Vision

“Les Petits Patrons de CTK”, the “Little Leaders of CTK”, a group of Grade 2 and Grade 3 students, took on two planting projects: “Plants and Pollinators Planting Project” and “Indigenous Gardens Planting Project” to help meet the United Nations Sustainable Goals of Climate Action, as well as Life on Land, to protect, restore and promote sustainable use of terrestrial ecosystems and halt biodiversity loss. After delving deep into a bees and butterflies unit in their respective classrooms, the students were inspired to create a thriving plant garden for bees and butterflies, and other pollinators, to survive and to help continue with pollination. That way, Christ the King CES would continue to be a safe haven for these pollinators. The students were further inspired after working on our school’s Land Acknowledgement. They wanted to plant the Three Sisters (Corn, Squash, and Beans) as well as three out of the four plants that are sacred medicines to many First Nation, Metis and Inuit peoples: sage and tobacco plants and two cedar trees.

Action

The goal of the project “Plants and Pollinators Planting Project” was to create a more sustainable ecosystem for bees and butterflies, and other pollinators by creating a thriving plant garden at our school. Why was this project important to the students and to the school community? Pollinators like bees, butterflies and hummingbirds, are an essential part of our ecosystem as they help to create and preserve the habitats that many animals rely on for food and shelter. Wildflowers give insects a home too, and birds nest in areas with wildflowers and eat insects, seeds and berries. Students also learned that without bees and butterflies, we would risk losing some types of fruit and vegetables. Without a variety of fruit and vegetables, our diet would be limited and unhealthy and food could become more expensive. We would also risk losing many meat and dairy products because farm animals are fed with food that is made from pollinated plants. Therefore, creating a garden using plants that attract butterflies, bees, and other pollinators, is mutually beneficial to both our garden and the pollinator – they help our plants reproduce, and our plants provide them with the nutrition they need to thrive.

The students researched the best types of flowers to attract bees and butterflies. They found that the best bee-friendly flowers are plants like crocus, zinnias and different types of wildflowers. The students also learned that the bees like to drink from a water feature, so we made sure that our garden had a bowl with some water at the ready. To attract butterflies, students learned that our garden needs flowers that are easy to see from far away, especially in colours like red, orange, yellow and pink. Also, butterflies like flat-headed flowers, as they are easier to land on. Therefore, students planted pollinator-friendly flowering plants such as Bee Balm, Wild Bergamot, Great Blanket Flower, Dense Blazing Star, Butterfly Weed and New England Aster. Once the research was complete, the students planted additional plants in our thriving pollination garden for bees, butterflies, and other pollinators to survive and help continue pollination. To ensure that the students planted the right types of plants, through the Climate Action Kits, they created an application using the micro:bit and touch sensor to determine the approximate number of visits a flower gets each day. The application will count each time a bee touches it, and as such will provide the approximate number of bee visits to the flower. The students are excited to test out their application in June when the weather warms up!

Furthermore, the students took part in an “Indigenous Gardens Planting Project”. First, students planted the Three Sisters: Corn, Squash, and Beans. The students listened to the Haudenosaunee legend of the Three Sisters and learned about why these three plants thrive together, much like three inseparable sisters. The students learned about how these three plants grow interdependently to deter weeds and pests, enrich the soil, and support each other. The corn offers the beans necessary support, the beans pull nitrogen from the air and bring it to the soil for the benefit of all three, and the large leaves of the squash protect the three by shading the soil, keeping it cool and moist, and preventing weeds. The prickly squash leaves also deter pests from the garden. These plants also introduce biodiversity as they attract pollinators and make the land richer instead of stripping it of nutrients. Each of the sisters contributes something to the planting and provides a healthy balanced diet from a single planting. It was important for students to plant the Three Sisters in order to learn about Indigenous ways of caring for the land and Earth and the beneficial animals and insects of a polyculture regenerative food garden.

As well, the students planted in another garden, three out of the four plants that are sacred medicines to many First Nation, Metis and Inuit peoples: tobacco and sage plants and two cedar trees. Students learned about the importance of these three plants. Tobacco is a sacred medicine that has been used for thousands of years by the Anishinaabe people. It is said to be the first plant that was given to Anishinaabe people. We always lead with tobacco as it is a medicine that is used for giving thanks, ceremony and healing. Cedar is the sacred medicine that is said to protect and purify. Cedar can be burned in a smudge, or boiled to make cedar tea. Cedar is hung above windows and doorways to offer protection to the people and items inside. Sage is a sacred medicine that is used frequently in smudging. It is burned to help ease the troubled mind and relieve negative energy. Sage is used to cleanse sacred items and can be burned in a smudge to purify the home. As a result of their learning, students will be able to educate the community about the knowledge of these sacred plants as well as the importance of caring for Mother Earth.

Reflection & Celebration

The “Indigenous Gardens Planting Project”, as well as the “Plants and Pollinators Planting Project” were important to the students and school community as we take steps toward reconciliation with our Indigenous brothers and sisters. In creating our School Land Acknowledgement, we state, “We strive to learn, nurture and protect the land by growing traditional vegetables and medicines. We pray for respect, humility and wisdom as we form relationships with Indigenous community members and open our hearts to their teachings, knowledge and stories.” Les Petits Patrons are committed to embracing and acknowledging more fully their journey of reconciliation by putting their words into action. Through this project, the students have learned about the land and the importance of their connection with it and how they can sustain the earth and be in partnership with Indigenous Peoples, one another, and Mother Earth.