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In this three part lesson plan, teachers will lead the students in discussions and explore Aboriginal perspectives on respecting the environment; Aboriginal cultural teachings on women's responsibility for water; how individual and collective behavior affects the environment; and the relationship between all living things.
Activity #1 - Students will view an image of Josephine Madamin, a Mother Earth Water Walker, and make predictions as to what is occurring in the photo.
Activity #2 - Students will read a text that explains Josephine Madamin's efforts to protect the water.
Activity #3 - Students view a video of Josephine Madamin discussing her Water Walk journeys among other issues.
Explicitly teaching a skill is not the focus of this resource. Rather, it focuses on the development of an appreciation of the Aboriginal views of the importance of water as well as the necessity to protect our environment.
This resource is simple to implement with prompting questions and background information for the teacher when leading the whole group discussions. It also does not require an access amount of instructional time; therefore, the outcomes can easily be adapted into an existing curriculum or plan without requiring a large time commitment. The extension activities are interesting and engaging.
The resource does not provide concrete assessment strategies; rather a list of suggestions.
This resource could easily be added to an existing unit on water as a method of including the perspective of the Aboriginal people to help broaden the students' understanding of the issue. The storybook "The Water Walker" could also be used as another resource for the younger grades as well as a visit to the website Mother Earth Water Walk
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
This resource presents the students with the Aboriginal view of interconnection of all living things and the importance of clean water for the sustainability of life.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The implications of the lack of clean water and the need to protect our water sources are the main focus of this resource. The social and economic aspects of the problem are explored from the Aboriginal point of view.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The extension activities included in the lesson plan allow the students to explore the issue on a deeper level.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Within the class discussions and activities the students will be able to develop their own values and beliefs with regards to the issue of the importance of water.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
The perspectives presented in the lesson plan's activities help to develop a respect for the Aboriginal peoples and their knowledge.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Poor/Not considered|
The resource has a broad and general focus that is not specific to a local learning. There are extension activities that are focused on the Toronto area.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The variety of activities within the lesson plan, reading and predicting, creating a video and making a newsletter, do address a variety of learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
The lesson plan activities in this resource are not structured for hands-on experiences.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
The resource suggests a number of assessment ideas without any support other than a list.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
In the extension activities, the students examine the efforts of other groups to protect and clean up various waterways.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
The extension activities do allow for some exploration by the students on the topic of water protection with some flexibility on the elements of the research.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|