Land and Knowledge

Overview

In this first lesson of the unit, students are introduced to Indigenous knowledge (also called Indigenous ways of knowing) as a valuable perspective for understanding ecosystems and caring for land. Students connect ideas about relationships in nature to land stewardship, sustainability, and conservation.

Learning intentions

• Students will explain what Indigenous knowledge is and why it matters for ecosystems and land management.
• Students will identify how Indigenous knowledge can guide respectful use of resources.
• Students will discuss examples of stewardship practices and relate them to sustainability.
• Students will practise respectful dialogue when sharing and learning about Indigenous perspectives.

Success criteria

• I can describe Indigenous knowledge as knowledge developed through long-term observation and community teachings.
• I can give at least one example of stewardship or sustainable practice linked to caring for land and living things.
• I can use science vocabulary (ecosystem, resources, habitat, biodiversity, sustainability) in a short discussion or written response.
• I can explain how different types of knowledge can support environmental conservation and respectful decision-making.

Curriculum links

• Develop understanding of ecosystems, relationships among living things, and how human actions affect environments.
• Recognize that scientific knowledge and other forms of knowledge (such as Indigenous knowledge) can both contribute to understanding and protecting the environment.
• Apply competencies for inquiry: observing, questioning, communicating ideas, and reflecting on evidence and perspectives.

Lesson structure (60 minutes)

1. 0–5 min | Welcome and unit framing Teacher shares the unit title “Exploring Indigenous Ecosystems” and the goal for today: learn about Indigenous knowledge and its role in caring for ecosystems and land. Establish norms for respectful talk: listen actively, speak with care, and avoid stereotypes.

2. 5–12 min | Entry prompt (quickwrite) Students respond in notebooks to: “What do you think ‘knowledge’ means when it comes to caring for land and nature?” Optionally add: “Where does environmental knowledge come from?” Teacher circulates, checking misconceptions.

3. 12–25 min | Mini-lesson: Indigenous knowledge and stewardship Teacher gives an age-appropriate overview: Indigenous knowledge is shared through teachings, stories, practices, and careful observation of local environments. Emphasize that it can include seasonal indicators, land and water care practices, and respectful use of resources. Teacher connects to ecosystems: living things depend on habitats, resources, and conditions; stewardship helps maintain those conditions.

4. 25–40 min | Community circle discussion (structured talk) Use “Think–Pair–Share” then whole-class circle. Prompts:

• “How can people learn about ecosystems over time?”
• “What does ‘sustainable’ mean in everyday terms?”
• “How might stewardship practices protect habitats and biodiversity?” Teacher supports students to make clear links between practices and ecosystem impacts (habitat protection, careful harvesting, seasonal awareness, reducing waste).

5. 40–48 min | Evidence sorting activity (teacher-made cards) In small groups of 3–4, students sort short cards into two columns: “Observations from nature / community teachings” and “How this supports care for ecosystems.” Examples can be general (e.g., seasonal signals, respectful harvesting, caring for water sources) without asking students to represent or claim specific cultural practices. Groups then choose one example and write a sentence explaining the link to sustainability.

6. 48–56 min | Shared notes: Class “Stewardship Connections” Teacher records student contributions on a class chart:

• Indigenous knowledge inputs (observation, teachings, practices)
• Ecosystem relationships (habitat, resources, living things)
• Conservation outcomes (sustainability, respectful use, protecting biodiversity) Students copy the chart into their notes.

7. 56–60 min | Exit ticket Students complete: “Today I learned that Indigenous knowledge can help us… (one sentence).” Add a second sentence: “One respectful way to discuss this topic is… (one idea).”

Resources

• Student notebooks and pens
• Teacher chart paper or board for “Stewardship Connections”
• Short discussion prompts on a slide or card
• Teacher-made sorting cards (2-category sort; printed or on paper slips)
• Timer
• Accessibility supports: sentence starters on paper (e.g., “I think… because…”, “An example is…”)
• Optional images of ecosystems (local/Canadian landscapes): forest, wetland, tundra, river—used as neutral context
• Behaviour and discussion norms poster (simple, student-friendly)

Assessment

• Formative: teacher reviews quickwrite and exit tickets for understanding of Indigenous knowledge and stewardship connections.
• Observation: teacher listens for students making links between ecosystem concepts and sustainable practices during discussions and sorting.
• Product: group card sort and one explanatory sentence shows whether students can connect knowledge to environmental care.

Differentiation

• Support for students needing scaffolding: provide sentence starters for discussion and exit tickets; offer a partially completed class chart for note-taking.
• Support for English-language learners: allow first-draft responses in any language for planning, then provide a scaffold for translating key ideas into English/French as appropriate; use visuals on cards.
• Extension for advanced learners: ask students to add an extra link to an ecosystem factor (habitat, food webs/relationships, water quality, biodiversity) and justify how stewardship affects it.
• Small-group roles: assign roles (reader, sorter, recorder, speaker) to reduce barriers and promote participation in the card activity.

Extension (optional)

Not included.