3. ABORIGINAL LESSON RESOURCES—specific approaches
Rationale
A recent initiative by Alberta Education to ‘infuse’ aboriginal content into the curriculum has created a
number of challenges for science teachers. Courses in senior high sciences incorporate Aboriginal
perspectives in order to develop in all students an appreciation of the cultural diversity, and achievements
of FNMI peoples. The courses are designed to:
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acknowledge the contributions of Aboriginal peoples to understandings of the natural world;
support relational thinking by integrating learning from various disciplines in science;
develop the concept of humankind’s connectivity to the natural world and foster an appreciation
for the importance of caring for the environment (Alberta Education 2007).
For lesson development we chose a very specific part of the curriculum – the Biology 20 Units A and B.
These two units of study in the Alberta Biology 20 Curriculum are Unit A: Energy and Matter Exchange
in the Biosphere and Unit B: Ecosystems and Population Change. The following resources, developed by
Tracy Onuczko (Blood) were field tested for use in her biology classroom. They can be modified for
individual teacher use, depending on the science classroom context.
The organization of the materials below are by topic; i.e., ecology, biosphere, animals, plants, global
warming, sustainability, health and disease, and general outcomes, respectively.
Ecology (Biology 20 Unit 1 and 2, Biology 30 Unit 4)
Resource File: IndianSumIV.pdf – salmon decline (population growth) and an egg incubation project
for the fish (field study)
Alberta Education Outcomes and Web links:
20–A2.2s conduct investigations into relationships between and among observable variables and use a
broad range of tools and techniques to gather and record data and information
• measure and record the pH and the amount of nitrates, phosphates, iron or sulfites in water
samples
20–B1.2s conduct investigations into relationships between and among observable variables and use a
broad range of tools and techniques to gather and record data and information
• perform a field study to measure, quantitatively, appropriate abiotic characteristics of an
ecosystem and to gather, both quantitatively and qualitatively, evidence for analysis of the
diversity of life in the ecosystem studied
30–D2.1k describe the basis of species interactions and symbiotic relationships and describe the influence
of these interactions on population changes
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http://www.ecoknow.ca/curriculum.html - contains lesson plans designed for the BC curriculum
but easily adaptable for Alberta
 Unit One: compares scientific and traditional ecological knowledge through various
case studies – biosphere, ecosystems, infection and disease
AboriginalLessonResources
www.CMASTE.ca
Page 1
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http://www.ecoknow.ca/curriculum.html - contains lesson plans designed for the BC curriculum
but easily adaptable for Alberta
 Unit Three: resource management and environmental issues – biosphere and ecosystems
http://www.cbc.ca/ideas/massey.html - The Wayfinders: Why Ancient Wisdom Matters in the
Modern World – 5 radio clips
Biosphere (Biology 20 Units 1 and 3)
Here are some links to web resources that relate to the biosphere topics in Biology 20 Units 1 and 3.
Specific downloadable resources developed by this project are available through these links.
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file:///Volumes/KINGSTON/CRYSTALResources%20Tracy/CRYSTAL%20Ref./Food%20Web
s%20and%20Environmental%20Stewardship.webarchive - lessons related to food webs and
chains
 20–A1.3k explain the structure of ecosystem trophic levels, using models such as food
chains and food webs
http://www.edu.gov.mb.ca/k12/abedu/perspectives/resources.html - water and collective decision
making
 20–A2.2k explain water’s primary role in the biogeochemical cycles, considering its
chemical and physical properties; i.e., universal solvent, hydrogen bonding.
http://www.ecoknow.ca/curriculum.html - contains lesson plans designed for the BC curriculum
but easily adaptable for Alberta
 Unit One: compares scientific and traditional ecological knowledge through various
case studies – biosphere, ecosystems, infection and disease
http://www.ecoknow.ca/curriculum.html - contains lesson plans designed for the BC curriculum
but easily adaptable for Alberta
 Unit Three: resource management and environmental issues – biosphere and ecosystems
Animals (Biology 20 Unit 2)
Resource File: IndianSumIV.pdf – salmon decline (population growth) and an egg incubation project
for the fish
Alberta Education Outcomes and Web links:
20–B1.2s conduct investigations into relationships between and among observable variables and use a
broad range of tools and techniques to gather and record data and information
• perform a field study to measure, quantitatively, appropriate abiotic characteristics of an
ecosystem and to gather, both quantitatively and qualitatively, evidence for analysis of the
diversity of life in the ecosystem studied
Plants (Biology 20 Units 1, 2, 3 and 4)
Resource File: PlantPhotoResp.doc – lesson plan comparing the two processes from an Aboriginal
perspective
Alberta Education Outcomes and Web links:
20–A1.2k explain how energy in the biosphere can be perceived as a balance between both photosynthetic
and chemosynthetic activities and cellular respiratory activities
AboriginalLessonResources
www.CMASTE.ca
Page 2
20- C2 (general outcome) Students will explain the roll of cellular respiration in releasing potential
energy from organic compounds.
20-C2.3s: Students will relate the Aboriginal metaphor “the trees are the lungs of mother earth” to the
complementary role of the carbon and oxygen cycles.
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Report: Conservation Value of the North American Boreal Forest from an Ethnobotanical
Perspective
20–B1.2k explain how terrestrial and aquatic ecosystems support a diversity of organisms through a
variety of habitats and niches
 http://gwichin.ca/Research/plants.html - Plants of the Gwichin (classification)
20–B1.5k explain the fundamental principles of taxonomy and binomial nomenclature, using modes of
nutrition at the kingdom level and morphological characteristics at the genus species level.
 http://www.galileo.org/plants/kainai/ - Plants (classification)
20–B1.5k explain the fundamental principles of taxonomy and binomial nomenclature, using modes of
nutrition at the kingdom level and morphological characteristics at the genus species level.
20–B1.2sts explain how conventions of mathematics, nomenclature and notation provide a basis for
organizing and communicating scientific theory, relationships and concepts (NS6b)
• research the historical development of the modern classification system
• research plant and animal systems of classification developed by Aboriginal peoples in their
cultural practices.
Resource File: HerbalMedicineThesis.doc – use of plants (below)
20–D1.1sts explain that the goal of technology is to provide solutions to practical problems
20–D1.2sts explain that the products of technology are devices, systems and processes that meet given
needs; however, these products cannot solve all problems
20–D2.2sts explain that decisions regarding the application of scientific and technological developments
involve a variety of perspective, including social, cultural, environmental, ethical and economic
considerations
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http://www.ecoknow.ca/curriculum.html - contains lesson plans designed for the BC curriculum
but easily adaptable for Alberta
 Unit Two: traditional plant knowledge related to classification and nutrition – biosphere
and digestion
20–B1.2sts explain how conventions of mathematics, nomenclature and notation provide a basis for
organizing and communicating scientific theory, relationships and concepts (NS6b)
• research the historical development of the modern classification system
• research plant and animal systems of classification developed by Aboriginal peoples in
their cultural practices.
AboriginalLessonResources
www.CMASTE.ca
Page 3
Global Warming (Climate Change) (Biology 20 Units 1 and 2)
Resource File: Edmonton Journal Digital.webarchive
 “Inuit Tradition Key to Arctic Climate Study” – long term observations of Inuit peoples used
in a climate study
Alberta Education Outcomes and Web links:
20–A2.1sts, 20–A3.2sts, 20–B1.1sts explain that science and technology have both intended and
unintended consequences for humans and the environment
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http://www.smithsonianconference.org/climate/exhibit-hall/nmai/ - information related to climate
change
20–A2.1sts, 20–A3.2sts, 20–B1.1sts explain that science and technology have both intended and
unintended consequences for humans and the environment
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http://www.usgcrp.gov/usgcrp/Library/nationalassessment/newsletter/1998.10/default.htm climate change
Resource File: IndigenousClimate2.pdf – indigenous impact and view on climate change
Alberta Education Outcomes and Web links:
20–A2.1sts, 20–A3.2sts, 20–B1.1sts explain that science and technology have both intended and
unintended consequences for humans and the environment
Sustainability (Biology 20 Unit 1)
General information related to sustainability: http://www.smithsonianconference.org/climate/exhibithall/nmai/
Resource File: SustainabilityMetaphor.doc
Alberta Education Outcomes and Web links:
20–A1.3s analyze data and apply mathematical and conceptual models to develop and assess possible
solutions
- analyze data on the diversity of plants, animals and decomposers of an endangered ecosystem
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http://www.ecoknow.ca/curriculum.html - contains lesson plans designed for the BC curriculum
but easily adaptable for Alberta
 Unit Three: resource management and environmental issues – biosphere and ecosystems
Health and Disease (Biology 20 Unit 4)
Resource File: HerbalMedicineThesis.doc – regulation of herbal medicines
Alberta Education Outcomes and Web links:
20–D1.1sts explain that the goal of technology is to provide solutions to practical problems
20–D1.2sts explain that the products of technology are devices, systems and processes that meet given
needs; however, these products cannot solve all problems
AboriginalLessonResources
www.CMASTE.ca
Page 4
20–D2.2sts explain that decisions regarding the application of scientific and technological developments
involve a variety of perspective, including social, cultural, environmental, ethical and economic
considerations

http://www.ecoknow.ca/curriculum.html - contains lesson plans designed for the BC curriculum
but easily adaptable for Alberta
 Unit One: compares scientific and traditional ecological knowledge through various
case studies – biosphere, ecosystems, infection and disease
General Outcome 1 (Biology 20-D)
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Students will explain how the human digestive and respiratory systems exchange energy
and matter with the environment.
20–D1.1sts explain that the goal of technology is to provide solutions to practical problems
20–D1.2sts explain that the products of technology are devices, systems and processes that meet given
needs; however, these products cannot solve all problems
Body Systems and Nutrition (Biology 20 Unit 4 and Biology 30 Unit 2)
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http://www.nativeaccess.com/teachers/MenstrualCycle.html - lesson plan related to the menstrual
cycle
30–B1.1k identify the structures in the human female reproductive system and describe their functions;
i.e., ovaries, Fallopian tubes, uterus, endometrium, cervix, vagina
30–B1.1sts explain that decisions regarding the application of scientific and technological development
involve a variety of perspectives, including social, cultural, environmental, ethical and economic
considerations
• consider the application of long-term scientific and technological solutions to population control,
using the Aboriginal concept of seven generations
30–B2.2k identify the principal reproductive hormones in the female and explain their interactions in the
maintenance of the menstrual cycle; i.e., estrogen, progesterone, FSH, LH
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http://www.ecoknow.ca/curriculum.html - contains lesson plans designed for the BC curriculum
but easily adaptable for Alberta
 Unit Two: traditional plant knowledge related to classification and nutrition – biosphere
and digestion
General Outcome 1 (Biology 20-D)
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Students will explain how the human digestive and respiratory systems exchange energy
and matter with the environment.
AboriginalLessonResources
www.CMASTE.ca
Page 5
Cross Topics
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http://www.ecoknow.ca/curriculum.html - contains lesson plans designed for the BC curriculum
but easily adaptable for Alberta
 Unit One: compares scientific and traditional ecological knowledge through various
case studies – biosphere, ecosystems, infection and disease
 Unit Two: traditional plant knowledge related to classification and nutrition – biosphere
and digestion
 Unit Three: resource management and environmental issues – biosphere and ecosystems
 Unit Four: First Nations societies adaptation to social, economic and environmental
realities
 Unit Five: interdependence of people and resources
 Unit Six: changing economies of coastal communities
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http://loisrooms.sirsi.net/rooms/portal/page/Sirsi_HOME - an excellent resource including videos,
information, perspectives, podcasts and resources by subject and type
http://www.usask.ca/education/ccstu/ - contains lesson plans designed in Saskatchewan which
bring First Nations science to the science classroom
http://www.nativeaccess.com/teachers/links.php - links to various information sources (from
Native Access)
http://www.nativeaccess.com/teachers/curriculum.html - many lessons related to different topics
(Geomatics, Ocean Engineering, Nutrition, Building Engineering, Water, Geology, Biomedical
Eng., Energy, Structures, Simple machines, Environment, Communications, Chemical,
Construction, Flight, Materials, Measurement, Space, Agriculture, Mining, Forestry, Computer,
Transportation, Sound, Light)
http://www.ankn.uaf.edu/curriculum/units/ - Alaska Native Knowledge Network
 lessons designed primarily for elementary but could be adapted for secondary
www.nafc-aboriginal.com - The member organizations in the National Association of Friendship
Centres can help you connect with local, relevant resources for classroom use, guest speakers, and
interesting events in your community.
www.edu.gov.mb.ca/ks4/iru/publications/aboriginal/ae-index.html - Aboriginal Peoples:
Resources Pertaining to First Nations, Inuit and Metis is an INCREDIBLE, excellent,
comprehensive bibliography developed by the Manitoba Ministry of Education and Training
(MET). In hard copy, it is 235 pages. It cites all manner of resources, annotated as TR (teacher
reference) and curricula for EY (early years), MY (middle years) and SY (senior years). You will
need Adobe Acrobat Reader to access it, but you can download this software for free from their
site.
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Perspectives
Resource File: EthnobotonyDefinitions.pdf – definitions of ethnobiology
 IndigenousScience.pdf – Learning From Place: excellent resource for learning about different
perspectives (First Nations, Metis, Inuit)
 http://www.cclcca.ca/CCL/AboutCCL/KnowledgeCentres/AboriginalLearning/AboriginalLearningHome/?Lang
uage=EN - Aboriginal Learning Knowledge Centre: discusses themes (good for developing an
understanding of Aboriginal thought and includes contact information for people)
 www.edu.yorku.ca/caas - An organization dedicated to assisting all teachers in teaching about
Aboriginal Peoples.
AboriginalLessonResources
www.CMASTE.ca
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www.schoolnet.ca/aboriginal - A website with many links for teachers and students to learn more
about Aboriginal Peoples.
www.awasis.com/ - access to conferences and resources
http://loisrooms.sirsi.net/rooms/portal/page/Sirsi_HOME - an excellent resource including videos
AboriginalLessonResources
www.CMASTE.ca
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