FirstWorks Virtual Learning Series:

Introduction to Heather Henson: Heather Henson (daughter of legendary ), is a visionary puppet artist, director, and producer who creates transformative and educational experiences that honor Mother Earth and inspire people to nurture the planet. She is best known for performances that illustrate the harmonious relationship between humans, animals, and the environment.

Heather’s storytelling is inspired by her sense of kinship with the endangered species of the world—particularly whooping cranes—the symbiotic relationship between indigenous people and the land, and how communities develop holistic food systems.

Heather received her undergraduate degree from Rhode Island School of Design and studied at the California Institute of the Arts. Over the past 25 years, an awe for nature’s balance and messages of health and healing for the planet have been ingrained in her work. As the youngest child of legendary puppeteer Jim Henson, Heather gained an appreciation for nature through time spent with her father. Her memories of how he was able to weave his many passions—including nature—into his work have served as motivation throughout her own career.

The below video features excerpts from "Ajijaak on Turtle Island," a production by IBEX and Heather Henson. FirstWorks brought the performance to Rhode Island in January 2019 as part of an “Earth First” artist residency. Excerpts from Henson’s accompanying artist talk focus on the interconnectedness between humans and nature across millennia, and the symbolism of the beautifully crafted animal puppets depicted in the performance.

Watch Heather Henson's Artist Talk by clicking HERE

Grade 6 Lesson: Turtle Conservation

Science Standards: MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations

English Language Arts Standards: RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. WHST.6-8.1 Write arguments focused on discipline-specific content. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

Essential Question: How does an ecosystem preserve biodiversity?

LEARNING GOALS Students will: explore the Ojibwe Turtle Island story research turtles to understand their importance to local ecosystems investigate how to protect turtle species and preserve biodiversity

Activity 1. Ask students if they have ever heard of Turtle Island and if so, to explain what they know.

2. Explain that Turtle Island is the name for North America in the Ojibwe story. Ojibwe- Anishinaabe is the second largest group of First Nations People in North America, spanning three provinces in Canada and five states in the United States. Many other indigenous people tell the same story through oral tradition.

3. Read the included Turtle Island story to the students. Before sharing the story, instruct students to write down any words or questions that come to mind as they listen to the story. Ask students to close their eyes while they listen to the story.

4. After sharing the Turtle Island story, have students work on a KWL chart. Ask students to draw a chart with three columns labelled Know, Want to Know and Learned. Instruct students to fill in the first two columns to the best of their abilities with information about turtles and the relationship to Indigenous Peoples.

5. Assign one to two of the following questions to each student. Using research tools available at home or online, have the students research answers. Review the questions with students to ensure the points students listed in the “want to know” column are included. a. What are the different turtle species? b. What is the importance/significance of turtles to Indigenous Peoples? c. Where do turtles live? d. What do turtles eat? e. How do turtles fit into the food chains? f. Why are they important to their habitat/ecosystem? g. What are some threats to their survival?

6. Once students have completed their research, have them share their findings with the class. Instruct students to complete the third column of their KWL chart.

7. Next, read the “Healthy Habitats” chapter from the Turtle Island Conservation Toronto Zoo curriculum book www.torontozoo.com/pdfs/tic/misk5.pdf. Highlight the relationship with Mother Nature and the importance of respecting all living things.

8. Based on that reading, ask students the following: What is our responsibility as humans to protect the environment? Take note of the ‘challenge’ raised in the reading: “My fifth challenge asked you to find out what turtles need to survive. What does a healthy habitat look like? Do you think that the habitat in your community is healthy for you and me?” Share the Mind Map Template accompanying this lesson with your students. Create a mind map of your local environment. What changes will you make to create a healthier environment?

9. Encourage students to take a nature walk around their home with a parent or guardian. Go outside and explore your neighborhood to see whether “The habitat in your community is healthy for you and me?” Look for living things and think of ways to positively improve their environments (e.g., picking up litter, putting up signs to raise awareness about the turtle and/or wildlife populations there).

10. Ask students to reflect on what they have learned. Assign the following questions for individual and collective discussion: What have you learned about the environment and its importance to First Nations Peoples? What can we do to make a positive difference protecting turtles and the environment? How would you conserve the environment to protect the turtle’s habitat? Why is it our responsibility as humans to conserve the environment?

Extra Lesson:

1. Using online resources, books, etc., have students research the different types of turtles that live in Rhode Island. Ask the students to provide the following: Describe their color, size, etc. Where can they be found? What are the characteristics of their habitat? What are their favorite foods? What are their nesting habits? When do they have their babies?

2. Have students choose their favorite type of turtle from their research. Then in word, song, by drawing, or some other visual method, have them describe/portray the turtle’s characteristics. Consider sharing to #FirstWorksArtsLearning on social media.

Note to Educators:

FirstWorks Education will make every effort to connect appropriate supporting curricula to the arts presentations provided. However, your professional expertise, rapport with your students, and knowledge of their capabilities will make these lessons resonate. We welcome your feedback: Did you use the lessons? How did it go? Did you not use them? If not, why? Or, did you vary them? Please let us know. We are here to help. We’d also be delighted to see any resulting creations!

Please contact Kathleen McAreavey at: [email protected]