Outdoor Learning
Learning From the Land
At John J. Sark Memorial, we weave land-based education and experiential activities into our curriculum to support every student’s cultural, language, and academic learning. Our Living With Mi’kma’ki program has been developed in consultation with L’nu people, community members and elders. Drawing on the traditions of our Mi’kmaq culture, these activities are designed to support our students’ spiritual, emotional, mental, and physical health.
Connecting the curriculum to authentic experiences, rather than just textbooks, enhances engagement, curiosity, retention, and ownership. It promotes connection and pride of community and place. Importantly, the kids also have fun learning through these land-based activities Most of these activities take place outdoors, but we also draw connections to what is being taught or practiced in the classroom.
What is land-based education?
“A multi-faceted concept, Indigenous land-based education doesn’t lend itself to simple one-sentence definitions, and does mean different things to different people. It brings together layered concepts like the importance of language and the geography of stories, cosmologies and world views, land protections and rights, relationality and accountability, a connection to reconciliation, and much more.” (Source)
The Moons as Our Guide
At JJSMS, we’re dedicated to carrying on the knowledge and wisdom of our ancestors. Students learn about the moon cycles and each one’s significance to the Mi’kmaq people, past and present.
We also use the moon cycles and their associated themes to guide the development of our land-based and experiential learning activities.
Learn more about the Mi’kmaw Moons project →
- Call making – moose, deer, duck, goose
- Listening to and identifying animal calls
- Learning about the purpose of different animal calls
- Hunting moose and other animals
Wikewiku’s – Animal Fattening Time
- Observe/ Study animals preparing for winter (squirrels gather acorns, beaver makes lodge)
- Make and gift winter clothing and blankets – could be traditional mukluk, mittens, etc or knitting, sewing
- More hunting – moose, deer, waterfowl, grouse
- Game processing and preserving- cleaning, tanning, antlers, sinew, feathers, down, bones, etc.
- Food and medicine foraging – blueberries, apples, mushrooms, cranberries, etc.
- Food preparation and feasting/sharing
- Food and medicine processing
- Preserving – jams, pickles, jerky, freezing, dehydration, etc.
- Leadership activities
- Helping elders or other community members with winter prep (e.g. wood, food, yard and garden)
Keptekewiku’s – Rivers Freezing Over Time
- Observing states of water (various bodies) and experiments with water freezing
- Learn about ice formation and safety
- Make frozen suncatchers and bird feeders
- Observation and study of hibernating animals
- Observation and study of migrating animals
- Hunting trips
- Trapping
Kjiku’s – Chief Moon
- Forest walks after dark when the moon is bright
- Owl prowls
- Observation and study of the solstice (shorter days)
- Stargazing and astronomy (Muin and the Seven Hunters Book)
- Gathering and crafting activities (beading, sewing, making ornaments, making gifts)
Punamujuiku’s – Tomcod Spawning Time
- Smelt fishing, cleaning, and then gifting to elders (or cooking and eating)
- Trapping
- Rabbit snaring, cleaning, cooking, tanning fur, etc.
Apuknajit – Snow Blinding Time
- Food offering to the winter spirit
- Sharing of previously preserved foods to families and elders
- Study of animal tracks, scat, and signs in the snow
Siwkewiku’s – Spring Tme
(also called Maple Sugar Time)
- Tree taping and sap harvesting
- Study of trees in winter, identifying, caring for, etc
- Boiling sap into syrup or sweet water
- Bottling, sampling, and gifting syrup
- Making foods and treats with syrup
- Hosting a pancake breakfast
- Learning about Sismoqnapui’ske’j (sweet water maiden), who discovered maple sap
- Study and observation of songbird calls
- Study of bird nests and eggs
- Study of egg to chick life cycle
- Hatching of eggs in incubator and raising birds (e.g. chickens, quail, duck, pheasant)
- Bird banding
- Creating nesting boxes or sites for birds
- Seed starting (greenhouse or indoors)
- Trout fishing – cleaning, cooking, preserving, and/or gifting
- Gathering fish bait (e.g. worm picking, minnow trapping)
Sqoljuiku’s – Frog Croaking Time
- Study of native frogs and amphibians
- Listening to and journaling about frog songs
- Finding and observing frog eggs in their natural habitat (daily observation, journaling or recording data)
- Wetland studying – tides, wildlife, plants, food chains, ecosystems, habitats, water, etc/
- Kayaking and canoeing
- Fiddlehead and other edible plant gathering, cooking and/or gifting
- Garden prep
Nipniku’s – Trees Fully Leaved Time
- Tree and leaf identification and study
- Medicine and herb gathering
- Outdoor garden planting
- Flower and plant drying, eating, pressing, and processing
- Hummingbird and pollinator feeding
Peskewiku’s – Birds Shedding Feathers Time
- Feather gathering for educational displays, personal collections, crafting, gifts, etc.
- Studying different feathers and their functions o
- Birch bark harvesting
Kisikewiku’s – Berry Ripening Time
- Blueberry and raspberry picking
- Cooking and preserving berries
- Berries for medicines
- Garden harvesting and gifting
- Garden canning and pickling
Ongoing
- Studying the animals of Mi’kma’ki
- Community service projects
- Studying and observing the moon, seasons, and natural cycles