How is my place important to who I am?
The teacher and then students will share photographs of our special place(s), which may be in our home, backyard or neighbourhood outdoor space. Through teacher modelling, learning of peer feedback strategies (“Austin’s Butterfly” by Ron Berger), exploration and close observation (nature journalling) of our playground outdoor spaces, students will complete a series of drafts to produce a final, beautiful piece of artwork depicting their place. Students will observe photos of local First Nations people’s places and consider what the place may tell us about them. Students will encounter the idea of loss of place for First Nations children who were sent to residential schools away from their home and neighbourhood to young learners through literature, such as “When We Were Alone” (David A. Robertson). Reflecting on these experiences, students will complete a first self-assessment (I am… I can… I will…) accompanied by a copy of their beautiful place artwork and first interim report (October) in their digital portfolio for families to view. Artwork will be featured as part of building display of our community beginning with our place artwork and map of our city in our classroom. A celebration of learning will take place with a culminating field trip to the teacher’s backyard and home to share her place.
CONNECTIONS AND PERSPECTIVES:
Students will experience project based learning which engages their hearts, minds and souls: self-discovery through their special place and discovery of others (peers and First peoples) through place. Students will have opportunities to support risk-taking (teacher and peer receiving feedback) and take personal risks over time (sharing favourite natural objects, such as rocks; make a series of drafts).