Caution! Cells at Work

Overview:

In this inquiry project, students will explore the basic process of osmosis and capillary action through an investigation that will mimic the process through biomimicry. Students will relate their knowledge and build a sub-irrigation planter, or vertical planter, and surrounding trellis.

Grade Level: 8

Strand and Topic: Understanding Life Systems: Cells

Inquiry Focus:

How do cells complete needed functions and processes within plants?

The time required depends on students’ background knowledge, skills set, level of interest, and any additional time required for completion of student work.

Big Ideas:

Cells are the basis of life. Cells organize into tissues, tissues into organs, organs into organ systems, and organ systems

into organisms. Healthy cells contribute to healthy organisms. Systems are interdependent.

Overall Expectations:

Science and Technology

1. assess the impact of cell biology on individuals, society, and the environment; 2. investigate functions and processes of plant and animal cells; 3. demonstrate an understanding of the basic structure and function of plant and animal cells and

cell processes.

Specific Expectations:

Science and Technology

1.2 assess the potential that our understanding of cells and cell processes has for both beneficial and harmful effects on human health and the environment, taking different perspectives into account

2.4 use scientific inquiry/experimentation skills to investigate the processes of osmosis and diffusion

2.5 use appropriate science and technology vocabulary, including organelle, diffusion, osmosis, cell theory, selective permeability, membrane, stage, and eyepiece, in oral and written communication

2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes

3.1 demonstrate an understanding of the postulates of the cell theory 3.2 identify structures and organelles in cells, including the nucleus, cell membrane, cell wall,

chloroplasts, vacuole, mitochondria, and cytoplasm, and explain the basic functions of each 3.3 compare the structure and function of plant and animal cells 3.4 explain the processes of diffusion and osmosis and their roles within a cell 3.6 describe the organization of cells into tissues, organs, and systems

Integration:

Language Arts

Oral Communication

1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in group

2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience

2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning effectively and engage the interest of their intended audience

2.7 use a variety of appropriate visual aids to support and enhance oral presentations

Writing

1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose

1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources

1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate information and see different combinations and relationships in their data

1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more planning and research if necessary

2.1 write complex texts of a variety of lengths using a wide range of forms 3.1 spell familiar words correctly 3.3 confirm spellings and word meanings or word choice using a wide variety of resources

appropriate for the purpose

Mathematics

Number Sense

- solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools

- use estimation when solving problems involving operations with whole numbers, decimals, percents, integers, and fractions, to help judge the reasonableness of a solution

- solve problems involving operations with integers, using a variety of tools - identify and describe real-life situations involving two quantities that are directly proportional

Measurement

- research, describe, and report on applications of volume and capacity measurement

Visual Arts:

D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

D2.2 analyse ways in which elements and principles of design are used in a variety of art works to communicate a theme or message, and evaluate the effectiveness of their use on the basis of criteria generated by the class

D2.4 identify and explain their strengths, their interests, and areas for improvement as creators, interpreters, and viewers of art

Key Concepts:

Osmosis, organelles, organization of cells into tissues, organs, systems

Prior Skill Sets:

Students should be able to:

use the Technological-Design Process:o “Critical aspects of technological problem solving are: careful planning; purposeful

selection of tools and materials; testing, retesting, and modifications of a product or process; communicating about the solution; and recommending of changes or improvements.” (Ontario Science and Technology curriculum document, 2007, p. 17)

work safely with tools write observations based on experimentation and ask questions that demonstrate curiosity

about what was observed understand the use of independent and dependent variables when experimenting design and carry out a plan to achieve a solution using the Scientific Method and Technological-

Design Process use lab equipment safely and accurately (e.g., measuring using scales) use a microscope properly and accurately

Prior Knowledge:

Understanding Life Systems

Grade 1

2.2 investigate and compare the basic needs of humans and other living things, including the need for air, water, food, warmth, and space, using a variety of methods and resources

2.4 investigate the physical characteristics of plants (e.g., basic parts, size, shape, colour) and explain how they help the plant meet its basic needs

3.5 describe how showing care and respect for all living things helps to maintain a healthy environment

3.6 identify what living things provide for other living things

Grade 2

3.2 describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment

Grade 3

assess ways in which plants are important to humans and other living things, taking different points of view into consideration (e.g., the point of view of home builders, gardeners, nursery owners, vegetarians), and suggest ways in which humans can protect plants

2.2 observe and compare the parts of a variety of plants 2.3 germinate seeds and record similarities and differences as seedlings develop 2.4 investigate ways in which a variety of plants adapt and/or react to their environment,

including changes in their environment, using a variety of methods 3.2 identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed, and

fruit, and describe how each contributes to the plant’s survival within the plant’s environment 3.3 describe the changes that different plants undergo in their life cycles 3.4 describe how most plants get energy to live directly from the sun 3.6 describe ways in which plants and animals depend on each other 3.8 identify examples of environmental conditions that may threaten plant and animal survival

Grade 4

3.7 describe structural adaptations that allow plants and animals to survive in specific habitats

Understanding Structures and Mechanisms

Grade 4 3.8 identify the input components that drive a mechanism and the output components that are

driven by it

Grade 7

2.2 design, construct, and use physical models to investigate the effects of various forces on structures

3.2 describe ways in which the centre of gravity of a structure affects the structure’s stability

Materials and Equipment:

Microscope device to take pictures slides and cover slips distilled water string balsa wood, dowels, hot glue, carpenter's glue, and other materials for building (straws, Popsicle

sticks, etc.) tools - hand and/or machine 2L water bottle - one for each group Scissors Soil seedlings (e.g., any variety of vines, Clematis)

Safety:

Refer to the STAO Safety in Elementary Science and Technology: A Reference Guide for Elementary School Educators (2014) http://stao.ca/res2/unifElemSafety/ and your specific board guidelines

- safe usage of personal protective equipment (p.35-36)- follow and review established safety procedures (p. 37-40)- follow established safety procedures for using tools and handling materials (p. 64-69, 72-75)- safe usage of laboratory equipment (p. 77-81)

Instructional Planning and Delivery:

Engage -> Explore -> Explain -> Extend -> Evaluate

Type Structured or Directed

Guided Coupled Open or Full

Participant Teacher Initiated and Performed

Teacher Initiated, Student Performed

Teacher Initiated Student Initiated

Path to Inquiry

Accommodations and Modifications

Teacher Tip:

This inquiry activity lends itself to allowing a wide range of learners to access the curriculum in a variety of ways. Nevertheless, the teacher should recognise that students can have a wide variation of abilities and should ensure that instruction is tailored according to individual needs and preferences. Within this document, there are several different entry points for students along the inquiry process. Teachers can choose to do one of the options (guided or coupled) with the entire class or choose to do different options with groups of students depending on student ability.

Engage (I SEE)

Timeline: 1-2 periods

Take students on a nature hike to a ravine or an area where there are several different trees and vegetation. Encourage students to use a device to take pictures of the trees and plants.

Tip: Linked resource is intended for junior grades, but has a lot of general ideas regarding inquiry and taking students outside.

Overview, G. (2015). STAO - General Overview. Stao.ca. Retrieved 29 July 2015, from: http://stao.ca/cms/gr-4-5-6-environmental-ed/1062-general-overview

Encourage students to focus on the biotic and abiotic factors within the space. Ask students to collect items to bring back to the classroom to investigate under a microscope. Students should attempt to see

Teacher Directed Student Directed

the cells of the biotic factors collected. Ensure items that are brought back can be used under the microscope. This is also a good time to discuss stewardship within a natural space.

Have students investigate what happens to one of their plant specimens when left in water overnight versus being left out. A demonstration can be used to show this as well.

Questioning (I WONDER)

Timeline: 1 period

Return to where you had the nature hike and find a spot for you and your students to sit to engage in a Knowledge Building Circle. Through a Knowledge Building Circle (KB - http://learnteachlead.ca/projects/knowledge-building/), generate a discussion about what students noticed about the differences between the plant sample that had been left in water and the one that had not. Record responses.

Generate a list of questions students have regarding cells and keeping cells healthy. Teachers can add their own questions to start students off or redirect the topic to ensure that it stays on the topic of the cell. The class can choose questions that will be revisited, answered collaboratively, and expanded on throughout the unit.

Students should be encouraged to use their devices to refer back to the photos that they took in the previous class.

Sample questions to provoke interest:

Teacher-led Student-Led - examples

What must individual plant cells do in order for the organism to survive?

Do you think that the organelles and the amount of organelles are different from cell to cell? Explain.

What kind of systems does the human body or plant cells have? How does that relate to its cells?

How do those systems work in order for us to survive?

How does a tree get water all the way up into the leaves?

How do the cells work and know how to work with one another?

How do cells function differently in plants than animals?

How do cells communicate with one another?

Does each organism have the same type of cells?

What happens when a cell dies?

What happens when a cell goes bad?

What keeps cells healthy?

What happens when a cell is not healthy?

Explore / Inquiry activity: (I DO)

In this inquiry, students will focus on the concept of osmosis and how it relates to capillary action and transpiration in plants.

Background information: Osmosis refers to the movement of water molecules from an area of high concentration to an area of low concentration. Capillary action is how plants move water up through their root system. Capillary action is the movement up a solid due to the liquid and solid molecules being attracted to one another. Transpiration is the exiting of water vapour through plant leaves.

Activity 1:

Students are given the task of building a structure with given materials that will mimic the process of capillary action and osmosis to keep a plant alive. Students must also design a trellis for the plant to be able to climb.

Teacher Considerations:

“When engaged in technological problem solving, students should be given opportunities to be creative in their thinking, rather than merely to find a prescribed answer.” (Ontario Science and Technology curriculum document, 2007, p. 16) Teachers are encouraged to have students work through a model that follows the Technological Design-Process, like SPICE:

S-Scenario

P- Problem

I- Investigate

C- Construct

E-Evaluate

Students are given a scenario to set the stage for the problem. For this particular activity, students are building a sub-irrigation planter or vertical planter. For a scenario, they could be “hired” to build sub-irrigation planters for a local community garden. Students then conduct planning, which will include rough drawings that are similar to isometric drawings that include measurements. This will serve as an indicator for the material usage. Students should write the rough procedural plans of the steps that they will take to construct their structure from beginning to end. This encourages students to do some pre-planning before cutting and building to prevent unnecessary mistakes. Through the construct stage, encourage re-design and proper use of tools and techniques of building. In the evaluation stage, students should be testing out their structure and system, and revising, if needed. Students should be encouraged to test their systems and structures throughout the design process. Having a formal

reflection step where groups work together to share findings and discuss complications/flaws is recommended. Once students are satisfied with their design, it is good practice to have them reflect on the process and final structure.

Teacher Tip: Students new to the Technological-Design process and building, may prefer to work with a partner. Groups of more than two for this project are not recommended due to the project’s scope. Materials should be taken into consideration when deciding individual versus group work.

Option 1 (Guided)

Timeline: 3+ periods

Provide a demonstration of how capillary action works, such as:

Cut a white carnation or a daisy and place it in water with food colouring. After a day, the flower will eventually turn that colour.

Cut celery and place in water with food colouring. After a day, you will be able to see the actual capillaries that the celery uses to pull the water up through.

○ Tip: use a wilted and a “normal” piece of celery and see the differences Cut celery or stem into different vertical sections and place the individual sections in different

coloured water. Students will observe that the different sections will feed into different parts of the plant.

Add any questions that arise from this demonstration to the questions gathered in the Knowledge Building Circle.

Provide pictures and examples for students to help them get started with their sub-irrigation planters. Provide students with their materials and have them design a system that will allow the capillary action to occur. Ensure that their design takes into consideration ease of filling up the water reservoir. To ensure student success, allow for formal reflection and sharing times between groups. Encourage creativity based on what works.

Sample Pictures:

http://www.designsponge.com/2010/05/we-like-it-wild-bottle-gardens.html

Once students are satisfied that their idea mimics capillary action, they fill their structure with soil and water, careful not to get the soil and the part of the structure that is going to attract the water, wet as this would impact whether the system is working (giving false data). Leave structures overnight. If students are successful, the soil should be wet.

Students should reflect upon their design and make any necessary changes before moving on. They are then required to make a trellis and a holder for their sub-irrigation planter, using the provided materials.

Students are encouraged to plan accordingly based on the plant species that they have chosen to plant and its climbing preferences.

Once the planter has a structure and trellis and students have made any necessary revisions to their design, provide students with theseed for their plant.

Option 2 (Coupled)

Timeline: 3+ Periods

Provide a demonstration of how capillary action works, such as:Cut a white carnation or a daisy and place it in water with food colouring. After a day, the flower will eventually turn that colour.

Cut celery and place in water with food colouring. After a day, you will be able to see the actual capillaries that the celery uses to pull the water up through.

○ Tip: use a wilted and a “normal” piece of celery and see the differences Cut celery or stem into different vertical sections and place the individual sections in different

coloured water. Students will observe that the different sections will feed into different parts of the plant.

Add any questions that arise from this demonstration to the questions gathered in the Knowledge Building Circle.

Provide students with their materials and have them design a system that will allow for capillary action to occur. Ensure that their design takes into consideration ease of filling up the water reservoir.

Once students are satisfied that their idea mimics capillary action, they fill their structure with soil and water, careful not to get the soil and the part of the structure that is going to attract the water, wet. If not, osmosis will not occur due to there already being a balance of concentration. Leave structures overnight. If students are successful, the soil should be wet.

Students should reflect upon their design and make any necessary changes before moving on. They are then required to make a trellis and a holder for their sub-irrigation planter, using the provided materials.

Students are encouraged to plan accordingly based on the plant species that they have chosen to plant and its climbing preferences.

Once the planter has a structure and trellis and students have made any necessary revisions to their design, provide students with the seed for their plant.

Explain

Post building, students should have growing plants and should not need to refill their water reservoir often if their sub-irrigation planter is working correctly. They have successfully mimicked the process of capillary action and osmosis, which leads to the plant being able to transpire.

The knowledge learned from this inquiry can be collaboratively built using a Knowledge Building Circle. It is suggested that you go back outside where the first Knowledge Building Circle occurred and revisit the previous questions. Students should be able to help answer questions previously asked. Special attention can be given to different learning styles, as different concepts can be recorded orally and uploaded to a site, video recorded for kinesthetic demonstrations, or drawn by students.

Students are encouraged to bring their sub-irrigation or vertical planters to the Knowledge Building Circle. This will allow students to share and reflect further upon their designs and refer to them using proper vocabulary.

Students should have an opportunity to demonstrate their knowledge of osmosis and diffusion. Within the Knowledge Building Circle or a separate presentation, students should:

describe the process of diffusion and osmosis as it relates to their model refer to the specific organelles that aid in this process and how the cell process aids in the

functionality of the plant’s tissues, organs, and system

Student Resources:

Study.com. (2015). Capillary Action in Plants: Definition & Examples | Study.com. Retrieved 29 July 2015, from: http://study.com/academy/lesson/capillary-action-in-plants-definition-examples-quiz.html

Appropedia.org. (2015). Wick-based irrigation - Appropedia: The sustainability wiki. Retrieved 29 July 2015, from: http://www.appropedia.org/Sub-irrigated_planter

Highered.mheducation.com. (2015). Animation: How Osmosis Works. Retrieved 29 July 2015, from: http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

Sciencemag.org. (2015). Retrieved 29 July 2015, from: http://www.sciencemag.org/site/feature/misc/webfeat/vis2005/show/transpiration.swf

Related Background Resources and/or Links:

The Family Handyman. (2015). How to Build a Sub Irrigated Planter System. Retrieved 29 July 2015, from: http://www.familyhandyman.com/garden/how-to-build-a-sub-irrigated-planter-system

Howstuffworks.com. (2015). HowStuffWorks "Search". Retrieved 29 July 2015, from: http://www.howstuffworks.com/search.php?terms=osmosis&x=0&y=0

Octe.on.ca. (2015). OCTE. Retrieved 13 July 2015, from: http://octe.on.ca/index.php?id=19

Ontariodirectors.ca. (2015). CODE Health & Safety Project. Retrieved 13 July 2015, from: http://www.ontariodirectors.ca/health_and_safety.html

LearnTeachLead.ca. (2015). LearnTeachLead.ca - Student Achievement Division Resources - K to 12. Retrieved 13 July 2015, from: http://LearnTeachLead.ca

Sites.google.com. (2015). Cellular Misconceptions - Science in a nutshell. Retrieved 4 August 2015, from: https://sites.google.com/site/scienceinanutshell/home/cellular-misconceptions

Extend

Students can further learn about mimicry in nature, also known as biomimicry. There are numerous Ted Talks that provide students with a variety of examples.

Pawlyn, M. (2015). Using nature's genius in architecture. Ted.com. Retrieved 29 July 2015, from: http://www.ted.com/talks/michael_pawlyn_using_nature_s_genius_in_architecture.html

Jolly, H. (2015). A shark-deterrent wetsuit (and it's not what you think). Ted.com. Retrieved 29 July 2015, from: https://www.ted.com/talks/hamish_jolly_a_shark_deterrent_wetsuit_and_it_s_not_what_you_think

Benyus, J. (2015). Biomimicry in action. Ted.com. Retrieved 29 July 2015, from: https://www.ted.com/talks/janine_benyus_biomimicry_in_action

Students can be challenged to improve upon something used in their daily routine with a technology of something found in nature. They can choose something in materials or protective equipment for example. It is encouraged that students stay within the realm of the unit and explore magnification or how plants and animals stay healthy and functioning in relation to their cells. For example, how can one mimic the changing colours of a chameleon and where would it be useful? How can one mimic the regrowth of limbs in a salamander and where would it be useful?

Another idea for extension is to have the students create a sustainable irrigation system that does not require human interaction or the re-filling of water. Questions to pose to students:

Is it possible? What conditions need to be met? How do cells respond?

Evaluate (I REMEMBER)Assessment Opportunities:

Things to look for in assessment pieces:

Consistently With prompts Not yet

Can the student use the vocabulary appropriately?

Does the technological-design process show signs that new knowledge was used to improve on the design?

Can the student justify choices of design for criteria success?

Possibilities for Assessment As/For/Of Learning:

For Learning:Use anecdotals during Knowledge Circle to find common misconceptions and frame inquiries during the “I Explore” phase to dispel the misconceptions and build new understandings. Common misconceptions that might come up are:

students are unsure about the hierarchy of atoms, molecules and cells; students may believe that living things grow because their cells get larger; students think in terms of two kinds of cells - plant and animal.

Take the time to review tool safety and the use of materials before the inquiry part of the process. A quick safety assessment at the beginning is a good review and often a confidence builder.

As Learning- Exit passes and journals reflecting on what they learned

What did I do in class today? What did I learn? What did I find interesting? What questions do I have about what I learned? What was the point of today’s lesson? What connections did I make to previous ideas of lessons?

- Visible Learning goals/concepts are on a chart, and students put a check mark once they understood the concept

- Student conferences and discussions when students are working with peers and teacher- Student notes of the Technological-Design Process: drawings, procedural writing, re-designs,

testing, and observations (SPICE Model)- Student cellular drawings with labels

Of Learning- Knowledge Circle contributions- Student explanation of their structure using vocabulary- Use Co-created success criteria to assess student projects. For guidance in creating inquiry

focussed rubrics with students, try pages 32-34 of Natural Curiosity.- criteria can include:

- form and function - environmental considerations- design process- use of the scientific method when conducting investigations- laboratory skills- safety - ability to mimic osmosis and capillary action- use of materials

Self-evaluation for SPICE Model

1. Were my sketches clear enough for others to understand?

1 2 3 4 5

2. Did I include written suggestions on my rough sketch?

1 2 3 4 5

3. Did my product do what I designed it to do?

1 2 3 4 5

4. If I worked with others, how well did I cooperate?

1 2 3 4 5

5. If I worked with others, how would I rate my contribution to the product?

1 2 3 4 5

(5= My best effort; 3 = Medium; 1 = Poor effort)

Science and Technology Performance Task – Grade / Division K-8

CRITERIA Performance Indicators

Level 1 Level 2 Level 3 Level 4

Design Process plan Develops a plan with limited clarity and a few steps

Develops a workable plan with some clarity and some steps

Develops a clear workable plan including steps in a logical sequence

Develops a workable plan and modifies the plan as necessary

Design Process use of materials

Uses tools, equipment, and materials with limited regard to safety

Uses tools, equipment, and materials with some regard to safety

Uses tools, equipment, and materials safely

Uses tools, equipment, and materials safely and appropriately

Design Process use of design process

Demonstrates little use of the design process (plan, build, test, evaluate, communicate)

Demonstrates some use of the design process (plan, build, test, evaluate, communicate)

Uses the design process (plan, build, test, evaluate, communicate)

Uses the design process (plan, build, test, evaluate, communicate) effectively

Modeltranslate plan to model

Translates design plans into a working model, with assistance

Translates design plans into a working model with limited assistance

Successfully translates design plan into a working model based on criteria required

Successfully translates design plan into a working model based on criteria required

Modelmodel performs intended task

Creates model that performs intended function in a limited manner

Creates model with some evidence of intended function

Creates model that functions successfully according to specifications

Creates model that functions beyond expectations

Communication terminology

Uses little appropriate terminology for grade level

Uses some appropriate terminology for grade level

Uses most appropriate terminology for grade level

Uses all appropriate terminology for grade level

Communication clarity

Report lacks clarity Communicates with some clarity

Communicates clearly and precisely (e.g., oral or written) through all stages of task

Communicates clearly, precisely, and insightfully

Communication presentation skills / style

Limited awareness of importance of style to suit purpose

Uses a presentation style that is somewhat appropriate to purpose and audience

Chooses a presentation style that is appropriate to purpose and audience

Skilfully chooses a presentation style that maximizes the impact for purpose and audience

Communication of basic concepts

Communicates understanding of few of the basic concepts

Communicates understanding of some of the basic concepts

Communicates understanding of most of the basic concepts (for grade level) e.g., oral or written

Communicates understanding of all of the basic concepts

Learning Log reflection for purpose

Makes limited reflection

Reflects on results but makes few changes

Reflects on results in order to make necessary changes

Uses sophisticated reflection to record results. Makes

and evaluate information gathered

changes and evaluates information gathered

Learning Log goals / time lines

Sets a few goals and describes few of the steps needed to achieve goals

Sets some goals and describes some of the steps needed to achieve goals

Sets clear goals and describes each step needed to achieve goals

Sets clear goals and describes each step needed to achieve goals and adjusts as necessary

Learning Log resources

Selects, records, and uses resources with limited appropriateness

Selects, records, and uses somewhat appropriate resources

Selects, records, and uses appropriate resources

Selects, records, and integrates appropriate resources

Group Work contribution to group goal

Has limited success working toward group goals

Demonstrates some commitment to the group goals; carries out specific roles with some success

Demonstrates commitment to the group goals and carries out assigned roles

Actively identifies group goals and fulfills a variety of roles in group

*Adopted from Halton District School Board

Technology Possibilities

PowerPoint and other presentation tools different types of microscopes and magnification devices photography

Indigenous Perspective

According to the Western and Northern Canadian Protocol educator resource,“Teaching and learning take place within the rich and complex context of the school community.

Student engagement and learning become enriched when students feel safe and experience a sense of belonging within their school community. Creating warm and caring schools and learning environments where First Nations, Métis, and Inuit students feel safe and valued has a positive influence on student engagement and learning. This is accomplished through positive, inclusive, and respectful attitudes as well as through the presence of affirming First Nations, Métis, and Inuit images—such as art, posters, books, videos, and positive messages celebrating diversity—throughout the school” (Our Way Is A Valid Way, WNCP, 2013, pg. 34)

Teachers should strive to make connections to the curriculum by incorporating the indigenous worldview in ways that appreciate and affirm the diversity in thinking about science and the natural world. The following are a few examples of how to ensure FNMI understandings are reflected in teaching about cells:

invite traditional storytellers and Elders to share stories relating to land use and plant growth use thematic story circles weave FNMI language into the science curriculum incorporate or adapt Medicine Wheel and Circle of Life teachings to learning about growth and

cells

use Traditional Ways of Knowing in the teaching of cells, e.g., students can demonstrate cultural practices related to stewardship

relate the Medicine Wheel and living in harmony with Mother Earth into a discussion around sustainability and planting of the student seeds

read the stories of “Relationships with the Waters” “Mother Earth” and “Plant Beings” to students http://www.torontozoo.com/pdfs/tic/ways-of-knowing.pdf pages 80, 88, and 90

-

Indigenous Connections:

Refer to resource section on website for additional suggestions and resources for incorporating indigenous perspectives into activities.