ᖁᕕᐊᓱᒃᑎᐊᖅᑐᑕ ᑐᓴᖅᑕᐅᑎᑦᑎᕗᒍᑦ ᓄᑖᒥᒃ ᐃᓐᕼᐋᐱᑦ ᐃᓕᓐᓂᐊᕐᓂᒃᑯᑦ ᐅᖃᓕᒫᒐᓕᐅᖅᑎᒃᑯᑦ ᑎᑎᕋᖅᑎᓂᒃ ᓴᖅᑭᔮᖅᑎᑦᑎᖃᑦᑕᕐᓂᐊᕐᓂᖏᓐᓂᒃ ᑭᖑᓕᕇᓂᒃ!  ᐱᒃᑯᓕᑦᑎᐊᖅᑐᑕ ᓴᓇᑐᔪᓂᒃ ᓴᖅᑭᔮᖅᑎᑦᑎᖃᑦᑕᕐᓂᐊᕐᓂᑦᑎᓐᓂᒃ ᑎᑎᕋᖅᑎᓂᒃ ᑐᓂᓯᕙᒃᑐᓂᒡᓗ ᐱᓕᕆᔨᑦᑎᓐᓄᑦ.  ᑕᕝᕙᓂ ᑎᑎᕋᐅᓯᐅᖃᑦᑕᕐᓂᐊᖅᑐᓂᒃ, ᐃᓕᑦᑎᓂᐊᖅᑐᑎ ᑎᑎᕋᖅᑏᑦ ᑎᑎᕋᖅᐸᓪᓕᐊᖃᑦᑕᕐᓂᖏᓐᓂᒃ, ᐱᓕᕆᐊᖏᑕ ᐱᔾᔪᑎᖏᓐᓂᒃ, ᐊᓯᖏᓐᓂᒡᓗ.

We're thrilled to share a new edition of the Inhabit Education Books' Author Spotlight series! We are proud to shine a spotlight on the many creative and talented authors and contributors on our team. In these blog posts, you’ll learn about each author’s writing process, the inspiration behind their work, and more.

---

---

ᖃᓄᖅ ᑲᑎᖅᓱᐃᓐᓂᖅᐱᑦ ᐃᓐᓇᐃᑦ ᐅᖃᐅᓯᖏᓐᓂᒃ ᐅᖃᓕᒫᒐᕐᒧᑦ? • How did you gather quotations from Elders for the book?

ᐃᓐᓇᐃᑦ ᖃᐅᔨᒪᓂᖏᓐᓂᒃ ᕿᓚᐅᑉ ᒥᒃᓵᓄᑦ ᐊᓯᐅᑦᑕᐃᓕᔾᔪᓯᖏᑕᓗ ᐅᖃᖅᓯᒪᔭᖏᑦ ᐅᕙᓂ ᐅᖃᓕᒫᒐᕐᒥ ᐱᓚᐅᖅᓯᒪᔭᕗᑦ ᐊᐱᖅᓱᖅᑎᓪᓗᑕ ᐃᒡᓗᓕᖕᒥ ᐊᑐᓚᐅᖅᑐᓂᒃ ᐅᓂᒃᑳᖃᑦᑕᖅᑎᓪᓗᒋᑦ.  ᐱᓕᕆᐊᖅ ᑖᓐᓇ ᐱᒋᐊᓚᐅᖅᓯᒪᔪᖅ 1985ᒥ ᐃᓐᓇᕐᓂᒃ ᓄᓇᓕᖕᒥᐅᓂᒃ ᐃᑲᔪᖅᓱᖅᑕᐅᓪᓗᓂ ᐃᒡᓗᓕᖕᒥ ᖃᐅᔨᓴᕐᕕᖕᒥ, ᑕᐃᔅᓱᒪᓂ ᐃᖅᑲᓇᐃᔭᖅᑎᓪᓗᖓ.  ᐃᓐᓇᐃᑦ ᓯᕗᓕᖅᑐᑦ ᐱᓕᕆᐊᒥᒃ ᐃᓱᒫᓘᑎᖃᓚᐅᖅᓯᒪᖕᒪᑕ ᐃᓕᖅᑯᓯᖓᑕ ᐊᓯᐅᕙᓪᓕᐊᓕᕐᓂᖓᓂᒃ ᓅᑕᐅᓚᐅᖅᓯᒪᑎᓪᓗᒋᑦ ᐃᒡᓗᓕᖕᒧᑦ ᓴᓂᕋᔭᖕᒧᓪᓗ  ᓄᓇᒋᕙᒃᑕᒥᖕᓂᑦ ᐊᐅᓚᑕᐅᓪᓗᑎᒃ ᑲᓇᑕᐅᑉ ᒐᕙᒪᒃᑯᖏᓐᓄᑦ.   ᑖᒃᑯᐊ ᑭᖑᓪᓕᖅᐸᐅᓪᓗᑎᒃ ᐃᒡᓗᓕᖕᒥᐅᓂᒃ ᐃᓅᓪᓚᕆᒃᓯᒪᓚᐅᕐᒪᑕ ᐱᕈᖅᓴᖅᓯᒪᓪᓗᑎᒃ “ᓄᓇᒥᐅᑕᐅᓪᓗᑎᒃ” ᑐᖖᒐᕕᖃᖅᑐᑎᒃ, ᖃᐅᔨᒪᓂᖃᖅᑐᑎᒡᓗ, ᐊᔪᖖᒋᓐᓂᖃᖅᑐᑎᒡᓗ ᓯᕗᓕᕐᒥᑐᑦ.  ᐱᓕᕆᐊᑉ ᐱᔾᔪᑎᒋᓚᐅᖅᑕᖓ ᓂᐱᓕᐅᕆᔪᒪᓪᓗᑎᒃ ᐃᓐᓇᕐᓂᒃ ᐃᓅᓯᕆᓚᐅᖅᑕᒥᑕ ᒪᑭᒪᔪᓐᓇᕐᓂᕆᓚᐅᖅᑕᖏᑕᓗ ᒥᒃᓵᓄᑦ.

ᐅᖃᓕᒫᓕᖅᑐᒋᑦ ᐊᐱᖅᓱᖅᑕᐅᓂᑯᐃᑦ ᒫᓐᓇ ᐅᔾᔨᕈᓱᖕᓇᖅᑐᖅ ᐊᒥᓱᐊᓗᐃᑦ ᐊᓯᐅᔨᔭᐅᒐᔭᕐᓂᖏᑦ ᓂᐱᓕᐅᖅᑕᐅᓚᐅᕐᓂᖖᒋᑉᐸᑕ.  ᑕᒪᓐᓇ ᓱᓪᓕᓯᓪᓚᕆᒃ ᕿᓚᓪᓕᕆᔾᔪᓯᖓᓄᑦ.

The Elders’ knowledge of astronomy and wayfinding quoted in this book derive from interviews they contributed to the Igloolik Oral History Project. This project began in 1985 on the initiative of community Elders and was supported logistically by the Igloolik Research Centre, where I worked at the time. The Elders leading the project were deeply concerned by the fast-paced erosion of their culture following their relocation from their ancestral homelands into settlements established by the Canadian government at Igloolik and Sanirajak. They represented the last generation of Iglulingmiut to have been fully formed by a life “on the land” founded on the traditions, knowledge, and skills of their ancestors. The goal of the project was to document the Elders’ lived experiences and build a record of that self-sufficient way of life.

To read the Elders’ interviews today is to realize how much would have been irrevocably lost had the recordings never been made. This is especially true regarding their astronomical traditions.

ᖃᓄᕐᓕ ᓂᕆᐅᖕᓂᖃᖅᐱᑦ ᒪᒃᑯᒃᑐᑦ ᐃᓕᑦᑎᖁᓪᓗᒋᑦ? • What do you hope young readers will take away?

ᓯᕗᓪᓕᖅᐹᖑᑎᑦᑐᒍ, ᐊᓯᐅᑦᑕᐃᓕᒪᓂᖅ ᑎᑭᐅᑎᓇᓱᑐᐃᓐᓇᕐᓂᐅᖖᒋᒻᒪᑦ ᐱᒋᐊᕐᕕᐊᓂᑦ ᐃᓱᐊᓄᑦ.  ᐱᔪᓐᓇᑦᑎᐊᕆᐊᖃᕐᒪᑦ ᐊᔪᖖᒋᑦᑎᐊᕐᓗᓂᓗ ᐊᕙᑎᒥᓪᓗ ᓇᐅᑦᑎᖅᓱᑦᑎᐊᕐᓗᓂ ᐊᕐᕌᒍᓕᒫᖅ ᖃᓄᐃᑉᐸᖕᓂᖓᓂ ᓯᓚᖓᓂᓪᓗ.  ᐃᖅᑲᐅᒪᔪᓐᓇᕆᐊᖃᕐᒪᑕ ᐃᓕᓴᖅᓯᔪᓐᓇᖅᓯᓗᑎᒡᓗ ᓄᓇᐅᑉ ᖃᓄᐃᑦᑑᓂᖓᓂᒃ, ᐊᓄᕆᐅᑉ ᓇᑭᖖᒐᔮᓲᖑᓂᖓᓂᑦ ᕿᒧᒡᔪᐃᓪᓗ ᖃᓄᐃᑦᑑᔾᔪᓯᖏᓐᓂᒃ, ᐊᕐᕌᒍᒥᓪᓗ ᕿᓚᐅᑉ ᖃᓄᐃᑦᑑᓲᖑᓂᖏᓐᓂᒃ ᐊᓯᔾᔨᖅᑕᕐᓂᖏᓐᓂᒡᓗ ᓯᓚᐅᑉ.  ᖃᖓᒃᑯᓪᓗ ᖃᓄᐃᑦᑐᓂᒃ ᐊᖅᑯᑎᖃᑦᑎᐊᓲᖑᒻᒪᖔᑕ, ᑐᐊᕕᕐᓇᖅᑐᖃᖅᑎᓪᓗᒍ ᓇᐅᒃᑯ ᐱᐅᓂᖅᐸᐅᓲᖑᒻᒪᖔᑦ, ᓈᓚᑦᑎᐊᖃᑦᑕᕐᓂᕐᒥᒡᓗ ᐊᐅᓪᓚᖅᑎᓂᒃ ᓇᐅᒃᑯᑦ ᐊᖅᑯᑎᑦᑎᐊᕙᐅᓂᖅᐸᐅᓲᖑᒻᒪᖔᑦ.

First and foremost, that wayfinding is much more than getting from point A to point B. It involves a wide combination of abilities and skillsets including detailed observations of one’s environment throughout the year and under different weather conditions. It also involves remembering and recognizing details of landmarks and their relationship to each other, wind directions and the various forms and shapes of snowdrifts, as well as the position of stars and constellations according to the changing seasons. It’s also about knowing the safest and most efficient route to take at different times of the year, being prepared to deal with emergencies, planning carefully for each trip, and listening closely to the advice of experienced travellers familiar with the route.

ᖃᓄᐃᒻᒪᑦ ᐊᓯᐅᔾᔭᐃᖅᓯᒪᓂᖅ ᐃᓕᓐᓂᐊᕐᕕᐊᕈᓯᕐᓂ ᐃᓕᓴᐃᔾᔪᑕᐅᒋᐊᖅᐸᑦ? • Why is it important to teach about wayfinding in the classroom?

ᐊᓯᐅᔾᔭᐃᖅᓯᒪᓂᖅ ᐊᔪᖖᒋᑦᑕᕆᐊᖃᕐᒪᑦ ᖃᐅᔨᒪᓂᐅᓪᓗᓂᓗ ᐊᑯᓂᐊᓗᒃ ᑭᓯᐊᓂ ᐊᑐᖅᓯᒪᓪᓗᒍ ᐃᓕᑕᐅᓲᖑᒻᒪᑦ.  ᑕᐃᔅᓱᒪᓂᓕ, ᐃᓄᐃᑦ ᓱᕈᓰᑦ ᐃᓕᑦᑎᕙᓚᐅᕐᒪᑕ ᐊᓯᐅᔾᔭᐃᖅᓯᒪᓂᕐᒥᒃ ᐊᔪᖖᒋᑦᑕᕆᐊᓕᖕᓂᒡᓗ ᐊᖏᔪᖅᑳᒥᓂᑦ ᓄᓇᒃᑯᑦ ᐊᐅᓪᓚᖃᑎᒌᑉᐸᒃᑐᑎᒃ.  ᑕᐃᒪᐃᖃᑦᑕᖅᑐᑦ, ᑭᓯᐊᓂ ᖃᔅᓯᐅᓐᓇᐅᓂᖅᓴᐃᑦ, ᐊᐅᓪᓚᖃᑦᑕᓕᒪᓪᓗᑎᒃ ᑭᓯᐊᓂ ᐅᐱᕐᖔᒃᑯᑦ ᐊᐅᔭᒃᑯᓪᓗ.   ᑕᐃᒪ, ᑭᓯᐊᓂ, ᐱᒻᒪᕆᐅᓂᖃᕐᒥᔪᖅ ᐊᓯᐅᔾᔭᐃᖅᓯᒪᓂᖅ ᐃᓕᓐᓂᐊᕐᕕᒃᑯᑦ ᐃᓕᓴᐃᔾᔪᑕᐅᓪᓗᓂ.  ᐅᖃᓕᒫᒐᖅᑐᖅ ᐃᓕᓐᓂᐊᖅᑎᓂᒃ ᑐᑭᓯᐅᒪᑎᑦᑎᓂᐊᖅᐳᖅ ᐱᔭᕐᓂᖖᒋᑦᑑᓂᖓᓂᒃ ᐊᓯᐅᔾᔭᐃᖅᓯᒪᓂᐅᑉ, ᐱᓗᐊᖅᑐᒥ ᐅᑭᐅᖅᑕᖅᑐᒥ.  ᐅᖃᓕᒫᖅᑏᑦᑐᖅ ᐃᓕᑦᑎᓂᐊᖅᐳᑦ ᐊᓯᐅᔾᔭᐃᓕᒪᓂᑐᖃᕐᒥᒃ ᐃᓅᓯᕐᓂᒡᓗ ᐱᐅᓕᐊᖃᕈᓐᓇᕐᓂᖏᓐᓂᒃ ᐅᐊᔭᒨᖅᑐᑦ ᐊᐅᓚᐅᑎᓖᓪᓗ ᐊᔪᕌᖓᑕ.

Wayfinding is a set of skills and knowledge acquired only through lengthy practice and experience. Traditionally, Inuit children learned wayfinding and the associated skills from their parents while travelling on the land. This still happens, but to a far lesser degree, and usually involves mainly travel during the late spring and summer months.  There is, nevertheless, a value in introducing the elements of wayfinding through classroom teaching. I hope that this book will give students a clear understanding of the complexities of wayfinding, especially in an Arctic environment. I also hope readers learn that traditional wayfinding skills can be lifesaving when electronic navigation systems and mechanical modes of transportation fail.

ᑭᓱᒧᑦ ᐅᖃᓕᒫᒐᓕᐅᕈᒪᓕᕐᓂᖅᐱᑦ ᑖᔅᓱᒥᖓ? • What inspired you to write this book?

ᓃᓪ ᑯᕆᔅᑕᕗ ᐊᒻᒪ ᓄᓇᕗᒻᒥ ᐃᓕᓴᐃᔩᑦ ᑲᑐᔾᔨᖃᑏᒋᒃᑯᑦ (NTA) ᐃᓄᒃᑐᑦ ᐅᖃᐅᓯᕐᓂᒃ ᑲᑎᒪᔩᓪᓗ!  ᑲᑎᒪᔩᑦ ᐅᖃᓕᒫᒐᖅᑕᖃᒃᑲᓐᓂᖁᔨᓚᐅᕐᒪᑕ ᑐᓴᖅᑕᐅᑎᑦᑎᔪᓐᓇᖅᑐᓂᒃ ᐅᓪᓗᕆᐊᑉ ᒥᒃᓵᓄᑦ ᐊᓯᐅᔾᔭᐃᖅᓯᒪᓂᐅᑉ ᐅᑭᐅᖅᑕᖅᑑᑉ ᕿᓚᖓᓂ ᐊᑐᕐᓗᑎᒃ.  ᓃᓪ ᐃᓱᒪᒋᖁᔪᒻᒪᒍ ᑕᐃᒪᐃᑦᑐᒪᑦᑎᐊᓕᖅᑐᖓᓗ.  ᐃᒡᓗᓕᖕᒥᐅᑦ ᐃᓐᓇᐃᑦ ᐅᖃᐅᓯᐅᓯᒪᔪᑦ 1998ᖑᑎᓪᓗᒍ ᐅᖃᓕᒫᓕᐊᕕᓂᓐᓂ ᐅᑭᐅᖅᑕᖅᑐᒥ ᕿᓚᒃ:  ᐃᓄᐃᑦ ᐅᓪᓗᕆᐊᓕᕆᔾᔪᓯᖓ, ᐅᓪᓗᕆᐊᑉ ᒥᒃᓵᓄᑦ ᐅᓂᒃᑳᖅᑐᐊᑦ, ᐅᓂᒃᑳᓪᓗ, ᓲᖃᐃᒻᒪ, ᑐᓴᕐᕕᒋᓯᒪᕙᒃᑲ ᐅᕙᓂ ᐅᖃᓕᒫᒐᕐᒥ.

Neil Christopher and the Nunavut Teachers Association (NTA) Inuktut Language Committee! The committee felt there should be more books that share information about constellations and navigation using the Arctic sky. Neil asked me to consider this request and I was happy to oblige. The Iglulingmiut Elders referenced in my 1998 book The Arctic Sky: Inuit Astronomy, Star Lore, and Legend are, of course, the main source of information in this book.

---

ᖃᓄᖅ ᑲᑎᖅᓱᐃᓐᓂᖅᐱᑦ ᐃᓐᓇᐃᑦ ᐅᖃᐅᓯᖏᓐᓂᒃ ᐅᖃᓕᒫᒐᕐᒧᑦ? • How did you gather quotations from Elders for the book?

ᐃᒡᓗᓕᖕᒥ ᐃᓕᓴᐃᑎᓪᓗᖓ, ᐃᓕᓴᐃᓕᕌᖓᑦᑕ ᖃᐅᔨᒪᓂᑐᖃᕐᓂᒃ ᐃᓐᓇᕐᓃᖖᒑᖅᑐᓂᒃ ᐱᖃᓯᐅᔾᔩᓐᓇᕈᒪᖃᑦᑕᓚᐅᕋᑦᑕ.  ᐃᓐᓇᕐᓂᒃ ᐊᐱᖅᓱᖃᑦᑕᓚᐅᖅᑐᒍᑦ ᑐᓴᖅᑕᐅᖁᓪᓗᑎᒍᑦ ᖃᐅᔨᒪᓂᖏᑦ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ.

ᓈᒻᒪᓈᑦᑎᐊᓚᐅᕐᒥᔪᖅ ᐊᐱᖅᓲᑕᐅᓂᑯᓂᒃ ᐱᕕᖃᕈᓐᓇᖅᐸᒃᑐᑕ ᐃᒡᓗᓕᖕᒥ ᐊᑐᓚᐅᖅᑐᓂᒃ ᐅᓂᒃᑳᖅᑐᖃᖃᑦᑕᖅᓯᒪᖕᒪᑦ ᓄᓇᕗᒻᒥ ᖃᐅᔨᓴᖅᑐᓕᕆᔨᒃᑯᓐᓂᑦ ᐃᒡᓗᓕᖕᒥ.  ᐊᐱᖅᓲᑕᐅᓂᑯᕕᓂᓕᒫᑦ ᓈᓴᐅᓯᖅᓱᖅᓯᒪᓚᐅᕐᒪᑕ, ᑎᑎᕋᖅᓯᒪᓪᓗᑎᒡᓗ ᐃᓄᒃᑎᑐᑦ, ᖃᓪᓗᓈᑎᑑᖅᑕᐅᓯᒪᓪᓗᑎᒡᓗ, ᓂᐱᓕᐅᖅᓯᒪᔪᕐᓗ ᐃᓐᓇᖅ ᐅᓂᒃᑳᖅᑎᓪᓗᒍ ᐱᖃᓯᐅᔾᔭᐅᓯᒪᓪᓗᓂ.

When I was teaching in Igloolik, we went out of our way to include as much traditional knowledge from the Elders as possible in our lessons. We often interviewed Elders and invited them to share their knowledge with the students.

We were also very fortunate to have access to the interviews that were part of the Igloolik Oral History Project that was held at the Nunavut Research Institute in Igloolik. Each interview was numbered, with the transcription in Inuktitut, translation in English, and the tape of the Elder speaking.

ᖃᓄᐃᒻᒪᑦ ᐱᒻᒪᕆᐅᕙ ᑕᒪᒃᑭᒃ ᐃᓄᐃᑦ ᖃᐅᔨᒪᔭᑐᖃᖏᑦ ᖃᐅᔨᓴᖅᑐᓕᕆᓂᕐᒥᒡᓗ ᑐᑭᓯᒋᐊᕈᑏᑦ ᐃᓕᓴᐃᔾᔪᑎᒋᓗᒋᑦ ᐅᖃᓕᒫᑎᒧᑦ ᓯᓚᓕᕆᓂᐅᑉ ᒥᒃᓵᓄᑦ? • Why is it important to use both Inuit traditional knowledge and scientific information to teach readers about the solar system?

ᐃᓕᑦᑎᓇᓱᒡᓗᓂ ᐱᔾᔪᑕᐅᔪᒥᒃ, ᐱᒻᒪᕆᐅᖕᒪᑦ ᐊᔾᔨᒌᖖᒋᑦᑐᓂᒃ ᑕᒃᑯᕆᔭᐅᔪᓃᙶᖅᑎᓪᓗᒋᑦ.  ᖃᐅᔨᓴᖅᑐᓕᕐᓂᖅ ᑐᑭᓯᓇᕆᓪᓗᓂ ᓯᓚᒥᒃ ᐱᔾᔪᑎᖃᖅᑎᓪᓗᒍ, ᓯᕿᓂᕐᓗ ᑕᕿᕐᓗ, ᖃᓄᕐᓗ ᐊᒃᑐᐃᔪᓐᓇᕐᒪᖔᑎᑦ ᖃᐅᔨᓇᓱᖕᓂᕐᓂᒃ.  ᐃᓄᐃᖅ ᖃᐅᔨᒪᓂᖓ ᐱᖃᓯᐅᑎᓪᓗᒍ ᓄᓇᒥ, ᓯᓚᒥ, ᓯᕿᓂᕐᒥ, ᑕᖅᑭᕐᒥᒡᓗ, ᖁᔭᓇᒃᑲᓐᓂᕐᓂᐊᖅᑐᖅ ᖃᐅᑕᒫᑦ ᑕᖅᑮᓪᓗ ᖃᓄᐃᑦᑑᓂᖏᓐᓂᒃ.  ᓇᐅᑦᑎᖅᓱᕈᓐᓇᕐᓂᖅᑎᑦ ᐱᐅᓯᕚᓪᓕᕐᓂᐊᖅᑐᑦ, ᓄᓇᒧᓪᓗ ᐃᓄᐃᓪᓗ ᐱᖅᑯᓯᖏᓐᓄᑦ ᐊᒃᑐᐊᓂᕐᓄᑦ.

ᐱᕙᒌᔭᖅᐸᓪᓕᐊᓕᖅᑎᓪᓗᑎᑦ, ᐱᖃᓯᐅᔾᔨᖃᑦᑕᕆᑦ ᓄᓇᔅᓯᓐᓃᖖᒑᖅᑐᓂᒃ ᖃᐅᔨᒪᓂᕐᓂᒃ.  ᐊᑕᐅᑦᑎᒃᑯᓪᓗ, ᐃᓕᓐᓂᐊᖅᑏᑦ ᖃᐅᔨᓇᓱᒃᑎᑉᐸᖕᒥᓗᒋᑦ ᐃᓅᖃᑎᒥᑕ ᖃᐅᔨᒪᓂᖏᓐᓂᒃ ᓯᕿᓂᐅᑉ ᑕᖅᑭᐅᓪᓗ ᒥᒃᓵᓄᑦ.

In learning about any topic, it is important to look at it from different angles and perspectives. Science gives you one way of making sense of the seasons, the sun and the moon, and how they affect your daily adventures. By including Inuit knowledge about the land, seasons, sun, and moon, you will greatly increase your appreciation of the daily and monthly changes. Your observation skills will be strengthened, as will your attachments to the land and Inuit traditions.

In your planning process, make sure you have included local resources and knowledge. At the same time, it is important to encourage students to branch out and research other people’s knowledge of the sun and moon.

ᖃᓄᖅ ᐃᓕᓴᐃᔩᑦ ᐱᓕᕆᑎᑦᑎᔪᓐᓇᖅᐸᑦ ᐅᖃᓕᒫᒐᕐᒦᖖᒑᖅᑐᓂᒃ ᐃᓕᓴᐃᔾᔪᑎᖏᓐᓄᑦ? • How can teachers incorporate the activities in the book into their lesson plans?

ᑕᐃᒪᐃᑉᐸᒃᑲ ᐱᔾᔪᑎᓕᒫᖏᑐᑦ ᐃᓕᓴᐃᔾᔪᑎᒪ, ᖃᓄᓕᒫᖅ ᑎᓴᒪᐃᑦ ᐃᒻᒥᒃᑰᖅᑐᑦ ᐊᒃᑐᐊᑎᓐᓇᓱᒋᐊᓖᑦ, ᓄᓇᕗᓯᐅᑎᑦ, ᐃᖅᑲᒃᑲᐅᒃᑲᕆᖕᓂᖅ, ᐅᖃᐅᓯᓕᕆᓂᖅ, ᐊᐅᓚᔮᖅᑐᓪᓗ.

ᓄᓇᕗᓯᐅᑎᑦ:  ᓈᓚᒋᐊᓖᑦ ᐃᓐᓇᐃᑦ ᐅᓂᒃᑳᖏᑦ ᐃᓄᐃᑦ ᐃᓕᓐᓂᐊᖅᑎᖁᑎᑎᑦ ᑐᖖᒐᕕᖃᖁᓗᒋᑦ ᐃᓄᐃᑦ ᐱᒻᒪᕆᐅᒋᔭᖏᓐᓂᒃ.  ᐃᓕᓐᓂᐊᖅᑏᑦ ᖃᐅᔨᓇᓱᒍᓐᓇᖅᐳᑦ ᑕᖅᑮᑦ ᐊᑎᖏᓐᓂᒃ ᐃᓄᐃᑦ ᓄᓇᖏᓐᓃᖖᒑᖅᑐᓂᒃ.  ᓇᓗᓇᐃᒃᑯᑕᐃᑦ ᐊᔾᔨᒌᑦᑐᐃᓐᓇᐅᕙᑦ?  ᐃᓄᒃᑎᑐᑦ ᐅᖃᐅᓰᑦ ᐱᔾᔪᑎᓖᑦ ᓯᕿᓂᕐᒥᒃ, ᑕᖅᑭᕐᒥᒃ, ᓯᓚᐅᓪᓗ ᐊᓯᔾᔨᖅᑕᕐᓂᖏᓐᓂᒃ ᑲᑎᖅᓱᖅᑕᐅᓗᑎᑦ ᐅᓕᕐᓇᐃᖅᓯᔾᔪᑎᒋᓕᕋᔅᓴᐃᑦ ᐃᓕᓐᓂᐊᕐᕕᐊᕈᓯᔅᓯᓐᓂ.

ᐃᖅᑲᒃᑲᐅᒃᑲᕆᖕᓂᖅ:  ᑕᖅᑭᕐᒥ ᐅᓪᓗᖅᓯᐅᑎᓕᐊᕐᓄᑦ ᐊᔾᔨᒋᒻᒪᖔᒍ ᖃᐅᔨᓴᕈᓐᓇᖅᑐᓯ ᓯᕿᓂᕐᒥ ᐅᓪᓗᖅᓯᐅᑎᖃᕐᓂᕐᒥᒃ.  ᐊᑐᕈᓐᓇᖅᑕᐃᑦ ᑎᕆᖅᑯᖅᓯᐅᑦ ᐆᒃᑐᕐᓗᒋᑦ ᖁᖁᖓᔮᕐᓂᖏᑦ ᐊᒡᒍᖅᑐᕐᓗᒍ ᐊᒻᒪᓗᑭᓵᖅ.  ᐊᔾᔨᒋᒻᒪᖔᒋᑦ ᖃᐅᔨᓇᓱᒡᓗᒋᑦ ᓯᕿᓂᐅᑉ ᓄᐃᕕᖓ ᓂᐱᕙᖓᓗ ᐊᓯᖏᓐᓄᑦ ᓄᓇᓕᖕᓄᑦ ᓄᓇᕗᒻᒥ, ᑲᓇᑕᒥ ᓄᓇᕐᔪᐊᕐᒥᓗ.  ᓂᕕᖓᓲᓂᒃ ᓴᓇᓗᑎᑦ, ᓯᕿᓂᖖᒍᐊᕐᒥ, ᑕᖅᑭᖖᒍᐊᒥ ᓄᓇᕐᔪᐊᖖᒍᐊᑦᑎᓐᓂᓪᓗ.  ᓴᖅᑭᔮᖅᑎᑦᑎᓗᑎᑦ ᖃᓄᖅ ᑲᐃᔾᔨᓲᖑᒻᒪᖔᑦ ᐅᐃᔾᔮᓲᖑᒻᒪᖔᓪᓗ ᐅᓪᓗᕈᖅᐸᒃᑐᓂ ᐅᓐᓄᕈᖅᐸᒃᑐᓂᓗ ᓯᓚᐅᓪᓗ ᐊᓯᔾᔨᖅᑕᕐᓂᖏᑦ.

ᐅᖃᐅᓯᓕᕆᓂᖅ:  ᖃᐅᔨᓇᓱᒡᓗᑎᒃ ᐃᖖᒋᐅᓯᖅᑕᖃᐅᕐᒪᖔᑦ ᐅᖃᓗᕋᐅᔭᐅᑎᓂᒡᓗ ᓯᕿᓂᐅᑉ ᑕᖅᑭᐅᓪᓗ ᒥᒃᓵᓄᑦ.  ᓇᖕᒥᓂᖅ ᐃᖖᒋᐅᓯᐅᕈᓐᓇᕆᕗᑦ ᐅᖃᓗᕋᐅᔭᐅᑎᓂᒡᓗ.  ᐃᓕᓐᓂᐊᕐᕕᐊᕈᓯᔅᓯᓐᓂ ᐅᖃᓕᒫᒐᓕᐅᕐᓗᓯ ᑕᖅᑭᐅᑉ ᒥᒃᓵᓄᑦ.  ᐱᓪᓚᕆᖖᒍᐊᕐᓗᒋᑦ ᐅᓂᒃᑳᖅᑐᐊᖅ ᓯᕿᓂᕐᒥᒃ ᑕᖅᑭᕐᒥᒡᓗ.  ᑎᑎᖅᑐᒐᕐᓗᑎᒃ ᐅᓂᒃᑳᖅᑐᐊᕐᒦᖖᒑᖅᑐᒥᒃ.

ᐊᐅᓚᔮᖅᑐᑦ:  ᑕᖅᑭᐅᑉ ᖃᓄᐃᑦᑑᓂᖏᓐᓂᒃ ᖃᐅᑕᒫᖅᓯᐅᑎᒃᑯᑦ ᑎᑎᕋᖅᐸᓪᓗᑎᑦ ᐊᖏᕐᕋᕐᓂᑦ ᐃᓕᓐᓂᐊᕐᕕᖕᓂᓪᓘᓐᓃᑦ ᓇᐅᑦᑎᖅᓱᕐᓗᒍ.  ᑕᖅᑭᓕᒫᖅ ᑕᖅᑭᐅᑉ ᖃᓄᐃᑦᑑᓂᖓ ᐊᑐᕐᓗᒍ, ᓇᓗᓇᐃᒃᑯᑕᐃᑦ ᓇᐅᑦᑎᖅᓱᒃᑭᑦ.  ᐅᑭᐅᖅᑕᖅᑑᑉ ᓇᓗᓇᐃᒃᑯᑕᖓᑕ ᑎᒫᓃᒃᑯᕕᑦ, ᖃᐅᔨᓴᕐᓗᒍ ᓯᕿᓂᐅᑉ ᓂᐱᕕᖓ ᓄᓇᐅᑉ ᑭᒡᓕᖖᒍᐊᖓᓄᑦ ᓯᕿᓂᐅᓪᓗ ᐅᑎᕐᓂᖓ.

As with any topic in the curriculum, every effort must be made to build in connections with the 4 strands: Nunavusiutit, Iqqaqqaukkaringniq, Uqausiliriniq, and Aulajaaqtut.

Nunavusiutit: Listen to Elders’ stories to help ground your students with Inuit values. Students could research how similar or different the month names are across Inuit Nunangat. Are the markers the same? New Inuktitut vocabulary relating to the sun, moon, and seasons could be gathered and made into a dictionary for the classroom.

Iqqaqqaukkaringniq: Make your moon calendar and compare it with the solar calendar. Use the protractor to measure angles and divide the circle. Compare sunrise and sunset of your community with other settlements in Nunavut, in Canada, and around the world. Make models of the sun, moon, and Earth. Demonstrate how each revolves and orbits to create day and night and the seasons.

Uqausiliriniq: Research if there are songs or chants about the sun and moon. Create your own song and chant. Make a class book about the moon months. Act out the sun and moon story. Draw a scene from the story.

Aulajaaqtut: Make your moon phase journal for a month from observations you make from your house or school. For each moon month you are in, observe the markers. If you live above the Arctic Circle, observe when the sun disappears from the horizon and when the sun returns again.

ᖃᓄᖅ ᐅᖃᓪᓚᐅᓯᖃᓕᖁᕕᒋᑦ ᐅᖃᓕᒫᒐᕐᒦᖖᒑᖅᑐᓂᒃ? • What conversations do you hope will be sparked by your book?

ᑭᐅᕈᓕᓐ: ᐃᓕᓐᓂᐊᖅᑏᑦᑐᖅ ᖃᐅᔨᔪᒪᓕᖅᐹᓪᓕᕐᓂᐊᖅᐳᑦ ᑕᖅᑭᐅᑉ ᖃᓄᐃᑦᑑᓂᖏᓐᓂᒃ ᖃᐅᔨᓇᓱᖕᓂᕐᒥᒃ ᐱᕙᓪᓕᐊᓂᖏᓐᓂᒡᓗ ᐊᕐᕌᒍᒥ ᐊᓯᔾᔨᖅᑕᕐᓃᑦ ᒪᓕᒡᓗᒋᑦ.  ᓄᓇᒥ ᐊᐅᓪᓛᖅᓯᒪᒐᓗᐊᖅᐸᑕ ᓄᓇᓕᖕᓂᒡᓘᓐᓃᑦ ᐱᓕᕆᒐᓗᐊᖅᐸᑕ, ᐃᓕᓐᓂᐊᖅᑏᑦ ᐅᓂᒃᑳᖃᓕᕈᓐᓇᕐᓂᐊᖅᑐᑦ ᐃᓕᑕᒥᖕᓂᒃ ᓯᕿᓂᐅᑉ ᑕᖅᑭᐅᓪᓗ ᒥᒃᓵᓄᑦ.  ᑕᐃᒫᒃ ᐅᓂᒃᑳᓚᕿᑎᑦᑎᔪᓐᓇᕐᒪᑕ.  ᑐᓴᕐᓃᓐᓇᓲᖑᒻᒪᑕ ᐅᓂᒃᑳᖏᑦ ᐃᓚᔮᖏᑕ ᐊᑐᓚᐅᖅᑐᓂᒃ, ᐱᓗᐊᖅᑐᒥ ᐊᑖᑕᑦᓯᐊᒃᑯᖏᑕ ᐅᓂᒃᑳᖏᑦ.

I hope that that students will have increased interest in observing the changes in the moon phases and the progression of changes as the seasons unfold. Whether camping on the land or engaging in activities in the community, students will have opportunities to talk about their recent learnings about the sun and moon. This can spark conversations. It is always interesting to listen to stories their family members have about the times past, especially their grandparents’ stories.



ᓂᐅᕕᐊᕆᔪᓐᓇᖅᑕᑎᑦ ᐅᖃᓕᒫᒐᐃᑦ ᐅᕙᓂ ᓴᖅᑭᔮᖅᑎᑕᐅᔪᖅ ᐃᑭᐊᖅᑭᕕᒃᑯᑦ ᓂᐅᕕᕐᕕᖕᒥ! • Shop for the books featured in this post at our online store!

---

---

---

Stay updated on our all our new blog posts by signing up for our newsletter!