A study to integrate Aboriginal content across the grade 8 ... · • Students practiced choral...
Transcript of A study to integrate Aboriginal content across the grade 8 ... · • Students practiced choral...
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!