Quills Subject Area: Health

Teacher is introduced to the importance of storytelling to Indigenous ways of knowing and being and the value of integrating Indigenous Knowledge into STEM teaching and learning.

After communicating with local Indigenous and non-Indigenous leadership, students propose a plan for how to deal with a local climate change issue. Students are provided with different options for how they will demonstrate their understanding.

Depending on the time of the year this Learning Bundle is taught, students can engage in seed starting, planting, tending to, harvesting, or seed saving. If the class or school does not have its own garden, the class can arrange to visit the garden at Elbow Lake or another community garden in the region.

Students pick an invasive species to research and report on. Research must touch on the impact the species has on Indigenous land-based practices and how management practices are informed by both Indigenous and non-Indigenous ways of knowing.

Students learn about how modern forms of technology can be used to control invasive species impacting Indigenous land-based practices such as Dutch elm disease and phragmites.

Students learn about Dutch Elm disease and its impact on Elm trees and Haudenosaunee tools. Through a communicable disease lab students recognize the parallels between the transmission of Dutch elm disease and human diseases such as tuberculosis.

Students learn the The Ohen:ton Kariwatehkwen (The Words that Come Before all Else or the Thanksgiving Address) and reflect on how it positions humans in a rich, interdependent web of relationships with elements in the natural that must be related to with reciprocity. As an extension students journal in an outdoor sit spot about what they are grateful for in nature.

: Students use an egg carton to learn about how contaminants spread in a watershed and about the difficulties related to oil spill cleanup.

Students play a tag game that visually demonstrates how microplastics, toxins, and mercury accumulate in fish and humans, and illustrates the interconnectedness of living things.

Students learn about the impact of salt on local lakes by testing for key indicator species like zooplankton.

: Using dish soap students will test for water hardness vs. softness to determine the concentration of minerals like salt present in nearby bodies of water.

Students review the Ohèn:ton Karihwatéhkwen (The Words That Come Before All Else) and consider the centrality of water to Haudenosaunee and other local Indigenous groups.

Students learn about the holism that exists within themselves and within their family, community, nation, land-base etc. Students set goals on how they can foster holistic wellbeing.

Students practice reciprocity by releasing their good intentions and thoughts into a local water source.

Students learn about Water Walkers and the important work they do protecting local water sources.

Students learn about the ability of Indigenous resurgence to revitalize Indigenous lifeways and engender empowerment within community. Students engage in a beading project as an example of Indigenous resurgence.

Through discussion students learn about how seed saving, as a form of Indigenous resurgence, helps local community members both foster food sovereignty and adapt to climate change.

Students learn to distinguish between the natural vs. human-caused greenhouse effect and discuss how colonization disrupted relationships characterized by reciprocity with the natural world and in so doing has contributed to the greenhouse effect.

Students learn about the many gifts that cattails provide from local Indigenous community members. With assistance from a community member students harvest cattails and create a cattail mat.

By reading a story and spending time outside students learn about the gifts of the forest and the interdependence of all things in nature including humans. As an extension, students learn some of the proper protocols for food collection in forested areas.