It Starts With You
Learning Sequence 2
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Introduction
This week we take a trip with historian Benjamin on the Arctic Ocean as we discover how the First Nations people of the Arctic Circle lived in harmony with the natural world to preserve life for the present, and the future.
We will also start to understand and learn about how they treated animals, how they treated plants and how they preserved the natural world. They lived to make sure that future generations would have enough resources to be able to sustain the lives of those in the future.
Once our students understand the world from a new and distant perspective and time, we will then ask them to research the indigenous people of their own country and reflect upon the practices that were in place in the past, to better understand how we can live today.
This week, we’re going to be learning all about how the indigenous people in different countries lived in the past and understand how we can improve the way we live to protect the future for everyone.
This week, we’re going to be taking a trip to the Arctic Ocean with our good friend and historian Benjamin.
Benjamin is going to tell us all about how the indigenous people in the Arctic Circle lived in harmony with the natural world.
We are going to learn about how we can live in harmony with the natural world to protect all organisms, including ourselves, for the near and long-term future.
Once we understand how people lived in the past, we are then going to reflect and research how the indigenous or First Nations people lived and learn from them.
This week we will learn from the past and put it into practice today!
Weekly Keywords
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Introduce the spelling word list and choose from this list of tasks that can be repeated and expanded upon if necessary.
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Copy the words into a spelling list/Vocabulary book for later reference.
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Put each of the new words into a sentence and underline the new vocabulary in red pencil
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Place the words in alphabetical order in a list.
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Use a dictionary to define each of the words and place them into a vocabulary book.
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Try to represent each of the words using a picture or a symbol and play the guessing game. (which image is matched to which word)
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Write a paragraph containing all of the new vocabulary.
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Make a vocabulary wall containing all of the new words.
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Use a thesaurus to find synonyms for the words and create a synonym list.
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These words will help you during this week’s lesson. You may already know some of these words however practice makes perfect!
First, read the words and then try to define them as simply as possible.
An example has been completed for you. You can write these into your books, and draw a picture to match or simply complete the task card.
Read and Discuss - ‘Weekly Warm-Up Activity'
During this weekly activity, we will read information booklets on the Arctic Circle based on various subjects.It is a wonderful idea to read these together as a class or have this as a guided reading activity.
The information included on the task cards is short and sharp and includes lots of statistics and facts which will make it very easy and digestible for the students in your classroom
The comprehension questions can be used in conjunction with the task card and the introductory video to deepen the children’s knowledge on the Arctic each week before we get into the deeper learning within each lesson.
Read the following information booklet with the people at your table and try to use the information you heard in the introduction video to answer the following questions:
The questions this week are all about the history of the Arctic and the geology and geography involved!
In which countries will I find the Sami people?
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What was a Sami home called, and what was it made of?
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Name two ways that the Sami people would keep warm in the cold areas of the Arctic.
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As well as the reindeer, what other animals made the Sami people migrate to the Arctic Circle?
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How do we know that the Sami people respected the animals that they had to kill for survival?
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In what part of the Arctic can the Inuit people be found?
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Why do you think that the Inuit people rub noses together, estimate your answer and then research to see if you were correct.
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What is animism and what does it tell us about the Sami people and their relationship with nature?
"Where Did They Live?" Research Study
This week we are requesting that your students try to understand more about the Arctic region and the human geography of this particular area.
As we are studying the various indigenous people of the area, this week, the students will get to map the area and also locate the indigenous people and where they lived.
They may wish to colour-coordinate their map and they also may wish to trace this map before attempting to replicate it.
This should allow the students to understand more about the geography and demography of this region.
This week we are going to research the human geography of the Arctic region. Take a good look at the map of the region which lists all of the indigenous people and where they live.
Try to make an accurate copy of the map and draw it in the white box. Remember that all of the indigenous peoples’ names will need to be listed and you may even want to colour-code your map to make sure that you understand where the different people live and why.
You may wish to use tracing paper to help you replicate the map.
Closing Video
Now that you have a deep understanding of how we can use the past to learn about how we can Live today, it is important that you use the research you have gathered to pass on this knowledge to the younger children within your school
Take your infographic into another classroom and teach some children about how we can make the future brighter by learning from the people of the past.
And if you are interested in becoming an author or a historian, watch the closing video with Ben and learn how he became a man who travels the world, learning all about history.
Creating an Infographic
Ask your students to read the information contained in the infographic and reflect upon how we Live Today and what lessons we can learn from the people of the past
This infographic will be used as a template for the students to then go ahead and produce their very own infographic based on the indigenous people within your country.
During this activity, we would like you to create your very own infographic based on the indigenous people who have inhabited your country.
You can choose how you would like to design and create your infographic. You may wish to do it digitally, you can use printed pictures, drawings or paintings to create it in your very own style. .
You will first need to conduct some intense research on the indigenous people from your own country, read the facts and understand the timeframes involved.
Use these nine questions to help you conduct your research, and once you have completed your infographic, use it to teach other people about how the people of the past can help solve some of the problems of today.
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How did the families in the community work together?
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How did the people travel whilst having to move vast distances?
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What was their relationship with nature?
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How did they collect their food and what kind of foods did they eat?
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What kind of houses did they live in and what were they made of?
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How did they sort out the problems that occurred in their community?
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What was the structure of the family and what jobs did everyone have?
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What special ceremonies or rituals did they have in their community that are linked to nature?
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What happened when people from other cultures or communities arrived in their village?
You may also wish to create your own questions to conduct research, to add to your infographic. The questions above are simply guidelines.
Ongoing Follow-Up Activities
Extension Activity #1 - Leadership Program Week 2
Each week we will request that your older students over the age of eight, to buddy up, or partner up with a younger child in your school, and every week they will pass on the knowledge they have gained from this lesson and take it to the younger cohorts within your school and develop their own leadership skills
Please take a look at the very simple and child-friendly Lesson plan that I have developed above and this should be read and understood by the students before they prepare their lesson and their learning for a younger child
The reasoning behind this methodology is to develop leadership, confidence, responsibility and communication skills between the older and younger students within your school. This will bring the cohort closer together and build a sense of community throughout your entire educational establishment.
Charles S. Lauer said ‘Leaders don’t force people to follow—they invite them on a journey.’ It is now time for you to invite a younger child to take a journey with you. A journey of discovery!
Each week we will be asking you, as an older student to buddy up with a younger student in your school
We want you to pass on the knowledge you have gained this week to a younger student whilst developing leadership mentorship and with the responsibility of working with the youngest student in the school.
You may think that this is a task which has no meaning. However, to the younger child in the school, it will have a huge influence on the way that they approach education and the way they feel within school.
You will be a continuous safety net, almost like a Big Brother or sister to a younger student in the school whilst also developing leadership communication and the confidence to be able to lead into the future.
Use this template to help you plan your lesson and gather your resources before you head down to the younger children’s classroom to reteach what you have just learned.
Extension Activity #2 - Build a Goahti
In order to consolidate all the learning we have done this week on history and the demography of the Arctic region. We wanted to give your students a tactile and creative activity which will help to consolidate all the knowledge they have gathered this week.
This week’s activity involves your students building a Sami house. They have a variety of options in terms of building this, however, the overall goal of this activity is that they will be able to use this model as a resource to pass on the knowledge they have gained to other students.
This lesson is about creativity, mentorship, leadership, but also giving service to others.
This week, we’re going to ask you to get extremely creative.
Option number one: Go into the playground or the garden and collect some sticks and leaves which have fallen from trees and place them into a bucket. Using these components and some soil, you must build a miniature version of a Sami house. Do not forget to include a hole in the roof to let the fictional smoke come out of the top. Once complete, show the rest of the class exactly how you created it and teach them all about the Sami people.
Option number 2: Use papier mache, which is a mixture of glue, water and newspaper, to create a model of a Sami house. Once complete, paint it and put the finer details on. Finish by using this model to teach a younger class all about how indigenous people in the Arctic region lived in the past and how they used nature to help them survive.
Indigenous People - What Can We Learn?
Ask your students to read the information contained in the infographic and reflect upon how we Live Today and what lessons we can learn from the people of the past
This infographic will be used as a template for the students to then go ahead and produce their very own infographic based on the indigenous people within your country.
The Sami people migrated to the Arctic thousands of years ago. They lived a very simple life, but they respected nature a great deal.
Read the following infographic on the Sami people and start to understand what we can learn from how they used to live.
Once you have finished reading the infographic, ask yourself the question: What problems is the world facing today? And what lesson can we learn from the Sami people?
