Grade KB

Our Provocation: Local Indigenous Plants

Our Kindergarten classes explored indigenous plants in our community. We selected two locations. Students used their senses and a variety of core competency skills as they explored both environments and worked in small groups to compare and contrast their observations in the two unique ecosystems. In the classroom, students extended their learning by making connections between foods they see everyday to their origin. They participated in activities that inspired them to utilize their critical and reflective thinking skills to bring a greater understanding of the world around them.

Plants at 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?”

Plants at 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 close by meadow. Students utilized 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. Since our visit to the Jericho Duck Pond followed our visit to the Camosun Bog, students utilized critical and reflective thinking skills in the classroom by comparing the two distinct areas and the difference in the plants they observed.

Our Berry Exploration

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 on our toast). 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. Students utilized their creative thinking skills through still life art, using "berry paint". We added the leftover berry paint to our class worm compost so as not to waste the berries. In discussions about responsible harvesting, we learned about only taking what we need and being mindful about leaving wild berries for the local animals and others (First Nations perspective). In addition, we discussed the benefits of consuming local produce; lessening the impact on the environment (social responsibility). As a final taste test, the students tried berry slushes made from mixing the berries all together!

Planting Our Beans: Three Sisters Project

Students utilized their responsibility skills by planting seeds, tending to seedlings, and waiting patiently to observe physical changes. The tactile aspect of gardening and its obvious connections to the earth inspired the students to become invested in taking care of their plants. The students participated in discussions about the life cycle of seeds, plants and their needs, and the ways plants were used by the First Nations Peoples (weaving, making structures, clothing, food, medicine). Students utilized their social responsibility skills as they learned about the many benefits of gardening (environmental, healthy food choices, building sustainable communities). 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 observe the growth of their bean plant and utilized creative thinking skills to make symmetrical seed mandalas on our light table.

Adam Lin

Adrian Puljic

Adriana Albrighton

Amberley Szeto

An-An Li

Andrew dela Luna

Chloe Bai

Daniela Kavouras

Graham Wang

Hunter Burkart

Jason Chien

Juliana Shigehiro

Lambert Wang

Madge Sedlic

Madi Eng

Maia Katusa

Naomi Chan

Stephanie Liu

Terrance Peng

Thalia Li

Xinhui Han

Yiannis Virvilis

Young Cui

Indigenous Plant Project

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 or interested in. Some students chose to sketch local bog plants such as the “Labrador Tea” or the “Bog Laurel”. Others were interested 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 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 very proud of their scientific portfolio projects, and are eager to share their findings with their families!