Woodlands Secondary PLC

A study to integrate Aboriginal content across the grade 8 curriculum

Emily Recalma Cynthia Ngo Clarice Tyce Laurie Sieber Michael Busche Kelly Barnum Jean Kloppenburg Fabian Poulin

Where did our inquiry come from?

• Discussion among six staff members at a Pro-D lunch in September about how to integrate Aboriginal content, especially in mathematics.

• Concern about integrating content in an authentic and meaningful way.

• Lead to a discussion about ways to do this, and the idea of cross-curricular integration was examined.

• Formed a PLC for staff interested in pursuing this line of inquiry.

Inquiry Question

How can we effectively integrate genuine aboriginal content across the Grade 8 curriculum to enhance cultural awareness and appreciation, using the Cedar Tree as a unifying theme?

Project Layout

• Two week unit

• Each curricular area to provide a subject-based focus that centered on the cedar tree

• Central focus of the unit would be the Cathedral Grove trip

• Celebration of learning

Humanities

• Power Point presentation of the cultural significance of cedar and why it is referred to as the “Tree of Life”.

• Students explored origin stories involving the cedar tree.

• Master local weaver visited the classes and taught the students how to weave cedar bracelets and make rope.

Drama

• Students practiced choral speaking with First Nations stories.

• So, what is choral speaking? • A method of ensemble speaking which uses

various voice combinations (for example – change in volume or adding echo and repitition) to bring out the meaning of the story.

• Stories included The Origin of Fire, The Thunderbird and Orca, and Raven and the First Man

Math and Science • Power Point presentation to explore the

ecology of the Temperate Rain Forest biome as well as the physiology of the cedar tree.

• Students explored the characteristics of cedar and its many uses.

• Students made clinometers and learned how to measure the height of a tree.

• Students made replica longhouse models and related the tree measurements to the buildings.

Art

• Students were introduced to the art of Emily Carr and her early paintings, which depicted Aboriginal life and the importance of the cedar forest in her artwork.

• Guest artist visited the class to teach students how to create cedar brushes and use them to make pen and ink drawings.

• Students practiced sketches of cedar trees using pen and ink.

• Students investigated watercolour washes to enhance their cedar tree drawings.

Cathedral Grove Field Trip

• Formal welcome and acknowledgement of territory to Cathedral Grove at the “Big Tree”.

• Students rotated through four stations: 1. Tree measuring 2. Art sketching 3. Weaving 4. Storytelling with a local Elder

• Students had free time to wander and explore the forest.

Cathedral Grove Field Trip

• Two photography classes also attended the trip to Cathedral Grove.

• For half of their day they were assigned to a Grade 8 group to document the learning activities with photography.

• The rest of the day was spent photographing the beauty of Cathedral Grove.

Celebration

To share student learning with friends, family and elementary students.

Data: Teacher Reflections

• To learn how to incorporate aboriginal content into secondary curriculum.

• A chance for cross curricular work and to work with staff members from other subject areas.

• To see our students excited about aboriginal culture.

• Day long trip to Cathedral Grove – a chance for fresh air, experiential learning, and camaraderie!

Data: Student Reflections

• Enjoyed the hands-on activities

• Liked the field trip, being outdoors and experiencing the forest with a local elder

• Appreciated the cedar theme being woven through numerous subject areas

• Gained an understanding of local First Nations culture and territory and a respect for people and place

• Many students indicated a desire to learn more about First Nations cultures

Would we do this again?

Yes!