Intent of this page

Covid has made us think differently about how and where we teach. This page is intended to provide some ideas of how to take learning outdoors and at the same time, building connections to Indigenous ways of knowing and being.
The first priority should be making sure your students know the names of the traditional territories in which your school and our district resides. Spend some time exploring this. Help students understand the intimate knowledge local First Nations would have about this area given they and their ancestors have always lived here. Another term for this is Indigenous Knowledge. The local First Nations would know all about the life cycles of animals and plants in the area. Their stories would link to place names and sacred ceremonial sites. Remember, prior to contact, all the resources local First Nations used came from the land. Spend some time thinking about what your school yard would have looked like say 500 years ago. If there were no stores or pharmacies, or hardware stores, what did the Coast Salish use to build shelters, feed their families and what tools did they make to create tools for hunting, fishing and storing foods. Spending the time understanding who the Katzie, Semiahmo and Kwantlen First Nations are is an important first step. Visit our community links page for websites linked to local First Nation community websites and resources.
It is not an exhaustive list at all but rather a collection of some resources we've been sharing with classroom teachers during the past year.
The first priority should be making sure your students know the names of the traditional territories in which your school and our district resides. Spend some time exploring this. Help students understand the intimate knowledge local First Nations would have about this area given they and their ancestors have always lived here. Another term for this is Indigenous Knowledge. The local First Nations would know all about the life cycles of animals and plants in the area. Their stories would link to place names and sacred ceremonial sites. Remember, prior to contact, all the resources local First Nations used came from the land. Spend some time thinking about what your school yard would have looked like say 500 years ago. If there were no stores or pharmacies, or hardware stores, what did the Coast Salish use to build shelters, feed their families and what tools did they make to create tools for hunting, fishing and storing foods. Spending the time understanding who the Katzie, Semiahmo and Kwantlen First Nations are is an important first step. Visit our community links page for websites linked to local First Nation community websites and resources.
It is not an exhaustive list at all but rather a collection of some resources we've been sharing with classroom teachers during the past year.
Recommended resources

Pacific Northwest Plant Knowledge Cards (order from Strong Nations)
These cards are our go to resource. Relate them to Indigenous knowledge. Indigenous peoples have a strong to connection to land and place. If you think about it from an Indigenous perspective, traditional territory is interconnected with language, culture, stories, place names, traditional resources, history and so much more.
The plant cards provide photos of the plant/tree/shrub with the names in one or more Indigenous languages. The cards provide information on how the resource was used (edible, tea, medicinal, or other). It provides information on what part of the plant was used (toot, stem, flower, bark, leaf, berry or seed). They describe the time of year of harvesting and most importantly, warning (cautions, dangerous and rare). Each card provides information on the appearance of the plant/tree/shrub and a description of how to use them and when to harvest.
Some resources linked to cards:
Plants and Medicines that are visible in April:
These cards are our go to resource. Relate them to Indigenous knowledge. Indigenous peoples have a strong to connection to land and place. If you think about it from an Indigenous perspective, traditional territory is interconnected with language, culture, stories, place names, traditional resources, history and so much more.
The plant cards provide photos of the plant/tree/shrub with the names in one or more Indigenous languages. The cards provide information on how the resource was used (edible, tea, medicinal, or other). It provides information on what part of the plant was used (toot, stem, flower, bark, leaf, berry or seed). They describe the time of year of harvesting and most importantly, warning (cautions, dangerous and rare). Each card provides information on the appearance of the plant/tree/shrub and a description of how to use them and when to harvest.
Some resources linked to cards:
- Sample survey activity worksheets and sample cards: click here to download and survey with pictures
- Powerpoint for teachers - related to Pacific Northwest Plant Knowledge Cards and Walking Curriculum: Click here to download
- Check out plant and tree videos on DCF Videos page (see above)
- Check out Secwepemc Plant Knowledge Cards (order from Neskonlith Education Centre
Plants and Medicines that are visible in April:
- Skunk cabbage (flowers)
- Salmon berry (flowers)
- Fiddleheads
- Plantain
- Dandilions (flowers)
- Cottonwood (buds)
- Oregon grape (flowers)
- Stinging nettle
- Salal (flowers)
- Maple (flowers)
- Birchbark sap
Some Brainstorming Ideas

Wonder Wagons (Thank you Nicole Haas for letting me borrow your photo)
Be prepared to go outside! Making sure your wagon contains a First Aid kit. Talk about safety when venturing outside particularly if you are going into parks, ravines (who else lives here).
Be sure to talk about whose traditional territory the school resides on (see map of traditional territories in bc). What IK relates to the plants/trees/seasons we hope to see? Pre-teach the definition of Indigenous Knowledge (knowledge about the land, its cycles, life cycles of animals, plants, seasons, sustainable harvesting practices and more). Remind students that the Coast Salish thrived here before contact. The land and ocean was the grocery and medicine store. Coast Salish believed if we take care of the land it will take care of us.
Set expectations before you go outside. What are our intentions?
Be prepared to go outside! Making sure your wagon contains a First Aid kit. Talk about safety when venturing outside particularly if you are going into parks, ravines (who else lives here).
Be sure to talk about whose traditional territory the school resides on (see map of traditional territories in bc). What IK relates to the plants/trees/seasons we hope to see? Pre-teach the definition of Indigenous Knowledge (knowledge about the land, its cycles, life cycles of animals, plants, seasons, sustainable harvesting practices and more). Remind students that the Coast Salish thrived here before contact. The land and ocean was the grocery and medicine store. Coast Salish believed if we take care of the land it will take care of us.
Set expectations before you go outside. What are our intentions?

Learn about Cedar Trees
The Aboriginal Resource Centre has so many books related to cedar and its significance to Coast Salish people. The cedar tree is considered to be the tree of life to many coastal First Nations because it provided so many things (shelter, transportation, food storage, cooking containers, material to make tools like halibut hooks, fishing nets and more).
See list of books recommended on the bottom of this page.
Teach students to identify different kinds of trees.
Use The Tree Book - a free downloadable resource which helps students identify different kinds of trees in BC. Click here to download it.

Use FNESC's Science First Peoples resource
There is an amazing Tea Unit in this guide. How does this relate to outdoor learning? Think about where teas come from. I have recently harvested stinging nettle for tea. Link this harvesting to the Pacific Northwest Plant Knowledge cards. Download a copy of the tea cards that Heidi Wood created. New cards will be uploaded shortly.
There is an amazing Tea Unit in this guide. How does this relate to outdoor learning? Think about where teas come from. I have recently harvested stinging nettle for tea. Link this harvesting to the Pacific Northwest Plant Knowledge cards. Download a copy of the tea cards that Heidi Wood created. New cards will be uploaded shortly.

Use The Saanich Year Kit - Earl Claxton/John Elliott
Why this kit? It relates to Seasonal Rounds. Seasonal rounds describes the activities that FN peoples did in different times of the year. Why this kit is so fantastic is because it is a fairly local resource. Pay particular attention to the artwork. Does it look the same/different from First Nation art we see? There is a difference between Northwest form line art and Salish art and these cards provide an excellent example of Salish art.
The kit is extensive. It describes the cultural activities done during each of the 13 moons and it also provides activities related to harvesting resources. This resource is an excellent example of Traditional Indigenous Knowledge. Download the kit and see the pronunciation guide here.
Download a copy of my photographs of the Spirit Rocks at Blackie Spit. Match them to Saanich Year kit. Click here to download
This is one example of seasonal rounds. Do you think all Indigenous peoples had the same seasonal rounds? Seasonal rounds are unique because of climate, location, resources available and of course because of the diversity of culture in each Indigenous community.
- Secwepemc Seasonal Rounds - click here
- Explore an open sourced document related to seasonal rounds with 5 lessons connected. - click here

Make Story Strolls - click here to learn more about Story Strolls. Consider using Indigenous texts - Stand Tall Like A Cedar would be a perfect choice for this. In Abbortsford, I saw a copy of Pow Wow Dancing With Family written by Perry Smith.

Make an Indigenous garden.
I borrowed these beautiful photos from Lynn Fripps Elementary . Their plants included wild strawberries, winter currant, salal, huckleberry, and service berry,
Some plants you could consider adding, tobacco, and salmonberry, Teach students that tobacco is often given as an offering when we harvest plants, and cedar in the wild.
I borrowed these beautiful photos from Lynn Fripps Elementary . Their plants included wild strawberries, winter currant, salal, huckleberry, and service berry,
Some plants you could consider adding, tobacco, and salmonberry, Teach students that tobacco is often given as an offering when we harvest plants, and cedar in the wild.
Some other ideas related to exploring outdoor learning with an Indigenous focus
Some Brainstorming
- This is an amazing blog from the UK - "Maths outdoors".
- Count the number of cedar, cottonwood, fur and other trees. Make a tally sheet to record. Use the BC Tree Book to identify. Record changes in the seasons. What does the tree look like in fall, winter, spring and summer (or monthly). Research how local FNs used these trees prior to contact. See Traditional Food Facts
- Consider using the Indigenous Focused version of the Walking Curriculum.
- Survey the sounds of birds. Record the songs of birds. Research birds that are featured in First Nation art and stories (raven, eagle). Do all FN communities feature the same birds/animals in their art? Why would the birds be different from nation to nation?
- Do a sound survey. Think about this same area 500 years ago. Would the sounds be same or different. Why?
- Use the plant cards often. Observe several plants through different seasons. Measure growth, flowers, fruit to seed. Have Intermediate students make plant cards for primary grades – must include a legend – a photo.
- Watch the Indigenous Plant Diva - by Kamal Todd
- Look for systems. What grows near and around certain trees.
- Learn about invasive plants (blackberry) – download a copy of "Help stop the Spread of Invasive Plants"
- Explore sustainable harvesting practices used by local First Nations. "Take only what you need." What does this mean? Explore some of the protocols used by local FNs used when harvesting plants/animals.
- Get students to paint rocks with names of trees, plants and bushes and place them around the park. If possible, include local FN language/vocabulary (use Firstvoices.com or connect with the Indigenous language expert in your district).
- Look at the water near and around your school (creeks, streams, ponds). Bring back samples to see what grows in water. Monitor water levels at the pond. Use Marsh Watch from Mathology as a model for surveying plant/animal life. n
- Create QR codes and place them on trees so that park users can learn some interesting facts about them. QR codes can link to student made information cards that are similar to Pacific Northwest Plant Knowledge Cards.
- Look up. Look middle. Look down.
- Explore our Farm To School Page - click here to view
- Hold book time outside under the trees. Every student picks their favourite reading spot. Consider sharing local FN stories as a read aloud to connect with oral story telling. Stay tuned for locally developed stories from Stol:o Sitel project. Titles include: Mr. Magpie and Mr. Crow, The Mountain Goat People of Cheam, How the Coho Got His Crooked Nose, The Story of Chehalis, The Mischievous Cubs, The Mosquito Story, and the Hunter and the Sasquatch. These are all authentic, local stories retold by elders. These are precious stories and we are so fortunate to have access to them.
- Hold a creative writing time outside (have clipboards in your Wonder Wagon).
- Tree rubbings – make a book of different kinds of tree rubbings.
- Printmaking using fallen leaves, cedar boughs.
- Make eco rubbings - see photos in photogallery below
- Weave outside using the fence as a loom, take cardboard looms outside to weave
- Make signs for the park – “animals live here”, “squirrels live here”, “plants are medicine”
- Follow Fern Gabriel and @SWSWLibrary on Twitter for language cards related to seasons.
Books Related to Outdoor learning with Indigenous connections
Books related to plants/ethnobotany/berries/food (there are many more but here are a few to get you started)
Picture books:
Strong Stories and Strong Readers Titles (Relating to plants, trees, and animals)
Books related to outdoor play/arts
- Plant technology of First Peoples in British Columbia
- Saanich Ethnobotany: Culturally important plants of the WSANEC People
- Food plants of coastal First Peoples
- Pacific Northwest medicinal plants : identify, harvest, and use 120 wild herbs for health and wellness
- Medicines to help us : traditional Métis plant use : study prints & resource guide
- First Nations Science and Ethnobotany Unit – K – 12 Shared learnings in
- Modern native feasts : healthy, innovative, sustainable cuisine
Picture books:
- A Day with Yaya
- Can You Hear the Trees Talking - Peter Wohlleben
- A Walk on the Shoreline
- The Story of the Tammarack Tree
- Lessons From Mother Earth by Elaine McLeod
- Helping Mother Earth (Turtle Island Voices)
- Sharing Mother Earth (Under One Sun)
- The Three Sisters
- Planting Seeds (Mathology)
- Acorns for Wilaiya ((Mathology)
- Marsh Watch (Mathology)
- Wild berries = Pikaci-mīnisa
- Berries of the Dakelh Territory
- Pemmican berries
- Berry Picking with 'Atso
- Let's go! : a harvest story
- The Sasquatch, The Fire and the Cedar Basket *
- The Girl and the Wolf by Katherena Vermette and illustrated by Julie Flett
- Zoe and the Fawn by Catherine Jameson and illustrations by Julie Flett
- The Twinned Basket by Nan McNutt and Bruce "SUBITAY" Miller *
Strong Stories and Strong Readers Titles (Relating to plants, trees, and animals)
- The Story of the Tamarack Tree
- Metis and Dandelions
- Pemmican Berries, Our Traditional Medicines
- The Cedar Tree Our Culture Our Tree
- Traditional Berry Picking
- Cedar: The Tree of Life (Strong Readers: 11- 20 set)
- The Little Cedar Tree (Strong Readers: Set A: Level 7)
- The Old Cedar Tree (Strong Readers: Level 1)
Books related to outdoor play/arts
- The art of land-based early learning.
- Walking Curriculum
- Engaging Imagination in Ecological Education
- The art of land-based early learning volume 2
- Braiding Sweetgrass
Explore plant Dyes - see above
Photos to spark ideas!
Educators to follow on Twitter
Apps
- Pinewood Kinders @PineKinderWood
- Lisha@hinderYYC
- @EcoInquiry
- @mshaaskinder
- @heyerlearning
- @Playfulinquiry
Apps
- My Garden Answers
- Seek (It finds insects, plants, trees and mushrooms)
LInks relating to the ocean (under construction)
- Ocean Knowledge Cards
- Traditional Food Facts
- When the Tide is Out