolene Catron of Flower Hill presented a short discussion on wetlands and presented a wetland model that demonstrated importance of wetlands in providing a filter for pollution and silt, and a place for birds. She provided information on how to identify birds, and shared book and android-app resources on bird identification. As a take-home, the students planted butterfly-friendly seeds in individual seed pots, so that they could replant the seedlings at their homes.
Lunch was provided and the students returned to their classroom before a major windstorm fanning smoke from nearby wildland wildfires blew in. The second Earth Day event is planned with the Jemez Day School on May 3, 2018.
Earth Day – Riverside school – April 17, 2018
Agenda
9:00 am – Students and teachers arrive (they will be walking)
9:15 am – Welcome & Introductions – Governors and NRD
9:30 am– Activity #1 – Waste Characterization – Tammy Belone & Sarah Pierpont
· The students will work in two teams to sort through trash collected from their school.
· Material will be sorted in five (5) categories: paper, cardboard, plastic, metal, & organics (food/other).
· Record the final results (either weight or volume).
· Lessons learned: what can we recycle?
10: 00 am – Activity #2 – Wetlands – Chris Toya & Flower Hill Institute
· Benthic macroinvertebrate activity
· Water quality testing
· Traditional use of plants & birds
· Irrigation ditches – historical perspective
12:00 pm – lunch
Jemez Pueblo Science Culture Youth Camp
STEM And Indigenous Knowledge
August 3, 2017
Jemez Pueblo, Community Resource Center
Jemez Pueblo Tribal Administration, led by Governors Alfred Toya, Willie Waquie and John Romero, and Flower Hill Institute invited the South Central Climate Science Center, Tom Swetnam, Henry Diaz, Department of Resource Protection, Health Prevention, Walatowa Charter School and the Jemez Community youth together on August 3, 2017 for an interactive fun-filled day of learning and teaching on Climate Change.
The meeting was opened with a welcome and invocation from Joseph “Brophy” Toledo, Traditional Leader, and established the theme for the day: “Youth are the future for the Pueblo of Jemez and knowing both science and our Indigenous Knowledge is critical for our community wellness”. Brophy stressed the fact that a holistic community needs a well-balanced approach of community development, cultural preservation and environmental protection. Growing strong young leaders today is imperative.
Renee McPherson, Director, South Central Climate Science Center, introduced a Drought Negotiation Board Game to the Camp. The campers had to make informed decisions based upon real-life case scenarios that impacted their respective community futures. The game was both fun and instructional at the same time. Tom Swetnam, local archeologist, presented a workshop and presentation on Tree-Ring dating as part of factually based history of droughts and other impacts to the environment. “Each ring on a tree represent one year and each ring can tell a story”, Swetnam says.
Henry Diaz, Internationally recognized Climatologist, provided a more general presentation on Climate Change, changes on temperatures across history, and how it affects our planet. The presentation was well received.
Atherton Phleger, Flower Hill Institute, used a tag-like game with the younger campers to provide a better understanding of the health of streams and rivers systems and the habitat needs of fish.
Lunch was provided by the Department of Resource Protection and Health Prevention. After lunch, the Camp migrated toward the river to conduct water quality testing and swimming. Students learned through the collection of aquatic macroinvertebrates that the Jemez River can sustain several pollution-intolerant species, indicating that the river is generally healthy. The Camp concluded with a brief lecture by Brophy Toledo on the importance of our youth expressing their desires to both the secular and traditional leadership.
Impact and Lessons Learned
The August 3rd event was the first in a series of culturally-integrated STEM camps planned for the next twelve months. As the first of its kind, it served as a venue to test the activities, logistics and procedures which will be implemented in future camps. Some of the lessons learned from the camp’s execution included:
-Direct partnerships with the school district can ensure reliable and meaningful representation of students and easier planning. Direct partnership also means that camps can take place year-round
-Kids 8-13 benefit more from workshops designed around physical activities, like invertebrate sampling or games. They expressed disappointment that archery had not been included in the program. If this age range is to be included, a bias towards physical activity is recommended.
-Much greater involvement from tribal departments would probably make the roles of these departments more relatable for youth, thereby giving them greater improve learning outcomes and increasing community engagement. Joseph Toledo recommended going to leadership with a proposal and making participation by certain departments mandatory to accomplish this function.
-One student recommended that using animals to teach climate change topics would be more effective than lectures.
-In practice, the combination of STEM content and traditional knowledge emerged on an ad-hoc basis of in-the- moment collaboration between STEM teachers and traditional knowledge holders. While this methodology sufficed for the first iteration and was certainly an improvement on teaching either topic in a vacuum, better preparation and communication between these two groups would most likely enhance the quality and relevance of content and delivery. Likewise, STEM topics would be better taught by members of the community, or other native professionals, when available.