I. General Information
School Name: George Greenaway Elementary
School District: SD#38 Richmond
Inquiry Team Members: Angela McIvor (mcivor_a@surreyschools.ca)
Inquiry Team Contact Email: picken_a@surreyschools.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)
Curricular Areas Addressed: Science, Social Studies
Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Experiential learning, First Peoples Principles of Learning, Inquiry-based learning, Land, Nature or Place-based learning
In one sentence, what was your focus for the year? The focus of this inquiry was to foster an understanding and connection to place, and develop a better understanding of how natural resources (plant species) have played a key role in the changing of the land, people, and communities of Canada.
III. Spirals of Inquiry Details
Scanning: We used the Spiral of Inquiry playbook to better understand putting the learners at the centre. We made student learning the driving force of this inquiry and ensured that collaboration was accomplished when creating our outdoor space. This allowed students to take ownership, voice their opinions and plan out what they wanted for our school grounds. This allowed them to feel deeply connected to the land.
Focus: The focus of this inquiry was to foster an understanding and connection to place, and develop a better understanding of how natural resources (plant species) have played a key role in the changing of the land, people, and communities of Canada. We wanted students to feel like they had a voice in this inquiry and were able to independently and cooperatively make decisions around place and how they connected to the land that they learn on.
Hunch: There was a lack of understanding about place and the importance of connecting to it. Students created their own Land Acknowledgement to better understand its importance and better understand why the place they learn and live on is important. They also took ownership of their learning to feel more of a part of it.
New Professional Learning:
-Outdoor Learning Virtual Workshops (e.g. Accessibility in Outdoor Learning, Teaching Green in The Elementary years, and Outdoor Learning series by Brittany Roshea and Linda Radford)
-Collaborating with Nat’s Nursery to gain knowledge and receive Indigenous plant species for our school’s courtyard
-Educational Resources: Learning from the Land Website, Green Learning Website, and Outdoor Learning Store Resources
-Participated in: Spuds and Tubs Program and Planting a Promise
-Podcast: Mentoring Nature Connections and the Walking Curriculum by Jillian Judson
-Reading “The Art of Land-Based Early Learning” by Sophie Anne Edwards and Heather Thomas
Taking Action: The goal was to have students connect to the land by creating their own Land Acknowledgement and giving back to the land by planting Indigenous plant species for the whole school to enjoy. Students took ownership of their learning by researching Indigenous plants that are native to B.C and explored how Indigenous Peoples used them. We were then able to purchase said plants, and had the students plant them around our school grounds.
Checking: Our school grounds were very sparse and had little to nothing for outdoor learning. Now with all the Indigenous plant species around, more classes are able to enjoy this new learning space. Many students and teachers have made comments about how happy they were to see our garden space come to life. We are satisfied with this outcome.
Reflections/Advice: When students understand the importance of place, they are more connected to the land in which they learn and play on. After this, students were able to show us that they valued the land by being more willing to take care of it, showed an understanding that the land needs to be maintained by us and that these connections can go beyond our school grounds. It made learning more meaningful to our students and our teaching practice.