Indigenous S.T.E.A.M

LET'S START WITH A STORY:

How do the videos and lessons connect to Akì eji pimadjiwomagak (the AR Van)

•  Examine the lines of symmetry within your paddle, on the AR VAN, and in other Indigenous artworks and traditions like birch bark biting. See the 📽️video here; 

• • • NOTE: This video, created by the Culture-Based School Mathematics for Reconciliation and Professional Development Series, a McDowell Foundation-funded project on Indigenous ways of knowing and mathematics, complements the mathematical concepts of lines of symmetry, right angles, and complementary angles for Primary/ Junior students and could be further extended to circumference, radial geometry, etc... for Intermediate/Senior Students (see lesson below)

    • To participate in birch biting lessons, do not use carbon paper  - use wax paper instead 

• Using non-standard units of measurement (ie. finger width, bite marks) estimate the perimeter and/or surface area of the paper paddles.

Let's re-create a 'real-life' version of your Paper Paddle for a summer canoe journey on the Kichi Sibi! What math would be required to create this paddle from start to finish? List the required materials using an appropriate unit of measurement. How would you consider the next seven generations while crafting your paddle? 

It’s time to think critically from various perspectives…

Task 1: Scan this QR Code to read about “Chaudiere Falls” and listen to the video, then refer to the diagram summarizing the engineering design process:

Task 2:

Reflect on the engineering design process. How do you think the engineers who constructed the dam and hydroelectric generating station at Chaudiere Falls incorporated or did not incorporate empathy into the design process?