The Fisher Story
Central to this resource is The Fisher Story as shared by Isaac Murdoch. This focus of learning is in relation to Indigenous knowledge systems, the environment and how we are intricately connected. Throughout the story, many lessons are learned in regards to our conduct as well as our roles and responsibilities.
Prior to reading or watching The Fisher Story it is recommended that teachers take time to activate student thinking with regards to existing knowledge. Consider introducing key concepts such as love, balance, respect, and our relationship with all of creation.
Prior to reading or watching The Fisher Story it is recommended that teachers take time to activate student thinking with regards to existing knowledge. Consider introducing key concepts such as love, balance, respect, and our relationship with all of creation.
Cross-Curricular Activities
After reading or watching The Fisher Story, there are many possible activities that can be done to reinforce and further explore the story’s messages.
Although there are a variety of themes embedded within the story, this resource focuses on 7 big ideas:
Although there are a variety of themes embedded within the story, this resource focuses on 7 big ideas:
- Zhawenjige: Walking With A Good Heart
- Dodem: The Clan System
- Mangide’e: Courage
- Zaagi’idiwin: Love
- Bagijigan: Offerings
- Maawanji’idiwag: Working Together in a Good Way
- Omdendum: Hope For the Future
Resource Kits
Each division contains a series of activities based on the 7 big ideas listed above.
Each activity has a downloadable pdf that provides a sample lesson plan as well as possible connections to curriculum from a wide range of subject areas.
Each activity has a downloadable pdf that provides a sample lesson plan as well as possible connections to curriculum from a wide range of subject areas.
PRIMARY K-3
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JUNIOR 4-6
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INTERMEDIATE 7-8
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Before Starting Consider...
Indigenous Knowledge Systems
It is important to understand that Indigenous knowledge systems form multiple ways of knowing that come from the natural environment. “Indigenous Knowledge is derived from the understanding of the natural cycles of the earth and how all life is interconnected in a delicate balance. Learning this knowledge comes from being a part of the environment. Nature creates a set of beliefs and values that governs our way of life. Indigenous Knowledge is not separate from the people who learn it, they are the knowledge, they are the land, and the land is ceremony. Everything is connected. By delivering this resource to students they will be able to have a glimpse at the old stories of the Indigenous peoples from this land in order to further understand the connection to the great spirit of this land, Mother Earth. The more we explore these traditional beliefs in our education system, the deeper our understanding and connection to the natural world will be.”
Isaac Murdoch - Serpent River First Nation
Cross-curricular Activities & Student Inquiry
This resource is a provocation for student inquiry into topics such as the environment, First Peoples of Canada, Science, Social Studies, as well as important concepts such as love, respect and balance, just to name a few. Teachers are encouraged to allow student voice to influence the focus of learning using the themes found throughout this resource. Further exploration of those topics or themes can then be embedded throughout the other curricular areas by providing a variety of interdisciplinary connections for students.
When looking at cross-curricular planning it is important to note that although the activities may offer content to teach with, the expectations still require explicit teaching to ensure the students understand the overall criteria in order to be successful. For example, using shapes in an art project does not necessarily mean that students now fully understand the geometric properties of shapes. Using the concept of shapes in an art project is just one of many ways students can further develop their understanding of geometric properties while learning the skills and concepts of art. Cross-curricular activities link expectations from different subject areas and provide students with multiple opportunities to reinforce and demonstrate their knowledge and skills in a range of settings. “One example would be a unit linking expectations from the science and technology curriculum and the social studies curriculum. Connections can be made between these curricula in a number of areas, including expectations relating to variations in habitat and ecosystems across the regions of Canada, the use of natural resources, historical changes in technology, and the impact of science and technology on different peoples and the environment. In addition, a unit combining science and technology and social studies expectations could focus on inquiry/research skills common to the two subjects.” (The Ontario Curriculum, Grades 1–8: Science and Technology, 2007) Teaching through cross-curricular projects can increase student engagement, promote student inquiry, provide greater opportunities for differentiation and foster an environment for holistic learning.
It is important to understand that Indigenous knowledge systems form multiple ways of knowing that come from the natural environment. “Indigenous Knowledge is derived from the understanding of the natural cycles of the earth and how all life is interconnected in a delicate balance. Learning this knowledge comes from being a part of the environment. Nature creates a set of beliefs and values that governs our way of life. Indigenous Knowledge is not separate from the people who learn it, they are the knowledge, they are the land, and the land is ceremony. Everything is connected. By delivering this resource to students they will be able to have a glimpse at the old stories of the Indigenous peoples from this land in order to further understand the connection to the great spirit of this land, Mother Earth. The more we explore these traditional beliefs in our education system, the deeper our understanding and connection to the natural world will be.”
Isaac Murdoch - Serpent River First Nation
Cross-curricular Activities & Student Inquiry
This resource is a provocation for student inquiry into topics such as the environment, First Peoples of Canada, Science, Social Studies, as well as important concepts such as love, respect and balance, just to name a few. Teachers are encouraged to allow student voice to influence the focus of learning using the themes found throughout this resource. Further exploration of those topics or themes can then be embedded throughout the other curricular areas by providing a variety of interdisciplinary connections for students.
When looking at cross-curricular planning it is important to note that although the activities may offer content to teach with, the expectations still require explicit teaching to ensure the students understand the overall criteria in order to be successful. For example, using shapes in an art project does not necessarily mean that students now fully understand the geometric properties of shapes. Using the concept of shapes in an art project is just one of many ways students can further develop their understanding of geometric properties while learning the skills and concepts of art. Cross-curricular activities link expectations from different subject areas and provide students with multiple opportunities to reinforce and demonstrate their knowledge and skills in a range of settings. “One example would be a unit linking expectations from the science and technology curriculum and the social studies curriculum. Connections can be made between these curricula in a number of areas, including expectations relating to variations in habitat and ecosystems across the regions of Canada, the use of natural resources, historical changes in technology, and the impact of science and technology on different peoples and the environment. In addition, a unit combining science and technology and social studies expectations could focus on inquiry/research skills common to the two subjects.” (The Ontario Curriculum, Grades 1–8: Science and Technology, 2007) Teaching through cross-curricular projects can increase student engagement, promote student inquiry, provide greater opportunities for differentiation and foster an environment for holistic learning.