Practical Lesson Planning Toolkit for New Teachers in First Nations Communities
A comprehensive resource guide for teaching the Ontario Curriculum (K-8) with culturally responsive practices, Ministry document navigation, and essential planning strategies.
Developed and presented by Tom Recke, Principal, Marten Falls First Nation
Understanding Your Context & Curriculum Foundations
Core Curriculum Areas
Ontario Ministry curriculum for Grades K-8 covers a wide range of subjects, including Language, Mathematics, Science & Technology, and Social Studies, integrating FNMI perspectives across all learning.
Key Focus Strands
Heritage and Identity, People and Environments strands center Indigenous histories, contemporary issues, and contributions to Canadian society.
FNMI Integration
FNMI Connections Scope & Sequence provides essential guidance for weaving Indigenous perspectives authentically across all subject areas.

Planning Tip: Start each term by reviewing the curriculum expectations for your grade(s) alongside the FNMI Connections document. Highlight where Indigenous perspectives naturally align with your required content.
Building Culturally Responsive Lesson Plans
Incorporate Indigenous Ways of Knowing
Ground your teaching in storytelling traditions, land-based learning experiences, and community knowledge systems. Include talking circles, teachings about traditional medicines, and seasonal observations.
Leverage Quality Resources
Use tools like Turtle Island Voices kits designed specifically for Grades K-8 to authentically connect curriculum content with Indigenous stories, values, and worldviews.
Quick Planning Tips:
  • Begin units with a land acknowledgement and discussion of local Indigenous connections
  • Build in time for sharing circles and oral storytelling
  • Connect lessons to seasonal cycles and community events
  • Use visuals, hands-on activities, and experiential learning
  • Allow flexible seating and movement during lessons
  • Incorporate Indigenous art, music, and cultural practices
  • Create space for student voice and choice in demonstrating learning

Essential Practice: Collaborate regularly with local Elders and Knowledge Keepers to ensure authenticity, cultural safety, and respectful representation in all lessons.

Planning Tip: Create a 'Community Connections' section in your lesson plans where you note opportunities to invite Elders, incorporate local knowledge, or connect to community events and seasonal activities.
Building Relationships with Elders and Knowledge Keepers
Building authentic, respectful relationships with Elders and Knowledge Keepers is foundational to culturally responsive teaching in First Nations communities. These relationships ensure cultural accuracy, deepen student engagement, and honor Indigenous ways of knowing and teaching.
Key Principles for Relationship Building
Approach with Humility and Respect
Recognize Elders as holders of sacred knowledge and lived experience. Always ask permission before sharing their teachings.
Follow Proper Protocols
Learn and honor local customs for approaching Elders, offering tobacco or other traditional gifts, and expressing gratitude for their time and wisdom.
Build Trust Over Time
Meaningful relationships develop gradually through consistent presence, active listening, and genuine interest in learning from the community.
Compensate Appropriately
Elders' time and knowledge are valuable. Work with your school and Band council to ensure fair honorariums or compensation.
Practical Steps
01
Connect with your school's Indigenous education lead or Band council education coordinator to identify appropriate Elders and Knowledge Keepers
02
Attend community events and ceremonies (when invited) to build familiarity and trust
03
Schedule regular visits throughout the year, not just for special occasions
04
Create space in your classroom for Elders to share in their preferred way - storytelling, hands-on activities, or land-based learning
05
Follow up with thank you notes and share how their teachings impacted student learning

Remember: You are a guest in the community. Center Indigenous voices, defer to Elder guidance, and remain open to learning alongside your students.
Incorporating Indigenous Languages into Your Teaching
Why Indigenous Language Matters:
Indigenous languages carry cultural knowledge, worldviews, and identity. Incorporating local Indigenous languages into your classroom—even in small ways—honors linguistic diversity, supports language revitalization efforts, and creates a more inclusive learning environment for all students.
Starting Points for Non-Speakers:
Learn Basic Greetings and Phrases
Begin with simple, everyday words: greetings, numbers, colors, animals, and classroom instructions. Use these consistently to normalize the language in your classroom space.
Partner with Language Speakers
Collaborate with Indigenous language teachers, Education Assistants, community members, or Elders who can model proper pronunciation and cultural context. Never attempt to teach language content without guidance from fluent speakers.
Label Your Classroom
Create bilingual labels for classroom objects, areas, and materials. This provides daily exposure and reinforces vocabulary for all learners.
Integrate Language Across Subjects
  • Math: Count in the Indigenous language, use traditional number systems
  • Science: Learn Indigenous names for local plants, animals, and natural features
  • Language Arts: Include Indigenous language picture books, songs, and poetry
  • Social Studies: Explore the history and significance of the local language
Use Digital and Print Resources
Access language apps, online dictionaries, children's books, and audio resources specific to the local Indigenous language. Many First Nations have developed educational materials for language learning.
Practical Classroom Strategies:
01
Start each day with a greeting in the Indigenous language
02
Incorporate a "word of the week" with cultural context
03
Use songs, chants, and storytelling in the Indigenous language
04
Create anchor charts with key vocabulary and visuals
05
Celebrate Indigenous Languages Month (March) and local language events
06
Invite fluent speakers for regular language circles or lessons
Important Considerations:
  • Always defer to community language experts for accuracy and cultural appropriateness
  • Recognize that some communities are in different stages of language revitalization
  • Be patient with yourself and students—language learning takes time
  • Avoid treating the language as a "token" addition; integrate it meaningfully and respectfully
Understanding Land-Based Learning from a First Nations Perspective
Land-Based Learning is NOT Outdoor Education: Land-based learning from a First Nations perspective is fundamentally different from Western outdoor education. It's not simply "taking class outside" or doing nature activities. It's a holistic educational approach rooted in Indigenous knowledge systems, relationships with the land, and cultural teachings that have been passed down through generations.
What Land-Based Learning Really Means:
Relationship, Not Resource
The land is not a backdrop for lessons—it is a teacher, a relative, and a source of knowledge. Land-based learning centers reciprocal relationships with the natural world and recognizes the land as alive, sacred, and interconnected with all beings.
Cultural Knowledge and Identity
Learning happens through direct engagement with traditional territories, seasonal cycles, and cultural practices. Students connect with their heritage, language, stories, and identity through meaningful interactions with the land.
Intergenerational Teaching
Elders and Knowledge Keepers guide land-based learning, sharing traditional ecological knowledge, harvesting practices, medicines, ceremonies, and stories that carry cultural wisdom and protocols.
Holistic and Experiential
Land-based learning engages the whole person—mind, body, spirit, and emotions. It values observation, listening, hands-on practice, and learning through doing, rather than abstract or theoretical knowledge alone.
Place-Specific and Seasonal
Learning is tied to specific places and follows natural rhythms. Activities align with seasonal changes, migration patterns, plant cycles, and community traditions unique to the local territory.
How to Support Land-Based Learning as a Non-Indigenous Teacher:
Learn from the Community
Work closely with Elders, Knowledge Keepers, and Indigenous education staff to understand local protocols, sacred sites, and appropriate land-based activities. Never lead land-based learning independently without community guidance.
Follow Cultural Protocols
Respect ceremonies, offerings (like tobacco), and teachings about how to approach and interact with the land. Understand that some knowledge is sacred and not meant to be shared publicly or in certain contexts.
Create Regular Opportunities
Integrate land-based learning throughout the year, not as one-off field trips. Establish routines like seasonal walks, plant observations, weather monitoring, or outdoor storytelling circles.
Connect to Curriculum Authentically
Link land-based experiences to curriculum expectations across subjects—science (ecosystems, life cycles), math (patterns, measurement), language (oral storytelling, descriptive writing), and social studies (traditional territories, stewardship).
Examples of Land-Based Learning Activities:
  • Seasonal medicine walks with Elders to learn about traditional plants
  • Observing and documenting animal tracks, bird calls, and natural changes
  • Learning traditional harvesting, fishing, or trapping practices (with community members)
  • Storytelling circles in meaningful outdoor spaces
  • Creating art using natural materials with cultural significance
  • Participating in ceremonies or seasonal celebrations on the land
  • Building traditional structures or tools with guidance from Knowledge Keepers
Key Reminders:
  • You are a learner alongside your students
  • The land and community are the primary teachers
  • Respect boundaries around sacred knowledge and places
  • Land-based learning requires time, patience, and deep listening
  • This approach honors Indigenous sovereignty and ways of knowing
Navigating Ministry of Education Documents
Essential Ministry Documents for Lesson Planning:
Ontario Curriculum Expectations
Your roadmap for what students must learn, organized by grade and subject.
Growing Success (2010)
The definitive policy document for assessment, evaluation, and reporting.
Learning for All (2013)
A comprehensive guide to differentiated instruction and inclusive practices.
FNMI Connections Scope & Sequence (Grades 1-8)
Crucial for the authentic integration of Indigenous perspectives across the curriculum.
How to Use Curriculum Documents:
01
Identify overall and specific expectations
For your grade and subject.
02
Note the achievement chart categories
(Knowledge, Thinking, Communication, Application).
03
Cross-reference with FNMI Connections
To find authentic integration points.
04
Plan backwards
From expectations to design learning activities.
Key Web Resources:
  • Growing Success: Available through Ministry of Education website
  • FNMI Connections: Search "Ontario FNMI Connections Scope and Sequence"

Planning Tip: Keep a digital folder organized by subject and grade with your most-used curriculum pages bookmarked. Highlight the expectations you're addressing in each unit plan.
Aligning with Ministry Assessment Expectations
01
Prioritize Formative Assessment
Use daily observations, meaningful conversations, and student reflections to continuously gauge understanding and adjust instruction responsively.
02
Apply Ministry Tools
Incorporate Ontario assessment frameworks that emphasize critical thinking, effective communication, collaboration skills, and application of knowledge.
03
Design Flexible Summative Tasks
Create culminating assessments allowing multiple pathways for students to demonstrate learning—oral presentations, hands-on projects, digital portfolios, or performance-based tasks.
Indigenized Approaches to Individual Education Plans (IEPs)
Shifting from Deficit to Gifts-Based Thinking:
Traditional Western special education models often focus on what students cannot do—identifying deficits, disabilities, and limitations. This deficit-based approach can be harmful and culturally inappropriate in First Nations contexts.
Indigenous perspectives reframe special education as a way to unlock and nurture each child's unique gifts, strengths, and purpose. Every child has something valuable to contribute to the community, and education should help them discover and develop their gifts rather than focus on what they lack.
Understanding Western Biases in Special Education:
Deficit Language and Labels
Western IEPs often emphasize diagnoses, disorders, and what students "cannot" do. This language can be stigmatizing and overlook the whole child.
Standardized Assessments
Many assessment tools are culturally biased, normed on non-Indigenous populations, and may not accurately reflect Indigenous students' knowledge, learning styles, or strengths.
Individual vs. Collective Focus
Western models prioritize individual achievement and independence, while Indigenous cultures value interdependence, community contribution, and collective well-being.
Narrow Definition of Success
Traditional education systems often measure success through academic performance alone, ignoring social, emotional, spiritual, cultural, and community-based competencies.
Key Principles of an Indigenized IEP Approach:
Strengths-Based and Gifts-Focused
Begin by identifying the student's gifts, talents, interests, and strengths. What does this child bring to the community? What are they naturally drawn to? How do they learn best?
Holistic View of the Child
Consider the whole person—mind, body, spirit, and emotions. Include cultural identity, language learning, land-based knowledge, and connection to community as part of the educational plan.
Community and Family Involvement
Engage family members, Elders, and community members in the IEP process. Honor their knowledge of the child and incorporate cultural teachings and community goals.
Culturally Relevant Goals
Set goals that reflect Indigenous values and ways of knowing. This might include oral storytelling, hands-on learning, cultural participation, relationship-building, and contributions to community.
Flexible and Responsive
Recognize that learning happens in many ways and contexts. Allow for land-based learning, experiential activities, and alternative ways to demonstrate knowledge beyond written tests.
Practical Steps for Indigenizing IEPs:
01
Start with Strengths
Open IEP meetings by celebrating what the student does well, their interests, and their gifts
02
Use Affirming Language
Replace deficit language with strengths-based descriptions (e.g., "learns best through hands-on experiences" instead of "struggles with written tasks")
03
Include Cultural Goals
Add goals related to language learning, cultural knowledge, land-based skills, or community participation
04
Invite Community Voices
Include Elders, cultural support workers, or family members in IEP development and review
05
Offer Multiple Pathways
Design accommodations and modifications that honor diverse learning styles and cultural ways of knowing
06
Connect to Identity
Help students see their learning plan as a way to develop their gifts and contribute meaningfully to their community
Questions to Guide Indigenized IEP Development:
What are this student's unique gifts and strengths?
How does this student learn best?
What cultural knowledge, language, or practices are important to this student and their family?
How can we support this student's connection to their identity and community?
What does success look like from the student's and family's perspective?
How can we create learning opportunities that honor this student's whole self?
Remember:
Every child has gifts. Your role is to help uncover, nurture, and celebrate those gifts while providing the support they need to thrive in their own unique way.
The Whole Child Approach: Beyond Academics
Teaching in First Nations Communities Means More Than Academics
Effective teaching in First Nations communities requires a holistic approach that goes far beyond delivering curriculum. Your role extends into the community, and your impact is measured not just by test scores, but by the wellbeing, growth, and flourishing of the whole child—mind, body, spirit, and emotions.
The Whole Child Approach:
See the Complete Person
Every student brings their full self to school—their family circumstances, cultural identity, emotional state, physical health, spiritual connections, and community relationships. Recognize and honor all aspects of who they are.
Prioritize Wellbeing First
A child who is hungry, tired, grieving, or disconnected cannot learn effectively. Address basic needs, emotional safety, and sense of belonging before focusing on academic content. Wellbeing is the foundation for all learning.
Build Genuine Relationships
Take time to know each student as an individual—their interests, strengths, family, culture, and dreams. Strong teacher-student relationships built on trust, respect, and care are essential for meaningful learning.
Recognize Interconnectedness
Students don't exist in isolation. Their learning and wellbeing are connected to their families, community, culture, land, and relationships. Support these connections rather than separating school from life.
Family Engagement in the Classroom
Building Strong Partnerships with Families
Family engagement is essential to student success in First Nations communities. When families feel welcomed, valued, and involved in their children's education, students thrive.
Invite Families In
Welcome parents, grandparents, and extended family members into your classroom regularly—not just for formal events. Invite them to share skills, stories, cultural knowledge, or simply to observe and participate in daily learning.
Communicate Regularly and Respectfully
Build relationships with families through consistent, positive communication. Share student successes, ask for input, and listen to family knowledge about the child. Use multiple methods—phone calls, home visits, community events, and informal conversations.
Honor Family Knowledge
Recognize that families are experts on their children. Value their insights, respect their cultural practices, and incorporate family wisdom into your teaching and support strategies.
Create Welcoming Spaces
Make your classroom a place where families feel comfortable and valued. Display family photos, use students' home languages, and create opportunities for family involvement that respect different schedules and comfort levels.
Your Role in the Community
Being Present Beyond the Classroom
Your role as a teacher extends far beyond school hours. Building authentic relationships with the community strengthens your understanding and your ability to support students effectively.
Be Present and Visible
Attend community events, ceremonies (when invited), sports games, cultural celebrations, and gatherings. Your presence shows you care about students' lives beyond school hours.
Build Relationships with Community Members
Get to know Elders, Band council members, parents, local leaders, and other community members. These relationships strengthen your understanding of the community and your ability to support students effectively.
Participate Authentically
Engage genuinely in community life—not as an outsider observing, but as a respectful participant learning and contributing. Show up, listen, help when appropriate, and be willing to learn.
Respect Community Protocols
Learn and follow local customs, protocols, and expectations. Understand that you are a guest in the community and your role is to serve and support, not to impose or change.
Extracurricular and Weekend Programming
Connecting with Students Beyond School Hours
Extracurricular and weekend programming provides powerful opportunities to build relationships, support student wellbeing, and immerse yourself in community life.
Offer Meaningful Activities
Create or support extracurricular programs that reflect student interests and cultural values—sports teams, arts programs, land-based activities, language clubs, cultural groups, or homework support.
Weekend and After-School Engagement
Consider organizing weekend activities, community outings, or cultural experiences that allow you to connect with students in informal, meaningful ways. This might include land-based learning trips, sports tournaments, cultural workshops, or community service projects.
Collaborate with Community
Partner with community members, Elders, parents, and local organizations to design programming that meets real needs and honors cultural priorities. Don't create programs in isolation.
Focus on Connection and Belonging
Use extracurricular time to build relationships, foster belonging, and support student wellbeing. These informal spaces often provide the strongest opportunities for connection and positive influence.
Practical Ways to Immerse Yourself:
Attend student sports games, performances, and community events
Volunteer for community initiatives or cultural activities
Organize field trips that connect to community and culture
Host informal gatherings like movie nights, game nights, or outdoor activities
Participate in seasonal community activities and celebrations
Offer homework help or tutoring in relaxed, supportive settings
Create mentorship opportunities or leadership programs for students
Remember:
Your impact as a teacher extends far beyond academic instruction. By investing in relationships, engaging families, participating in community life, and prioritizing student wellbeing, you become a trusted, positive presence in students' lives.
Sample Lesson Structure: Social Studies (K-8)
Exploring Indigenous and European Interactions (Pre-1713)
Opening: Set a Respectful Tone
Begin with a meaningful land acknowledgement and a sharing circle. Students can share what they already know or wonder about Indigenous peoples and early European arrivals, fostering curiosity across all elementary grades.
Exploration: Diverse Perspectives
Examine pre-1713 Indigenous communities and early European settlements through age-appropriate stories, images, and accounts. Compare different viewpoints on historical events using accessible resources like maps, traditional stories, or simplified historical narratives.
Analysis: Inquiry and Understanding
Students, in small groups or as a class, will engage in inquiry activities to explore cultural differences and the various impacts of European arrival on Indigenous communities. Focus on understanding key concepts like interdependence, change, and community, adapting complexity for K-8 learners.
Action: Connecting to Today
Culminate with students identifying ways to make a positive difference in their local community, linking historical lessons to present-day responsibilities. This could involve simple classroom actions, creating awareness posters, or participating in age-appropriate community initiatives related to social or environmental well-being.
Integrating FNMI Connections Across Subjects for Grades K-8
Language Arts (Grades K-8)
Embrace Indigenous storytelling traditions and contemporary Indigenous voices, from picture books to novels. Utilize rich texts to foster reading comprehension, writing proficiency, and critical literacy skills across all elementary grades, while exploring diverse narrative structures and cultural perspectives.
Science (Grades K-8)
Discover Traditional Ecological Knowledge (TEK) through engaging, hands-on, land-based activities. This can include nature walks, observing seasonal cycles, and exploring local ecosystems, integrating both Western scientific inquiry and Indigenous perspectives for all K-8 learners.
Mathematics (Grades K-8)
Integrate real-world mathematical problems rooted in Indigenous community life and practices. Explore concepts such as seasonal patterns, traditional construction, land stewardship, and resource management through Indigenous mathematical perspectives, adaptable for various K-8 skill levels.
The Medicine Wheel Framework for Holistic Lesson Planning
A Framework from Dr. Pamela Rose Toulouse
Dr. Pamela Rose Toulouse, a renowned Anishinaabe scholar and educator, advocates for using the Medicine Wheel as a holistic framework for lesson planning. This Indigenous teaching tool ensures that lessons address the whole child across four interconnected domains: Spiritual, Emotional, Physical, and Cognitive (Intellectual).
The Four Quadrants of the Medicine Wheel:
Spiritual Domain (Spirit - To Be)
Connection to identity, culture, and purpose. Understanding one's place in the world and community. Exploring values, beliefs, and worldviews. Connection to land, ancestors, and cultural teachings.
In Your Lessons:
Include opportunities for students to explore their identity, connect to cultural teachings, reflect on values, and understand their purpose and place in the community.
Emotional Domain (Heart - To Belong)
Building relationships and sense of belonging. Developing empathy, compassion, and emotional awareness. Creating safe, supportive learning environments. Fostering connection to peers, family, and community.
In Your Lessons:
Incorporate sharing circles, collaborative activities, relationship-building exercises, and opportunities for students to express feelings and support one another.
Physical Domain (Body - To Do)
Hands-on, experiential learning. Movement, activity, and kinesthetic engagement. Land-based learning and connection to the natural world. Health, wellness, and physical expression.
In Your Lessons:
Include movement breaks, hands-on activities, land-based experiences, art, drama, building projects, and opportunities for physical engagement with learning.
Cognitive Domain (Mind - To Know)
Academic knowledge and critical thinking. Problem-solving and inquiry skills. Literacy, numeracy, and curriculum content. Intellectual growth and understanding.
In Your Lessons:
Address curriculum expectations, develop critical thinking skills, engage in inquiry-based learning, and build academic knowledge across subject areas.
Applying the Medicine Wheel to Your Planning
Planning Questions for Each Domain
When designing any lesson, ask yourself:
Spiritual:
How does this lesson help students understand who they are and their place in the world?
Emotional:
How does this lesson build relationships, belonging, and emotional safety?
Physical:
How does this lesson engage students' bodies and provide hands-on, experiential learning?
Cognitive:
How does this lesson develop academic knowledge, critical thinking, and curriculum skills?
A balanced lesson addresses all four quadrants, recognizing that learning happens holistically—not just in the mind, but through the whole person.
Key Principles from Dr. Toulouse's Work:
Learning is interconnected—the four domains cannot be separated
Indigenous pedagogy values experiential, relational, and land-based learning
Education should honor cultural identity and community connections
Holistic approaches lead to deeper engagement and authentic student success
Teachers must address wellbeing and belonging before academic achievement
Remember:
The Medicine Wheel reminds us that true learning engages the whole person. When you plan lessons that honor all four domains—spiritual, emotional, physical, and cognitive—you create meaningful, culturally responsive education that supports authentic student success.
Dr. Pamela Rose Toulouse: Resources & References
Learn More from Dr. Toulouse's Work
Book:
Toulouse, P. R. (2011). Achieving Aboriginal Student Success: A Guide for K to 8 Classrooms. Portage & Main Press.
ISBN: 9781553793168
YouTube Videos:
Research Paper:
Toulouse, P. R. (2016). "What Matters in Indigenous Education: Implementing a Vision Committed to Holism, Diversity and Engagement." Measuring What Matters, People for Education.
Available at: https://peopleforeducation.ca
Professional Website:
Learn more about Dr. Toulouse's work at Strong Nations Publishing:
https://www.strongnations.com/gs/show.php?gs=3&gsd=3230
Medicine Wheel Math: Kindergarten Example
Patterns in Nature
Cognitive (Mind)
Identify, create, and extend simple patterns using natural materials (Ontario Curriculum: Patterning and Algebra)
Physical (Body)
Go on a nature walk to collect items (leaves, stones, sticks). Create patterns using these materials through hands-on manipulation.
Emotional (Heart)
Work in pairs or small groups to create patterns together. Share patterns in a circle, celebrating each other's work.
Spiritual (Spirit)
Discuss how patterns appear in nature and in Indigenous art and beadwork. Connect to seasonal cycles and the idea that everything in nature has order and purpose.
First Nations Priority
Land-based learning, connection to natural world, collaborative learning
Medicine Wheel Math: Primary (Grades 1-3) Example
Counting and Measurement with Traditional Practices
Cognitive (Mind)
Count, compare, and measure using non-standard units (Ontario Curriculum: Number Sense, Measurement)
Physical (Body)
Use hands-on activities like measuring ingredients for traditional bannock, counting beads for a craft project, or measuring distances using natural units (hand spans, footsteps).
Emotional (Heart)
Invite an Elder or family member to share traditional counting methods or measurement practices. Students work together to prepare a recipe or complete a project.
Spiritual (Spirit)
Learn numbers in the local Indigenous language. Discuss how traditional peoples measured time, distance, and quantities using natural indicators and community knowledge.
First Nations Priority
Intergenerational learning, Indigenous language integration, practical life skills
Medicine Wheel Math: Junior (Grades 4-6) Example
Geometry and Symmetry in Indigenous Art
Cognitive (Mind)
Explore geometric properties, symmetry, and transformations (Ontario Curriculum: Geometry and Spatial Sense)
Physical (Body)
Create Indigenous-inspired art using geometric shapes—design dreamcatchers, medicine wheels, or traditional patterns. Use tools to measure angles and create symmetrical designs.
Emotional (Heart)
Share personal designs in a talking circle, explaining the meaning behind chosen symbols and patterns. Collaborate on a class mural incorporating everyone's geometric designs.
Spiritual (Spirit)
Learn about the cultural significance of geometric patterns in Indigenous art, regalia, and architecture. Explore how the Medicine Wheel itself is a geometric representation of balance and interconnection.
First Nations Priority
Cultural knowledge, artistic expression, connection between math and Indigenous worldviews
Medicine Wheel Math: Intermediate (Grades 7-8) Example
Data Management and Community Wellness
Cognitive (Mind)
Collect, organize, analyze, and interpret data using graphs and statistics (Ontario Curriculum: Data Management and Probability)
Physical (Body)
Conduct surveys or collect data through active community engagement—interviewing Elders, observing land-based activities, or tracking wellness initiatives.
Emotional (Heart)
Work in collaborative teams to design surveys and present findings. Focus on topics that matter to the community—student wellness, cultural participation, language use, or environmental health.
Spiritual (Spirit)
Frame the inquiry around community wellbeing and the interconnectedness of individual and collective health. Discuss how data can be used to support community goals and honor Indigenous values of balance and sustainability.
First Nations Priority
Community-focused inquiry, student voice and agency, connection to real-world issues
Key Principles Across All Levels:
Start with relationships and context before abstract concepts
Use hands-on, experiential learning rather than worksheets alone
Connect math to students' lives, culture, and community
Incorporate Indigenous language for mathematical terms
Invite community members to share traditional mathematical knowledge
Allow multiple ways to demonstrate understanding
Address wellbeing and belonging alongside academic learning
Practical Tips for Teaching in Remote First Nations Communities
Adapt to Local Realities
  • Be prepared for limited internet and technology access.
  • Adapt to weather and seasonal changes that affect school schedules.
  • Understand that you may be far from urban centers and need to be self-sufficient.
Foster Community Connections
  • Building relationships takes time in small communities.
  • Connect with local resources and community members.
  • Be flexible with lesson plans based on community events.
  • Build strong relationships with teaching colleagues for support.
  • Participate in community life beyond school hours.

Flexibility is Key: Adapt your pacing and content to honor student needs, cultural events, and local context. Be responsive to seasonal activities and community priorities.
Essential Resources for Teaching in Remote Communities
The following online resources are valuable tools to support teachers working in-person within geographically remote First Nations communities. These resources can help you integrate Indigenous perspectives, access curriculum-aligned materials, and foster strong community connections in your classroom, even when physical resources are limited.
Curriculum & Professional Resources
Teaching Materials
  • TVO Learn - Interactive curriculum-aligned lessons for Grades K-8
Indigenous Knowledge & Land
  • Whose Land - Accurate land acknowledgements and territorial maps
Community Connection
  • Band Council Education Coordinators - Local partnership and cultural guidance resources
Sample Assessment Activity: Inquiry and Reflection
1
Research Phase
Students investigate local Indigenous community history, focusing on traditional ways of life, community contributions, and present-day strengths and challenges. This phase can be adapted for all grades, from guided exploration for younger learners to independent research for older students.
2
Synthesis and Expression
Students use graphic organizers, storytelling, art, or written responses to synthesize their learning. This encourages them to reflect on the impact of Indigenous perspectives on their understanding of community and history, allowing for diverse forms of expression suitable for Grades K-8.
Top 10 Essentials for Culturally Responsive Lesson Planning
Before You Finalize Any Lesson, Ask Yourself:
1
Have I connected this lesson to Indigenous perspectives and local community context?
Use the FNMI Connections document to find authentic integration points, not token additions.
2
Does this lesson honor the whole child—mind, body, spirit, and emotions?
Include opportunities for movement, reflection, connection, and wellbeing alongside academic content.
3
Have I built in opportunities for relationship-building and community connection?
Include sharing circles, collaborative work, storytelling, or family/Elder involvement.
4
Am I using Indigenous ways of knowing—storytelling, experiential learning, and oral traditions?
Move beyond textbooks to hands-on, land-based, and culturally grounded learning experiences.
5
Does this lesson allow for multiple ways to demonstrate learning?
Offer choices: oral presentations, art, hands-on projects, written work, or performance-based tasks.
6
Have I consulted with Elders, Knowledge Keepers, or community members for cultural accuracy?
Never teach Indigenous content without community guidance and approval.
7
Is my language strengths-based and affirming rather than deficit-focused?
Frame learning in terms of gifts, growth, and possibilities—not what students lack.
8
Does this lesson connect to students' lived experiences, identities, and cultural backgrounds?
Make learning relevant and meaningful by linking to students' lives and communities.
9
Have I incorporated Indigenous language, even in small ways?
Use greetings, key vocabulary, or cultural terms in the local Indigenous language.
10
Am I prioritizing student wellbeing and belonging before academic outcomes?
Ensure students feel safe, valued, and connected before pushing academic content.
Keep This Checklist Visible: Print this list and keep it at your planning desk. Review it before finalizing every lesson to ensure you're teaching in a way that truly honors and serves your students and community.
Complete Reference Links & Resources
Ontario Ministry of Education
  • FNMI Connections Scope & Sequence: Search "Ontario FNMI Connections Scope and Sequence" at www.edu.gov.on.ca
Professional Resources
Teaching Materials & Content
Indigenous Knowledge & Land
Community & Cultural Resources
  • Contact your local Band Council Education Coordinator for community-specific resources and partnerships
Lesson Plan Templates & Examples by Grade Level
Access Ready-to-Use Lesson Plan Templates
The following resources provide exemplary lesson plan templates and examples aligned with Ontario curriculum expectations. These can help you structure your planning and see what effective lessons look like at each grade level.
KINDERGARTEN:
PRIMARY (Grades 1-3):
JUNIOR (Grades 4-6):
INTERMEDIATE (Grades 7-8):
Important Note About Access:
Some resources, particularly the Ontario Teachers' Federation (OTF) and Elementary Teachers' Federation of Ontario (ETFO) sites, may require membership access. If you are not yet a member of a teachers' federation, consider asking a colleague who is a member to help you access these resources, or reach out to your school's administrator or lead curriculum teacher for assistance in gaining access to these valuable planning tools.
Tips for Using These Resources:
  • Start with the Ontario Teachers' Federation site - it's searchable by grade, subject, and curriculum strand
  • Download templates and adapt them to your specific classroom context and community
  • Look for lessons that already integrate Indigenous perspectives, then enhance them with local knowledge
  • Use these as starting points, not prescriptive scripts - customize for your students and community
  • Save effective templates to reuse and adapt throughout the year
  • Check with your own teaching team at school to see what lesson templates they use
  • Contact the education division of your regional advocacy organization to access relevant resources