• You can begin this task by showing your students the fish net pulling video (it has no sound).

• This video shows a community members' fish net on the Tuk harbour.

• This fish net is for harvesting blue herring and shows the abundance of fish caught in one haul. 

• It was an exceptionally warmer fall, which may be a factor in the increase of blue herring.

• Activate students' prior knowledge by encouraging them to share what they know about fishing and fish nets. 

• Invite students to share personal stories and traditional knowledge from their families. 

• You can use a thinking routine like "See Think Wonder" for students to respond to the video provocation.

• You can begin collecting some evidence, knowledge, questions, curiosities and wonders for the learning wall.

• You can co-create the essential question with your students. They may want to focus on the impacts of climate change on fishing, or how fishing has changed/stayed the same or whatever else they may be curious about. 

• What do you know about fish nets?

• What have you learned from your families about fishing? 

• What ways can you catch fish?

• How do you preserve and harvest fish?

• How are fish impacted by climate and temperature?

• What do you know about blue herring?

• How are fish important for survival?

• How is fishing a part of your identity?

• How do communities work together in harvesting?

• How is fishing a part of your families' livelihood?

• What do you know about the design and procedures of setting a fish net?

• What tools and materials are needed?

• Why do you think there has been a sharp increase in blue herring?

• How many fish do you think were caught in the video?

• Who in our community can help us answer these questions?

• Scaffold students' discussion using A/B Partner Talk and sentence stems

• PWIM: You can create a PWIM using a fishing photo. Together, you can prompt students to come up with vocabulary to support their discussions.

Non-Standard Units

• Prompt students in discussing why we use standard units of measurement. 

• You may allow students to explore various non-standard units, or you may begin by giving them all the same unit (i.e. a fish). 

• Students can discuss and share why the fish was a good unit and what else they can use in the classroom as a standard unit (paperclip, pencil, ruler...) 

"Rudimentary principles of measure, such as comparing lengths and weights, have more meaning to students when they use objects that are readily available to them to make the measurements. Once students comprehend using nonstandard measurement tools, they will be able to perform conversions"

• If required, there is a worksheet for students to estimate and measure in the classroom using non-standard units. You may wish to modify and edit this to suit your students' needs. This activity can also be modified to become an outdoors lesson. 

• You can prompt students to consider what their families and ancestors may have used out on the land for measuring and estimating. This can also be connected with traditional knowledge on estimating and measuring in sewing, beading and various art forms. 

• Students can add their questions and new knowledge to the learning wall. 

Estimation

• Revisit and discuss what estimation means. Revisit and discuss what a referent is. 

• You are encouraged to have these words on your math wall and/or your learning wall. 

• As you replay the video for your students, ask them to pay attention the the number of fish and let them know that they will be making an estimate about how many fish were caught. 

• Allow students time to discuss and work with a partner to come up with some strategies. You may want to pause the video at various stages. 

• Some students may come up with an equation, images and illustrations, and/or use manipulatives to support their thinking. 

• You can have students do a math gallery walk to see each others' estimates. 

• The total number of fish caught was 1,400.

• Once you share that with your students, they can create and solve problems using the estimates they came up with. 

Measurement

• This activity will take place during and after the fish net pulling activity. 

• Please ensure that you bring enough rules, meter sticks and fish scales for the students to use. 

• You may give your students a clipboard and some paper to record their findings.

• Alternatively, you can take photos and videos of the students as they are measuring and weighing, to revisit once you are back to class.

• Students can work on measuring and comparing the lengths, they can also work on weighing and ordering the fish (i.e. smallest to biggest). 

• Older students can collect this data to later identify averages, they can also collect data to look into the relationships between length and weight. From the data collected, they can identify other patterns and share their findings. 

• Please ensure that you keep a tally of the total amount of fish caught for the learning wall bar graph. 

• You can also extend student learning by having them measure and record other properties such as: weighing the fish net, a wet net vs. a frozen net, ice thickness and water temperatures. 

Data Collection and Analysis

• The majority of the data will be collected while your students are out on the land.

• Once you return to your classroom, you can record your data and then students can begin analyzing their findings. 

• Grades 2-3 can work on collecting first hand data, one-to-one correspondence and recording their data on a bar graph.

• Grades 4-5 can work on many-to-one correspondence and double bar graphs. 

• Grades 6-7 can create line graphs and circle graphs with the data collected. They can also explore and identify a pattern rule in a table. 

• Grades 8-9 can use the data to graph a linear trend. 

• Students can explore other properties to find correlations (temperature, wind speed, time of the day, phase of the moon...)

• You can find this data on Weather Spark.

• Encourage students to investigate the traditional knowledge about whether the moon phase has an effect on the amount of fish caught. 

• Students can work on paper or you can support them in using Google Sheets and/or a virtual platform. 

Mapping and Measurement

• Students can use Google maps to identify the coordinates and directions to the fish net. 

• They can create a map and a scale to show the location of the map.

• Students can explore different routes and identify the most efficient one. 

• Students can also explore the amount of time it takes to walk there. 

Fractions  

• After the fish exploration, cutting and cleaning of the fish, students can then begin prepping for the cooking of the fish. 

• This is open-ended and will depend on your age group.

• Students can practice fractions and explore equivalent fractions. 

• You can prompt students' mathematical thinking through questioning. 

There are many opportunities for rich mathematical learning. You may want to focus on 1-2 activities to dive deeper into. 

• What would happen if we didn't have standard units of measurement?

• Why is it important to learn about non-standard units?

• What do you think your families and ancestors may use (have used) out on the land for estimating and measuring? 

• How would this skill apply to sewing?

• What do you think would make the best unit of measurement?

• How many fish do you think were pulled? What would be a smart guess?

• What strategies can we use to help us estimate? 

• How can you demonstrate your estimate?

• Does anyone have a similar estimate? A different estimate?

• Why is it okay to have different estimates?

• How can we check our estimates?

• What is a good referent for you? Why?

• Why is this an important on the land skill? 

• What strategies will you use to measure and weigh the fish? 

• How will you record your findings? 

• How will you compare your findings?

• What do you predict you will learn through this activity?

• How will we organize, record and show our data?

• What patterns do you notice?

• What trends do you see?

• How far away is the fish net? What is the quickest way to get there?

• How does your walking speed change the time it takes?

• How do we use math in cooking?

• Why is math an important skill for cooking?

• How do we use math out on the land?

• How does traditional knowledge guide our math skills?

• How does learning estimation and measurement make us more capable?

• How is data collection and analysis important for survival?

• What is the coolest pattern and/or relationship you noticed?

• Vocabulary: greater than, less than, referents, benchmark, estimating, measuring, non-standard units, centimeters, meters, length, mass, weight, gram, kilogram. 

• It is encouraged to have these vocabulary words on your math learning wall. 

• Below, you will find a generic list of measurement vocabulary. Please adapt these to suit your students' needs. 

• You can also create a game to support students' vocabulary. There are many free games websites online, such as ABCya!

• Manipulatives: Have your class manipulatives available for students who may want to use them in supporting their mathematical thinking. Virtual manipulatives are also another great option. 

• How do fish live and survive under water?

• What are some adaptations they have?

• Do all sea creatures have the same adaptations? How can we find this out?

• Which muscles do we need for fish net pulling?

• How is fish net pulling connected to traditional games and sports? 

• What other traditional sports may support the muscles required for on-the-land skills? Who can help us answer this?

• What is the most interesting thing you have learned?

• Students can explore various texts about ice and about fishing.

• You can also incorporate some non-fiction texts, such as news articles. 

• Students can investigate and research the various methods of fishing and how it changes depending on the season and depending on the fish. 

• Students can also prepare some questions before they head out on the land. 

• Instructions: How to set a net, how to clean/fillet a fish and/or how to cook a fish. 

• Poetry: Calligrams (shape poems) 

• Retell: Students can write a reflection journal about their trip to the fish net and what they have learned. 

• Narrative: Some students may want to create their own personal narrative about fishing with their family. 

• Infographic: Students can design an infographic to represent the data collected. It can demonstrate the relationship between number of fish and moon phase. They can also do some research on this phenomenon and/or the impacts of climate change on fish populations. 

• Students are given the choice to select and creative/communication activity they like. 

• Text-Speech

• Multi- modal written expression: demonstration, play, podcast, puppet show, clay animation, stop motion, comic book, song, dance or any other ideas your students may have. 

• There are multiple art project ideas that can connect to fishing.

• You may show these ideas to your students and/or encourage them to come up with their own art ideas. 

• You are encouraged to invite in an elder, community member and/or one of our support assistants to work with your students. 

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Bailey-Sirko, J. (2016). Out on the Ice. Nunavummi Reading Series. https://inhabiteducationbooks.com/products/out-on-the-ice

BDDEC. (2022). A/B Partner Talk. BDDEC Shared Drive. 

Blue Corduroy. (2019). Knit Kits from Wool and the Gang: Knitting your own Sweater. http://bluecorduroy.com/blog/tag/fishnet+stitch

Chinners, S.. (n.d.). Coding Animal Life Cycles. Ozobot. https://stg-files.ozobot.com/lessons/undefined/codinganimallifecycles.yCBJ7TdXTeej0oMoxi0JRAbr.pdf

Cockney, C. (2022). Differentiated Labelling Parts of a Fish in Inuvialuktun. https://drive.google.com/file/d/1gxM7X4TDy3T2OY05rd1bHy4esS8XKH5w/view

Cockney, C. (2022). Net Pulling. https://drive.google.com/file/d/1WASCOXzsLz51GO84dutlT4x6tn-6fdUB/view

Como Park Zoo and Conservatory. (n.d.). How do Fish Breathe? https://comozooconservatory.org/wp-content/uploads/2020/05/Fish-breathing-activity-.pdf

Driscoll, P. (2022). Fish Bar Graph [Personal Image]. 

Driscoll, P. (2022). Fish Cooking [Personal Image]. 

Driscoll, P. (2022). Fish Estimation [Personal Image]. 

Driscoll, P. (2022). Fish Measurement [Personal Image]. 

Driscoll, P. (2022). Fish Non-Standard Units [Personal Image]. 

Driscoll, P. (2022). Let's Go Ice Fishing. https://docs.google.com/drawings/d/1S3KozvMXnW-_aivBMYATTM155NhHwWE_CLnXZFQrQYI/edit?usp=sharing

Explore Learning. (2023). Estimating Population Size. Gizmos. https://gizmos.explorelearning.com/find-gizmos/lesson-info?resourceId=261

Fire Mountain Gems and Beads. (n.d.). Jewelry Making Techniques. https://www.firemountaingems.com/resources/tutorials/caf3

Hager, N. (n.d.). Fish Scale Art. Yukon Traditional Art. https://yukontraditionalart.com/fish-scale-art/

Martinez, E. (2022). Calculate the Number of Fish in the Net. https://docs.google.com/document/d/15NcokRVdNgS8RKh8Fv8oiEDgjF4MdPTI/edit?usp=sharing&ouid=113693328431742876623&rtpof=true&sd=true

Math is Fun. (2023). Make a Bar Graph. https://www.mathsisfun.com/data/bar-graph.html

Micro:Bit. (n.d.). Light up Fishing Nets. https://microbit.org/projects/make-it-code-it/light-up-fishing-nets/

Mike, N. (2017). Ukaliq and Kalla go Ice Fishing. https://www.strongnations.com/store/item_display.php?i=6608&f=

Nasogaluak, D. (2022). Fish Net Pulling Provocation [Personal Video]. FaceBook. 

Souders, P. (2022). SIKU: Life on Ice. Inhabit Media. https://inhabitbooks.com/products/siku-life-on-the-ice

Squamish Lil’wat Cultural Centre. (n.d.). Indigenous Youth Revitalize Traditional Fish Skin Leather Technique. https://slcc.ca/fishleatherworkshop/

Thinking Pathways. (n.d.). See Think Wonder. https://thinkingpathwayz.weebly.com/seethinkwonder.html

Twinkl. (2023). Measuring Length using Informal Units Worksheet. https://www.twinkl.ca/resource/au-n-560-measuring-length-using-informal-units-activity-sheets

Twinkl. (2023). Year 2 2014 Curriculum Measurement Vocabulary Cards. https://www.twinkl.ca/resource/t-n-1835-year-2-new-curriculum-measurement-vocabulary-cards

Vsetula, M., & Avingaq, S. (2016) Fishing with Grandma. https://www.strongnations.com/store/item_display.php?i=6217&f=

WeatherSpark. (2023). Tuktoyaktuk James Gruben Airport. https://weatherspark.com/h/m/149686/2022/3/Historical-Weather-in-March-2022-at-Tuktoyaktuk-James-Gruben-Airport-Canada#Figures-SolarDay