In any other classroom, mention of planting “Three Sisters” might cause confusion. But in Becky Nutt’s science class at Oneida Nation High School, located on a tribal reservation in northern Wisconsin, most students know that the Three Sisters are corn, beans and squash, crops that in Native American tradition are planted together in a single mound.
Guided by Nutt, their questions focus on photosynthesis, the process by which plants like the Three Sisters convert sunlight into the energy they need to grow and produce oxygen. The lesson culminates with each student pretending to be an atom of a particular element in that process— oxygen, carbon or hydrogen—and “form bonds” by holding hands or throwing an arm around a classmate’s shoulders. It’s a fun lesson that resonates, judging by both the enthusiastic participation and the thoughtful entries each student writes afterward in a logbook.
The students know the lesson as part of a “pilot curriculum from UW–Madison,” as Nutt tells them—perhaps the easiest way to explain POSOH (poh-SOH), which is both the Menominee word for “hello” and an acronym for “Place-based Opportunities for Sustainable Outcomes and High Hopes.” The program is being developed in partnership with both Oneida and Menominee communities.
But what POSOH really represents is a new way of teaching science. Funded by a $4.7 million grant awarded by the U.S. Department of Agriculture in 2011, the program has the mission of helping prepare Native American students for bioenergy and sustainability-related studies and careers. POSOH aims to achieve that by offering science education that is both place-based and culturally relevant, attributes that have been shown to improve learning.
“We’re hoping to help make science relevant to young people,” says CALS biochemistry professor and POSOH project director Rick Amasino. “Bioenergy and sustainability offer an entrée into broader science education.”
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