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Learning from Indigenous Practices: Regeneration

Lesson 3

Elementary, Middle

Description

In this lesson plan, students explore key concepts of regeneration through the lenses of Indigenous scholars, activists, and farmers. They learn how traditional Indigenous farming practices take a more holistic approach, emphasizing the deep connection between humans and the natural world and focusing on caring for the land across generations. Students then create a story inspired by how indigenous farming knowledge was traditionally passed down through storytelling, that conveys different perspectives on the human relationship with nature and animals.

Students will:

  • watch a clip from the film Kiss the Ground that shows how Indigenous Native American cultures have practiced regenerative ways of caring for the land
  • read the” The Lakota Emergence Story” to learn how storytelling is central to how culture, history and religion are passed down through generations and discuss answers to suggested questions
  • brainstorm ideas ways to teach other students or their families about regeneration. The story can take any form, written, drawn like a comic book, like a play, podcast, or other creative idea
  • share their stories with one another, and make plans to share with other classes, or at home with their families

Teachers have access to the educational version of the film needed for this lesson. The link to the free download is provided on the website. An alternate video on regeneration is also suggested.

General Assessment

Strengths

  • Topic is current and lesson plan is easy to use
  • Highlights Indigenous perspectives and knowledge, helping students understand different relationships with the land
  • Supports a variety of different learning styles

Weaknesses

  • No outdoor activity or action project is suggested
  • No assessment tools or rubrics are provided
  • Does not include a case study of a specific Indigenous community or farming practice

Recommendation of how and where to use it

This lesson supports curriculum outcomes for students in grades four to eight in science, social studies, language arts and visual arts.

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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  • Alberta
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
  • British Columbia
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    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Manitoba
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    • Grade 4
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Cultural and Linguistic Diversity: Other Cultures: Connections and Influences
        • Cultural and Linguistic Diversity: Specific Aboriginal Culture
      • Social Studies
        • Step 4Relevant matches
        • Manitoba, Canada, and the North: Places and Stories: Living in Manitoba
    • Grade 5
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      • Social Studies
        • Step 4Relevant matches
        • Peoples and Stories of Canada to 1867: First Peoples
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
        • Life Systems
  • New Brunswick
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    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Properties and Uses of Earth Materials: Learning and Living Sustainably
  • Newfoundland & Labrador
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
  • Northwest Territories
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    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Nova Scotia
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    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
  • Nunavut
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
  • Ontario
  • Prince Edward Island
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Quebec
  • Saskatchewan
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
  • Yukon Territory
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    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Food & Agriculture (2)

  • Conventional Farming
  • Organic Farming

Indigenous Knowledge (2)

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

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The suggested videos explore different perspectives on regeneration and how humans relate to nature. It highlights Indigenous views that focus on respecting the land and seeing humans as part of nature with a responsibility to care for it. This differs from modern industrial agriculture, which often focuses more on producing food efficiently.

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 addresses the environmental, economic, and social aspects of regeneration. It shows how regenerative practices restore ecosystems, support sustainable farming, and emphasize community and Indigenous connections to the land.

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

Regenerative agriculture aims to maintain soil health, biodiversity, and balanced ecosystems over time. In contrast, modern industrial agriculture often prioritizes efficiency and high yields, which can sometimes lead to soil degradation, loss of biodiversity, and other environmental impacts.

Respects Complexity:

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

Acting on Learning Poor/Not considered

No action opportunities are suggested.

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 Good

Students answer discussion questions after viewing the videos. They also brainstorm ideas on how to teach other students or their families about regeneration.

Values Education:

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

Empathy & Respect for Humans Good

The lesson focuses on Indigenous Peoples’ perspectives on regeneration and land stewardship, which emphasizes the relationship between humans and nature.

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

The lesson plan connects to the natural world as it explores Indigenous relationships with the land, sustainable farming practices, and the idea that humans must live in balance with nature. It teaches that Indigenous farming practices view humans as part of the natural world, with a responsibility to care for the land, soil, plants, and animals.

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 Good

Students examine real-world issues like food production, and soil health, which affect everyone’s food and environment. 

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 activities teach students about traditional Indigenous farming practices from the past, connects them to environmental issues today, and shows how these ideas can help create a more 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 Very Good

Students create a story as a tool to teach others about regeneration. The story can take any form, written, drawn like a comic book, like a play, podcast, or other creative idea.

Open-Ended Instruction :

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

Integrated Learning Good
  • Science
  • Language Arts
  • Art
  • Social Studies
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

Students are asked to think about different perspectives on the relationship between humans and nature and to explore how Indigenous farming practices support regeneration. They also create a story based on how Indigenous knowledge was traditionally passed down, which encourages them to reflect, ask questions, and develop their own understanding of the topic.

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

The lesson plan addresses the needs of visual, aurditory and kinesthetic learners. Students watch a video (visual and auditory), listen to explanations and storytelling (auditory), and participate in activities such as creating their own story or presentation (kinesthetic). 

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 Poor/Not considered

No outdoor experience or activity is provided in this lesson plan.

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

In the small groups, students brainstorm ideas on how to teach other students or their families about regeneration.

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 Poor/Not considered

No assessment tools or rubrics are provided.

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

Students share their stories with one another, and make plans to share with other classes, or at home with their families.

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

The lesson does not have a detailed case study section, but it includes a film clip and video that acts like a case studies of Indigenous knowledge and regeneration.

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

Students brainstorm ideas on how to teach other students or their families about regeneration. The
story can take any form, written, drawn like a comic book, like a play, podcast, or other
creative idea.

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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