Learning Plan: ELEMENTARY & SECONDARY1

Student Téa Saleh and Jillian Mackay Co-operating Daniela Piano

Teacher Teacher(s)
Date Monday, May 9, 2022 and Start/End Room 22
Tuesday, May 10, 2022 Time

Title of lesson Water and Indigenous Communities Grade level Cycle 2, Grade 3
Subject ● Science and Technology Topic Water cycles + Indigenous
● Geography, History and Citizenship communities
Education
● English Language Arts
Relevance This lesson is relevant to students as they are Canadian citizens and should care deeply about the rights
of every person on this land, including the right to have access to clean drinking water.
Materials/Resources ● Whiteboard
Required ● Projector
● Speaker
● Worksheets
● Jeopardy board
QEP Subject Area Science and Technology:
Competencies ● Competency 1: to propose explanations or solutions to scientific or technological problems
● Competency 2: to make the most of scientific and technological tools, objects and procedures
● Competency 3: to communicate in the languages used in science and technology
Geography, History, and Citizenship Education:
● Competency 1: to understand the organization of a society in its territory
● Competency 2: to interpret change in a society and its territory
● Competency 3: to be open to the diversity of societies and their territories
English Language Arts:
● Competency 1: to read and listen to literary, popular and information based texts
● Competency 2: to write self-expressive, narrative and information-based texts
● Competency 3: to represent her/his literacy in different media
● Competency 4: to use language to communicate and learn
Ethics and Religious Culture:
● Competency 1: reflects on ethical questions
● Competency 2: demonstrates an understanding of the phenomenon of religion
● Competency 3: engages in dialogue

1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
1
Learning Objectives Science and Technology POLs:
● Material World
○ E. Techniques and Instrumentation
● Earth and Space
○ A. Matter
■ 1. Properties and characteristics of matter on Earth
■ 3. Transformation of matter
○ B. Energy
■ 1. Sources of energy
● b. Identifies natural sources of energy (sun, moving water, wind)
● Living Things
○ B. Energy
■ 1. Sources of energy for living things
○ D. Systems and interaction
■ 3. Interaction between humans and their environment

Geography, History, and Citizenship Education POLs:

● Knowledge related to the organization of a society in its territory
○ A. Today
■ 2. Human elements
● 2.3 Economic situation
■ 3. Natural elements
● Knowledge related to the diversity of societies and their territories
○ A. Here and elsewhere
■ 1. Indicates differences between his/her environment and an unfamiliar
environment
● Researching and working with information in geography and history
○ 1. Learns about a problem
○ 2. Asks questions

Ethics and Religious Culture POLs:

● Reflects on ethical questions
○ A. The needs of humans and other living beings
○ B. Demands associated with the interdependence of humans and other living beings
○ F. Demands of life in society
○ G. Human ambivalence
● Knowledge related to themes of religious culture
○ C. Representations of the divine and of mythical and supernatural beings
● Knowledge related to the practice of dialogue
○ B. Conditions that foster dialogue
○ C. Means for developing a point of view
○ E. means for examining a point of view

English Language Arts POLs:

● Conventions of Written and Media Language
○ B. Producing and interpreting media texts
● Language-Learning Process
○ A. Response process
■ 3. After Reading/Viewing: Interpreting the text
● Text Types, Structures, and Features:
2
Essential Question(s) ● Why don't some Indigenous communities in Canada have access to clean drinking water?
● Why should everyone in Canada have access to clean drinking water?
● What does it mean for water to be "drinkable"?
Lesson Drinking water - Indigenous communities
Timing Introduction (hook):
● (2 mins) The teacher will start the lesson with a short
Total: activity to get students thinking. The teacher will ask
60 mins students to raise their hand if...
○ they don't have to worry about their drinking
water at home.
○ the water that comes out of the tap is clear
○ they think everyone deserves clean drinking
water
Intro: ● (5 mins) The teacher will then show them a short
7 mins video about the water crisis in Indigenous
communities across Canada.
○ https://youtu.be/Arnqpnm70Ng
Development:
● (5 mins) The teacher will ask students if they know
what a water advisory is, and wait for their answers.
The teacher will then explain what a water advisory is.
○ "If there is a water advisory in your
community, it means that the water that
comes out of your tap is not drinkable. This
means that the water coming out of your taps
may be contaminated with pathogens
(pathogens can cause diseases)."
● (5 mins) The teacher will then surprise students with
facts pertaining to the water crisis in Indigenous
reserves across Canada:
○ "In 28 different Indigenous communities
across Canada, there are 33 water advisories.
Some of these water advisories have been
around for 15 years."
○ "People living on Indigenous reserves are 90x
more likely to be without running water than
other people in Canada."
○ "On Saturday, November 27th, 2021, there
was a boil water advisory in the West Island
in non-Indigenous communities. It was
resolved by Sunday morning."
○ "Around 30% of water systems in Indigenous
Reserves are known to have high risk water
quality."
● (8 mins) The teacher will then go over what water
means to many Indigenous Peoples, asking students to
draw on what they learned from "We Are The Water
Protectors" and what they learned from their guest
Student will know:
● Terms related to water advisories
(undrinkable, water advisories, pathogens,
etc...)
● Definitions for these terms
● Facts related to many Indigenous
communities across Canada
● What water symbolizes for many
Indigenous communities across Canada
● Statistics related to water advisories in
Indigenous communities in Canada
Students will understand:
● That many Indigenous communities in
Canada do not have access to clean drinking
water
● That all human beings deserve clean
drinking water
● The harmful effects of drinking unclean
water
● Why it is unfair that some Indigenous
communities do not have access to clean
drinking water
Students will do:
● Participate in class discussions by raising
their hands
● Answer questions by raising their hands
● cooperate with their team members to
answer questions for the "Jeopardy!" game
Cross Curricular Competencies:
● Competency 1 - To use information
○ Students will use the information
previously learned about the water
cycle, the water crisis, and
Indigeneity to understand the
problems concerning water
advisories in Indigenous
communities in Canada.
● Competency 2 - To solve problems
○ Students will take the information
learned from the lesson, as well as
the information that they
previously learned from other
3
 speaker.
Body: ○ "Although each Indigenous community has
28 mins its own differences and beliefs, we learned a
few things about what water means to
Indigenous Peoples from the book 'We are
the Water Protectors'."
○ "Raise your hand if you want to share
something that you remembered from the
book or from the guest speaker that came in."
○ "What do you think the 'Black Snake'
represents in the story?"
● (5 mins) The teacher will then discuss progress that
has been made, and problems that still need to be
worked on:
○ "Why is there still a water crisis in
Indigenous communities in Canada?
■ Contaminated water
■ Hard to access
■ Faulty treatment systems (not
cleaned properly)"
○ "What has been done to fix the water
advisories?
■ 132 long term water advisories have
been lifted since 2015.
■ New water treatment systems are
being formed across Indigenous
communities all over Canada"
○ "Water advisories are being addressed, but
we need to come up with plans to fix the
water crisis right away!"
● (5 mins) The teacher will then ask students what they
can do to help solve this problem, and reccommend
ideas:
○ "What can WE do to help make sure that
everyone in Canada has access to clean
drinking water?"
■ "Save water by taking shorter
showers.
■ Inform others about the water crisis.
■ Create water filters and think of
other solutions to clean water.
■ Stop littering (because litter often
pollutes the water)."
lessons, and use this to find
solutions for the water crisis.
● Competency 3 - To exercise critical
judgement
○ Students will think critically about
why there are water advisories in
Indigenous communities in
Canada, and reflect on the effects
of this problem.
● Competency 9 - To communicate
appropriately
○ Students will use appropriate
language and terminology to
illustrate their ideas and opinions.
Broad Areas of Learning:
● Health and Well-Being:
○ Students will learn about the
negative effects that contaminated
water has on humans.
● Environmental Awareness and Consumer
Rights and Responsibilities:
○ Students will learn about how
valuable water is, how lucky they
are to be able to consume clean
water, and why it is important to
be aware of how problematic the
water crisis is, specifically
concerning the water advisories in
Indigenous communities.
● Media Literacy:
○ Students will use ideas presented
in the book "We Are The Water
Protectors" as well as a video
shown to them to unpack ideas
pertaining to the water crisis in
many Indigenous communities
across Canada.
● Citizenship and Community Life:
○ Students will recognize that clean
drinking water is a human right,
and should be provided to every
person living in Canada. Students
will reflect on their own privilege
and the dichotomy between their
water versus the water in some
Indigenous communities.
Universal Design for Learning / Differentiation
● Students will be able to learn through a few
different approaches: viewing a video,
4

Closure
: 25
mins Closure (transition):
● (25 mins) The teacher will introduce a "Jeopardy!"
activity to see what students retained from this lesson:
○ Instructions: "In your table groups, you will
choose a team name. nHere is the 'Jeopardy!'
board. You will choose a category, and a
level of difficulty when it is your group's
turn. You will have 30 seconds to decide on
an answer, and then share that answer with
the class. If you answered correctly, you will
gain all the points from the level of difficulty
you selected. If you answered incorrectly,
you will not get the points. When it is not
your group's turn, do not speak as you do not
want to give other groups the answer"
○ Students will play the game, and the teacher
will keep track of points by writing them on
the board. The teacher will cross off
questions on the "Jeopardy!" board if they
have already been selected.
Equity, Diversity & Inclusion (EDI) Considerations:
Students will become aware of the inequalities present in many Indigenous communities across Canada through their
understandings of the water advisories in some of these communities. Students will explore the importance of water to themselves,
and the cultural importance of water to many Indigenous Peoples. As students explore what water represents to many Indigenous
Peoples, they will make sure to include this information when considering water as a basic human right.
listening to the information we share,
viewing a slideshow, and drawing on what
they learned from past lessons.
● Students will be able to showcase their
understanding through some different
approaches: class discussions, playing the
jeopardy game, possibly writing an exit
ticket, and translating their learnings to their
next project (the water filtration system and
the "PSA").
FORMATIVE - Assessment FOR learning:
● Students will participate in a few class
discussions in which they will share their
ideas, experiences, opinions, and
takeaways.
● Students will be evaluated on their
willingness to participate, and the relevance
of the ideas they share.
FORMATIVE - Assessment AS learning:
● Students will revisit the knowledge they
acquired from this lesson and previous
lessons when they participate in the
"Jeopardy!" game.
● Students will be evaluated on their
willingness to participate, and their ability
to retain information.
(Potential)
● Students will be asked to write a short
paragraph as an exit ticket answering the
question "What can you do to help resolve
the water crisis in many Indigenous
communities across Canada?".
● Students will be evaluated on the creativity
of their ideas, as well as the information
they included from the lesson.
SUMMATIVE - Assessment OF learning:
● Students will be evaluated on their ability to
showcase the knowledge they acquired
from this lesson when they complete their
"PSA" and water filtration project following
this lesson. The teacher will document their
representation of the information they chose
to include, and use this to evaluate their
understandings and takeaways.
5
Further Considerations:
Learning Styles:
● Visual: Students will view a video to illustrate the issue of unclean water in many Indigenous communities across Canada.
● Auditory: Students will listen to the video, and listen to the knowledge that we share with them.
● Reading & Writing: Students will have read "We Are The Water Protectors"(and will possibly write an exit ticket).
Multiple Intelligences:
● Linguistic: Students will learn new terminology and apply it when sharing their ideas and opinions.
● Logical-Mathematical: Students will understand the severity of the situation by looking at facts with numeric statistics.
Students will also have the chance to practice numeracy when playing the "Jeopardy!" game.
● Spatial: Students will view a video to illustrate the problem so they can visualize the ideas we are presenting to them.
● Interpersonal: Students will put themselves in someone else's shoes and empathize while learning about this topic, giving
them a deeper understanding of the problem.
● Intrapersonal: Students will reflect on their own privilege, and how different things could possibly be for them
● Naturalist: Students will understand the importance of being sustainable, that many natural resources are being exploited,
that many Indigenous Peoples have a special connection to nature and water, and that many Indigenous Peoples living on
reserves do not have access to clean water.

Reflection:
During my lesson, I found students to be very engaged. While I was speaking, they made eye contact with me to show me that they
were paying attention. There was little to no side-chatter while I was speaking, which indicated that they were actively listening to
the lesson. Students raised their hands to ask many questions, and they raised their hands to answer many questions. They drew on
previous lessons and personal experiences and tied this to the content presented in this lesson. I don't think there is anything that I
would change about this lesson as I felt that students were engaged and took a lot away from it. The reason I know that they
retained information from this lesson is because, when we had a guest speaker from an Indigenous community come in to speak
about water, many students referenced information that they learned from my lesson. I think they will be able to take the
information from this lesson, and apply it to their STEAM project and PSA.
Professional Competencies:
Competency 3 - Plan teaching and learning situations: Through creating this lesson plan, I was able to anticipate what would best
fit the classroom setting and the time period, and dictate which pieces of information would be the most pertinent to teach about.
This plan will help me implement ideas from this topic into the classroom.

Competency 6 - Manage how the class operates: As the class will be divided up into different teams, I will ensure that the teams
stay on task and stay focused by guiding them to do what they are supposed to at specific given times.

Competency 12 - Mobilize digital technologies: As I shared the slideshow for the presentation and "Jeopardy!" board on the screen
for my students to see, I had to ensure that the technology was functional, and beneficial to my students' learning experiences.