Ashley Pasiciel

Waste & Our World: FNMI Perspectives

Grade/Subject: Science – Gr. 4 Lesson Duration: 60 minutes
Unit: Waste & Our World Date: January 2019
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Science:
 4-1: Investigate the nature of things, demonstrating purposeful action that
leads to inferences supported by observations.
 4-4: Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways.
 4-5: Recognize that human activity can lead to the production of wastes, and
identify alternatives for the responsible use and disposal of materials.
Social Studies:
 4.2: Students will demonstrate an understanding and appreciation of the role of
stories, history and culture in strengthening communities and contributing to
identify and a sense of belonging.
Specific Learning Outcomes:
Science:
 4.5.2: Indicate and share wastes that result from human activity.
 4.5.3: Describe alternative methods of disposal, and identify possible
advantages and disadvantages of each.
 4.5.6: Identify alternative materials and processes that may decrease the
amount of waste produced; e.g. reducing wastage of food, using both sides of
a sheet of paper.
 4.5.11: Identify actions that individuals and groups can take to minimize the
production of wastes, to recycle or reuse wastes and to ensure the safe
handling and disposal of wastes.
Social Studies:
 4.2.1: Appreciate how an understanding of Alberta’s history, peoples and
stories contribute to their own sense of belonging and identify:
1) Recognize how stories of people and events provide multiple
perspectives on past and present events.
2) Recognize oral traditions, narratives and stories as valid sources of
knowledge about the land, culture and history.
3) Recognize the presence and influence of diverse Aboriginal peoples as
inherent to Alberta’s culture and identity.
 4.2.2: Assess, critically, how the cultural and linguistic heritage and diversity of
Alberta has evolved over time by exploring and reflecting upon the following
questions and issues:
3) What do the stories of Aboriginal peoples tell us about their beliefs
regarding the relationship between the people and the land?
LEARNING OBJECTIVES
Students will:
1) Share in item they put in the garbage today or yesterday.
2) Associate Waste & Our World topics with First Nations perspectives about
caring for the land.
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3) Invent different ways to reuse common items we throw away.

ASSESSMENT
Observations: Key Questions:
 Create a community setting. Ensure  What do the stories of Aboriginal
that all students are being respectful peoples tell us about the beliefs
of their peers. My goal is to see each regarding the relationship
student share something if they are between the people and the
comfortable. Ensure that students land? (L.O #2).
are following the Tribes agreement.  What happens to our waste?
(L.O #1) (L.O #1 & 3).
 Facilitate class discussion in relation  What have you put in the
to introducing this perspective to garbage today or yesterday?
students. I want to see students (L.O #1 & 2).
thinking critically about this topic, to  What are some problems
encourage this I will ask questions to associated with the amount of
help further understanding. Make waste we produce? (L.O #3).
sure students are engaged in the  Why was it important for the first
reading. Ask for volunteers to help nations peoples to be
with the reading. (L.O #2) resourceful? (L.O #2).
 Encourage students to think deeply  What can we learn from these
about reducing the amount of waste stories about waste? (L.O #2 &
they produce individually and in the 3).
classroom. See what students are  How can we reduce the amount
coming up with regarding their action of waste we produce? (L.O #3).
plans. Walk around the room to  What are some things we can try
assist students who are stuck, and to reduce using daily? (L.O #3).
answer any questions. (L.O #3)  What does it mean to be
‘mindful’ of the amount of waste
we produce? (L.O #1, 2 & 3).
Written/Performance Assessments:
 Towards the end of the lesson, students will create an action plan with
strategies on how to reduce something they waste. They will be required to
explain how this will help the community, land, environment, earth, etc.
 To challenge students to finish quickly, I will encourage students to come up
with an action plan we could implement in our classroom to reduce the amount
of waste we produce.
LEARNING RESOURCES CONSULTED
 The Alberta Program of Studies.
 Learn Alberta - http://www.learnalberta.ca/content/aswt/
 “Nothing Wasted: Traditional Uses of Caribou” -
http://trondekheritage.com/images/pdfs/Nothing_Wasted.pdf
 Reaching All By Creating Tribes Learning Communities
MATERIALS & EQUIPMENT
 Smartboard
 Pre-made Smart Notebook Slide – this will keep me on track.
 Ashley Pasiciel

 “Nothing Wasted: Traditional Uses of Caribou” (26 copies)

 Action Plan Sheets (26 copies)
 Reaching All by Creating Tribes Learning Communities
PROCEDURE
Introduction:
Hook/Attention Grabber: Today we are going to look at different perspective in
relation to Waste & Our World.

Assessment of Prior Knowledge: Why do you think it is important to look at others’

perspectives? See what students think about this question.

Expectations for Learning & Behaviour:

 When I am speaking, or reading, writing materials should be down.
 If you want to share something or answer a question, raise your hand.
 If someone else in the classroom is speaking, give them respect.
 Encourage creativity when coming up with an action plan (Learning Activity
#3).
 Working quietly to start during work time– if you can show me this I may let to
chat with your neighbours later.
 Follow the Tribes Agreement – this will be reviewed in Learning Activity #1

Advance Organizer/Agenda:
 Create a Smart notebook presentation in advance, this will include – the video
links, the group reading, etc.
 Copy – “Nothing Wasted: Traditional Uses of Caribou” (26)
 Copy – Action Plan Sheet (26)

Transition to Body: To start, we need to brainstorm some ideas.

Body:
Key Questions:
 What happens to our waste?
 What have you put in the garbage today or yesterday?
 What does it mean to be ‘mindful’ of the amount of waste we produce?
Learning Activity #1: Community Circle – Brainstorming Ideas (L.O #1 & 3).
 Students will gather in a large circle in the middle of the room, this will create a
Tribes community circle.
 Review the rules and expectations for this type of sharing activity – Pg. 226.
1) Attentive listening
2) Mutual respect
3) Appreciation & No-put downs
4) Right to participate or pass
5) Safety
 Ask the question – What have you put in the garbage today or yesterday?
 Students will take turns sharing their answer. To model what this looks like,
teacher will say their answer first.
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 Have everyone respond in turn to the question. Allow time at the end for those
who passed to respond if they wish.
Assessments/Differentiation:
 Teacher will model what this activity will look like.
 Students have the right to pass if they cannot think of an answer, they will have
the opportunity at the end of the activity to share.

Key Questions:
 What do the stories of Aboriginal peoples tell us about the beliefs regarding the
relationship between the people and the land?
 Why was it important for the first nations peoples to be resourceful?
 What can we learn from these stories about waste?
 How can we reduce the amount of waste we produce?
 What does it mean to be ‘mindful’ of the amount of waste we produce?
Learning Activity #2: First Nations Perspective (L.O #2).
 Introduce the first nations perspective of waste & our world.
 Group reading “Nothing Wasted: Traditional Uses of Caribou” – each student
will receive a copy of this informational story. I will also put this story up on the
Smartboard.
 I will select student to read aloud.
 As a class, we will pause and discuss the various ways first nations used the
caribou. I will put emphasis on how they wasted nothing, and highly valued the
land and earth. To further emphasis this idea, I will show two short videos.
 Videos: Based from Albertan First Nations Elders who discuss the importance
of taking care of our planet and out land. They also mention why it was so
essential for First Nations to appreciate everything they have, and not waste
anything.
http://www.learnalberta.ca/content/aswt/traditional_environmental_knowledge/
#respecting-wisdom-laboucan
http://www.learnalberta.ca/content/aswt/traditional_environmental_knowledge/
#respecting-wisdom-goodstriker
Assessment/Differentiation:
 Ask different students to read. This is a great time for students to practice
reading aloud to their peers.
 Formatively assess if students understand the connection between First
Nations perspectives and our current unit, Waste & Our World.
 Make sure different students contribute to discussion.

Key Questions:
 What happens to our waste?
 What have you put in the garbage today or yesterday?
 What are some problems associated with the amount of waste we produce?
 What can we learn from these stories about waste?
 How can we reduce the amount of waste we produce?
 What are some things we can try to reduce using daily?
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 What does it mean to be ‘mindful’ of the amount of waste we produce?

Learning Activity #3: Action Plan (L.O #1, 2 & 3).
 Students will come up with an action plan on how they can reduce waste in
their life. For example, maybe their idea is to use both sides of a piece of
paper.
 Students will be required to write down two ways they can do this.
 To further their understanding, they will explain how this will help the
community, land, world, etc. Why does this action make an impact?
Assessment/Differentiation:
 Formatively assess students’ connections made throughout the lesson.
 Students who finish early, will be challenged to brainstorm some ideas of what
our class can do to help.
 Make sure students have enough time to finish this activity.

Sponge Activity: Exit slip: Why did First Nations people waste nothing? List 3 things
they made from the caribou.
Closure:
Consolidation/Assessment of Learning: What was one thing that surprised you today
in science? Why do you think we need to keep this in mind daily? Does this lesson
make you appreciate everything you have?

Transition to Next Lesson: Next lesson, we will be learning about landfills.