Quills Theme: Biodiveristy Crisis

Students will be provided with a visual of a healthy ecosystem compared to an unhealthy ecosystem, to which they will then research how different species within that area are affected by contaminants.

Students explore how language affects and mirrors our relationship to land, by learning Anishinaabemowin and Kanyen’kéha words. Students also learn the Indigenous origin of many local place names.

Together, students determine what the topic of the Learning Bundle is and brainstorm everything they already know about water.

Together, students develop an understanding of what biodiversity is.

Students explore pollinator gardens and how they can give back to them.

Students will explore and share the importance of Indigenous leadership in protecting biodiversity.

Taking inspiration from Ra’nikonhrí:io Lazare and Katsenhaién:ton Lazare, students will create their own videos that capture our relationships with a specific plant. Duration: Over multiple work periods

Students will explore the Haudenosaunee Ohèn:ton Karihwatéhkwen (The Words That Come Before All Else). Students then participate in an experiment focused on whether indoor plants have an impact on humans.

Students explore the principles of the Honorable Harvest through an in-class activity.

Students explore the meaning of All Our Relations and interdependence by creating a community web that demonstrates these important concepts. Students will also explore how many of the things they depend on in their everyday lives come from the natural world.

Students will explore the impact of climate change on biodiversity, specifically on frog species and their life history traits.

Students will explore the impact of invasive species on biodiversity specifically by looking at garlic mustard. Students will draw a scientific drawing of the plant, play a game to understand how it moves through ecosystems, discover plans on how to eradicate it, and contribute to citizen science.

Students will explore how different landscapes change within 20-30 years from urbanization. Students can then extend this thinking to a timeline before colonization, and how the present landscape will look 100 years from now.

Students are asked to identify different logos, plants, and animals and reflect on why in our culture we are more familiar with corporate logos than we are with local plant species.

Students will explore classification processes from different knowledge systems using fallen leaves.

Students will explore the process of classifying species, using an assortment of items and different categories.

Students explore two different types of ecosystems (rich habitat vs. barren habitat) to understand why biodiversity is important for an ecosystem.

Students take steps to form a more meaningful relationship with plants.

Students learn Anishinaabemowin, and Kanyen’kéha words by going on a scavenger hunt for local plants.