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Walking with the Earth- Pimohtiwin

Lessons to Support Science 10

Secondary

Description

This resource uses a nature walk to explore cultural perspectives on sustainability and to examine biodiversity within local ecosystems. First Nations beliefs and ideologies, about the interconnectedness of all things on planet earth are used as a springboard for recognizing the importance of taking action to maintain a sustainable environment. It is best to have an Elder or Traditional Knowledge Keeper as a guide but with preparation, a teacher could lead this valuable outdoor learning opportunity. The package includes a detailed preparatory lesson, an on-site lesson plan and a post activity lesson with suggestions for action projects.

Preparatory Lesson: Building Awareness

Students and teachers are encouraged to read suggested books describing Indigenous worldviews and then write reflections or create works of art inspired by these. Portfolio outlines are given, ecological footprints are discussed and students start a sustainability word wall. A PowerPoint is shown which highlights First Nation viewpoints, plant uses and ways of learning about the outdoors. From a list of flora and fauna, students choose a plant or animal to research and create a poster of information and illustrations. Students share these posters before the field trip.

On-Site Lesson: The teacher or elder guides students through the walk site with frequent stops for discussion and reflection. Students fill out a site survey of flora and fauna and use digital cameras and sketch pads to document diversity. The guided hike ends with students planning an environmental action project in gratitude for all that nature provides.

Post -site Lesson: Making Sense of the Experience and Giving Back

After completing the field book and adding more ecological words to the word wall, students review their flora and fauna surveys and can choose to do more research on their findings. Reflections are written on the importance of biodiversity and the impact of the Indigenous perspectives. Suggestions are given for action projects and students are also asked to create a song, poem or visual work of art that communicates biodiversity and sustainability from a personal perspective.

General Assessment

What skills does this resource explicitly teach?

  • Select and integrate information about various human, print and electronic sources with respect to sustainability and the environment
  • Inferring and explaining relationships
  • Working cooperatively to carry out a plan
  • Identifying and suggesting solutions for global problems
  • Responding and reflecting on written and media text

Strengths

  • Lesson are unique, sequential and easy to implement
  • Excellent appendices and background information  on traditional ecological knowledge and First Nations perspectives
  • Promotes an awareness and appreciation of the natural world
  • Has local focus and connects people and groups in the community
  • Hints are given for using the outdoor classroom, leading a guided hike, and learning with an Elder/Traditional Knowledge Keeper
  • Reflection questions are provided on the PowerPoint presentation
  • Provides excellent out-of-doors experience and experiential learning opportunity
  • Effectively demonstrates a personal and shared responsibility for maintaining a sustainable environment
  • Helps students form concepts, beliefs, and attitudes

Weaknesses

  • Written for a Saskatchewan audience, so additional teacher prep to rework some lessons may be needed
  • Teacher will need to provide a flora/fauna table for their local area
  • Action projects are suggested, but must be developed by the student/teacher
  • Students may need opportunities to discuss and probe their own thinking

Recommendation of how and where to use it

This resource can be used to address outcomes in early high school science courses associated with the study of ecosystems and the importance of maintaining biodiversity. It could also be used as an enrichment project to explore different cultural perspectives on sustainabilty and examine biodiversity within local ecosystems.

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 10
      • Step 3Select a subject
      • Indigenous Studies
        • Step 4Relevant matches
        • Aboriginal Studies 10: Aboriginal Worldviews
      • Science
        • Step 4Relevant matches
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
  • British Columbia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English First Peoples - Literary Studies: First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future
        • English First Peoples - Literary Studies: The exploration of text and story deepens understanding of one’s identity, others, and the world.
        • English First Peoples - New Media: The exploration of text and story deepens understanding of one’s identity, others, and the world
        • English First Peoples-Spoken language: The exploration of oral text and story deepens understanding of one’s identity, others, and the world.
        • English First Peoples-Writing: The exploration of text and story deepens understanding of one’s identity, others, and the world.
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English First Peoples - Literary Studies + Writing: The exploration of text deepens understanding of one’s identity, others, and the world.
        • English First Peoples - Literary Studies +New Media: First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future
        • English First Peoples - Literary Studies: The exploration of text and story deepens understanding of one’s identity, others, and the world.
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education - Outdoor Education: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English First Peoples 12: The exploration of text and story deepens understanding of one’s identity, others, and the world.
        • English First Peoples 12:First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education - Outdoor Education: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves
      • 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
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English First Peoples - Literary Studies: First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future
        • English First Peoples - Literary Studies: The exploration of text and story deepens understanding of one’s identity, others, and the world.
        • English First Peoples - New Media: The exploration of text and story deepens understanding of one’s identity, others, and the world
        • English First Peoples-Spoken language: The exploration of oral text and story deepens understanding of one’s identity, others, and the world.
        • English First Peoples-Writing: The exploration of text and story deepens understanding of one’s identity, others, and the world.
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Indigenous Studies
        • Step 4Relevant matches
        • Mi'Kmaq Studies: Culture
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Relationship to People
        • Relationship to the Environment
      • Science
        • Step 4Relevant matches
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 14: Investigating Matter and Energy in the Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • 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
      • Indigenous Studies
        • Step 4Relevant matches
        • Contemporary Indigenous Issues and Perspectives in a Global Context, (Univ./College prep.): Indigenous Peoples and Perspectives
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 431A: Life Science, Sustainability of Ecosystems
  • Quebec
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Environmental Science & Technology: The Living World
        • Science & Technology:The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Indigenous Studies
        • Step 4Relevant matches
        • Native Studies 10: Identity and Worldviews, Aboriginal Perspectives
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English First Peoples - Literary Studies: First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future
        • English First Peoples - Literary Studies: The exploration of text and story deepens understanding of one’s identity, others, and the world.
        • English First Peoples - New Media: The exploration of text and story deepens understanding of one’s identity, others, and the world
        • English First Peoples-Spoken language: The exploration of oral text and story deepens understanding of one’s identity, others, and the world.
        • English First Peoples-Writing: The exploration of text and story deepens understanding of one’s identity, others, and the world.
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English First Peoples - Literary Studies + Writing: The exploration of text deepens understanding of one’s identity, others, and the world.
        • English First Peoples - Literary Studies +New Media: First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future
        • English First Peoples - Literary Studies: The exploration of text and story deepens understanding of one’s identity, others, and the world.
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education - Outdoor Education: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English First Peoples 12: The exploration of text and story deepens understanding of one’s identity, others, and the world.
        • English First Peoples 12:First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education - Outdoor Education: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves
      • 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

Citizenship (2)

  • Community-Building and Participation
  • Ecological Footprint

Ecosystems (3)

  • Appreciating the Natural World
  • Biodiversity
  • Interdependence

Indigenous Knowledge (2)

  • Rituals, Spirituality and Worldviews
  • TEK -- Traditional Ecological Knowledge

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

There is a focus on how Aboriginal perspectives on sustainability teach the value of planet stewardship. Students gather facts, and take part in an experiential learning activity to gather information to make their own conclusions.

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 Satisfactory

The resource emphasizes that sustainability can be viewed from a number of perspectives related to a society's worldview.

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 Satisfactory

The approach promotes dialogue and discussion within groups of students.

Respects Complexity:

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

Acting on Learning Satisfactory

The action project ideas are mainly suggestions and must be further developed by the teacher or student.

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 Satisfactory
Values Education:

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

Empathy & Respect for Humans Good

Aboriginal views and beliefs are presented in a thoughtful and respectful manner.

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
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
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

The Aboriginal persepctives have excellent links between the present and past. The future is seen as positive if students take a role in protecting biodiversity.

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 Satisfactory

Through guided inquiry, students use "hands-on" learning and consider different cultural perspectives to discover some answers for themselves.

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 primarily a science resource, there are opportunities to address outcomes in language arts, and art.

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
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

Activities teach to both the cognitive and affective domains.  There are no accommodations suggested for struggling learners, but teachers could easily modify work and expectations with the portfolio. Since the main activity is outdoors and it adopts a "hands-on" approach, few interventions will be needed.

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 Very Good
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 Satisfactory

The  student portfolio is used for assessment and a rubric is provided. It incorporates reflections, the flora/fauna poster, a field guide, a personal perspective on sustainability and an action project description.

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 Satisfactory

There are many "story-telling" and oral history opportunities within the design but no formal case studies.

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
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.