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Traditional Metis Plants

Elementary, Middle

Description

Traditional Métis Plants is a resource that offers a lot of flexibility for the teachers and choice for the students while they explore the role of traditional Métis plants.  Although geared for Alberta classrooms, this resource can be easily adapted to other areas.

The lesson begins with a brainstorming session during which the students draw or write about any traditional plants they can think of.  The list is shared as a class and then groups of 2-3 students are assigned different plants for which they brainstorm ways in which they are used.

Next the class watches a video of how plants are used in Métis culture. After a second video, the students create a recipe using wild ingredients. Afterwards the students will learn about the needs of plants, photosynthesis and the life cycle of plants from a presentation that includes worksheets.

The next step involves the students in a nature walk in which they document what they see, feel and hear. The students will then make rose hip jelly or tea.

The final section of the lesson plan is divided into School or Group led Ideas and Student or Individual led  Ideas. This allows the teacher to choose what best suits their class and student interest.

School Led/Group Ideas:

  • Creating a collaborative plant bulletin board
  • Sharing fun facts about traditional plants on the announcements
  • Creating a traditional Métis plant booklets
  • Inviting a Métis Elder to present traditional plants and their uses
Student Led/Individual Ideas:
  • Designing a herb garden
  • Writing a story or creating a comic strip about a traditional Métis plant
  • Creating an artwork inspired by a traditional Métis plant
  • Begin a plant journal for their observations over time

Included in the lesson plan are a number of assessment suggestions such as exit tickets, checklists, reflection journals, project-based learning projects, and presentations.

General Assessment

What skills does this resource explicitly teach?

The goal of the resource is to develop an awareness and understanding of traditional Métis plants and their uses; therefore, no explicit skills are taught.

Strengths

  • an abundance of high quality resources
  • engaging activities for all learning styles
  • hands-on learning opportunities
  • extension activity suggestions

Weaknesses

  • some suggestions are made for students who finish early, but there are no suggestions for those who may struggle with the material

Recommendation of how and where to use it

Traditional Métis Plants is a resource full of activities for the elementary classroom.  It will help address outcomes in Social Studies related to traditional indigenous knowledge as well as the importance of people's relationship with their environment.  The resource could also be used for  in Science lessons pertaining to plants, ecosystems and the needs of living things.

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.

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        • Step 4Relevant matches
        • Plant Growth and Changes
    • Grade 4
      • Step 3Select a subject
      • Science
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        • Habitats and Communities
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    • Kindergarten
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science: Plants and animals have observable features
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1: Living things have features and behaviours that help them survive in their environment
      • Social Studies
        • Step 4Relevant matches
        • Local Communities: Healthy communities recognize and respect the diversity of individuals and care for the local environmen
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Living things have life cycles adapted to their environment
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Canada is made up of many diverse regions and communities
    • Grade 3
      • Step 3Select a subject
      • 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 societies throughout the world value the well-being of the self, the land, spirits, and ancestors
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

Ecosystems (1)

  • Appreciating the Natural World

Human Health & Environment (1)

  • Quality of Life

Indigenous Knowledge (1)

  • TEK -- Traditional Ecological Knowledge

Land Use & Natural Resources (1)

  • Planting Native Species

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The lesson presents the material in such a manner that it is free from bias and allows the students to consider the information presented and form their own opinions.

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 Good

The resource discusses quite well the environmental and social dimensions of traditional Métis plants.  It doesn't address any economic factors, but this can easily be addressed by the teacher.

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 Good

Through the activities in the lesson plan, a sense of the importance of keeping traditional knowledge of Metis plants to the Metis people is developed.  The activities also allow the students to share their knowledge with a broader audience.

Respects Complexity:

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

Acting on Learning Very Good

In the second part of the lesson there are group and individual activities that allow the students to demonstrate their understanding of the concepts taught.

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

The flexibility in the second part of the lesson plan allows the students to choose activities in which they can demonstrate not only their understanding of the material but their beliefs, values and opinions.

Values Education:

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

Empathy & Respect for Humans Very Good

This resource endeavors to teach a respect for the traditional knowledge of the Métis people. 

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 Very Good

This resource allows for the students to participate in purposeful activities that occur outdoors.

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

This resource allows for the students to participate in purposeful activities that occur outdoors.

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 Good

This resource does address all three of the aspects quite well.

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 Very Good

The activities in the lesson plan allow for students to explore the topic of traditional Métis plants and demonstrate their learning in a number of ways.

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
  • Social Studies
  • Science
  • Visual Arts
  • Literacy
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 Very Good

The lesson plan provides the opportunity for inquiry learning through the choices provided for the group or individual projects. The students can explore the topic in their preferred manner and create a project of their choice.

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 Satisfactory

The lesson plan allows for the learning styles of a variety of learners to be addressed.  There are ideas included for a wide range of ages as well. There is a section at the end of the lesson plan that includes strategies for differentiation with groups or individual students.

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 activities in the resource allow the students to explore the topic in a variety of contexts through videos, nature walks and presentations.

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
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 Very Good

There are a number of suggestions made in the resource on how to assess the learning of the material.  

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 Satisfactory
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 Poor/Not considered

This is not a focus of this resource.

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 Very Good

The activities in the second part of the lesson allow for student choice in a variety of projects to explore the material in a deeper manner.

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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