Activity Description

In this stage, students will collect the majority of the information for their final presentation. Students will need access to a school library so they can use both print and online sources.

Students will begin by brainstorming guiding questions to help focus and organize their research. Driving questions should be open ended, which means that they cannot be answered with a simple ‘yes’ or ‘no’. The question will likely start with who, what, where, when, why or how.

Educators should make the assessment plan for this stage available to students, so they may base some of their driving questions off the expectations. For example, one expectation is that they demonstrate understanding of the connection between people and land by “recording region-specific food sources”, so an appropriate guiding questions may be “what food sources are available in this region?”.

Student should also synthesize information, and create further guiding questions. Students may notice that some foods are not available year round. Therefore, an appropriate follow-up question would be “what foods are available in Spring/Summer/Winter/Fall?”.

Some guiding questions to start your students off:

  1. Who lives in _____ region?
  2. What did they eat?
    1. What foods are available in Spring/Summer/Winter/Fall?
  3. Where did they build their homes?
  4. When did they have major celebrations?
  5. Why were they nomadic/stationary/both?
  6. How did they travel?

Modifications for Diverse Learners

  • Reading Modifications
    • It is possible that one or multiple students in the class may have dyslexia. When using online resources, some find it beneficial to use a browser extensions which make websites more accessible to dyslexic learners. These modifications include changing the font, adding lines between lines of text to help guide readers, and alternating colors between lines or paragraphs. Free extensions include Dyslexia Friendly and Mobile Dyslexic.
    • It is also possible that one or more students may experience a variation of colorblindness. Many kid-friendly sites use colorful text and images to make them more fun or engaging. To combat this, educators can install a browser extension such as ColorBlindExt, which filters pictures and makes color differences more definitive. Students may need assistance when activating/deactiviting the extension.
  • Writing Modifications
    • Some learners will struggle with typing and/or writing, which bars them from effectively recording their questions and findings. If students have access to a headset with a microphone, they may benefit from using a text-to-speech function to record their notes.
    • Children may also choose to record their research with visuals. For example, they may draw food sources such as salmon and blackberries, instead of writing the actual words. Writing skills are not part of the assessment in this stage, rather recording is. If students can effectively convey their ideas, then they meet many of the learning outcomes.
  • Hearing Loss
    • The majority of the research will be done in print, however educators may prompt learning by sharing stories such as Blueberry Patch by Norman Chartrand. In these cases, teachers should emphasize visual learning for all learners by using books with pictures that reflect the content. In these cases, they may also consider wearing a microphone. In cases of severe hearing loss, the learner should be supported with hearing aids, an interpreter, or both.

References for Students

  • Indigenous Nations and Regions Map:
    • https://native-land.ca/ This website shows Indigenous nations and regions on Turtle Island (North America).Students can use this to kick start their research to find a community by region
  • Books
    • “4 Canoes” is an on-going  24-book series. Each book explores the history and practices of an Indigenous community. They are written by authors who live in the communities for months, in collaboration with community members. So far they have published works on the Ojibway, Haida, Mi’kmaq, Yavapai, and Dakelhne nations.
    • “Blueberry Patch” by Norman Chartrand is an Elder’s story of traditional blueberry picking. It explores seasonal practices, and stories as educational tools.
    • “Byron Through the Seasons” by Dene Children, explores seasonal practices of the Dene peoples, and shows children as holders and sharers of knowledge.

Learning Outcomes

In this stage students will achieve many of the social studies, ideating, and skills and technologies learning outcomes.

  • Social Studies
    • Ask questions, make and corroborate inferences, and draw conclusions about the content and origins/features of different sources (Social Studies 3, Social Studies 4).
    • Use social studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions (Social Studies 3, Social Studies 4).
    • Recognize causes and consequences of events, decisions, or developments (cause and consequence) (Social Studies 3)
  • Ideating
    • Choose an idea to pursue (ADST 3/4)
    • Generate ideas from their experiences and interests (ADST 3/4).
  • Applied Technologies
    • Use familiar tools and technologies to extend their capabilities when completing a task (ADST 4).
    • Choose appropriate technologies to use for specific tasks (ADST 4).

Assessment Plan

Social Studies 

  • Student hands in a ‘guiding question sheet’ of questions they asked during their research to demonstrate question asking skills 
    • Student uses a variety of Who, What, Where, When, Why and How questions to guide their research 
    • Some questions reflect those used in the opening discussion
  • Students gather information that relates to their guiding questions
    • By synthesizing the information, they create further guiding questions 
  • Student demonstrates understanding of the connection between people and land, and information gathering skills, by
    • Recording region-specific food sources
    • Recording seasonal practices and traditions

Ideating 

  • Student demonstrates experiential reflection by choosing an Indigenous community that they are, in some way, connected to. Perhaps they live on, originate from, or have visited the area.

Skills and Technologies

  • Student uses search engine to find online resources 
  • Student expands computer skills by using educator-provided map database and story finding resources
  • Student uses print sources from school library 
    • Student either demonstrates comfort or asks for help