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Ideal: Visit to/from Curve Lake First Nation art gallery.

Research stations set up around classroom with examples of Indigenous art from different regions. Physical (where available) and pictorial representations of materials used will be at each station.

Students travel around stations and try to use what they know about the regions to discover which region the art belongs to.

Some will be obvious: labelled buffalo hide moccasins (image) correspond with buffalo presence in prairie region. Polar bear sculpture corresponds with presence of polar bears in Arctic region.

Specific art artefacts will reflect what students have chosen to learn and represent about their different regions.

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PLC: Students are split into groups where each region is represented by a group member who researched that region. All regions will be represented in each group.

The plant and animals drawings are added to the map and a whole group discussion takes place about the similarities and diversity of the regions.

How do you think people interact differently with nature in these different regions?

Students reflect on their visit to AGOand return to KWL chart: Now that you have learned about the regions in Canada, how can we connect it to the art we saw?

Final research stage.

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Return to list of questions and KWL chart and ask students what else we need to learn so that we can fill in our  map and learn about nature and how people create art.

Plants and Animals: Which are most common in my region?

Do we think there will be differences between the regions?

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KWL chart: Whole Class

What do we already know about climate in Canada?

What do we wonder about Indigenous art and its connection to nature?

What do we want to learn about the environment through Indigenous art?

OR What do we want to learn about Indigenous art through the environment?

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Ideal: Students will have the opportunity to share their art and their stories with seniors through a visit to a local nursing home. A virtual visit could also be arranged.

Students create a page on class website. They will photograph their art and type our their short stories to publish on the site to share with parents and community.

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Students return to KWL chart from very beginning of Inquiry.

Conversation will move toward Strand A of the Social Studies curriculum: traditions, and how understanding the diverse cultures in our communities contributes to appreciation and respect for all people.

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Students will once again research their region in small groups.

Whole Class: Visit from the Kawartha Conservation Authority to take students outside for activity to learn about local trees, plants, and animals.

Arrange Zoom visits for similar authorities across Canada so students can learn from an expert about the different bioregions.

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Applying Knowledge and Skills within School

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Applying Knowledge and Skills within School

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This is where students get to choose any region from the map and create their own work of art in any medium, accompanied by a short story about their art.

Ideal: Visit from/ Zoom with local Indigenous Artist (Curve Lake First Nation. Rama)

These works, along with the classroom map, will be on display in the school library.

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Students will write a reflection paragraph summarizing what they learned about the plants and animals in their region of Canada.

Student will create visual representations of the plants and animals found in their region.

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Students will create a visual representation using signs and symbols of the climate in their region, such as snowflakes, rainclouds, sunshine, etc. and add them to the classroom map.

Group discussion on what we notice about the differences between the regions.

How do you think these difference affect how people live?

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Creation of large map of Canada (divided into 5 climate regions) in classroom that will evolve as new knowledge is learned.

Beginning with climate, students will choose a region to research in small groups.

Library period, information stations in classroom, visit to Junior classroom learning geography, etc.

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How does the natural environment affect the ways in which people meet their needs?

Why are some animals so important in the art? Why are they in so many pieces of art?

Do different climates change the art?

Does Canada have different climates?

How is nature used differently in Indigenous art across the climate regions Canada?

Umbrella Question:
What are some ways that the natural environment influences the art of Indigenous communities across Canada?

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Ideal: Visit to Indigenous Art Exhibit at AGO.

Students will discover widespread theme of nature and the use of natural objects in art creation.

Students will be asked to document their "I wonders" for question generation.