A Knowledge Keeper or community member should be present.<\/p>\n\n\n\n
5. Students familiarize themselves with the study: What are the benefits of plants indoors and why do we respond positively to them?<\/em> by Virginia Lohr (2010). Summary found on this interactive online tool<\/strong><\/a>. If computer access isn\u2019t available, content can be found in the Plants as Good Relatives.pdf<\/a><\/strong>.<\/p>\n\n\n\n 6. From this information, students are tasked with developing their own study to support or refute the theory that indoor plants benefit people. Based on the different examples from the paper, students pick a topic and develop a hypothesis to test. Students can create a study themselves or do a survey to gain data related to their hypothesis. Students should be provided with choice regarding how their results are presented. Ie: orally, on a poster, in a report, in a PowerPoint presentation, etc. <\/p>\n\n\n\n 1. As students learn about reciprocity and interconnectedness from the Oh\u00e8n:ton Karihwat\u00e9hkwen, students come up with something (stemming from their own culture or identity) that they can do every day to remind them of their relationship and interdependence with the natural world. Students should try this practice out for a couple weeks and then reflect on it. Did it change their perspective or their way of seeing the world? Did it help them be more mindful? Did it affect their energy throughout the day? <\/p>\n\n\n\nOptional Extension:<\/h5>\n\n\n\n