Scavenger Hunt

The aim of the “English First Peoples Scavenger Hunts” is to enhance the relationship with their local environment, connect and experience nature, learn about the local Indigenous culture, and use minimal technology to assist learning acquisition and to create.  Technology is used in two main ways: first, students access a locally developed website to hear and practice the pronunciation of Okanagan words before recording them on their activity sheets.  Second, after learning the names, students then collaboratively work to explore the local land and find the plants and animals and use their cell phones to capture their findings and creations – which they later use to create a collage and put in their Digital Portfolio. This activity draws upon multiple educational theories, including social constructivism, place-based learning, and experiential learning.  Their experiences together also support students in engagement and soft-skill development.  This activity is rooted in social constructivism, as learning is a social process and is providing students with “authentic tasks in meaningful context” as students learn the Indigenous language on the land that it is spoken (Harasim, 2017, p. 75).  By integrating Indigenous language, land-based learning, and collaborative tasks, this activity fosters cultural awareness and holistic learning.  Informal student reflections to this activity indicated that the time spent outdoors brought a sense of peace and connection.  Several students expressed that the experience made them feel peaceful and grounded.  These responses support the use of nature to promote collaboration and emotional regulation.    

Scavenger Hunt #1

Scavenger Hunt #2

Scavenger Hunt #3 – Vocabulary Blank

Customize the words for your local Indigenous Language.

Scavenger Hunt #4 – Blank Template

Indigenous Plays Puppet Shows

My main objectives for this project are:

  • Students ACTUALLY read the play, or a portion of it, when they have to act it out.
  • Plays are meant to be acted out, enjoyed, viewed, and understood in a visual way – this aligns with the value of Indigenous storytelling.
  • Students can use GAI in a limited way to facilitate their project, but GAI cannot replicate the students acting out the play to their peers.
  • Students are given voice and choice in a variety of ways: they choose from one of several plays, they also have a choice in how they want to present their play (reading, puppet, audio recording, or live performance).
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