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Trees in the Community Through Time

Overall Goal

Demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical (and contemporary) communities, including First Nations, Métis, and Inuit communities, in Canada and those communities' interrelationship with Biodiversity.

Grade 6 Curriculum Connections

Social Studies - Heritage and Identity: Communities in Canada, Past and Present
  • assess contributions to Canadian identity made by various groups and by various features of Canadian communities and regions
  • use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experiences of two or more distinct communities in Canada

Science and technology - Understanding life systems - Biodiversity

  • assess human impacts on biodiversity, and identify ways of preserving biodiversity
  • investigate the characteristics of living things, and classify diverse organisms according to specific characteristic
  • demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and it benefits to humans
  • Connect to STEM and Big Ideas (Fairness & Equity, Systems, Community, Diversity, Interdependence, Ability to Make a Difference, Equilibrium)

Program Description

Through a simulation game students try to thrive as members of Canada’s communities in the past. They will explore the different traditions and needs of communities in this area and how trade within and between these communities were essential in meeting their needs. Differences in lifestyle and their contribution to identity and heritage are highlighted. 

Students engage in the simulation as a family unit of a certain community that lived locally in this area. They must explore the local biodiversity and find or trade what they need in order to survive - shelter, food and technology. 

Post game activities can include application of their new-found knowledge to make tea, create a fire, or build a shelter. 

Success Criteria/Learning Goals

  1. Students will understand the importance of trade through various perspectives
  2. Students will be able to identify the value of a number of trees to various communities over time
  3. Students will be able to identify at least three trees based on their specific characteristics.
  4. Students will be able to demonstrate an understanding of biodiversity and its benefits to humans

Pre-Trip Activity
The Fur Trade: Our People's Story would make a good introduction and provocation for discussion prior to visiting SOES. It provides a perspective from eyes of a First Nations woman, Metis woman, and a First Nations child. 
Next Step Environmental Action
Use the social studies inquiry process to investigate different perspectives on this period in history and how the telling of the experience might vary, both then and now.
Resources
OISE has a resource called the Deepening Knowledge Project which is a curricula database for infusing Indigenous education into your classroom with information, grade specific lesson plans, videos, and links to books and films.

For more suggestions see our page Learning Resources under Indigenous Education.

This program is available in any season.