13 Moon Calendar

Cycles and Seasons: Learning from the Land

You can find this resource at: https://storymaps.arcgis.com/stories/95c8dfc9d1584d459e7e6c6f84422673

How could theses resources be used in a classroom?

13 Moon Calendar Reflections Through Art

Credit: Sylvia Keating

Sylvia Keating expressed that she had the students observe the changes in the land with each new moon, reflecting not only on nature but also on their own personal growth. For example, we asked: What changes do you see in the land? What changes do you see in yourself?

Exploring Local Indigenous 13 Moon Calendars

Start by introducing the 13 Moon calendar, focusing on Indigenous perspectives from your area. Sylvia explained that her students were particularly fascinated by the designs of the Mi'kmaq 13 moons and what each one represented about the season and place.

Encourage students to think about what they notice happening with the land, animals, and weather during each moon phase.

Creating Collaborative Art

Together with the students, set some criteria for creating art that reflects what they observe throughout the year, tying it to each moon. Include elements like changes in nature (the land, plants, animals) and what people in the community are doing during those times.

Students can work in small groups or individually to create a piece of artwork for each moon phase.

Reflective Writing

Have the students write a short piece explaining what is happening with the land during each moon. Encourage them to think about the weather, animals, plants, and how people are connected to the land during that time.

  For younger students who are still developing their writing skills, consider documenting their spoken thoughts as quotes. These quotes can be paired with their artwork to capture their understanding and reflections.

Sharing and Discussing

Once the artwork and reflections are finished, display them in the classroom or on the bulletin board. It’s a great way to get students talking about their observations and what they learned from each other.

This activity is a great way to weave in local Indigenous knowledge, while also giving students a chance to express themselves creatively and think critically about their environment.

It’s important to remember that when bringing Indigenous perspectives into your classroom, working alongside local Indigenous community members, knowledge keepers, or school Indigenous advocates makes the learning experience more authentic. Building these relationships helps both teachers and students connect meaningfully with the knowledge of the land they live on.

To enhance this learning experience, I recommend collaborating with the Indigenous advocates at each school. This will allow the students to gain a more authentic and profound understanding of the resources available. In my own classroom, I have utilized these resources by learning with and from the Indigenous advocate in my school as she described the usefulness of the 13 Moon calendar and its connection with Turtle Island. After we were able to gain a better understanding of this calendar, we discussed the different seasons and what the students know about the environment around them in each season. Some stories that would enhance this learning would be:

A Dance Through Seasons- Written by Leona Prince (Indigenous Canadian; First Nations; Dene; Dakelh (Carrier); Nak’azdli Whut’en; Beaver Clan (Lhts'umusuyoo); Lake Babine Nation

We Greet the Four Seasons- Written by Authors: Terri Mack (Indigenous Canadian; First Nations; Kwakwaka'wakw (Kwakiutl); Da'naxda'xw Awaetlala

After discussing the seasons with the children, an activity that can support their learning is creating a 13 Moon calendar. Students can add to this calendar throughout the school year. It is essential to take the students outside to explore their environment and observe the changes during each season. Students can keep a seasonal journal where they can take notes on their observations, the animals they see, the weather patterns, and the types of plants growing. This will help students when making their own 13 Moon calendar. This hands-on learning experience will allow students to incorporate various styles of learning, providing a rich and meaningful experience for them.

Though this content and these resources can assist in the integration of Indigenous knowledge into the classroom, it is important to seek out and build relationships with the Indigenous advocates in each school if possible, or Indigenous community members, knowledge keepers, or educators. We must remember that learning and educating on Indigenous perspectives should be done with and from local Indigenous community members.