Learning goals

We are learning to…

Success criteria

I am able to…

Exploring images

Examine the book cover The Dancing Trees by Masiana Kelly.

Cover of "The Dancing Trees" written by Masiana Kelly and illustrated by Michelle Simpson. There is a hiker with a worried expression in a forest. Leaves blow in the wind, and tall trees with winding roots lean in toward the hiker.

What do you notice or wonder about the following:

  • the theme or topic of the book
  • the title
  • the author
  • the lesson or message of the book

Record your thinking in a notebook, or another method of your choice. If possible, share your thoughts with a partner.

vocabulary

Vocabulary routine

Before we go further into our learning, let’s pause to consider five important vocabulary terms connected to our learning. You will learn more about these words and their meaning throughout this learning activity.

Vocabulary Terms

  • steward
  • environmental stewardship
  • global citizenship
  • advocate
  • activist

Take a moment to record these words in your vocabulary notebook.

Your vocabulary notebook is an important learner tool! If you are creating one for the first time, here are two possible ways of recording vocabulary terms.

Graphic Organizer 1- Personal Dictionary

Press the Activity button to access the Graphic Organizer 1 - Personal Dictionary.

Activity(Opens in a new tab)
Graphic Organizer 2- Frayer Model

Press the Activity button to access the Graphic Organizer 2 - Frayer Model.

Activity(Opens in a new tab)

Exploring environmentalism in literature

In the Minds On section, you made predictions about the book The Dancing Trees by Masiana Kelly. Let’s learn a little bit more about the book.

About the author and book

Masiana Kelly, is an Inuit and Dene author from Kugluktuk, Nunavut, and Fort Simpson, Northwest Territories. Her heritage, the teachings of Elders, and the beauty of the landscape of where she lives come together as she tells a story that shows the importance of taking care of the land around us and treating it with respect. This is an important part of being a steward of the Earth and is connected environmental stewardship .

Teacher Ravi saying: Steward and environmental stewardship are two of our vocabulary terms! Take a minute and record their definitions (in your own words) in your vocabulary notebook.

Reading Time

Reading for meaning

Read the following story, The Dancing Trees by Masiana Kelly. As you read, notice how the main character's attitude and opinion of the environment changes throughout the story. Think about what being a steward of the Earth might look like for someone your age.

View Transcript(Open transcript in a new window)

Check your understanding!

Let’s review some of the main events of this story. Answer the following questions in a notebook or using another method of your choice.

reading

Reading fluency routine

View Transcript(Open transcript in a new window)

In The Dancing Trees, the author included the perspective of the trees and their reactions to Thomas. Go back to pages 12 and 23 and practice reading both pages aloud. As you read, consider the following:

  • Focus on reading each sentence or phrase fluently, without stumbling.
  • Adjust your tone to communicate the displeasure (or unhappiness) of the trees on page 12, and their appreciation (or happiness) on page 23.

Self-check

How fluent and expressive was your reading?

Use the following checklist to self-assess.

Being a steward of the Earth

Global citizens must take care of the Earth because humans cannot live a safe and healthy life without clean air, water, and land. Being a caretaker of the Earth, and making sure it is sustainable for future generations, can also be called environmental stewardship .

Environmental stewardship is not a new concept. Many people and cultures throughout the world have honoured and valued their relationship with the land and passed along wisdoms and learnings through their generations. In the book The Dancing Trees, author Masiana Kelly used teachings from her Inuit and Dene heritage as the lessons that guided her main character, Thomas.

There are many unique cultures, languages, and histories among First Nations, Inuit, and Métis peoples, however what the many communities share is the understanding that we all depend on the land and water to live safely and well.

With these skills and knowledge of how to live on, and learn from the land, Indigenous communities have been able to survive and thrive on their lands for as long as can be remembered.

Indigenous communities have long worked to protect and conserve the resources on land, air, and water. In doing so, many different communities act in ways that aim to be in balance with nature, taking only what is needed, and helping limit pollution and encourage the longevity of living things.

Spotlight on Indigenous environmental activists

Let’s explore some examples of young people that are Indigenous environmental activists. These individuals demonstrate global citizenship skills by caring about the Earth and its people, and they advocate on their behalf.

Teacher Ravi

Activist , global citizenship , and advocate are three of our vocabulary terms! As you explore the content on the Indigenous activists, try and identify the meaning of each of these terms. When you’re done, take a minute and record their definitions in your vocabulary notebook. Feel free to also record any other words that are new to you as well as their definitions!

Make your vocabulary notebook personal and individualized for you!

Choose one of the following profiles to learn about an Indigenous activist, the environmental issues they are passionate about, and the changes they are advocating for.

Press the following tabs to learn about different Indigenous activists.

Have you ever had to question if the water that comes out of the tap is safe?

Autumn Peltier is an Anishinabek woman who grew up in Wiikwemkoong First Nation on Manitoulin Island in Ontario, surrounded by freshwater lakes and rivers. At the age of eight, she was devastated to learn that there were First Nations communities on her island that did not have safe drinking water. In fact, at that time in Canada, 116 different First Nations communities had boil water advisories. Autumn expressed a strong connection to water and the belief that water is the sacred origin of all life. She was also inspired by her aunt Josephine Mandamin, an Anishinaabe elder, famous for walking over 25,000 kilometers around Canada's Great Lakes to protest and bring awareness to the clean water crisis in Indigenous communities.

Autumn Peltier standing on a shoreline

In 2016, at the age of 12, Autumn spoke up and addressed Prime Minister Justin Trudeau at the Assembly of First Nations. She bravely advocated for Indigenous communities by telling him that she was not happy with the choices he’d made in his clean-water policies. This was just the beginning of Autumn’s work as a water activist.

Her work as a speaker and advocate for fresh water has earned her numerous awards and nominations such as the Children’s Peace Prize, as well as an honorary doctorate from a university. She is now the Chief Water Commissioner for the Anishinabek Nation, as her aunt was before her. Her 2023 movie Water Walker has brought the Indigenous water crisis in Canada to the attention of the world. Autumn continues to be one of the leading global voices on Indigenous matters and is active through social media, public appearances, and her work with charitable organizations.

Her advice to other children and youth is:

“It is important to speak up on behalf of those who are too afraid to speak up. It can be as easy as writing a letter to your local leaders. The message is so much more powerful when it comes from a young person. You can be the light in someone’s darkness.”

Nicholas Flowers developed a deep appreciation for the land and the water from his Inuit elders while growing up in Nunatsiavut, northern Newfoundland, and Labrador. As a proud Inuk and environmental activist, he is committed to giving back to the land and respecting it by using natural resources carefully. He is especially interested in finding new sources of renewable energy to use in northern communities. Fossil fuels have negative impacts on the environment, contribute to global warming, are non-renewable, and can be hard for people in northern and rural communities to access.

Nicholas Flowers wearing a cap and gown outside in Hopedale, Newfoundland and Labrador

Finding renewable alternatives inspired his award-winning grade 12 science project, where Nicholas built a traditional Inuit lamp called a qulliq, out of soapstone, and then powered it using seal oil. Seal oil is a renewable resource and readily available in Labrador, whereas traditional lamp fuels, like kerosene and paraffin, are fossil fuels and sometimes hard to find. Nicholas hopes to one day see renewable energies used in larger applications in northern communities.

Nicholas’ innovation and community leadership in developing an after-school science club for kids in kindergarten to grade 5, won him a $25,000 STEAM Horizon award to attend a Canadian university to continue studying environmental science and share his Inuit heritage. He hopes to return to his community and work collaboratively with youth and community leaders to advocate for projects that take place on Indigenous land that are respectful of both the land and the values and traditions of communities.

He says:

“If settlers are planning a project on the land of an Indigenous community, it's important that they work together with the Indigenous communities, both youth and elders alike, and get the opinions of all community members, so that the wildlife, the plants, the waters and the land can all be respected and in a healthy and balanced way.”

Gathering research information

Teacher Ravi saying: When learning about a person, we focus on different things than if we were researching an idea or an event. When recording facts about a person's life and accomplishments, include a little bit of background information about who they are, but focus more on their impact on the world. Try using the following biographical research organizer to practice recording facts about one of the Indigenous activists just featured.

Complete the fillable and printable Biographical Research Organizer in your notebook or using the following document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.

Biographical Research Organizer

Press the Activity button to access the Biographical Research Organizer.

Activity(Opens in a new tab)

Conduct your own research!

Now it’s time to put your skills to the test and conduct your own research on another Indigenous environmental activist!

Safety

Before you begin your research, review the following Research Safety tips.

When doing research on the Internet, it is important to stay safe and stay focused. You can use the acronym T.R.U.S.T. to help guide you as you do your research.

Press the following tabs to explore some research safety tips.

Think about your topic and develop specific questions to get better research results.

For example, if you’re working on the topic of recycling, you might start with a general question and make it more specific before beginning your research.

Be patient while doing your research. Go through each website carefully, and take notes using a graphic organizer, or notebook. Record the websites used for specific information – it’s important to give credit to the creator of the content.

Consult more than one resource to help you determine if the information you gather is accurate and true.

Remember, research can take time. It helps to be focused and calm! Taking a break can help refresh our thinking and process new information.

It’s important to use reliable sources so that you can put together accurate and up-to-date information about your topic.

Websites ending with .com, .org, and .net can be purchased and used by any person.

The ending .org is usually used by non-profit organizations which may be trying to persuade rather than educate.

Websites ending in .edu are reserved for colleges and universities. Canadian websites have a .ca ending.

Consider the following questions when you are doing your reliability check. You might also ask a trusted adult or a peer for help if you are uncertain about a website.

  • When was the resource published? (This might help you determine if the information is current.)
  • Who created the resource/website? What is their educational background or work experience?
  • Who is the intended audience?
  • Who benefits from this information being shared?
  • Whose perspectives are represented? Whose perspectives are missing?

Do you understand all the words on the site? Can you decode their meaning?

Does what you’re reading make sense?

If not, it’s okay. Consider trying a different source. It’s important for you to understand the information that you read so that you can put it in your own words.

It’s important to stay safe while doing online research. If a website asks you for any personal information, close it and try a different website.

Personal information could include asking for your full name, email address, phone number, home address, photos, or school name. Do not provide any personal information and close the website.

Does the site have pop-up windows? These windows usually ask the user to click to “win a prize” or “check out information”. Do not click on the pop-ups and close the website.

Throughout the research process, feel free to check in with a peer or trusted adult.

If there is anything specific that makes you feel uncomfortable or worried while you are doing your research:

  • Pause and take a break.
  • Speak to a trusted adult.

Using the same graphic organizer provided, or another format of your choosing, conduct some research and report on another Indigenous environmental activist of your choice.

Press the Suggestions button to access a list of individuals you can choose to research from.

  • Ta’Kaiya Blaney
  • Pinar Sinopoulos-Lloyd
  • Ra'nikonhrí:io and Katsenhaiénton Lazare
  • Dallas Goldtooth
  • Quannah Chasinghorse
  • Xiye Bastida
  • Hindou Oumarou Ibrahim

Pause and Reflect

Reflecting on research

In this research activity, you used a graphic organizer to help collect biographical research notes. Did you find this learning strategy helpful?

Take a moment to reflect on how this tool helped guide the focus of your research and the organization of your research notes.

Did you find it:

Take your reflection a bit further and try and identify what parts you found most helpful and/or what parts you didn’t find helpful and why?

What changes could you make to this tool, or other tools, to make it more helpful for you as you record your research?

vocabulary

Vocabulary review!

This learning activity featured the words activist, global citizenship, environmental stewardship, and advocate. Let’s pause to make sure that we understand each of them, and then add any new words to our vocabulary notebook.

  • First, try to record a definition using your own words. You may wish to go back and review where each term was introduced earlier.
  • Next, check the accuracy of your definition using either a dictionary or another source.
  • Lastly, add something that will help deepen your understanding of these words, such as a real-world example, a synonym, a diagram, or a sketch that represents the word.

Word meanings!

Teaching Ravi saying: Notice that two of our vocabulary terms end with the suffix "ship" - environmental stewardship and global citizenship. A suffix is a letter or group of letters that is added to the end of a base (root) word to make a new word with a new meaning.

Neebin and Teacher Ravi talking.

Teacher Ravi asks: In the same way, citizenship means the act of being a citizen, and stewardship means the act of being a steward. Can you think of any other words you know that have the suffix "ship"?

Neebin responds: Hardship, membership, partnership, ownership, relationship…

Putting it all together

Let’s start by reviewing the meaning of some of the key vocabulary terms we explored in this learning activity.

For each vocabulary term match it with their correct definition.

Has learning about real-life activists inspired you? It is amazing to think what one person can do!

Being a steward of the Earth does not have to mean that you are famous or win an award. We can each take steps in our daily lives to be stewards of the Earth and to practice environmental stewardship.

In this learning activity, you learned how some Indigenous activists practice global citizenship by being stewards of the Earth. You also read about a character who remembers how to be a good steward of the Earth through everyday actions.

How can you apply this learning to your own life?

In a notebook or using another method of your choice create a list of three to five actions, steps, or goals that you could pursue to practice global citizenship and be a steward of the Earth.

Consider starting your list with one of the following sentence prompts:

“To be a good global citizen I can/will…”

“To show environmental stewardship I can/will…”

Reflection

As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.

I feel...

Now, record your ideas using a voice recorder, speech-to-text, or writing tool.

Press "Discover More" to extend your skills.

Extend your learning!

The Indigenous activist profiles touched upon different environmental issues and topics.

To extend and enhance your learning, consider conducting additional research about one of these topics:

Consider the following questions before you begin.

  • How will you organize your research?
  • What tools could you use?
  • Who will you share your learning with?