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FNSS Curriculum Integration Project Click here to download this lesson.
Marji Basso (MS-Word format.)

Grade: 2/3
Lesson 3: Traditional Food Gathering
Time: 1 hour

Topic: Traditional Food Gathering

Rationale: Students will identify some of the ways in which traditional Okanagan Indian food was acquired and compare that to the ways their families acquire food even today.

Materials and Resources

Vocabulary/Definitions (Included in Material)

  • Dip Netting
  • Tump Lines

Main Concept
To identify traditional food gathering methods used by Okanagan Indian communities.

Intended Learning Outcomes

  • Describe ways members of a community meet one another's needs.
  • Describe how physical environment influences human activities.

Planned Learning Activities

  1. (05 min) Sort and match activity with vocabulary words with definitions.
  2. (05 min) Review Lesson 2 and the concept that Okanagan Indians travelled to acquire food - berries, roots, fish, and game.
  3. (10 min) Using Traditional Okanagan Activities Map on overhead, discuss different food gathering activities on the map and the possible reasons for their locations. (Be prepared to explain these reasons, i.e., water, grasslands, topography, protection, family history.)
  4. (15 min) Record 3 things they know about traditional gathering and one thing they still wonder about in their response journal.
  5. (20 min) Have students draw a map of their own home and places where their family acquires food i.e., gardens, grocery store, outdoor markets, farms, etc.

CAUTION: Avoid promoting the notion of "then/now", "them/us", "unchanging Indian", etc.


  • Response Journal: 3 things they know, 1 thing they wonder.
  • Map of student's present home and how they gather food today.


  • If possible have students involved in hands on activities, i.e. dried berries, dip net, tools from museums.
  • Design a new tool that Okanagan Indians could have used to make their job easier (can't use metal, electricity).
  • Complete a Venn Diagram of traditional Okanagan gathering and students' present means of gathering food.
  • Local field trip to grocery store, farm, local market to see how food reaches its destination and how it is stored.
  • Elder could come to class or students could visit an Elder to learn about root gathering.
  • Try classroom experiments with dehydrating certain foods - advantages/disadvantages.

Integrated Opportunities

  • Language Arts: Creative writing: what I would do without a _______to keep/get food (fill in the blank with fridge/freezer, oven/microwave, car, grocery store/market, or money.
  • Science: Experiment with water/dehydration in relation to mass ,weight and volume in order to explain the drying of fruit and berries.

Resources Used And Supplementary Materials Available

  1. I Walk With My Family - Grade 2 Teacher Guide - Okanagan Indian Curriculum Project
  2. I Walk With My Family - Grade 2 Teacher/Student Resource Guide. Okanagan Indian Curriculum Project
  3. Map of Traditional Okanagan Activities (PDF format, opens in new window)

Sort and Match Vocabulary - Lesson 3
Dip Netting The use of a net with a long handle to catch fish
Tumplines A strap passing across the forehead and helping support a load on the back

Summative Criteria

Criteria Ratings Comments
Student demonstrates an understanding of the important ideas about the topic (through interaction and activities) 4 3 2 1  
Examples, ideas, and detail were demonstrated which indicate a deeper understanding of the topic 4 3 2 1  
Useful, accurate andrelevant informationis included in themap work pertaining to:
Food 4 3 2 1  
Gathering 4 3 2 1  
Seasons 4 3 2 1  
People interacting with environment 4 3 2 1  
Community involvement 4 3 2 1  
Group participation and cooperation 4 3 2 1