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Lesson Title: Who are the Elders? What do they say?

Indigenous Connection to the Land

Lesson #: 11 Unit: The Changing Landscape Grade: 2/3
Subject: Integrated Unit; Science, E.L.A. & S.S. Time: 1-1:30 [30min]

Lesson Activities:
Learning Instructional Activities Student Activities Pacing
Ask students to join the circle, teacher on stool at Students join the
I can front circle
explain why
elders are Ask: What is an Elder? Called upon students
important *use popsicle sticks share what they think
people. an elder is
Explain: Elders are very important people in First
Nations families
I can Students Pair.Share. 5 min
illustrate Ask: Why do you think they are important people? share why they think
Pair. Share elders are important
4 drawings [prompt: keepers of knowledge, keepers people
2 or more of the earth, stories, histories, give advice]
colours in
each Intro:
Tell students 1st special job: Students listen to
# Write how What is going on in the story? How do the elders story, trying to listen
each might feel? for how the elders feel
be feeling in Body:
the story
Read book to pg 23

Ask: How do the elders feel? Why? Called upon students

Write and put on board share how the elders 15 min
Listening job: listen for how the land changes feel & put on board

Read book to pg 23 Students listen

Ask: How is the land changing?

[prompt: deforestation, mining, over-hunting, over- Students share how
fishing, the destruction of animal habitats] the land is changing
*ask: hands up

Listening job:
What were the elders asking us to do? What is our
job? Students listen for
elders message
Read book to end

Share ideas Students share their

Explain: the elders are asking us to listento start ideas about what the
elders are asking us
watching and to care
to do
How can we do that? What can we listen to?

Show sheet & explain criteria Students draw 4 of

the things we can 10 min
Hand out: sheets
*set timer [10] listen to in nature
Closure: students to hand in sheets
Curriculum Connections:
Content: S.S. Gr2&3 Relationships between people and the environment in different communities
ELA Gr2&3 Metacognitive strategies (talking and thinking about learning)
Letter formation & Legible handwriting
Explain why people, events, or places are significant to various individuals and
S.S. Gr2&3 groups (significance)
S.S Gr. 3
Recognize causes and consequences of events, decisions, or developments
(cause and consequence)

Assessment and Criteria:

SAY (what will student be able to say new vocabulary, verbal response to questions)
WRITE (how will students use writing skills to show what they have learned; what does this look like?)
DO (what actions/product will students complete to show understanding; what they have been taught)

S- Students will discuss what an elder is and will pair share why they are important to First Nations Peoples.
Students will participate in class discussion about how the elders in the story are feeling, how the land
changes, and what the elders are asking us to do.


D- Students will participate in class discussion. Students will complete drawing sheet, illustrating 4 areas in
nature that the elders suggest listening to.

Criteria: Clear criteria to assess what the students have learned from this lesson. Set out clear expectations
linked to Outcomes and Say, write, & do expectations.

4 drawings
2 or more colours in each
# Write how each might be feeling in the story

Materials and Resources with References/Sources:

Teacher Students
Resources needed: Pencils
Elmo projector
The Elders are Watching book
What can I listen to? worksheets x25
Paper sheets to write on and put on the board
Tape to stick up
First Peoples Principles of Learning;
Learning is holistic, reflexive, experiential, and relational (focused on connectedness, on
reciprocal relationships, and a sense of place).
Learning involves generational roles and responsibilities
Learning recognizes the role of indigenous knowledge.

What can I listen to?

The trees The animals

The animals

The elders The land