Big Ideas
Driving Questions -
How do we interact with water, rocks, minerals, soil, and plants?
How can Earth be considered a closed material system?
How can we act as stewards of our environment?
How do we interact with water, rocks, minerals, soil, and plants?
How can Earth be considered a closed material system?
How can we act as stewards of our environment?
Content:
- the rock cycle
- local types of earth materials
- First Peoples concepts of interconnectedness in the environment
- the nature of sustainable practices around BC’s resources
- First Peoples knowledge of sustainable practices
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Suggested Ways to Engage Students in Science Inquiry:
- Begin with a shared inquiry around WATER… Driving question: What’s my Water Footprint?
Establishing a Need to Know: Share YouTube clip I Am Water (narrated by Penelope Cruz) from the series Nature is
Speaking https://www.youtube.com/watch?v=fwV9OYeGN88
Establishing a Need to Know: Share YouTube clip I Am Water (narrated by Penelope Cruz) from the series Nature is
Speaking https://www.youtube.com/watch?v=fwV9OYeGN88
- Authentic Purpose: What’s our water source? (Find out about Capilano and Seymour Watersheds.)
Establishing a need to know: Share the YouTube clip Seymour Capilano Water Filtration Project Documentary
https://youtu.be/h7_W7QrSinU
Establishing a need to know: Share the YouTube clip Seymour Capilano Water Filtration Project Documentary
https://youtu.be/h7_W7QrSinU
- Possible In-depth Inquiry: The Great Pacific Garbage Patch – Have you ever wondered where the ocean takes our
trash? https://www.youtube.com/watch?v=1qT-rOXB6NI Resources to support an inquiry – Issues 21- Ocean
Pollution… Share the book Plastic Ahoy: Investigating the Great Pacific Garbage Patch.
trash? https://www.youtube.com/watch?v=1qT-rOXB6NI Resources to support an inquiry – Issues 21- Ocean
Pollution… Share the book Plastic Ahoy: Investigating the Great Pacific Garbage Patch.
- For other natural resources inquiry: students choose one BC natural resource to focus on in terms of renewable vs.
non-renewable, sustainability, extraction methods, Aboriginal connections to/use of/interactions with…
non-renewable, sustainability, extraction methods, Aboriginal connections to/use of/interactions with…
Suggested Ways to Embed Assessment for Learning Strategies:
- Share clear learning targets with students: I can identify how my actions and the actions of others affect my
community and the natural environment and can work to make positive change. I can explore and pose questions
that lead to investigations. I can recognize the importance of sustainable practices.
community and the natural environment and can work to make positive change. I can explore and pose questions
that lead to investigations. I can recognize the importance of sustainable practices.
- Asking and inviting deep-thinking questions: Where does our water come from? Why use less Water? Why should I
care? Why do we need to use water wisely? How much water does it take to grow your food and to produce your
clothes?
care? Why do we need to use water wisely? How much water does it take to grow your food and to produce your
clothes?
- Co-constructing ideas: What are our essential uses of water? What are our non-essential uses of water? What are
some ways we can conserve water? Freshwater issues in Canada: 1) Access to clean water. 2) Unsustainable water
use. 3) Pollution. 4) Waste Treatment. 5) Climate Change.
some ways we can conserve water? Freshwater issues in Canada: 1) Access to clean water. 2) Unsustainable water
use. 3) Pollution. 4) Waste Treatment. 5) Climate Change.
- Pre-inquiry assessment: Where does our water come from? Why should I care? Why use less water?
Post-inquiry assessment: What do you know now about water use? How has your thinking changed? What are
some ways you can conserve water?
Post-inquiry assessment: What do you know now about water use? How has your thinking changed? What are
some ways you can conserve water?
Suggested Ways to Weave Aboriginal Ways of Knowing within this unit:
- Learning is holistic and relational – focusing on connectedness, relationships and sense of place…
Possible place-based learning opportunities: exploring local Aboriginal Fishing Weirs; visiting the Hatchery, local
agricultural field trips, Salmonids in the classroom
Possible place-based learning opportunities: exploring local Aboriginal Fishing Weirs; visiting the Hatchery, local
agricultural field trips, Salmonids in the classroom
- Learning is embedded in memory, history and sense of place…
Share the YouTube video and song Shallow Waters by Ta’Kaiya Blaney
https://www.youtube.com/watch?v=LkjIkuC_eWM
Share the YouTube video and song Shallow Waters by Ta’Kaiya Blaney
https://www.youtube.com/watch?v=LkjIkuC_eWM
- Contact SD44 Indigenous Support Workers Education for resources, ideas and support around themes such as Salmon, Cedar,
Traditional Food Facts cards
Traditional Food Facts cards
- The Sacred Relationship www.youtube.com/watch?v=5NxBzyZ-8a4
This video explores how reconciling the relationship between Aboriginal people and the rest of Canada can lead to
healthier water. http://www.sacredrelationship.ca/
This video explores how reconciling the relationship between Aboriginal people and the rest of Canada can lead to
healthier water. http://www.sacredrelationship.ca/
Reference: School District 71 - https://portal.sd71.bc.ca/group/wyhzgr4/Pages/default.aspx