First Peoples’ Ecosystems

Overview

This 45-minute lesson invites Grade 3 students to explore local ecosystems through the perspectives of British Columbia’s First Peoples. Using storytelling and picture books, students will deepen their understanding of ecosystem interdependence and the cultural values of respect and reciprocity with nature.

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Curriculum Connections

British Columbia Science Curriculum (Grade 3):

• Big Idea: Living things are connected to their environment and depend on it to survive.
• Curricular Competency:
  • Explore and describe characteristics of local ecosystems and the interrelationships among plants, animals, and their environments.
  • Demonstrate curiosity and a sense of wonder about the natural world.
  • Communicate ideas and understandings in a variety of ways.
• Content:
  • Characteristics of local ecosystems (forests, rivers, coastal areas).
  • Relationships between living things and their habitats.
  • Importance of ecosystems to humans, including cultural perspectives of First Peoples.

First Peoples Principles of Learning:

• Learning involves recognizing the consequences of one’s actions.
• Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

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Learning Objectives

By the end of this lesson, students will be able to:

1. Describe an ecosystem from a First Peoples’ perspective using storytelling and picture book content.
2. Identify and explain how local ecosystems support both people and wildlife.
3. Reflect on the importance of respect and care for the environment, inspired by First Peoples’ teachings.

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Materials

• Selected picture book(s) depicting local First Peoples’ stories focused on ecosystem relationships (e.g., stories about salmon, cedar, or the cedar tree’s role).
• Chart paper or whiteboard and markers
• Ecosystem vocabulary cards (e.g., forest, river, animals, respect, community)
• Student science notebooks or journals
• Drawing supplies (crayons, coloured pencils, paper)

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Lesson Sequence

1. Introduction (5 minutes)

• Begin with a brief discussion:
  “What do you know about the plants and animals living around us? How do you think the local First Peoples use and care for these plants and animals?”
• Explain the lesson goal: to learn about local ecosystems through First Peoples’ stories and see how these communities interact with nature respectfully.

2. Storytelling & Reading (15 minutes)

• Read aloud a chosen picture book/story that portrays an ecosystem and its living things from a First Peoples’ worldview.
  • Use expressive voice and visual aids if possible to engage students deeply.
  • Pause during the story to ask questions like:
    “What are some ways the people show respect to the plants and animals?”
    “How do the plants and animals help the people?”
• After reading, facilitate a short discussion linking story ideas to real ecosystems nearby.

3. Group Reflection & Vocabulary Activity (10 minutes)

• Write key ecosystem and cultural respect words on the board.
• In pairs, students pick two words and discuss how they saw those ideas in the story.
• Share a few student insights with the class; chart these connections.

4. Creative Expression – Drawing & Journaling (10 minutes)

• Ask students to draw a scene inspired by the story showing people, plants, and animals living together respectfully.
• Students write or dictate a sentence about what they learned regarding how First Peoples care for ecosystems.
• Encourage them to focus on relationships between living things and respect for nature.

5. Conclusion & Consolidation (5 minutes)

• Invite a few volunteers to share their drawings and explain their sentences.
• Reinforce that learning from First Peoples helps us appreciate the balance in ecosystems and our role in caring for them.
• Remind students this is one part of a unit exploring local ecosystems from multiple angles.

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Assessment

• Formative:

  • Observations during partner discussions and group sharing.
  • Review drawings and journal sentences to assess understanding of ecosystem connections and respect.

• Success Criteria:

  • Students articulate elements of ecosystem relationships seen through First Peoples’ stories.
  • They connect cultural ideas of respect and care to real ecosystems.
  • Creative work shows comprehension of living things’ interdependence.

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Extensions & Differentiation

• For deeper understanding: Invite a local First Peoples knowledge keeper (Elder or educator) to share stories or traditional ecological knowledge in a follow-up lesson.
• For English Language Learners or additional support: Use images and gestures consistently during storytelling; allow drawing and oral sentence sharing rather than writing.
• For advanced learners: Encourage research on a specific local species and how it is respected in First Peoples’ culture.

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Teacher Reflection Questions

• Did students make meaningful connections between the story and their own local environment?
• How did the storytelling approach affect engagement and understanding?
• What strategies helped students articulate the concept of respect within ecosystems?
• How can subsequent lessons build on this cultural and ecological foundation?

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This lesson prioritizes cultural relevance, experiential learning, and the British Columbia curricular focus on local ecosystems, supporting Grade 3 students to build both scientific and Indigenous perspectives knowledge respectfully and meaningfully.