Indigenized Unit Plan

Jennifer Wray
EDUA 3404: Indigenous Education
Lucy Fowler
November 9, 2021
 Table of Contents

Land Acknowledgement 2
Introduction 2
Essential Elements 4
Discussion of Learning Activities 7
Lesson Plan 9
Assessment 11
Assessment Strategies 11
Tools and Rubrics 12
Timeline 13
Resources 16
Appendix 17
Appendix 1: Sample Rubric for Mid-Section Ecosystems Project 17
References 19

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 Land Acknowledgement

We would like to acknowledge that we are located on Treaty 1 territory, on the lands
of the Anishinaabeg, Cree, Oji-Cree, Dakota, and Dene peoples, and on the homeland of the
Métis Nation. We recognize the wrongdoings and the harms that we have caused and vow to
work to prevent these harms in the future. We dedicate ourselves to learning the truths of the
past and present and to working collaboratively towards reconciliation.*
*Please note that this acknowledgement was written to reflect the territory that the
University of Manitoba Education Building is located on, and may not accurately reflect the
territory that learners are located on while learning remotely.

Introduction

With Indigenous ontologies and epistemologies in mind, specifically in reference to

holism, this plan will not focus on a unit or cluster within a specific subject area as outlined
by the Manitoba curriculum. Instead, this plan can be thought of as a piece of a larger plan
where multiple subject areas and clusters are interconnected. While a unit refers to an
individual thing, a section infers that it is part of a larger entity with multiple parts. Keeping
this in mind, the plan will be referred to as a section plan as opposed to a unit plan in order to
emphasize the idea that the plan is part of the many interconnected teachings that take place
throughout learning.
The theme of this section plan is respecting biodiversity of ecosystems. It will
highlight the importance of the many species involved in various ecosystems and why it is
important to respect and protect biodiversity. It will show how as humans we impact our
environment and that small changes can lead to large impacts. This theme is important
because it highlights Indigenous ontology and axiology. As humans we came from the land
so it is important that we show the land respect and thank it for giving us all that we have by
taking care of it. Taking care of the land is to take care of ourselves and the children it will
give us in the future.
The plan will be taught to learners of the Manitoba grade 10 curriculum and will
cover topics from the grade 10 curriculum from the following subjects: science, social
studies, Aboriginal education, English language arts (ELA), and physical education and
health education. Although the subject areas covered in this plan are vast, the plan highlights
Indigenous epistemology with the interconnectedness of the curriculum and promotion of

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cross-curricular education and holistic education. The plan may be led by a single educator or
may be led through the collaboration of many educators.
As teachings come from many places, there are many teachers. This is consistent with
Indigenous epistemology. These teachers include but are not limited to educators
(professionals responsible for teaching or educating - who we normally think of as teachers),
Elders, Knowledge Keepers, the land, community leaders, parents and family members, and
the learners or students themselves. For these reasons, the term educator will be used to refer
to the person in charge of leading this section plan. The educator leads and guides the
learning of the learners through the use of many teachers and resources available.
As an educator myself, it is important to acknowledge my positionality as a factor for
this section plan. I am mixed with Japanese and European heritage. I am a settler on the land
that I will be teaching on. As a Japanese woman, I relate to the experiences of racism that
many Indigenous people experience. My ancestors share similar experiences to Indigenous
people as they were interned by the Canadian government because they were Japanese, with
their rights stripped from them because of their race and a resulting loss of culture. I
understand that my positionality puts me in a unique position. At times I am perceived by
those around me as white or “white enough”, thereby giving me white-presenting privilege
and at other times I am perceived as “other” or not-white which have led to my experiences
of racism. I understand that despite similar ancestral experiences, my ancestors are not
original to this land and I am not Indigenous.
In my career as an educator, as I am not Indigenous, it will be important for me to
show my allyship to Indigenous peoples and communities. Some ways of doing this will be
to start lessons with a land acknowledgement that will be newly written to reflect the land
that the teachings will take place on, have Indigenous representation in the learning space,
work to actively think about and try to implement the Truth and Reconciliation Commission’s
calls to action, involve Indigenous epistemologies, ontologies, and axiologies in my
teachings, and discuss Indigenous events and issues with all learners. Allyship to Indigenous
people is not only important for the Indigenous learners that I will be educating, but for all
learners as it will raise awareness of Indigenous perspectives and promote further allyship.

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 Essential Elements

The following will cover the essential elements of the section plan. The essential
elements focus on three main subject areas from the Manitoba curriculum documents:
science, ELA, and Aboriginal education. Curricular outcomes from social studies and
physical education and health education will also be included. To emphasize the
interconnected nature of these subjects throughout this section plan, the essential elements
will be listed chronologically as they will be taught as opposed to by subject area.
One ELA component, the grade 10 general learning outcome (GLO) 5: Students will
listen, speak, read, write, view, and represent to celebrate and build community, will be a
focus throughout the entire plan (Government of Manitoba, 1998, p. 45). Specifically, the
plan focuses on celebrating and positively representing Indigenous communities and peoples.

Subject GLO/SLO Learning Activity

Science GLO: D2, E2, E3 1) Land Based Learning: Learners will

(Sci) SLO: S2-1-08: Observe and
document a range of organisms that
illustrate the biodiversity within a
local or regional ecosystem
(Government of Manitoba, 2003, p.
90).
go outside with the class onto the land
to document organisms within an
ecosystem. Learners will repeat this
activity in a separate ecosystem to
demonstrate the diversity between
ecosystems.
Class will also analyze different
ecosystems of areas inhabited by
Indigenous people (compare: prairies,
Arctic, etc.) through use of videos and
pictures.

Aboriginal GLO: Cultural and Linguistic
Education Diversity
(AE) SLO: 4.2.3: A-10: Research and
discuss traditional knowledge and
use of plants, animals, and the
environment by Indigenous cultures
(Government of Manitoba, 2007, p.
77).
ELA
GLO 5
SLO: 5.1.1: Make and encourage
contributions to assist in developing
group ideas; take responsibility for
developing and expressing
viewpoints (Government of
Manitoba, 1998, p. 44).
2) Jigsaw: Learners will research one
plant or animal identified in the
previous ecosystem activity either
individually or in pairs (may be done
online, with books, or in discussion
with Elders/Knowledge Keepers). They
will then orally share their findings with
the class. Will incorporate activity 4
outcome by linking their research to
special significance of their object.
3) Hands on Learning with Elder:
Learners will learn about traditional
uses of plants and animals alongside an
Elder or Knowledge Keeper.

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Aboriginal GLO: Cultural and Linguistic
Education Diversity
SLO: 4.2.3: B-10: Demonstrate
awareness of the special significance
of animals, plants, and celestial
objects for Aboriginal/Indigenous
cultures (Government of Manitoba,
2007, p. 77).
Science GLO: D2, E2, E3
SLO: S2-1-04: Describe the
carrying capacity of an ecosystem
(Government of Manitoba, 2003, p.
80).
Science GLO: E1, E2
SLO: S2-1-07: Describe potential
consequences of introducing new
species and species extinction on an
ecosystem (Government of
Manitoba, 2003, p. 88).
Aboriginal GLO: Cultural and Linguistic
Education Diversity
SLO: 4.2.3: E-10: Identify
practices (e.g., respecting and
following laws governing hunting,
fishing, and trapping) that contribute
to the sustainability of Canada’s
natural environment (Government of
Manitoba, 2007, p. 77).
Science GLO: B5, E1
SLO: S2-1-09: Explain how the
biodiversity of an ecosystem
contributes to its sustainability
(Government of Manitoba, 2003, p.
94).
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4) Aural Learning through Story:
Class will listen to the stories of an
Elder or Knowledge Keeper to learn of
the significance of animals, plants, and
celestial objects
5) Case Studies and Knowledge
Share:
Learners will look at case studies from
areas of traditional Indigenous
inhabitants to learn about carrying
capacity. Class will discuss what they
learned together after case studies to
share their knowledge.
6) Interactive Game, Investigation:
Class will play Oh Deer! interactive
game (Oh Deer! Game Directions, n.d.).
Then class will investigate how the fur
trade and loss of beavers and other
animals had negative impacts on the
ecosystem. They will also learn about
the impact on non-native invasive
species to the ecosystem and how both
these factors disturb ecosystems.
7) Ues Knowledge to Predict:
Continuing from the previous learning
activity, the class will predict what
would happen if fishing and hunting
laws were not followed and species
were threatened. Class will discuss the
importance of these laws and how they
have a positive effect on the
sustainability of the environment.
8) Project: Learners will choose an
ecosystem to analyze. They will
describe the biodiversity of the
ecosystem and discuss consequences of
changes to species and how the species
present contribute to the ecosystems
sustainability.
Aboriginal GLO: Language Use In Context
Education SLO: 3.2.3: H-10: Explain the
importance of daily food choices for
health promotion at various life
stages (e.g., fetal development,
childhood, adolescence, senior
years) (Government of Manitoba,
2007, p. 53).
Physical
Education/ GLO: Healthy Lifestyle Practices
Health SLO: K.5.S2.C.1b: Explain the
Education importance of daily food choices for
(PE) health promotion at various life
stages (e.g., fetal development,
childhood, adolescence, senior
years...) and for the prevention of
chronic disease (e.g., heart disease,
cancer, type II diabetes,
osteoporosis... ) (Government of
Manitoba, 2004, p. 340).
Physical GLO: Healthy Lifestyle Practices
Education/ SLO: K.5.S2.C.1a: Determine the
Health nutritional value of a variety of
Education foods (e.g., fast foods, fad diets,
snack foods...) using Canada’s Food
Guide to Healthy Eating (CfgHe)
and other resources (Government of
Manitoba, 2004, p. 338).
ELA
SLO: 5.1.1: Make and encourage
contributions to assist in developing
group ideas; take responsibility for
developing and expressing
viewpoints (Government of
Manitoba, 1998, p. 44).
Social GLO: Identity, Culture, and
Studies Community
(SS) SLO: KI-004: Identify Aboriginal
perspectives and rights regarding
natural resources and their use.
Examples: perspectives—sacred,
caretaking; resources—land claims,
fishing and hunting rights, mineral
rights... (Government of Manitoba,
2006, p. 50).
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9) Knowledge Share: Class will learn
about how Indigenous people received
all of their nutrients from the plants and
animals that they harvested and hunted
from an Elder or Knowledge Keeper.
Class will learn about scurvy and the
impact of not receiving the required
nutrients in your diet and the impact of
such.
10) Research and Presentation:
Learners will investigate the importance
of a vitamin or macromolecule and the
consequences of not meeting nutritional
requirements within one's diet and share
their findings with the class.
11) Jigsaw: Jigsaw activity where
groups will investigate various diets and
then come together to share their
findings. Diets analyzed will include:
Traditional Indigenous diet with food
from the land, Inuit diet, diet of average
Canadian teenager, diet of people living
on reserves up north with limited access
to fresh foods
Class will further discuss the difficulty
in accessing healthy food choices and
the expenses of any available healthy
food choices.
12) KWHL: Learners will collaborate
to create a board of Indigenous land and
resource issues using the KWHL
learning strategy. This will help to
scaffold the last two learning activities
in the plan.
Science GLO: B5, C4, C5, C8 13) Group Research and Planning: In
SLO: S2-1-10: Investigate how groups, learners will research how
human activities affect an ecosystem human activities today affect an
and use the decision-making process ecosystem and will devise a plan on
to propose a course of action to how to reduce negative consequences of
enhance its sustainability. Include: such activities in order to increase the
impact on biogeochemical cycling, sustainability of the ecosystem.
population dynamics, and
biodiversity (Government of
Manitoba, 2003, p. 96).
ELA
GLO 3
SLO: 3.1.3: Collaborate to
determine group knowledge base
and to define research or inquiry
purpose and parameters
(Government of Manitoba, 1998, p.
26).

Social GLO: The Land: Places and
Studies People
SLO: VL-005: Respect the Earth as
a complex environment in which
humans have important
responsibilities (Government of
Manitoba, 2006, p. 52).
ELA
GLO 4
SLO: 4.1.2: Experiment with a
variety of forms appropriate for
content, audience, and purpose
(Government of Manitoba, 1998, p.
34).
14) Storytelling: Class will discuss the
impact of humans on biodiversity and
discuss how respect for local
ecosystems has an impact on the larger
environment.
As a final project, learners will create a
story (to be shared in writing or orally)
about the impact of humans and the
importance of respect for the earth and
the ecosystem.

SLO: 4.1.3: Select organizational

structures and techniques to create
oral, written, and visual texts; use
effective introduction, well
organized body, and effective
conclusion to engage and sustain
audience interest (Government of
Manitoba, 1998, p. 34).

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Discussion of Learning Activities

The activities chosen to meet the GLO and SLOs work towards decolonization as they
remove traditional European lecture style, teacher centered instruction from the learning
experience. The activities work to focus the learners within the learning experience,
promoting self-inquiry and self-determination. In this plan, the educator is not the only
teacher, aligning with Indigenous epistemology. The teachers within this plan are the land,
Elders, Knowledge Keepers, the educators, and most importantly, the learners themselves.
Further, the activities work towards decolonization as they introduce Indigenous instead of
European perspectives into the learning environment. The jigsaw activities seen within the
plan align with Indigenous epistemology as the activity shows students that although they
might not have complete knowledge on an entire topic, the knowledge that they do have is
important and it is important to share that knowledge with others, alike to a Knowledge
Keeper.
The plan is centred in holism as it is a piece of many interconnected teachings.
Further the various subject areas within the plan integrate to create a more holistic learning
experience than if a single subject area was focused on. The learning activities within the plan
are centred in the universal design for learning, to allow all types of learners to have success
in understanding the teachings. Regarding holistic education, the plan works to integrate all
aspects of learning for the spirit, the heart, the mind, and the body.
The plan starts with learning for the body with land based learning and hands on
learning with an Elder or Knowledge Keeper. The first activity of land based learning also
helps to connect students with their environment, for learning for the spirit. The self-inquiry
within the plan also allows for learning for the spirit, as learners explore what they feel
connected to in their learning. Learning about their impact on the environment and the
importance of biodiversity within ecosystems, learners learn for the heart. As the outcomes
within the Manitoba curriculum are focused on learning for the mind, the entire plan allows
for learning for the mind. The ultimate goal of the plan is for learners to be able to connect
what they are learning to their lives and environments, feel connected to the teachings, be
able to think critically about their learnings, and then put their learnings into action as they
move away from the learning environment (traditionally a classroom) and into their daily
lives.

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 Lesson Plan

Title of Lesson Plan: Observing Ecosystems through Land Based Learning

Subject: Science
Grade: 10
Unit Name: The Manitoba Curriculum unit is Dynamics of Ecosystems (Government of
Manitoba, 2003). The name of the section plan this lesson plan belongs to is Respecting
Biodiversity of Ecosystems.

Description of Lesson: Learners will go outside onto the land to document organisms
within an ecosystem.

Connection to Previous/Future Lessons:

● A previous learning period will be used to assess the background knowledge of
students as it pertains to living things and the environment. This will activate
learners’ prior knowledge. Educator should review biotic vs. abiotic and what an
organism is to prepare for this lesson.
● This lesson is part of the scaffolding used throughout the section plan and aims to
acquire knowledge for future lessons.The previous learning period will introduce
the learners to the idea of biodiversity and have them start to think about what that
means. This lesson allows learners to observe and identify biodiversity.
● Consecutive lessons will repeat the analyses of different ecosystems in different
environments to show how biodiversity differs from one ecosystem to the next, but
how it is equally as important. Lessons further into the plan will focus on the
importance of biodiversity and the role humans play in affecting biodiversity.

Objectives for Lesson: At the end of this lesson students should begin to understand how
vast the biodiversity is within an ecosystem and be able to identify the various organisms
within an ecosystem.

Manitoba Curriculum GLOs Addressed:

● GLO: D2: Understand various biotic and abiotic components of ecosystems, as
well as their interaction and interdependence within ecosystems and within the
biosphere as a whole.
● GLO: E2: Describe and appreciate how the natural and constructed world is made
up of systems and how interactions take place within and among these systems
● GLO: E3: Recognize that characteristics of materials and systems can remain
constant or change over time, and describe the conditions and processes involved

Manitoba Curriculum SLOs Addressed:

● SLO: S2-1-08: Observe and document a range of organisms that illustrate the
biodiversity within a local or regional ecosystem (Government of Manitoba, 2003 p.
90).

Known Student Difficulties with These Concepts: It is expected students will focus on
the organisms that are easiest to see and will not consider bacterium, small insects, etc.

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Materials and Resources Required:
● Educator may require the assistance of another adult supervisor such as an
educational assistant depending on the school’s requirements for leaving the school
grounds and the ecosystem visited.
● A local ecosystem will need to be identified and visited by the educator prior to this
lesson
● Educator will need to create a jamboard and send the link to students prior to the
class for the collaboration activity at the end of the lesson

Required Educator Preparation:

● Educator will need to check with administration to ensure they are following
protocol for taking students outside and off the school property. Additional adult
supervisors may be required to accompany class. Arrangements should be made
ahead of time (days ahead) to ensure that this lesson can take place.
● Educator should let learners know the days leading up to this lesson that they will
be spending the learning period outside so that they can dress appropriately for the
weather.
● Educator should prepare exit slip prior to lesson
● This section plan should take place in the early fall or in the spring time when
temperatures are safe for all students and allow for students to learn comfortably
outside. Flexibility is required. Educator should be prepared to move to future
lessons and then come back to this one if the weather is not appropriate. Educator
should stay up to date on the predicted weather to plan properly.

Timeframe of Lesson: 65 Minutes Total

● 10 Minutes: Clearly describe to learners expectations for the outing to the local
ecosystem. Clearly describe what the learners should be doing - looking at the
organisms in an ecosystem. For most students, a phone will be sufficient to
document the organisms that they observe, however, some learners may prefer
paper or to simply observe and share orally with the educator.
● 10 Minutes: Walk as a class to a local ecosystem. Talk about the biodiversity seen
on the walk so that students begin to get an idea of what they should be looking for.
● 5 Minutes: When arrived at the desired ecosystem, educator should set a time and a
meeting place that all learners are aware of. Ask learners to repeat the instructions
to ensure that they know what they should be doing.
● 15 Minutes: Learners explore the ecosystem. During this time educator will check
in with the learners to see what they are finding and to ensure they understand what
they should be doing. Educator should redirect learners to the task at hand if they
are off task. Educator should discuss what an organism is with learners who are
having difficulties identifying what organisms are present in the ecosystem.
● 10 Minutes: Do a headcount to ensure everyone is back in the group and then walk
back to the classroom prior to the end of the learning period.
● 5 Minutes: Ask students to do an exit slip where they identify three organisms that
they observed on the outing. This will serve as an assessment for learning prior to
the learners collaborating to share their observations. This will help identify if
students are having difficulties with the concept prior to future lessons.
● 10 Minutes: Learners will contribute to a jamboard to share their findings of
organisms. In combining the observations, learners will be able to see how vast the
organisms are in the ecosystem and will also learn of organisms that were present
that they may not have identified.

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 Assessment

Assessment Strategies

The assessment strategies that will be used throughout this plan align with the
practices seen in the learning activities for this plan. To further work towards decolonization
the plan will move away from traditional European style assessment strategies of testing and
assessment of learning as the only form of assessment. Instead, assessment will take multiple
forms in order to benefit all types of learners for a universal design for learning approach.
Multiple forms of assessment will be used for each learning outcome, to give students
multiple chances to show their learning, both during and after teaching of outcomes.
In terms of assessment for learning, visual observations, conversations,
self-reflections, discussion posts, at home assignments or homework and exit slips will be
used throughout the plan. As a lot of Indigenous teaching and learning occurs through oral
and aural learning and hands-on doing, this form of assessment aligns with Indigenous
pedagogy. Although this form of assessment can serve as a form of assessment of learning, it
is very important as a tool of assessment for learning. In having a conversation with a learner,
an educator can not only find out what they know, but help to develop their knowledge by
correcting misconceptions and answering questions.
In terms of assessment of learning, the same strategies as seen for assessment for
learning can be used. If a learner successfully shows their knowledge early on, this can be
used as an assessment of learning. Learners will also be given additional opportunities to
show their knowledge. Assessments used for assessment of learning will be oral teachings
done by the students (through videos, sound clips, or in person teachings), projects which
allow learners to have choice in how they show their knowledge, knowledge sharing - or
teaching other learnings about a topic, group presentations and storytelling. As no one retains
the knowledge about everything, the plan will give many opportunities for collaboration,
group work, and for learners to teach each other. This aligns with Indigenous pedagogy and
epistemology as it shows learners that they can have the knowledge in one area while having
the humility to accept that they can learn a lot from someone else. In teaching one another,
the knowledge that learners retain is also reinforced for better learning.
As many Indigenous teachings are not written in books or articles and are shared
orally, learners will be assessed by their oral teachings on various outcomes. Not only does

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this align with Indigenous pedagogy, but it is also useful in the universal design for learning
if learners do not have strong written skills.

Tools and Rubrics

For assessments of conversations and observations, anecdotal records will be made

for each learner. These records in combination with learner’s self-reflections and exit slips
will serve as great tools for assessment, particularly for assessment for learning.
In terms of assessment of learning, rubrics and checklists will be the primary tool
used. These will be developed with the help of the learners themselves. Every group of
learners will have different learning strengths and weaknesses, it would be unfair to assess a
group of strong kinesthetic learners by forcing them to put their actions into words. To
contribute to self-determination in their learning, learners will play a role in developing
assessment methods and the rubrics for the projects that they will be doing. This approach
works to keep the learners engaged and motivated in their own learning, and to set clear goals
so the learners know what they should aim to accomplish working towards self-inquiry. In
having learners take part in development assessment methods and rubrics, learners are shown
that their opinions matter and that they are equals and contributors within the learning
environment. Aligning with Indigenous epistemology, the educator is not the only teacher
within the learning environment, therefore collaboration between the learners and the
educator is extremely important. To further work towards self-determination, self-assessment
and peer-assessment will be used to assess projects and group work. These may take the form
of learning checklists, self-rubrics, written summaries, or conversations between the learner
and educator.
A rubric will be included in the appendix. Rubrics will be created with Bloom’s
taxonomy and inclusive education in mind (Moore, n.d.). All rubrics and assessment
strategies developed prior to consultation with the learners will be looked over along with the
learners and clearly explained. It is important that rubrics and written guidelines for
assessment are living documents and that learners know that their opinion on these
assessments are valued. As an educator I will learn alongside the learners to develop the best
possible strategies to assess their learning, a task that will never be finished as it will
constantly change with curricular changes, various learners, and my own personal growth as
an educator.

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 Timeline

Week Day Outcome Plan Details

1 1 Sci: SLO: Sharing circle - pre-assessment activity. Activate knowledge

S2-1-08. on organisms and biodiversity.

2 Observing ecosystems through land based learning.

Assessment for learning (AFL) exit slip. Jamboard and group
discussion for knowledge sharing and AFL observations.

3 Observing ecosystems through land based learning. AFL

activity - learners create video, conversation or written
summary of outing and observations as a take home
assignment.

4 Observing ecosystems inhabited by Indigenous people

(prairies, Arctic) group work. Introduction of content for next
outcome. At home assignment of analyzing an ecosystem for
assessment of learning (AOL).

5 AE: SLO: Jigsaw activity. Introduction and educator example. Learners

4.2.3: A-10, will choose a research topic and begin researching. Submit a
4.2.3: B-10. research topic before the end of the lesson.

2 6 ELA: SLO: Field Trip: Hands on learning with Elder or Knowledge

5.1.1 Keeper about use of plants, animals, and environment. Aural
learning through story. AFL discussion post on significance
of objects.

7 Sharing circle discussion about the field trip. Work period:

Work on Jigsaw activity - aim to link research to the special
significance of their object.

8 Group share: Learners will share their piece of research with

a group. Peer assessment within a group using the rubric.
AFL - educator will observe and mark research.

9 Sci: SLO: In groups learners will discuss what would happen if the
S2-1-04. amount of their researched objects changed in the population
to activate knowledge. Begin case studies.

10 Continue case studies. Share findings together with class -

each group sharing their case study. AFL observations and
exit slip.

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3 11 Sci: SLO: Play Oh Deer! Interactive game. Pre-assessment - brainstorm
S2-1-07 examples of species extinction and effects on ecosystems.
Begin fur trade investigation.
AE: SLO:
12 4.2.3.: E-10 Continue fur trade investigation. Stations AFL activity
looking at impact of species change on ecosystem - record
observations and findings written or orally.

13 Introduce practices and importance of sustainability of the

environment. Look at examples as a class to predict what
would happen if laws were not followed.

14 Work period. Learners will look at various laws and use what
they know about species changes to predict outcome if laws
were not followed. Hand in work and observations for AFL.

15 Sci: SLOs: Review of the previous day. Introduction and work time for
S2-1-04, the mid-section project for AOL. Review rubric as class.
S2-1-07,
4 16 S2-1-08, Work on mid-section project
S2-1-09
17 Work on mid-section project
AE: SLO
4.2.3: E-10.

18 AE: SLO: Knowledge share to learn about nutrients in traditional

3.2.3: H-10 Indigenous plants and animals. Discussion post for AFL.

19 PE: SLO: Class will learn about scurvy and how Indigenous people
K.5.S2.C.1b helped settlers over this disease with diet. Introduction to
research and presentation project. Build rubric as class.

20 Work time for research on the importance of nutrients in diet.

Conversation and observation AFL.

5 21 Presentations on nutrients in diet. AOL based on rubric

22 Presentations on nutrients in diet. AOL based on rubric

23 AE: SLO: Jigsaw for group investigation. AOL conversations and

3.2.3: H-10 observations.

24 PE: SLOs: Continue jigsaw activity. Group sharing and discussion for
K.5.S2.C.1a AFL. Class discussion on access to food in Northern
K.5.S2.C.1b Manitoba.

25 ELA: SLO: Learners will analyze their own diets and what nutrients they
5.1.1 need. AFL assignment.

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6 26 SS: SLO: View video with comprehension questions. AFL for previous
KI-004 class’ nutrient analyses - individual oral presentation.

27 KWHL activity for Indigenous land and resource issues. AFL

for nutrient analyses - individual oral presentation.

28 Learners will analyze a story to identify Indigenous

perspectives and rights. AOL written or oral response on
importance of these rights.

29 Sci: SLO: Class discussion and brainstorm on how human activities

S2-1-10 affect ecosystems. Introduce the project and develop a rubric.

30 ELA: SLO: Group research and planning project.

3.1.3.
7 31 Continue group research and planning project

32 Continue group research and planning project. AFL based on

group peer assessment and developed rubric.

33 SS: SLO: Watch video of Indigenous communities practicing respect

VL-005 for Earth to review learnings throughout the plan and to
activate knowledge for final outcomes.
ELA: SLOs:
34 4.1.2, 4.1.3. Analyze stories as a class that reflect the learnings throughout
the plan and continue activation of knowledge for final
outcomes. AFL exit slip.

35 Learner led creation of rubric for final storytelling project

based on outcomes set by educator. Begin work on stories on
impact of humans and importance of respect for Earth

8 36 Continue work on stories.

37 Continue work on stories.

38 Presentation of stories. AFL based on learner self-assessment

using rubric and educator use of rubric.

39 Presentation of stories. AFL based on learner self-assessment

using rubric and educator use of rubric.

40 Presentation of stories. AFL based on learner self-assessment

using rubric and educator use of rubric.

15
 Resources

1. Senior 2 Science: A Foundation for Implementation document (Government of

Manitoba, 2003, pp. 1-631).
2. Senior 2: English Language Arts: Manitoba Curriculum Framework of Outcomes
document (Government of Manitoba, 1998, pp. 1-65).
3. Senior 2: Social Studies: Geographic Issues of the 21st Century: Manitoba
Curriculum Framework of Outcomes and A Foundation for Implementation document
(Government of Manitoba, 2006, pp. 1-364).
4. Kindergarten to Grade 12 Aboriginal Languages and Cultures: Manitoba Curriculum
Framework of Outcomes document (Government of Manitoba, 2007, pp. 1-158).
5. Senior 1 and Senior 2 Physical Education/Health Education: A Foundation for
Implementation document (Government of Manitoba, 2004, pp. 1-598).
6. Integrating Aboriginal Perspectives into Curricula: A Resource for Curriculum
Developers, Teachers, and Administrators document (Government of Manitoba, 2003,
pp. 1-73).
7. Traditional Ecological Knowledge: Learning from Indigenous Practices for
Environmental Sustainability book (Nelson & Shilling, 2021, pp. 1-290).
8. Go Wild Manitoba! App (Government of Manitoba, n.d.).
9. Manitoba Wildlands website (Manitoba Wildlands, n.d.).
10. Ecological Reserves website page with summaries of ecological reserves
(Government of Manitoba, n.d.).
11. Brokenhead Wetland Interpretive Trail In the Brokenhead Wetland Ecological
Reserve, Manitoba video (William's Outdoor Adventures in Manitoba, 2020).
12. Brokenhead Wetlands - EKO (Part 1) video (NOCI Vids, 2014).
13. Brokenhead Wetlands - EKO (Part 2) video (NOCI Vids, 2014).
14. High Arctic: Life on the Land video (Muir, 1958).
15. Fort Whyte Alive location to visit and learn from (Fort Whyte, 2021).
16. Incorporating Aboriginal Perspectives: A Theme-Based Curricular Approach: Senior
2 documents (Government of Manitoba, n.d.).
17. Assessment: Strategies for Classroom Planning documents (Moore, n.d.).
18. Manitoba First Nations Education Resource Centre (Manitoba First Nations
Education Resource Centre, n.d.).
19. Carrying Capacity resource library (Carrying Capacity, n.d.).
20. Oh Deer! Game Directions (Oh Deer! Game Directions, n.d.).
21. National Film Board of Canada films (National Film Board of Canada, n.d.).

16
 Appendix

Appendix 1: Sample Rubric for Mid-Section Ecosystems Project

Outcome Try To: Could: Can: Need To:

Describe the Indicate the State chosen State chosen State chosen
chosen ecosystem. where it ecosystem, ecosystem and ecosystem.
ecosystem. is located, and where it is where it is (1)
changing climates located, and the located. (2)
during seasons. (4) climate of the
ecosystem. (3)

Document a Classify all Classify some Classify few State

range of discussed organisms discussed stated organisms
organisms present within the organisms organisms that are
and ecosystem present within according to present
biodiversity according to the ecosystem diversity (2) within the
diversity. (4) according to ecosystem.
diversity. (3) (1)

Photo or Include a photo or Include a photo Include a photo Include a

diagram of diagram with many or diagram with or diagram with photo or
ecosystem (9+) labelled some (5-8) a few (1-4) diagram of
and organisms. (4) labelled labelled ecosystem.
indication of organisms. (3) organisms. (2) (1)
organisms

Describe the Explain carrying Explain carrying Explain Define

carrying capacity of an capacity of an carrying carrying
capacity of ecosystem in own ecosystem in capacity of an capacity of an
an ecosystem words with proper own words with ecosystem in ecosystem.
terminology. Give proper own words (1)
relevant examples terminology. using some
including biotic and Give a relevant proper
abiotic components. example terminology.
(4) including biotic Gives an
or abiotic example. (2)
components. (3)

Describe Predict changes to Predict changes Predict changes Predict

potential the ecosystem for to the ecosystem to the changes to
consequences both new and for either new or ecosystem for the ecosystem
species extinct species with extinct species both new and for either new
changes specific examples with specific extinct species. or extinct
and the idea of examples and the (2) species. (1)
succession. (4) idea of
succession. (3)

17
Explain how Give specific Give specific Give an Give an
the examples of the examples of the example of the example of
biodiversity importance of the importance of importance of the
of an biodiversity within the biodiversity the biodiversity importance of
ecosystem the ecosystem and within the within the the
contributes predict what would ecosystem and ecosystem and biodiversity
to its happen if that predict what predict what within the
sustainability biodiversity was would happen if would happen if ecosystem.
lost using examples. that biodiversity the biodiversity (2)
Indicates any at risk was lost using was lost. (4)
species in the examples. (6)
ecosystem. (8)

Identify Critique practices Describe Describe a State a

practices (pros and cons) that practices that practice that practice that
that contribute to the contribute to contributes to contributes to
contribute to sustainability sustainability sustainability of sustainability
the relevant to the relevant to the the chosen of the chosen
sustainability chosen ecosystem. chosen ecosystem. (2) ecosystem (1)
of Canada’s Explain their effect ecosystem and
natural on the environment. explain their
environment (4) effect on the
environment. (3)

Select Report is easy to Report has clear Report has clear Report has
organization read with clear organization organization. some
with clear organization and an with some of: Has many organization
layout. introduction, clear introduction, spelling, but is unclear.
Exhibit sections, and a sections, and a grammar, and Has many
proper conclusion. Has no conclusion. Has punctuation spelling,
grammar, spelling, grammar, few spelling, errors. (4) grammar, and
spelling, an and punctuation grammar, and punctuation
punctuation errors and is punctuation errors and is
carefully edited. (8) errors. (6) hard to read.
(2)

/40

18
 References

Carrying Capacity. (n.d.). National Geographic Society. Retrieved January 4, 2022, from

https://www.nationalgeographic.org/topics/resource-library-carrying-capacity/?q=&pa

ge=1&per_page=25

Fort Whyte. (2021). School Programs. Fort Whyte Alive.

https://www.fortwhyte.org/wp-content/uploads/2021/12/FWA-SchoolPrograms-Guide

-2021-2022-web.pdf

Government of Manitoba. (n.d.). Ecological Reserves. Province of Manitoba. Retrieved

January 4, 2022, from

https://www.gov.mb.ca/sd/parks/park-facilities-and-services/ecological_reserves/inde

x.html

Government of Manitoba. (n.d.). Go Wild Manitoba! Government of Manitoba.

https://residents.gov.mb.ca/apps/go_wild.html

Government of Manitoba. (2007). Incorporating Aboriginal Perspectives: A Theme-Based

Curricular Approach. Government of Manitoba.

https://www.edu.gov.mb.ca/k12/abedu/perspectives/resources.html

Government of Manitoba. (1998). Senior 2: English Language Arts: Manitoba Curriculum

Framework of Outcomes.

https://www.edu.gov.mb.ca/k12/cur/ela/docs/s2_framework/s2_fulldoc.pdf

Government of Manitoba. (2003). Integrating Aboriginal Perspectives into Curricula: A

Resource for Curriculum Developers, Teachers, and Administrators.

https://www.edu.gov.mb.ca/k12/docs/policy/abpersp/ab_persp.pdf

Government of Manitoba. (2003). Senior 2 Science: A Foundation for Implementation.

Government of Manitoba.

https://www.edu.gov.mb.ca/k12/cur/science/found/s2/s2_fulldoc.pdf

19
Government of Manitoba. (2004). Senior 1 and Senior 2 Physical Education/Health

Education: A Foundation for Implementation.

https://www.edu.gov.mb.ca/k12/cur/physhlth/foundation_s1-2/full_doc.pdf

Government of Manitoba. (2006). Senior 2: Social Studies: Geographic Issues of the 21st

Century: Manitoba Curriculum Framework of Outcomes and A Foundation for

Implementation.

https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/s2_full_doc.pdf

Government of Manitoba. (2007). Kindergarten to Grade 12 Aboriginal Languages and

Cultures: Manitoba Curriculum Framework of Outcomes. Government of Manitoba.

https://www.edu.gov.mb.ca/k12/abedu/framework/k-12_ab_lang.pdf

Manitoba First Nations Education Resource Centre. (n.d.). Manitoba First Nations Education

Resource Centre. Retrieved January 4, 2022, from https://mfnerc.org/

Manitoba Wildlands. (n.d.). Manitoba Wildlands. Retrieved January 4, 2022, from

http://manitobawildlands.org/

Moore, S. (n.d.). Assessment. blogsomemoore. Retrieved January 4, 2022, from

https://blogsomemoore.com/assessment/

Muir, D. (Director). (1958). High Arctic: Life on the Land [Film].

https://www.nfb.ca/film/high_arctic_life_on_the_land/

National Film Board of Canada. (n.d.). National Film Board of Canada. Retrieved January 4,

2022, from https://www.nfb.ca/

Nelson, M. K., & Shilling, D. (Eds.). (2021). Traditional Ecological Knowledge: Learning

from Indigenous Practices for Environmental Sustainability. Cambridge University

Press.

NOCI Vids. (2014). Brokenhead Wetlands - EKO (Part 1). Youtube.

https://www.youtube.com/watch?v=8p-bEwt_vYw&t=565s

20
NOCI Vids. (2014). Brokenhead Wetlands - EKO (Part 2). Youtube.

https://www.youtube.com/watch?v=nLub9IqW9uU

Oh Deer! Game Directions. (n.d.). Beacon Learning Center.

http://www.beaconlearningcenter.com/documents/313_01.pdf=

William's Outdoor Adventures in Manitoba. (2020). Brokenhead Wetland Interpretive Trail In

the Brokenhead Wetland Ecological Reserve, Manitoba. Youtube.

https://www.youtube.com/watch?v=aaY1jLlOuvc

21