Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Part 1:

Logistics

Unit Title: Uncovering Aboriginal History

Instructional Designers: Alyssa Penner and Haley Gawryluk

Subject Areas: Social Studies

Grade(s): 4

Curriculum Topics/Strands:
Topic - Alberta: The Land, Histories and Stories
Strand - 4.2 The Stories, Histories and Peoples of Alberta

Duration: (days, class periods or weeks)

26 Days

Supplies/Materials Required:
- Aboriginal artifacts (Red Deer Museum)
- Journals
- Hidden Buffalo by Rudy Wiebe
- Teacher's guide
- Textbooks
- Petroglyph mold (flour & salt)
Rationale:
This unit fits in seamlessly with the grade 4 social studies
curriculum as the selected outcomes highlight the areas of
culture and community, time, continuity and change, identity and
land. The outcomes we have chosen highlight aspects of
Aboriginal culture, allowing students to focus on this one
particular group of people and dig deeper. The lessons included
in this unit favour hands on learning, inquiry, discussion and
group work, allowing all student levels and learning types to
achieve. This unit will be the final social studies unit of grade 4
spanning from May 1st - May 19th. Placing it at the end of the
year will give us the opportunity to take part in the community
through field trips and get outdoors, enhancing the value of the

Prior knowledge:
To be successful in this unit students must have gained prior
knowledge, values and attitudes from grade 3 as well as from
prior units in grade 4. Coming into grade 4 students will need to
have developed an appreciation, awareness and interest in
beliefs, traditions and customs different from their own (POS).
As well, students must understand how identity is reflected in
traditions, celebrations, stories and customs (POS). In grade 3
students will also begin to understand how geographic
characteristics shape communities (POS). These understandings
and values gained in grade 3 will allow students to grasp and

Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

unit.

appreciate the cultures that will be explored in this unit.

The prior unit, Sense of the Land, in grade 4 will prepare
students for this unit because students will understand the
physical geography of Alberta, allowing students to better
understand the regions occupied by the Aboriginal peoples of
Alberta. This unit will provide a solid foundation for students
entering into grade 5, where students will dig deeper into
Aboriginal culture and the complex identity of Canada will be
examined.

Part 2:

Desired Results

Learning Outcomes
4.2.2:
- Which first nations originally inhabited the different areas of the province? (CC, LPP, TCC)
- How is the diversity of aboriginal peoples reflected in the number of languages spoken? (CC, I, LPP)
- What do the stories of aboriginal peoples tell us about their beliefs regarding the relationship between people and the land?
(TCC)
4.2.1:
- recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history (CC, TCC)
Enduring Understandings:
Essential Question:

Students will understand

- Aboriginal peoples were the first inhabitants of the land
- Storytelling is a traditional way of transmitting
information among Aboriginal peoples
- The Aboriginal peoples in Alberta have a rich and
diverse culture characterized by: Language, beliefs,

How are the diverse cultures of the Aboriginal people in Alberta

affected by their relationship to the land?

Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

traditions, values etc.

The Aboriginal people share a close and personal
relationship with the land

Possible misunderstandings
- Proper vocabulary (use of First Nations and Aboriginals)
- Reducing cultural stigmas
Knowledge:

Skills:

Students will know

- Vocabulary: Blackfoot, Cree, Dene Suline, Dunne-za,
Tsuu Tina, Nakoda, Elders, oral teaching, buffalo and
bison
- Geographical regions of Alberta
- Areas of Aboriginal inhabitants
- Seasonal adaptations for the Aboriginal peoples
- Importance of the oral tradition
- Relationship between Aboriginals and the land
- Diversity of Aboriginal culture (languages, beliefs,
traditions, values etc.)

Students will be able to

- Research in order to locate relevant and useful
information
- Use investigation and inquiry skills in order to discover
meaning, make connections, and draw inferences
- Successfully interact with a group of peers to organize
and create presentation
- Compare their life to that of aboriginal groups as well as
the lives of aboriginal groups to each other
- Interpret and analyze information to create meaning
- Demonstrate skills of oral, written and visual literacy

Performance Task:

Part 3 Assessment Evidence

Red Deer Museum has uncovered a variety of ancient pictographs from Aboriginal groups in Alberta. As
junior archaeologist you have been selected to examine one of these pictographs and create an information
card to be placed beside its exhibit. You have been asked to dig deep and discover the possible story behind
the symbols and images on the pictographs. In this research you will answer four questions concerning
representation, importance, storytelling and Aboriginal identity.

Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

G - Goal

R Role

Junior archaeologists will be researching and uncovering the meanings of various images and symbols left on
Aboriginal pictographs. These discoveries will be presented on an information card and displayed with the
artifact at the exhibit.
The students will take on the role of Junior archaeologists and aid in the new discoveries of ancient
Aboriginal pictographs.

A Audience

Visitors to the Red Deer Museum and Museum curator.

S Situation

Students must create an information card for an exhibit at the Red Deer Museum. They will be examining
pictographs left behind by prominent First Nations groups in Alberta.

P Product,
Performance

The students will use their findings to create an information card to be placed beside their artifacts exhibit.
Red Deer Museum requests the information card to be designed in a creative way, encompassing the overall
essence of the pictograph and the First Nations group that it belonged to. It can be created in a medium of
choice and represented as a poster, flyer, brochure etc.
The information card must include the following:
- What do the pictures on the artifacts represent?
- What is the importance of the symbols?
- What is a likely story that the First Nations people told using that group of symbols?
- What do the symbols tell us about the First Nations Peoples who left them? Who they were? Where
they lived?

S Success criteria

Other Evidence:
During the duration of this unit, formative assessment will be done through daily exit cards, asking students to list one new finding
they discovered about their artifact to ensure every student is on task. These exit cards allow for the teacher to understand who is on
the right track and who might need some guidance. The students will also be asked to engage in a journal where they will report
their process of thinking throughout this project and how it evolved. This journal allows students to keep track of their findings and
gives them the freedom to express any adversities they faced as well as successes. These journals will be handed in weekly for
formative assessment and are also a form of self-assessment the students can take responsibility of.
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Part 4 Learning Plan

Understandin
g by Design

Introductory
Activity

Culminating
Activity

Throughout this unit students will be building upon skills of historical thinking, digital literacy, critical thinking and problem
solving. These skills will enable students with the ability and confidence to complete their final GRASPS assignment.
Throughout the unit students will be learning who the different First Nations groups are in Alberta and important aspects of their
cultures. Students will also learn the importance of the land to First Nations peoples and storytelling. Students will also be taught
about petroglyphs and how to evaluate artifacts. All of these things will be important for students to understand in order to make
sense of their final assignment and successfully complete the task. Students will be asked to analyze a pictograph and using prior
knowledge and skills built in this unit they will draw conclusions based on the images and symbols depicted.
For our introductory lesson students will be receiving journals and introduced to the essential question of our unit How are the
diverse cultures of the Aboriginal people in Alberta affected by their relationship to the land?. As a whole class students will
create a KWL chart so students can collaborate about what they already know about First Nations and what they would like to
learn. This will help peak students interest and show the teacher where the students are at and where their interest lie. The next
activity will bridge students prior knowledge with the new unit in order to tie together their learning and create relevancy.
Students will be labeling a map of Alberta based on geographical characteristics, which they will have learned earlier in the year,
and then placing First Nations groups in the appropriate areas they occupied. Each First Nations group will have a riddle
attached to help students figure out where they lived.
Our culminating activity for this unit will consist of the students transforming the classroom into a museum and displaying an
information card that required research and design of a pictograph. The students will then have the opportunity to walk around
the room and look at everyone's creations and provide peer feedback through 2 stars and a wish. This culminating activity of
creating a museum exhibit in the classroom is product based as the students will be creating and designing the information cards
to go along with a pictograph. During this project, the students will be engaged in higher level thinking through the process of
analyzing different pictographs and drawing appropriate conclusions based on their understandings of the unit. Throughout the
duration of this unit, the students will be asked to self-reflect in their journals, by adding to their KWL chart and answering exit
card questions to be reviewed by the teacher.

Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Link to Lesson Plans - https://docs.google.com/document/d/1eaOOBaNiFR1I3V12IMtWsPBBPfW3SLCHZMGCaNMae-w/edit

Part 5 Reflection Differentiated Instruction
This unit is designed to give students opportunities to learn in multiple ways. The activities in this unit include many visuals, movement, group
work and hands on activities, giving all learning intelligences and styles a chance to flourish and make meaning out of their learning. In the end of
each class students will be reflecting and considering what they learned for the day, allow the teacher to assess where the students are at, what the
understood and maybe what still needs more clarification. There are also many opportunities for student choice in this unit, many of the activities
give students the chance to choose what interests and dig deeper and choose how they would like to complete a project. Group work also allows
the teacher to match different levels of students together, in order to assist a student with learner needs and maybe challenge a gifted student.
Material modifications can easily be made for any student if needed; tasks, assignments and questions can be altered by rewording, shortening or
elaborating to allow for students to understand and be challenged at an appropriate level of difficulty. Technologies can also provide extra
supports for certain students, google can assist in reading assignments for students or students can speak into devices to assist in the writing
process. It is also important to keep in mind that because this unit is focused on teaching about First Nations, that stereotypes may exist and it is
essential that students learn how to be respectful and your expectations are made clear. It is also important to work with students so that they learn
proper pronunciations of First Nation tribes and terms.
Part 6 Reflection - Relevancy
This unit on Uncovering Aboriginal History, was designed around four curricular outcomes pulled from the Program of Studies. These outcomes
were selected because they all embody important aspects of Aboriginal culture and life. Our unit includes a variety of literacy components such
as: self-reflection journals, a read aloud activity, in class writing assignments as well as digital literacy. Throughout this unit we will implement
various cross curricular competencies to enhance student learning and create ultimate relevance in the classroom. The students will obtain skills of
collaboration and leadership, creativity and innovation, critical thinking and problem solving, communication, digital literacy and cultural
understanding. This will be accomplished through group work and activities, creative freedom concerning projects, relaying information to peers
and teacher by means of presentations, working with Chromebooks and other technological devices, and finally appreciating and understanding
Aboriginal culture. The ideas presented in EDES 366 served as a guide for our overall sequencing of lessons and ways in which we deliver
information to students. Beginning with the end in mind allowed us to ensure that students will be well equipped with adequate knowledge and
skills to be successful in this unit and in the final assessment piece highlighted in our GRASPS assignment.
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

LESSON ONE (Introductory): 1 day

Learning Outcomes:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting
upon the following questions and issues:
Which First Nations originally the different areas of the province? (CC, LPP, TCC)
4.S.3 develop skills of geographic thinking:
Use historical maps to make meaning of historical events and issues
4.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
Work collaboratively with others to complete a group task
Lesson Layout:
Opener: KWL Chart
Students will each receive a journal which they will use to keep track of their learning throughout the unit of Uncovering Aboriginal History.
Introduce students to our essential question how are the diverse cultures of the aboriginal people in Alberta affected by their relationship to
the land? - students will write question in their journal and reflect back on it throughout the unit
Introduce students to the term First Nations and ask students to write down anything that comes to mind when they hear this term
As a whole class we will engage in a KWL activity allowing students to express any prior knowledge of First Nations
As a whole class we will then discuss what we would like to learn about First Nations
*students will be creating their own KWL chart in their personal notebooks while the teacher creates a large version on the board for students to
follow along with.
Instructional Strategies: Graphic Organizer, discussion, visuals and writing
Activity: Map Labeling & Riddle Activity
Class will be divided into groups based on class size and vary in learning levels (this will be the strategy for creating groups throughout
the unit) and each given a map of Alberta that is divided based on the regions inhabited by the different First Nations groups. Students will
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

also receive slips of paper with the geographical characteristics and the names of First Nations tribes with riddles attached.
Students will have to draw on previous knowledge to label the geographical regions and then solve the riddles that will help students put the
tribes in the right area
Instructional Strategies: Visuals, cooperative groups and manipulatives
Conclusion: KWL Reflection
Students will record new information they learned and add it to their KWL chart
Instructional Strategies: Graphic organizer
Assessment:
FOR - students will hand in journal with KWL chart
FOR - map activity, teacher will circulate classroom to ensure students are on the right track
As - students will reflect in journal on learning
Resources:
Journal
Map from textbook Voices of Alberta: People, Places and Possibilities (pgs. 98-99)
Teachers guide Voices of Alberta: People, Places and Possibilities (pgs. 157-159)

LESSON TWO: 3 days

Learning Outcomes:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting
upon the following questions and issues:
Which First Nations originally the different areas of the province? (CC, LPP, TCC)
What do the stories of the Aboriginal peoples tell us about their beliefs regarding the relationship people and the land (TCC)
4.S.2 develop skills of historical thinking:
Use photographs and interviews to make meaning of historical information
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

4.S.7 apply the research process:

use graphic organizers, such as webbing or Venn diagrams, to make meaning of information
Lesson Layout:
Opener: Review and Photo Walk
As a class we will review the 6 physical regions of Alberta and locate them on the map (Each student will be given a completed map
from the previous day)
Pictures from textbook pg. 100 will each printed and displayed around the room
While traditional Aboriginal music is playing students will independently walk around the room looking at the different images
Students will have sticky notes and will predict which region an image is from, write it on a sticky note and stick it around the image
Class discussion will follow to determine the correct region of each image and reasons behind predictions
Instructional Strategies: Visuals, discussion, movement, music, and writing
Activity: Read Aloud & Chart Activity
In journal students will create a chart with headings: Region, First Nation tribe, Natural Resources and Resource Use
Teacher will guide whole class reading through pgs. 101-110
Teacher will stop at appropriate times and have students fill out chart
Whole class discussion will follow as students fill out each section to further knowledge on the topic and allow students to make
connections
Continue reading and filling out chart
Instructional Strategies: Graphic organizer, writing and discussion
Conclusion:
Students will write or illustrate in the learning section of their KWL chart in their journals, reflecting on what they learned throughout the
lesson.
Students might also add to the section indicating what they want to learn if something interested them during this lesson.
Instructional Strategies: Graphic organizer, writing and drawing
Assessment:
FOR - Review and photo walk
AS - Reflection in journal
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Resources:
Textbook Voices of Alberta: People, Places and Possibilities (pgs. 101-110)
Teachers guide Voices of Alberta: People, Places and Possibilities (pgs. 161-162)
Link for music https://www.youtube.com/watch?v=H7oE4sKIDuU&list=PLF81D8A29489FE94F

LESSON THREE: 4 days

Learning Outcomes:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and
reflecting upon the following questions and issues:
What do the stories of the Aboriginal peoples tell us about their beliefs regarding the relationship people and the land (TCC)
4.2.1 appreciate how an understanding of Albertas history, peoples and stories contributes to their own sense of belonging and
identity:
recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history (CC, TCC)
4.S.7 apply the research process:
use graphic organizers, such as webbing or Venn diagrams, to make meaning of information
4.S.4 demonstrate skills of decision making and problem solving:
identify situations where a decision needs to be made and a problem requires attention
Lesson Layout:
Opener: Childrens Book Read Aloud
Students will be asked what they would do if their local grocery store ran out of food
Introduce the story and let the student know they will be reading a story about the Cree First Nations
Using a map of Alberta, review where the Cree live
Ask students what the basic food was for the First Nations people in the prairies.
Instructional Strategies: Think-pair-share, discussion, brainstorming, relevance, and problem solving
Activity 1: Hidden Buffalo Read Aloud
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Student will be given a chart which they will fill out during the reading
The chart will include seasons and the appropriate supplies for each season
Read the story and ask questions throughout to provoke discussion: (sample questions)
1. Ask students the importance of the buffalo to the Cree as illustrated in the book.
2. Ask students the problem the Cree faced and the solution they came up with.
3. Ask students to speculate what would have happened to the Cree people if they had not found the buffalo.
4. How does using every part of the buffalo show respect for the environment?
5. Do you think the buffalo were an important resource to all First Nation communities? Why or why not?
6. Identify some other sources of food used by First Nations?
Review the chart to ensure all students have it appropriately filled out
Instructional Strategies: Graphic organizer, storytelling, writing, visuals, discussion and brainstorming
Activity 2: Relationship with the Land Illustration
Have students use a think-pair-share strategy to answer the following questions: In the story, what was the Creators promise to the
buffalo? Why did the Creator provide the people with buffalo? With this partner, students will create a list of First Nations beliefs
and values highlighted in the story to help them with the next activity.
Individually have students draw a picture that represents the relationship of the First Nations people to the land. They must include
the Creator, the people, the land and a short description of the elements included and why
Instructional Strategy: Brainstorming and discussion, drawing and artwork,

Conclusion:
In a sharing circle students will present and explain their illustration to their classmates
Journal Question: Now that you have read about others peoples relationship to the land, how would you describe your relationship
to the land? How does this influence the way you live?
Instructional Strategies: Reciprocal teaching and journal
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Assessment:
OF - Illustration of First Nation Relationship to the land
FOR - Reviewing chart and answering questions throughout lesson
AS - Journalling at the end of class
Resources:
Hidden Buffalo by Rudy Wiebe
Teachers guide Voices of Alberta: People, Places and Possibilities (pg. 163)
Teacher resource learning.arpdc.ab.ca/mod/resource/view.php?id=3463

LESSON FOUR: 2 days

Lesson Objectives:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting
upon the following questions and issues:
Which First Nations originally inhabited the different areas of the province?
(CC, LPP, TCC)
What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between people and the land? (TCC)
4.S.2 develop skills of historical thinking
use photographs and interviews to make meaning of historical information
Lesson Layout:
Opener: Class Examination of Photo
As students walk into the class they will notice a large photo on the smartboard depicting a scene with First Nations
Teacher will guide the class through an examination of the photo by asking promoting questions to discover what the photo may be
about
Instructional Strategies: Brainstorming and discussion, technology and visuals
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Activity: Investigating Pictures:

In groups students will be given photographs, drawings and paintings that depict people, housing, equipment, customs and other
aspects of First Nations culture and daily life.
Each group will be given one picture and all pictures will different for each group
Students will be asked to examine their picture and record any clues they see in the picture about the region where the people lived
and how the natural environment shaped their lifestyle
Guiding questions:
1. What is the landscape like?
2. What plant life is visible in the image?
3. What is the climate like?
4. What animal life is visible in the images?
5. What types of clothing are the people wearing? What are they made of?
6. What types of homes are the people living in? (What materials were used to make the homes? Are the homes permanent or
temporary?)
7. What food sources are visible in the image?
8. What does the image tell us about the people and their relationship to the land?
Instructional Activity: Visuals, discussion, brainstorming and cooperative learning
Conclusion:
Continuing on to the next day: Students will be given time to create a mini presentation of their photo to present to the class
explaining what is going on in their photo and how they came up with their conclusions. This will be done through role playing.
Students will write an exit card in their journal that will be handed in at the end of the lesson that explains one thing they learned
from another group's presentation
Remind students about guest speaker coming next day and have them thinking about possible questions they would like to ask.
Instructional Strategies: Reciprocal teaching, role plays, brainstorming and discussion and journals
Assessment:
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

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U of A/RDC Middle Years Program

FOR - Students will receive a feedback card at the end of the presentation with two stars and a wish
FOR - Exit card included in journal booklet
Resources:
Photos for activity http://ww2.glenbow.org/search/archivesPhotosResults.aspx
Teachers guide Voices of Alberta: People, Places and Possibilities (p. 157)

LESSON FIVE: 1 days

Lesson Objectives:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and
reflecting upon the following questions and issues:
What do the stories of the Aboriginal peoples tell us about their beliefs regarding the relationship people and the land (TCC)
4.S.8 demonstrate skills of oral, written and visual literacy:
listen to others in order to understand their perspectives
Lesson Layout:
Opener: Guest Speaker Preparation:
Introduce who the guest speaker is
Students will placed into groups and they will brainstorm appropriate questions they would like to ask the speaker (these questions
can come from KWL chart)
Each group will choose their best question and share with teacher for approval
Instructional Strategies: Brainstorm and discussion
Activity: Guest Speaker
Brian St. Germain will come to the classroom and present on how First Nations feel connected to the land today, how they maintain
this connection, and how they use and respect natural resources
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Plains people, tipi teaching, and Blackfoot winter count

After presentation students will ask Brian St. Germain the questions they prepared in advance
Instructional Strategy: Guest speaker and discussion
Conclusion: Guest Speaker Review
With a partner students will brainstorm what they learned from the presentation
Every group will say one thing they learned to the whole class
Write down two things they learned from the guest speaker
Instruction Strategies: brainstorming and discussion, writing and journals,
Assessment:
FOR - Students will write in journal what they learned from the presentation
Resources:
Guest Speaker - Brian St. Germain

LESSON SIX: 2 days

Lesson Objectives:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and
reflecting upon the following questions and issues:
How is the diversity of aboriginal peoples reflected in the number of languages spoken (CC, I, LPP)
4.S.7 apply the research process:
access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource
locations (URLs)

Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Lesson Layout:
Opener: Language Introduction
Students will be proposed a question asking if they know more than one language. If any do, they will then be asked which
language they feel most represents their identity, and discuss how language is apart of one's identity.
Instructional Strategies: brainstorming and discussion
Activity: Alberta Identity: Aboriginal Languages
With a partner Students will learn how Aboriginal languages have contributed to the identity of Alberta by researching and finding
3 places (cities, towns, roads etc.) in Alberta that are influenced by First Nation Languages. ie. Deer Foot
Using a Chromebook, students will choose one name to research further in order to uncover the story behind the name
Instructional Strategies: reciprocal teaching and cooperative learning and technology
**Differentiation
partners will be previously selected by the teacher according to academic levels. ie. lower level learners paired with higher level
learners where work will be distributed accordingly.
Students will have choice on how they will present their findings to the class.
Conclusion:
Students will share their story with the class in brief summary, skit, drawing etc.
Student will write in journal which story they liked the best and why
Students will add one thing they learned to their KWL chart
Instructional Strategies: brainstorming and discussion, drawing and artwork, role plays, humor, movement and storytelling
Assessment:
FOR/AS - Add one point to L part of KWL chart. Students will reflect in their journal on which story besides their own interested
them the most and why
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Resources:
Chromebooks
Interent
Teachers guide Voices of Alberta: People, Places and Possibilities (pg. 158)
Textbook Voices of Alberta: People, Places and Possibilities (pg. 99)

LESSON SEVEN: 2 days

Lesson Objectives:
4.2.1 appreciate how an understanding of Albertas history, peoples and stories contributes to their own sense of belonging and
identity:
Recognize oral traditions, narratives, and stories as valid sources of knowledge about the land, culture and history (CC, TCC)
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and
reflecting upon the following questions and issues:
What do the stories of the Aboriginal peoples tell us about their beliefs regarding the relationship people and the land (TCC)
4.S.7 apply the research process:
navigate within a document, compact disc or software application that contains links
4.S.8 demonstrate skills of oral, written and visual literacy:
create visual images for particular audiences and purposes
Lesson Layout:
Opener:
Have students brainstorm list of ways we record information
Discuss ways students learned about First Nations from other activities in the unit
Encourage students to think how they have learned about their own family history (stories, photos etc.)
Instructional Strategies: brainstorming and discussion
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

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U of A/RDC Middle Years Program

Activity: StoryTelling
Using chromebooks have students go onto the a website depicting Blackfoot legends
Students can take some time to read the stories and choose one they like the best
Students will create a storyboard about the legend they chose and use their own images to depict the story (images can come from
the internet or students can draw)
Instructional Strategies: technology, visuals, storytelling and writing
Conclusion:
Have students consider and answer the following questions in their journal:
1. Ask students to consider the following questions:
2. What does the story describe?
3. Who are the Aboriginal peoples in the story?
4. Where does the story take place?
5. What information does this story provide about the land and about the relationship between people and the land?
6. Why would Aboriginal Elders believe that it is important to tell the story to young people?
7. Why was this story told and retold?
Instructional Strategies: writing and journals
Assessment:
OF - storyboard
AS/FOR - Answering questions in their journal
Resources:
Link to legend http://www.firstpeople.us/FP-Html-Legends/Legends-AB.html#Blackfoot
Textbook Voices of Alberta: People, Places and Possibilities (pg. 111-115)
Teachers guide Voices of Alberta: People, Places and Possibilities (pg. 165, 166)
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

LESSON EIGHT: 2 days

Lesson Objectives:
4.2.1 appreciate how an understanding of Albertas history, peoples and stories contributes to their own sense of belonging and
identity:
Recognize oral traditions, narratives, and stories as valid sources of knowledge about the land, culture and history (CC, TCC)
4.S.1 develop skills of critical thinking and creative thinking:
generate original ideas and strategies in individual and group activities
Lesson Layout:
Opener:
Students will watch a short film on petroglyphs
Instructional Strategies: visuals and technology
Activity:
Provide students with a handout on designing their own petroglyph that includes step by step instructions.
Teacher will go through handout with students then allow them to move about the room to start this assignment. This will be an
individual project but students are free to use classmates to brainstorm ideas and begin a draft of their petroglyph.
Draft must include design and explanation of symbols and images
The following day students will use previously prepared petroglyph molding to create their design and express their own story
using symbols and images.
Instructional strategies: Movement, brainstorming and discussion, drawing and artwork
Conclusion:
In their journals, students will write an exit card explaining what a petroglyph is
Instructional Strategies: writing and journals
Assessment:
OF - Completion of petroglyph with explanation and draft
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

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U of A/RDC Middle Years Program

FOR - Students will explain what a petroglyph is in journal

Resources:
Movie link http://www.learnalberta.ca/content/aeChapter/index.html?smil=stories_on_stone
Petroglyph handout, recipe for petroglyph, etc.
http://engagingstudents.blackgold.ca/index.php/division-ii/soc-d2/social-4/4-2-the-stories-histories-and-the-people-of-alberta/my-symbo
l-our-story/

LESSON NINE: 2 days

Lesson Objectives:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and
reflecting upon the following questions and issues:
What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between people and the land? (TCC)
4.S.2 develop skills of historical thinking:
Use historical and community resources to understand and organize the sequence of local historical events
Lesson Layout:
Opener:
As students come into class they will receive a pair of gloves and placed into group
After everyone is seated teacher will bring out a First Nations artifact brought in from the Red Deer Museum
Teacher will explain how to properly handle artifacts
Instructional Strategies: modelling
Activity: Museum Activity
Teacher will distribute First Nation artifacts amongst the groups
Students will investigate artifacts and the symbols on these artifacts trying to discover what these artifacts are and what they can tell
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

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U of A/RDC Middle Years Program

them about the people they belonged to

Conclusion:
Get students to bring artifacts or objects from home that represent their family or own interests
student will set up their own museum display and explain why they chose those items to to represent themselves or their family
Assessment:
FOR - in their journals, students will write an exit card stating something new they learned about one of their classmates.
Resources:
Artifacts from Red Deer Museum
Teachers Guide Voices of Alberta: People, Places and Possibilities (pg. 166)

LESSON TEN: 5 days

Lesson Objectives:
4.2.1 appreciate how an understanding of Albertas history, peoples and stories contributes to their own sense of belonging and
identity:
recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history (CC, TCC)
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and
reflecting upon the following questions and issues:
What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between people and the land? (TCC)
Which First Nations originally inhabited the different areas of the province? (CC, LPP, TCC)
4.S.2 historical thinking:
use historical and community resources to understand and organize the sequence of local historical events
explain the historical context of key events of a given time period
4.S.7 apply the research process:
draw and support conclusions, based on information gathered, to answer a research question
4.S.8 demonstrate skills of oral, written and visual literacy:
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

organize and present information, taking particular audiences and purposes into consideration
communicate effectively through appropriate forms, such as speeches, reports and multimedia presentations, applying information
technologies that serve particular audiences and purposes
Lesson Layout:
Opener: GRASPS Introduction
Teacher will be dressed as museum curator and will propose the GRASPSs task to the students
Students will be given handout to follow along with instructions
Students will be assigned pictograph they will be examining throughout the project
Instructional Strategies: role play, visuals and manipulatives,
Activity: GRASPS
Students will take the role of a junior archaeologist and examine a pictograph to uncover the meanings of the pictures and symbols.
1. What do the pictures on the artifacts represent?
2. What is the importance of the symbols?
3. What is a likely story that the First Nations people told using that group of symbols?
4. What do the symbols tell us about the First Nations Peoples who left them?
Students findings will be presented on an information card that will be displayed with the pictographs at the exhibit, the
information card can be displayed as poster, brochure, flyer and newspaper article
Instructional Strategies: movement, brainstorming,
Conclusion: (This will be our Culminating Activity)
Students will make the classroom into a museum, exhibiting their pictograph with their information card
Students will walk around the room and look at everyone's pictograph
Students will be assigned one student to give feedback to in the form of 2 stars and a wish
Instructional Strategies: Movement and peer feedback
Assessment:
OF - Teacher will mark information cards that students created for their pictograph
FOR - Students are giving peer feedback to another student in their class
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

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U of A/RDC Middle Years Program

Resources:
GRASPS handout
https://docs.google.com/document/d/1PRD7cO30uW4KNKFhAQC7FBYbKtPvBhx4W4Wu3YnUgDQ/edit?usp=sharing
Pictographs from Red Deer Museum

LESSON ELEVEN: 1 day

Lesson Objectives:
4.S.2 develop skills of historical thinking:
Use historical and community resources to understand and organize the sequence of local
historical events
Lesson Layout:
Opener: Field Trip Expectations
Students will be prepared for field trip by going over expectations
Students will be placed into groups and paired with adult supervisor
Activity: Field Trip
Students will be taken to Fort Normandeau for an interactive and hands on field trip
They will engage in an interpretive center found at Fort Normandeau that has a variety of indoor and outdoor exhibits, dramatic
performances, audio visuals, and other informative opportunities.
Students can also participate in a variety of other activities such as bannock and ice cream making, live traditional First Nations and
Metis dancing and music, an old-fashioned garden harvest, crafts, childrens games and much more
Conclusion:
Class will discuss some of the activities they did while at Fort Normandeau
Students will write in their journals two things they learned on the field trip and what their favorite part of the field trip was
Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Unit Plan Template 4th

year Courses
U of A/RDC Middle Years Program

Assessment:
AS - students will reflect on what they learned during the field trip and what their favorite part of the day was
Resources:
Red Deer Museum

LESSON TWELVE (Culminating Activity): 1 day

**See Conclusion in Lesson Ten

Template created by: Middle Years Instructor Team at Red Deer College (2013)
Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.