Multiple Intelligences Bloom's Taxonomy

..,"-;. ----------•'~.--------~-----~---;..._ FOR. A FAIR SELECTION . . EV&AV&ODY HAS TO TAKE THE $AMII EXAM: PLEASE CLIM& THAT ·TREE ~ I . •a ■~)• ! ~! . _.._./J f !. •. . I • . ~ 'Jb~· -~-F' '\ - ~~~~ Ill ,,, -,,, - - lt .. - - - .....,,, - ~"""'- • -- . -'}JI,, - A- __:i+t. --- - --~--> MULTIPLE INTELLIGENCES Howard Gardner's research on multiple intelligences has added a new approaches to work­ ing with diverse learners. Review these and brainstorm activities with your cooperating teacher that would demon­ strate ways your students could express their learning though their own "intelligences." lntellig.ence Possible Activities for Demonstrating Learning in the Classroom Bodily/Kinesthetic-processing thoughtouch, Learning centers, models, etc., movement.drama Intra-personal-processing personally through reflection Journals, goal setting, etc., Inter-personal-processing by sharing Cooperative groups, teaching another student, etc. Verbal/Linguistic-processing through reading,writing,speaking,listening Discussions, etc. . . Musical/Rhythmic-processing through rhythm, moods, melodies; sounds Choral readings, lyrics, etc. Logical/Mathematical-processing through numbers, patterns Logic, story problems, etc. Visual/Spatial-processing through images and visualizing Charts, p<>S.ters, video, etc. Naturalist Nature walks, knowing names of trees, seasons, weather, etc. Existentialist Philosophy-Big questions: "Who am I?"' '"Why am I here?"'-religion, etc. . Figure 1. Multiple Intelligence Capacities Inventory* . e\ Multiple JO asn Intelligence amr:rnns a Capacities Inventory n ng eductively rning rel~tionships ns :::, 0 s:q ·'·:a:ial word pmb:em. l!l!!!IIIIFigure 2: Examples of unclear and revised objectives How to use the revised table Leaming objectives must fall under one of the four categories under the knowledge dimension, and under one of the six categories of the cognitive process dimension. Use the noun in the objective to determine what is being learned: factual, conceptual, procedural, or meta-cognitive knowledge. The verb used in the learning objective will determine which cognitive process dimension column the objective falls under: remember, understand, apply, analyze, evaluate, and create. Where the knowledge and cognitive process dimension intersect, is where_ the objective stands on the revised taxonomy table. student will leam to app y tbe~rednce-1·ense-1-ecycle approach to conservation Educational O jtdive: Knowledge Dimemion: Factual Conceptual, Cognitn,e~ fmnemion· Remember. Undemtand. Apply, Procedural. Meta- = Analyze, Evaluate. Create Tlat ne CopitmProtelBDiaelllloa ,, •.•••••• ,.,Figure 3: Classifying objectives with the revised taxonomy table Use this technique to analyze objectives. If an objective has a vague learning procedure for students to complete, such as "to know", the objective cannot be placed on the table: a clue that the old objective needs to be revised. The more teachers learn about the way students learn, the more instructional techniques will improve by incorporating new findings into currently existing methods. Related Articles Bloom's Taxonomy Bloom's Learning Domains More on Bloom's Leaming Domains http://coe.sdsu.edu/eet/Articles/bloomrev/index.htm Sentence starters for developing activities based on Bloom~s Taxonomy Note that some of these starters fit into more than one category; these are just suggestions. LEVEL IV - ANALYSIS: 1.What are the components of... ? 2.Which steps are important in the process of ... ? 3.If ... then .... LEVEL I - KNOWLEDGE (RECALL): 1. What is the definition for ... ? 4.What other conclusions can you reach about ... that have not been mentioned? 2. Trace the pattern ... . 5. The difference between the fact and the . . ;i hypothes1s 1s .... 3. Recall the facts ... . 6. The solution would be to .... 4. Name the characteristics of .... 7. What is the relationship between ... and ... ? 5. List the steps for.... LEVEL II- COMPREHENSION: 1. Tell why these ideas are similar. 2. In your own words retell the story of.. .. 8. What is the pattern of ... ? 9.How would you make a ... ? LEVEL V - SYNTHESIS: 1. Create a model that shows you new ideas. 3. Classify these concepts. (could also be analysis) 2. Devise an original plan or experiment for.... 4. Provide some examples. 3. Finish the incomplete story so that.... 5. Construct a model of.... 4. Make a hypothesis about... . 6. Draw a picture to ... or role-play what happened. 5. Change ... so that it will ... . LEVEL III - APPLICATION: Note: (applying without understanding is not effective application) 1. Graph the data. LEVEL VI - EVALUATION: 1. In your opinion .... 2. Appraise the chances for.... 2. Demonstrate the way to .... 3. Grade or rank the .... 3. Practise .... 4. What solution do you favour and why? 4. Act out the way a person would .... 5. Which systems are best? worst? 5. Calculate the .... 6. Rate the relative value of these ideas to .... 6. Prescribe a new way to ... . Beyond Monet I Barrie Bennett I Carol Rolheiser Verbs Often Used to Promote Higher LeV'el Thinking f Level of Thinking Typical Verbs Used .EJr;&JJJ.ples of Teach.er Q_uestlons ! ~. ' ...t 1-----=--------;----------------ir-------------~--............. ·; ~ . -, · · Knowledge define repeat identify list draw, · record . label name .. . < -~ 1(f ; '. . . .• .. Name the. author of th~ book. .. ·· _Comprehension classify compare contrast translate explain summarize give examples Application Analysis Synthesis Evaluation apply complete illustrate solve predict calculate demonstrate practice use show analyze dis.cuss explain inspect classify divide infeu ~ge construct design generalize_ plan categorize assess estimate judge rate test. Justify combine create develop organize predict rearrange critique evaluate rank recommend value· Compare the weather tod~y with the weather .yesterday.. ·I · i Complete the sentence using a/. vocabulary word from the lesson.· Explain why it is important to have classroom rules. .. Predf:ct what would happeri if a l_aw was passed which made commercials on 1V illegal. What requirements for hiring a _new teacher would you ' recommend to the principal? - Th6 Trt\6 Stor!j of Th6 Thr66 LittLB Piss r;?,~! Jon ~cie~zl~,d LEVEL I - KNOWLEDGE: What arguments was the Wolf using to claim his innocence? Have you ever had to defend yourself for something someone said you did? LEVEL II - COMPREHENSION: Explain your thinking about the wolf's argument that eating the pig was the same as not wasting a hamburger if it was just lying there. Do you believe the wolf's explanation of why he was visiting the first pig's house? Why? LEVEL III - APPLICATION: How is this adaptation of the story more like what happens in courtrooms today? How have you argued your innocence when someone blamed you for something you did? LEVEL IV - ANALYSIS: How is this approach to The Three Little Pigs different from the original story? Why is the wolf always seen as the villain in so many stories? Is this perspective justified? LEVEL V - SYNTHESIS: What do you think the pigs would do if the wolf was found to be innocent? When the wolf gets out of prison after his sentence, do you think he will have learned from his mistake or will he seek revenge? LEVEL VI - EVALUATION: Is this version of the wolf's innocence more interesting than the original? Why? If you were the judge, what sentence would you have given the wolf? Beyond Monet I Barrie Bennett I Carol Rolheiser THE FOLLOWING ARE SAMPLE QUESTIONS OR REQUESTS FROM STORIES BASED ON BLOOM'S TAXONOMY (If these stories are not part of your or your students' cultures, think of other stories and identify similar questions.) LEVEL I - KNOWLEDGE: List the characters in the story. Whose bed was Goldilocks in when the bears found her? LEVEL II - COMPREHENSION: Retell the events of the story in your own words. Why were the bears upset with Goldilocks? LEVEL III - APPLICATION: Tell what might have happened if Goldilocks had also made a mess. Retell the story from the point of view of breaking and entering. Using the information from the story, draw a sketch of the bears' house. LEVEL V -SYNTHESIS: Suppose that Goldilocks had found the home of the Three Skunks. What might have happened? What if Goldilocks had come home and three bears were sleeping in her bed? What would she do? LEVEL VI - EVALUATION: Judge whether or not Goldilocks made a good decision by running away from the bears. Explain. Evaluate Goldilocks's behaviour as a guest in the bears' home. Pretend that Goldilocks was on trial for "breaking and entering". Decide whether or not you would find her guilty. Justify your decision. LEVEL IV - ANALYSIS: How was Goldilocks's experience different from that of Little Red Riding Hood? Identify parts of the story that could have happened to you. Make a list of all the events in the story that indicate it is not true. Beyond Monet I Barrie Bennett I Carol Rolheiser Title: Language Arts: Comprehension Using Bloom's Taxonomy SUBJECT AREA: Comprehension GRADE: 3 KEY CA CONTENT STANDARDS ADDRESSED: Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 2.3 Demonstrate comprehension by identifying answers in the text. 2.4 Recall major points in the text and make and modify predictions about forthcoming information. 2.5 Distinguish the main idea and supporting details in expository text. 2.6 Extract appropriate and significant information from the text, including problems and solutions. ELD STANDARDS AND LEVEL: EO and ELD levels 4-5 TEACHING OBJECTIVE: Teacher will assess comprehension of the main character of a piece of literature by asking questions and developing activities using different levels of Bloom's Taxonomy. LEARNER OBJECTIVE: The learner will demonstrate understanding of the main character by correctly answering questions, and developing a new ending to the story appropriate to the characteristics of the main character. MATERIALS: Do Not Open By: Brinton Turkle, prediction poster, questions to assess comprehension, bottle with a message in it, papers with different possibilities of what is in the bottle, paper for writing stories, paper for drawing pictures MODIFICATIONS FOR SPECIAL NEEDS: The teacher will also keep a post-it on A's desk on which she will make a tally mark each time he speaks out. This is to discourage him from speaking out during lessons. PROCEDURE (2 mins) INITIATING ACTIVITY: Have students think about the story Do Not Open, which was read the day before. Have them write on a piece of paper what kind of person they think Miss Moody is. Then have them look for support when reading aloud. (This is an example of evaluation on Bloom's taxonomy. Students are deciding and supporting the personality of the main character). (20 mins) MODELING/GUIDED PRACTICE: Read Do Not Open with students and ask questions throughout to assess for comprehension. 1. (P.l) Is Captain Kidd grateful that Miss Moody saved him? How can you tell? and describe) Remember that you are trying to find facts that support what kind of person you think Miss Moody is. She rescued Captain Kidd, so what does that tell you about what kind of person she is? (Comprehension ➔ Explain 2. (P.2) Why does Miss Moody like storms? personality? (Knowledge ➔ tell) What does this tell you about her 3. (P.4) If you were Miss Moody, how would you feel as the storm came? characters feelings to their own feelings.) (Analysis ➔ relating main 4. (P.9) How do you think Miss Moody opens the bottle? How would you feel if you were going on a treasure hunt? (Comprehension ➔ explain and describe; Analysis ➔ relate to yourself). 5. (P .15) We know that Miss Moody opens the bottle. What would you do if you had a bottle and didn't know what was in it? Let's find out. -Call students up and give them the bottle with a note inside. Let them know that it could be something good or bad. Have them decide if they want to take the chance by opening it or not. Ask them how they feel, and why they chose to open the bottle (or not). (Application ➔ dramatize) 6. Miss Moody chose to open it. Why did she choose to open it? How does that support what kind of person she is? (Considerate, kind, caring, etc.) 7. Why does Miss Moody say that she is only afraid of mice? (Knowledge ➔ tell) (15 mins) INDEPENDENT PRACTICE: Remind students about the judgment they made about Miss Moody, and all the support they collected while reading the story. Tell them if they want to add anything to their judgment they can. -"Now I want to write a new ending to the story. Knowing what kind of person Miss Moody is, how would she react if something different came out of the bottle? Everyone is going to get a paper saying what is going to come out of the bottle when Miss Moody opens it. Knowing what kind of person Miss Moody is, YOU must decide how she will react, and what she will do when she finds out what is in the bottle. (Synthesis ➔ design/invent new ending). 1. Start with "The smoke cleared away and Miss Moody was staring at. .. " 2. Tell what is in the bottle. 3. How does Miss Moody react? (Remember what kind of person Miss Moody is when you decide what she would do). (5 mins) CLOSURE: Have students share stories. ASSESSMENT: Ask questions during reading to check for understanding. Students will design their own ending to demonstrate understanding of the main character. LOGICAL FOLLOW-UP: Students will draw a picture to go along with the new ending they have created. Pages will be bound together to form a class book to sit next to the original book in the class library. DO NOT OPEN by--------1. ''The smoke cleared away and Miss Moody was staring at . 2. Tel I what is in the bottle. 3. How does Miss Moody react? (Remember what kind of person Miss Moody is when you decide what she would do). QUESTIONS TO HELP STUDENTS DEVELOP NUMBER SENSE AND CLARIFY THINKING Tell how you did that? What went on in your mind when _ _? When have you done something like this before? What would be your criteria for __? What do others think about what_ _said? Do you agree? Disagree? Why or why not? Does that make sense? Why or why not? Does that always work? Why or why not? Is that always true? Explain. Do you see a pattern? Explain Can you predict the next one? What about the last one? How did your prediction compare with your results? How can you :rmd out? How did you know _ _? What might you do next? What's another way you might approach this? How might you be able to use this in other situations? What do you think would happen it___? What would it look like if? How does this relate to _ _ _? . Have we ever solved a problem like this one before? What is alika and/or different about the solutions? \ Questio.ns· < By~Kati•• 10 ·· ,·, . _ , _. Santa Luoia Seli9bl,.~empl~• · · . . . •The world is full of. <4li~~i9µ,s. Qµes-· · tions·-•4:·flUestions ·-~d qtt~stio:ps. ·Th~re:_:~~:-more que&ti~is th&n you__:. :.· .·wou1<1::;eirer-_.think ~o&@~]VCore questions .am:i)~~=r~•e::oM ·like··•Ha.-vilitou sh6e1• or · - seenmy·· . "Where's my coat?~- and.there are ques-. tion.s likE:l, "Want:tQ.__ go :t<>.tP.-~: ni.o\ii.est-£<>r "9an·you comet<> my.party?". The,:r.e 1s . "What:'is<5,x.8?"and "Wh4t~s-the·best - . .thing:siriee,sliced bread?",'Vher~'is: even_ . , J .. "Whyis-'~bbreviation'.~such:a.Iong· .. ·wo~d?'' But then there~is, always, "Have· you ever·thought what a world would be like 'Without questions?" · .. ··Criti~al thinking .is critical :By JeffLantos goes like this: What ls the connectiop.be- ... say, tractions ·and 'percentages, or 'b~tween ... and . . . ? So mucm of good . tween lobbying and le~tlon, or be;. . .· , . . teaching is· '1>out taking strand.$ of in- , ·tween Copernicus and oarwi.i,· or be'M BEGINNING my 20th year of· rormatio.n and looking for connections twee;t:1 the n:iain characters in two teaching in the Los.Angeles Vnffl.ed •and broadening.the context. different novels. _ School District; and if Ive learned ·. test preparati9n 1~ the .I ·Jik~ to ask. my· stuc:le;t:lts why th.e , ~ . it 1s·~t --~ ~~ . opposl~_ effect. lt shrinks ~e, ~p.t,ext. . food in lnclmr Afri~ and Mexico ls so · c.annot be .m~d quantita- It reduces ~quiry. It mitigates;agmnst .· much :'.Spicier. than the ·food m Ire~d, . tively. · · ·· Socratic ~ialogue. and can drain much Iceland and .Finlalid. TypicaJly,, lots of I • ';Every ~ar, we hear administ~tors of the passion from teaching anq learn- ~heories are ·~eed and .eventually . crowing or politicians moaning overstu- lng. . . _ . (and perhaps with some guidance), stu.: ·aent test .scores as if these ntUµbers . . If we ~ get beyond the notion of . dents use their .Knowledge ofgeography, were indispuuµ>le indicators oft.e~ching schools. as t.esting factories,. then teach-· .chemistry, .botany and economics. to ·. ~cell.enc~~ medioc~tY, ofttµI~-: :· , :: . J~I'S \Vill:~aye,·t,lie :~C>tn ~-~t#~/1',r-·'- . ~ th~ conn¢ctttj~-t~~ will lead to . ." ···: In.fact,· test ;_$co® .(Qxi't~e anri,.ual · higµ.ey ·stanqt1t(:l. of ~cellence>Part of an explanation. we t.eachers can this standardized .state test) are like the that higher standarq wouldJnclude the "tlµnking across the curriculum." clos~g prices on the stock .exchange. t;eaching of critical tlµnking~ doe~ a . . Oµce students start:. seeing how .1'hey fluctuate for any number of rea- teacher do .that? By. creatin.Q' .·an. aca- · and why seeming]y disparate topics are sons. A bad breakfast, a case of the jit- demlc environment in whicli.: stude:pts related; arid :qiore important, once they ters or skipping a line and filling in the can sttt through the mass o( facts-being - start loc;>~g:tor and making those con-·­ :wrong bubbles can wreak as mµch hurled at tnem and begin tq. :~l'C~iv~ . n~ctµpns, tjle.il the tea,ch~ willhave per- havoc as not knowing th.e diff~rence be- pathway$ ofintei;connectedne8$/ · . . · ·foq#ecl ·~tj~p.ecial kind of classroom tween "al?,jure" and fllgJ~.",. , . ·. . . . . _ .·· . : 'Bl~ :~ny:.~ ~~a.t yo~;:$1;µd~nts .·. •aj¢~~~:..,;;.~g l,')assive re~eivers pr Likewise, teachillg Wthe,test can : 'begin-by ~g~coDJ1ectlo~ Tb,ey're . knOWle· shape itself, and that·it·goes through critical periodsJn which brain cells require specific types '.<>f stimulation to· develop such PQwers as vision, language~ smell: muscle control, and reasoning. A related discovery is that the brain has the ability io change rapidly as it physically reshapes itself into a kind biol<>glcel •map ofthe o.t.rJ:side world. Researchers now believe that genes establish the framework -ofthe brain,· but the external envirQnment provides the .customized finishing-touches. · · · . . of Mllpplng tiNt ce,wlnm Areas and their knowrrfunctlons - . ......, . . . .. .......cortex: ....., ..... ::~(f~~:<_-_ .··.: .. . ·auditory cortex: Detects Processes visual images. qualities of sounds, such as ton~s; loudness•... . . -~:t11n~ .... · ......"... ..-·· ~·-' lntia........,,..ntl . · . of. u,~·.,.,._uauon .- sensory data. · · .·· aniidldlon·. - 'J~ . . . . . . . . . . . . ., , , . : ; _ - 11IE GROWING BRAIN ;!""'c •··.·... •..'.•.: .•.~.:·.· •.·._·.:·;•·-=··?..-.·_·.•.~ ....:..~.: .•.·.•_-.· •.•• :.·.·_•.~.~.· •... ..• ...·.•.·:_·''.::·.~-.·•:.·.·.-·.·._:···_-_·_:_·.;...·.·_ .~ ..·.·:·:_.~:-.:__~.-~ •..~_-_-.;.·.:.-.::· ...~.·:.•.:.·:-.·_•._:·.:_.•·· ..· · . ASSOCIATIONM.EA$: .Ma)ol!.~~ Areas that further· • fetal.~· Billions of brain cells are · interpret information tt\e first months of fetal •Hfe.: Half of . recelved by primary them •di~ hormones and other stimuli ~reas. elirplrlaltr:end organize them lo form the Example: The primary · braio'J basic scaffolding, e.g. male or female. auditory cortex detects ·. • Aftlr...: Trillions of btaln cell connections · .simple sounds.$uch as are e$f~J$.hed and form the brain's physica1 · pitch and vo1ume?. "maps~1'.fiijtgovern such things as vision, · while the auditory ·JilRg~t~d ~00. . .• assti~a~<>DJX>rtt.t~ -• Aleifu:Jt-~w~.l~~m~ng rep~nizes and t1n~~:~~ _-.re1ilforceifconnecti0hs between brairi ce1Is. infotmatiOtlarnr fom,~crln .es :~:==~~·~~".3rm~asflewthirygs • • :aja•1,:~St;n ab1~ t9 ~ndergo physical ehjiges~:'tlcf~in l"ms and-remembers ~.~•< Ch1cago Trfbu~/$teve UttJe, ·rerry Volpp :~.:.:.-.~~.tens....·s ~wo·~ . :.~_-.·.r·.·~.·.· . :.:s•.:.-.·.'.•:-.:..'·..·.'.:·;···•.'_cm.: _._-.-_-:•.·.n.·•._\~.-a.).'.~,· . ·:.j .,..... rm Q ~ ·.··~s·.·nn.--.·_ ... .. ... . . ,. , c• · ~ The Human 8od.t -·; ··. Name:___________ Wear's Your Brain? Page 1 Date:----- · Let everyone know that you' re using your noc:::ole with the BrainConrnection Brain Hat! The very latest in fashion, this Brain Hat is close: to the actual size of the average adult brain. Here's how to make your own: 1. Cut out the two Brain Bands below. 2. Color in the parts of the brain on Page 2 using colored pencils, crayons, or markers. 3. Cut out the brain drawings on Page 2. 4. Have a friend or your teacher help you fit the brain drawings and Brain Bands to your head, and use glue or tape to f x the parts of the Braii, Hat • in place. (see the diagram below) Outside surface of the Brain ) a. Cerebrum--A wrinkled sheet of tissue that· helps you talk, think, and plan. b. Cerebellum--Maintains your balance and coccrdination, helps you walkand move around. c. Brain stem--Regulates vital functions like b:r-eathing, eating, and your heartbeat. Head bands: I I I I ! I I I I I I I I I I I Wear's Your Brain? Page 2 1. Color in the different parts of the.brain. 2. Cut out the brain drawings. Name:-------------- Date:- - - - Build Your Own Brain, page 1 Your brain has a lot of different parts that work together to make you happy, to help you learn, and to let you dream. Find out more about the parts of the brain by building one of your own! 1. Color in the brain parts using crayons, colored pencils, or colored markers. 2. Cut out the parts and use the map on page 2 to Build Your Brain! yellow pink blue gray Name: ----------------- Date:- - - - - Build Your Own Brain, page 2 Match the brain parts from page 1 with this Brain Map. Glue the pieces onto the map to Build Your Own Brain! a. Frontal lobe--Setting goals, planning, feeling emotions. b. Parietal lobe--Feeling softness or hardness, feeling temperature and pressure, and activating your muscles. c. Temporal lobe--Recognizing faces, objects, and sounds; also important for making memories. d. Occipital lobe--Interprets everything you see. e. Cerebellum--Maintains your balance and coordination, helps you walk and move around. f. Brain stem--Regulates vital functions like breathing, eating, and your heartbeat. THE ANIMAL SCHOOL By: G~ H~· Reavis. a Once upon time, the animals decided they must do something·heroic to meet the problems of a "new world." So they organized a school. They adopted ·an activity curriculum consisting of running, ·climbing, · swimming, ahd flying. To. make it easier to administer the curriculum, all . the animals took all the subjects., The duck was excellent in swimming, in fact better than his instructor; . but he made only passing grades in flying and was very poor in· running. . Since he was slow in running, he had to stay after school and also drop swimming in· order to practice running. This was kept up until his web feet were badly worn and he was only average in swimming. But average was · acceptable in school, so nobody worried about the duck. The rabbit started at the top of his class in running, but had a nervous breakdown because of so much make-up w~rk in swimming. . . . . The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of from the treetop down. He also developed "charlie horses" from over-exertion and then got a C in climbing and a D in running. The eagle was a problem ·child and was disciplined severely. In the · climb~ng class he beat all the. others to ,he top of the ~ree, but insisted on using his own way to get up there. · · AJ the end of the year an abnormal eel that could swim exceedingly well, and also run, climb and fly a little, had the highest average and was valedictorian. The p_rairie dogs stayed out of the school and fought the tax· levy because the administration would not add digging· and burrowing t~. _trye curriculum. They apprenticed their child to a badger and later joined the · groundhogs and gophers to start a successful private school. California Classroom ALearning Link to the Performing Arts Center --~J ere is a story that can be told with I . . American Indian sign language. Use the chart to find out which hand gesture to make at various part~in the stmy. Practice the gestures urttil you can do them smoothly as the story is being told. ~Ihe HungryWolf One cold winter's day, a young wolf (1) was romning the countryside, searching for something to eat-anything. His stomi;}ch rumbled-.he ~as hungry-very .hungry. All of a sttdden he caught a srn~ll (2) drifting along on the wind (3). IfWas meat, cooking over a fire. Ooooooh-·he could just taste (4) it. He knew where that smell (2) came from . . . the tepee (5) neaI" the big pine tree (6). He trotted towardthe smell (2), hoping he could steal (7) some of that delicious meat. · Outside the tepee (5) he lay hidden, silent (8), watching. He was afraid of humans. They used traps (9). And they also knew how to use the fearful tomahawk (10). l~• ~\ -- -~ =~--~3. . ·• .,,,.:. <-.. ·(t ~ 4. ~ ~ ~-7. ' \. / i 'JJ.tJrt-. .