Melissa Delaronde – As the Principal of Victory School I am proud to be one member of this inspiring team of educators who always put children first.

Amanda Normand-Telenko is proud of her Metis Heritage. Her roots run deep and come from the Red River Settlement. She is a mother of three, who currently works as a Grade 2/3 Teacher. Amanda Normand-Telenko was a successful graduate of the Community Aboriginal Teacher Education Program (CATEP) in partnership with Seven Oaks School Division. Working full-time as an educational assistant in Seven Oaks School Division allowed Amanda to pursue her education degree part-time. Amanda has been teaching with the Seven Oaks School Division for 5 years.


Lita Fontaine is of Dakota, Anishinaabe, and Metis descent. She is a mother, sister, educator, and visual artist. She received her Master of Fine Arts from the University of Regina and she has taught at the School of Art, University of Manitoba. Fontaine is a celebrated artist who maintains a vibrant professional practice. Her work is featured in collections nationwide, at the Winnipeg Art Gallery and on murals throughout the city. As Artist in Residence for The Seven Oaks School Division for seventeen years, she has collaborated with teachers to integrate art into the curricula. Her approach is hands on and emphasizes creative process as an integral part of learning. She believes that the visual arts act to nourish emotional, physical, mental, and spiritual growth. Over the five month inquiry process, Lita documented the project in photographs.

Ideas for the Classroom

Plan of Action

  • The video was used as a catalyst to stimulate questions and begin discussions around The Three Sisters.
  • Students acted out the story using dramatic role play.
  • Students visually represented their interpretation 
through water colour.
  • We then had an Art Appreciation Celebration. Art work 
of our understanding of the story of the Three Sisters, along with a written interpretation was displayed for the school to view.
  • We discussed the history of The Three Sisters. This was connected to our learning about treaties and the importance of the handshake and the pipe.
  • The students learned how The Three Sisters were grown and celebrated together.
  • We investigated how The Three Sisters contribute to a healthy, balanced diet.
  • Students were introduced to the word ‘reconciliation’. We recognized that reconciliation was a way of coming together.
  • Reconciliation begins with the land.
  • We discussed current environmental issues in our 


  • In preparation for planting, we introduced the students to ‘conscious gardening.’
  • Students were given their own planting pots. They drew and painted The Three Sisters on the pot. We discussed complementary colours and the colour wheel and students chose their preference. This led us into our SOIL unit. We investigated different types of soil as well as soil layers.
  • Students then planted their bean seeds. Conscious gardening was emphasized. They were creating new life for mother earth. Growth and observations were recorded daily in their plant journals. After some research, groups created a detailed program for planting the seeds. Research told them that the corn should be planted first, followed by the beans, followed by the squash. Math connections were made. We estimated corn kernels on a husk. We looked for patterns. We inquired into popcorn and modern uses of corn. We measured soil depth and plant growth. We planted the seeds of Indigenous plants in our new Garden of The Three Sisters for the whole school. We had a Three Sisters soup and bannock celebration.