LESSON PLAN Name: ___Moccasin Making___ Grade: __10___ Date: ___________________ Strand: __Life Science: Sustainability of Ecosystems ___

Topic: Connecting traditional ecological knowledge to science Author: Allison Cunningham Course: Science 10 Curriculum Document: SCIENCE GRADE 10 Integrated Resource Package 2008, British Columbia Curriculum Documents EXPECTATIONS PRESCRIBED LEARNING OUTCOMES B1 explain the interaction of abiotic and biotic factors within an ecosystem. B3 explain various ways in which natural populations are altered or kept in equilibrium SUGGESTED ACHIEVMENT INDICATORS define abiotic, biotic, biome, and ecosystem identify distinctive plants, animals, and climatic characteristics of Canadian biomes (tundra, boreal forest, temperate deciduous forest, temperate rainforest, grasslands) give examples of how traditional ecological knowledge (TEK) can affect biodiversity (e.g., spring burning by Cree in northern Alberta) Learning Goals Evaluation (General/Specific)(Knowledge, skills etc) How will you assess/evaluate? Learners will be able to: Product Process 1. I will be able to identify the materials Performance participation needed for moccasins. 2. I will know where the materials come from. 3. I will understand how to make a pattern for Provincial Standard Criteria Included my foot size. 4. I will understand the importance of utilizing Rubric YES NO the entire animal. Exemplar Teacher Materials: Caribou or Moose hide Beaver fur Scissors Leather needles Sinew Beads Page 1 of 4 YES NO

Learner Materials: Note books Pens/pencils

Beading needles Thread Duffle (felt) Sizing instructions Moccasin instructions Teacher Resource: An Introduction to First Nations Heritage Along the Yukon River great resource outlining heritage, way of life, working with elders etc. The PDF version can be found here: http://www.tc.gov.yk.ca/pdf/FNIC_Manual_PDFfinal.pdf Yukon Map PROCEDURE Introduction\Motivation The HOOK to this unit on Sustainability of Ecosystems is making moccasins. Introduce the idea of tying leather work to science! Explain that we will be working on moccasins either for yourself or a small baby pair throughout this unit and connecting it to the study of ecosystems. Explain where my knowledge on making moccasins came from Carcross Tagish First Nation and Kwanlin Dun First Nation. Show traditional territories on large map hanging on wall. Refer to his map often during the unit. If possible ask an elder or First Nation community member to join the class and discuss the traditional uses and methods of making moccasins. See information sheet on protocols. Sequence of Steps for Learning 1. Hand out sizing chart and explain the directions clearly to students. Also hand out a blank sheet of paper to create their own pattern. 2. Demonstrate how to make your own pattern by using your traced foot and walking through the steps. 3. In partners have students trace their feet and refer to the instructions to make the pattern. Walk around class and assist. Page 2 of 4 Min(s) 2 5 20 Strategies to Match Sequence of Learning Time 10 min

4. Now that each student has a pattern, discuss the 10 materials required to make moccasins. First discuss the leather (moose or caribou). Have students think about the animal and in table partners or groups of 3-4 have students brainstorm the following questions Where do caribou live? What do caribou eat? Who eats caribou? use www.onlinestopwatch.com to track time and keep students on task. 5. Have each group share their answers with rest of class. 5 6. Now discuss the beaver fur used to trim the 10 moccasins. In groups have students answer the same three questions. 7. Discuss traditional ways of utilizing all parts of an 10 animal killed for human consumption. How does this contribute to a sustainable ecosystem? Explain the importance of getting the most out of each hide. This is why the teacher will be tracing and cutting out the patterns from the leather. 8. Outside of class teacher should cut patter pieces out for next class. Recap\Review - Remind students to think about a beading pattern, leather pattern, embroidery pattern etc. that they would like to use to decorate their moccasins. Hand out question sheets on boreal forest and tundra biomes. Ask students to research one or the other (split class in half) and come to next class prepared to share their results. - Questions to ask: - What is a biome? - Name 2 distinctive plants found in the biome you were assigned. - Name 2 distinct animals in the biome you were assigned. - Point to a map and tell the rest of the class where the biome is found in Canada. - Are caribou and/or beaver found in your biome? Application: Accommodations? Modifications? -

Min(s) 10

REFLECTION ON LESSON SELF ASSESSMENT ASSOCIATE\ADVISOR ASSESSMENT Strengths: Areas for Growth:

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Goals:

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