Gchi-Nbi – “Sacred Water”

Theme:Water Attitudes
Map #:15
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At this activity centre, students will learn about the science of water from an Indigenous-and-environmental perspective, building relationships with Nibi (Water) as they engage with traditional teachings and song. Participants will be encouraged to reflect on humans (past & present) relationship with and reliance on water for food, transportation, developing cultural beliefs, and everyday life, interact with water, and discuss their own relationship with water.  

Presented by TRACKS Youth Program.

Key Messages

  • Water is essential for all life, and we each have a relationship with water
  • Indigenous and non-Indigenous people alike can both learn from traditional Anishinaabe teachings around Nibi and our responsibilities to it, and can work together on behalf of our waterways.

Ontario Curriculum Connections

Science and  Technology:
  • Understanding Life Systems, Grade 6 (Biodiversity)
    • analyze a local issue related to biodiversity, taking different points of view into consideration (e.g., the points of view of local Fist Nations, Metis, Inuit), propose action that can be taken to preserve biodiversity, and act on the proposal
Social Studies:
  • Heritage and Identity, Grade 4 (Early societies, 3000 BCE-1500 CE)
    • formulate questions to guide investigations into ways of life and relationships with the environment in two or more early societies, with an emphasis on aspects of the interrelationship between the environment and life in those societies
    • compare two or more early societies in terms of their relationship with the environment
    • describe the importance of the environment for two or more early societies, including how the local environment affected the ways in which people met their physical needs (e.g. for food, housing, clothing)
  • People and Environments, Grade 4 (Political and Physical Regions of Canada)
    • describe some key actions taken by both industries and citizens to address the need for more sustainable use of land and resources
    • formulate questions to guide investigations into some of the issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada
  • Heritage and identity, Grade 5 (First Nations and Europeans in New France and Early Canada)
    • describe the main motives for European's exploration in early Canada and for the establishment of permanent settlements
  • Heritage and Identity, Grade 6 (Communities in Canada, Past and Present)
    • describe some key economic, political, cultural, and social aspects of life in settler communities in Canada


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