• Contact us
  • About
  • Contributors
  • TNEGI
  • English
    • Français

Treaty Education Resources

  • Home
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6

Grade 4 – Table of contents

  • Teaching Notes and Approaches
  • Note to Readers
  • Lesson A – Different Worldviews
    Ta’n tel-pilu’-nmitoq wen wskwitqamu
    Piluwamsultuwakonol
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – How Eeling Is Part of Kmimajuagnminal – All Living Things Are Related – Psonakutomuwakon
    • Activity 2 – Kmimajuagnminal – All Living Things Are Related – Psonakutomuwakon
    • Activity 3 – Creating a Calendar Collage
    • References
  • Lesson B – How Environment Influences Life
    Msɨt ta’n koqowey etek wskwitqamuk na teluaq ta’n tl-mimajultiten
    Tan wetawsultiyeq elapetomeq naka eli ‘sossenomeq wiciw okamonuhkewiyik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – What’s That: “habitat”?
    • Activity 2 – Tihtiyas and Jean
    • Activity 3 – Cycles of Life
    • References
  • Lesson C – How life changed with the arrival of Europeans
    Ta’n mimajuaqn tel-sa’se’wa’sikek ta’n tujiw pejita’titek aqalasie’wk
    Tan Pomawsuwakon ksi-acehrasik tuciw petapasihtit okamonuhkewiyik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – A Hunter’s Story – Serving and Providing for Family And/Or Community
    • Activity 2 – The Difficulties in Trading
    • Activity 3 – Exchanging Ideas about Survival
    • References
  • Lesson D – Our Stories Have Meaning
    A’tukwaqn
    Ktatkuhkakonon wolokimqotol
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Klu’skap / Kelowuskap and His People
    • Activity 2 – Klu’skap / Kelowuskap and His People: What Does It Mean?
    • Activity 3 – Making Shadow Puppets
    • References
  • Lesson E – Homeland and the Wabanaki Confederacy
    Kmitkinu aqq Wabanaki Confederacy
    Waponahkewi Mawuhkahticik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Mapping First Nation Communities
    • Activity 2 – Researching Place Names
    • Activity 3 – Making a Charter for the Wabanaki Confederacy
    • References
  • Lesson F – Challenges associated with treaty-making
    Wejiknemkewe’l
    Sikeyuwol ahcuwi assihkomeq
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Examining Historic Text and Photos
    • Activity 2 – Thinking about Trade Economies
    • Activity 3 – What Do You Need: A Survey
    • References
  • Lesson G – What was promised in the Treaties
    Ta’n Koqowey Elwi’tmasimkɨpp Akukumkeweyiktuk
    Keq kisi spi-wolamuhusimok
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Agreement at Menaguashe – Fair or Not Fair?
    • Activity 2 – Word Scramble
    • References
  • Lesson H – Leaders and Treaties
    Ikanpukultijik aqq Ankukumkewe’l
    Kci-skicinuwok naka Lakutuwakonol
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Make a Chain of Treaties Timeline
    • Activity 2 – What Is in a Speech?
    • Activity 3 – Create a Class Collage about Treaties
    • References
  • Lesson I – Sovereignty
    Mawi-espi-mlkiknamk
    Tpelomosuwakon
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – An Interview with an Elder or a Well-respected Person
    • Activity 2 – What’s in a Poster?
    • Activity 3 – Making a Declaration
    • References
  • Resources
  • Interactive Activities
You are here: Home / Activity 1 – What’s That: “habitat”?

Activity 1 – What’s That: “habitat”?

Materials required: a logbook or notebook, drawing paper, ball of yarn, projector, whiteboard

  1. List the following words on a board: food, water, shelter, space and ask students to repeat the words after you.
  2. Ask the students what shelter and space are. Make sure all four words are understood before you proceed.
  3. Give students drawing paper and ask them to draw a picture of where they live, including where they find water, shelter, space, and food. Ask the students to label the parts of their drawings.
  4. Tell students that when food, water, shelter and space go together in a way so that animals (including people) can live, we call that place a habitat. The food, water, space and shelter are in an arrangement that makes it possible for animals and humans to live. The arrangement is different for each animal or human, but all have similar basic needs. Write a sentence on the whiteboard for all to see defining habitat, for example: Habitat is a place. It has food, water, shelter, and space. These are things that animals, including humans, need to live.
  5. Take a brightly coloured ball of yarn. In groups of four, each child wears a label that says either food, water, space or shelter. Connect the “food”, “water”, “space”, and “shelter” by having each child take hold of one long string of the yarn. The children all connected by yarn represent a suitable arrangement of food, water, shelter and space to meet an animal’s needs. Explain that this is an arrangement that will allow animals and humans to live. Have the groups expand the yarn to its biggest size or shorten the yarn and move in closer. In this way, the yarn can represent some large animals’ need for a large habitat — like a bear or a moose. For a short distance standing close to one another, this will represent some animals’ smaller habitat, like that of an insect. Would Indigenous people need a large or a small habitat? Why?
  6. Look at the photograph below. This photo was taken about 120 years ago. It shows Passamaquoddy and was taken at Grand Manan Island. What animal are they drying? What does it show you about their habitat? Would the men in this picture be able to live here year-round?
  7. In your logbook make a note of something you have learned about habitat or some more questions that you would like answered about the habitat in which you live.
Indigenous people (Passamaquoddy) drying porpoise skins at Grand Manan ca. 1900 – Grand Manan Collection Provincial Archives of New Brunswick – P40-7
Previous Next
×
Government of New Brunswick logo
Office of First Nation Education logo