Raising Chicks - Learning about Local Heritage, Environment and Community

When it comes to Community Based Service Learning (CBSL) projects, often times, members of the community are more than willing to contribute. That was one of the discoveries Belle Anse Elementary School teacher Marissa McCallum had during her CBSL project, Chick Hatching.

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She received chicken eggs from a local farm, which her Pre-Kindergarten, Kindergarten, Primary Cycle One and Two students were able to see hatch right in their classroom. The students witnessed the process starting from 48 hours before hatching up until the baby chicks were ready to go back to the farm. Along the way, students learned about the life cycle of the chicks and how to take care of them.
Through the celebration and education of the students’ local heritage, environment and community.

 Ms. McCallum witnessed a great deal of engagement and learning from her 14 students. “They learned about an aspect of our town they are not fully aware of,” comments Ms. McCallum. She also says with the help of the nearby farm, students were about to see what can be done, and is available, locally. “They also learned about the life cycle of an animal that they are not familiar with on a daily basis and how this animal is used.”


There are a lot of resources and lesson plans to help teachers bring this unique experience into their school.  You might want to start with a document from Nova Scotia entitled Egg-ricultural Egg-periences.

Gaspe High School - Students learning to organize a cultural exchange trip

At Gaspe High School, Teacher Ellen Smith worked across several competency areas to teach students leadership and organizing skills while learning more about Mi’kmaq culture during 2 night / 3 day visit to the Gesgepegiac Reserve. Powerful lessons were learned along the way.

Secondary Cycle 2 students were supported with workshops from community partner organizations, for example Carrefour Jeunesse Emploi and Compass (CASA) and many class activities related to group dynamics and planning.  Ms.Smith notes, “My baseline goal was to encourage the Cycle II students to learn how to establish a plan, and set realistic goals using the SMART concept.

Assessment of skills was very serious. In fact he Sec V group was unable to demonstrate negotiation and compromise with each other in their decision-making process while planning the trip. In the end this unfortunately resulted in the group not being involved in the trip. “The biggest lesson learned was demonstrated by the twelve Sec IV students who accomplished all the necessary steps which resulted in an organized educational trip,” explained Ms.Smith. “Sec V could not believe how Sec IV were so inspired and used concept mapping to help them clearly outline what had to be done.”

During the trip the students had full days of activities, many led by Mi’kmaq elders, including the opportunity to make drums using elk skin. Designated groups of students took turns preparing and organizing meals, and everyone helped to clean up. Through-out the trip, students were evaluated based on a leadership inventory. This included individual problem solving, which in the end had a noticeable affect on self-esteem building.

Summarizing the impact of the trip, Ms.Smith notes, “It was a tremendous experience for all of us; there are no words to describe the feeling of sitting around a campfire in Maria, Baie des Chaleurs following a full day of activities with Mi’kmaq Elders. Over 3 days we learned & evolved as a group. It was a pleasure getting to know my students on a whole new level; This is what memories are made of.”