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My Seasonal Round

An Integrated Unit for Elementary Social Studies and Science

Elementary, Middle

Description

The spiritual and cultural customs of Canada's Indigenous people have always been closely intertwined with the seasonal changes of the land.  As communities moved from one resource gathering area to another, stories were told and traditions were shared.  The life cycles of animals and plants also follow the seasons and each species has it's own strategies for adapting to changing weather and food availability.  In this unit students investigate seasonal changes in four geographic regions of British Columbia from the perspective of a First Nations way of life.  Five multi-disciplinary lessons and a summary creative project are used to involve pupils in the following learning tasks:

  • Consider how living on the land might have been similar or different between “pre-contact” times and present day.

  • Create a personal seasonal round calendar

  • Investigate how plants and animals adapt to seasonal change

  • Explore a micro-habitat

  • Create a personal “Seasonal Round Field Journal”

  • Create and present a living diorama that teaches others about their learning experience

General Assessment

What skills does this resource explicitly teach?

  • Critical thinking
  • Problem solving
  • Observation
  • Environmental stewardship

Strengths

  • Well organized with detailed lesson delivery plans and all blackline masters
  • Extensive links to supporting resources such as videos
  • Utilizes a project-based learning approach
  • Encourages active involvement by all students
  • Provides a comprehensive understanding of First Nations perspectives about the environment

Weaknesses

  • Only includes one outdoor activity when there are opprtunities for more nature exploration
  • Most of the supporting resources are very specific to British Columbia

Recommendation of how and where to use it

This resource supports Grade 3-5 Science learning regarding biodiversity, habitats, food webs, plants and animals.  Students are able to practice and apply Science skills such as investigation, observation and species identification.  There are also many opportunities for learners to explore human impacts on the environment and develop ideas about conservation.

 

Social Studies content focuses on understanding Indigenous relationships with their families, ancestors and the plants and animals that live on the land.  The traditions of living in balance with nature are identified by exploring how First Nations understood the cycles and interconnections of the Earth.

 

One extension activity suggests students record an interview with a First Nations Elder.  A class could develop this idea further by creating a permanent display featuring the “living history” of a local Indigenous community.  Recorded interviews could be transcribed into written stories and paired with items created from the land such as baskets, dyes or medicines.  Pupils could also add their thoughts and ideas about how we can all live sustainably.

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
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Blackfoot Language and Culture: Community Membership
      • 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
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Blackfoot Language and Culture: Community Membership
        • Cree Language and Culture: Community Membership
    • Grade 5
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Blackfoot Language and Culture: Community Membership
        • Cree Language and Culture: Community Membership
    • 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
  • British Columbia
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Living things have life cycles adapted to their environment
    • 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
  • Manitoba
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Cultural and Linguistic Diversity: Other Cultures: Connections and Influences
      • Science
        • Step 4Relevant matches
        • Growth and Changes in Plants
      • Social Studies
        • Step 4Relevant matches
        • Communities of the World: Communities of the World
    • Grade 4
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Cultural and Linguistic Diversity: Other Cultures: Connections and Influences
      • Science
        • Step 4Relevant matches
        • Habitat and Communities
      • Social Studies
        • Step 4Relevant matches
        • Manitoba, Canada, and the North: Places and Stories: Living in Manitoba
    • Grade 5
  • New Brunswick
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Explore Your World: Diversity and Social Responsibility
      • Science
        • Step 4Relevant matches
        • Explore Your World: Diversity and Social Responsibility
      • Social Studies
        • Step 4Relevant matches
        • Explore Your World: Diversity and Social Responsibility
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Our Local Environment : Learning and Living Sustainably
        • Our Local Environment : Scientific Literacy
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth & Changes
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
  • Northwest Territories
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Plants
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: Habitats
  • Nunavut
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Growth and Changes in Plants
      • Social Studies
        • Step 4Relevant matches
        • Connecting With the World: Economics & Resources
    • Grade 4
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Relationship to the Environment
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
      • Social Studies
        • Step 4Relevant matches
        • Provinces and Territories: Our Places, Stories, and Traditions: The Land: Place & People
  • Ontario
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth & Changes
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth and Changes
      • Social Studies
        • Step 4Relevant matches
        • Community Comparisons: Dynamic Comparisons
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
      • Social Studies
        • Step 4Relevant matches
        • Saskatchewan: Dynamic Relations
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Living things have life cycles adapted to their environment
    • 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 (2)

  • Appreciating the Natural World
  • Interdependence

Indigenous Knowledge (2)

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

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Students reflect on the interdependence of humans and nature as they imagine living in a  First Nations community 100 years ago following the seasonal cycles of the flora and fauna on which they depended.  They also learn how respect for “Mother Earth”  and traditional ecological knowledge have fostered a stewardship ethic within Aboriginal communities.

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 connections between First Nations and the seasons is explored from the context of social traditions that define an Indigenous way of life.  Living harmoniously with the land provided necessities such as food, water and shelter while protecting essential resources.  Habitat loss, climate change and modern technologies have affected both the natural world and the human communities that live in balance with the Earth.   

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

Students explore seasonal change at the landscape and habitat level which develops their understanding of how the interconnections between the abiotic and biotic components of ecosystems affect nature's stability and resilience.

Respects Complexity:

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

Acting on Learning Satisfactory

Each lesson includes a "Go Beyond" section that identifies how students could extend their learning with projects such as creating a garden or peer education.  The final activity where groups present a "living diorama" of an Indigenous seasonal round can be used to raise community awareness of First Nations relationships with the land and human impacts on the environment.

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

By providing opportunities to “Pause and Ponder”, the resource supports introspection about the role of individual stewardship in honouring and caring for Earth.

 

Values Education:

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

Empathy & Respect for Humans Good

Students will develop an awareness of how cultural identity results from a variety of factors including beliefs, traditions and knowledge sharing.

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 includes an outdoor experience and recommends involving a First Nations Elder in the learning process.  The sharing of traditional ecological knowledge and a close examination of local plants encourages an appreciation for biodiversity.

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 Satisfactory

Although this learning unit is focused on regions of British Columbia, the content can be easily adapted to other Provinces.  The micro-habitat exploration occurs in a local green space which makes this activity more community based.

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 introductory lesson, “What is a Seasonal Round?” engages pupils in considering how a traditional way of life may have differed 100 years ago compared to present day.  Students also spend time describing their thoughts and feelings about the time period they would prefer to live in.

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

This resource uses a personalized learning approach where each student is able to access prior knowledge to support an inquiry process where they actively question, engage and reflect on their learning experience.

Open-Ended Instruction :

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

Integrated Learning Good

Each activity successfully combines Science content related to ecosystems with Social Studies concepts focused on understanding Indigenous ideology and traditional ecological knowledge.  Visual Arts and English Language Arts skills are used to create, present and describe how animals change through the seasons and what a Seasonal Round may look like.

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

This unit includes many tools such as a “Question Cue” game that empowers students to develop, organize and clarify their own inquiry questions to direct their investigations.  Each lesson provides opportunities to participate in guided research and analyze new information.  Pupils are also able to share their learning by selecting a project option that utilizes their particular skills and interests.

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

By including student ideas in the learning process this resource supports an environment where all pupils are able to be curious and contribute.

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

Students are engaged in meaningful problem-solving tasks that support independent thinking and active involvement in discovering answers.

 

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 in groups and share information with their peers through presentations and projects.

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

The resource includes several teacher rubrics that can be used to evaluate class participation, the living diorama presentations and student “Pause and Ponder” journals.  These rubrics can also be personalized for individual classrooms by downloading editable versions from the “Teacher's Area” linked to the unit.

Student self and peer assessment also occurs with a “Group Work Self- Assessment” rubric and a “Self Check” at the end of each lesson in which pupils write a reflective entry into their “Pause and Ponder” journals.

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

Group presentations are used to inform peers about new learning.  It is suggested that the living dioramas of an Indigenous seasonal round are shared with peers, parents and community members which provides an opportunity to increase public awareness about traditional ecological knowledge.

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

Sustainable resource use and understanding the ecology of the land are fundamental to an Indigenous way of life.  Students will realize that increased involvement from First Nations communities affected the most by issues like climate change are becoming an important component of successful conservation efforts in Canada.

 

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

Each activity provides time for reflection so that students can expand their thinking and express ideas and opinions to help self-direct their own learning experience.

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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