Final Ippe Toolkit

TOOLKIT LEAH POIRIER
Leah Poirier
Decolonizing and Indigenizing
Lesson Plans Analysis Toolkit.
EDUC 4000
March 2017
1
Table of Contents
Introduction 3
Teaching Resources
4
Connecting Traditional Ecological Knowledge and Climate
Change 4
Lesson Plan
8
Walking with Leanne Betasamosake Simpson

14
Lesson Plan
16
Stakeholders Simulated Meeting Over Mining/Mineral

(economic/EcDev)
Development on Indigenous Territory
20
Lesson Plan
22
Food and Water Supplies Under Stress

28
Lesson Plan
30
History of a Cookie
40
Lesson Plan
42
Some Like it Cold

47
Lesson Plan
49
Go Fish 54
2
Lesson Plan
52
Alternative Ways
55
Lesson Plan
57
Conclusion
60
References
61
Introduction
As an IPPE teacher I feel that my identity has revolved around
connecting the outdoors and Indigenous perspectives and practices. I have
always been passionate about sharing my love of the outdoors, my
knowledge and creating positive experiences for others. I have discovered
through this course my interests and beliefs are connected to many
Indigenous worldviews. I agree with a holistic approach to all things in life,
especially with lessons. Through Outdoor Rec. we have always done debriefs,
and I feel those have helped me with making my lessons and experiences
holistic. The respect for all things and animals in nature is above all my most
value connection I have to the Indigenous cultures. The seven grandfather
teachings are something I now always keep in mind and are wonderful words
of guidance. It is a culture I have came to love and want to incorporate it in
my teachings appropriately.
For my toolkit and as a new IPPE teacher I have chosen the theme of
current environmental land issues. I chose this theme because I am
extremely passionate about the outdoors and am continuously noticing the
connection between Indigenous practices and perspectives and being
connected to nature in the outdoors. There are many current environmental
issues worldwide and in our own country, which I believe can be solved
through many Indigenous practices. I will be focusing on the grade 11
Environmental Science curriculum because that is what my next placement's
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main target will be. With my Outdoor Recreation Parks and Tourism
background I found myself extremely interested and passionate about
Indigenous knowledge and practices without even being aware that they
were in fact Indigenous knowledge and practices. As an IPPE teacher I want
to erase the innocent ignorance of the connection between the health of our
environment and Indigenous knowledge by decolonizing and indigenizing my
lesson plans which will be focused on current environmental land issues.
Teaching Resources
Connecting Traditional Ecological Knowledge and
Climate Change
Introduction
Forest and Oceans for the Future is a research group from the
University of British Columbia who focuses on ecological knowledge research
with the north coast communities in the province of B.C. They have created
seven full curricular units with several lessons within each one and
encourage the public to download them to use. I have chosen to look at
Lesson 4 from Unit 7 of their curriculum materials. Unit 7 covers traditional
ecological knowledge and climate change, and more specifically lesson 4
goes over connecting the two. This whole unit fits wonderfully under the
Ontario Curriculum for Environmental Science and can even work for the
Geography curriculum at an intermediate level. I still plan to take this lesson
and use it in my placement this semester for grades 11/12 in a program
called Enviroventure which I took myself when I was in high school.
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The lesson plan I chose to look at and all the others that Forest and
Oceans for the Future project offers are really great lesson plan examples for
IPPE teachers to use. It has many decolonizing, indigenizing and inclusive
qualities which honour and encourage respectful learning of Indigenous
people and their knowledge, world views, contributions and experiences. It
gives me a lot of confidence to teach and address all students about FNMI
perspectives, content and issues regarding our changing climate and how it
is affecting their knowledge about the land. Climate change is a current
environmental issue which fits perfectly into my theme.
Decolonizing Qualities
This lesson plan focuses on the Gitxaala and other northwest coast
First Nations in British Columbia and how the changing climate and
environment has impacted their knowledge and practice patterns with the
land. A really wonderful thing about this lesson plan are all the interviews
with Indigenous peoples which provides real Indigenous history, stories and
facts. The centre and main source of knowledge of this lesson plan is
Indigenous voices and representations. Through many interviews with
Gitxaala residents, which have been transcribed for this lesson, students can
read stories and learn about topics such as harvesting and processing
traditional foods, observing changes and personal stories from Indigenous
peoples. Within the interviews the students can learn many more things such
as some of the Gitxaala language, beliefs and different practices. They are
extremely interesting to read and provide cross-curricular opportunity. This
lesson plan recognizes that the Indigenous people of the northwest coast
First Nations rely on the land, the patterns of the season, animals and
ecosystems for a healthy and sustainable life. Today, unfortunately because
of so many changes within the ecosystem some people have had to turn to
waiting on welfare every month instead of other natural practices to bring
food/income for themselves and family.
Indigenizing
What better way to acknowledge/ recognize Indigenous minds than to

have students analyze their words. In this curriculum, it is great that these
interviews have been transcribed for students all over to read because then
it makes it much easier for teachers to provide Indigenous people's stories
and authentic voice and IK in their lesson. It would be much harder to have
all those elders come into the classroom (although that would be
phenomenal) and now there is a higher chance more students will be
exposed to these stories that have been recorded and preserved. In a way,
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through the interviews it is still storytelling and knowledge being passed on

my First Nations and Elders. This whole lesson has been made based on
Indigenous Knowledge and I believe it has been done in a respectful manner.
They wrote down their word for word conversations, and explain beforehand
that if anything has been added to provide more information for the reader
to understand the context, then brackets will be surrounding the words.
The Indigenous knowledge is focused on land in Canada, but

unfortunately not very close to us. The context is based on the Gitxaala First
Nations which is located in northwestern British Columbia, but I have added a
section in the observation sheets to compare to First Nations in northern
Ontario. I originally wanted to remake this lesson with all Fort William First
Nation information, but time and resources were limited to do so. Instead, I
have added sections to all the observation sheets for students to compare
the information to our local Indigenous groups. This part of the lesson will
hopefully encourage more group discussion and give students, especially
Indigenous students, the opportunity to express their own knowledge. I also
made sure to add in a map of the treaties to hand out to recognize what
treaty we are on and to create a teaching opportunity to show that the
Gitxaala First Nations are in fact not within a treaty. The map will also give
students a visual to see where this information is coming from, but with a
different perspective of Canada because of the treaties being outlined.
This lesson gives students the opportunity to learn and better understand
First Nation's relationship and history with the land and whole complex and
interdependent ecosystems. This lesson provides group discussion about
how the changing environment is changing some practices, reliance on
resources and the overall culture and lifestyle of the community. The
interviews cover everything from historical events and practices to the new
and current ones that have immerged because of issues with the climate
changing. Without being able to rely on the land to provide food, practices
and other resources, the Gitxaala First Nations (and many others) have
needed to turn to other resources such as welfare. Bringing awareness to
how important it is to keep a healthy ecosystem for First Nations (and
everyone on this planet) is a way to show respect for their traditional Land-
based practices and accumulated IK (wisdom of the Land). One big thing I
like about this lesson is that you can easily add lessons/activities to branch
off of this one. For example getting the students to make posters about
protecting the environment to protect some people's main food and living
resources, which can then be hung up in the hall where more people can see
and learn. At the very end of the lesson I plan to use a sharing circle to
promote interconnectedness and to hear everyone's thoughts and feelings
about the new knowledge they have been working with.
Inclusive/ Welcoming Qualities
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One thing I felt the original lesson was lacking was considering
different learning styles of students and especially FNMI students. Therefore
in the new lesson I modified I made it so that students are working either in
pairs or groups. I also made sure to mention that when introducing the
lesson and explaining what they will be asked to do, I first get the students
into a circle. In the future when it is my own classroom, the desks/ seating
arrangement will always be in a circle, but when going in for my placement I
may not have that control to rearrange the classroom. The lesson itself does
have a lot of storytelling, although it is through transcribed interviews, it is
still honouring Indigenous people's main way of passing on knowledge.
To increase engagement for First Nations, Mtis and Inuit students/

families I added in the connecting to Northwestern Ontario part so that it will
hopefully promote students to talk amongst each other and share their
personal knowledge. For the FNMI students in the class I hope they recognize
and appreciate the fact that there are lessons out there to bring awareness
to different Indigenous ways of knowing Land. This lesson focuses on issues
in our environment today and how it is affecting Indigenous cultural practices
which many people still rely on for a healthy life today. This awareness and
exposure to teachers wanting to teach about Indigenous issues and making
connections to issues that are affecting the whole globe will hopefully help
FNMI students through their education and feel more confident with the
school systems/teachers.
At the very end of the lesson I plan to do a sharing circle. By wrapping

up the lesson in circle, I hope to show even more support to the FNMI
students and promote their critical thinking. I understand reading and
focusing mostly on literacy may not be students' strengths (whether they are
Indigenous or non-Indigenous) but that is why they will be working with
peers and will not be being marked on primarily their reading or writing
skills. Being placed into groups gives the students opportunities to show
leadership skills, communication and other group dynamics. I do hope that
the content will inspire the students to really engage in the readings though.
Before the lesson, I also to check in the library for physical books to bring in
for the students to retrieve information to make connections to their area. I
have already tried to do some research on where I can get in touch with an
Elder or IK holder in/around Barrie.
Suggestions for Extensions and Adaptations to a Specific

Context
The things I have changed from the original Forest and Oceans for the
Future Lesson 4 are making connections to Northwestern Ontario,
recognizing the treaties, working in pairs/groups and doing a sharing circle at
the end. I have made these changes to make it more specific to the land and
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First Nations around us. I have also mentioned in my assignment and in the
lesson plan for possibly adding an additional project to follow. The following
activity would include making some sort of poster/ art to advertise how
climate change is affecting First Nation traditional knowledge and practices.
Conclusion
Overall Forest and Oceans for the Future project provide wonderful
lesson examples for IPPE teachings. They honour and encourage respectful
learning of Indigenous people (FNMI) and their knowledge through providing
transcribed interviews covering real people's lives, experiences and issues.
The students make connections to climate change and First Nations
traditional knowledge of the land which incorporates the Ontario curriculum
while also acknowledging Indigenous practices across our country. This
lesson will strengthen students knowledge and awareness of how important
keeping healthy ecosystems are, especially to First Nations where the land is
still their main resource for food and living. By asking students to make
connections to the land around us will hopefully encourage all students,
Indigenous and non-Indigenous, to share their knowledge they already have.
I am very excited to try this lesson next semester with actual students and
see their reaction. I truly believe by making people more aware of connecting
to the land, learning about Indigenous practices and respecting our
environment all go hand in hand. Current students are the next generation of
Canadians and treaty people who share the responsibility to repair our
relationship with Indigenous culture, the Land and our environment. Writing
about this lesson plan and making alterations to fit a future classroom of my
own has given me more confidence to teach and address First Nation, Mtis
and Inuit students.
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Connecting Traditional Ecological Knowledge and Climate Change

Lesson Plan
______________ = Changed/ added content

Instructors: Leah Poirier
Lesson Plan
Lesson Title: Connecting Traditional Ecological Knowledge and Climate Change Grade:11
Subject: Environmental Science Time: 75 minutes
Description: Have students get into pairs/ groups to analyze and record their findings of the transcribed interviews
from the Gitxaala First Nations residents. Students will then fill out the given data collection sheets to show their
findings, later discuss them and add a Fort William First Nation/ Northwestern Ontario perspectives and connections.
Students are welcomed and encouraged to use resources (books/internet) to make Northwestern Ontario
connections.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Grade 11: A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of
skills (initiating and planning, performing and recording, analyzing and interpreting,
and communicating)
Ontario Curricular Specific Expectations

A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources,
including electronic, print, and/or human sources, using suitable formats and an accepted form of academic
documentation
A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic
presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports,
presentations, debates, simulations, models)
Learning Goals
I can understand and describe how climate change has affected ecosystems and First Nations Land-use practices
I can understand the different perspectives of different Indigenous cultures and how they learn from and observe
ecosystems
I can collaborate and work with my peers.
I can record my findings on an observation sheet
I can communicate my results
ASSESSMENT and EVALUATION
Success Criteria
- How well the students articulate their answers in group discussion (to teacher and other students)
- How invested are they in the activity
- How much of the observation sheets they fill out
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Assessment
Achievement Chart Categories: knowledge and understanding, application
Assessment Tool: Student participation, completion of work sheets and willingness to learn.
CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson
- IPPE teacher will read and understand the full lesson plan.
- Look into possibly finding an elder in the area to learn about the territory we are on.
- Previous look in school library for books students can use as resources
- Read/talk and learn about the William First Nation harvesting practices and how climate change has/might affect
them.
- Have an electronic version ready to send to students
Differentiation: Content, Process, Product, Assessment/ Accommodations, Modifications
- Content and assessment all remain the same and no modifications
- Product expectations may alter depending on what students can physically and intellectually provide.
Alterations may include (but are not limited to) completing the work on a computer, having an IE help,
drawing, orally and/or putting students into pairs and working together.
- Process will be modified considering if the product expectation changes. Depending on what instruction
needs to be given for the specific class.
- If nice outside, or student have more beneficial places to work they can go there as long as the teacher
knows and approves.
Resources and Materials

Map of Gitxaaa territories
Map of the treaties
Pictures of rocky coast typical of BC's North Coast
Pictures of resources: salmon, seaweed, herring eggs, shellfish such as clams and mussels
Data Collection sheets (1 per student, print extras)
Library books and/or computers
Learning Environment
- Classroom , library and/or outdoors
Lesson Delivery Format
What teacher does: What students do:

Minds on: Motivational Hook/ Engagement/ Introduction 10 mins
- Get students into a circle - Listen
- Give a quick introduction/explanation of what they - Get into a circle
will be needing to do; - Participate in small group introduction
- get into pairs/groups, read the interviews discussion.
and fill out the observation sheets - Ask any questions about the activity.
- Hand out all the work sheets needed - Physically separate into their pairs/groups
- Talk about what the activity involves; connecting with the resources given to them
climate change and how it has been affecting the
Gixtaala First Nations Indigenous knowledge and
how it may/is affecting First Nations around us.
- Talk about how the Gixtaala First Nation are not on a
treaty and what treaty we are in
- Separate group into pairs/groups (depending on how
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big the class is, we do not want too big of groups to

make sure everyone is contributing)
Action: During / Working on it 40 mins

- Encourage students go to a comfortable spot to work - Encourage students go to a comfortable
- Answer any questions needed spot to work
- Walk around and make sure students are staying - Read the given information
focused, and ask if they have any questions. - Answer the given questions
- Observe and encourage teamwork - Use other resources at hand (books,
internet, each other, ect.) to make
connections to land around here.
Consolidation & Connection(Reflect and Connect) 25 mins

- Recap the lesson through a sharing circle (this may need to be done on a second day depending on time)
- Did learning this new knowledge make you to think/act differently? How and why is it important to
consider how climate change is affecting our environments and ecosystems?
- Explain how when different views come together it can be the best kind of knowledge..
- Did you enjoy the lesson? How could it be improved?
- Allow students to ask any questions or make any comments.
Extension Activities/ Next Steps
- Ask students to reflect on their final feelings on -Student reflection
knowing the knowledge. - Possible Extension: create a personal
- Discuss their experience with their friends and piece of art, about their choice of a specific
families and share facts and feelings. topic/ example of an Indigenous practice
- Possible extension includes making a poster/ art to and how climate change is affecting it.
promote knowledge on how climate change is
affecting traditional ecological knowledge and
Indigenous practices.
- Watch
https://www.youtube.com/watch?
v=M3wjJEPvAIw to make connections
to events happening in Ontario
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Explaining Changes
Marvin (Teddy) Gamble has observed many things about how the weather and
climate has affected things in his environment. Below are some of the changes that
he noticed.
Think about what might have caused these changes? Could it be down to climate
change, or could other factors be involved?
For each statement, tell:

a. how climate change could have caused the change
b. what other factors could have caused the change
c. what if this change happened around here (Northwestern Ontario)
1. There are fewer cockles available for harvesting today.
2. Some birds no longer fly south during the cold winter months.
3. Herring are spawning at unpredictable times.
4. There have been more jellyfish in the water. Jelly fish gets nets all slimy and can
sting
5. How would this kind of climate change affect animals migration patterns around
here? (ex. what if the
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Data Collection: Observed

Changes in Local Ecosystems
Give at least one example from each of the thematic
interviews and one example from at least 3 of the personal
interviews.
Observed Research Possible Northwestern Ontario
Change Source Causes connection
(If this happened around here.... )
Mussel spawning Agnes Shaw, p. Spring comes Early spring means an early ice-out on
earlier 8 early lakes, which results in early spawning for
pike, walleye, and trout. It more likely for
temperatures to not stay warm and drop
low again which will affect the egg
development and increase chance of the
fish becoming weak prey or accidental
deaths.
This affects the ice roads which

communities rely on for delivery of foods
and goods, economically, and
transportation for visiting family and
friends.
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Gitxaala First
Nations
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Walking with Leanne Betasamosake Simpson

Introduction
This is a really great lesson especially for IPPE teachers with Indigenous
students in their class. This is a chance for students to experience walking in
the woods, memorizing a part of Leanne Simpson's song and having personal
reflection time. This lesson shows and allows students to experience how
great it is to learn in nature, but also dive into some great discussion about
Indigenous practice and perspectives on the land. It talks about how the "old
ways" (which are still around) are in fact a healthier way of living for both us
and the environment. This lesson plan honours FNMI through sharing their
knowledge, worldviews, sharing stories through music and experiences. It fits
very well into my theme because people being disconnected from nature,
and thinking modern civilization is "better" is a current environmental issue
worldwide. I am very confident to go teach this lesson plan because I have
participated in this lesson with a different resource and it takes place in my
comfort zone; in the woods! I am very passionate about this lesson.
This lesson plan recognizes that there are Indigenous people by using
Leanne Simpson's song; The Oldest Tree in the World. It also allows students
to experience connecting and learning on the land, which honours
Indigenous values (and hopefully other student's values). Through Leanne
Simpson's song I am helping share her story-telling and Indigenous
knowledge. People's lack of connection to the land is a very large, present
day environmental issue. This is a chance to share Indigenous knowledge
and how their knowledge has been passed down to still be used today in a
respectful ecological manner.
Indigenizing
Leanne Simpson is an Indigenous writer from Ontario and is the main

resource used in this lesson plan. Explaining to students her background
would hopefully spark other Indigenous writers/story-tellers passion in my
class. For those Indigenous students who are most comfortable outside in
nature, this is a great lesson for them to be acknowledged and honoured.
There is a lot of Indigenous knowledge evident in the lesson, and provides
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opportunity for students to share their own knowledge, especially local ones.
Walking around, alone in the woods trying to memorize sections of an
Indigenous artist's lines is an amazing opportunity for all students,
Indigenous or non-Indigenous students.
This lesson is a little different from my others and has less group work,
but as always class discussion. I think this is a great chance for the more
independent workers in my class to shine. The louder, more social learners
can shine during class discussion and the quieter, more linguistic learns can
during the activity. Students who want more intense physical activity can
move as quickly as they want, but it is not a race. For students I know are
more competitive I can always target them more, to make them run away.
The other students who want to move more slowly through the woods are
welcomed to. This lesson incorporated music which connects a lot of
students and can connect to everyone's life through ecological literacy. and
hopefully the high amount of Indigenous content and connections will help
Indigenous students more engage.

Context
Depending on how long students take to memorize the poem and how
engage they are can alter the length of the lesson a lot. Thankfully it will be
very easy to change; if they are too quick they can recite the poem all
together as a class, we can go in listen to the song and have a great, longer
debrief. If the students are taking a long time, but enjoying themselves we
can always listen to the song and do a more in depth debrief the next class.
This lesson is very easy to alter by changing the song used if a student is
passionate about another artist. Although the lesson would work best in a
wooded area, it can be done in almost an large area outdoors. The more
natural the land, the better for the content of the lesson though. An
extension for this lesson would be to get the students to make their own
song/ poem about ecological literacy/ traditional ecological knowledge.
Conclusion
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As a whole, this lesson plan is very great for IPPE teachers. It provides
the students with great opportunities and you get to be involved! There are
so many connections to be made, and the most important connections
between you and the students. Through using an Indigenous artist's song
and facilitating the activity on the land honours Indigenous culture in a very
respectful way. If the students react very well to the lesson there are also
room for great extensions like getting the students to write their own
ecological song. This is a lesson plan I look forward to putting into action in
the future.
Walking with Leanne Betasamosake Simpson Lesson Plan

Lesson Plan
Lesson Title: Walking with Wordsworth Grade:11
Description: "We often think that modern civilization is better, more advanced, smarter and more "cultured" than
people from the past. The past is often viewed as being more primitive than today - in many ways, this is a myth"
(Puk, 2016). This lesson plan bring students outside, where they need to walk the land and collect popsicle sticks
which represent a line of the song The Oldest Tree in the World by Leanne Betasamosake Simpson, an
Anishinaabeg scholar/singer/poet/writter. This lesson brings awareness to ecological literacy/ traditional ecological
knowledge and that some of the Indigenous ways of life are much better for our plant ecologically.
Grade 11:
C2. investigate environmental factors that can affect human health, and analyse related data;
B3. demonstrate an understanding of major contemporary environmental challenges and how we acquire knowledge
about them.

B3.1 identify some major contemporary environmental challenges (e.g., global warming, acid precipitation), and
explain their causes (e.g., deforestation, carbon and sulfur emissions) and effects.
B3.4 explain how an environmental challenge has led to advances in science or technology
B3.5 describe a variety of human activities that have led to environmental problems (e.g., burning fossil fuels for
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transportation or power generation; waste disposal) and/or contributed to their solution
C2.1 use appropriate terminology related to human health and the environment,
Learning Goals
I understand what ecological literacy/ traditional ecological knowledge is.
I can understand the importance of ecological literacy/ traditional ecological knowledge and how it is connected to
myself.
I am aware what nature does for us
I have learned and can recite the section of The Oldest Tree in the World song
I can work individually
I can communicate my results and thoughts
Success Criteria
- How invested they are in the lesson and activity
- Can they participate appropriately
- Can they recite the section of the song
Assessment
Achievement Chart Categories: Understanding and application
Assessment Tool: Student participation, individual work and willingness to learn.

- IPPE teacher will read and understand the full lesson plan and resources
- Set up tin cans with the different popsicle sticks and 2 lines of the section of the song in them (make sure to have
enough popsicle sticks for the amount of students there are).
- Print out the poem.
- Product expectations may alter depending on what students can physically and intellectually provide (there
are many different forms of resources).
- Alterations may include (but are not limited to) having an IE help, make the timelines/ stories due another
day, and allowing people to switch groups.
- Students can leave the classroom as a group to have a bigger and quieter space to prepare.

Enough popsicle sticks for each student (5x however many students there are)
5 tin cans with 1/5 of the lines attached.
The poem printed out/ accessible

- Outside (preferably in trees/ a forest)
Cross-Curricular
History, Physical Education,
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- Start the class with a very open class - Listen
discussion by writing on the board; "What is - Participate in small group introduction
ecological literacy/ traditional ecological discussion.
knowledge?" - Ask any questions about the activity.
- Help guide students with correct answers and - Get prepared, and meet outside
get them connecting it to their own lives.
- Say the quote in the description of this lesson
plan.
- Ask " how do you become ecologically literate?"
- Talk about connecting to the land and spending
time in the woods.
- Get students to meet you outside on the
boundary of where the activity is.
Action: During / Working on it 40-50 mins

- Explain the rules of the activity very thoroughly; - Listen, ask and questions/make comments as
- There are 5 cans out in the boundary and they needed
need to find each one, grab a popsicle stick (all - GO! play the game, try to memorize the whole
will be a different colour with a number 1-5 on it) poem and recite it to the teacher.
and memorize the section of the song that is - Students move alone and at their own pace.
with that can. The sections will be numbered - Once the time is up, students need to say the
and if you get caught by the teacher you need whole poem (individually) to the teach, not in
to recite the lines you have came across so far front of the other students.
in order. If the student fails to do so, they have - Go back and look at ones they did not say
the popsicle stick colour/number taken away correctly.
which they messed up on, if they recite it
properly, they can continue wandering the
woods. They can revisit a can as many times as
they need to remember the lines. Once they
hear a whistle (after approx 30 mins), everyone
meets just outside they boundary where they
started and pull one student away at a time to
recite the lines to you. If they get it wrong, they
need to go back in to look at the lines.
- Go back into the class (if there is enough time)
and play the song ;
https://leannesimpson.bandcamp.com/track/the-
oldest-tree-in-the-world
- Talk about Leanne and her work, and the song

- Do a debrief and ask the following questions;
- Did learning this new knowledge make you to think/act differently?
- What was the hardest part of this activity?
- Did walking through the woods help you memorize the poem?
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- Ask students to reflect on their final feelings on knowing the knowledge. Does this knowledge/activity
change their views/ feelings on northern communities?
- Student reflection
- Discuss the experience with their friends.
- Get students to write their own poem while walking outside.
- Play the song at the beginning of next class if there is not enough time.
- Make their own songs/poems based on ecological literacy/ traditional ecological knowledge.
The Oldest Tree in the World - by Leanne Betasamosake Simpson
I like you because you hold us all together with the parts I can't seen.
I breath it in, you breath it out
You eleven times my age,

Me draped in clouds of youth
I think I know what you've seen, I think we're the same, but it's not
true
but I don't, I don't
I don't know how to say this without embarrassing you, but I do know,
I believe in saying things, I do know, I believe in the telling
Your wrinkled grey skin is gorgeous,

and I hope you don't know what's happening.
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Stakeholders Simulated Meeting Over Mining/Mineral

(economic/EcDev) Development on Indigenous
Territory
Introduction
This lesson idea which I took from our resources provided by the
Indigenizing Practices and Perspectives in Education course is really great,
local and connects to my theme of current environmental land issues. Mining
in Ontario is a huge industry, but it does not happen in developed areas'
"backyard". Instead, it is happening in the backyard of many Northern FNMI
communities and negatively impacting the land and environment around
them. The "ring of fire" is a current environmental land issue in our province,
and a great opportunity to stimulate a debate for students to get more
emotionally connected to learn. This is a great activity to get the whole class
involved, talking and is so flexible you could tie in any curricular links from
the Ontario curriculum.
This lesson plan is really great at recognizing there are Indigenous

people in the content because students literally get to reenact a stakeholders
event/debate with one of the groups representing First Nations. Whether the
students get placed in the First Nation group or not, they will get to hear the
view points and information shared when the group talks. The way the lesson
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is set up, students are prompted to get emotionally connected and to fight
for the land. The resources provide the information about how the First
Nation communities will be affected by the mine both economically and
environmentally. This lesson is very relevant to the present world because
the fight for the mine is still going on! It is not mythical or stereotypical, it is
very realistic.
Indigenizing
This lesson plan in particular is the most relevant and connected to

Ontario compared to the rest of mine because this is a current, real situation
happening in our province. Unfortunately it will not be very connected to the
local First Nation students in my classroom (considering I will be in southern
Ontario next placement), unless I use this in Thunder Bay or have a student
from one of the closer communities by the ring of fire. Having the First
Nations group in this activity allows there to be Indigenous thinkers,
storytellers and leaders recognized. It is attempted to be done in a respectful
manner, but also a very realistic situation where the other viewpoints do not
acknowledge the First Nations as much as they should. I do recognize this as
an IPPE teacher thought and will make sure to voice the reality of people still
needing to allow Indigenous Peoples to have more power and louder voices
in especially these situation involving their land. I added a few different
resources from the original lesson plan to try and incorporate and more
Indigenous, land-based view. This activity allows everyone to see different
perspectives collaborate and reveal big difference. Instead of concentrating
on one view, all views are being expressed in this activity to compare. This
shows different perspectives and different priorities, for example the First
Nation priority is the land and the Government's is economic growth. If there
are Indigenous students in the class, this is a great chance for them to speak
up and share facts/knowledge they know about their views or cultural
practices. It incorporates present environmental problems in relation to
historical Indigenous practices.
Lesson plans involving group activities and discussion are always very
inclusive. I hope to make this as welcoming as possible by encouraging
students to talk, think and participate in the engagement myself. This lesson
involves oral, writing and reading tools to allow students with all different
learning strengths to benefit from. Since this is a group discussion and
debate I hope to create an encouraging, safe and fun environment for all
22
students to contribute. It fosters leadership skills for students with all

different learning strengths (reading, writing and oral). There are both videos
and written articles for students to analyse for resources. There is such a
large variety of tools and skills needed for this activity it would be extremely
difficult to have anyone left out!

Context
When reading the original lesson plan, it sounded like students were
not aware of who the other groups represented. In my lesson I made it so
that it is not a secret, but tried to create more bias views in hopes of
students getting more emotionally attached to their role. I also added some
different resources than the original to incorporate a couple more videos and
have more Indigenous/ land-based views. Since this is also kind of a debate
and I get to choose the resources and groups, there is an endless amount of
opportunity for changing curriculum content. You can easily make this into a
career and civics, geography and/or math lesson! There are also a lot of
room for extensions which could include learning more about the James Bay
lowlands and even looking in to one of the remote communities near the ring
of fire.
Conclusion
Overall this lesson plan involves current Indigenous and environmental

issues, decolonizing qualities, is inclusive and has a lot of room for
extensions/adaptations. I have already ran similar lessons to this in real life
and have never been let down. This style of lesson can be easily manipulated
for different grade levels and different content. With an more IPPE view in my
life I love that even in the lesson I can make comments and questions to
make students think in a more indigenized way. This lesson fits perfectly into
my theme of current environmental issues which specifically involve/effect
Indigenous Peoples.
Stakeholders Simulated Meeting/Debate Over Mining/Mineral

(economic/EcDev) Development on Indigenous Territory Lesson Plan

Lesson Plan
Lesson Title: Stakeholders Simulated Meeting/Debate Over Mining/Mineral (economic/EcDev) Grade:11
Development on Indigenous Territory
23
Description: Students will be split into different groups to simulate a stakeholders meeting/debate on mining in
Northern Ontario, specifically the Ring of Fire. There will be three different groups, the First Nations, the mining
company and the provincial government. As a class, they will watch a part of the Youtube video in this lesson plan to
grasp an idea of mining in Ontario, and then each group will split up and be given their resources and a short
description of their group's viewpoint. Then the class will have a discussion/debate (encourage a debate to get
students more emotionally involved), and then allow all groups to try and come to a consensus. Talk about a real
stakeholder event and what are the next steps if everyone cannot agree.
Grade 11:
B1. analyse social and economic issues related to an environmental challenge, and how societal needs influence
scientific endeavours related to the environment;
about them.
B1.1 analyse, on the basis of research, social and economic issues related to a particular environmental challenge
and to efforts to address it
B1.2 analyse ways in which societal needs or demands have influenced scientific endeavours related to the
environment
B3.5 describe a variety of human activities that have led to environmental problems and/or contributed to their
solution
Learning Goals
I can understand and describe different views on the ring of fire (First Nations, Provincial Government and Mining
companies)
I can understand how mining affects First Nation communities near by
I can record my findings on the whiteboard with my group
Success Criteria
- How well the students articulate their answers in group discussion
- How invested they are in the activity
- How much they have filled out on the whiteboard
Assessment
Assessment Tool: Student participation, amount of information on whiteboards and willingness to learn.

24
- IPPE teacher will read and understand the full lesson plan, resources and all different stakeholder positions.
- Previously look in school library for books students can use as resources
- Read and learn about the Ring of Fire and mining
- Have an electronic version of the resources ready to send to students
- Alterations may include (but are not limited to) having an IE help, extended the debate to next class, and
allowing people to switch groups.

Map of Ontario showing the "ring of fire"
Overhead/ Smartboard to show Youtube video
Stakeholder position papers (2-3 per group)
Laptops/computers
Whiteboards and markers
- Classroom/ hall or library
Cross-Curricular
Geography, Careers and Civics and Drama.

- Give a quick introduction/explanation of what - Listen
they will be learning about today (10 mins max.) - Participate in small group introduction
- debrief what they already know about discussion.
mines, resource extraction, who has a say, - Ask any questions about the activity.
- Physically separate into their groups with the
the ring of fire, the Indigenous communities resources given to them
- Leave class if wanted, but need to be back in 20
impacts and the environmental impacts. mins.
- Show the first 4 mins. of this video; - Be back in class after 20 mins!
v=Wehp3O5Swoc - warn them it is pretty dry!!
But is a quick explanation of the ring of fire and
mines.
- Give a quick introduction/explanation of what
they will be needing to do;
- split into groups, read/watch their
resources
- prepare for the debate and write their main
points on the whiteboard!
- Get the students pumped up and encourage
them to embody their given role.
25
- Separate them into three groups (First Nation,

Provincial government and the mining
company)
- Tell students they are allowed to leave the class
as a group, but must be back in 20 mins.
- When students are in their groups analyzing
their resources, walk around to keep students
on track and add input (encourage them to
really embody their position and even get
defensive of it for the debate)
- Give students a 5 minute warning for the debate
- Stay in their groups, and let the stakeholder
meeting/debate begin!

- Give each group 3 mins to express their view - Express their stakeholder's views and answer
points and whether or not they want the mine to the questions on their papers.
proceed. - Respect and listen to other groups talk
- Encourage students to answer the two - Try to come to a consensus all together
questions at the top of their stakeholder pages - If not, what are the next steps?
- Let groups talk and brainstorm negotiations and
rebuttals for 2 mins.
- Give groups another 2 mins for their final
expressions and offers.
- Ask/allow students to come to a final consensus
- Can they? if not, ask why.
consider things that we do not see in "our backyard" and do not affect "us" directly?
- Explain how when different views come together it can bring awareness to things others are ignorant/oblivious of.
- Ask students to reflect on their final feelings on knowing the knowledge. Does this knowledge change their
views/ feelings on resource extraction/ their province?
- Discuss the experience with their friends and how it felt to simulate a stakeholder.
- Possible Extension: create a group video of their choice of group/personal view Possible next lesson could
be focused on James Bay Low Lands
- Food and water supplies under stress lesson
Handouts!
26
First Nations
Resources:
27
http://www.huffingtonpost.ca/chief-cornelius-wabasse/ring-of-fire-
development_b_6367606.html
https://www.youtube.com/watch?v=Wehp3O5Swoc
http://www.cbc.ca/news/canada/thunder-bay/ring-of-fire-first-nations-scold-mines-
minister-michael-gravelle-1.2760725
Overall, does your group want mining to happen in ______________ First Nation?
How will your group benefit/lose from mining (economic development) on this traditional
territory?
This is yours, and your neighbours land; nobody knows it better

than you. The vast majority of the residents of Ontario live so much
more South than you, and in a completely different way of they, they
simply do not understand. Their eyes are on the money and you need
to shift them to respect for both you and the environment. Fight for the
land, and fight for you!
Norton Mining Company
http://www.cbc.ca/news/canada/thunder-bay/thunder-bay-ring-of-fire-
1.3806947
https://www.youtube.com/watch?v=L0gbr27IOuo
http://www.mikawaa.com/noront/the-mines
territory?
This is your company's future! This is what you have been looking
for your whole career, this is your opportunity to have a successful
mine and be rich! (but keep those exciting thoughts to yourself). You
can provide jobs for thousands, near and far from the mine. The ring of
fire can offer economic well-being and you work hard with Mikawaa to
promote a relationship with the near communities. You want to be seen
and known as the company who dealt with things in the best manner,
but also get what you want in the end (to have the mine proceed!).
28
Provincial Government
http://www.cbc.ca/news/canada/thunder-bay/greg-rickford-responds-to-
province-s-latest-ring-of-fire-request-1.2875338
http://www.cbc.ca/news/canada/thunder-bay/ring-of-fire-zero-hope-comment-
startles-mining-minister-1.2818963
http://www.cbc.ca/news/canada/toronto/ontario-votes-2014/ontario-leaders-
tout-ring-of-fire-s-potential-and-promise-action-1.2657380
territory?
You are a very important and powerful stakeholder! You want

growth and success for your province. The ring of fire has endless
potential and "has the power to transform our economy" for the
conservative, liberal and green party. There are a few risks with it
being located in such a remote area and being on boggy land, but the
potential of the mine cannot be ignored!
29
Food and Water Supplies Under Stress

Introduction
This is a topic for a lesson plan I have been interested in creating for
awhile because food and water supplies situations for Indigenous
communities are very different from the majority of people in Canada. Since
the access in remote communities is different, that also makes their usage
amounts different and how they receive the resources affects the
environment. This lesson plan is a great chance for IPPE teachers to inform
students of the huge spectrum of situations in our very own province! Not
only does the majority of Canadian residence need to reduce the amount of
wasted water, unfortunately many people are not aware of the 2/3 of
Indigenous communities that do not have access to clean, safe water for
necessities to live. This fits really great into my theme of current
environmental issues because the main cause of contamination is nearby
mines, waste disposal, construction/ construction fails, improper filtration,
ect. This lesson connects human health and the environment. Also, with
climate change evolving more and more, it is getting even more difficult than
it already has been to get food and water supplies to northern communities.
This is a great lesson to also follow my previous stakeholder mining one
because it focuses on the access to fresh water, and the fresh water in
Indigenous communities can/is being affected by mines. The one Youtube
resource for this lesson plan also talks about the ring of fire. I have changed
a lot of this lesson plan to incorporate Indigenous views and situations which
no other lesson plan I have came across seems to consider.
I had to change this lesson plan a lot to make it recognize that there
are Indigenous people and different situations for Indigenous communities.
The original lesson plan which focuses on water usage was made for
Canadians, but more specifically privileged Canadians who have access to
almost an unlimited amount of clean water. I want to try my best to not make
this a "poor them" lesson, but more of an awareness lesson to show the fact
that not all of Canada has the same access to something that seems to be so
abundant. This is a present day problem and the videos do a great job of
allowing the Indigenous people to tell their own story.
Indigenizing
30
Through the Youtube videos I chose to let the Indigenous peoples tell
their own story rather than me attempt to tell it myself. If there are any
Indigenous students in my class the group discussion and personal water log
activity provides an opportunity for them to tell their own stories. There is a
lot of Indigenous content in this lesson through putting the students in a
situation which many remote Indigenous communities and peoples are
currently dealing with. The content is also shared through the videos. This
lesson talks about people's rights in Canada and how Indigenous people's
rights are just as important. More importantly it is another opportunity to
bring awareness to the rich Indigenous culture in our country! It is very
experiential and hands on with its visual introduction, group work and
discussion, taking on a new identity and then a personal water log. It also
brings reality to what some Indigenous communities look like and how they
live which will help any misrepresentations that some people may believe.
I made sure to add many different resources (videos, writing, group

discussion) to include all of the different ways students may learn best. The
group work is done in hopes to get students connected to each other and the
content, while also expanding on each other's knowledge. The "new identity"
aspect of the lesson is an aspect which will hopefully get any Indigenous
students in the classroom to talk, and if not just inform students. This lesson
supports all students with different standards to be assessed by their
strengths. There is a chance for students to express themselves through
discussion, writing, math and/or drawing.

Context
An extension that is planned to follow this activity is a water log,

recording how much water each student consumes on an average day for
one week long. I would also ask the students to include a "water reeducation
plan", to help students move forward to actually making a change in their
lives. This could also be a culminating activity.
Conclusion
In conclusion this lesson plan is to bring awareness to the Indigenous

communities in our country and province. It fits great into my theme of
current environmental issues and makes clear connections to our health the
resources we take from the Earth. It focuses on a present day issue and
31
raises awareness to others ways of life, whether they are chosen or not. This
lesson is delivered in an experiential way to include all students and
emphasize on all students' strengths. There is a great activity to extend it
and remind students of our precious, limited clean water.
Food and Water Supplies Under Stress Lesson Plan

Lesson Plan
Lesson Title: Food and Water Supplies Under Stress Grade:11
Description: Start this lesson with the water bottle example to show students how little of fresh water we actually
have on Earth (instruction found at the bottom on lesson plan). Try to create bias emotions at the begining of class
about Canada being "water rich", to later give them a bigger shock when you talk about Canada's water issue for
Indigenous peoples. Make connections to the mining lesson and talk about how much a mine contaminates the fresh
water. Then split students into small groups (3-5 people) to make a list of how/when they use water in their everyday
lives, ranking them in order from what uses the most amount of water to least. Get the class back together and make
sure to add more to list, add things they may not have thought of (there's a list at the bottom of the lesson plan) and
how much water certain things use. Send the students back into their groups, but now instead of their own identity
give them a description of a different situation to consider (example: living in a remote northern community). At the
very end show the youtube video and send them off with their waterlogs.
Grade 11:
B1. analyse social and economic issues related to an environmental challenge, and how societal
needs influence scientific endeavours related to the environment
C1. analyse initiatives, both governmental and non-governmental, that are intended to reduce the impact of
environmental factors on human health;
C1.1 analyse grassroots initiatives that are intended to reduce the impact of environmental factors on human health
C1.2 evaluate the effectiveness of government initiatives that are intended to reduce the impact of environmental
factors on human health
Learning Goals
I can understand the little amount of water on Earth we can use
I can comprehend an average amount of water I use in my daily life
32
I am aware that not all of Canada has access to, or the same amount of clean water
Learn how climate change and environmental issues affects our, and other people's water and food supply
Success Criteria
- How well the students articulate their answers in group discussion (to teacher and other students)
- How invested are they in the activity
- What they write on the white boards
- How much information is provided in their water logs when later collected.
Assessment
Assessment Tool: Student participation, what's on the whiteboards, water logs and willingness to learn.

- IPPE teacher will read/watch and understand the full lesson plan.
- Look at what they did for the ring of fire mining lesson plan.
- Product expectations may alter depending on what students can physically and intellectually provide
(students can contribute what they can to their groups).
- Alterations may include (but are not limited to) having an IE help, extend the discussion to next class, and
allowing people to submit their waterlogs in different forms (ex; drawing, charts, electronically, ect).

Youtube videos; https://www.youtube.com/watch?v=Arnqpnm70Ng & https://www.youtube.com/watch?
v=Gsg6eUhFDDo
Two Nalgene bottles (one filled with water)
"Identity sheets" (one per group, print 10 copies)
Overhead/ Smartboard
Journals/ paper for their waterlog
- Classroom
Cross- Curricular
- Social Studies, mathematics

- Listen
33
- Open lesson with the water bottle example of how - Participate in small group introduction
much fresh water we can use on Earth discussion/ ask questions/ make comments
- Explain what they are about to do; split into small
groups, brainstorm how and how much water they
use on a daily basis.

- Hand out the whiteboards and markers - Brainstorm, write down and share their
- Give students 5-7 minutes to brainstorm how/when thoughts
they use water in their everyday life - Engage in group discussion
- Get students attention and discuss - Watch the video
- Show students certain water stats.
- Try to talk as if Canada is very "water rich"
- HING QUESTIONS:
- Do you think clean water should be a
human right? Where in the world do you
think people do not receive this right?
- How many communities in Canada do you
think do not have access to clean water?
Answer: 160 !
- Give students a "new identity" for their groups and
give out the identity sheets
- show; https://www.youtube.com/watch?
v=Arnqpnm70Ng
- Give another 5-7 minutes to review their old list
and add up how much it would cost them with their
new identity. Then give them a chance to make a
new list. "What would you cut out first?"
- Share more stats for Indigenous communities
- Show Canada's Waterless Communities:
Neskantaga Youtube video (warn students of the
heavy content)
v=Gsg6eUhFDDo
Consolidation & Connection(Reflect and Connect) 10-15 mins
- Recap the lesson and present their waterlog activity
consider different situations in Canada which a lot of people are not aware of?
views/ feelings on water in Canada?
- Discuss with their friends and family about how much water they use
- Make waterlog journal and a water reduction plan
Water Bottle Introduction Exercise
34
The purpose of this activity is to emphasize the limited supply of freshwater

worldwide. Freshwater, the bodies of water containing low concentrations of
salt, is being used at a higher rate than it is being renewed, and climate
change threatens to further reduce its availability. Demonstrate the
availability of freshwater by drawing one liter of water into a bottle (one liter
being 34 fluid ounces). Pour 33 ounces of the water (roughly 97%) into a
second container. The water in the second container represents the amount
of water on Earth that is salt water, and the remaining water in the first
bottle is the amount of freshwater on Earth. Next, pour 1 ounce of the
remaining water from the first bottle into a third container. This amount
(about 2% of the liter) represents the amount of freshwater that is locked in
ice caps and glaciers. The remaining water in the original bottle, 0.3% of the
liter, is the amount of freshwater available for everyday use. This represents
all the potable water found in rivers, lakes, streams, and groundwater
aquifers on Earth. This demonstration shows the relatively small amount of
freshwater water available to support all the living beings on planet Earth
Water Stats:
Average person uses approx. 329 liters per day
Bath - 80 litres
5 Minute Shower - 35 litres
Power Shower - 125 litres in less than 5 minutes
Brushing Teeth with Tap running - 6 litres per minute
Brushing Teeth with Tap off - 1 litre
W.C. Flush standard - 9 litres
W.C. Flush modern - 6 litres
Washing machine modern - 45 litres
Washing machine - 65 litres
Dishwasher - 20 litres
Washing car with Bucket - 10 litres
Hosepipe - 9 litres per minute
NEW IDENTITY
You are a young adult living in Naskantaga community in northern
Ontario, which is a fly in community. Your whole life you have been
under a boil water advisory. Meaning, everyone needs to boil any water
they plan to have consumed. Even the water you use to wash cloths or
your dishes can cause you to get sick or a rash on your skin. You
cannot go swimming in the beautiful lakes and rivers around your
home or there is an extremely high chance you will get a horrible rash
all over your body. Sometimes even when you boil the water, the
35
contamination is so bad you still get sick. Your community has bottled
water flown, or driven in on ice roads ($6.00 for 1 liter). Depending on
how much money you have that month/week depends on how much
clean water your family gets. If there is bad weather, or the weather is
too warm to form safe ice roads in the winter, you water supply will be
affected. You need to be very mindful of how much (if any) water you
can use to brush your teeth, put in your food, wash yourself or wash
your clothes/dishes.
36
Alternative Ways
Introduction
Overall this lesson is very self directed. Students have a lot of choice
for what they want to research, but are assigned one of the seven
grandfather teachings to bring awareness to Indigenous practices and
perspectives. It connects to my theme of current environmental issues
because the students are asked to pick either a product or activity that is
currently contributing to an environmental issue, for example plastic water
bottles. There are a couple different roles needed for this assignment;
researching and art which allows students to work with their strengths. It is
great for IPPE teachers because the seven grandfather teachings can
connect to many Indigenous students from different places, it gives students
freedom of what they want to research, incorporates art and group work. The
seven grandfather teachings can also be connected to repairing all
relationships, not just between humans and nature but all humans
relationships with each other.
Incorporating the seven grandfather teachings respects the fact that

Indigenous practices and perspectives are involved in solving current
environmental issues. They can help contribute to a much healthier planet in
many different aspects. It proves that Indigenous practices are not mythical
or "frozen in the fur trade", but rather very needed in our euro-western
culture.
Indigenizing
By including the seven grandfather teachings in this lesson and

starting a class discussion about Indigenous perspectives will hopefully spark
any Indigenous story tellers to speak up. Whether in front of the whole class
or just to their classmates will both be meaningful to share their knowledge.
The teachings also offer very deep meanings and ways of life one can live by
37
for a better community in and out of school. Connecting these wonderful

strong perspectives can lead to cooperation, mutual benefit and partnerships
with FNMI families, communities, or organizations?
Considering different learning styles I included a research component

and an opportunity for creativity and expression. There is a class discussion
and group work for students who work better with others. The final product
of the lesson is combining all the different poster pieces into a big circle
which will hopefully inspiring students to contribute to the final class product.
Which also promotes a holistic lesson.

Context
If needed, students are welcomed to work on their poster outside of

class time but I will try to keep students on task and prevent them from
needing to. Since students have the freedom of picking their own topic to
research, I may need to suggest some changes if the topic is not relevant or
can be very easily argued against (which might make their research hard and
take a long time).
Conclusions
In conclusion, this lesson is very holistic, includes Indigenous

knowledge, compliments different learning styles and fits in very well with
my topic of current environmental issues. There is a lot of freedom for the
students but I can guide topics/ discussion in different ways if needed . The
seven grandfather teachings provides deep connections for all students and
makes the lesson very holistic in the end. This is a great lesson for IPPE
teachers to use and I plan to incorporate it in my future classroom.
38
Alternative Ways Lesson Plan

Lesson Plan
Lesson Title: Alternative Ways Grade:11
Description: Using the Internet and other resources, the students will be able to research a product/activity known for
its negative environmental impact, reasons for the designation, and identify realistic alternatives. Students will be
separated into 7 different groups and given one of the seven grandfather teachings to focus their answers for
alternatives. The students will also list advantages/disadvantages, costs, and other variables related to the use of the
products. They have to create a poster with their information which will then be able to connect to the other 6 to
create a full circle
Grade 11:
E2. investigate the effectiveness of various waste management practices;
C3. demonstrate an understanding of various environmental factors that can affect human health, and explain how
the impact of these factors can be reduced.
E2.5 investigate a local, regional, national, or global waste management practice
39
C3.4 describe measures that can reduce exposure to environmental contaminants
Learning Goals
I know what the seven grandfather teachings are.

I can understand the connection of practicing the seven grandfather teachings and more ecological ways.
I am aware of current products/activities causing environmental issues
I can record and present my findings on a poster
Success Criteria
- What research they put on their posters
Assessment

Assessment Tool: Student participation, completion of posters and answers to the group discussion questions.

- IPPE teacher will read and understand the full lesson plan and resources - should read all about the 7 grandfather
teachings
- Make sure you have all the materials and extras
- IPPE teacher can look into bringing in a poster of the 7 grandfather teachings

- Alterations may include (but are not limited to) having an IE help, doing their poster electronically and/or
switching group members around.
7 pieces of bristle board, cut so they can connect as a circle
laptops/computers
Art supplies (scissors, markers, pencil crayons, glue, ect.)

- Classroom, hall or library
Minds on: Motivational Hook/ Engagement/ Introduction 10-15 mins
40
- Start class with an open discussion about how a - Listen

huge cause of the evolution of environmental - Participate in class discussion
problems is the fact that people are not as - Ask any questions about the activity.
connected to nature. - Split into groups, take supplies
- Talk about the seven grandfather teachings and
how if we follow them, we could have a
healthier environment worldwide.
- Explain the students tasks for the class;
- split into 7 groups, research a
product/activity contributing to an
environmental issue, find a
solution/alternative and connect it to the
teaching assigned to them.
- Split students into seven groups, and give them
their section of the circle (piece of bristle board)
- Have other art supplies (markers, scissors, ect.)
in the class
- Allow students to move to different areas in the - Go to a place where their group will be most
school if they will work better. productive
- Go around and make sure students are on task. - Hand in their section once finished to hang up
- Give students a 10 minute warning to wrap up.

- Ask students if they can make connections to all the teachings and their researched topic
- Hang all the posters up together.
- Hang up the posters as students finish

- Allow students to take them home if really needed.
- Do a debrief once the circle of all the posters is complete (this may be another day)
change their views/ future actions?
- Students can take home their poster if needed.
41
History of a Cookie
Introduction
The history of a cookie lesson plan is a great hands on lesson that can
cover multiple current environmental issues. IPPE teachers can benefit a lot
from this lesson because of its many different resource tools, inclusivity and
variety of tasks/roles. It fits great into my theme because it can cover
deforestation climate change, clean air and even humans disconnecting from
nature. Not only does it cover this content, but it helps people get more
connected to trees. I added a few aspects to the original lesson to indigenize
it and make more connections. An important Indigenous perspective is that
everything is connected, everything can tell it's own story and every single
thing in life and nature has its own unique, important roles. By adding
locations of all Indigenous communities was my way t prompt the students
research to be more Indigenous, but my favourite part I added to this lesson
is asking students to write a life story from the perspective of the tree.
Overall this lesson connects to my theme but has much more valuable
hidden curriculum. I think it is great for FNMI students and all Canadians to
be have the chance to tell stories from different perspectives and gain more
knowledge about the beautiful things trees provide us.
This lesson recognizes Indigenous people by being aware that they

may learn in different ways, for example in groups, through music, videos
and/or giving options for how they can express their words (the tree life story
can be as creative as they wish). Recognition is also given through giving
location of Indigenous Communities. This aspect of the lesson is done to
have students research on a specific Indigenous community, what cultural
practices they us that specific wood for, what animals are there, ect. This
also allows Indigenous knowledge to enter the class. It is also a great chance
for students in the class to share any Indigenous knowledge they may know
or have heard. Indigenous representation is more centric than Indigenous
voices in this lesson but encourages students to do that through research
Indigenous stories, artifacts and history.
Indigenizing
Indigenous thinkers, writers, artists and story tellers are all given a
chance to shine through this lesson. The thinkers can put together the
logistics, artists can choose how they want to express the story and story
tellers can tell all their craziest stories through the trees life. The Indigenous
42
knowledge is not the most evident, but the locations given will make it
evident once researched. Once they type any of the location into the internet
they will be presented with a ton of Indigenous knowledge from different
communities which then allows students to talk and teach each other more.
This also creates the opportunities for students to find things they may have
been doing their whole life and connect it with Indigenous practices, for
example drinking cedar tea. It makes connections to everyone (Indigenous or
not) needing trees for the man wonderful things they can offer us which can
also help diminish some misrepresentations.
The things I have added to this lesson I believe makes it a lot more
holistic, inclusive and welcoming. By opening the lesson with a song (which
also has a video to go with it for more visual learners) I hope to catch a lot
more students attention and aid to different learning styles. I know a lot of
people also connect very well to music. I then also, almost always, give the
students the option to work in groups or individually. I want students to do
what works best for them. I also decided to add another short video
explaining the tree rings to help different types of learners in the classroom.
It is also great because it makes connections with literacy and math to
natural resources, which Indigenous students may be able to connect better
to. When it comes time to do research and share knowledge about what
trees may witness or be used for is a great time for Indigenous students to
take leadership and share their own, or families stories.

Context
This lesson could very easily be extended and I could ask students to
present/share their tree stories. I think that would be very interested and
great to hear each student read their own story. Running a macro-model on
what happens inside a tree trunk would also be really great. Macro-models
are amazing, full body engaging activities. The large range of resource
varieties and choice of expression leaves little room needed for adaptations
to allow students to do the work. If there was a student in the class, or had
family from a remote community and wanted to research there, it would be
no problem to allow that to be their location.
Conclusion
43
Overall this lesson compliments all learning styles and incorporates

Indigenous knowledge. There is a lot of room for a variety of students to
engage in different ways and use their strengths. As an IPPE teacher I think
this is a great lesson to use closer to the beginning of a class/semester
because it does not dive into any "heavy issues" and allows the students to
do most of the research themselves. It is a great introduction to introduce
Indigenous views and knowledge into the classroom without you forcing it/
dumping big topics. It also fits great into my theme of current environmental
issues by connecting to the land, bringing up topics such as deforestation
and climate change.
History of a Cookie Lesson Plan

Lesson Plan
Lesson Title: History of a Cookie Grade:11
Description: Walk into the classroom and play the song from the Youtube link. Ask them what they think it is about
and then guide the conversation towards trees, using them to tell climate change history and deforestation. Then
going over trees and the different parts of a tree cookie. Talk about the tree rings and parts, what they represent and
the years. Get students to place nails from the outer bark into the pith with a piece of masking tape stating it's age.
Then hand out the different cookies from different tree species and their "location card" (a piece of paper showing
were this tree lived) and get students to research their tree species while filling out the worksheet and then write a
made up life story from the perspective of the tree. Let students work in groups/partners or individually for the
worksheets and their tree's life story. The locations are all in remote Indigenous communities which will lead student
to do research about what the people do on the land with the trees.
Grade 11:
C3. demonstrate an understanding of various environmental factors that can affect human health, and explain how
the impact of these factors can be reduced.
D3. demonstrate an understanding of conditions required for plant growth and of a variety of environmentally
sustainable practices that can be used to promote growth.
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C3.2 describe the effects of a variety of environmental factors on human health
C3.4 describe measures that can reduce exposure to environmental contaminants
D3.2 describe the basic requirements for plant growth
Learning Goals
I can identify the parts of the inner tree from the bark to the pith of the tree
I can understand climate change history, different uses for trees and deforestation
I can understand that the rings of trees can tell history of climate change
I can create a story about a tree's life from a tree's perspective.
Success Criteria
- How much they have filled out on their worksheets
- What is their tree life line like and story
Assessment
Assessment Tool: Student participation, information on worksheets, in the stories and willingness to learn.

- IPPE should watch all the videos before hand, and know the locations
- Print out worksheets and location slips.
- Alterations may include (but are not limited to) having an IE help, make the timelines/ stories due another
day, and allowing people to switch groups.

a cookie or a cross section of a tree that shows the growth rings (2 white birch, 2 cedar, 2 black spruce and
2 trembling aspen). It is nice if the bark is intact but not necessary (7-10 year old tree would work best)
small finishing nails
masking tape
markers or pens
poster board or construction paper (art supplies)
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hammer
Laptops/computers
Location slips
Cross-Curricular
Biology, history

- Walk in and play the Youtube song; - Listen
https://www.youtube.com/watch? - Participate in small group introduction
v=RwBI2AzG0mQ discussion.
- Ask the students what they think the song is - Ask any questions about the activity.
about, lead them to talk about ecological -
literacy, and then more specifically trees!
- Talk about trees, and their importance of what
they supply us (tells us the history of climate
change, provides us shelter, fire wood, ect).
- Go over the different parts of the tree cookie
together (pull up and keep the picture of the tree
cookie on the overhead/smartboard)
- Watch this Youtube video to give students a
better understanding of the tree rings;
v=mbdur2TjTbk

- Get the individuals/ small groups to come and - Get into small groups (no more than 3)
grab one tree cookie, a hammer, a handful of - Get their wood cookie, hammer, nails, masking
small nails and masking tape (5 mins) tape and worksheet.
- Give students 10 mins to place their nails and - Get a location and start doing research
fill out the worksheet. - Write their tree life stories (from the perspective
- Hand out the location slips according to which of the tree)
tree ring the group took.
- Let students grab their own/ the school's
laptops and/or go to the library to work and
research.
- Make sure any art supplies students may want
to use to write/ create their tree life's story on is
available in the classroom.
- Give students time to write their tree's life story
(students can be as creative as they want with
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this; quality over quantity) (approx. 25 mins)

- Assign any unfinished work as homework

- Did you ever think of using a tree to tell history?
- What was it like to think from the perspective of a tree?
- Did you learn anything new about how other people may use trees?
views/ feelings on trees?
- Discuss the experience with their friends and how it felt to think from a tree's perspective.
- Finish their story about the tree's life, from the tree's perspective.
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Locations:
- Fort William First Nation (trembling aspen)
- Attawapiskat (white birch ring)
- Fort Severn (black spruce ring)
- Matachewan (eastern white cedar ring)
Possible questions to ask for your story;

- What animals live amongst me? Or in me? What are their habits? Who
hunts who?
- What have I witnessed happen to my fellow tree friends? Have
humans taken them and not me (or vice-versa)? Why? Do animals use me
or them, or both? Why?
- Have any major environmental events affects my ecosystem? How
did the other trees, animals and myself react?
- Was anything protecting you (or part of you)/ was there something
causing a lot of exposure making one side of you grow faster than
the other?
- Did humans use you for any resources or practices?
- What is the main thing you can tell a human now that they have a
piece of you?
Name: __________________________
But we shouldn't be concerned about trees purely for material reasons, we should
also care about them because of the little puzzles and wonders they present us
with. Under the canopy of the trees, daily dramas and moving love stories are
played out. Here is the last remaining piece of Nature, right on our doorstep, where
adventures are to be experienced and secrets discovered. And who knows, perhaps
one day the language of trees will eventually be deciphered, giving us the raw
material for further amazing stories. Until then, when you take your next walk in the
forest, give free rein to your imagination-in many cases, what you imagine is not so
far removed from reality, after all!
Peter Wohlleben, The Hidden Life of Trees: What They Feel, How They
Communicate Discoveries from a Secret World
Type of Tree: ____________________________________

Location: __________________________
Approximate Age: __________________
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Are there any major

environmental events
obvious on your tree cookie
(really thick or thin rings)? If
so, what could have it been?
What animals could use me?

(for food, shelter, practices,
markings?)
What kind of climate does
your tree need to survive?
(very wet, dry, versitle, ect.)
What type of forest are you
found in? (ex. boreal)
Are the rings on one side of
the tree thicker than the
other? What could have
caused this? (facing south,
wind, was one side being
sheltered?)
What could humans use you
for (resources for survival/
cultural practices)?
Some Like it Cold

Introduction
"Some like it Cold" is a great lesson to bring awareness of the

importance of a cold climate for not just northern communities, but for all of
Canada. It is great for IPPE teachers because it is not a "forceful" way to
incorporate Indigenous knowledge and content and does not dive into any
heavy issues right away. Like my "History of a Cookie" lesson I think it is a
great beginning of a semester/year activity to slowly incorporate an
Indigenous theme into the class. It is also a great lesson because it makes
connections to all people living within Canada's borders because we all rely
of the cold climate for our current life styles and are all treaty people. It fits
49
very well with my theme because climate change is the most advertised
current environmental issues which is connected to all people.
The few things I added/change about this lesson makes it more hands
on and for a higher grade level. Adding the "around the world" game for an
introduction and debrief makes it more holistic, gets students minds thinking
and involved. I made it so students first look at the treaties and then pick a
community within a treaty, opposed to the communities in more northern
Canada. I thought it would be nice to bring awareness to the northern
community lifestyles in our own province, and not all of "the north" is in the
territories. It is closer to home for more people than they think.
This lesson recognizes that there are Indigenous people by giving the
students a map of the treaties and making them need to pick a northern
community. It recognizes that there are many communities not along the
southern border of Canada which a lot of people may not be aware of. It is
great to bring awareness that we all rely on our colder climate within this
country, but the affects of climate change are more negative and noticeable
than southern lifestyles. It is also harder to adapt to because of the harder
access of resources and how much Indigenous communities rely on the land.
This is a present day problem for northern communities and allows students
to research Indigenous ways of life (both present and historical).
Indigenizing
This lesson gives Indigenous thinkers to shine and share their

knowledge and even pick their own treaty/community. If there are any
Indigenous students in the class they can step up as a leader and share it
through writing on the whiteboard and/or sharing stories through group/class
discussion. The Indigenous content is very relevant to all of Canada because
all of Canada relies on the colder climate for our environments, ecosystems,
resources, recreational activities, ect. It allows students to look more into
their culture or bring awareness to Indigenous culture. This is a great
learning opportunity to learn and respect FNMI identity and make
connections to all people's ways of life within a colder climate. It fosters
resilience for FNMI because they are not forgotten even though they live
further away than the majority of Canada's population.
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By adding "around the world" game for an introduction is done to help

students get engaged and open to talking about the topic. I think adding the
same activity at the end as a debrief makes it holistic and a great way to
close the lesson. There is a great variety of tasks and resources used through
this lesson to make sure students can enjoy at least one part (hopefully all)
of it. There is group work to help students share and gain knowledge from
each other and to most importantly build relationships. The brainstorming
points will be written on whiteboards so that there is no pressure on students
to sit alone and write just their own thoughts, but also allows opportunity for
leaders to step up and talk/write. This lesson allows the class as a whole to
fill in the "gaps" for some students weaknesses and fill them with cohesive
team work.

Context
If there are any student in the class from northern communities or

have family in one I would definitely encourage them to pick that treaty and
community. It is an easy adaptation of specific content to make the lesson
more personal. If students are very interested in this lesson it would be very
easy to extend and either do it again with different communities and/or make
future lessons/projects based on the community they have researched.
Conclusion
The outcome of this lesson is very great for IPPE teachers by having
many inclusive aspects, providing students to step up as leaders to share
their knowledge and focuses on a current environmental issues. The specific
environmental issue of climate change is a great way to connect all people
living within Canada's borders (both Indigenous and non-Indigenous). By
allowing the students to have a little freedom and pick their specific treaty
and community makes it more personal, and allows opportunity for me (or
any IPPE teacher) to learn from the students.
Some like it Cold Lesson Plan

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Lesson Plan
Lesson Title: Some Like it Cold Grade:11
Description: This lesson focuses on our knowledge and certainty of global warming. Many settlements are being
affected and it is predicted that they will be even more affected if the warming trend continues. While many of those
communities are large cities in low-lying areas around the world, some are smaller communities situated in Northern
Canada/Ontario, where people rely on such consistencies as permafrost in order to carry on daily social and
economic activities. This lesson begins with finding out where northern Canadian communities exist, specifically in
Ontario. Students will be separated into groups and given a treaty, and pick a community. As a group they will
brainstorm then research what the climate is like there, how it affects their community (economically, recreationally,
culturally, ect.) and what would happen if their climate rises more? End the lesson with another game
Grade 11:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating
and planning, performing and recording, analysing and interpreting, and communicating);
B1. analyse social and economic issues related to an environmental challenge, and how societal needs influence
scientific endeavours related to the environment;

A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources,
including electronic, print, and/or human sources, using suitable formats and an accepted form of academic
documentation
B1.2 analyse ways in which societal needs or demands have influenced scientific endeavours related to the
environment
Learning Goals
I can identify different treaties and northern communities
I can understand the negative effects of a warmer climate for places that have been built around the cold
I am aware of northern communities
I can work with classmates
Success Criteria
- How well they can read/understand the maps
- How much they have filled out on their whiteboards
52
- What connections they make to the climate changing the communities

Assessment
Achievement Chart Categories: Understanding, knowledge and application
Assessment Tool: Student participation, reading maps, information on whiteboards, and willingness to learn.
- Look up how climate change is effecting the northern communities to help give input and ideas
- Product expectations stay the same (it's all group work, students can play to their strengths)
- Alterations may include (but are not limited to) having an IE help, extending the group discussion to another
day, and allowing people to switch groups/ picking their own treaty/community.

A few maps of Canada (one with the treaties)
A globe would be helpful (not mandatory)
Laptops
Cross-Curricular
History, Geography

- Play "around the world" with the question of - Listen
what you love about living somewhere with the - Participate in the game
cold, snowy winter season? - Get students to - Answer the question.
stand up, throw a ball around and have each - Ask any questions about the activity.
student who catches it say their answer, and
then sit down. The game is over once everyone
is sitting and has answered.
53
- Get the individuals/ small groups (3-5 people, - Get into small groups (3-5)
depends on how many maps) - Read/observe the map
- Give each group a map - Pick a community
- Let students brainstorm for 10 mins. - brainstorm ways the cold climate is needed for
- Get students to share with the class and then their life there.
tell them to put at least three more points - Share their thoughts with the class
(students can now use laptops) - Do research/ brainstorm more and add at least
- Give students more time to brainstorm/research three more to the list
in their groups for another 10 mins - Share their new findings
- Given students a 5 minute warning to wrap up
their thoughts and prepare to share with the
class.
- Allow each group to talk for a max 3 minute.
Consolidation & Connection(Reflect and Connect) 10-15 mins
- Play around the world again and ask the following questions;
- Did you learn anything new?
- What was the most shocking thing you learned?
views/ feelings on northern communities?
- Discuss the experience with their friends and how it felt to think from a northern community's perspective.
- Spend more time sharing the climate and lifestyle guesses that were made in the lesson.
54
Go Fish!
Introduction
This lesson is an example of IPPE teaching because in incorporates

Indigenous knowledge through the resources and the content, which focuses
on Indigenous practices. Focusing on Indigenous practices being a solution to
a more sustainable and healthy environment in relation to how they harvest,
hunt and fish connects to my theme of current environmental issues. This
lesson represents overfishing, but through the discussion can and will be
connected to any resource the western European culture is taking too much
of. The main activity is not altered from the original source, but opening the
activity is done through presenting one of Norval Morrisseau's paintings, who
is an Anishinaabe woodland artist and the painting represents the fishing
scence. It represents how we are equal and connected to the fish, and all
things in nature. The original source also focuses on the tragedy of
commons, which I will still explain to the class but then I can connect that
theory to the real life situations/misuse of the treaties here in Canada. By
educating and making the connection to the use of Indigenous practices and
a healthier Earth can help repair and strengthen the relationships being
Indigenous and non-Indigenous people.
By using woodland art and making the connection of the story it tells
to one of our world's current environmental issues allows recognition that
there are Indigenous people/knowledge connected to this content. It is
mainly connected because the Indigenous practices in relation to their
relationship with the land is a way of life that is better for the health of both
humans and nature. The representation of Indigenous peoples in this lesson
plan shows that the practices they have been doing for hundreds of years
are the best for keeping our land healthy and usable for us all to live. It is
now even more relevant because we have unfortunately came to a point with
our Earth where it has been extremely damaged, and the vast majority of the
population desperately needs to change our interactions with the land.
Indigenizing
Norval Morrisseau, an Anishinaabe woodland artist is the main

resource used to open this lesson and will hopefully show any Indigenous
artists in the class that they are respected and acknowledged. If there are
none in the class, this will maybe spark an interest for students. Either way,
55
an Indigenous artist is being acknowledged and respected in this lesson.

There are many connections made to Indigenous knowledge and specifically
for issues/ practices in Ontario. Woodland art is the Indigenous art for the
people in Ontario, fishing is a huge practice/sport/ recreational activity in this
province and we have had issues with overfishing. This give students in the
class, and school the opportunity to learn about Indigenous connections and
practices with fishing, harvesting and hunting. Especially since this lesson
focuses of the Indigenous practices as a better way for people to live with
nature in a healthier manner, it really nurtures cultural pride.
This lesson plan considers different learners in the class by

incorporating personal critical thinking time (for the painting), art resources,
a group activity, filling out a work sheet and class discussion. By opening the
lesson with Indigenous art is a way to hopefully get any Indigenous students
engaged in the lesson right from the beginning. By making the connection to
the Indigenous practices being better than the western European tragedy of
commons theory also will surely give Indigenous student the confidence in
being successful in my class and hopefully in their other classes. This lesson
incorporates literacy, numeracy and critical thinking and all makes
connection to fishing, which is a common practice Indigenous students will
more than likely have had experience with. If they have not had person
experiences, fishing is still a huge part of Indigenous culture which students
can connect to.

Context
A wonderful extension for this activity could be to get students to

create their own piece of woodland art representing human's relationship
with nature, and a more ecological way of living. If I had an extremely artistic
group of student, I would love to use that extension. Even if the students do
not appear artistic, I still think that would be a great activity to follow this
lesson. Some adaptations that could be made to this lesson is to change the
main content of fishing to hunting or harvesting. I could use a different piece
of art and look up a different Indigenous practice that may be more
prominent in whatever area I might be applying this lesson.
Conclusions
56
Go Fish overall is a great lesson for IPPE teachers. It incorporates

Indigenous art, Indigenous practices and connects it to the health of our
environment and ecosystems. There are many different aspects of the lesson
for different learners to feel comfortable and successful with the content.
With this lesson there is group work where students can share their own
knowledge if they wish about art, fishing, family experiences and/or other
Indigenous knowledge. It provides opportunity for students to tell their own
stories. It fits perfectly with my topic of current environmental issues
because overfishing is an issues happening worldwide, especially in Canada.
Hopefully all students of any background or culture can take away the
message of respecting the land is better for us all.
Go Fish! Lesson Plan

Lesson Plan
Lesson Title: Go Fish! Grade:11
Description: Go fish is an activity to represent the tragedy of commons theory, but can just as equally be connected to
the misuse of the treaties here in Canada (which is no theory). Class will start with students observing and creating a
personal reflection for what they think the Boy and Fish painting by Norval Morrisseau represents. Then they will
move into a hands on activity to represent overfishing, but can represent many other situations of overusing
resources. This also represent two different cultural ways of living. The tragedy of the commons is a theory for the
white western European culture and this lesson brings recognition to the fact that Indigenous practices and
perspectives with the land could be the answer to a more sustainable way for all to live.
Grade 11:
about them.
B3.1 identify some major contemporary environmental challenges, and explain their causes (e.g., overfishing) and
effects
57
B3.5 describe a variety of human activities that have led to environmental problems (e.g., overfishing) and/or
contributed to their solution (e.g. Indigenous practices)
Learning Goals
I understand what the tragedy of commons is and can relate it to treaties.

I can understand the importance of sustainable practices/ Indigenous practices for the land
I am aware of populations, resources and environments
I understand the concept of diversity and adaptations
Success Criteria

- How much they have filled out on their worksheets
- How many questions/how they answer the discussion questions
Assessment
Achievement Chart Categories: Understanding, inquiry and application

Assessment Tool: Student participation, completion of worksheets and answers to the group discussion questions.

- IPPE teacher will read and understand the full lesson plan and resources - should read all about the Boy with Fish
painting from the Art Gallery of Ontario website.
- Make sure you have all the materials and extras
- IPPE teacher can look into bringing in a poster of the Boy and Fish painting.

- Alterations may include (but are not limited to) having an IE help or using straws where they can suck air up
to move the goldfish instead of their fingers with the chopsticks.
1 pair of chopsticks for each student
16 goldfish crackers for each group of four
1 dish for each group of four
1 worksheet per group
58
A picture (or poster if found) of the Boy with Fish painting.

- Classroom
- Start the class by bringing up Norval - Listen

Morrisseau's Boy with Fish painting. - Think independently, about what the Boy and
- Tell the class who Norval Morrisseau was and Fish painting represents
the background of woodland art. - Ask any questions about the activity.
- Ask the class to take a couple silent minutes - Split into groups, collect resources
and just brainstorm (independently) about what
they think the painting represents, and keep it to
themselves.
- Keep the painting up, but start tell the class the
instructions for the Go Fish game (instructions
attached below)
- Split class into groups of four
- Hand out the supplies
- Ask if students have any questions/comments
- Time the fishing segments of the activity (2 - Listen, ask and questions/make comments as
minutes for each year) needed
- Remind student they cannot talk during the - Play the first part of the game (do not talk!)
game! - Participate in class discuss for the first 6
- Explain the reproduction stimulation after the questions.
first year. - Play second round.
- Discuss the first 6 questions attached.
- Play the second round
- Do a debrief for the rest of the attached discussion questions (7-13) for the activity
- Turn the class discussion back to the painting, and talk about the representation of certain aspects
" This painting suggests a fishing scene. Fishing is one of the many ways First Nations peoples sustain themselves. It
is possible that this work is connected to a memory in Morrisseaus own life, or a traditional story from Anishinaabe
culture.
Notice that the fish are as large as the boy. This implies that nature and animal life are as significant as human life. A
spirit line or energy line connects the two fish together, over the boys head." Art Gallery of Ontario
- the fish are standing with the boy, the boy is not holding the up like he is superior compared to them; the
animals are all equal.
- the spirit line connects the two fish together
- the artist is expressing a form of friendship, it's not dark, or sad, they are all content in the moment
59
- the man is respecting the fish; human are animals. We were made to live respectfully in the wild, and practice
respectful, sustainable ways for nature to continue in a healthy manner.

- the colours are the same colour; we all see the same world
change their views/ feelings on northern communities?
- Discuss the experience with their friends.
- Get students to make their own woodland art that represents an Indigenous practice which will benefit a
more sustainable/ ecological future
- If there is a lot of time left in class, bring up the 7 grandfather teachings and make connections to
sustainable living and respecting nature.
Procedure/Instructions:
1. Each one of you represents the head of a hungry family. In order for your family to
survive, you must catch enough fish for them to eat. The only food source is a small local
lake which can hold up to 16 fish.
2. Once a year you will get a chance to fish and each time you fish you may take 0, 1, 2, 3,
or 4 fish from the lake. It is your choice how many fish you take!
One fish: Your family starves.

Two fish: Your family survives.
More than 2 fish: You can sell them for a profit.
3. You will fish for 5 years. After each year of fishing, fill in the Data Table for Game #1.
4. The fish in your lake will reproduce once a year. Keep the fish that you catch in front of
you. (You will be able to eat them later!)
5. At the end of each year, your teacher will add more fish to the lake to simulate
reproduction.
If any family has starved then you cannot fish the next year!
6. You are not allowed to talk or communicate while fishing!
7.Do not begin until the teacher says to start fishing.
8. After the first game, answer discussion questions 1 -- 6. You may discuss the questions
with your group, but you should each write your answer in your own words. Remember to
always answer your questions in complete sentences so that a reader would understand
your answers even if he or she did not know the questions!!
9. After you have answered discussion questions 1 though 6, begin Game #2. Fill in the
Data Table after each round. Remember, you MAY NOT communicate with each other while
fishing!
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10. When you have completed Game 2, answer the rest of the discussion questions.
Go Fish! Discussion Questions

1.Did anyone in your group take too many fish? What was the consequence?
2. How did it make you feel if anyone did take too many fish?
3. Did everyone in your group try to take as many as possible? Why or Why not?
4. Does our society in southern Ontario reward those with the most? How are Indigenous practices
different?
5.Did anyone sacrifice the number of fish they caught for the good of the community? Why or why
not?
6. Does society ever reward that type of person? Is it different for Indigenous practices?
Play another round!
7. In Game 2, did you change your strategy? If so, what did you do differently and why?
8.Is it possible to maximize the number of fish caught per person
AND the number of fish remaining in the lake? Explain.
9.Think of a local commons in urban areas that you are familiar with. (e.g. parking lots, public
bathrooms, parks, the school cafeteria, the hallway, etc.) Do similar situations arise? Explain.
10.How might those problems be solved? Be specific!
11. What are some natural resources that are common resources?
12. What are the global commons? Are these being used wisely? Explain.
13. What can people do to use these resources more wisely?
GO FISH!
Data Table #1
Group Names: ______________________________________
Number of fish Number of fish Number of fish

in the lake (after caught per caught per year
reproduction) person (by everyone)
Year One
Year Two
Year Three
Year Four
Year Five
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Total
GO FISH!
Data Table #2
Group Names: ______________________________________
Number of fish Number of fish Number of fish

in the lake (after caught per caught per year
reproduction) person (by everyone)
Year One
Year Two
Year Three
Year Four
Year Five
Total
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Conclusion
This toolkit is a resource I look forward to turning to for my

future teachings. I am happy with the theme I picked of current
environmental issues because I found it very easy to find topics I
am passionate about, connect it to Indigenous knowledge and
provide suggestions for solutions.
Compared to the beginning of the year, I have came a long

ways. I have learned more than I ever thought I would about
Indigenous history, knowledge, practices, perspectives and
worldviews. It has been a little emotional because of how
shocking some things are, but I feel I needed to learn this
knowledge. I now feel everyone needs to learn this knowledge
and am eager to go teach what I can. Through wonderful
experiences this course has offered me I feel a lot more
comfortable and passionate about working with Indigenous
people and forming relationships. I know am I not done learning.
Now that it is the end of this course I get to put my evolving

knowledge into action. As an IPPE teacher I like to identify myself
63
through my love of the outdoors and incorporating my new

knowledge into my passion. I have discovered a very strong
connection between my beliefs and values to many Indigenous
practices and perspectives. This discovery has allowed me to feel
many emotional connections through this course which amplified
my learning. Relationships and connections are something I have
always valued, but value even more now. I have found that they
are the answer to everything in teaching. Whether it is making
connections to the content or more importantly the students,
forming a relationship makes a magical difference. This course
has made a magical difference for me.
References
Boyer, A. (N/A) Department of Ecosystem Science and Management; History
of a Cookie, Retrieved from;
http://ecosystems.psu.edu/youth/sftrc/lesson-plans/forestry/9- 12/cookie
Brit Lab, (2013) Youtube; Why do trees have rings? James may's q&a,
Retrieved from; https://www.youtube.com/watch?v=mbdur2TjTbk
Canadian Geographic (2017) Globalization: Climate Change, Who Should

Take Action? Retrieved from;
http://www.cangeoeducation.ca/resources/learning_centre/lesson_
plans_docs/cdn_north_ipy/NT_S_Globalization_climt_chng.pdf
Canadian Geographic (2017) Lesson Plans; Some like it cold, Retrieved from;
http://www.cangeoeducation.ca/resources/learning_centre/matrix.asp
Earth Day Network, (2017) Climate Education Week; Food and Water
Supplies Under Stress, Retrieved from:
64
http://www.earthday.org/earthdaydotorg/wp-content/uploads/9-12-
LessonPlan-2.pdf
Earth Day Network, (2017) Climate Education Week; Filtering Water,

Retrieved from: http://www.earthday.org/earthdaydotorg/wp-
content/uploads/5-8-Lesson-Plan1.pdf
Earthwatch Institute, (2016) Education Lesson Plan; Go fish., Retrieved from;

http://earthwatch.org/Portals/0/Downloads/Education/Lesson-
Plans/Go_Fish.pdf
F-105 Music (2016) Youtube; No man's land - official video, Retrieved from;
https://www.youtube.com/watch?v=RwBI2AzG0mQ
Human Rights Watch (2016) Youtube; Canada's water crisis: Indigenous

families at risk; Retrieved from; https://www.youtube.com/watch?
v=Arnqpnm70Ng
Lauffer, B. (N/A), Department of Ecosystem Science and Management; Tree

Leaves: Determining the Characteristics they Share in Common,
Retrieved from: http://ecosystems.psu.edu/youth/sftrc/lesson-
plans/forestry/9-12/tree-leaves
Morrisseau, N. (1979) Art Gallery of Ontario; Boy with Fish; Retrieved from;
http://www.ago.net/boy-with-fish
N/A (2009) Forest and Oceans for the Future; Unit 7 Traditional Ecological
Knowledge and Climate Change, Retrieved from:
http://www.ecoknow.ca/curriculum.html
N/A (2011) Taptips; how much water we use. Retrieved from;

http://taptips.ie/downloads/HowMuchWater.pdf
N/A (2015) VICE: Canada's waterless communities: neskantaga, Retrieved

from; https://www.youtube.com/watch?v=Gsg6eUhFDDo
Puk, T. (2016), Healing the Ecological Self: Stop peeing into the drinking
water.
Simson, B. L. (2016) The Oldest Tree in the World, retrieved from;

https://leannesimpson.bandcamp.com/track/the-oldest-tree-in-the-
world
Teacher.org, (2017) Lesson Plans; Better alternatives, Retrieved from:

http://www.teacher.org/lesson-plan/better-alternatives
65
The Ministry of Education, (2008) The Ontario Curriculum Grades 11 & 12;
Science
Time Talent Resources (2014) Youtube; Ontario's ring of fire, Retrieved from;
Walter, J. (2016) CBC News Thunder Bay; Norton resources waits for roads to
the ring of fire, Retrieved from; http://www.cbc.ca/news/canada/thunder-
bay/thunder-bay-ring-of-fire- 1.3806947
66

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TOOLKIT LEAH POIRIER

Walking with Leanne Betasamosake Simpson

Stakeholders Simulated Meeting Over Mining/Mineral

Food and Water Supplies Under Stress

Some Like it Cold

What better way to acknowledge/ recognize Indigenous minds than to

through the interviews it is still storytelling and knowledge being passed on

The Indigenous knowledge is focused on land in Canada, but

Inclusive/ Welcoming Qualities

To increase engagement for First Nations, Mtis and Inuit students/

At the very end of the lesson I plan to do a sharing circle. By wrapping

Suggestions for Extensions and Adaptations to a Specific

Connecting Traditional Ecological Knowledge and Climate Change

______________ = Changed/ added content

Ontario Curricular Specific Expectations

CONSIDERATIONS FOR PLANNING

Resources and Materials

Lesson Delivery Format

What teacher does: What students do:

big the class is, we do not want too big of groups to

Action: During / Working on it 40 mins

Consolidation & Connection(Reflect and Connect) 25 mins

For each statement, tell:

1. There are fewer cockles available for harvesting today.

3. Herring are spawning at unpredictable times.

Data Collection: Observed

This affects the ice roads which

Walking with Leanne Betasamosake Simpson

Leanne Simpson is an Indigenous writer from Ontario and is the main

Inclusive/ Welcoming Qualities

Suggestions for Extensions and Adaptations to a Specific

Walking with Leanne Betasamosake Simpson Lesson Plan

______________ = Changed/ added content

Ontario Curricular Specific Expectations

transportation or power generation; waste disposal) and/or contributed to their solution

CONSIDERATIONS FOR PLANNING

Resources and Materials

5 tin cans with 1/5 of the lines attached.

The poem printed out/ accessible

Lesson Delivery Format

What teacher does: What students do:

Action: During / Working on it 40-50 mins

Consolidation & Connection(Reflect and Connect) 10 mins

- Allow students to ask any questions or make any comments.

The Oldest Tree in the World - by Leanne Betasamosake Simpson

You eleven times my age,

Your wrinkled grey skin is gorgeous,

Stakeholders Simulated Meeting Over Mining/Mineral

This lesson plan is really great at recognizing there are Indigenous

This lesson plan in particular is the most relevant and connected to

Inclusive/ Welcoming Qualities

students to contribute. It fosters leadership skills for students with all

Suggestions for Extensions and Adaptations to a Specific

Overall this lesson plan involves current Indigenous and environmental

Stakeholders Simulated Meeting/Debate Over Mining/Mineral

______________ = Changed/ added content

Subject: Environmental Science Time: 75 minutes

Ontario Curricular Specific Expectations

CONSIDERATIONS FOR PLANNING

Resources and Materials

What teacher does: What students do:

- Separate them into three groups (First Nation,

Action: During / Working on it 30 mins