Analyze daily life in a diversity of communities.
| (a) |
Describe characteristics of daily life in communities studied, and compare the ways in which the needs are met by individuals in diverse communities (e.g., housing, tools, work, use of the land, games, education). |
| (b) |
Give examples of how culture is reflected in daily life in various communities, and examine why these cultural elements are important (e.g., language, stories, cultural traditions, religious traditions, recreation, art, architecture, clothing). |
| (c) |
Compare life of a child in the local community to life of a child in one of the communities studied (e.g., family, housing, education, recreation). |

At the market, Lin Yi recites his list: Moon cakes, star fruit, rice, yams and peanuts for Uncle Hui. After bargaining for his purchases, Lin Yi discovers that he forgot peanuts for Uncle Hui. He has a decision to make for his final purchase - Lin Yi longs for the red rabbit lantern, but he also knows how much Uncle Hui loves peanuts. A surprise awaits Lin Yi when he arrives at home.
The text includes The Legend of the Moon Fairy as told by Uncle Hui. Also included are directions to make a Chinese lantern and background information on market life in China.
There is one recipe from each country at the end of the book. The students will have fun smelling, touching, tasting and laughing as they try out the recipes.
Included are a table of contents, recipes and a glossary.
In the first section, Dr. Nadkarni introduces the humid forest floor. In the second section, Dr. Nadkarni prepares to climb towards the rain forest canopy. She discusses the climbers and clingers, gliders and how to get to the top of the canopy. At the top of the canopy, the tallest trees in the world emerge. There are treetop dwellers, a cloud forest and the types of research taking place in the rain forest.
Dr. Nadkarni also discusses human life in the rain forest and adaptations people have made to live in the environment.
- Battleford
- Bellegarde. A Fransaskois Community
- Bellevue. A Fransaskois Community
- Esterhazy. "Salt of the Earth"
- Estevan
- Fort Qu'Appelle
- Gravelbourg. A Fransaskois Community
- La Ronge
- Maple Creek. "The Old Cowtown"
- Meadow Lake
- Moose Jaw
- Nipawin
- North Battleford
- Prince Albert
- Vonda. A Fransaskois Community
- Willow Bunch
- Wynyard
- Yorkton
Inspired by her story, Kenny wants to surprise Grandma Helen. He asks his father, Allan, to stop at a store so he can buy a bear. Allan explains that bears cannot be purchased, but are hunted. The next weekend, Allan, Kenny and Willie go hunting for a bear. They have many adventures as Allan tries to snag a bear so Grandma Helen can make black bear pastry.
- Grandfather, Tell Us About Wild Rice
- Grandfather, Tell Us About the Eagle Feather
- Grandfather, Tell Us About the Totem Pole
- Grandmother, Tell Us About Our Elders
- Grandmother, Tell Us About the Four Sacred Medicines
- Grandmother, Tell Us About the Star Blanket
- Grandfather, Tell Us About the Algonquin People of Long Ago
- Grandfather, Tell Us About the Inuit People of Long Ago
- Grandfather, Tell Us About the Iroquois People of Long Ago
- Grandfather, Tell Us About the Ojibwe People of Long Ago
- Grandfather, Tell Us About the Salish People of Long Ago
- Grandmother, Tell Us About the Haida People of Long Ago
- Grandmother, Tell Us About the Mi'kmaq People of Long Ago
- Grandmother, Tell Us About the Métis People of Long Ago
- Grandmother, Tell Us About the Sioux People of Long Ago
- Mama, What is Métis Beadwork?
- Mama, What is Métis Music and Dance?
- Mama, What is the Métis Sash?
- Circle of Life Set 4. Dolls, Cobs, and Kernels (6-pack)
- Circle of Life Set 4. Grandma Ida's Garden (6-pack)
- Circle of Life Set 4. Snowsnake (6-pack)
- Circle of Life Set 4. Sunday Night Social (6-pack)
- Circle of Life Set 4. The Three Sisters (6-pack)
- Circle of Life Set 4. The Wisdom Keeper (6-pack)
- Circle of Life Set 4. Wearing Treasures (6-pack)
- Circle of Life Set 4. Weaving Tradition (6-pack)
This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD).
Content includes:
- Gender and Sexual Diversity
- First Nations and Métis Ways of Knowing
- Assumptions, Privilege and Oppression
- Comprehensive School Community Health (CSCH)
- CSCH Approach to Creating Inclusive Schools