Here is what my initial planning looks like for going into the read aloud. This plan also looks a lot like the read aloud I did for my good reads assignment since I did base the two assignments off of each other.
For the curricular competencies that are not listed within this planning page I have chosen to use for the grade 2/3 class use sources of information and prior knowledge to make meaning. For the Big ideas I used Curiosity and wonder lead us to new discoveries about ourselves and the world around us. All of these I have pulled from the grade 2 curriculum for English language arts. I am also using Learning recognizes the role of Indigenous knowledge from the FNESC first people’s principles of learning.
The activity I did was having sets of cards about different plants in the area that have herbal remedy connections, along with photos and the name of the plants. The kids were handed cards at random and were supposed to find their groups from the matching boarder colours. They then were supposed to read the information on their cards and discuss it within their group before sharing out with the class. I found that this activity worked fine, I found that the time constraints since I started later than the other groups so having a longer story and an activity was a struggle, I actually had to cut the activity short due to the timing I also noticed that the students did not have the vocabulary that I assumed like blood clotting and digestion so I wish I broke down the language on the cards further than I did. The kids seemed excited about learning about different plants.
If I did this activity again, I would try to include more discussion of how the Ktunaxa people used the plants in our area for medicinal purposes rather than just mentioning it to them. I would also either explain the vocabulary earlier in the lesson or do this activity with an older group as I wrote out in my good reads assignment. I am glad to have seen how the activity went with younger students since I know that it fits into a lot of the curriculum at different ages (such as plants in science and in social studies with the indigenous connections). If I did this activity again, I would also be sure to have more time dedicated to it since it felt like it was cut short.
Here are some images of the activity since I am not a fan of the idea of posting students at all even with their faces covered, Here are the cards exactly as I used them in the activity.