Seven Sacred Teachings

make a sub lesson with criteria • Time frame provided. • The purpose of lesson stated and opportunity to share this with the students is in the lesson plan. • First Nation, Métis, and Inuit way of knowing, perspective, or content is laid out in the lesson plan. o What is the connection to the land? • Select a Teacher Certification Competencies (TCC) goal. o Explain how you will achieve these goals or at least how you anticipate it will be met. • State how you will begin the lesson and when you will share the essential question. • The steps are clearly laid out. o If you are thinking of it, include it. It is difficult for someone to assume what you want. • How much time is the teacher directing the lesson? How much time is devoted to students leading the learning? • What form of assessment is included to ensure the lesson was successful? • How will you close the lesson? o Come back to the outcome or ‘I Can…’ statement? o You want students to be able to walk away and know that they have achieved something or learned something." for a lesson on the sabe from the 7 sacred teaching, where they will go to the rug and have a read aloud from teacher and later create a sabe (Bigfoot) cut and paste meeting Saskatchewan outcomes "IN1.1 Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school.

Describe behaviours, actions, or activities that are part of students' family traditions or celebrations.

TR11: Examine how sharing contributes to treaty relationships. -Represent how sharing was of benefit in early contact between First Nation peoples and explorers. CH1.1 Describe the arts and cultural traditions found in own home and school community.

(c) Demonstrate awareness that people from various cultures create artistic products and presentations as an important part of their heritage.

Sl1 Examine the connections between intentions and actions
Describe how some thoughts influence actions SI12: Examine the connections between intentions and actions. Indicators:  Represent how thoughts influence actions through personal examples (e.g., if I intend to be nice, I act in a particular way; or if I intend to help my mother or father, this just remains a nice idea, unless I take action an CR1.3 Listen to and comprehend a variety of texts (including a book read aloud, a person speaking, and directions) to retell the sequence and key points (who, what, when, where, why, and how).

(a) Listen and respond appropriately to a range of oral communications including selected works of children's literature and traditional and contemporary First Nations and Métis stories.

PA1.1 Analyze actions and practices in the family, classroom, and on the playground that support peace and harmony, including rules and decision-making processes. "

Time Frame

30 minutes

Purpose

To introduce students to one of the Seven Sacred Teachings—the Sabe (Bigfoot)—through Indigenous storytelling and art, fostering an early understanding of First Nations, Métis, and Inuit perspectives. Students will explore how this teaching connects culturally and spiritually to the land and community. This lesson supports emotional intelligence, respect for diversity, and cultural awareness.

Share the Purpose with Students

Begin by gathering students on the rug and saying:
“Today, we will learn a special story from Indigenous peoples called the Sabe or Bigfoot. This story teaches us about kindness, respect, and the land where we live. We will listen to the story and then make our own picture of the Sabe. By learning this, we can better understand and respect the traditions and stories that are important to our friends and neighbours.”

Teacher Certification Competency (TCC) Goal

Competency 1: Establishes and maintains safe, caring, and respectful learning environments that embrace diversity and support positive relationships.

How This Lesson Meets the Goal

The lesson celebrates Indigenous culture and stories, showing respect for diverse ways of knowing.
It promotes a safe space where all traditions and perspectives are valued through storytelling and shared art.
Encourages empathy by connecting teachings to student experiences (intentions and actions).
Engages students in collaborative learning by sharing and respecting ideas during group activities.

Beginning the Lesson

Time: 5 minutes

Gather students on the rug.
Share the essential question aloud:
"What can we learn from the story of the Sabe about being kind and respectful to others and to the land?"
Explain that stories like the Sabe are part of the Seven Sacred Teachings from Indigenous cultures in Canada, which help us learn how to live in balance with the world and each other.

Lesson Steps

Step 1: Read Aloud and Story Discussion

Time: 10 minutes

Teacher reads aloud a children’s version of the Sabe story or a traditional oral retelling adapted for young learners.
Use expressive voice and visual aids (illustrations or a picture of the Sabe) to engage students.
Pause at key points to ask predictive and reflective questions:
- “What do you think the Sabe is trying to teach us here?”
- “How do you think we can show kindness like the Sabe?”
- “Why is it important to respect the land?”

Connection to Land and Culture

Explain that the Sabe story teaches us about the spirit that watches over the land around Saskatchewan and beyond. The land is alive with stories and teachings that help us care for it and each other.

Step 2: Sabe Cut-and-Paste Creation

Time: 12 minutes

Distribute pre-printed Sabe templates and various craft materials (coloured paper, glue sticks, feathers, markers).
Invite students to create their own Sabe using the cut-and-paste materials.
As they work, circulate and prompt discussion about the qualities of the Sabe and how students can practice respect and sharing at school and home.
Encourage students to share their artwork and explain what the Sabe symbolizes for them in their own words.

Step 3: Sharing and Reflection

Time: 3 minutes

Gather students back on the rug.
Ask a few students to share what they learned from the story and the art activity.
Prompt reflection on how they can be kind and respectful, like the Sabe teaches us.

Teacher vs. Student Time

Teacher-directed (Storytelling & Instruction): 15 minutes
Student-led (Art Creation & Sharing): 15 minutes

Assessment

Formative assessment through:
- Listening to student responses during discussion (attention to understanding the key messages of kindness, respect, and connection to the land).
- Observing participation in the art activity and how students articulate the meaning of the Sabe during sharing time.
Informally note students' ability to retell the story and connect actions to intentions, fulfilling curriculum indicators CR1.3 and SI12.

Closing the Lesson

Return to the essential question and ‘I Can…’ statement:
“I can listen to a story from the Seven Sacred Teachings and show kindness and respect to others and the land.”
Recap key points: the Sabe teaching, connection to the land, and how sharing and respect support harmony.
Invite students to think about one way they will show kindness tomorrow at school or home.

Connections to Saskatchewan Curriculum Outcomes

Curriculum Outcome	Description
IN1.1	Describes diverse traditions and stories, including Indigenous perspectives, fostering cultural awareness.
TR11	Explores sharing as foundational in Treaty relationships, relating to kindness and respect in stories like the Sabe.
CH1.1(c)	Recognizes Indigenous arts and cultural traditions as important heritage.
SL1 & SI12	Connects intentions (kindness, respect) to actions through storytelling and personal application.
CR1.3(a)	Listens to and comprehends traditional Indigenous stories.
PA1.1	Analyzes how actions in family and school promote peace and harmony.

First Nation, Métis, Inuit Ways of Knowing and Perspective

Storytelling is a sacred method of teaching morals and life's lessons passed across generations.
The Sabe connects deeply to the land and all living beings, emphasising balance, respect, and community care.
Incorporates oral tradition by having the teacher read and discuss rather than using purely text-based methods.
Encourages learning from the land as a living entity with teachings to guide behaviour and relationships.

This plan is designed to foster empathy, cultural respect, and social-emotional skills, building foundational awareness of Indigenous perspectives aligned with Canadian and Saskatchewan education standards for Grade 1 social studies.

Teaching Instructions