Indigenous STEM

Sample Lesson 1
(Junior High)

Topic: Canoe Technologies

Purpose: To help students understand the application of First Peoples’ traditional knowledge in
real-world design and technologies.
Specific Learning Outcomes
- Understand First Peoples’ knowledge and applications of forces in traditional
technologies.
- Make observations aimed at identifying questions about the natural world.
- Collaboratively and individually plan, select and use appropriate investigation methods,
including fieldwork and lab experiments, to collect reliable data.
- Experience and interpret the local environment.
- Apply First Peoples perspectives and knowledge, other ways of knowing and local
knowledge as sources of information.
- Use knowledge of scientific and mathematical concepts to draw conclusions that are
consistent with the evidence.
- Consider social, ethical, and environmental implications of the findings from their own
and others’ investigations.
- Contribute to finding solutions to problems at a local and/or global level through inquiry.
- Express and reflect on a variety of experiences, perspectives, and worldviews through
place.
Guiding Questions
- How have First Peoples applied scientific, mathematic and engineering knowledge to
design?
- How have First Peoples applied their knowledge of the land to design technologies that
ensure a sustainable lifestyle?
Major Concepts
- Classify structures and describe ways in which the center of gravity affects the
structure’s stability.
- Distinguish between external forces and internal forces acting on a structure.
- Identify and describe factors that can cause a structure to fail.
- Identify the magnitude, direction, point of application, and plan of application of the
forces applied to a structure.
- Evaluate the impact of ergonomic design on the safety and efficiency of workplaces,
tools, and everyday objects.
- Investigate methods used by engineers to ensure structural safety.
Materials
- Blackline Masters (at the bottom of the document)
- http://www.bigorrin.org/mohawk_kids.htm
- Cardboard (amount will depend on the size of the craft)
- Tape
 - Wood glue (depending on the type of cardboard used)
Prior Knowledge
Scientific
- Structure
- Function and form
- Frame and shell of different structures
- Solid Structures
Mathematical
- Weight, length, and volume
- Patterns, ratio, and symmetry
- Change, number sense, and spatial sense
Instructional Activities
Introduction
1. Investigate First Peoples technologies
- Choose unique technologies that are or have been used by First Peoples in your
regions (spindle and whorl, animal traps, pit house, longhouse, monumental
pole, etc.).
● Use diagrams (Blackline Master 1-1) and videos to engage students.
● Consider different categories of technologies (Blackline Master 1-2)
- Asks students to discuss with a partner the following questions:
● How was scientific and mathematical knowledge applied to design and
engineer the technology?
● What problem or need was it designed for?
● How essential was it to the lives of the people who used it?
● How did it make use of locally available resources?
● How did it contribute to sustainability or food security?
● What traditional ecological knowledge is necessary to make and use it?
● What scientific principles are used in technology?
● How does it use simple machines?
2. Indigenous Scientists
- With a partner, find three Indigenous Canadian scientists and answer the
following questions:
● What are they recognized for? Make sure to provide a detailed
explanation.
● How did they contribute to their community? Provide 2 specific examples.
● How did they incorporate Indigenous cultures and traditions into their
work?
Activities
Definitions
1. Discuss the definitions of compression, tension, torsion, shear, and load (Blackline
Master 2-1)
- This may take a full class time
- Lab stations can be used
- Help students connect the definitions to prior knowledge and concepts related to
structures
The Mohawk Tribe
1. Understanding the peoples
- Use the app, Mohawk to find definitions of the Kanyen'kéha words
- With a partner, choose a category and click “Games” to learn the Kanyen'kéha
words
- Use this website to learn more about the tribe
● Ask students to pay closer attention to information on canoes

Cardboard Canoe Project

1. Basics of a Canoe
- Ask students to get into groups of 3-4.
- Watch The Canoe Story
- Explore the basics of a canoe by using the following guiding questions:
● Look at the shape of the canoe from as many perspectives as possible.
Can you think of other things in nature that share the same shape? Why
do you think the canoe has the shape it has? What is the advantage?
Identify the materials required to build a canoe.
● Research and test the character and qualities of the materials used to
build a birchbark canoe: Cedar, Spruce, Birch. Describe the appearance
and feel of each piece of material required to build the canoe. What are
the similarities and differences?
● What conditions are required for these trees to grow? Soil? Sun? Water?
What are the effects of the seasons on the growth of the tree? How do
they respond to change in temperature? Water?
● How were these natural materials harvested to ensure their
sustainability? How do these materials interact with each other to make a
durable birch bark canoe? What does each material contribute to the
strength, durability and adaptability of the craft?

2. Design and Build

- Handout the Building the Basic Cardboard Boat guidelines to each group
- Ask students to calculate the weight, measurements, and forces to hold all
members of the group

Closing
- Each group will share their design and their cardboard canoe with the class
(It is suggested that community members and Indigenous members are invited for the
presentation)
Assessment
Assessment focus should be on student’s understanding of highly valued, well-structured
knowledge; skill development and reasoning; and ability to apply knowledge to the real world.
Allow students to demonstrate their knowledge in various ways.
1. Peer Review and feedback
2. Self-reflection
Blackline Masters
Blackline Master 1-1
Traditional Technologies for Living
Blackline Master 1-2
Categories of Technologies
Blackline Master 2-1
Definitions (Exploring Forces)
These explorations may be done as a full class or in stations.

Compression and Tension

Part 1
1. Students are given a squeeze ball and two different-sized elastic bands.
2. Take the rubber ball and squick it, What do you feel?
3. Students should notice the resistance they feel when squeezing the ball and the teacher
can lead the students to relate this discussion to the concept of compression.
4. Students should notice that the ball becomes smaller as the air is removed from the
compressive force. Together as a class, write the definition for “comperession.”
*When forces push inwards in the same direction compression affects the structure; the object
becomes smaller. Compression is a force that presses or squeezes the particles closer
together; objects return to their previous form when force is removed.

Part 2
1. Take different elastic bands and use your fingers to try and stretch them out as far as
possible. What do you feel?
2. Students should notice the resistance they feel when trying to stretch the elastic band.
3. Lead the students to related this discussion to the concept of tension.
4. Together as a class, write the definition for “tension.”
*When forces pull in opposite directions, tension affects the structure. Tension is a force pulling
the particles of an object apart. If an object is pulled too far apart, the particles will break.
5. Provide 2 minutes to discuss the following questions as a group:
a. When thinking about structures, what examples can you think of where tension
and compression are occurring?
b. What examples of Indigenous technologies and tools used the concept of tension
and compression in the development and designing of the structures?

Torsion
1. Students are given hand towels. Ask them to twist them individually and with a partner
(as if wringing them out).
2. When twisting the towel, what do you feel?
3. Students discuss with a partner what type of resistance they feel.
4. Lead the students to relate their discussion to the concept of torsion.
5. Together as a class, write the definition for “torsion..”
*When opposite rotational forces are applied to an object or when a rotational force is applied to
one end of an anchored object, torsion occurs. Torsion is created by twisting or turning forces;
one end can be twisted while the other remains still.

Load
A load is a force acting on a structure. This force is created by gravity pulling on objects. Types
of load include:
 a. Dead load - a static load caused by the weight of the structure itself
b. Live load - a static load caused by the weight of the objects it supports
c. Dynamic load - aunty load on a structure not caused by gravity (wind, rushing water,
etc.)

As a group, examine the Indigenous technologies and tools from the previous activity to
determine 5 examples of structure and list what external and internal forces act upon that
structure. Discuss how the design of the structure supports the different forces. Share your
answers with other groups or as a class.