Lesson 5- How Saskatchewan Lives off the landName: Robin Tuck Date:Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 40 minutes

Learning Objective:The students are introduced to the resources we have and use here in Saskatchewan, they will be required to investigate why we have these resources, and the importance of them in our communities.

Teaching Instructional Strategies:- Reading stories- Technology- Research- Large and independent work- Representation using choice for

mediums

Outcomes:DR3.3 Compare the beliefs of various communities around the world regarding living on and with the land.

DR3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land.

DR3.1 Use various model representations of the Earth.

Indicators:b. Identify ways in which people in communities studied interact with the land (e.g., meeting needs and wants, how land is protected or neglected).

a. Identify the influences that geography has on societies (e.g., location of settlements, transportation of goods and people, types of industry such as farming, ranching, forestry, mining, tourism, and manufacturing).

d. Locate and identify countries or regions studied on a map or globe.

Cross Curricula Competencies: Goals to develop thinking: Students learn to think of where we live as more than just a province, they are able to think of Saskatchewan as a place of resources, and the land has value.Goals to develop Identity and Interdependence: Students learn the respect that we have to give to the land, in order for the land to give back to us. The way we interact with land has value.Goals to develop Literacies: Students will learn about Saskatchewan’s resources, by reading stories, as well as internet research.Goals to develop Social Responsibility: Students learn that their interactions with

Interdisciplinary Connections:

EAL- CR3.3 Listen to and understand information, identify main ideas and supporting details, compare different ideas and points of view, and explain connections made between texts heard

EAL- CC3.3 Speak to present ideas and information appropriately in informal (e.g., interacting appropriately with others to share ideas and opinions, complete tasks, and discuss concerns or problems) and some formal situations (e.g., giving oral explanations, delivering short, simple reports, demonstrating and describing basic procedures) for different audiences and

the land have interdependent effects and that is why they need to be moral in their actions in which will have consequences for humans, plants, and animals.

purposes

Health- DM3.1 Demonstrate the importance of investigating information for making informed decisions related to healthy foods and physical activity, one’s “inner self”, helpful and harmful substances, healthy family and home, safety at home, and impact of violence

Prerequisite Learning:- We live in Saskatchewan- How to use technology to research- What a resource is

Adaptive Dimension:- If need be students can work in small groups to assist each other in the learning

process.- At this time no other adaptations are needed. However this section will be adapted

to the needs of individual classrooms.Materials

- Smart Board- Aerial picture of Saskatchewan- Devices for each child.- Materials for documentation- Land of the living skies book

Preparation- Ensure all devices are

charged and have access to the internet

- Provide students with a list of resources they can access for research

- Put aerial picture of Saskatchewan on the smart board

- Have land of the living skies ready to read to the students

Presentation:Set (10 minutes):

- Have a aerial picture of Saskatchewan up on the smart board

- Ask the students “What is this?” if need be prompt the students to say Saskatchewan

- Read the story “Land of the Living Skies” by Linda Aksomitis.

Development (25 minutes):- The students will then have access to

books, as well as technology devices- The students will research what types of

Teaching Notes:- Ensure students are using

their time effectively.- Ensure students are

exploring both print and online resources.

Closure (5 minutes):- As a large group we

will discuss some of our findings.

- The students will then use fist of five to describe

resources, food, oil, and mine here in Saskatchewan.

- The students will then begin to investigate how our physical location in Canada affects the types of resources we have here in Saskatchewan compared to other parts of the country.

- The students will also address issues of how we are protecting or hurting the environment by the way we use our resources.

- Children will have access to demonstrate their understanding of the resources we have in Saskatchewan in any way they see fit. The students will be given a time warning, to form their understanding (so the students will know they do not have time to make a music video. Will be encouraged, to represent using drama, illustrations, written word, pome, word cloud, ext.)

- (Students will be directed towards this link: https://www.saskatchewan.ca/business/agriculture-natural-resources-and-industry This link is interactive and provides a easy to negotiate site for children to learn about the resources we have here in Saskatchewan.)

what they have learned about the resources we have in Saskatchewan.

Class Management:- Because students have

free choice on the documentation of their research some students may struggle with how to document, therefore, students will be given suggestions on what to use

- Students will be able to wear earphones if that will help them concentrate while using their device.

Extension:- Students can examine specific areas of Saskatchewan and distinguish how the resources differ in different parts of the province.

Assessment:Fist of five- Students will raise 1-5 fingers to demonstrate their understanding of the resources that we have here in Saskatchewan (5- I know it so well, I could explain it to anyone, 4- I can do it alone, 3- I need some help, 2- I could use more practice, 1- I am beginning to understand).

Lesson 6- Understanding Climate Change (Day 1)Name: Robin Tuck Date: Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 1 hour

Learning Objective:Students will assess how individuals affect climate change through the life choices that we make.

Teaching Instructional Strategies:- Poster- Social Action- Large Group Discussion- Independently- Brain storm- Technology

Outcomes:DR3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land

DR3.3 Compare the beliefs of various communities around the world regarding living on and with the land.

Indicators:b. Recognize how environmental and climatic factors are influenced by location (e.g., proximity to water bodies influences precipitation and temperature; mountainous terrain influences soil formation, precipitation, and temperature)c. Describe the impact of environmental factors and events on ways of life in communities studied (e.g., climate, vegetation, natural resources, landforms, floods, droughts, storms).

b. Identify ways in which people in communities studied interact with the land (e.g., meeting needs and wants, how land is protected or neglected).

Cross Curricula Competencies: Goals to develop Thinking: Students creatively think of ways to address ecological justice issues while being eye catching and informativeGoals to develop Identity and Interdependence: Students learn that our wants affect the environment and we only need certain wants in order to sustain our lives.Goals to develop Literacies: Students will learn to communicate using various literaciesGoals to develop Social Responsibility:

Interdisciplinary Connections:Arts Education- CP3.7 Create visual art works that express ideas about the natural, constructed, and imagined environments

EAL- CC3.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Spreading My Wings) community (e.g., Helping Others) social responsibility (e.g., Communities Around the World) and make connections across areas of study

Students understand, and demonstrate the social responsibility we have to care for the environment.

EAL CC3.2 Communicate ideas and information pertaining to topics, problems, questions, or issues by creating easy-to-follow representations with a clear purpose.

Science- PL3.2 Analyze the interdependence among plants, individuals, society, and the environment

Prerequisite Learning:- Students will have an understanding that the world is interdependent- Students will have seen a poster before and they know some of the elements that

need to be included on them.Adaptive Dimension:

- Students can work in pairs if need be- At this time no other adaptations are required, but this will be changed to suit the

specific needs of the students.

Materials- Poster Paper for each student- Smart Board- YouTube video- Markers and poster materials- Whiteboard- Whiteboard markers- Computers or other devices

Preparation- Write a Wants and Needs

chart on the white board.- Prep-YouTube video as

well as smart board- Poster paper and supplies

ready for students to use- Make sure devices are

charges and connected to the internet

-Presentation:Set (10 minutes):

- How do we as people living in Saskatchewan affect the environment, and land all over the world?

- Create a chart of wants and needs- Have the children watch the YouTube

video: https://www.youtube.com/watch?v=1IO4rzE24Vg

- Have a class discussion about how sometimes our wants outweigh our needs, and assist with climate change

Development (45 minutes):(Students will access to computers, as well as library books to assist them in their understanding of what fossil fuels are and the impact they have on

Teaching Notes:Offer students ideas when they are stuck, or in need.Bring students attention to understanding why it is important for both our community, as well as others around the world to reduce our fossil fuel emissions.

Closure (5 minutes):-The students will think pair share two ideas that they have learned by doing this poster that they did not know previously.

Class Management:- Students will be

interactive throughout the

the environment if need be)- Each student will get a sheet of paper.

On the smart board will be instructions to make a poster to encourage people to stop using their fossil fuels. (An example of this may be to stop driving cars, and walk or use public transportation)

- Included on their poster, must be what they want people to stop doing

- Why they want people to stop doing this action

- The environmental affect that this action has on our atmosphere and the way we live off the land

- Alternatives people can use.- The children will be told that they will

be presenting their posters to the class.

class.- Students will lead most

of the class with their incites, as well as their ideas.

Extension:-Students can discuss strategic places to post these posters so they will be the most effective. They will be able to think about posting these posters in front of our classroom going to cause a change, or is posting them by doors, outside, or on billboards more effective?

*If students finish early they can begin to write a speech as to what they will talk about on their poster*

Assessment:-Students poster will be assessed the rubric provided. (Link: http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDownloadFile&)

Lesson 6- Understanding Climate Change (Day 2)Name: Robin Tuck Date: Two day lesson Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 1 hour

Learning Objective:Students will assess how individuals affect climate change through the life choices that we make.

Teaching Instructional Strategies:- Presentation- Learning from peers- Social Action

Outcomes:DR3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land

DR3.3 Compare the beliefs of various communities around the world regarding living on and with the land.

Indicators:b. Recognize how environmental and climatic factors are influenced by location (e.g., proximity to water bodies influences precipitation and temperature; mountainous terrain influences soil formation, precipitation, and temperature)c. Describe the impact of environmental factors and events on ways of life in communities studied (e.g., climate, vegetation, natural resources, landforms, floods, droughts, storms).

b. Identify ways in which people in communities studied interact with the land (e.g., meeting needs and wants, how land is protected or neglected).

Cross Curricula Competencies: Goals to develop Thinking: Students creatively think of ways to address ecological justice issues while being eye catching and informativeGoals to develop Identity and Interdependence: Students learn that our wants affect the environment and we only need certain wants in order to sustain our lives.Goals to develop Literacies: Students will learn to communicate using various literaciesGoals to develop Social Responsibility: Students understand, and demonstrate the social responsibility we have to care for the environment.

Interdisciplinary Connections:

Arts Education- CP3.7 Create visual art works that express ideas about the natural, constructed, and imagined environments

EAL- CC3.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Spreading My Wings) community (e.g., Helping Others) social responsibility (e.g., Communities Around the World) and make connections across areas of study

EAL CC3.2 Communicate ideas and information pertaining to topics, problems,

questions, or issues by creating easy-to-follow representations with a clear purpose.

EAL- CC3.3 Speak to present ideas and information appropriately in informal (e.g., interacting appropriately with others to share ideas and opinions, complete tasks, and discuss concerns or problems) and some formal situations (e.g., giving oral explanations, delivering short, simple reports, demonstrating and describing basic procedures) for different audiences and purposes

Science- PL3.2 Analyze the interdependence among plants, individuals, society, and the environment

Prerequisite Learning:- Understanding of their poster made on the previous day- Understanding of how to identify all of the required elements of their poster in

front of the class.

Adaptive Dimension:- At this time there are no adaptations needed for this lesson however it will be modified for the needs of an individual class.

Materials- Posters the students have made the day

before

Preparation- Have enough copies of the

rubric printed to assess the students

- Ensure the student’s posters is in an easy to access space to hand them back to the students.

Presentation:

Set (5 minutes):- The students will get their posters back

from the day before.- The students will then place their poster

on their desk and briefly walk around to all of the other tables and just glance at the work all of the other students did.

- Ask the students “What were these posters for?”

- Have the students sit back at their desks,

Teaching Notes:- If the students start to get restless give them a fidget to use, or do a brain break.

Closure (5 minutes):- The students will have a

brief class discussion on the most effective place to put these posters in order to create some sort of change.

- The posters will then be

ready to listen to their peers.Development (50 minutes):(The length of this lesson is dependent on the teacher. Presentations can be spread out over several days, or completed on one day, with a brain break in between. Students will be presenting for about 2-3 minutes each)

- The students will be presenting their posters to the class

- Students will be called upon to present by placing their names in a hat, I as the teacher will pull the names out of a hat, and that is how the order of presentations will be completed.

placed around the school, especially around the doors for people to see as they are walking in and out of the building.

Class Management:- Ensure all students

know how to respect others while they are presenting.

- Ensure all students can see as a student is presenting their poster.

Extension:-Students can encourage family members and school community to not drive their cars as often as they do.

Assessment:-Students poster will be assessed the rubric provided. (Link: http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDownloadFile&)

Lesson 7- Understanding Land: A Farmers Perspective (Day 1) Name: Robin Tuck Date:Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 30 minutes

Learning Objective:Students will be able to describe the western worldview of how to treat and work on the land. The students will also create an understanding of the climatic and environmental effects we have on the land here in Saskatchewan.

Teaching Instructional Strategies:- KWL Chart- Group and small group discussion- Brainstorming-

Outcomes:DR3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land

DR3.3 Compare the beliefs of various communities around the world regarding living on and with the land.

Indicators:a. Identify the influences that geography has on societies (e.g., location of settlements, transportation of goods and people, types of industry such as farming, ranching, forestry, mining, tourism, and manufacturing)b. Recognize how environmental and climatic factors are influenced by location (e.g., proximity to water bodies influences precipitation and temperature; mountainous terrain influences soil formation, precipitation, and temperature).c. Describe the impact of environmental factors and events on ways of life in communities studied (e.g., climate, vegetation, natural resources, landforms, floods, droughts, storms)

b. Identify ways in which people in communities studied interact with the land (e.g., meeting needs and wants, how land is protected or neglected)c. Identify local environmental issues that affect life in communities studied.d. Compare environmental concerns (e.g., air quality, soil conservation, water availability and quality) common to both the local community and communities studied.

Cross Curricula Competencies: Goals to develop Identity and Interdependence: Students will learn about what we get from the land and the

Interdisciplinary Connections : Health Education- USC 3.1 Determine the role of a variety of healthy foods and physical activity on the health and

importance of caring for landGoals to develop Social Responsibility: Students learn about the issues that farmers around Saskatchewan are having with the land due to climate and the environment, and what we can do to help.

development of the mind, body, and immune system

Science- PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination

Science PL3.2 Analyze the interdependence among plants, individuals, society, and the environment.

Science- ES3.1 Investigate the characteristics, including soil composition and ability to absorb water, of different types of soils in their environment

Science- ES3.2 Analyze the interdependence between soil and living things, including the importance of soil for individuals, society, and all components of the environment

Prerequisite Learning:- We live in Saskatchewan- One of our main industries is farming, and crops.

Adaptive Dimension:At this time this lesson does not need any adaptations, however this will be changed to suit the specific needs of the classroom

Materials- Sticky notes- KWL chart on white board- Small pieces of paper for exit slip

Preparation- Place sticky notes on the

students desk- Create the KWL chart on

the whiteboard- Cut exit slips for students to

write onPresentation:Set (5 minutes):

- As a class we will discuss what we know about the land in Saskatchewan, and how we use it.

- I will then inform the students of a farmer coming in to talk to our class about how farming impacts the land

Development (20 minutes):- As a class to prepare for this guest

Teaching Notes:- Ensure the farmer has all the materials that he needs, and send them an email before he arrives.

Closure (5 minutes):- As an exit slip the students are required to write 1 or more questions that we can ask the farmer the next day when he comes

speaker (expert) we will create a KWL chart- Each student will write as many things

that they know about farming on their sticky notes.

- After about 5 minutes of brainstorming ideas the students will come up to the board (in small groups) and place their understandings of farming and the impact it has on land under the K section.

- After all students have placed their knowing’s in the appropriate section we, as a class will discuss what we already know.

- Then as a large group we will discuss what we want to know. And why it’s important to know this information.

in to talk to our class.

Class Management:- Students will the leaders of this lesson, thus they will have a lot of responsibility.

Extension:Students can practice their questions to ask the farmer tomorrow when he comes into class.

Assessment:The exist slips will be collected and see if the students have developed the skills to create an appropriate question to an idea that they have and needs to be answered.

Lesson 7- Understanding Land: A Farmers Perspective (Day 2) Name: Robin Tuck Date:Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 45 minutes In order to get a farmer to come into the classroom I will first check the policies at the school to ensure that there is no school directed farmer that talks to the students. If there is one I will contact that Farmer and ask for them to come into the school. If there is not, I have a friend whose husband is a canola farmer, and he often enjoys talking to children about the importance of his job. I will ask him to come into our school (because he is a friend there will be no cost to having him come in as a guest speaker).

Learning Objective:Students will be able to describe the western worldview of how to treat and work on the land. The students will also create an understanding of the climatic and environmental effects we have on the land here in Saskatchewan.

Teaching Instructional Strategies:- Guest speaker- KWL chart

Outcomes:DR3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land

DR3.3 Compare the beliefs of various communities around the world regarding living on and with the land.

Indicators:a. Identify the influences that geography has on societies (e.g., location of settlements, transportation of goods and people, types of industry such as farming, ranching, forestry, mining, tourism, and manufacturing)b. Recognize how environmental and climatic factors are influenced by location (e.g., proximity to water bodies influences precipitation and temperature; mountainous terrain influences soil formation, precipitation, and temperature).c. Describe the impact of environmental factors and events on ways of life in communities studied (e.g., climate, vegetation, natural resources, landforms, floods, droughts, storms)

b. Identify ways in which people in communities studied interact with the land (e.g., meeting needs and wants, how land is protected or neglected)c. Identify local environmental issues that affect life in communities studied.d. Compare environmental concerns (e.g., air quality, soil conservation, water availability and quality) common to both the local community and communities studied.

Cross Curricula Competencies: Goals to develop Identity and Interdependence: Students will learn about what we get from the land and the importance of caring for landGoals to develop Social Responsibility: Students learn about the issues that farmers around Saskatchewan are having with the land due to climate and the environment, and what we can do to help.

Interdisciplinary Connections:Health Education- USC 3.1 Determine the role of a variety of healthy foods and physical activity on the health and development of the mind, body, and immune system

Science- PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination

Science PL3.2 Analyze the interdependence among plants, individuals, society, and the environment.

Science- ES3.1 Investigate the characteristics, including soil composition and ability to absorb water, of different types of soils in their environment

Science- ES3.2 Analyze the interdependence between soil and living things, including the importance of soil for individuals, society, and all components of the environment

Prerequisite Learning:- Understanding of the KWL chart created the day before- One of our main industries in Saskatchewan is farming and crops.

Adaptive Dimension:- At this time this lesson does not need any adaptations, however this will be changed to suit the specific needs of the classroom.

Materials- Questions that the students made up the day

before- Tools the farmer requests for their

presentation

Preparation- Email farmer with what

types of things I as the teacher want them to talk about

- Email the farmer the night before with the questions the students have conducted

- Have questions the students created in an easy to access place

Presentation:Set (5 minutes):

- I as the teacher will read out some of the questions that the students have written the day before.

- I will then ask the students whom we wrote these questions for?

- I will then formally introduce the farmer that we have coming into our class today.

Development (30 minutes):- Here the farmer will have the floor to

present to the children what he has come up with

- They will show the students some tools- They will talk about where their crops

go to, and who gets to eat them- They will talk about the importance of

healthy soil, and the way he takes care of the land

- They will talk about some environmental impacts that they have experienced due to climate change.

- The students will also have opportunities to ask the questions that they have generated the day before.

- We will then formally thank the farmer for coming to the school and talking with the students.

Teaching Notes:- Ensure the students are listening attentively

Closure (10 minutes):- As a large group discussion will be had and the children fill out the learn part of the KWL chart.

Class Management:Have a procedure for listening to guest speakers.

Extension:- To further extend this activity we as a class can take a field trip to a farm and be able to visually see the farming practices that are take place to sustain the land.

Assessment:The students will be formatively assessed on their understanding of what we have been discussing and learning from our KWL chart.

Lesson 8- Understanding Land: An Elders Perspective (Day 1) Name: Robin Tuck Date:Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 30 minutes

Learning Objective:Students will be able to describe the Indigenous worldview of how to treat and work on the land. The students will also create an understanding of the climatic and environmental effects we have on the land here in Saskatchewan.

Teaching Instructional Strategies:- KWL Chart- Large and small group discussion- Brainstorming

Outcomes:DR3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land

DR3.3 Compare the beliefs of various communities around the world regarding living on and with the land.

Indicators:b. Recognize how environmental and climatic factors are influenced by location (e.g., proximity to water bodies influences precipitation and temperature; mountainous terrain influences soil formation, precipitation, and temperature)

A. Research the view of land as held by indigenous peoples in communities studied.b. Identify ways in which people in communities studied interact with the land (e.g., meeting needs and wants, how land is protected or neglected)c. Identify local environmental issues that affect life in communities studied

Cross Curricula Competencies: Goals to develop Identity and Interdependence: Students will learn about what we get from the land and the importance of caring for landGoals to develop Social Responsibility: Students learn about the issues that farmers around Saskatchewan are having with the land due to climate and the environment, and what we can do to help.

Interdisciplinary Connections:Treaty Education: TR3- Examine the relationships between First Nation peoples and the land, before and after the signing of treaties.

Treaty Education: SI3- Examine how various teachings people have about the natural world guide behaviour and actions.

Science- PL3.2- Analyze the interdependence among plants, individuals, society, and the environment.

Science- EC3.1- Investigate the characteristics, including soil composition

and ability to absorb water, of different types of soils in their environment.

Prerequisite Learning: -That an Indigenous worldview is more holistic than scientific- Indigenous peoples believe Sky Woman and Turtle Island created the earth.Adaptive Dimension:At this time this lesson does not need any adaptations, however this will be changed to suit the specific needs of the classroom

Materials- Sticky notes- KWL chart on white board- Small pieces of paper for exit slip

Preparation- Place sticky notes on the

students desk- Create the KWL chart on

the whiteboard- Cut exit slips for students to

write onPresentation:Set (5 minutes):

- Review what we have learned about the Indigenous worldview about how land was created on earth

- Ask the students “do you think the way Aboriginal peoples see and value land is different than that of the farmer?”

Development (20 minutes):- The students will then make a KWL

chart describing what they know about the land, and how to value the land in an Indigenous worldview.

- The students will have sticky notes and have 5 minutes to brainstorm and come up with as many ideas as they can to place under the K section. Once the students have brainstormed in small groups the students will then go and place their sticky notes on the board.

- As a class we will then have a discussion about what we already know about the Indigenous worldview on the land.

- The students will then think- pair- share questions we can ask an Elder to gain a better understanding of how to justly live off the land.

Teaching Notes:- Ensure students know the treaty education content that they should have learned in 1st and 2nd grade.

Closure (5 minutes):- Students will write

down their questions to ask the elder about how to live on the land in a just manner.

Class Management:Students will the leaders of this lesson, thus they will have a lot of responsibility.

Extension:- Students can practice their questions to ask the farmer tomorrow when he comes into class.

Assessment:The exist slips will be collected and see if the students have developed the skills to create

an appropriate question to an idea that they have and needs to be answered. Lesson 8- Understanding Land: An Elders Perspective (Day 2) Name: Robin Tuck Date:Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 45 minutesTo get an elder in the room I will talk to my administration about the most appropriate way in which I can invite an elder into my classroom. I will also learn and understand the appropriate protocol on how to invite an elder into the classroom, who buys the tobacco for the elder, and how I should formally great them into my classroom.

Learning Objective:Students will be able to describe the Indigenous worldview of how to treat and work on the land. The students will also create an understanding of the climatic and environmental effects we have on the land here in Saskatchewan.

Teaching Instructional Strategies:- Guest Speaker- KWL chart

Outcomes:DR3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land

DR3.3 Compare the beliefs of various communities around the world regarding living on and with the land.

Indicators:b. Recognize how environmental and climatic factors are influenced by location (e.g., proximity to water bodies influences precipitation and temperature; mountainous terrain influences soil formation, precipitation, and temperature)

A. Research the view of land as held by indigenous peoples in communities studied.b. Identify ways in which people in communities studied interact with the land (e.g., meeting needs and wants, how land is protected or neglected)c. Identify local environmental issues that affect life in communities studied

Cross Curricula Competencies: Goals to develop Identity and Interdependence: Students will learn about what we get from the land and the importance of caring for landGoals to develop Social Responsibility: Students learn about the issues that farmers around Saskatchewan are having with the land due to climate and the environment, and what we can do to help.

Interdisciplinary Connections:Treaty Education: TR3- Examine the relationships between First Nation peoples and the land, before and after the signing of treaties.

Treaty Education: SI3- Examine how various teachings people have about the natural world guide behaviour and actions.

Science- PL3.2- Analyze the interdependence among plants, individuals,

society, and the environment.

Science- EC3.1- Investigate the characteristics, including soil composition and ability to absorb water, of different types of soils in their environment.

Prerequisite Learning:- That an Indigenous worldview is more holistic than scientific- Indigenous peoples believe Sky Woman and Turtle Island created the earth.- Knowledge from the KWL chart that was created the day before.

Adaptive Dimension:At this time this lesson does not need any adaptations, however this will be changed to suit the specific needs of the classroom

Materials- Questions that the students made up the day

before- Tools the elder requests for their

presentation- Tobacco to present to the Elder

Preparation- Email Elder with what

types of things I as the teacher want them to talk about

- Email the Elder the night before with the questions the students have conducted

- Have questions the students created in an easy to access place

- Have a tobacco pouch ready with tobacco in it ready to present to the elder.

Presentation:- Set (5 minutes):

- I as the teacher will read out some of the questions that the students have written the day before.

- I will then ask the students whom we wrote these questions for?

- I will then formally introduce the elder by presenting them with tobacco and asking “that you teach us about the importance of respecting the earth, and how the creator intended us to live off the earth

Development (30 minutes):- Here the elder will have the floor to

present to the children what they has come up with

- The elder will readdress the creation

Teaching Notes:- Ensure the students are listening attentively

Closure (10 minutes):- As a large group the students will share what they have learned from the elder, and we will complete the L section of our KWL chart

Class Management:Have a procedure for listening to guest speakers.

story of sky women and turtle island- The students will gain an understanding

of how everything has a spirit- The elder will talk about the mutual

respect we should have for the land- The elder will address how people’s

teachings about the natural world guide their behavior

- The importance of using all of what the land provides us with

- The relationship first nations people had with land before the signing of treaties

We will then formally thank the elder for coming to the school and talking with the students.

Extension:To further extend this activity the students can go on a field trip to a sacred place for the students to understand the value of protecting the land.

Assessment:The students will be formatively assessed on their understanding of what we have been discussing and learning from our KWL chart.