Beruflich Dokumente
Kultur Dokumente
Leah Poirier
Decolonizing and Indigenizing
Lesson Plans Analysis Toolkit.
EDUC 4000
March 2017
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Table of Contents
Introduction 3
Teaching Resources
4
Connecting Traditional Ecological Knowledge and Climate
Change 4
Lesson Plan
8
Lesson Plan
16
Lesson Plan
22
Lesson Plan
30
History of a Cookie
40
Lesson Plan
42
Lesson Plan
49
Go Fish 54
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Lesson Plan
52
Alternative Ways
55
Lesson Plan
57
Conclusion
60
References
61
Introduction
As an IPPE teacher I feel that my identity has revolved around
connecting the outdoors and Indigenous perspectives and practices. I have
always been passionate about sharing my love of the outdoors, my
knowledge and creating positive experiences for others. I have discovered
through this course my interests and beliefs are connected to many
Indigenous worldviews. I agree with a holistic approach to all things in life,
especially with lessons. Through Outdoor Rec. we have always done debriefs,
and I feel those have helped me with making my lessons and experiences
holistic. The respect for all things and animals in nature is above all my most
value connection I have to the Indigenous cultures. The seven grandfather
teachings are something I now always keep in mind and are wonderful words
of guidance. It is a culture I have came to love and want to incorporate it in
my teachings appropriately.
For my toolkit and as a new IPPE teacher I have chosen the theme of
current environmental land issues. I chose this theme because I am
extremely passionate about the outdoors and am continuously noticing the
connection between Indigenous practices and perspectives and being
connected to nature in the outdoors. There are many current environmental
issues worldwide and in our own country, which I believe can be solved
through many Indigenous practices. I will be focusing on the grade 11
Environmental Science curriculum because that is what my next placement's
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main target will be. With my Outdoor Recreation Parks and Tourism
background I found myself extremely interested and passionate about
Indigenous knowledge and practices without even being aware that they
were in fact Indigenous knowledge and practices. As an IPPE teacher I want
to erase the innocent ignorance of the connection between the health of our
environment and Indigenous knowledge by decolonizing and indigenizing my
lesson plans which will be focused on current environmental land issues.
Teaching Resources
Connecting Traditional Ecological Knowledge and
Climate Change
Introduction
Forest and Oceans for the Future is a research group from the
University of British Columbia who focuses on ecological knowledge research
with the north coast communities in the province of B.C. They have created
seven full curricular units with several lessons within each one and
encourage the public to download them to use. I have chosen to look at
Lesson 4 from Unit 7 of their curriculum materials. Unit 7 covers traditional
ecological knowledge and climate change, and more specifically lesson 4
goes over connecting the two. This whole unit fits wonderfully under the
Ontario Curriculum for Environmental Science and can even work for the
Geography curriculum at an intermediate level. I still plan to take this lesson
and use it in my placement this semester for grades 11/12 in a program
called Enviroventure which I took myself when I was in high school.
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The lesson plan I chose to look at and all the others that Forest and
Oceans for the Future project offers are really great lesson plan examples for
IPPE teachers to use. It has many decolonizing, indigenizing and inclusive
qualities which honour and encourage respectful learning of Indigenous
people and their knowledge, world views, contributions and experiences. It
gives me a lot of confidence to teach and address all students about FNMI
perspectives, content and issues regarding our changing climate and how it
is affecting their knowledge about the land. Climate change is a current
environmental issue which fits perfectly into my theme.
Decolonizing Qualities
This lesson plan focuses on the Gitxaala and other northwest coast
First Nations in British Columbia and how the changing climate and
environment has impacted their knowledge and practice patterns with the
land. A really wonderful thing about this lesson plan are all the interviews
with Indigenous peoples which provides real Indigenous history, stories and
facts. The centre and main source of knowledge of this lesson plan is
Indigenous voices and representations. Through many interviews with
Gitxaala residents, which have been transcribed for this lesson, students can
read stories and learn about topics such as harvesting and processing
traditional foods, observing changes and personal stories from Indigenous
peoples. Within the interviews the students can learn many more things such
as some of the Gitxaala language, beliefs and different practices. They are
extremely interesting to read and provide cross-curricular opportunity. This
lesson plan recognizes that the Indigenous people of the northwest coast
First Nations rely on the land, the patterns of the season, animals and
ecosystems for a healthy and sustainable life. Today, unfortunately because
of so many changes within the ecosystem some people have had to turn to
waiting on welfare every month instead of other natural practices to bring
food/income for themselves and family.
Indigenizing
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This lesson gives students the opportunity to learn and better understand
First Nation's relationship and history with the land and whole complex and
interdependent ecosystems. This lesson provides group discussion about
how the changing environment is changing some practices, reliance on
resources and the overall culture and lifestyle of the community. The
interviews cover everything from historical events and practices to the new
and current ones that have immerged because of issues with the climate
changing. Without being able to rely on the land to provide food, practices
and other resources, the Gitxaala First Nations (and many others) have
needed to turn to other resources such as welfare. Bringing awareness to
how important it is to keep a healthy ecosystem for First Nations (and
everyone on this planet) is a way to show respect for their traditional Land-
based practices and accumulated IK (wisdom of the Land). One big thing I
like about this lesson is that you can easily add lessons/activities to branch
off of this one. For example getting the students to make posters about
protecting the environment to protect some people's main food and living
resources, which can then be hung up in the hall where more people can see
and learn. At the very end of the lesson I plan to use a sharing circle to
promote interconnectedness and to hear everyone's thoughts and feelings
about the new knowledge they have been working with.
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One thing I felt the original lesson was lacking was considering
different learning styles of students and especially FNMI students. Therefore
in the new lesson I modified I made it so that students are working either in
pairs or groups. I also made sure to mention that when introducing the
lesson and explaining what they will be asked to do, I first get the students
into a circle. In the future when it is my own classroom, the desks/ seating
arrangement will always be in a circle, but when going in for my placement I
may not have that control to rearrange the classroom. The lesson itself does
have a lot of storytelling, although it is through transcribed interviews, it is
still honouring Indigenous people's main way of passing on knowledge.
The things I have changed from the original Forest and Oceans for the
Future Lesson 4 are making connections to Northwestern Ontario,
recognizing the treaties, working in pairs/groups and doing a sharing circle at
the end. I have made these changes to make it more specific to the land and
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First Nations around us. I have also mentioned in my assignment and in the
lesson plan for possibly adding an additional project to follow. The following
activity would include making some sort of poster/ art to advertise how
climate change is affecting First Nation traditional knowledge and practices.
Conclusion
Overall Forest and Oceans for the Future project provide wonderful
lesson examples for IPPE teachings. They honour and encourage respectful
learning of Indigenous people (FNMI) and their knowledge through providing
transcribed interviews covering real people's lives, experiences and issues.
The students make connections to climate change and First Nations
traditional knowledge of the land which incorporates the Ontario curriculum
while also acknowledging Indigenous practices across our country. This
lesson will strengthen students knowledge and awareness of how important
keeping healthy ecosystems are, especially to First Nations where the land is
still their main resource for food and living. By asking students to make
connections to the land around us will hopefully encourage all students,
Indigenous and non-Indigenous, to share their knowledge they already have.
I am very excited to try this lesson next semester with actual students and
see their reaction. I truly believe by making people more aware of connecting
to the land, learning about Indigenous practices and respecting our
environment all go hand in hand. Current students are the next generation of
Canadians and treaty people who share the responsibility to repair our
relationship with Indigenous culture, the Land and our environment. Writing
about this lesson plan and making alterations to fit a future classroom of my
own has given me more confidence to teach and address First Nation, Mtis
and Inuit students.
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Description: Have students get into pairs/ groups to analyze and record their findings of the transcribed interviews
from the Gitxaala First Nations residents. Students will then fill out the given data collection sheets to show their
findings, later discuss them and add a Fort William First Nation/ Northwestern Ontario perspectives and connections.
Students are welcomed and encouraged to use resources (books/internet) to make Northwestern Ontario
connections.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Grade 11: A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of
skills (initiating and planning, performing and recording, analyzing and interpreting,
and communicating)
A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic
presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports,
presentations, debates, simulations, models)
Learning Goals
I can understand and describe how climate change has affected ecosystems and First Nations Land-use practices
I can understand the different perspectives of different Indigenous cultures and how they learn from and observe
ecosystems
I can collaborate and work with my peers.
I can record my findings on an observation sheet
I can communicate my results
ASSESSMENT and EVALUATION
Success Criteria
- How well the students articulate their answers in group discussion (to teacher and other students)
- How invested are they in the activity
- How much of the observation sheets they fill out
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Assessment
Achievement Chart Categories: knowledge and understanding, application
Assessment Tool: Student participation, completion of work sheets and willingness to learn.
Learning Environment
- Classroom , library and/or outdoors
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Explaining Changes
Marvin (Teddy) Gamble has observed many things about how the weather and
climate has affected things in his environment. Below are some of the changes that
he noticed.
Think about what might have caused these changes? Could it be down to climate
change, or could other factors be involved?
2. Some birds no longer fly south during the cold winter months.
4. There have been more jellyfish in the water. Jelly fish gets nets all slimy and can
sting
5. How would this kind of climate change affect animals migration patterns around
here? (ex. what if the
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Mussel spawning Agnes Shaw, p. Spring comes Early spring means an early ice-out on
earlier 8 early lakes, which results in early spawning for
pike, walleye, and trout. It more likely for
temperatures to not stay warm and drop
low again which will affect the egg
development and increase chance of the
fish becoming weak prey or accidental
deaths.
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Gitxaala First
Nations
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This is a really great lesson especially for IPPE teachers with Indigenous
students in their class. This is a chance for students to experience walking in
the woods, memorizing a part of Leanne Simpson's song and having personal
reflection time. This lesson shows and allows students to experience how
great it is to learn in nature, but also dive into some great discussion about
Indigenous practice and perspectives on the land. It talks about how the "old
ways" (which are still around) are in fact a healthier way of living for both us
and the environment. This lesson plan honours FNMI through sharing their
knowledge, worldviews, sharing stories through music and experiences. It fits
very well into my theme because people being disconnected from nature,
and thinking modern civilization is "better" is a current environmental issue
worldwide. I am very confident to go teach this lesson plan because I have
participated in this lesson with a different resource and it takes place in my
comfort zone; in the woods! I am very passionate about this lesson.
Decolonizing Qualities
This lesson plan recognizes that there are Indigenous people by using
Leanne Simpson's song; The Oldest Tree in the World. It also allows students
to experience connecting and learning on the land, which honours
Indigenous values (and hopefully other student's values). Through Leanne
Simpson's song I am helping share her story-telling and Indigenous
knowledge. People's lack of connection to the land is a very large, present
day environmental issue. This is a chance to share Indigenous knowledge
and how their knowledge has been passed down to still be used today in a
respectful ecological manner.
Indigenizing
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opportunity for students to share their own knowledge, especially local ones.
Walking around, alone in the woods trying to memorize sections of an
Indigenous artist's lines is an amazing opportunity for all students,
Indigenous or non-Indigenous students.
This lesson is a little different from my others and has less group work,
but as always class discussion. I think this is a great chance for the more
independent workers in my class to shine. The louder, more social learners
can shine during class discussion and the quieter, more linguistic learns can
during the activity. Students who want more intense physical activity can
move as quickly as they want, but it is not a race. For students I know are
more competitive I can always target them more, to make them run away.
The other students who want to move more slowly through the woods are
welcomed to. This lesson incorporated music which connects a lot of
students and can connect to everyone's life through ecological literacy. and
hopefully the high amount of Indigenous content and connections will help
Indigenous students more engage.
Depending on how long students take to memorize the poem and how
engage they are can alter the length of the lesson a lot. Thankfully it will be
very easy to change; if they are too quick they can recite the poem all
together as a class, we can go in listen to the song and have a great, longer
debrief. If the students are taking a long time, but enjoying themselves we
can always listen to the song and do a more in depth debrief the next class.
This lesson is very easy to alter by changing the song used if a student is
passionate about another artist. Although the lesson would work best in a
wooded area, it can be done in almost an large area outdoors. The more
natural the land, the better for the content of the lesson though. An
extension for this lesson would be to get the students to make their own
song/ poem about ecological literacy/ traditional ecological knowledge.
Conclusion
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As a whole, this lesson plan is very great for IPPE teachers. It provides
the students with great opportunities and you get to be involved! There are
so many connections to be made, and the most important connections
between you and the students. Through using an Indigenous artist's song
and facilitating the activity on the land honours Indigenous culture in a very
respectful way. If the students react very well to the lesson there are also
room for great extensions like getting the students to write their own
ecological song. This is a lesson plan I look forward to putting into action in
the future.
Description: "We often think that modern civilization is better, more advanced, smarter and more "cultured" than
people from the past. The past is often viewed as being more primitive than today - in many ways, this is a myth"
(Puk, 2016). This lesson plan bring students outside, where they need to walk the land and collect popsicle sticks
which represent a line of the song The Oldest Tree in the World by Leanne Betasamosake Simpson, an
Anishinaabeg scholar/singer/poet/writter. This lesson brings awareness to ecological literacy/ traditional ecological
knowledge and that some of the Indigenous ways of life are much better for our plant ecologically.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Grade 11:
C2. investigate environmental factors that can affect human health, and analyse related data;
B3. demonstrate an understanding of major contemporary environmental challenges and how we acquire knowledge
about them.
B3.4 explain how an environmental challenge has led to advances in science or technology
B3.5 describe a variety of human activities that have led to environmental problems (e.g., burning fossil fuels for
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C2.1 use appropriate terminology related to human health and the environment,
Learning Goals
I understand what ecological literacy/ traditional ecological knowledge is.
I can understand the importance of ecological literacy/ traditional ecological knowledge and how it is connected to
myself.
I am aware what nature does for us
I have learned and can recite the section of The Oldest Tree in the World song
I can work individually
I can communicate my results and thoughts
ASSESSMENT and EVALUATION
Success Criteria
- How invested they are in the lesson and activity
- Can they participate appropriately
- Can they recite the section of the song
Assessment
Achievement Chart Categories: Understanding and application
Assessment Tool: Student participation, individual work and willingness to learn.
Cross-Curricular
History, Physical Education,
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I like you because you hold us all together with the parts I can't seen.
I breath it in, you breath it out
I think I know what you've seen, I think we're the same, but it's not
true
but I don't, I don't
I don't know how to say this without embarrassing you, but I do know,
I believe in saying things, I do know, I believe in the telling
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This lesson idea which I took from our resources provided by the
Indigenizing Practices and Perspectives in Education course is really great,
local and connects to my theme of current environmental land issues. Mining
in Ontario is a huge industry, but it does not happen in developed areas'
"backyard". Instead, it is happening in the backyard of many Northern FNMI
communities and negatively impacting the land and environment around
them. The "ring of fire" is a current environmental land issue in our province,
and a great opportunity to stimulate a debate for students to get more
emotionally connected to learn. This is a great activity to get the whole class
involved, talking and is so flexible you could tie in any curricular links from
the Ontario curriculum.
Decolonizing Qualities
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is set up, students are prompted to get emotionally connected and to fight
for the land. The resources provide the information about how the First
Nation communities will be affected by the mine both economically and
environmentally. This lesson is very relevant to the present world because
the fight for the mine is still going on! It is not mythical or stereotypical, it is
very realistic.
Indigenizing
Lesson plans involving group activities and discussion are always very
inclusive. I hope to make this as welcoming as possible by encouraging
students to talk, think and participate in the engagement myself. This lesson
involves oral, writing and reading tools to allow students with all different
learning strengths to benefit from. Since this is a group discussion and
debate I hope to create an encouraging, safe and fun environment for all
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When reading the original lesson plan, it sounded like students were
not aware of who the other groups represented. In my lesson I made it so
that it is not a secret, but tried to create more bias views in hopes of
students getting more emotionally attached to their role. I also added some
different resources than the original to incorporate a couple more videos and
have more Indigenous/ land-based views. Since this is also kind of a debate
and I get to choose the resources and groups, there is an endless amount of
opportunity for changing curriculum content. You can easily make this into a
career and civics, geography and/or math lesson! There are also a lot of
room for extensions which could include learning more about the James Bay
lowlands and even looking in to one of the remote communities near the ring
of fire.
Conclusion
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Description: Students will be split into different groups to simulate a stakeholders meeting/debate on mining in
Northern Ontario, specifically the Ring of Fire. There will be three different groups, the First Nations, the mining
company and the provincial government. As a class, they will watch a part of the Youtube video in this lesson plan to
grasp an idea of mining in Ontario, and then each group will split up and be given their resources and a short
description of their group's viewpoint. Then the class will have a discussion/debate (encourage a debate to get
students more emotionally involved), and then allow all groups to try and come to a consensus. Talk about a real
stakeholder event and what are the next steps if everyone cannot agree.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Grade 11:
B1. analyse social and economic issues related to an environmental challenge, and how societal needs influence
scientific endeavours related to the environment;
B3. demonstrate an understanding of major contemporary environmental challenges and how we acquire knowledge
about them.
B1.1 analyse, on the basis of research, social and economic issues related to a particular environmental challenge
and to efforts to address it
B1.2 analyse ways in which societal needs or demands have influenced scientific endeavours related to the
environment
B3.5 describe a variety of human activities that have led to environmental problems and/or contributed to their
solution
Learning Goals
I can understand and describe different views on the ring of fire (First Nations, Provincial Government and Mining
companies)
I can understand how mining affects First Nation communities near by
I can collaborate and work with my peers.
I can record my findings on the whiteboard with my group
I can communicate my results
ASSESSMENT and EVALUATION
Success Criteria
- How well the students articulate their answers in group discussion
- How invested they are in the activity
- How much they have filled out on the whiteboard
Assessment
Achievement Chart Categories: knowledge and understanding, application
Assessment Tool: Student participation, amount of information on whiteboards and willingness to learn.
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- IPPE teacher will read and understand the full lesson plan, resources and all different stakeholder positions.
- Previously look in school library for books students can use as resources
- Read and learn about the Ring of Fire and mining
- Have an electronic version of the resources ready to send to students
Differentiation: Content, Process, Product, Assessment/ Accommodations, Modifications
- Content and assessment all remain the same and no modifications
- Product expectations may alter depending on what students can physically and intellectually provide (there
are many different forms of resources).
- Alterations may include (but are not limited to) having an IE help, extended the debate to next class, and
allowing people to switch groups.
- Process will be modified considering if the product expectation changes. Depending on what instruction
needs to be given for the specific class.
- Students can leave the classroom as a group to have a bigger and quieter space to prepare.
Learning Environment
- Classroom/ hall or library
Cross-Curricular
Geography, Careers and Civics and Drama.
Lesson Delivery Format
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Handouts!
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First Nations
Resources:
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http://www.huffingtonpost.ca/chief-cornelius-wabasse/ring-of-fire-
development_b_6367606.html
https://www.youtube.com/watch?v=Wehp3O5Swoc
http://www.cbc.ca/news/canada/thunder-bay/ring-of-fire-first-nations-scold-mines-
minister-michael-gravelle-1.2760725
Overall, does your group want mining to happen in ______________ First Nation?
How will your group benefit/lose from mining (economic development) on this traditional
territory?
https://www.youtube.com/watch?v=Wehp3O5Swoc
http://www.cbc.ca/news/canada/thunder-bay/thunder-bay-ring-of-fire-
1.3806947
https://www.youtube.com/watch?v=L0gbr27IOuo
http://www.mikawaa.com/noront/the-mines
Overall, does your group want mining to happen in ______________ First Nation?
How will your group benefit/lose from mining (economic development) on this traditional
territory?
This is your company's future! This is what you have been looking
for your whole career, this is your opportunity to have a successful
mine and be rich! (but keep those exciting thoughts to yourself). You
can provide jobs for thousands, near and far from the mine. The ring of
fire can offer economic well-being and you work hard with Mikawaa to
promote a relationship with the near communities. You want to be seen
and known as the company who dealt with things in the best manner,
but also get what you want in the end (to have the mine proceed!).
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Provincial Government
http://www.cbc.ca/news/canada/thunder-bay/greg-rickford-responds-to-
province-s-latest-ring-of-fire-request-1.2875338
http://www.cbc.ca/news/canada/thunder-bay/ring-of-fire-zero-hope-comment-
startles-mining-minister-1.2818963
http://www.cbc.ca/news/canada/toronto/ontario-votes-2014/ontario-leaders-
tout-ring-of-fire-s-potential-and-promise-action-1.2657380
Overall, does your group want mining to happen in ______________ First Nation?
How will your group benefit/lose from mining (economic development) on this traditional
territory?
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This is a topic for a lesson plan I have been interested in creating for
awhile because food and water supplies situations for Indigenous
communities are very different from the majority of people in Canada. Since
the access in remote communities is different, that also makes their usage
amounts different and how they receive the resources affects the
environment. This lesson plan is a great chance for IPPE teachers to inform
students of the huge spectrum of situations in our very own province! Not
only does the majority of Canadian residence need to reduce the amount of
wasted water, unfortunately many people are not aware of the 2/3 of
Indigenous communities that do not have access to clean, safe water for
necessities to live. This fits really great into my theme of current
environmental issues because the main cause of contamination is nearby
mines, waste disposal, construction/ construction fails, improper filtration,
ect. This lesson connects human health and the environment. Also, with
climate change evolving more and more, it is getting even more difficult than
it already has been to get food and water supplies to northern communities.
This is a great lesson to also follow my previous stakeholder mining one
because it focuses on the access to fresh water, and the fresh water in
Indigenous communities can/is being affected by mines. The one Youtube
resource for this lesson plan also talks about the ring of fire. I have changed
a lot of this lesson plan to incorporate Indigenous views and situations which
no other lesson plan I have came across seems to consider.
Decolonizing Qualities
I had to change this lesson plan a lot to make it recognize that there
are Indigenous people and different situations for Indigenous communities.
The original lesson plan which focuses on water usage was made for
Canadians, but more specifically privileged Canadians who have access to
almost an unlimited amount of clean water. I want to try my best to not make
this a "poor them" lesson, but more of an awareness lesson to show the fact
that not all of Canada has the same access to something that seems to be so
abundant. This is a present day problem and the videos do a great job of
allowing the Indigenous people to tell their own story.
Indigenizing
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Through the Youtube videos I chose to let the Indigenous peoples tell
their own story rather than me attempt to tell it myself. If there are any
Indigenous students in my class the group discussion and personal water log
activity provides an opportunity for them to tell their own stories. There is a
lot of Indigenous content in this lesson through putting the students in a
situation which many remote Indigenous communities and peoples are
currently dealing with. The content is also shared through the videos. This
lesson talks about people's rights in Canada and how Indigenous people's
rights are just as important. More importantly it is another opportunity to
bring awareness to the rich Indigenous culture in our country! It is very
experiential and hands on with its visual introduction, group work and
discussion, taking on a new identity and then a personal water log. It also
brings reality to what some Indigenous communities look like and how they
live which will help any misrepresentations that some people may believe.
Conclusion
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raises awareness to others ways of life, whether they are chosen or not. This
lesson is delivered in an experiential way to include all students and
emphasize on all students' strengths. There is a great activity to extend it
and remind students of our precious, limited clean water.
Description: Start this lesson with the water bottle example to show students how little of fresh water we actually
have on Earth (instruction found at the bottom on lesson plan). Try to create bias emotions at the begining of class
about Canada being "water rich", to later give them a bigger shock when you talk about Canada's water issue for
Indigenous peoples. Make connections to the mining lesson and talk about how much a mine contaminates the fresh
water. Then split students into small groups (3-5 people) to make a list of how/when they use water in their everyday
lives, ranking them in order from what uses the most amount of water to least. Get the class back together and make
sure to add more to list, add things they may not have thought of (there's a list at the bottom of the lesson plan) and
how much water certain things use. Send the students back into their groups, but now instead of their own identity
give them a description of a different situation to consider (example: living in a remote northern community). At the
very end show the youtube video and send them off with their waterlogs.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Grade 11:
B1. analyse social and economic issues related to an environmental challenge, and how societal
needs influence scientific endeavours related to the environment
C1. analyse initiatives, both governmental and non-governmental, that are intended to reduce the impact of
environmental factors on human health;
Ontario Curricular Specific Expectations
B1.1 analyse, on the basis of research, social and economic issues related to a particular environmental challenge
C1.1 analyse grassroots initiatives that are intended to reduce the impact of environmental factors on human health
C1.2 evaluate the effectiveness of government initiatives that are intended to reduce the impact of environmental
factors on human health
Learning Goals
I can understand the little amount of water on Earth we can use
I can comprehend an average amount of water I use in my daily life
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I am aware that not all of Canada has access to, or the same amount of clean water
Learn how climate change and environmental issues affects our, and other people's water and food supply
I can collaborate and work with my peers.
I can communicate my results
ASSESSMENT and EVALUATION
Success Criteria
- How well the students articulate their answers in group discussion (to teacher and other students)
- How invested are they in the activity
- What they write on the white boards
- How much information is provided in their water logs when later collected.
Assessment
Achievement Chart Categories: knowledge and understanding, application
Assessment Tool: Student participation, what's on the whiteboards, water logs and willingness to learn.
Learning Environment
- Classroom
Cross- Curricular
- Social Studies, mathematics
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- Open lesson with the water bottle example of how - Participate in small group introduction
much fresh water we can use on Earth discussion/ ask questions/ make comments
- Explain what they are about to do; split into small
groups, brainstorm how and how much water they
use on a daily basis.
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Water Stats:
Average person uses approx. 329 liters per day
Bath - 80 litres
5 Minute Shower - 35 litres
Power Shower - 125 litres in less than 5 minutes
Brushing Teeth with Tap running - 6 litres per minute
Brushing Teeth with Tap off - 1 litre
W.C. Flush standard - 9 litres
W.C. Flush modern - 6 litres
Washing machine modern - 45 litres
Washing machine - 65 litres
Dishwasher - 20 litres
Washing car with Bucket - 10 litres
Hosepipe - 9 litres per minute
NEW IDENTITY
You are a young adult living in Naskantaga community in northern
Ontario, which is a fly in community. Your whole life you have been
under a boil water advisory. Meaning, everyone needs to boil any water
they plan to have consumed. Even the water you use to wash cloths or
your dishes can cause you to get sick or a rash on your skin. You
cannot go swimming in the beautiful lakes and rivers around your
home or there is an extremely high chance you will get a horrible rash
all over your body. Sometimes even when you boil the water, the
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contamination is so bad you still get sick. Your community has bottled
water flown, or driven in on ice roads ($6.00 for 1 liter). Depending on
how much money you have that month/week depends on how much
clean water your family gets. If there is bad weather, or the weather is
too warm to form safe ice roads in the winter, you water supply will be
affected. You need to be very mindful of how much (if any) water you
can use to brush your teeth, put in your food, wash yourself or wash
your clothes/dishes.
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Alternative Ways
Introduction
Overall this lesson is very self directed. Students have a lot of choice
for what they want to research, but are assigned one of the seven
grandfather teachings to bring awareness to Indigenous practices and
perspectives. It connects to my theme of current environmental issues
because the students are asked to pick either a product or activity that is
currently contributing to an environmental issue, for example plastic water
bottles. There are a couple different roles needed for this assignment;
researching and art which allows students to work with their strengths. It is
great for IPPE teachers because the seven grandfather teachings can
connect to many Indigenous students from different places, it gives students
freedom of what they want to research, incorporates art and group work. The
seven grandfather teachings can also be connected to repairing all
relationships, not just between humans and nature but all humans
relationships with each other.
Decolonizing Qualities
Indigenizing
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Conclusions
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Lesson Plan
Description: Using the Internet and other resources, the students will be able to research a product/activity known for
its negative environmental impact, reasons for the designation, and identify realistic alternatives. Students will be
separated into 7 different groups and given one of the seven grandfather teachings to focus their answers for
alternatives. The students will also list advantages/disadvantages, costs, and other variables related to the use of the
products. They have to create a poster with their information which will then be able to connect to the other 6 to
create a full circle
CURRICULUM CONNECTIONS
Grade 11:
E2. investigate the effectiveness of various waste management practices;
C3. demonstrate an understanding of various environmental factors that can affect human health, and explain how
the impact of these factors can be reduced.
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Learning Goals
Success Criteria
- How invested they are in the lesson and activity
- What research they put on their posters
Assessment
laptops/computers
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- Allow students to move to different areas in the - Go to a place where their group will be most
school if they will work better. productive
- Go around and make sure students are on task. - Hand in their section once finished to hang up
- Give students a 10 minute warning to wrap up.
- Ask students to reflect on their final feelings on knowing the knowledge. Does this knowledge/activity
change their views/ future actions?
- Student reflection
- Students can take home their poster if needed.
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History of a Cookie
Introduction
The history of a cookie lesson plan is a great hands on lesson that can
cover multiple current environmental issues. IPPE teachers can benefit a lot
from this lesson because of its many different resource tools, inclusivity and
variety of tasks/roles. It fits great into my theme because it can cover
deforestation climate change, clean air and even humans disconnecting from
nature. Not only does it cover this content, but it helps people get more
connected to trees. I added a few aspects to the original lesson to indigenize
it and make more connections. An important Indigenous perspective is that
everything is connected, everything can tell it's own story and every single
thing in life and nature has its own unique, important roles. By adding
locations of all Indigenous communities was my way t prompt the students
research to be more Indigenous, but my favourite part I added to this lesson
is asking students to write a life story from the perspective of the tree.
Overall this lesson connects to my theme but has much more valuable
hidden curriculum. I think it is great for FNMI students and all Canadians to
be have the chance to tell stories from different perspectives and gain more
knowledge about the beautiful things trees provide us.
Decolonizing Qualities
Indigenizing
Indigenous thinkers, writers, artists and story tellers are all given a
chance to shine through this lesson. The thinkers can put together the
logistics, artists can choose how they want to express the story and story
tellers can tell all their craziest stories through the trees life. The Indigenous
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knowledge is not the most evident, but the locations given will make it
evident once researched. Once they type any of the location into the internet
they will be presented with a ton of Indigenous knowledge from different
communities which then allows students to talk and teach each other more.
This also creates the opportunities for students to find things they may have
been doing their whole life and connect it with Indigenous practices, for
example drinking cedar tea. It makes connections to everyone (Indigenous or
not) needing trees for the man wonderful things they can offer us which can
also help diminish some misrepresentations.
The things I have added to this lesson I believe makes it a lot more
holistic, inclusive and welcoming. By opening the lesson with a song (which
also has a video to go with it for more visual learners) I hope to catch a lot
more students attention and aid to different learning styles. I know a lot of
people also connect very well to music. I then also, almost always, give the
students the option to work in groups or individually. I want students to do
what works best for them. I also decided to add another short video
explaining the tree rings to help different types of learners in the classroom.
It is also great because it makes connections with literacy and math to
natural resources, which Indigenous students may be able to connect better
to. When it comes time to do research and share knowledge about what
trees may witness or be used for is a great time for Indigenous students to
take leadership and share their own, or families stories.
This lesson could very easily be extended and I could ask students to
present/share their tree stories. I think that would be very interested and
great to hear each student read their own story. Running a macro-model on
what happens inside a tree trunk would also be really great. Macro-models
are amazing, full body engaging activities. The large range of resource
varieties and choice of expression leaves little room needed for adaptations
to allow students to do the work. If there was a student in the class, or had
family from a remote community and wanted to research there, it would be
no problem to allow that to be their location.
Conclusion
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Description: Walk into the classroom and play the song from the Youtube link. Ask them what they think it is about
and then guide the conversation towards trees, using them to tell climate change history and deforestation. Then
going over trees and the different parts of a tree cookie. Talk about the tree rings and parts, what they represent and
the years. Get students to place nails from the outer bark into the pith with a piece of masking tape stating it's age.
Then hand out the different cookies from different tree species and their "location card" (a piece of paper showing
were this tree lived) and get students to research their tree species while filling out the worksheet and then write a
made up life story from the perspective of the tree. Let students work in groups/partners or individually for the
worksheets and their tree's life story. The locations are all in remote Indigenous communities which will lead student
to do research about what the people do on the land with the trees.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Grade 11:
C2. investigate environmental factors that can affect human health, and analyse related data;
C3. demonstrate an understanding of various environmental factors that can affect human health, and explain how
the impact of these factors can be reduced.
D3. demonstrate an understanding of conditions required for plant growth and of a variety of environmentally
sustainable practices that can be used to promote growth.
C2.1 use appropriate terminology related to human health and the environment,
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Learning Goals
I can identify the parts of the inner tree from the bark to the pith of the tree
I can understand climate change history, different uses for trees and deforestation
I can understand that the rings of trees can tell history of climate change
I can create a story about a tree's life from a tree's perspective.
I can communicate my results and thoughts
ASSESSMENT and EVALUATION
Success Criteria
- How invested they are in the lesson and activity
- How much they have filled out on their worksheets
- What is their tree life line like and story
Assessment
Achievement Chart Categories: Understanding and application
Assessment Tool: Student participation, information on worksheets, in the stories and willingness to learn.
masking tape
markers or pens
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hammer
Laptops/computers
Location slips
Learning Environment
- Classroom/ hall or library
Cross-Curricular
Biology, history
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Locations:
- Fort William First Nation (trembling aspen)
- Attawapiskat (white birch ring)
- Fort Severn (black spruce ring)
- Matachewan (eastern white cedar ring)
Name: __________________________
But we shouldn't be concerned about trees purely for material reasons, we should
also care about them because of the little puzzles and wonders they present us
with. Under the canopy of the trees, daily dramas and moving love stories are
played out. Here is the last remaining piece of Nature, right on our doorstep, where
adventures are to be experienced and secrets discovered. And who knows, perhaps
one day the language of trees will eventually be deciphered, giving us the raw
material for further amazing stories. Until then, when you take your next walk in the
forest, give free rein to your imagination-in many cases, what you imagine is not so
far removed from reality, after all!
Peter Wohlleben, The Hidden Life of Trees: What They Feel, How They
Communicate Discoveries from a Secret World
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very well with my theme because climate change is the most advertised
current environmental issues which is connected to all people.
The few things I added/change about this lesson makes it more hands
on and for a higher grade level. Adding the "around the world" game for an
introduction and debrief makes it more holistic, gets students minds thinking
and involved. I made it so students first look at the treaties and then pick a
community within a treaty, opposed to the communities in more northern
Canada. I thought it would be nice to bring awareness to the northern
community lifestyles in our own province, and not all of "the north" is in the
territories. It is closer to home for more people than they think.
Decolonizing Qualities
This lesson recognizes that there are Indigenous people by giving the
students a map of the treaties and making them need to pick a northern
community. It recognizes that there are many communities not along the
southern border of Canada which a lot of people may not be aware of. It is
great to bring awareness that we all rely on our colder climate within this
country, but the affects of climate change are more negative and noticeable
than southern lifestyles. It is also harder to adapt to because of the harder
access of resources and how much Indigenous communities rely on the land.
This is a present day problem for northern communities and allows students
to research Indigenous ways of life (both present and historical).
Indigenizing
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Conclusion
The outcome of this lesson is very great for IPPE teachers by having
many inclusive aspects, providing students to step up as leaders to share
their knowledge and focuses on a current environmental issues. The specific
environmental issue of climate change is a great way to connect all people
living within Canada's borders (both Indigenous and non-Indigenous). By
allowing the students to have a little freedom and pick their specific treaty
and community makes it more personal, and allows opportunity for me (or
any IPPE teacher) to learn from the students.
Description: This lesson focuses on our knowledge and certainty of global warming. Many settlements are being
affected and it is predicted that they will be even more affected if the warming trend continues. While many of those
communities are large cities in low-lying areas around the world, some are smaller communities situated in Northern
Canada/Ontario, where people rely on such consistencies as permafrost in order to carry on daily social and
economic activities. This lesson begins with finding out where northern Canadian communities exist, specifically in
Ontario. Students will be separated into groups and given a treaty, and pick a community. As a group they will
brainstorm then research what the climate is like there, how it affects their community (economically, recreationally,
culturally, ect.) and what would happen if their climate rises more? End the lesson with another game
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Grade 11:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating
and planning, performing and recording, analysing and interpreting, and communicating);
B1. analyse social and economic issues related to an environmental challenge, and how societal needs influence
scientific endeavours related to the environment;
C2. investigate environmental factors that can affect human health, and analyse related data;
B1.1 analyse, on the basis of research, social and economic issues related to a particular environmental challenge
B1.2 analyse ways in which societal needs or demands have influenced scientific endeavours related to the
environment
C2.1 use appropriate terminology related to human health and the environment,
Learning Goals
I can identify different treaties and northern communities
I can understand the negative effects of a warmer climate for places that have been built around the cold
I am aware of northern communities
I can work with classmates
I can communicate my results and thoughts
ASSESSMENT and EVALUATION
Success Criteria
- How invested they are in the lesson and activity
- How well they can read/understand the maps
- How much they have filled out on their whiteboards
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Laptops
Learning Environment
- Classroom/ hall or library
Cross-Curricular
History, Geography
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- Get the individuals/ small groups (3-5 people, - Get into small groups (3-5)
depends on how many maps) - Read/observe the map
- Give each group a map - Pick a community
- Let students brainstorm for 10 mins. - brainstorm ways the cold climate is needed for
- Get students to share with the class and then their life there.
tell them to put at least three more points - Share their thoughts with the class
(students can now use laptops) - Do research/ brainstorm more and add at least
- Give students more time to brainstorm/research three more to the list
in their groups for another 10 mins - Share their new findings
- Given students a 5 minute warning to wrap up
their thoughts and prepare to share with the
class.
- Allow each group to talk for a max 3 minute.
Consolidation & Connection(Reflect and Connect) 10-15 mins
- Play around the world again and ask the following questions;
- Did you learn anything new?
- Did learning this new knowledge make you to think/act differently?
- What was the most shocking thing you learned?
- Allow students to ask any questions or make any comments.
Extension Activities/ Next Steps
- Ask students to reflect on their final feelings on knowing the knowledge. Does this knowledge change their
views/ feelings on northern communities?
- Student reflection
- Discuss the experience with their friends and how it felt to think from a northern community's perspective.
- Spend more time sharing the climate and lifestyle guesses that were made in the lesson.
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Go Fish!
Introduction
Decolonizing Qualities
By using woodland art and making the connection of the story it tells
to one of our world's current environmental issues allows recognition that
there are Indigenous people/knowledge connected to this content. It is
mainly connected because the Indigenous practices in relation to their
relationship with the land is a way of life that is better for the health of both
humans and nature. The representation of Indigenous peoples in this lesson
plan shows that the practices they have been doing for hundreds of years
are the best for keeping our land healthy and usable for us all to live. It is
now even more relevant because we have unfortunately came to a point with
our Earth where it has been extremely damaged, and the vast majority of the
population desperately needs to change our interactions with the land.
Indigenizing
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Conclusions
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Lesson Plan
Description: Go fish is an activity to represent the tragedy of commons theory, but can just as equally be connected to
the misuse of the treaties here in Canada (which is no theory). Class will start with students observing and creating a
personal reflection for what they think the Boy and Fish painting by Norval Morrisseau represents. Then they will
move into a hands on activity to represent overfishing, but can represent many other situations of overusing
resources. This also represent two different cultural ways of living. The tragedy of the commons is a theory for the
white western European culture and this lesson brings recognition to the fact that Indigenous practices and
perspectives with the land could be the answer to a more sustainable way for all to live.
CURRICULUM CONNECTIONS
Grade 11:
B3. demonstrate an understanding of major contemporary environmental challenges and how we acquire knowledge
about them.
B3.1 identify some major contemporary environmental challenges, and explain their causes (e.g., overfishing) and
effects
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B3.5 describe a variety of human activities that have led to environmental problems (e.g., overfishing) and/or
contributed to their solution (e.g. Indigenous practices)
Learning Goals
Success Criteria
Assessment
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- Time the fishing segments of the activity (2 - Listen, ask and questions/make comments as
minutes for each year) needed
- Remind student they cannot talk during the - Play the first part of the game (do not talk!)
game! - Participate in class discuss for the first 6
- Explain the reproduction stimulation after the questions.
first year. - Play second round.
- Discuss the first 6 questions attached.
- Play the second round
- Do a debrief for the rest of the attached discussion questions (7-13) for the activity
- Turn the class discussion back to the painting, and talk about the representation of certain aspects
" This painting suggests a fishing scene. Fishing is one of the many ways First Nations peoples sustain themselves. It
is possible that this work is connected to a memory in Morrisseaus own life, or a traditional story from Anishinaabe
culture.
Notice that the fish are as large as the boy. This implies that nature and animal life are as significant as human life. A
spirit line or energy line connects the two fish together, over the boys head." Art Gallery of Ontario
- the fish are standing with the boy, the boy is not holding the up like he is superior compared to them; the
animals are all equal.
- the spirit line connects the two fish together
- the artist is expressing a form of friendship, it's not dark, or sad, they are all content in the moment
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- the man is respecting the fish; human are animals. We were made to live respectfully in the wild, and practice
- Ask students to reflect on their final feelings on knowing the knowledge. Does this knowledge/activity
change their views/ feelings on northern communities?
- Student reflection
- Discuss the experience with their friends.
- Get students to make their own woodland art that represents an Indigenous practice which will benefit a
more sustainable/ ecological future
- If there is a lot of time left in class, bring up the 7 grandfather teachings and make connections to
sustainable living and respecting nature.
Procedure/Instructions:
1. Each one of you represents the head of a hungry family. In order for your family to
survive, you must catch enough fish for them to eat. The only food source is a small local
lake which can hold up to 16 fish.
2. Once a year you will get a chance to fish and each time you fish you may take 0, 1, 2, 3,
or 4 fish from the lake. It is your choice how many fish you take!
3. You will fish for 5 years. After each year of fishing, fill in the Data Table for Game #1.
4. The fish in your lake will reproduce once a year. Keep the fish that you catch in front of
you. (You will be able to eat them later!)
5. At the end of each year, your teacher will add more fish to the lake to simulate
reproduction.
If any family has starved then you cannot fish the next year!
8. After the first game, answer discussion questions 1 -- 6. You may discuss the questions
with your group, but you should each write your answer in your own words. Remember to
always answer your questions in complete sentences so that a reader would understand
your answers even if he or she did not know the questions!!
9. After you have answered discussion questions 1 though 6, begin Game #2. Fill in the
Data Table after each round. Remember, you MAY NOT communicate with each other while
fishing!
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10. When you have completed Game 2, answer the rest of the discussion questions.
GO FISH!
Data Table #1
Group Names: ______________________________________
Year Two
Year Three
Year Four
Year Five
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Total
GO FISH!
Data Table #2
Group Names: ______________________________________
Year Two
Year Three
Year Four
Year Five
Total
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Conclusion
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References
Boyer, A. (N/A) Department of Ecosystem Science and Management; History
of a Cookie, Retrieved from;
http://ecosystems.psu.edu/youth/sftrc/lesson-plans/forestry/9- 12/cookie
Brit Lab, (2013) Youtube; Why do trees have rings? James may's q&a,
Retrieved from; https://www.youtube.com/watch?v=mbdur2TjTbk
Canadian Geographic (2017) Lesson Plans; Some like it cold, Retrieved from;
http://www.cangeoeducation.ca/resources/learning_centre/matrix.asp
Earth Day Network, (2017) Climate Education Week; Food and Water
Supplies Under Stress, Retrieved from:
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http://www.earthday.org/earthdaydotorg/wp-content/uploads/9-12-
LessonPlan-2.pdf
F-105 Music (2016) Youtube; No man's land - official video, Retrieved from;
https://www.youtube.com/watch?v=RwBI2AzG0mQ
Morrisseau, N. (1979) Art Gallery of Ontario; Boy with Fish; Retrieved from;
http://www.ago.net/boy-with-fish
N/A (2009) Forest and Oceans for the Future; Unit 7 Traditional Ecological
Knowledge and Climate Change, Retrieved from:
http://www.ecoknow.ca/curriculum.html
Puk, T. (2016), Healing the Ecological Self: Stop peeing into the drinking
water.
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The Ministry of Education, (2008) The Ontario Curriculum Grades 11 & 12;
Science
Time Talent Resources (2014) Youtube; Ontario's ring of fire, Retrieved from;
https://www.youtube.com/watch?v=Wehp3O5Swoc
Walter, J. (2016) CBC News Thunder Bay; Norton resources waits for roads to
the ring of fire, Retrieved from; http://www.cbc.ca/news/canada/thunder-
bay/thunder-bay-ring-of-fire- 1.3806947
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