Tying it All Together
Instructions: Optional extension project:
Tying it All Together Read More »
We recommend inviting an Indigenous community member into the learning environment to provide more in-depth teachings related to the Haudenosaunee Great Law of Peace and the Anishinaabe 7 Grandfather Teachings. Instructions: Optional Extension:
Our Responsibilities Read More »
An Indigenous community member should be invited into the learning environment to help teach about the 13 Moons. Instructions: Extension:
A local Anishinaabe and/or Kanyen’kehá:ka community member should be invited into the learning environment to help teach students about the Clan System. Instructions:
Instructions: Students will contact community leadership about a climate change related issue that they feel is important. Leadership should include local Indigenous community leaders as well as their MP and/or mayor etc. Students will be expected to express their understanding of the issue using drawing on Indigenous land-based and Western Scientific examples. Students will also
Culminating Activity: Becoming a Change Maker Read More »
Instructions: Extension Activity: The Ohèn:ton Karihwatéhkwen Students prepare a “Snapshot of Resistance” focused on the work of a local community member who is fighting to protect Manoomin. Work should include information on the positive impact of wild rice on local habitat (ie: wild rice filters water and provides food and nesting materials for animals such as loons and
Engaging in Reciprocity to Mitigate the Impact of Climate Change Read More »
Instructions: In Bappaasenh Gaa-bi-Njibaad an old woman refuses to offer Weneboozhoo food and water. As a result, the woman turns into a woodpecker who has to work hard to find her own food. This story reminds us to be generous. Anishinaabemowin: Manpii dibaajmowining, maaba bezhig mindimoyenh gii-zaagtamwaan Weneboozhoon miijim miinwaa nibi. Mii dash maaba mindimoyenh
Getting to Know Animal Behavior Read More »
Instructions: Garlic Mustard: A Threat to Locally Harvested Plants: Colautti, R., Franks, S., Hufbauer, R., Kotanen, P., Torchin, M., Byers, J., Pysek, P., Bossdorf, O. (2014) The Global Garlic Mustard Field Survey (GGMFS): challenges and opportunities of a unique, large-scale collaboration for invasion biology. NeoBiota 21:29-47. doi: 10. 3897/neobiota.21.5242 Colautti, R., Barrett, S. (2013) Rapid
Tracking Invasives Read More »
Instructions: Review of invasive species Discussion: Invasive plants: can be very harmful to an ecosystem by out-competing native species for resources such as light, moisture and soil nutrients needed by all species to survive and thrive. As a result, species composition can change, affecting wildlife that depend on native plant communities. For example, red-winged blackbirds
We recommend inviting an Indigenous community member into the learning environment when discussing creation stories with students. Instructions: Creation Stories
Ohèn:ton Karihwatéhkwen (The Words That Come Before All Else) Read More »
Instructions: Potential Topics for discussion:
Culminating Task: Town Hall Meeting Read More »
Instructions: Ojibwe and Odawa Knowledge Keeper Liz Osawamick from Wiikwemkong Unceded First Nation on Manitoulin Island and Ojibwe and Odawa Elder Shirley Williams from Wiikwemkong Unceded First Nation on Manitoulin Island shared with QUILLS that there are many communities, Indigenous and non-Indigenous, from across Canada and the world that have threatened water sources. Indigenous communities
Instructions: To care for our water, we need to remember that water flows into and out of our area. Keeping water clean is a collective responsibility. Optional Extension: 7 Generations Teachings:
Watershed Activity Read More »
Instructions: Western STEM Connection Optional Extension: Students research the use of technology to mitigate environmental impacts and report back to the class
Treating Oil Sands Wastewater Read More »
Instructions: Teacher leads a discussion with students about what the Indigenous law of water is. Métis Knowledge Keeper Candace Lloyd from Cross Lake Island, Saskatchewan and Sault St. Marie, Ontario shared with QUILLS her understanding of the Law of Water. These understandings are expressed in Law of Water.pdf. Teachers should review this source prior to
We recommend inviting an Indigenous community member into the learning environment to share water songs with students. Community members may also feel comfortable discussing the holistic nature of water songs and their spiritual connection. Instructions: Optional Extension: Through independent research students learn about the history and impact of protest music. Students choose an issue they
An Indigenous community member should be invited into the learning environment to help students learn about the role of water in ceremony. Instructions:
Instructions: Activity adapted from: “The Secret Life of Water” https://docs.google.com/document/d/1_zS5O5ObIzlhufKmudx_kqMpQzkEx6vH/edit
We recommend inviting an Indigenous community member into the learning environment when discussing creation stories with students. Instructions: Creation Stories
Ohèn:ton Karihwatéhkwen (The Words That Come Before All Else) Read More »
Instructions: Students are each given a card with a phrase on it (Found in Minds On Statements.pdf). Students circulate and share phrases with one another. While circulating students try to figure out what the unit is about. KWL Brainstorm KWL Chart: Teacher records all the class knows about water- students can copy chart into their Outdoor
Minds On: What Do We Know About Water? Read More »
Instructions: This activity shows the interconnectedness of water to everything else. This belief is held in common with a Western scientific perspective. This activity, therefore, point to the similarities that exist between the two ways of knowing.
Instructions: Activity: Optional Extension Activity:
Taking Responsibility to Reduce the Effects of Climate Change Read More »
We recommend inviting an Indigenous community member into the classroom to tell the Anishinaabe and Haudenosaunee Creation stories and talk about the significance of Indigenous languages. Instructions: Storytelling: Language and Language Revitalization Grammar: Indigenous languages are polysynthetic. Polysynthetic Indigenous languages, by being comprised of longer more complex words with each word containing many morphemes, reflect
Creation Stories and Language Read More »
Instructions: Students support a local pollinator garden. Follow link below for a pollinator garden document developed by Kanyen’kehá:ka community member Kelly Maracle. Resource is also available in the Pollinator Garden pdf. Class One: Class Two:
Culminating Activity: Living in Reciprocity: Contributing to a Pollinator Garden Read More »
Instructions: 3. Students choose an Indigenous leader to learn more about. A preliminary list of names students can choose from includes: 4. Students are asked to pick one of these leaders and write a “snapshot of resistance”. 5. Students can choose the way they want to share their snapshot with the class. As an example, snapshots
Culminating Activity: Snapshot of Resistance: Showcasing Indigenous Leadership Read More »
Instructions: Part 1: Understanding “All Our Relations” Key Message: Story talks about how the Anishinaabe came to learn that all things are related and the importance of living in reciprocity with the land to ensure that all living things (including animal and plant species) thrive. Part 2: Reciprocal Relationships 3. The class then comes up
Living in Reciprocity with All Our Relations Read More »
We recommend inviting an Indigenous community member into the learning space to help facilitate this learning activity. Instructions: Teachers explain that throughout the learning in the Bundle, the class should all try to see the best in one another, hear the best in the words of others, say kind things, and have an open heart.
Minds On: Smudging Read More »