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Science First Peoples Teacher Guide

Secondary

Description

The guide includes background information regarding how First Peoples’ knowledge and perspectives in science can be recognized and included in science inquiry. It also offers curriculum planning suggestions, and provides examples of fully developed units that correspond with the Big Ideas and Learning Standards in the BC Provincial Science Curriculum for grades 10 to 12.

The resource includes the following units

  1. Exploring Indigenous Science Perspectives 
  2. Transformation, Genetics and Evolution 
  3. Relationships to Fresh Water 
  4. Shaping the Land 
  5. Place-Based Ethnobotany Inquiry
  6. Salmon and Interconnectedness
  7. Connecting Food Security and Climate Change
  8. Forests and First Peoples
  9. Hunting and Trapping 
  10. Living Technologies

This review will focus on and be limited to Unit 7. Connecting Food Security and Climate Change.

The activities in this unit include:

  • Climate Change and Food Security
  • Where Does Your Food Come From?
  • Traditional Foods and Food Security
  • Evidence of Climate Change in the Local Region
  • Carbon Transformations
  • Albedo and Climate Change
  • Ecosystem Inquiry
  • Caribou and Climate Change
  • First Nations Communities Adapt to Climate Change
  • Companion Planting: An Indigenous Model
  • Developing a Proposal To Address Local Climate Changes Issues.

 

General Assessment

What skills does this resource explicitly teach?

Students have an opportunity to practice those skills related to 

  • interviewing
  • system thinking
  • research and reporting

Strengths

The unit is unique in linking climate change, food security and Indigenous knowledge. These links are well explored in a series of relevant and interesting activities that effectively engage students. A great number of resources are included that allow the students to thoroughly investigate the topics. The unit moves the student from understanding to action.

Recommendation of how and where to use it

The unit may be included with any study of the effects of climate change and how we may respond. It addresses one of  those effects - food security - from a perspective that acknowledges the value of Traditional Environmental Knowledge (TEK).

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
  • British Columbia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Social Studies
        • Step 4Relevant matches
        • B.C. First Peoples: The identities, worldviews, and languages of B.C. First Peoples are renewed, sustained, and transformed through their connection to the land
        • Contemporary Indigenous Studies: The identities, worldviews, and languages of indigenous peoples are renewed, sustained, and transformed through their connection to the land.
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geographic Issues of the 21 st Century: Food from the Land
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Food Supply: Production and Distribution
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Citizenship and Sustainability:Area of Inquiry: Indigenous Peoples
        • Global Issues
        • Global Issues
  • New Brunswick
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Investigating Environmental Issues
        • Introduction to Environmental Science 120: Sustainable Development
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Land Use & the Environment
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 3201: Human-Environment Interaction
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Indigenous Studies
        • Step 4Relevant matches
        • Mi'Kmaq Studies: Culture
    • Grade 11
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography of Canada 11: Geography of Risk
      • Indigenous Studies
        • Step 4Relevant matches
        • Mi'kmaw Studies 11:Culture
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: Global Change
      • Geography
        • Step 4Relevant matches
        • AP Human Geography: Agricultural and Rural Land - Use Patterns and Processes
        • Global Geography:Resources and Commodities
  • Ontario
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Geography
        • Step 4Relevant matches
        • Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
        • Regional Geography (Univ./College Prep.): Sustainability and Stewardship
      • Indigenous Studies
        • Step 4Relevant matches
        • Contemporary First Nations, Métis, and Inuit Issues and Perspectives (univ./college prep.) Cultural Identity and Cultural Continuity
        • World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada (College prep.): Understanding and Respecting World Views and Cultural Diversity
        • World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada (Workplace prep.) Understanding and Respecting World Views and Cultural Diversity
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Living in a Sustainable World (Workplace Prep.) Sustainability of Natural Resources
        • The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
        • The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
  • Quebec
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Contemporary World: Environment
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Indigenous Studies
        • Step 4Relevant matches
        • Native Studies 10: Community and Kinship: Aboriginal Perspectives
    • Grade 11
      • Step 3Select a subject
      • Indigenous Studies
        • Step 4Relevant matches
        • Native Studies 20: Development
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Social Studies
        • Step 4Relevant matches
        • B.C. First Peoples: The identities, worldviews, and languages of B.C. First Peoples are renewed, sustained, and transformed through their connection to the land
        • Contemporary Indigenous Studies: The identities, worldviews, and languages of indigenous peoples are renewed, sustained, and transformed through their connection to the land.

Themes Addressed

Ecosystems (1)

  • Appreciating the Natural World

Food & Agriculture (1)

  • Food Security

Indigenous Knowledge (1)

  • TEK -- Traditional Ecological Knowledge

Science and Technology (1)

  • Alternative Ways of Doing Science

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The unit asks students to consider how traditional Indigenous practices might be used to support food security for the wider community. It is driven by a number of guiding questions, the answers to which are the responsibility of the students. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

The unit examines the link between the economic and social implications of food security and the environmental impacts of climate change.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The unit consists of eleven activities that are designed to have students explore a variety of topics related to food security, climate change and traditional Indigenous knowledge. These include identifying the sources of our food, evidence of climate change at the local level, the impact of climate change on ecosystems and examples of First Nations adaptation to climate change.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good

The concluding unit activity is entitled, Developing A Proposal To Address Local Climate Change Issues. As a class, students focus on a specific problem that affects their community, identify possible solutions to the problem, create a class presentation around their solution, research various aspects of their proposal and submit a proposal to the First Nations Adapt Program.

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

In examining the topic of  food security, students have an opportunity to consider their role in contributing to climate change and their responsibility for meeting the challenges that will affect their community and future communities.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good

The unit is designed to raise student awareness and appreciation of the difficulties that climate change has on people's ability to feed themselves and the measures they may take to mitigate those challenges.

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 Good

In examining the link between climate change and food security, students investigate the impact of climate change on ecosystems and habitats and the animals and plants whose continued existence is threatened by changes in the habitat on which they are dependent.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

While climate change and food security is a global issue, the unit has students examine the issue through a local lens in which they identify local impacts and community responses.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good

Climate change is a major challenge to this and future generations and is the result of policies and practices of production and consumption that began with the Industrial Revolution. The unit recognizes this reality and asks that we consider traditional Indigenous practices as part of our response.

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

The unit identifies five questions that are to guide student inquiry into the link between climate change and food security. These are open-ended questions and the activities that follow allow students to frame their own answers.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Very Good

In investigating the various topics that emerge in connecting food security and climate change from an Indigenous perspective, teachers and students will involve a number of subject areas. These include Earth Science, Life Science, Environmental Science, Geography, TEK

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

The unit is organized around a number of Guiding Questions that are intended to provide a focus for the study. Each of the activities include more specific questions that encourage student discussion and allow for student input.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Very Good

Students are engaged in a number of activities throughout the unit. These include preparing traditional foods, reading relevant pieces of literature, reflecting on knowledge gained, local case studies, viewing and analyzing videos, guest speakers, simulations and lab demonstrations. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

The unit includes a number of opportunities for students to make a "real world connection". Students work together to cook a dish that requires a variety of different ingredients in order to understand how those ingredients get to one's plate; invite Elders to share their perspective on climate change and the local environment; simulate the life cycle of a carbon atom, and conduct a lab experiment to illustrate surface albedo and its effects on global temperatures

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work together to prepare a dish, conduct an ecosystem inquiry, and investigate measures that a number of BC First nations are undertaking to combat and adapt to  climate change.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

A number of the activities include direction for formative evaluation including the "one minute essay".

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 Good

The activities include a number of opportunities for students to share their perspectives or research findings in small group or whole class settings. Students share their findings with respect to the efforts of Indigenous peoples to combat or adapt to climate change, work together to research ecological information, work collectively in carrying out a lab demonstration and in interviewing elders.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

Students investigate the link between climate change and food security by preparing a dish and tracking the distance that the ingredients must travel to get to the table, interview Elders about the affect of climate change on the local environment and investigate the impact of climate change on caribou as illustrative of the ecological consequences of climate change.

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 Good

 The unit is organized around a number of key questions and a significant component of each activity is intended to promote student thought and discussion through teacher initiated questions. A number of the assignments, however, allow students individually or in groups to exercise a degree of choice in choosing how best to realize the assignment.

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.

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