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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 Aboriginal 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 aboriginal 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
- Newfoundland & Labrador
- Northwest Territories
- 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
- 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:
| ||
| 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.
| ||
| 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
| ||
| 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.
| ||
| Locally-Focused Learning | Very Good | |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local 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
| ||
| Inquiry Learning | Good | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| 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.
| ||
| Experiential Learning | Very Good | |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| 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.
| ||
| 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. | ||
