Volunteer information below

Project-Based
in-school field trips a prairie community in the past icon

Learn about the fascinating Ukrainian history on the prairies!

In-Person In-School Field Trip Description:

Venture to Saskatoon to learn how Ukrainian Superhero Settlers influenced life on the prairies. What skills and ideas did they bring to Saskatoon? Are their traditions impacting life today? How did they defeat the geographical challenges they faced? The wonders of Ukrainian art, music and more await us as we explore Canada’s past.

Video Conference Program Description:

This virtual program is not simply a cultural adventure, but a spectacular journey through time! Our class will be pulled through a time portal to visit a Prairie Community in the Past! Students will discover the Superhero Settlers’ powers that brought them across the world to make their new home on the Canadian Prairies. Students will also discover the geography, goods and services and unique Ukrainian cultural traditions through this exciting time-warping adventure. As a take-home souvenir, students will get to decorate their very own wooden pysanky egg.

Highlights

  • Theme: Superhero Settlers
  • Activities: Study the geography of the prairie settlers, examine natural resources of Saskatchewan, play matching game, examine authentic Ukrainian artifacts, discuss isolation, learn about Pysanky, decorate ball and cup craft, experience a Ukrainian dance lesson.
  • Take-Home: Student Decorated Wooden Ball & Cup Craft or Pysanky Egg, depending upon program delivery method chosen. 

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: Wooden Ball & Cup

Video Conference
  • 1.5 hours long
  • Livestreamed with a Presenter using Google Meet, Microsoft Teams, etc. Your choice!
  • 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: Wooden Egg (decorated by students)

Book Today

“Engaging and awesome! The presenter was so respectful and really made it meaningful for the kids by helping them connect to the content.”

L.M., Grade 2 TeacherMonsignor Neville Anderson School

“It really helped students understand that settling in Canada was NOT easy. Students thoroughly enjoyed the stations, and we have something to review when discussing our workshop.”

D.F., Grade 2 TeacherEarl Buxton School

“The superhero/villain theme really hooked the students - very relatable for them. The Ukrainian toy take-away. The students were really excited to show their parents.”

Grade 2 TeacherAltadore School

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)

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

  • Where are the Inuit, Acadian and prairie communities located in Canada? (LPP)
  • What geographic factors determined the establishment of each community (e.g., soil, water and climate)? (LPP, TCC)
  • 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 inquiry:

  • What are the cultural characteristics of the communities? (CC, LPP, TCC)
  • What are the linguistic roots and practices in the communities? (CC)
  • What individuals and groups contributed to the development of the communities? (CC)
  • How do the cultural and linguistic characteristics of the communities studied 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 the communities? (ER, LPP)
  • What are the occupations in each of the communities? (ER)
  • What kinds of goods and services are available in the communities? (ER)
  • What impact does industry have on the communities (i.e., agriculture, manufacturing)? (ER, LPP)

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

  • What is unique about their community? (CC, I)
  • What are the origins of their community? (TCC)

2.S.2 Develop skills of historical thinking:

  • Correctly apply terms related to time (i.e., long ago, before, after)

2.S.3 Develop skills of geographic thinking:

  • Use a simple map to locate communities studied in Canada
  • Determine distance on a map, using relative terms such as near/far, here/there