Learning from the Land: Ethnobotany at Chief Dan George Middle School

Students at Chief Dan George Middle School recently explored ethnobotany, the study of plants through Indigenous knowledge and traditional ecological teachings.

The learning experience connected students with the natural environment while integrating multiple subject areas, including social studies, science, English language arts, and mathematics.

The lesson was led by Ms. Hintz, whose experience working closely with students inspired her to pursue teaching and focus on approaches that connect learning across subjects.

“I loved working with kids and watching their development over time,” she said. “I want to provide teaching that is holistic and integrates Indigenous teachings to build interconnections across the curriculum.”

As part of the learning, the Abbotsford School District invited Layton Schnellert from the University of British Columbia to support staff in incorporating vocabulary development strategies into lessons. Because many students in the class are multilingual learners, the work also connected with the district’s English Language Learning initiatives. This vocabulary work gave students the language tools they needed to confidently engage with both scientific and cultural concepts during the outdoor lesson.

Students were introduced to key concepts and Halq’eméylem vocabulary before heading outdoors, helping them better recognize and engage with the plants they encountered.

The lessons followed a Connect, Process, Transform, Reflect learning framework. Students first connected to the topic and built background knowledge. They then processed the information through discussion and observation before applying their learning outdoors and reflecting on their experiences.

While learning outside, students also explored patterns and symmetry in nature, linking their observations to mathematical concepts such as geometry. Reflection prompts such as “I notice,” “I wonder,” and “I feel” helped students think more deeply about their surroundings.

Teachers observed that students became increasingly comfortable learning outdoors. Engagement grew as students experienced the freedom of learning outside the classroom.

“I think students are more comfortable in spaces where they have more freedom, and outside is especially one of those places because they don’t feel as confined as the walls of a classroom,” Ms. Hintz said.

The experience highlighted how outdoor, land-based learning can support student engagement while honouring Indigenous perspectives.