OPERATION WATER SPIRIT Nursery/Preschool/Kindergarten Thematic Unit

Pre-school/Nursery/Kindergarten Water Unit Introduction: The purpose of this unit is to provide young students with an opportunity to learn about water and how it is viewed from an Aboriginal perspective. Water is a sacred element. All life needs water, without water there would be no life. This unit will examine the Creation stories of First Nations people. This unit will briefly introduce the four sacred elements and their purposes in the world. Students will have the opportunity to view a medicine wheel and learn a little about the teachings of the medicine wheel. Children will be given the opportunity to experiment with water in its liquid and solid states. Students will discover that water is in and all around us and that without water there could be no life. The duration of this unit is five full days or ten half days.

First Nation Creation Stories

Respecting our Water

Water is in and all around us

Preschool and Kindergarten Water Unit

Four Sacred Elements

First Nation Medicine Wheel

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Day One: First Nation Creation Stories Circle Time: Explain to the class that they are beginning a new unit about water. Ask the students to tell you what they know about water. Using a “talking rock or feather”, have students pass this item around the circle. Ask the students to share with the class their favorite thing about water. Some students may speak about water activities such as swimming or boating or perhaps about water games such as water fights. Ask students to think about where water comes from and to look at how water is used in their houses when they go home tonight. Oral Language/ Story Time: Creation Story from http://www.ilhawaii.net/~stony/lore35.html Tuskegee Before the beginning, water was everywhere. But no people, animals, or earth were visible. There were birds, however, who held a council to decide if it might be best to have all land or all water. "Let us have land, so we can have more food," said some of the birds. Others said, "Let's have all water, because we like it this way." Subsequently, they appointed Eagle as their Chief who was to decide one way or the other. Eagle decided upon land and asked, "Who will go and search for land?" Dove volunteered first and flew away. In four days he completed his hunt and returned, reporting, "I could not find land anywhere." Crawfish came swimming along and was asked by the council to help search for land. He disappeared under the water for four days. When he arose to the surface again, he held some dirt in his claws. He had found some land deep in the water. Crawfish made a ball of the dirt and handed it to Chief Eagle, who then flew away with it. Four days later he returned and said to the council, "Now there is land, an island has been formed-- follow me!" The whole bird colony flew after Eagle to see the new land, though it was a very small island. Gradually, the land began to grow larger and larger as the water became lower and lower. More islands appeared and these grew together, creating larger islands into one earth.

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Activities/ Learning Stations Messy Table Gluep (Mudworks by Mary Ann Kohl). It has the properties of both a solid and a liquid. Note: This is not edible! Here is the recipe per child: 1TBS Elmer's Glue 1 TBS Water 2 TSP Borax solution—(60 ml borax + 1 L water) Materials needed measuring spoons, plastic cups, spoon or coffee stirrers, food coloring (optional), Water tray or pan. Directions: Several hours before hand, mix borax solution of 60 ml borax (1/4 cup) to 1 liter water; completely dissolve borax and set aside. Mix borax solutions, water, food coloring and glue, stirring constantly until gluep takes form. Remove from cup and work in palm. Try using as silly putty. Have students use mixture to form islands within the water tray or pan. Explain how they are doing something similar to that of the Creation Story they just heard. Cut and Colour Table Activity: Making Brown Islands on Blue Materials needed: Scissors, brown and blue construction paper (8 1/2 x 11), glue/glue stick.

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Directions: Cut the brown construction paper in half, while leaving the blue whole. Instruct the student to only cut up the brown paper. They are to make islands with the brown paper by cutting it into circular pieces and paste these islands onto the blue paper which is to represent the water. Explain how they are doing something similar to that of the Creation Story they just heard about. Creative Art: Activity: Making a Bird to sit on your Island Materials needed: White Glue, paper plates for each table, feathers, Styrofoam balls various sizes, sequins (optional), googly craft eyes (optional), yellow felt, yellow pipe cleaners, bird pictures, sticky tack. Directions: Looking at pictures of birds, have the children discuss what the characteristics of the birds are. What is something that all the pictures of birds have in common? (Beaks, feet/legs, Feathers…) Prior to students’ arrivals cut the yellow felt into various small triangles, these will be the beaks. If you do not have the craft eyes cut small circles for the birds’ eyes. Have each student pick a Styrofoam ball from a selection of various sized Styrofoam balls. Instruct the students to roll their ball in white glue which should be located on a paper plate in the center of the table. After rolling it in glue have the child place feathers on the ball. Glue on eyes and beak. Shape the pipe cleaner like [ ] to represent legs and feet. Place bird on one of the islands from the previous island activity. Use sticky tack to keep bird in place.

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Physical Play Activity: Chief Eagle and Crawfish Materials: Floor Space in open area, Identifying markers (Picture on nametag or colored ribbon) for Eagle and Crawfish, whistle, Pieces of paper or Rug squares, Imagination. Directions: Recap the earlier story from circle time. Talk about how the Birds elected Eagle Chief. Explain how an election is done to appoint someone and that person instructs others. Have the students elect a person as their eagle. Explain that they will do this a few times and others will also get a chance. Explain that they may only vote for one person at each vote. The chief is nominated by the people through a majority vote. Have students raise their hands to vote someone for chief. Then have the chief pick someone to be the crawfish. Identify and distinguish the crawfish from the Chief. Define perimeters for the game, (If doing this in a gym the middle circle would work). Everyone else is a bird. Discuss what birds do, (swim, fly, build nests, and lay eggs). The children stand on the outside of the perimeter until the crawfish is done and then they are to land on an island. The Crawfish throws rugs or papers within the circle (representing newly formed islands). There should be one or two less papers/rugs then children. Birds not finding an island go to the outside of the circle flapping their wings. Eagle picks up the rugs/papers when the whistle blows. Eagle takes his/her choice of the rugs/papers out of the game. Crawfish then distributes the islands again. The birds try to land on an island. This continues until there are no islands again and all the birds are flapping their wings on the perimeter of the circle. The game can continue again. Time frame each game about seven-ten minutes.

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Oral Language Activity: Eagle and Crawfish Chant Directions: Read this original poem with actions. This can be read and chanted to with the children throughout the duration of the unit.

The birds flew and flew They were getting so tired Nothing to sit on Not even a wire So they got together Voted for a chief Chief Eagle told crawfish “Get me some land” Crawfish made islands With trees and sands So the birdies sat on a tree They had places to be And that’s where land came from According to the Tuskegee

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Snack Time Ideas In order to stay with the theme of island development as well as with the theme of birds and crawfish; please find the following snack activities that you may wish to do with your classroom. Birds on Islands Adapted from an online children’s cookbook at http://www.thefamilycorner.com/family/kids/recipes/ediblebirds nest.shtml You will need: Chow mien noodles chocolate chips or chocolate brick marshmallow chicks (peeps) and Candy shaped like crab or crawfish wax paper paper plates (colored plates optional) Directions: Place squares of wax paper onto individual plates. Put chow mien noodles in a large bowl. If using brick chocolate, break into pieces. Melt chocolate chips or pieces in the microwave, or over low heat on stove, just until melted. Pour melted chocolate over chow mien noodles, mix together to coat. Place mounds of chocolate/chow mien mixture onto several plates (on top of waxed paper). Have children form the mixtures into little islands. Be sure the chocolate has cooled, but don't wait too long or it will harden! Place marshmallow chick in the middle of the island. Place the candy crab/crawfish next to the bird.

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Crab Cracker Critter For each Child please have: 1 KRAFT Cheese Slice, quartered 4 RITZ Cheese Crackers 20 chow mein noodles 4 slices stuffed green olives

PLACE 2 cheese pieces on each of 2 crackers; cover each with second cracker. ARRANGE 5 noodles on opposite sides of each stack of crackers to form the "crab's claws." Add olive slices for the "eyes." http://www.kraftfoods.com/main.aspx?s=recipe&m=recipe/knet_r ecipe_display&u1=bytype&u2=12*152&u3=**19*72&wf=9&recipe_i d=60590

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Day Two: Water is in us and all around us Circle Time: Talk to the children about the phrase, “Water is in us and all around us,” and ask them to think about what that means. Remind them that yesterday (last time) they were asked to look around their house and see how water is used. (Some water uses: cooking, washing, flush toilet, brush teeth.) Today in the talking circle they will be asked to talk about how they used water since the last time they were in class. Pass around the “talking rock or feather.” For the next time ask the children to think about how much water is used in their household. Story Time: The Creation Story – Turtle Island (Ojibway/Anishinabe) Long, long ago the world was covered with water. Nanaboozhoo floated on a huge log searching for land, but none was to be found as the Earth was now covered with water. "I am going to do something," he said. "I am going to swim to the bottom of this water and grab a handful of earth. With this small bit of Earth, I believe we can create land for us to live on with the help of the Four Winds and Kitchi-Manitou." So Nanaboozhoo dived into the water and was gone for a long time. Finally he surfaced, and short of breath told the animals that the water is too deep for him to swim to the bottom. All were silent. Finally, Mahng, the Loon spoke up. "I can dive under the water for a long way, that is how I catch my food. I will try to make it to the bottom and return with some Earth in my beak." The Loon disappeared and was gone for a very long time, "I couldn't make it," he gasped. Many more animals tried but failed, including Zhon-gwayzh', the mink, and even Mi-zhee-kay", the turtle. All failed and it seemed as though there was no way to get the much needed Earth from the bottom. Then a soft muffled voice was heard. "I can do it," it spoke softly. At first no one could see who it was that spoke up. Then, the little Wa-zhushk", muskrat stepped forward. "I'll try," he repeated. Some of the other, bigger, more powerful animals laughed at muskrat. Nanaboozhoo spoke up. "Only Kitchi-Manitou can place judgment on others. If muskrat wants to try, he should be allowed to." So, muskrat dove into the water. He was gone much longer than any of the others who tried to reach the bottom. After a while Nanaboozhoo and the other animals were certain that muskrat had given his life trying to reach the bottom. Far below the water's surface,

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Muskrat, had in fact reached the bottom. Very weak from lack of air, he grabbed some Earth in his paw and with all the energy he could muster began to swim for the surface. One of the animals spotted Muskrat as he floated to the surface. Suddenly Nanaboozhoo exclaimed, "Look, there is something in his paw!" Nanaboozhoo carefully opened the tiny paw. All the animals gathered close to see what was held so tightly there. Muskrat's paw opened and revealed a small ball of Earth. The animals all shouted with joy. Nanaboozhoo took the piece of Earth from Muskrat's paw. Just then, the turtle swam forward and said, "Use my back to bear the weight of this piece of Earth. With the help of Kitchi-Manitou, we can make a new Earth." Nanaboozhoo put the piece of Earth on the turtle's back. Suddenly, the wind blew from each of the Four Directions, The tiny piece of Earth on the turtle's back began to grow. It grew and grew and grew until it formed a mi-nisi', or island in the water. The island grew larger and larger, but still the turtle bore the weight of the Earth on his back. Nanaboozhoo and the animals all sang and danced in a widening circle on the growing island. After a while, the Four Winds ceased to blow and the waters became still. A huge island sat in the middle of the water, and today that island is known as North America. To this day, the Muskrat has been given a good life. No matter that marshes have been drained and their homes destroyed in the name of progress, the Muskrat continues to survive and multiply. The Muskrats do their part today in remembering the great flood; they build their homes in the shape of the little ball of Earth and the island that was formed from it. Story adapted from http://www.muskrat.com/index.htm#MuskratLegends

Messy Table Activity: Mud on a Turtles back Materials needed: Blue construction paper (8 ½ x 11), Green Play dough, Brown Play Dough, small paper plates, various textures and texture makers: Screen, sandpaper, popsicle sticks, straws, rocks, buttons etc… , picture of Turtle outline (see appendix). Directions: Give each child a piece of blue construction paper with an outline of a turtle on each piece. Have the children take the green play dough and spread it across the outline of the turtle. Tell the children to make sure they are spreading the play dough to cover all parts of the turtle. Ask them to experiment with various textures on the back of the turtle using various textures and texture makers. Once their turtle is completely 11

covered with the green play dough give them a much smaller portion of brown play dough and ask them to spread the earth onto the turtles back. Variations: To make this activity a bit messier and perhaps more enjoyable for the child that likes to get dirty and play with mud, substitute the brown play dough with real mud. Get dirt from outside (bought soil is runnier and not really muddy) and mix up little mud balls to give each child to put on their turtle’s back.

Cut and Colour Table Experiment: Water can come in a variety of different colours. Have the children brainstorm about different colours of water they have seen. Explain that sometimes water looks blue because it reflects/mirrors the color of the sky. Discuss why the water would be different colours. Have four clear glasses of water where the children can see clearly. With the first glass of water, place a blue piece of paper behind it, tell the children to imagine the paper is the sky, ask them what colour the water looks in the first glass. In the second glass put some soil in the water, be sure to stir the water and mud mixture. Ask the children what colour the water is. In the third glass of water place a few drops of green dye, explain how a small plant like algae is green and sometimes turns the water green. In the forth glass spill soil, green die and place a blue piece of paper behind it. Talk to the children about pollution in water. Ask them what colour the water is in the fourth glass.

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Materials: Pieces of paper with four glasses of water drawn on them, crayons: brown, greens, blues, yellow, oranges etc..., various coloured construction paper (8 ½ x 11). Activity: Before starting to colour have students brainstorm about the different colours of water they have seen and to speculate how the water got to be the colour it did. Have the children take the first paper with the glasses of water on it. Have the children colour in the glasses of water. Once the glasses of water are coloured, have the children cut out the glasses and paste them on the construction paper. Extra Activity: Water is something that is within and all around us. Water is very much a part of our everyday lives. Have the children drink as much water as they can stomach. Ask them to notice if their belly makes “water sounds”. Ask them to notice if they have to go to the bathroom once they drank the water, thus making room for more water. Our blood is a liquid and many liquids are made up of water. Sometimes when we go to the hospital we may have an IV hooked up to us, that is when saline, which is salt water is put directly into our vein, thus giving us valuable liquid to replenish our bodies. Ask the children what kind of salty water comes out of their bodies. (i.e. Tears).

Creative Art Activity: Turtle Craft Materials: Turtle templates, colored paper, paper plates, scissors, crayons, glue, optional: buttons, yarn, googly eyes.

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Directions: Young children will have fun making an easy and fun craft of a turtle assembled with shapes (circles, triangles, and ovals). Easy Shapes Turtle Craft is made by using the provided templates (see appendix) for the turtle, have the children cut and paste to assemble a turtle. The first template can be substituted for a paper plate. The images can be photocopied on colored paper. Remind the children about the story about North America being built on the back of a turtle. Variations: Glue yarn around the big circle and line outline, add wiggly eyes, Glue other items to decorate shell, such as buttons (those tortoise colored ones are great). Instead of triangle shapes, use a variety of shapes to decorate the turtle's body.

Physical Play Activity: On Turtle’s Back Poem: On Turtle’s Back On Turtle’s Back Seeing what we can see On Turtle’s Back On Turtle’s Back That’s where you’ll find me On Turtle’s Back On Turtle’s Back Floating across the sea On Turtle’s Back On Turtle’s Back A new land meant to be Turtle Island.

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Materials: physical space to run and jump, imagination. Directions: Have children form a circle holding hands and then begin singing this rhyme in the tune of “Ring Around the Rosie.” Children will be rotating the circle in a clockwise manner. When the children get to the last Line, “Turtle Island”, have them break the circle and sit in the centre of the circle. This song and activity can be done several times. And it can be sung throughout the Water Spirit Unit. Variations: A participant could be in the middle of the circle representing the turtle and he can pick a loon, muskrat and other animals that have sat on the turtle’s back.

Oral Language Activity: Read Original Poem “Turtle Island” to the children. (Found on Previous page). Directions: Have the poem written on large chart paper or on the white or black board. Have children chanting or singing it to the tune of “Ring around a Rosie,” discuss with children what some actions could be to go with the poem/song. Point at each of the words, show the students the repetition of the words “On Turtle’s Back.”

Snack Time Ideas Turtles Sweet

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Materials: vanilla wafers, (green) frosting, shelled pecans, green gumdrops Directions: Frost underside of 1 wafer, Place 2 pecan halves on each side of wafer. Add 1 green gumdrop for head. Add 2nd wafer to make top (shell). Turtles Healthy Materials: Two vegetable round crackers, green olives, cheese wiz spread, thinly sliced celery about 4 cm in length and 1 cm in width, one very thin slice of celery 6 cm long (for the tail and neck). Directions: Spread cheese wiz on one of the crackers, and then place the two smaller celery slices across to be the legs and place the longer celery to be the tail and neck, place the green olive on one end of the celery to be the head. Then spread cheese on the second cracker and place on top, play with and then eat your turtle.

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Day Three First Nations Medicine Wheel Teachings Circle Time Remind the children that they have been working on a unit about water and how it is viewed by First Nations people. Last circle time they were asked to look about how much water they used around their house. Ask the questions: How much water was

used? What was it used for? Do you think that we will never run out of water? Explain to the children that they are sitting in a circle; they are to notice that the circle has no beginning or end. Ask the students to hold hands and as they are sitting have them move their hands up and down as if they are a wave. Ask the students to notice how when their partners moved their hands they were inclined to move theirs as well with the same rhythm. Place pictures of medicine wheels (see appendix) on the chart or board, explain that there are four sections to the medicine wheel. First Nations of the prairies believe that there are four sacred elements. These elements are Earth, Wind, Water and Fire. What sacred

element have we been talking about?

Water is something that is on the earth and without water there would be no earth. Today in the talking circle they will be asked to talk about how much water is used in their household and ways that they could possibly use less water. Pass around the “talking rock or feather.”

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Story Time A long, long, long time ago, there were people who lived on Turtle Island which is now called North America. They had their own ways of doing things, much different than what is being done today. These people lived in harmony with nature. They were not owners of the lands but rather the caretakers of the land. They knew that if you did something to one thing then all things would be affected. Everything in the world was viewed as sacred and with a spirit. The rock and water all had spirits as well. Each of these spirits were honoured because no spirit was stronger than any other spirit. The earth which the people called Mother Earth provides the people with food from the plants and the animals. The wind had a role to play too, the wind came from four directions, the north, east, south and west. Fire was a strong element because it was the fire that cooked the food and helped in hide preparation, it was the fire that cleansed the earth every spring. Then there was the water, it was the water that provided the people with something to drink when they were thirsty, and was something they could travel on in canoes. All these elements were for a purpose and a reason and all these elements were recognized in the Medicine Wheels. Throughout the prairies there are great Medicine Wheels made out of a ring of stones. Many were destroyed when the settlers came from across the sea but some still remain today at places such as Wanuskewin in Saskatoon. A long time ago it was thought rude to put anything into Mother Earth, to use a tent peg was to stab into our Mother, instead rocks were used and sometimes you can still see teepee stone rings. Even though things have changed First Nations People are still the protectors of Mother Earth and they honour Earth, Wind, Water and Fire.

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Messy Table Activity: Painting a Medicine Wheel Materials needed: photocopy medicine Wheel (also used as back of Turtle) on sturdy Manila paper or thick white paper, four colours of paint: blue, yellow, red, white, sponges or paintbrushes, newspapers. Directions: Cover the table with newspaper. Place the four colours of paint in the middle of the table. Give each of the children a picture of the medicine wheel; ask them to look at pictures of Medicine Wheels to see where the colours are located. Have the children paint each of the sections with one colour per section. Set aside the picture to dry and later have the children cut out the circles.

Cut and Colour Table Activity: Medicine Wheel Collage Materials Needed: Magazines, photocopied Medicine Wheel, glue, crayons, scissors. Directions: Each of the parts of the medicine wheel represents one of the four elements. Have the children cut out pictures that relate to EARTH (plants, trees), WIND (air, weather), FIRE (cooking, red things) and WATER (water activities, glass of water). Have children glue these pictures into the medicine wheel. Then have children colour the section of the medicine wheel that is not covered with pictures. After they have finished 19

their artwork, have them explain why they picked the things they did to put in their collage. Variations: Provide the students with fabric and yarn and other textures to place on their Medicine Wheel. Or after the craft is completed laminate it (without fabric/yarn) and then place four blank medicine wheels behind to make a Medicine Wheel book. The children could have the teacher write sentences to go with each medicine wheel.

Creative Art Activity: Rock Medicine Wheel Materials needed: Sand paper square, glue, small rocks (optional: these rocks can be painted before hand to blue, yellow, red and white, spray paint by teacher would be the best).

Directions: Have students view the Medicine Wheel and place their rocks accordingly. Glue the rocks to the sandpaper. Talk to the children how the original Medicine Wheels were sometimes as large as a football field. Tell students how Medicine Wheels are now used by a variety of First nations on Turtle Island (North America) to teach about First Nations.

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On Line resources on Medicine Wheels: http://www.royalalbertamuseum.ca/human/archaeo/faq/medwhls.htm http://www.spiritualnetwork.net/native/making_your_own_medicine_wheel.htm http://www.americanflatbread.com/medwheel.htm

Physical Play Activity: Medicine Wheel (Variation on Four Corners) Materials: Fairly large physical area, imagination, four flags (Red, Blue, Yellow and White), blindfold and a chair. Directions: Select a child to be at the center or middle of the wheel. Blindfold that child. The child will be responsible for yelling out the colours of red, blue, yellow and white. The first round each of the children go to a different flag colour. The blindfolded person says a colour and the children try to get to that corner, only the first four people can stay at the colour. The other participants must go to a different colored flag. The person in the middle is given three guesses as to who is in the corner, if they guess right that person goes to the middle and the game continues. If they guess wrong the whole class says “not there!” This should continue for a few rounds. Oral Language Activity: Read the following poem which has been adapted from an original poem by Ralph Metzer, Ph.D. Green Psychology (Park Street Press, 1999).

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Four Elements Medicine Wheel Poem Great Spirit of the East, radiance of the rising Sun, spirit of new beginnings O Grandfather Fire, From you comes life-energy. Great Spirit of the South, protector of the fruitful land, and of all green and growing things, the noble trees and grasses. Grandmother Earth, Soul of Nature.

Great Spirit of the West, spirit of the great waters, of rain and rivers, lakes and springs; the power to taste and to feel, to cleanse and to heal.

Great Spirit of the North, invisible spirits of the air, and of the fresh, cool winds; boundless Grandfather Sky, your living breath animates all life. Through us and within us.

Directions: After this poem has been read to the children several times, ask them to think about the parts of the poem. What colour do they think would represent the east? (Fire=Red), South? (Black=Earth), West? (Pure water=White), North? (Wind=Yellow). Point out the directions in the classroom and if at all possible go outside to see the four directions. Variations: Have the students write a class poem about the four directions and the four sacred elements. Fire from the East, Earth from the South, Water from the west and Wind/Air from the North. Once they have given their ideas write the poem on chart paper and review it at the next circle time.

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Snack Time Idea Medicine Wheel Sugar Cookies Ingredients: 1/3 cup butter or margarine, softened 1/3 cup shortening 3/4 cup sugar 1 teaspoon baking powder pinch salt 1 egg 1 teaspoon vanilla 2 cups all-purpose flour granulated sugar, colored if desired Food Coloring (blue, red, yellow) Pre-made icing Directions Beat butter and shortening thoroughly with an electric mixer or pastry cutter. Add sugar, baking powder and a pinch of salt and mix until well combined. Beat in egg and vanilla then as much flour as you can with the electric mixer. Stir in the remaining flour. Cover and chill for at least 1 hour; Preheat oven to 375 degrees. Roll out the cookie dough. Use a round cup or cookie cutter to cut out cookies. Bake on un-greased cookie sheets for about 7 to 8 minutes, until edges are firm and bottoms are lightly browned (don't over cook). Divide pre-made icing into four small bowls; add food-dye until desired colour is achieved. You should have one blue, one red and one yellow, the other should remain white. Have students using clean Popsicle sticks paint with the icing the four colours on the

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medicine wheel cookies. Ask the students to use the other medicine wheels as a guide Feast Food Snacks: Ingredients: Can of salmon, Can of kernel corn, Wheat crackers, Saskatoon Jam. Directions: In a bowl pour in the pre-drained salmon and drained can of corn, mix thoroughly. Spread mixture on the wheat crackers. Spread Saskatoon Jam on crackers. Enjoy these two different taste sensations.

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Day Four: Four Sacred Elements Circle Time

Remind the students of the previous activities they have done regarding water and the Medicine Wheel teachings. Ask the students to identify what the four sacred elements are and what colour is used to represent them. Read the poem about the Medicine Wheel in circle time. Today in the talking circle they will be asked to talk about the importance of water. Ask the students to identify one thing in their life they could not do if there was no water. Pass around the “talking rock or feather.” Story Time Story told to Michelle McKay-Poorman by Alice McKay Once upon a time a very long time ago, there was a little girl who was very curious. She also thought that she was very pretty. One of the things the girl liked to do was to look in the water to see her own reflection. Her village was a few hours walk from a clear lake. It was in the lake on a calm day that she could see herself in the lake. Sometimes the girl in the quest to see herself would stop doing all her chores and just wander to the lake on calm days. The little girl’s parents told her not to go to the lake because she should not be looking at herself. It was not good to care so much about how one looks they often told her. One day she did not listen and she went to the lake that is when she fell into the lake and she was never saw again. Sometimes her family would go to the lake to look for her but they never saw her again. Sometimes people would say that they saw her swimming below the surface of the lake because they heard her laughing. But she never came back to her village.

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Questions about the story: 1. Why did the girl go to the lake? 2. Is it safe to go to water all by yourself? 3. What should the girl have done differently? 4. Water is a powerful element in that you need to be safe around it, how can you stay safe near water?

Messy Table Activity: Water Play Materials Needed: Funnels, screens, ladles, spoons, paper towels, food coloring, bowls, pop bottles (various sizes), dish soap, water basin. Directions: Exploring with water is always fun. Provide students with an opportunity to view water in various containers and to transfer the water to and from various containers. After the student has transferred water a few times introduce the food dye to the waters. Ask the children to notice how the water will change color if mixed with other water. Another variation is after the transference and color play, introduce a small amount of dish soap to the water. Ask the child to notice how the suds are formed when they transfer the water from each container. Using the screens add more dish soap and have the children blow bubbles through the screen. Ask the students to use their imagination and find out different ways they can use to play with water. Ask the student to observe how the water changes shapes by the container it placed in. Ask the students how they would be able to do this task without water.

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Cut and Colour Table Activity:

Medicine Wheel Symbols for Four Sacred Elements

Materials needed: Crayons, photocopied Medicine Wheel, scissors. Directions: Have the students talk about the Four Sacred Elements which are Fire, Water, Wind/Air and Earth. Ask the students to think about how they use each of the elements every day. Have students brainstorm about how they use each of the elements. Examples, Fire: cooking, warmth, furnace, Water: wash, drink, and cook. Wind/Air: breath, flying a kite, Earth: walk on, build on etc... Ask the students to think of a symbol that they could use to represent each of the four sacred elements. If there is more than one symbol and the students are having a hard time agreeing, the symbols will be voted upon. The symbol with the most votes will be placed on the students’ medicine wheel. Possible ideas for symbols include a flame for fire, a raindrop for water, a cloud blowing wind, and a rock for earth. Students colour their symbols and cut out their Medicine Wheel.

Creative Art Activity: Making Paper Medicine Wheels Materials Needed: Various colored paper scraps, water, jar sealer rings, stir sticks, paper towels, rags, screen or mesh, scissors, bowls, large tub (such as a plastic dishpan, blender, plastic buckets), strainer or colander, jars for storing excess pulp. 27

Directions: 1. Organize the paper into four colour categories: White, Blue, Red and Yellow. Make the color paper into four separate productions. 2. Tear the paper into small squares, about 1 inch. 3. Put the torn paper in a bucket of water and let it soak for at least 2 hours. 4. Put batches of the paper into a blender, making sure there is plenty of water--about 1/3 pulp with 2/3 water. 5. Fill a rectangular plastic tray with about 2 inches of water and pour in a blender full of pulp. The amount of the pulp in the water will determine the thickness of the paper. You will have four different colored pulp mixtures. 6. Use the jar sealer as the circle format for the medicine wheels. The screen or mesh should be placed on the jar sealer lid with elastic. For dividers in the circle use the stir sticks to form the medicine wheel divisions. 7. Place each of the colored categories into the four sections of the wheel shape. It is easier to concentrate on one color at a time. Using a rag sop up some of the water and press the goop down. Once all colors are in the wheel remove the stir sticks gently (perhaps this should be done by an adult). 8. Keep the new paper in the jar seal lid ring for a day or two. Remove from the mold and let dry. 9. These Medicine Wheel papers can then be laminated and given to parents as coasters. Variations: After the paper medicine wheels are dried the children can draw their selected symbols representing each of the four sacred elements on them before they are laminated. They should be cut out after lamination.

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Physical Play Activity: Choose one of the previous physical play activities located in the unit. Or adapt other games to go with the theme of honouring the four sacred elements.

Oral Language Activity: Read this Chinook blessing to the children and ask them to think about what the words mean. "We call upon the waters that rim the earth, horizon to horizon, That flow in our rivers and streams, That fall upon our gardens and fields, And we ask that they teach us and show us the way." —Chinook Indian Blessing

Questions to consider: 1. How does water rim the earth? (Show the students a globe of the earth and ask them to look at the water on the earth).

2. What is meant by horizon to horizon? (Have the students look out the window or look outside from direction to direction).

3. How and what can water teach us? 4. What have we learned about water thus far? 5. What can we teach others about water?

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Additional Activity: Have students come up with a blessing or a saying for each of the four elements which the teacher will write on chart paper and put up in the front of the room. Example: We thank the fire element which warms us with the sun and cooks our food. We thank the earth …, we thank the wind…etc… Snack Time Dirt/Earth Cake (No Bake) Ingredients: 1 (20 ounce) package chocolate sandwich cookies 1/2 cup butter, melted 2 (3.5 ounce) packages instant vanilla pudding mix 3 cups milk 1 (8 ounce) package cream cheese 1 (8 ounce) container frozen whipped topping, thawed Blue food dye (optional) Tart tins (optional) Directions: Using a blender or food processor crush 2/3 of the cookies. Stir in the melted butter, then press into a 9x13 inch baking pan. In a medium bowl, stir together instant pudding and milk. Chill in freezer until thickened. Using an electric mixer beat the cream cheese into the pudding and add blue food dye. Fold the dessert topping into the pudding mixture by hand. Spread over the prepared crust. Crush the remaining cookies in the blender, and

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sprinkle over the top of the pudding layer. Chill for at least 4 hours or until serving time. Adaptations: Using cookie crumbs form Island over the blue surface that would represent water. Add Red-Hots to represent fire and add small boats with sales or flags to represent the wind. You can have each child prepare their own desert in their own tart tin or small pie plate. This can be taken home with the child. Adapted from: http://cake.allrecipes.com/az/DrtCkIII.asp

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Day Five: Respecting Our Water Circle Time Remind the students of the previous activities they have done regarding water. Ask the students to identify what the four sacred elements are and what colour is used to represent them. Ask them what they have learned about water so far? Today in the talking circle they will be asked to talk about what they can do to show respect to water. Pass around the “talking rock or feather.” Story Time Once upon a time, not too long ago. There was a little girl named Shakira and her brother WyLee. They would like to listen to stories and they liked to have fun. One day they were watching their mother and they asked her what she was doing. She said she was writing a story to teach little children about honouring the water. Shakira said, “Water is in us and all around us”. WyLee said “What could we do without water?” The mother and the children started to think about how important water was to the world. Without water there is nothing. Everything is made up of water. Shakira said, “What can I do to save the water?” They put on their thinking caps and they thought and they thought. “I can turn the water off when I am brushing my teeth” said WyLee, “and I won’t turn the outside water tap on for fun anymore. I could also not play with the toilet and only flush when it’s necessary.” Shakira said, “How about when I have a bath, we can save the water and use a pail to flush the toilet? I could also make sure I limit my showers to ten minutes.” They all started thinking about how without water the world was not a good place. They thought about how no one could live without water. Our bodies are made up of water. Can you think of how you can save water?

Have the children brainstorm about ways that they could limit their use of water. Write a story on chart paper about the class and their ideas to conserve water. 32

Messy Table Activity: Water Fun Mixtures Materials Needed: Water, flour, food dye, cornstarch, cooking oil, soil, sand, rocks, play dough, newspaper, paper plates and cups (various sizes), dish soap, water basin. Directions: Exploring with water is always fun. Provide students with an opportunity to add and mix water with various substances to see the reactions. Have the children mix water and flour together. What have they made? Mix the water with the food dye and then poor some oil into the water. What happens with the water? Give the children an opportunity to mix the various substances and then to form an object of art on a paper plate. Have the children use the glue they made with the newspaper to form land on one of the paper plates, add dirt and rocks. Inquire how the substances could have been mixed without the use of water. Variations: Have students work in groups of three to design a sculpture using the materials provided to portray the message of water conservation. Cut and Colour Table Activity: “Water” Colour Materials: Photocopied Water Activity Page (located at the end of this unit in the resource pages), crayons, colored chalk, blue construction paper (8 ½ x 11), scissors, and glue.

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Directions: Give each child the photocopied paper with the word water written in capital letters. Ask the children to colour in the letters, once this is completed the children will cut out the letters and put them on the black construction paper. The teacher should have the word water in the correct formation on chart paper or white/black board. Students can then use chalk to draw water like waves on the paper. Variations: Have students in a group of five and then color in one letter each. Then place the letter on the construction paper to form the word: W A T E R.

Creative Art Activity: Water World Globes Materials Needed: Baby food jars (medium or large jars), florist clay, small figurine (plastic muskrat or crow or turtle), (Blue) glitter, glue gun, Hot Glue for glue gun, plastic greenery (aquarium plastic plants, one should be enough for entire class), optional: colored rocks, seashells, felt. Directions: Remind the students about the First Nation Creation stories about life beginning in water. Make sure jar is washed and clean. Attach figurine to inside of jar lid using florist clay. If you are using a small object, it's a good idea to build up the clay so the object will appear taller. Attach greenery, colored rocks, etc. Use your imagination, but make sure anything you put in the globe is waterproof and won't dissolve. Fill jar with water to within 1/2 inch of top. Use cold water as warm water tends to cloud. Sprinkle 1 or 2 tablespoons of glitter into water. Insert figurine

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in water, screw on lid. Let stand overnight, lid side up. Use glue/sealer to ensure that it is waterproof. This is an ideal gift for parents and a reminder to students about the unit they have just completed. Variations: To make a more elaborate water globe, add tiny objects (tiny turtles or birds) to float in the water, use food coloring in the water, various colors glitter, etc. This can be altered in any way to be a one-of-a-kind. You can place felt over the baby food lid, so that it will not scratch surfaces and looks better. A drop or two of colored (blue) cooking oil could be added to the globe to represent swirling of the waves and current. Let the children use their imaginations. Connections: Before beginning this craft, review and read the two First Nation Creation stories (located at the beginning of the unit) to the students. Discuss how these Creation Stories relate back to life beginning in water. Perhaps a small plastic turtle could float to the surface of the water globe. The figurine could be a muskrat or if that cannot be found a beaver. Small plastic toys are available at dollar stores.

Physical Play Activity: Water Relay Materials Needed: Clear plastic cups (draw line about ¾), water, food dye (red, blue, yellow), ice cream pails (two for each relay team), permanent marker, ice cream scoops or ladles, (enough for each group), physical space to run (outdoors is a good idea). If indoors, have a rag or paper towels to pick up water spills.

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Directions: Divide the students up into relay teams (about 3 to four per team). Place the two pails about five meters apart. Put water in each pail at the starting line. Drop colour dye for each group except one will be clear. Place ice-cream scoops or ladles in the first pail. Instruct the students to fill the clear cups with as much as they can safely carry. Only one child can run with the water at a time, the next person in line will help the participant fill their plastic cup. If they spill the water they have to go back to their first pail to top the water up to the black mark and then begin again. One team member must wipe up what was spilt. Yell start/go. Have children try to fill the other empty pail with water from their pail. As soon as the children fill the pail to the permanent marker line about half-way up the pail, the race is over. Instruct students to sit down once their second pail is filled. This can be done a few times. Discuss with the students how it might feel to have to carry all the water that they needed in their household. Ask how many ice cream pails would be needed to fill up their tub. Snack Time Ideas Turtle Island Salad Materials: Head of lettuce, blue Jell-O, celery, apple, melons. Directions: Mix blue Jell-O and let set for awhile while you cut up things a turtle might eat such as lettuce (finely chopped), celery, apple and melons. Place in the semi-gelled Jell-O and then pour into clear cups and place in fridge until Jell-O is set. Variation: After the Jell-O is set place a chocolate turtle on top.

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Additional Unit Resources Playdough Recipes from

http://www.creativekidsathome.com/activities/activity_8.html#Kool-Aid%20Play%20Dough

Cooked Playdough (flour and salt) 3 cups flour 1.5 cups salt 6 tsp cream of tarter 3 tbsp oil 3 cups water Pour all ingredients into a large pot. Stir constantly over medium heat until a ball forms by pulling away from the sides. Knead the playdough until the texture matches playdough (1-2 minutes).Store in plastic container. It should last for at least 3 months. Cooked Playdough (baking soda and corn starch) 1 cup baking soda 1/2 cup corn starch 3/4 cup water Have the children mix the baking soda and corn starch in a pot. Use hands to make sure all the lumps are broken up. Add water. The adult should put the pan on the stove over medium heat and stir constantly. As soon as the mixture gathers together, remove from the heat. When it cools, have your child knead it into a smooth playdough. Uncooked Playdough (salt and flour) 1/4 cup salt 1 cup flour 1/4 cup water Have your child mix the flour and salt in a bowl then add water. Knead and squeeze the dough to make a clay consistency. You may need to add more water. Note: Your child will find that this playdough doesn't last as long as the cooked recipes.

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Kool-Aid Play Dough The children will love the smell of this playdough! 2 1/2 cups flour 1 cup salt 3 tablespoons vegetable oil 2 cups boiling water 2 packages unsweetened Kool-Aid Mix dry ingredients. Add oil and water. Wearing gloves, knead for 10 minutes. Store in zip lock bag in refrigerator. Note: Your hands may smell of the Kool-Aid flavor even with gloves. ------------------------------------------------------------

Cyclone Experiment

http://www.recipegoldmine.com/childeduc/childeduc1.html

Activity: This is also known as “whirlpool glass” and “tornado machine.” It demonstrates to younger children what hurricanes, tornadoes and whirlpools look like. Materials needed: Two 2-liter plastic soda bottles, water, blue food coloring, glitter (optional), 3 x 5-inch card, masking tape, duct or electrical tape, safety scissors. Directions: Wash out the soda bottles and remove their labels. Fill one bottle with water and add a teaspoon of blue food coloring and a few pinches of glitter, if desired. The food coloring and glitter make the cyclone more visible. Roll the card width-wise so that it will fit in the mouths of the soda bottles. Use masking tape to hold the end of the card in place. Put the rolled-up card in the mouth of the bottle that contains the water. Take the other soda bottle and place its mouth over the rolled-up card, pushing the bottle down so the mouths of both bottles are flush. Tape the mouths of the bottles together with duct or electric tape, making sure that the seal between the two is as waterproof as possible. Grab the bottles by their bases and turn the “cyclone” upside down. As the water begins to pour from one bottle to the other, gently swing the bottles in a counter clockwise motion until the tornado forms.

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Muskrat in Water Paper Plate Craft Materials: Heavy duty paper plates, muskrat and fish pictures or fishy crackers, blue and green cellophane or Handi-wrap, blue and green tissue paper or crepe paper, leaves, sea shells, etc., yarn, hole punch. Directions: Have the children rip up pieces of crepe paper or tissue paper and glue to the paper plate. Show them how to crinkle up sheets of cellophane or Handi-wrap and place on the paper plate. Have them glue on foliage that might look like it came from the sea and small sea shells and coral. Have them glue on pictures of fish or use fishy crackers. When they are finished, cover the entire plate with cellophane or Handi-wrap. Punch a hole at the top of the plate and tie on a piece of yarn for hanging. --------------------------------------------------------------------

Yarn Medicine Wheels Materials Needed: Teachers cuts plastic margarine lids out to look like medicine wheel, red, blue, yellow and white yarn. Optional: pony beads, crystals, feathers. Directions: Have students wrap the various colored yarn around each of the sections. Variations: Make the Medicine Wheel small enough to hang on a rearview mirror. Add feathers to hang from the bottom. Place pony beads on a string to use as the hanger.

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TURTLE

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Turtle Back/ Medicine Wheel

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Shapes for Turtle 42

Shapes for Turtle

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Literary Resources for Classroom

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