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Description
Collecting maple sap in the spring is one of Canada’s most recognized seasonal traditions, with origins in Indigenous cultural practices. For generations, families and communities have worked together to gather “sweet water” from maple trees. This lesson weaves mathematics with Traditional Ecological Knowledge to teach students how sap becomes syrup through an Indigenous perspective that emphasizes respect and connection to the land. Three inquiry-based activities, supported by storytelling videos guide students through the process, language, and meaning of maple syrup making as described below:
Activity 1: Counting Drops
Students watch a short sensory film, observing and counting drops of sap falling into a bucket to strengthen their observation and questioning skills.
Activity 2: Counting Drops – Proportional Reasoning
Through hands-on measurement and sap-to-syrup calculations, students practice math concepts while learning about the cultural traditions of making maple syrup.
Activity 3: Consolidation and Reflection
Guided questioning involves students in exploring the harvesting and production of maple syrup as a community based practice
With an additional “Cross-Curricular Connections” section, a Medicine Wheel teaching framework and hands-on activities, this lesson provides a holistic learning experience where pupils will achieve the following learning outcomes:
Estimate, measure and record capacity
Investigate ratios and relationships between quantities
Record, organize and describe data
Describe interconnections between humans, trees and healthy ecosystems
Build awareness of Traditional Ecological Knowledge, Indigenous cultural traditions and sustainable harvesting
Recognize the role of community in traditional practices
Collecting maple sap in the Spring is one of Canada's most recognized seasonal traditions, with origins in Indigenous cultural practices. For generations, families and communities have worked together to gather and process "sweet water" from maple trees. This resource integrates Traditional Ecological Knowledge into a mathematics lesson that teaches students how sap becomes syrup through a First Nations perspective which emphasizes respect and connection to the land. Three inquiry-based activities are supported by a collection of storytelling videos that guide students through the process, language and meaning of maple syrup making as described below:
Counting Drops
Students watch a short sensory film, observing and counting drops of sap falling into a bucket to strengthen their observation and questioning skills.
Counting Drops - Proportional Reasoning
Through hands-on measurement and sap-to-syrup calculations, students practice math concepts while learning about the cultural traditions of making maple syrup.
Consolidation and Reflection
Guided questioning involves students in exploring the maple syrup harvest as a community-based practice that honours and respects the land.
With an additional "Cross-Curricular Connections" section, a Medicine Wheel teaching framework and hands-on activities, this lesson provides a holistic learning experience through which pupils will achieve the following learning outcomes:
- Observe, record and describe number relationships
- Estimate, measure and record capacity using standard units
- Describe interconnections between humans, trees and healthy environments
- Explain the connections among Traditional Ecological Knowledge, Indigenous storytelling, community and sustainable harvesting
General Assessment
What skills does this resource explicitly teach?
- Mathematical reasoning
- Recording and organizing data
- Observation and questioning
- Active listening
- Environmental responsibility
- Cultural understanding
Strengths
- Uses a connected learning approach that links math, culture and the environment
- Cross-curricular design
- Highlights Indigenous teachings, language and respect for the land
- Uses real experiences shared by Indigenous Elders and Knowledge Keepers
- Adaptability in lesson delivery and optional extensions
Weaknesses
- Does not provide any detailed assessment strategies
- Relies on videos to introduce students to environmental components when an outdoor exploration could greatly enhance learning about trees and ecosystems
Recommendation of how and where to use it
A key strength of this resource is that although developed as a single lesson for Grade 3-4 Mathematics, it can be easily adapted into shorter segments and expanded through cross-curricular extensions in science, social studies, history and Indigenous studies. Math concepts related to numerical understanding, measurment and proportional reasoning are explored through hands-on activities like sap-to-syrup conversions. The lesson also strengthens student understanding of the role of trees in ecosystems and highlights human interconnections with the environment and the sustainable use of natural resources. Storytelling videos and Indigenous language and culture builds student awareness of community values and traditional knowledge systems while emphasizing the importance of intergenerational teaching.
To extend the learning experience, students could engage in a classroom action project recognizing the significance of the maple tree by partnering with a local Indigenous community to organize a maple tree planting ceremony on school grounds. Students could take responsibility for caring for the sapling and monitoring its growth each year as a living symbol of learning, respect, and stewardship. The organization "Maple Leaves Forever" provides a practical guide to selecting, planting, and caring for maples.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 3
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Measurement: Attributes such as length, area, volume, and angle are quantified by measurement.
- Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating
- Science
- Step 4Relevant matches
- Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
- Grade 4
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Algebra: Equations express relationships between quantities.
- Measurement: Attributes such as length, area, volume, and angle are quantified by measurement
- Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.
- British Columbia
- Step 2Select a grade level
- Grade 3
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Development of computational fluency in addition, subtraction, multiplication, and division of whole numbers requires flexible decomposing and composing
- Standard unitsare used to describe, measure, and compare attributes of objects’ shapes
- Science
- Step 4Relevant matches
- Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
- Social Studies
- Step 4Relevant matches
- Global Indigenous Peoples: Indigenous knowledge is passed down through oral history, traditions, and collective memory.
- Grade 4
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and division
- Regular changes in patterns can be identified and represented using tools and tables
- Manitoba
- Step 2Select a grade level
- Grade 3
- Grade 4
- Step 3Select a subject
- Indigenous Languages and Cultures
- Step 4Relevant matches
- Language Use in Context: Outside of the Community
- Math
- Step 4Relevant matches
- Number
- Patterns & Relations
- Science
- Step 4Relevant matches
- Habitat and Communities
- New Brunswick
- Newfoundland & Labrador
- Northwest Territories
- Step 2Select a grade level
- Grade 3
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Development of computational fluency in addition, subtraction, multiplication, and division of whole numbers requires flexible decomposing and composing
- Standard unitsare used to describe, measure, and compare attributes of objects’ shapes
- Science
- Step 4Relevant matches
- Life Systems: Growth and Changes in Plants
- Science 3:Plants and Animals are diverse, can be grouped, and interact in their ecosystems
- Social Studies
- Step 4Relevant matches
- Global Indigenous Peoples: Indigenous knowledge is continues to be shared through oral history, traditions, and collective memory.
- Grade 4
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and division
- Regular changes in patterns can be identified and represented using tools and tables
- Nova Scotia
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 3
- Step 3Select a subject
- Indigenous Languages and Cultures
- Step 4Relevant matches
- Native Languages: Oral Communication
- Math
- Step 4Relevant matches
- Number
- Spatial Sense
- Science & Technology
- Step 4Relevant matches
- Life Systems: Growth & Changes in Plants
- Grade 4
- Step 3Select a subject
- Indigenous Languages and Cultures
- Step 4Relevant matches
- Native Languages: Oral Communication
- Math
- Step 4Relevant matches
- Algebra
- Number
- Spatial Sense
- Prince Edward Island
- Quebec
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Grade 3
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Development of computational fluency in addition, subtraction, multiplication, and division of whole numbers requires flexible decomposing and composing
- Standard unitsare used to describe, measure, and compare attributes of objects’ shapes
- Science
- Step 4Relevant matches
- Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
- Social Studies
- Step 4Relevant matches
- Global Indigenous Peoples: Indigenous knowledge is passed down through oral history, traditions, and collective memory.
- Grade 4
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and division
- Regular changes in patterns can be identified and represented using tools and tables
Themes Addressed
Citizenship (1)
- Sustainable Consumption
Indigenous Knowledge (2)
- Rituals, Spirituality and Worldviews
- TEK -- Traditional Ecological Knowledge
Land Use & Natural Resources (1)
- Forests
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | Students learn that making maple syrup is not just a scientific process, but also a cultural practice grounded in respect for the land, knowledge sharing and community cooperation. By blending math and land-based teaching the lesson values reflective thinking and consideration of other worldviews. Teachers are also encouraged to invite a local Indigenous community member into the classroom to bring community based perspectives to the lesson. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | Learners develop an understanding of the importance of respecting trees and harvesting sap sustainably through videos of Indigenous Elders who describe plants and animals as "relations" and model responsible relationships with the natural world. The lesson emphasizes the collaborative nature of harvesting and processing maple syrup which fosters cutural awareness and recognizes the value of community. Although not a primary focus, students will also gain insight into the economic importance of maple syrup production and export in Canada. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | Pupils explore the relationships between trees, people and traditions through a comprehensive approach that links cultural authenticity and sustainability. They will understand that healthy ecosystems depend on reciprocity and balance between the use and care of natural resources. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | An action project is not a component of this lesson but it does encourage students to reflect on their responsibility toward the natural world, which may inspire future environmental stewardship. |
| 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
| ||
| Values Education | Good | Open-ended discussions and the "Consolidation and Reflection" activity provide pupils with many opportunities to clarify and express personal feelings about community and the environment. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Very Good | The lesson begins with an "Acknowledgement" that recognizes the origins and sharing of Indigenous teachings by Elders and Knowledge Keepers. Activities like talking circles and guided reflection also foster cultural understanding while students learn to listen, value diverse perspectives and appreciate the importance of respectful communication and collaboration. |
| 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 | An outdoor activity is not included, but the "Counting Drops" video encourages curiosity as students observe and count sap dripping into a bucket. Other videos showing forests and maple trees promote respect for nature. Teachers can build on this by taking pupils outside to observe and describe maple trees in the local environment. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | The lesson relates learning to the Canadian landscape, seasons and maple syrup traditions which are familiar to many students, and by integrating math and science with cultural practices builds connections between daily life, community and the environment. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | The five maple sugar videos that support the learning experience describe the origins and historical stories of collecting "sweet water", while demonstrating traditional and modern methods of collecting, processing and storing sap and syrup. Students also learn the importance of tree conservation in building a sustainable future. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Good | Through hands-on activities students are able to make predictions, observe and calculate in a learning environment that values scientific reasoning and cultural teachings to encourage new ideas and perspectives. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | Although developed primarily as a Mathematics lesson, students actively explore Science concepts related to trees, ecosystems and human interactions with the environment while learning about Indigenous traditions, language and cultural practices from the perspective of community sustainability. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | The resource was formulated using a Medicine Wheel framework with which students practice math skills and problem solving while considering Indigenous teachings about the interconnectedness of all life. This provides a learning experience that encourages observation, questioning, investigation and reflection. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | Although specific differentiation strategies are not included, each activity provides a summary description of how the lesson may connect with Spiritual, Physical, Intellectual or Emotional learners. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | This is a classroom based lesson but students do participate in sensory observation in the “Counting Drops” activity in which they watch and hear sap dripping, and explore real-world measurement and proportional reasoning. This encourages students to connect mathematical concepts to lived experiences and natural systems. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Students work in pairs or groups, although "sharing circles" and stortelling videos demonstrate respectful communication. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | Open-ended questioning can provide some formative assessment but no formal evaluation tools are included with the lesson. |
| 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 | Poor/Not considered | Students are able to share ideas in group discussions and "talking circles" but the activities do not include structured peer teaching opportunities. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Very Good | The videos and supporting resources feature Indigenous Elders and Knowledge Keepers who share real experiences of harvesting and processing maple sap, seasonal relationships with the land and community traditions. These authentic accounts bring meaningful context to the lesson and help pupils understand how their learning connects to real people, places and practices. |
| 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 | Learning in this lesson is primarily teacher directed, but reflection, discussion and the "Cross-Curricular Connections" section provide support for students to question and extend their understanding through further exploration. |
| 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. | ||