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Grade 5: Heritage & Identity
Grade 5: Heritage & Identity
Interactions of Indigenous Peoples and Europeans Prior to 1713, in What Would Eventually Become Canada
Interactions of Indigenous Peoples and Europeans Prior to 1713, in What Would Eventually Become Canada
For PDSB Educators: if you are looking to reach out to the Peel Field Centres for further ways to connect your learning to the environment visit the PDSB Field Centre Share Point site.
For PDSB Educators: if you are looking to reach out to the Peel Field Centres for further ways to connect your learning to the environment visit the PDSB Field Centre Share Point site.
Nature Journaler: @billiejooutdoors
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling is an incredible tool for students to look for ways the land is being used today, and how it would have been used in the past, compare different structures, tools, plant/animal life within their community. Their nature journal allows them to write/draw their observations helping to cement the concepts being taught.
Nature Journaling is an incredible tool for students to look for ways the land is being used today, and how it would have been used in the past, compare different structures, tools, plant/animal life within their community. Their nature journal allows them to write/draw their observations helping to cement the concepts being taught.
At this age all three prompts "I notice..., I wonder...?, and "It reminds me of..." become very intuitive. However the last statement becomes very important for connection making. Encourage students to begin writing using single words, simple sentences, lists, point form, paragraphs and even poetry. Please note that spelling is not a focus in the nature journal. At this age you may start to see art fears - please ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link feedback at the bottom of this lesson for tips on this. Using words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
At this age all three prompts "I notice..., I wonder...?, and "It reminds me of..." become very intuitive. However the last statement becomes very important for connection making. Encourage students to begin writing using single words, simple sentences, lists, point form, paragraphs and even poetry. Please note that spelling is not a focus in the nature journal. At this age you may start to see art fears - please ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link feedback at the bottom of this lesson for tips on this. Using words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
Here are some more ideas to get you started.
Engage the fives senses (whenever possible)
Compare maps from present to past to observe land use, population etc.
Study different structures from across Canada, past to present. Can you see the influences of the land use and technology on the structures within the neighbourhood?
Here is a downloadable lesson from John (Jack) Muir Laws and Emilie Lygren book: How to Teach Nature Journaling. All resources shared with permission. "I Notice..., I Wonder...?, It Reminds me of..."
GIVING FEEDBACK here is a fantastic resource from Jack and Emilie
NOTE: You are encouraged to spend time in the outdoors Nature Journaling. However, you can also bring nature inside, look out your wonder window, have a refrigerator Safari or even observe a house plant or pet.
Cause and Consequence
Cause and Consequence
Interactions among people have short and long term consequences. Some of these interactions that happened in the past, particularly between indigenous and European groups. These contacts were key in forming the Canada we know today. The land we live on is also the result of nature’s interactions involving the environment such as climate and land formations. It is also influenced by interactions among living organisms and ecosystems. When an event happens (a cause), a result usually follows (a consequence). Consider causes and consequences in history and the present - among people, and in nature.
Interactions among people have short and long term consequences. Some of these interactions that happened in the past, particularly between indigenous and European groups. These contacts were key in forming the Canada we know today. The land we live on is also the result of nature’s interactions involving the environment such as climate and land formations. It is also influenced by interactions among living organisms and ecosystems. When an event happens (a cause), a result usually follows (a consequence). Consider causes and consequences in history and the present - among people, and in nature.
STEP #1
Think of 2 things that happened to you (a cause): one with a short term consequence, the second with a long term consequence. It can be positive or negative. Example: see chart
STEP #2
Go outside for a walk (if you’re indoors, you can look outside a window, or think of different landscapes you’ve seen). Look for things in nature that were a result of a cause and consequence. Some events may have both short and long term consequences. Example: see chart
STEP #3
Think of things that happened in Canada’s history, particularly the interactions between Indigenous and European people during colonial times prior to 1713. What were the short term and long term consequences of those events? They can be positive or negative, and can have both short term and long term consequences. Example: see chart
STEP #4
Consider how these events in history may be perceived differently by different groups. Would some events be perceived as positive to one group, but negative to another? Take each event you wrote down and consider how Indigenous vs. European groups would perceive it. Example: see chart
Reflection:
How do you think your interactions impact people differently?
Do your actions have: a) short or long term consequences? b) positive or negative impacts on other people? c) impacts on nature and the environment?
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