In this lesson, students will be speaking, listening, reading, and writing. Students will demonstrate their knowledge of a healthy diet with the inclusion of traditional food resources from the land.
Activation (30 minutes)
Teachers begin this lesson by inviting students to talk about their personal food choices and their knowledge of healthy eating. Students who are reluctant to speak may write out their responses.
Next, the class will work together to create a word web of food resources derived from the land and water, for example: berries, char, salmon, partridges, and caribou. The word web may be created using an interactive whiteboard.
Connection (1.5 hours)
Students will explore 'The Labrador Inuit Companion to Canada’s Food Guide' and compare it to the 'Nunavut Food Guide and Canada’s Food Guide For First Nations, Inuit, and Métis'. The teacher may ask prompting questions to engage students in a discussion about local foods, such as:
• What are some of your family's hunting and gathering practices?
• What are some animals that are harvested in Nunatsiavut, Labrador?
• What are some differences between harvested animals and store bought food?
• What are some plants that you like to eat that are gathered in Nunatsiavut, Labrador?
• What are your favourite foods harvested from the land?
• Why is hunting animals important for maintaining a healthy lifestyle and cultural practices?
• What types of foods are grown in gardens in your community?
• Which foods are important to maintaining a healthy diet?
Students are invited to share their thoughts and experiences with the class. The teacher can ask students to determine where their favourite foods belong on the 'Nunavut Food Guide'.
Homework: Students ask their family or friends about their favourite hunting trip:
• Where was it?
• What did they harvest?
• How was it cooked?
Students may share what they have learned with the class.
Consolidation (3 hours)
Invite students to plan a meal that includes all four food groups from 'The Labrador Inuit Companion to Canada’s Food Guide For First Nations, Inuit, and Métis'. The meal should also include traditional Inuit food, food from community gardens, and food bought from stores.
As a class, students will write a letter inviting an Elder or a community member to visit the class. In the letter, students may ask for their help and guidance in the preparation of the meal they have planned.
The Meal:
Students will prepare their meal with the support of an Elder or community member and their classroom teacher. Together, they will enjoy the finished meal. Traditional knowledge, stories, and language may be shared during this experience.
Student Reflection:
Provide time for students to reflect on what they have learned. Some prompting questions may include:
• What was the most memorable part of this lesson?
• What new information did you learn?
• Does everyone harvest and eat the same resources that people of Nunatsiavut/Labrador do?
• What are the difference between whole foods and processed foods?
Teacher Reflection:
Discuss this lesson with an Elder or with other teachers in the professional learning community to get their feedback.
Extension
Activity Options:
• Visit gardens to learn about planting and harvesting.
• Plan a menu for a special occasion, prepare the meal, and invite families to share.
• Write a story about hunting or about your favourite foods.
• Make a meal and deliver it to Elders and/or those who are in need.
• Go berry picking and make a dessert.
• Keep in contact with local hunters and ask them to tell you when they have harvested a seal, a porpoise, or a bird. When that event happens, bring students to observe how to prepare the animal for cooking. Students may hear stories from the hunter during this time.
