Lesson Plan

Lesson Title: Incorporating Indigenous Beliefs and Culture into Environmental Science Grade: 11 Date: March 13,
2018

Subject: Environmental Science Strand: College/University Prep Time: 75

Minutes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
The purpose of this lesson is to inform students of indigenous beliefs regarding the environment and sustainability and
contrast this with western attitudes and the negative effects of climate change. This lesson is part of a unit that is based
on human affects on the environment and how we must change to be more sustainable. This flows well into Aboriginal
teachings and beliefs about the importance of nature and the need to respect the earth. This lesson begins with a sharing
circle discussing what students currently understand about aboriginal beliefs towards nature and the environment. This
circle will be led by the instructor who will provide insight into some of the beliefs and attitudes of indigenous people.
Once the sharing circle is complete students will be placed in groups of two or three and will begin a research activity.

In this activity each group of students will be assigned a first nations group (Ojibwe, Cree, Anishinaabe etc.) and will be
asked to research their assigned indigenous groups attitudes towards nature. This will include traditional teachings, key
words in the indigenous language (each group must learn five), sustainable practices and teachings and statements made
by chiefs and elders. Each group will briefly meet with the instructor to check their progress. Once each group has the
information on their assigned Aboriginal group they will compare their groups beliefs to that of western society. The
final part of this activity involves discussing what we can learn from the traditional teachings and cultural beliefs. This
will be done in a sharing circle as each group presents their findings.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

B1. analyse social and economic issues related to an environmental challenge, and how societal needs influence
scientific endeavors related to the environment;
B2. investigate a range of perspectives that have contributed to scientific knowledge about the environment, and how
scientific knowledge and procedures are applied to address contemporary environmental problems;
B3. demonstrate an understanding of major contemporary environmental challenges and how we
acquire knowledge about them.
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
B1.1 analyse, on the basis of research, social and economic issues related to a particular environmental challenge (e.g.,
overfishing, deforestation, acid rain, melting of the polar ice cap) and to efforts to address it [IP, PR, AI, C]
B2.4 use a research process to investigate how evidence, theories, and paradigms reflecting a range of perspectives have
contributed to our scientific knowledge about the environment (e.g., with respect to debates about climate change;
regarding the relationship between the cod moratorium and seal populations in Atlantic Canada), and communicate their
findings [IP, PR, AI, C]
B3.5 describe a variety of human activities that have led to environmental problems (e.g., burning fossil fuels for
transportation or power generation; waste disposal) and/or contributed to their solution (e.g., the development of
renewable sources of energy; programs to reduce, reuse, and recycle)
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)
Today I will learn…
 The traditional beliefs and traditions of indigenous people in Canada and how it relates to the environment and
sustainability.
 How western society can benefit by listening to aboriginal beliefs on the environment and sustainability.
 5 Key words in an indigenous language as they relate to nature
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as
well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: Explain the traditional beliefs and traditions of indigenous people in Canada and how it relates to the environment
and sustainability.
I can: Explain How western society can benefit by listening to aboriginal beliefs on the environment and sustainability.
I can: Speak 5 Key words in an indigenous language as they relate to nature
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Oral First Sharing Cycle Discussing Observation and Discussion
Learning initial knowledge of indigenous
culture
Assessment As Learning Written, Oral Each group will have a meeting Discussion, Performance
with the instructor to check
progress and understanding
before they present their
findings
Assessment Of Learning Oral, Performance Each group will present the Checklist, Oral
results of their inquiry
assignment in the final sharing
circle
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
*Knowledge of Climate change and it’s affects from grade 10 science
*Knowledge of sustainability and the environment from previous Units as well as grades 9 and 10
*Basic Knowledge of Aboriginal Culture and Traditions from previous grades
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
Students will be placed in sharing circle for the first portion of the lesson to facilitate collaboration and groupwork.
Students will work in groups for the activity to increase peer-collaboration and shared learning. Students will finish in a
sharing circle to promote inclusivity and peer-to-peer learning.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

-Environment, Sustainability, Deforestation, Climate change,
-Additional Vocabulary will vary but students will be asked to find 5 key words in an indigenous language that relate to
the environment and sustainability.

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Laptops or Tablets for research
 Assembly of First Nations http://www.afn.ca/honoring-earth/
 First Nations perspective
http://www.yourcier.org/uploads/2/5/6/1/25611440/presentation_-_first_nations39_perspectives.pdf
Learning Environment (grouping; transitions; physical set up)
Students will initially be placed in a sharing circle. When this is done students will work in small groups at their desks
or tables. When his is done students will meet in the sharing circle to present their findings.
Cross Curricular Links
History, Native language
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 10 Minutes
The lesson starts off by having the class sit in a sharing Students will meet in a sharing circle. The teacher will ask
circle. The teacher will direct discussion on students to share what they know about Aboriginal culture
environmental sustainability. The teacher will then ask and beliefs relating to the environment. The class will then
what students know about other cultures beliefs about the discuss what they would like to know about Aboriginal
environment. The instructor will then direct the beliefs as well as how these beliefs compare with that of
conversation towards Aboriginal beliefs about nature and western society.
the environment. At this point students will share what
they know about Aboriginal culture and beliefs and how
they relate to western science and beliefs.

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 45 Minutes
The second part of this class involves small groups of
students being assigned an aboriginal group to find
information on. Students will be asked to find 5 words in
their assigned group’s language that relate to nature and
the environment. The next part of this lesson deals with
finding information about the beliefs of their Aboriginal
culture as it relates to sustainability and nature. Students
will then compare this with our current society and discuss
how we can learn from Aboriginal teachings. During this
Students will be placed in groups of two or three. Students
will be asked to find 5 words in their assigned group’s
language that relate to nature and the environment. The
next part of this lesson deals with finding information
about the beliefs of their Aboriginal culture as it relates to
sustainability and nature. Students will then compare this
with our current society and discuss how we can learn
from Aboriginal teachings.
the teacher will walk around and observe student progress
and help as needed. In addition, the teacher will meet
with each group to discuss progress and what they plan on
presenting to the class.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 20 Minutes
After the students have completed their research the class Students will present their findings to the class in a final
will met again in a sharing circle to discuss their findings. sharing circle. Once they have presented they will listen
Each group will present what they found about native attentively to the other groups. Once each group has
culture beliefs and language to the class. Once each group presented, the class will engage in a discussion on what
has presented the teacher will lead a final discussion on they have learned and what we can learn from traditional
what students have learned and what we can learn from Aboriginal teachings and beliefs
traditional Aboriginal teachings and beliefs

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson will function as a part of the introduction to the environmental science curriculum. Students will be asked
to consider Aboriginal beliefs and perspectives throughout the semester as they are closely tied in with environmental
science. Similar activities will be conducted throughout the course of the semester.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher: