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Placemaking
Placemaking
In this interdisciplinary program, students will explore the histories and geographies of the land through the concept of placemaking and how the relationship that the Michi Sasgig (Mississaugas of the Credit) have had with the land since time immemorial is reflected in the land and in the newly constructed Crane Gathering Space. Students will then explore the aspirations of local treaty partners and consider how they can fulfill their responsibilities as treaty people by removing invasive species from the environment. Students will culminate their visit by learning about natural dyes and participating in a natural dye program that uses the harvested invasive species to dye natural fibres and materials. (2h)
Placemaking Curriculum Connections
Placemaking Curriculum Connections
GRADE 9 CGC1W
A1. Geographic Inquiry
C1.8 explain forms of land tenure and ownership in Canada, including Indigenous land claims and land rights, and examine the interplay between resource accessibility, extraction, and use in this country; Indigenous land rights; and economic reconciliation
E1.1 analyze the characteristics of different land uses in various communities in Canada, and explain how these characteristics and their spatial distribution affect those communities
Grade 11 NBE3U/C/E
A1. Exploring
A1.1 identify various cultural text forms and associated customs from First Nations, Métis, and Inuit cultures, and explain how they support the communication of meaning within the society
A1.3 identify and explain diverse themes, ideas, and issues related to First Nations, Métis, and Inuit identities, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts
A1.4 identify and explain diverse themes, ideas, and issues associated with relationships in First Nations, Métis, and Inuit cultures, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts
Grade 9 Science SNC1W
Biology - B1. Relating Science to our Changing World
B1.1 assess impacts of climate change on the sustainability of local and global ecosystems, describe local or global initiatives for combating climate change, and identify solutions to address some of the impacts
B1.2 assess impacts of climate change on communities in Canada, including First Nations, Métis, and Inuit communities
B1.3 investigate and explain how sustainable practices used by various communities, including First Nations, Métis, and Inuit communities, reflect an understanding of the importance of the dynamic equilibrium of ecosystems
Other Connections: Arts, Social Science, History, Civics/Careers, Senior Science
Rebuliding Our Relationship with Trees
Rebuliding Our Relationship with Trees
During this half-day program, students will be introduced to the concept of Traditional Ecological Knowledge (TEK) and will begin to understand how Indigenous land management techniques allow for the harvest of tree relatives or species, while actually enhancing and strengthening local ecosystems. They will be led on a hike around Island Lake trails and will be introduced to some of the traditional uses of trees for the Anishnabeg and the Haudenosaunee. On the hike, students will collect specimen samples and will use these back in the classroom to create a classification system for the trees they’ve learned about. They will then be introduced to a traditional dichotomous key to support them in tree identification back at school. Students will be asked to consider the implications of viewing trees as natural resources compared with Indigenous perspectives that understand trees as relatives.
(Program duration: 2h)
Rebuilding our Relationship with Trees Curriculum Connections
Rebuilding our Relationship with Trees Curriculum Connections
Science
SNC1W
A2.5 analyse contributions to science by people from various communities, including communities in Canada
B1.2 assess impacts of climate change on communities in Canada, including First Nations, Métis, and Inuit communities
B1.3 investigate and explain how sustainable practices used by various communities, including First Nations, Métis, and Inuit communities, reflect an understanding of the importance of the dynamic equilibrium of ecosystems
SVN3M
D1.1 evaluate, on the basis of research, a variety of agricultural and forestry practices (e.g., companion planting, biological pest control, the use of genetically modified seed, forest fire control) with respect to their impact on the economy and the environment
SBI3U
B2 & B3 strands
Technological Education
TAS1O
A2.3 describe properties and characteristics, including sustainability, of materials, and justify the selection of the materials and other resources they are using in the creation of products and/or services
TAS2O
B1.3 investigate and describe contributions to technological innovations made by Canadians, including women, and members of diverse groups and communities in Canada, including First Nations, Métis, and Inuit
B1.4 describe ways in which diverse communities, including First Nations, Métis, and Inuit, have drawn on various knowledge systems to find innovative approaches to technological problem solving
TCJ3C
A1.1 identify and describe the uses and features of construction materials
A1.2 identify and describe the properties (e.g., physical, mechanical, thermal) of common natural and manufactured building materials (e.g., natural wood, engineered wood, steel framing);
THJ4M
A1.1 distinguish between different plant and/or animal groups on the basis of key identification characteristics
A3.2 explain advanced systems, processes, and techniques relating to the propagation, maintenance, and care of plants or animals
TCJ4E
1.1 determine appropriate building materials, tools, and equipment for various construction projects
A1.2 compare the properties (e.g., mechanical, structural, thermal) of natural and manufactured building materials;
A1.3 compare the advantages and disadvantages of various structural and non-structural materials in construction projects
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