Learning goals

We are learning to…

Success criteria

I am able to…

Indigenous Peoples and the environment

Throughout history, Indigenous Peoples have relied on, and cared for, the environment to survive. This connection between the environment and Indigenous identity continues to have cultural and spiritual importance today.

It is important to remember that there are many different Indigenous communities throughout the lands now commonly referred to as Canada. Each has its own beliefs, values, and knowledges about the environment. Although some communities may share similarities, it is important not to make generalizations.

Picture book: “Be a Good Ancestor”

In this learning activity, we will explore a picture book called “Be a Good Ancestor.” Explore the front cover:

The book cover of ‘Be a Good Ancestor’ is a painting of an adult and a child looking out over a forest and mountains. There is an eagle flying overhead. The adult has a colourful robe that begins to swirl at the base. The robe looks like it could be wings or could be interacting with the nature around it.

Before you read a book, it can be a good idea to ask questions and make predictions. This can help you focus on the meaning and content while you’re reading.

Pre-reading questions

Examine the front cover of the book “Be a Good Ancestor” and consider the following questions. Write your answers in a journal of your choice.

  • What do you notice?
  • Can you make any predictions about this book?
  • What are your questions about this book?

“Be a Good Ancestor”: About the authors

On either side of the book cover are head shots of the book's authors, Leona and Gabrielle Prince.

“Be a Good Ancestor” is written by Leona and Gabrielle Prince, who are Dakelh sisters from the Lake Babine Nation and Nak’azdli Whut'en, located in what is now called British Columbia. They belong to the Lhts’umusyoo (Beaver) Clan. They created this book together, basing it on the things they had learned as they were growing up.

The illustrations in the book are by Carla Joseph, a Cree artist from what is now called Prince George, British Columbia.

Thinking about the title: “Be a Good Ancestor”

Have you heard the word ancestor before? Do you know what it means? Record your answer using a method of your choice, then press Check Answer.

Ancestors are the relatives or relations who came before you, such as parents, grandparents, great-grandparents, great-aunts, and great-uncles.

Now explore the book to find out how and why the authors are asking the reader to “be a good ancestor.” You will read the book in two parts.

Part 1: “Be a Good Ancestor”

vocabulary

Vocabulary words

To learn some words that will help you understand the first part of the book, explore the following flashcards!

Now read the first half of “Be a Good Ancestor.”

Post-Reading

Answering questions can reinforce your understanding of what you have read.

Select the correct answer to the following multiple-choice question. Then press the Check Answer button to see how you did. 

Why do you think this word is repeated so often? Write your answer in a journal of your choice, then press Possible Answer to compare.

The word “become” is repeated many times to remind us that everything in life changes and evolves. The word also suggests that a small action or creature can end up having a big impact.

Part 2: “Be a Good Ancestor”

vocabulary

Vocabulary words

To learn some words that will help you understand the second part of the book, explore the following flashcards!

Now you will finish reading the story.

Post-Reading

Now that you have finished reading the whole story, you are going to think about the big ideas. What does this story make you think of? Check off all the items that apply.

This story makes me think of…

Student saying, “These are all important ideas in the story!”

Back to the title…

The word “ancestor” means people in our families and communities who have come before us.

This is a picture book aimed at young people. So why are the authors asking the reader to be “a good Ancestor”?

Record your thoughts using the method of your choice, then press Possible Answer.

We need to be “good Ancestors” to the land, water, and air so that the Earth remains healthy for future generations. We can consider ourselves part of a long chain of people who care for the environment. You don’t need to be “old” to be a “good Ancestor” to the Earth.

Making your own connections to the book

Respond to two of the following questions in a journal of your choice. Make sure to read all six of the questions before you choose which two you will respond to!

1. Did the story match your predictions? Why or why not?

2. Look back at the questions you had before you read the book. Were your questions answered?

3. What might the text or the images teach the reader about Indigenous Peoples' connection to the environment?

4. How did the images or the words make you feel?

5. What do you think the main idea of the book might be?

6. Why are the authors asking the reader to “be a good Ancestor?

You have done a lot of thinking about the book “Be a Good Ancestor.” Now is a great time to take a break before we learn about how to write book titles!

Student Wellness

Take a break!

Time for a body break! If possible, stretch your body and move around your space.

Thinking about language!

writing

Writing book titles

Take a look at the title of the book we’ve been exploring: Be a Good Ancestor

Think about how capital letters are used in this title. Record what you notice, then press Possible Answer.

Be a Good Ancestor

In this title…

  • the first word has a capital (“Be”)
  • the word “a” does not have a capital
  • the word “Good” and the word “Ancestor” both have capitals

What are the rules?

When we write the title of a book or a film, there are special rules about how to use capitals:

  • The first word is always capitalized (for example, “Be a Good Ancestor”).
  • Important words in the title are capitalized (for example, “Amazing Canadian Hockey Stars”).
  • Smaller words such as the, and, of, in, a, an do not have capitals unless they are the first word of the title (for example, “The Loon and the Trout”).

Your turn!

Capital letter or small letter? Pick the right word to complete the book title, then press Check Answer to see how you did. 

Good work! You now know how to write titles correctly.

reading

Reading aloud

Choose a page from “Be a Good Ancestor” to read aloud. Read it several times to practise your speed, volume, and pronunciation. This is what we call your reading fluency: how easily you’re able to read the words correctly and with expression.

When you are ready, read the page aloud to a learning partner if possible, or record yourself on a recording device of your choice.

Protecting the environment

In the book “Be a Good Ancestor,” the authors talk about protecting water, animals, and the land. Examine the following text:

Be a good Ancestor with your thoughts

Thoughts become ideas

Ideas become actions

Actions become movements

Movements become change

Reminder: In this situation, the word movement means “an organized group of people who are trying to create change.” For example, the students in the following picture have organized a protest. They are part of a movement to help the environment:

Three students, each one holding a protest sign. The signs say “Protect our planet,” “Clean water!” and “No plastic!”

Taking action

What kinds of things can you do to bring about change and to help protect the environment?

You could…

  • organize a day to clean up your local park
  • turn off the lights when you leave a room to save electricity
  • create an environment club at your school
  • write a letter to a community leader

We are going to focus on this last option.

Writing a letter

One way to take action and help protect the Earth is to write a letter to a person who is a leader in your school or community, asking them to consider the environment when they are planning and making decisions.

Formal or informal?

What is the right tone for a letter like this?

Try the following multiple-choice question. Select the correct answer, then press Check Answer to see how you did. 

When you write to an adult in the community, your letter will be formal. This means that the letter is more official and talks about a serious topic. We use full sentences and respectful language in formal writing.

Finding the right words

What kinds of things can you say in a letter to influence your audience? In other words, how can you explain what you are worried about and convince the person to help?

You could use some of the following sentence starters to help guide your writing:

  • I am concerned about...
  • I have noticed...
  • Is there any way you could...
  • I am hoping we could...
  • It would be helpful if...

Letter structure

What are the parts of a formal letter? To find out, explore the following interactive image.

Writing a letter to a community leader

One way to take action and protect the Earth is to write a letter to a person who is a leader in your school or community and suggest an idea to help the environment.

Who are the leaders?

Who are the leaders in your community? You may choose to address your letter to one of the following people:

  • a local politician
  • a school principal or teacher
  • a local business owner

It’s important to choose the right person for your suggestion or request. You wouldn’t write to the prime minister to ask them to add recycling bins to your school playground… and you wouldn’t write to your teacher to ask them to change a law!

Creating your letter: Steps

To create your letter, follow these steps.

Step 1: Find your idea

What is your concern about the environment? Use the following questions to brainstorm ideas.

  • What are you concerned about in the environment?
  • What would you like to see happen in your community or region?

Student Tips

Tip: Be specific!

When you come up with your concern and your request, be specific.

  • Asking someone to add more recycling bins to the playground is specific.
  • Asking someone to “protect the environment” is not specific.

Step 2: Plan your letter

A graphic organizer can help you plan what you’ll say.

Complete the fillable and printable Letter Planner, or copy it into a journal of your choice and fill it in.

Letter Planner

Press the Activity button to access the Letter Planner.

Activity(Opens in a new tab)

Step 3: Write your letter

When you are happy with the outline of your letter, write it in a journal of your choice. To remind yourself of how your letter should look, review this letter:

A formal letter with the following six sections: date, greeting, introduction, body, closing, signature.

Step 4: Check your work

When you have finished, use the following checklist to make sure you have all the elements of an effective letter.

My Letter: Checklist:

I have...

Good work! It’s important to think about how you can take action to help the environment.

Reflection

How do you feel about what you have learned in this activity? Which of the next four sentences best matches how you are feeling about your learning? Press the button that is beside this sentence.

I feel...

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