Grade KA

Our Provocation: Local Indigenous Plants

Our Kindergarten classes explored indigenous plants in our community. We selected two locations. Students used their senses and critical thinking and reflective skills to explore both environments and worked in small groups to compare and contrast their observations in the two unique ecosystems.

The Native Plant Species of the Jericho Duck Pond

Surrounding the Jericho Duck Pond, our class explored the different shrubs, plants, and flowering plants that provide local animals with food and shelter. This area is home to many native plant species. To begin our exploration, the class acknowledged that we were on First Nations land by saying a prayer of gratitude together. We discussed how this area would have looked like thousands of years ago and how the First Nations people would have used the land and its resources (First People’s Perspective). The class observed, contrasted, and explored the plants surrounding the duck pond as well as the plants in a closeby meadow. Students utilized their critical and reflective thinking skills to identify plants discussed in class. After making and sharing observations with their peers, students were invited to sketch their favourite plant in the area. The students’ sketches demonstrated their personal preferences as they drew the plants that appealed to them. Students utilized the core competency of social responsibility by treating the plants, trees, and animals with respect and they made an effort to enjoy their surroundings without disturbing the wildlife and other visitors. As our visit to the Jericho Duck Pond was after our visit to the Camosun Bog, students utilized their critical and reflective thinking skills in the classroom to compare the two distinct areas and the difference in the plants they observed.

The Native Plant Species of the Camosun Bog

Students had the opportunity to use their senses to make and share observations at the Camosun Bog. Students viewed the bog plants from the boardwalk; paying special attention to the plants discussed in class: the sphagnum moss, the sundew (carnivorous plant), the bog laurel, and the labrador tea plants, to name a few. Together, the class acknowledged that the Camosun bog is situated on the traditional lands of the Musqueam people who used it for thousands of years (First People’s Perspective). At specific spots along the boardwalk, students had the opportunity to view and discuss some of the plants native to the bog and their significance in the Musqueam culture (medicine, traditions, storytelling). In addition, in a conversation of “sense of place”, we noted that we are enjoying the same bog that has transformed over the years; perhaps in different ways. Students utilized the core competency of social responsibility by sharing the limited space on the boardwalk with their fellow students and other visitors to the bog. They further utilized these skills by showing a respect for the bog and the forest area; by leaving the plants, and other objects of nature, in their place. Developing a strong sense of place in our children will hopefully inspire future stewardship (Positive Personal and Cultural Identity). “How can we make a positive difference and make a place better?”

Learning About Local Berries

Why berries? When developing the core competency skills of communication, thinking, and responsibility, we look for opportunities to build connections to the world around us. Berries are a part of local indigenous plants that we are all familiar with (as a snack, seen on neighbourhood walks, as jam or ice cream, etc.). In various cross-curricular activities, using our senses, we investigated different indigenous berries and utilized our critical and reflective thinking skills by making observations, by participating in collaborative poster reflections, in taste tests, and finally, in graphing our preferences in class survey results (personal awareness and responsibility). Some students utilized their creative thinking skills through still life art, using "berry paint". The classes viewed videos showing us how to identify berry plants (leaves, stems, plants themselves) and talked about the importance of wild berry plants for animals. The students were very interested in learning about berries that are not safe for human consumption but safe for birds and animals. Building an understanding of the value of indigenous plants to all of us, will in turn, encourage our students to be proactive in taking care of their environment. The classes spent time discussing responsible harvesting whether we are taking berries for food, drink, or medicine, and we learned about only taking what we need and being mindful about leaving wild berries for the local animals and others (First People’s perspective). In addition, we discussed the benefits of consuming local produce; thereby reducing the impact on the environment (social responsibility).

Planting Our Beans: Three Sisters Project

The students learned about the First Nation's Three Sisters companion planting tradition by planting bean seeds; to be followed by corn seeds, and squash seeds as the weather gets warmer. Students used their critical thinking skills to measure the growth of their bean plant and utilized creative thinking skills to make seed mandalas using leftovers seeds from previous years.

Planting Our Own Seeds

Kira

Corinne

Scarlett

Theo

Riley

Sebastian

Henry

Evan

Emma K.

Cruz

Georgia

Jacob

Belle

Jasmine

Emma L.

Elio

Molly

Courtney

Kiara

Emily

Sydney

Calvenn

Jay

Final Plant Portfolio's

The students explored their positive personal and cultural identity skills by discovering local indigenous plants around their school community. While at the Camosun Bog the students used their creative thinking skills to sketch plants they felt inspired by and interested in. Some students chose to sketch local bog plants such as the “Labrador Tea” or the “Bog Laurel”. Some students found interest in pine cones, various mosses and thistles found on the bog floor. After their sketches the students participated in a Cedar tree rubbing. Cedar trees are known to be an important ceremonial plant for the Coast Salish people. Many Salish tribes consider the Cedar tree a symbol of generosity and providence. The students used their senses to smell and feel the tree bark. We discussed the many uses of the Cedar Tree and how we could be responsible citizens by using the forest wood sustainably. Once back in the classroom the students used their sketches as reference to create a watercolour painting. They were prompted to use abstract colours if they wished, and encouraged to experiment with colours and shade densities. The students are proud of their scientific portfolio projects, and are eager to share their findings with their families.