Igloo Building

The purpose of this activity is to provide students the opportunity to learn about igloos, and the relationship between humans and their physical environment. 

In this activity, students will engage in dialogue, active listening, hands-on learning, and representing. They will be encouraged to reflect on their learnings and connect to the content in a variety of ways. 

Activation
The teacher may begin the lesson by asking students what they know about igloos and taking notes on the whiteboard using a KWL chart. After a brief discussion, if available the teacher will read the book, Building an Igloo by Ulli Steltzer, and draw attention to the pictures to help explain the process. Next, a short video of the teacher's choice can be shown, such as NFB's "How to Build an Igloo," to further illustrate the steps to building an igloo. Students may take some time to reflect and then share what they have learned about igloos as well as anything they would like to know about igloos. This information can be added to the KWL chart started at the beginning of the lesson.

Students are encouraged to share what they have learned with their families and to continue the conversation at home. 

Connection
If possible, the teacher will invite a community member to share their knowledge of igloo building with the class in an outdoor, hands-on learning experience. Under the teacher's supervision, students will be guided to an outdoor location where they will learn about the skill of igloo building from the community member. They will learn about the history, values, and language associated with the craft as well as the techniques and materials required for the construction of an igloo. They will view a demonstration of how the snow is cut and assembled and they may participate in the preparation and assembly of the pieces, assisted by the community member and teacher. Students are expected to be active listeners throughout this activity. They will be encouraged to reflect upon their learnings in the following components of this lesson. 

Consolidation
The teacher may invite students to take a few minutes to reflect upon their experience on the land. The teacher may ask students to consider what they learned about the techniques used in constructing an igloo, the historical importance of igloos, and the cultural values associated with this dwelling. Students may take notes, journal, or just reflect quietly in this part of the lesson. The teacher may then open up the discussion, encouraging students to share what they have learned with the class. These discussion points may be added to the notes started at the beginning of this lesson. 

In pairs, or in small groups, students will brainstorm other materials that can be used to make homes and shelters (e.g., wood, clay, hide, bark, and stone). They will be invited to share their ideas with the class and, together, create a comprehensive list of materials. Using an interactive whiteboard (if available), the teacher can show the class images of different types of homes and shelters from around the world and discuss which materials, from the list, were used. This can lead to a discussion about how people use materials from their environment, or obtain materials from other environments, to construct their dwellings. The class may also discuss the design elements used in each structure. 

Next, students will be asked to draw a home or a shelter using their own original design. They will be encouraged to consider the materials, overall function, and location of the dwelling. The teacher may ask students to share their completed designs with the class. 

Extension

Students may complete the 'Reflection Snapshots' worksheet provided.

• Spiritual - Students connect identity and relationship with the land through learning about a traditional skill, preferably from a community member out on the land.
• Emotional - Students develop an emotional connection to the lesson content through reflection, creative expression, and dialogue.
• Physical - This lesson provides students with land-based experiential learning as they observe and participate in igloo building.
• Intellectual  - Students learn about the traditional skill of igloo building and its cultural and historical significance through reading, viewing, and listening. This lesson also provides students with opportunities to share, write, and represent their knowledge.