Honouring water

Kindergarten Science 

Big idea

• Humans interact with matter every day through familiar materials.

Content

• Local First Peoples uses of plants and animals

 Curriculum competencies

Questioning and predicting

• Demonstrate curiosity and a sense of wonder about the world 
• Ask simple questions about familiar objects and events 

Planning and conducting

• Make exploratory observations using their senses 

Processing and analyzing data and information

• Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge 
• Discuss observations 

Applying and innovating

• Take part in caring for self, family, classroom and school through personal approaches 

Communicating

• Share observations and ideas orally 

Grade 2 Science 

Big idea

• Water is essential to all living things, and it cycles through the environment.

 Content

• Local First People’s knowledge of water:
  • Conservation
  • Connection to other systems

Curricular competencies

Questioning and predicting

• Ask questions about familiar objects and events

Processing and analyzing data and information

• Recognize First Peoples stories, songs, and art, as ways to share knowledge

Communicating

• Communicate observations and ideas using oral or written language, drawing or role-play

Indigenous beliefs about water

• Water is sacred.
• It symbolizes purity and life.
• Water is like a member of your family and must be protected, respected, and loved.
• It is important to teach children to know and respect water’s role in our lives.
• Water is the most life sustaining gift in nature.
• It connects all living beings.
• Water sustains us, flows between us, within us, and replenishes us.
• Some Indigenous people have a daily ceremony- either at dawn or at dusk, where they go to the water to seek strength and heal their troubles.
• Water ceremonies and water songs are ways Indigenous Peoples give thanks and show respect for water.
• Usually women have the role of taking care of the water, showing respect and gratitude in ceremonies and songs.
• Some First Nations honour water by going for “water walks,” walking around bodies of water with Elders and other people 
• The walks are to raise awareness about the poor water conditions and prayer is said for the water during the walks.
• It is important to protect water from pollution, drought and waste.
• If we take from nature we also need to give back.
• If we damage nature we need to restore it.
• Healthy water means a healthy body and a healthy ecosystem.

Children and water

• Children want to be with water, learn from water and watery places and return to water. 
• Playing in the rain offers new experiences and perspectives; water is also a gift for the trees, birds and the river. 
• Children are drawn to stick and water play. 
• They throw stones back to the water, jump in puddles. 
• They notice turtles on logs, investigate velvety green mosses revived by spring rains and make up stories about muddy animal tracks.
• They like drinking wild peppermint tea outdoors, collecting water for the vegetable garden and say that water nestled in flower petals are the drinking cups for bees and birds.
• We learn the ways of the ones who take care of us, so we may take care of them.
• With Indigenous knowledge holders and storytellers, we walk together and learn that each element, plant and animal not only has a name but a spirit, a story, a gift and a responsibility, as do we humans.
• Nature is not just seen as a resource or commodity, but something that engages mind, body, heart and spirit together.
• Being respectful of and having respect for water is important.
• Experiencing and connecting to water in its natural environment is essential for children to develop confidence.
• Building a healthy relationship not only with the environment, but with all those who call the land home is crucial.

For more information go here.

How this activity was developed

These materials were created with guidance from Indigenous educators, subject matter experts and thought leaders to help draw upon important teachings, learnings, and Indigenous perspectives.  

For centuries, the traditional western view of water has often been focused on its value as a resource. Indigenous people have a unique relationship with the waters of British Columbia. Since time immemorial, water has played a sacred role and is seen as a living entity. How water is used must be carefully considered with a view towards not just the immediate need and impact, but the needs and perspectives of generations to follow.

We are dedicated to deep listening and respectfully highlighting Indigenous ways of knowing in the materials we provide B.C. educators. If you have any feedback for us on these activities, or suggestions for others, please email schools@bchydro.com. We would love to hear from you.

About the artist

The design of the worksheets in this activity was a collaborative effort with Indigenous artist Kelli Clifton. Kelli Clifton was born and raised in Prince Rupert, British Columbia and is Gitga’at from the community of Hartley Bay. Clifton is interested in using her artwork as a form of storytelling—especially in relation to her Ts’msyen language (Sm’algyax), her coastal upbringing and her experiences as an Indigenous woman.  Clifton currently lives in her home community where she continues to practice her art and teaches Sm’algyax at a local high school. Learn more about Clifton's art on her Facebook page.

BC Hydro’s commitment to reconciliation 

BC Hydro exists to serve British Columbians by providing clean, reliable and affordable electricity. We recognize that maintaining and developing the system has impacts on the lives and interests of Indigenous people. To support our move towards true and lasting reconciliation, BC Hydro will acknowledge past wrongs, listen to Indigenous perspectives and seek shared understanding with First Nations communities and governments. 

Learn more about our Statement of Indigenous Principles.

Assess students’ ability to: 

• Recognize First Peoples stories and art, as ways to share knowledge.
• Communicate observations and ideas using oral or written language.
• Ask questions, gather and interpret ideas.