Volunteer information below

Project-Based
in-school field trips inuit icon

Venture to Canada’s far north to learn about Inuit life through folk tales, legends and artifacts.

Think you can write in Inuktitut? Test your tracking skills, play Inuit games, and get into the storytelling spirit! You’ll even make your own soapstone Inuksuk to take home! Pack your parka, grab your compass, and get ready to explore!

Highlights

  • Theme: eXtreme eXplorers
  • Activities: Learn to speak some Inuktitut words, meet Tundra the Ookpik, play an animal tracking game, examine authentic Inuit artifacts, learn about Shamans, build an inuksuk, write in Inuktitut, carve a soapstone inuksuk.
  • Cross-curricular connections
  • Take-Home: Each student carves a soapstone shape to take home

This program can be delivered in the following ways

In-School Field Trip

Our tried and true 2 hour field trips take place right IN your classroom! No bus to rent, no wasted school time due to traveling and no long documents to fill out! Our experienced field trip presenters will come to your classroom to deliver our 100% provincial curriculum aligned field trips. Each theme based field trip is action packed and hands-on!

Volunteers: 3 requested

Take Home:  Soapstone Inuksuk

Video Conference
  • 1.5 hours long
  • Livestreamed with a Presenter using Google Meet, Microsoft Teams, Zoom, etc.
  • Curriculum based
  • Each program has a project for each student to make and keep
  • We ship the supplies to the school
  • Works in all school re-entry scenarios (Classroom and home learning)

Volunteers: 2 volunteers recommended but not required.

Take Home:  Soapstone Inuksuk

Book Today

“I like that it is a great snap shot into the unit of study and it introduces many of the concepts that will be later learned in more detail. I like that they can usually do a craft that is unique and connects well with the curriculum.”

Grade 2 TeacherSt. Augustine School

“The hands-on aspect. It makes the subject matter very interesting and relevant for the students. The artifacts were genuine. The soapstone carving was fun for the students and they have a nice keepsake to take home.”

B.D., Grade 2 TeacherWebber Academy School

“I liked that the content was directly linked to the program of studies. The students were engaged in the activities. We've been working on the Inuit for a short time, so it was a great jumping off point for the students. They loved the hands-on of shaping the Inukshuk. The parent volunteers seemed to really like the program as well.”

Grade 2 TeacherAuburn Bay School

“The students said it was awesome! It was engaging, covered the curricular topics, taught and showed things that I as a classroom teacher was not able to do myself. I felt the field trip cost was well worth it! Students learned a lot. It was action packed for the time. Very well done. I think this Inuit program is one of the best programs I've seen in a long time.”

Grade 2 TeacherSt. Bonaventure School

Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change Canada’s communities.

2.1.1 Appreciate the physical and human geography of the communities studied:

  • Appreciate how a community’s physical geography shapes identity (I, LPP)
  • Appreciate the diversity and vastness of Canada’s land and peoples (CC, LPP)
  • Value oral history and stories as ways to learn about the land (LPP, TCC)

2.1.2 Investigate the physical geography of an Inuit, an Acadian, and a prairie community in Canada by exploring and reflecting and following questions for inquiry:

  • Where are the Inuit, Acadian and prairie communities located in Canada? (LPP)
  • How does the physical geography of each community shape its identity? (CC,I)
  • What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)? (CC, I)
  • How does the vastness of Canada affect how we connect to other Canadian communities? (C, I, LPP)

2.1.3 Investigate the cultural and linguistic characteristics of an Inuit, an Acadian and a prairie community in Canada by exploring and reflecting upon the following questions for

  • What are the cultural characteristics of the communities (e.g., special symbols, land marks, languages spoken, shared stories or traditions, monuments, schools, churches)? (CC, LPP, TCC)
  • What are the tradition and celebration sin the communities that connect the people to the past and to each other? (CC, LPP, TCC)
  • How are the communities strengthened by their stories, traditions and events of the past? (CC, TCC)
  • What are the linguistic roots and practices in the communities? (CC)
  • How do these communities connect with one another? (CC)
  • How do the cultural and linguistic characteristics of the communities studies contribute to Canada’s identity? (CC, I)

2.1.4 Investigate the economic characteristics of communities in Canada by exploring and reflecting upon the following questions for inquiry:

  • What kinds of natural resources exist in communities (e.g., fishing, agriculture, and mining)? (ER, LPP)
  • What impact does industry have on the communities? (ER, LPP)

Students will demonstrate and understanding and appreciation of how a community emerged, and of how the various interactions and cooperation among peoples ensure the continued growth and vitality of the community.

2.2.6 Analyze how the community being studied emerged, by exploring and reflecting upon the following questions for inquiry:

  • What characteristics define their community? (CC, I)
  • What is unique about their community? (CC, I)

2.2.7 Examine how the community being studied has changed, by exploring and reflecting upon the following questions for inquiry:

  • In what ways has our community changed over time? (CC, TCC)
  • What has caused changes in their community? (CC, TCC)

This presentation allows the students an experience creating art crafts dealing with main forms and proportions. They will use various techniques for creating shapes that are geometric and organic.