Activity Guide Vancouver

VANCOUVER ACTIVITY GUIDE VANCOUVER

PRESENTED BY

ARTISTS AND EDUCATIONAL DIRECTION CEASE WYSS & OLIVIER SALVAS

EDUCATIONAL ACTIVITIES WRITTEN BY OLIVIER SALVAS, mED

WE ARE OCEAN - VANCOUVER is an artistic project contributing to the Preparatory Phase of: WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE TABLE OFCONTENTS INDIGENOUS PRINCIPLESOFLEARNING INTRODUCTION VIDEO 4:DECOLONIZATION VIDEO 3:AREWEROBOTS? VIDEO 2:WHAT WEDON’TSEE VIDEO 1:THELOST LAGOON RECOMMENDED APPLICATIONS 10 13 4 7 3 1 1 P1 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE the land,spirits,andancestors. Learning ultimately supportsthewell beingoftheself, thefamily, thecommunity, Principles ofLearning and thecore competencies ofthecurriculumBritishColumbia. WE AREOCEANVANCOUVER isaneducational journey that respects theFirst Peoples INDIGENOUS PRINCIPLESOFLEARNING applicable to any location. Vancouver based;however, thekey concepts andlearningsare widely Note that theexamples contained inthevideosandactivityguideare parents andchildren to doasmuchthey want, whenever they want. The entire program isfree, fullyaccessible online, andself-paced for teachers, Arts, Mathematics)-based learning. various grade levels drawing uponSTEAM (Science, Technology, Engineering, optional activityguidewithamultitudeoflearningactivitiesfor children at WE AREOCEANVANCOUVER consists offour 30-minute videosandan that supportocean health. marine life, theimpactsofcolonization, andideasfor decolonization activities and MusqueamFirst Nations land.Students learnaboutIndigenousplantand Indigenous knowledge oftheecosystems that affect Squamish, Tsleil-Waututh Olivier Salvas, theVancouver Biennaleprogram isuniqueinitsfocus on Led by Vancouver-based artists andeducators Cease T’uy’t’tanat Wyss and through IOC-UNESCO. UN DecadeofOcean Science for Sustainable Development (2021-2030) program isanartistic contribution to thePreparatory Phaseofthe Program ofARTPORT_making waves. Curated by Anne-MarieMelster, the Biennale andispartoftheart-science-education WEAREOCEANGlobal WE AREOCEANVANCOUVER hasbeencommissioned by theVancouver INTRODUCTION PS C -COMMUNICATION C T and choice; well-being contributing to community andcaringfor environment; personalvalues generate ideas;question andinvestigate relationships andcultural contexts and review activities connect andengage withothers;collaborate to plan,carry out T -THINKING PS -PERSONALANDSOCIAL P2 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE permission and/or incertain situations. Learning involves recognizing that someknowledge issacred andonlyshared with Learning requires exploration ofone’s identity. Learning involves patience andtime. Learning isembeddedinmemory, history, andstory. Learning recognizes therole ofIndigenousknowledge. Learning involves generational roles andresponsibilities. Learning involves recognizing theconsequences ofone’s actions. on connectedness, onreciprocal relationships, andasenseofplace. Learning isholistic, reflexive, reflective, experiential,and relational-focused PS PS PS PS PS PS PS PS C C C C C T T T T T T relationships andcultural contexts: valuing diversity collaborate to plan,carryoutandreview activities connect andengagewithothers:recount andreflect onexperiences: question andinvestigate self-determination relationships andcultural context; well-being; buildingrelationships; question andinvestigate personal values andchoice; relationships andcultural contexts question andinvestigate; analyze andcritique; novelty andvalue acquire, interpret andpresent information connect andengagewithothers relationships andcultural contexts; buildingrelationships personal strengths andabilities;self-determination develop anddesign;generating ideas collaborate to plan,carryout,andreview constructions andactivities personal values andchoice; relationship andcultural contexts; valuing diversity novelty andvalue; question andinvestigate; analyze andcritique acquire, interpret, andpresent information; explain andreflect on experiences self regulation; self-determination; personal values andchoices relationships andcultural contexts; valuing diversity generating ideas;question andinvestigate; analyze andcritique P3 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE A platform students canuseto make presentations orgamesthrough coding. SCRATCH JR. Students are ableto create theirown movies. iMOVIE story. Students canalsorecord theirown voices to make theircharacters speak. Students are ableto useorto create theirown characters andsettingsto tell a PUPPET PALS have taken orimagesthey have drawn. Comic Life allows students to create theirown comic booksusingpictures they COMIC LIFE choice. music. Students are ableto edittheirrecordings andto addeffects oftheir Garage Bandisanapplication that allows students to record voice andto record GARAGE BAND higher level ofcriticalthinking. redefine students’ projects inWEAREOCEAN VANCOUVER, elevating them to a kinds oflearnersallwithinoneapplication. This appcansubstitute oreven within thesameapplication. This multi-mediaplatform canappealto different Book Creator allows you to type, draw, andaddimages,sounds,videosall BOOK CREATOR and math. oral comprehension activities,reading comprehension strategies, creative writing, that canbeachieved inarestrained timeframe. Drawing Pad canbeintegrated in students to reach visual-spatial learningobjectives by creating artistic activities the addedoptionto uploadyour own imagesorpictures. Drawing Pad allows markers, pencils,paintbrushes,stencils, coloured pencilsandstickers with Drawing Pad was conceived to create digitalart.Itcontains different setsof DRAWING PAD most outofWEAREOCEANVANCOUVER projects: Here isalist ofrecommended appsyou may consider downloading to make the RECOMMENDED APPLICATIONS P4 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE Photo by OlivierSalvas • • • • the paintingThe Lost Lagoon by OlivierSalvas. Look at aphoto ofVancouver’s Lost Lagoon inreal life. Compare thephoto with • • • Objectives colonially known asStanley Park? How doestheocean play acrucialpartintheecosystems ontheterritory Key Question: of thesurrounding ecosystems. Indigenous peoplehere, theirperspectives aboutthewater, andtheirknowledge This videoexplores Lost Lagoonandprovides anintroduction to thehistory of VIDEO 1:THELOST LAGOON examples for each. What are thedifferences between livingandnon-livingthings? Provide that we donotseeinthepainting?Hint:animals,insects,birds. What are someoftheimportantdetailsthat you seeinthereal Lost Lagoon What are someofthedifferences between thepaintingandphoto? What are someofthesimilaritiesbetween thepainting andthephoto? To become familiar withtheecosystems ofLost Lagoon. before colonization. To understand thehistory ofIndigenouspeoplesinthisarea long To practise artobservation techniques. ACTIVITY 1-LIVINGTHINGS+ECOSYSTEMS Art by OlivierSalvas P5 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE Student Artwork Examples • • • What have you learnedabouttheIndigenoushistory ofLost Lagoon? YOUTUBE |youtube.com/thevancouverbiennale INSTAGRAM |instagram.com/van_biennale/ TWITTER |twitter.com/Van_Biennale FACEBOOK |facebook.com/VancouverBiennale FREE WEAREOCEANVANCOUVER APP|weareocean2.goodbarber.app/ the ocean andenvironment around you. There are several easy ways to share: activities, hearyour ideasfor positive change, andseewhat inspires you most about community ofWEARE OCEANlearners.We would love to seeyour projects and Everyone isencouraged to share photos andvideossothat we cancreate a WAYS TO SHAREYOUR CREATIVITY you have learnedabout Indigenoushistory ofthelandanditsecosystems. Create your own artwork basedonLost Lagoon.Draw inspiration from what Ho Ho W rite ajournalentryreflecting onwhat you have learned. w canyou share that connection withyour friends? w canyou make aconnection to thelandwhere you are? ACTIVITY 2-ANINDIGENOUSLAND ACTIVITY 3-ARTPROJECT Tag your photos with#VanBiennale! • • • • • • In theplac In theplac In theplac In theplac In theplac In theplac e Iamrightnow, Iam. e Iamrightnow, Itaste . e Iamrightnow, Itouch . e Iamrightnow, Ismell. e Iamrightnow, Ihear. e Iamrightnow, Isee. P6 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE Salmon &Prospect Point cbc.ca/news/canada/british-columbia/stanley-park-s-lost-lagoon- beaver-friend-urged-to-stop-1.2918289 Stanley Park’s Lost Lagoonbeaver ‘friend’urged to stop stanleyparkecology.ca/2017/08/29/creature-lost-lagoon/ · The Creature from Lost Lagoon vancouver.ca/parks-recreation-culture/stanley-park-lost-lagoon.aspx City ofVancouver -Lost Lagoon Follow thelinksbelow to learnmore aboutLost LagooninStanley Park: MORE LEARNINGRESOURCES wanderwisdom.com/travel-destinations/Water-Birds-in-Stanley-Park- Pictures-and-Facts Aquatic Birds at Lost Lagoon inStanley Park, Vancouver pwlpartnership.com/projects/stanley-park-lost-lagoon-salmon-stream- and-prospect-point citymash.com/vancouver/2017/01/25/7-things-you-probably-didnt- know-about-lost-lagoon/ miss604.com/2016/01/the-history-of-lost-lagoon.html The History ofLost Lagoon vancouversun.com/news/local-news/vancouver-fresh-idea-to-turn-stanley- parks-lost-lagoon-salty-again Stanley Park’s Lost Lagoon:Taking afresh lookat anoldsalt-water flat 7 Things You Didn’tKnow AboutLost Lagoon

P7 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE • • • Objectives: How iscolonization affecting theecosystems intheocean andontheshorelines? Key Question: Siwash Rock. in thearea. The exploration endsat Third BeachwithanIndigenousstory about looks more closelyat theconsequences ofcolonization andhumaninteraction Continuing to explore Lost Lagoonandtheshore ofthePacific Ocean, thisvideo VIDEO 2:WHAT WEDON’TSEE Lost Lagoon (Water Gateway) -Photo by OlivierSalvas • • • • • • • To become familiar withtheecosystems ofLost Lagoon. before colonization. To understand thehistory ofIndigenouspeoplesinthisarea To practise artobservation techniques. Explore theconnection between theoceans through virtualmapsandvideos. different names? If theoceans are notseparated, why are we referring to themby Are theoceans separated at all? Are thedifferent oceans separated by land? How muchofourplanet’s surface iscovered withwater? Do you know otheroceans? Columbia? Do you know thenameofocean that isontheborder ofBritish ACTIVITY 1-WORLD MAPDISCUSSION • • • • World Map Google Earth NASA World Map2020 Geography Maps Siwash Rock -Photo by OlivierSalvas P8 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE Northwest Power andConservation Council: First Humans Here are somearticlesto helpyour research: How doyou thinktheocean isconnected to this? British Columbia. Some ofthefirst traces ofhumanactivityinNorthAmerica were in How doyou thinkthefirst humansarrived onthe territory ofBritish Columbia? Part 1:The arrival ofhumansontheterritory ofBritishColumbia that ofother ancientcivilizations. Create achartto compare andcontrast thesettlement ofBCFirst People with Greece, China, andIndiato learnabout theirconnection to water. Research themainancientcivilizations includingMesopotamia, Egypt,Rome, civilizations’ connections to water? Are there similaritiesbetween theIndigenousconnection to water andother Third Beach-Photo by OlivierSalvas How dothey differ? Reflections: How are Indigenousandscientificperspectives connected? Part 2:IndigenousPerspectives onthearrival ofexplorers inNorthAmerica sciencedaily.com/releases/2017/01/170116091428.html First humansarrived inNorthAmericaalotearlierthanbelieved history.com/news/new-study-refutes-theory-of-how-humans- populated-north-america New Study Refutes Theory ofHow HumansPopulated NorthAmerica history.com/news/oldest-human-footprints-in-north-america- discovered Human Footprints inNorthAmericaDiscovered nwcouncil.org/reports/columbia-river-history/firsthumans Oldest ACTIVITY 3 ACTIVITY 2-HUMANACTIVITY ANDTHEPACIFIC OCEAN P9 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE Biodiversity BC connection to theocean? that make upthebiodiversity withintheecosystem that you live. What isthe What isbiodiversity? Create amodelordrawing illustrating several elements ribbon usedrepresents theapproximate lengthoftheera incentimetres. coloured ribbonfor eachera. Work onproportions by makingsure theamountof Tell theEarth’s story by creating atimelinemadeoutofribbons.Usedifferent by localgeology. In ajournalentry, make upyour own story aboutthecreation ofthelandinspired the ancientworld suchasGreek, Roman andChinesemythologies. In thevideoyou hearanIndigenousmythical story. Explore similarstories from stanleyparkecology.ca Stanley Park Ecology Society vanaqua.org Vancouver Aquarium metrovancouver.org/services/regional-planning/PlanningPublications/ BiodiversityActionProfiles2007.pdf Metro Vancouver canada.ca/en/environment-climate-change/services/biokits/explore/ vancouver-urban/explore-biodiversity.html Government ofCanada naturetrust.bc.ca/conserving-land/about-biodiversity Nature Trust raincoastappliedecology.ca/status-of-biodiversity-in-the-city-of- vancouver/ Raincoast AppliedEcology raincoast.org/2011/05/bc-coastal-biodiversity/ Raincoast medium.com/ubcscience/visualizing-vancouvers- biodiversity-127ca0bb9a45 Visualizing BCBiodiversity biodiversity.ubc.ca/ beatymuseum.ubc.ca/ Beaty Museum MORE LEARNINGRESOURCES • • • • • • Hadean Era: 139.7cm Archaean Era: 259.08 cm Proterozoic Era: 396.24 cm Paleozoic Era: 58.42cm Mesozoic Era: 43.18 cm Cenozoic Era: 12.7 cm ACTIVITY 6-ELEMENTS OFANECOSYSTEM ACTIVITY 5-GEOLOGICAL TIMELINE ACTIVITY 4-INDIGENOUSSTORIES ANDMYTHOLOGY

P10 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE Choose abodyofwater oraglacier. • Step 1:Choosealocation to explore impacting glaciers,theocean, rivers, orlakes. Design aprototype ofarobot that willlookfor evidence ofclimate change • • • • Objectives: such asPacific salmon? With meltingglaciers,what are someoftherepercussions onlocalbiodiversity Key Question: how Pacific salmonare beingthreatened by warmer water temperatures. British Columbia, andthedirect repercussions onlocalecosystems, particularly that themeltingishaving onbodiesofwater alongthelandcolonially known as Glaciers are meltingdueto globalwarming. This videoexplores theconsequences VIDEO 3:AREWEROBOTS? Artwork by OlivierSalvas -Photography by RoryMcLeod To observe ways to supportlocalecosystems suchasthesalmon. reduction impactstheecosystems. To make connections withareduced streamflow onBCrivers andhow this To understand that globalwarming hasaneffect onlocalglaciers. To recognize that theocean hasanimpactontheecosystems intheforest. ACTIVITY 1 P11 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE 7. 6. 5. 4. 3. 2. 1. environment you’d like to explore. In order to designanappropriate robot, consider thelocation andtypeof Step 3:Research theenvironment • • • • • • • • environment you would like to explore. Here are somesuggestions: Research thedifferent typesof robots to see whichone would fitbest the Step 2:Discover typesofrobots 5. 4. 3. 2. 1. Go over theengineeringprocess: Step 5:Buildtherobot • • • Step 4:Designconsiderations 8.

Is there evidence ofclimate changeat thislocation? Is thisplace anextreme environment? The localbiodiversity andtheecosystems. The components ofthesoil. The climate. The geographic location. Spiderbot. Snakebot. Rover. Humanoid. Frogbot. Cylindrical. Crab bot. Articulated robot. Go over what works andwhat doesnotwork. Modify the designifnecessary. Improve Follow theplan.Builda prototype. Test thesolution. Create Draw themodelandgather thenecessary materials. Plan Brainstorm different concepts andchoosethebest solution. Imagine Go over thenotes from theresearch. Make connections withSteps 3and4. Inquire other elements? What typesofmaterials needto beusedto dealwiththetemperature, soiland How willtherobot travel inthisenvironment? wave, etc.) How willyour robot communicate withabase? (radio wave, electromagnetic the location? (mythology, culture, food, transportation, etc.) Who are theIndigenouspeoplelivinginarea? How are they connected to climate changeinthisarea? What typeofdata would bebeneficial for scientists to study theimpactsof P12 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE • • • • • • • • • Photo by Cease Wyss Photo by Cease Wyss Design asystem that could produce fresh water from saltwaste. Design anaquascope that would observe water life. precipitation, etc.). Design aweather station (measuringairpressure, windspeed,temperature, Watch andreact to The Story of Cedar by HerbRice. box, totem poles,Coast Salishregalia, canoes). Research theuseofcedar tree for localIndigenouspeople(brentwood Research theCoast Salishpeoples’ connections withsalmon. Create akahoot orapadletusingfacts aboutsalmon. miniature-scale glacier. Learn aboutglacialpressure (marshmallow experience, for example). Builda Study thelife cycle ofthePacific salmon. MORE ACTIVITIES P13 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE • • • • • Objectives: How candecolonization ofthelandsupportocean health? Key Question: can supportocean healththrough what you’ve learned. colonization, Indigenousplantsanddecolonization practices; thenlearnhow you on theecosystems andocean are clearly evident. Getadeepermeaningof This videoexplores Maplewood Flats, asite where theimpactsofcolonization VIDEO 4:DECOLONIZATION Photo by Olivier Salvas support ocean health. To take onpersonalandcollective initiatives to fightclimate changeand less polluted oceans. To learnwhat we candoto decolonize aspace for ahealthiershoreline and To learntheconsequences ofcolonization onaterritory. To understand what anIndigenousplantis. To understand themeaningofdecolonization. P14 WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE • YOUTUBE |youtube.com/thevancouverbiennale INSTAGRAM |instagram.com/van_biennale/ TWITTER |twitter.com/Van_Biennale FACEBOOK |facebook.com/VancouverBiennale FREE WEAREOCEANVANCOUVER APP|weareocean2.goodbarber.app/ the ocean andenvironment around you. There are several easy ways to share: activities, hearyour ideasfor positive change, andseewhat inspires you most about community ofWEARE OCEANlearners.We would love to seeyour projects and Everyone isencouraged to share photos andvideossothat we cancreate a WAYS TO SHAREYOUR CREATIVITY • • • • • • • • • • • • • • • • Or Indigenous people? climate changeourresponsibility towards reconciliation with W art event to discuss ocean healthandactions. T Or Or Cr Cr Cr Cr Mak Cr Cr Plant Indigenousplantsiny your environment. Tak Indigenous plants. Cr Or climate change. Cr ake photographs ofIndigenousplants(or theocean) andorganize an rite ablogpost orareflection onour key question: How isfighting eate TikTok videosonthethemeofclimate change. eate memesonthethemeofocean health. eate paintingsofIndigenousplants. eate ashortfilmabouttheeffect ofclimate changeonthe ocean. eate amodelfor agreenhouse. eate anIndigenousgarden for your community and labeltheplants. eate acollective bookthat informs your community aboutlocal eate posters to inform your friendsandfamily aboutocean healthand ganize acleanupofnearby shore orpark. ganize awalk for water inyour community. ganize asilentprotest inyour school. ganize ashoreline cleanupwithinyour community. ACTIVITIES e decolonization actionsby removing invasive species from e ediblegreenhouse-gas models. our yard orschoolyard. WE ARE OCEAN VANCOUVER - ACTIVITY GUIDE Indigenous People? reconciliation withlocal responsibility towards change ontheocean our repercussions ofclimate Is understanding the