EDTE 427

5E Unit Plan Outline

Grade: 6 Topic and/or Guiding Inquiry Question:

How do our local First Nations use local plants

Learning Big Idea: Everyday materials are often mixtures.

Intentions: Curricular Competencies:
● Questioning and Predicting: Make observations in familiar or unfamiliar contexts
● Planning and Conducting: Observe, measure, and record data, using appropriate tools,
including digital technologies
● Processing and Analyzing: Identify First Peoples perspectives and knowledge as sources of
information; Experience and interpret the local environment.
Content: Mixtures: local First Peoples knowledge of separation and extraction methods

First Peoples Principles of Learning:

● Learning ultimately supports the well-being of the self, the family, the community, the land,
the spirits, and the ancestors.
● Learning is holistic, reflexive, reflective, experiential, and relational (focused on
connectedness, on reciprocal relationships and a sense of place.)

ENGAGE Activity: In groups of 3-4, have students brainstorm everything that they know about plants and medicine onto
Purpose: activate prior a large piece of paper. Have them share out the most important thing (or two most important things) they
knowledge & provoke
came up with. Write these on the board for the others to see.
questions
Likely we would have already read, or are reading, a related book, such as The Best Medicine by Charlene and
Wilson Bearhead. We would look at the lessons in the book, and how they relate to our learnings around
plants and their values. This book is a little bit young (suggested grades 4-6), but it nicely lays out the way that
western medicine and traditional medicine are connected, and how each is valuable in a very accessible way.

Formative Assessment Opportunity: These brainstorm papers can be used to see where the students are at, as
well as the parts they shared.

EXPLORE Activity: Bring in a selection of plants, most, if not all, of which should be traditionally used for medicine. Have
Purpose: investigate students work in groups to look at the properties of the plants (aroma, colour, feel, what part of the plant are
phenomena, challenge
they). In their notebooks, students should create a chart and record the properties of the plants (the chart
prior knowledge &
create new ideas might be provided depending on the students). Students can group the plants how they best see fit. Students
should record drawings of the plants in their science notebooks.
Then give the students identification cards, and they can identify which plant is which species, the plant's
features, and see if there are other ways they can group them. Students should then sort the plants into one
other system, and record that into their science notebooks.

Formative Assessment Opportunity: I will have the notebooks to see how the students did in looking at the
plants, sorting them, and recording their thoughts. As well I will circulate the room and listen to conversations
and observe their thinking.

EXPLAIN Activity: Students will research the plants they worked with, perhaps dividing them amongst the group and
Purpose: explain the then sharing back (or in a google doc type format), to determine what the plant might be used to treat or heal.
phenomena & results of
Provide lots of local first nations resources for this research, and select websites with accurate information
investigation
 geared towards local first nations peoples. Alternatively (Preferably), have a local elder come in and share with
the class their knowledge about the plants and their medicinal properties.
Have students fill in a chart, either of their own design or one provided to them, of the medicinal properties of
the plants. This could also include any hazards around the plant (perhaps part of the plant is poisonous),
gathering details (late summer, only in the fall, etc.), where to find it, any other important or interesting details
around the use and harvest of this plant, and how the local First Nations Peoples use the plant (dried, crushed,
how the medicine is created from the plant).
As a class, create a ‘master copy” of the information gathered, which is also a way to check for accuracy in
their research.
A book such as Muskgege: Carol’s Traditional Medicines by Caroline Sanoffsky would provide good guidance to
the students on what kind of information they are searching for about each plant.

Formative Assessment Opportunity: Afterwards I will have the charts to check for accuracy and any confusion,
as well as sharing with the class for questions and confusions. Additionally I would be circulating the
classroom as they are working to make sure students are on task and understanding the information, and
listening to them while they share with their group mates.

ELDER/ Activity: Invite a local elder in, to share a story and knowledge around respecting plants and the land, and/or
ENVIRONMENT using plants and the land. For deeper appreciation, have this gathering happen outside, in a quiet local area
with nature for the students to feel more connected to the land. Having a place away from the sound of traffic
would be beneficial for the Assessment portion of this step.
Alternatively, if an elder is unable to join, look for a story that you can share yourself, and have the students
then complete the Assessment portion afterwards.

Formative Assessment Opportunity: Have the students create, after the story while outside, a ‘brainstorm’ or
map, or a journal entry about what they are experiencing with their 5 senses while outside (can be written,
drawn, or a mix of the two). Also have them consider how they are feeling being on the land, experiencing the
land while listening to a story about the land.
Have students not put their names on them, and then post them in a display on a wall or board in the
classroom, where they can see and experience others interpretations of the natural world they experienced.

ELABORATE Activity: Students could create a timeline of harvesting times for these plants. Another option could be to
Purpose: deepen and create a map of where you might find these, either from research, or if possible, by going out and finding these
extend understanding
species in nature, recording where they are, and creating a local guide to locating them.
through application of
new knowledge
I would possibly want to do something around how the plants are all place based, go to a different location and
the plants used might be similar, but many can be different. Compare and contrast the plants found on the
island to those in Kamloops to those in the north?

Social Studies 6 Big Idea Connection: “Media sources can both positively and negatively affect our
understanding of important events and issues” – How can the way medicines are advertised affect our
willingness to purchase them/ use them? Did the presentation of these ‘cures’ draw you in or make you
hesitant to use them? Can advertising of medical related items be considered propaganda?

Formative Assessment Opportunity: The work created by the students would be assessed, as well as the
students ability to search for the information needed for the project. Conversations around the book would
also be used for assessing understanding and ability to connect to self, world and text.

EVALUATE Activity: Students would create, using their knowledge about these plants, a local plant based ‘cure’ to a
Purpose: teachers common ailment (headache, rash, sore throat, etc.). Students would create a poster or brochure to share and
assess what students
‘market’ their cure. They would have to prove why it will work, which plants are used, and what needs to be
have learned & students
reflect on what they done to the plant to create the ‘cure’, in either in a written piece or a small oral presentation to the class or the
have learned teacher. This could be done individually if students are confident, or in pairs if that suits the students/class
better.

Summative Assessment Opportunity:

The final product assessed will be their brochure advertising their ‘cure’ and their written or oral presentation,
showing their knowledge of using mixtures of plants and different methods of extraction to access the
 medicines. Assessment of their ability to observe and record data, make observations and experience the local
environment would be from the formative assessments, looking for growth over the unit. Additionally, I would
likely use conversations and products from the Elaborate portions to influence my summative assessment.

ENTWINED Activity: Have students collaborate and design a local guide to the plants they discovered and learned about in
the steps of this unit. Together they would decide to do one large book or to create 2-3 books (could also be
decided by the teacher, based on class needs). Students can determine what the pages for each plant should
contain, and work together to create the pages. Students can share and divide roles of artists, writers, editors,
designers, etc. to fit all students needs and abilities.
The final product can be put in the school library or local library/museum, etc to be shared with the
community. It could also be used for future assignments, and added to the class library.

Assessment Opportunity: Steps of creating the booklet, and the final product itself will be assessed for ability
to work as teams, and cooperate to create a class-wide resource. .

Resources:

http://www.fnesc.ca/wp/wp-content/uploads/2015/08/PUBLICATION-61496-Science-First-Peoples-2016-Full-F-WEB.pdf?fbclid=IwAR
1erLqLgE9veITftoiXTXOvhQ41bo2Oo54WYJVgr7GGtsAtTNanBBDWz0Q
I used Unit 2 for inspiration

Books mentioned are available from Strong Nations https://www.strongnations.com/