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GRADE 4 SOCIAL STUDIES – UNIT ONE

FIRST NATIONS IN ALBERTA


TEACHER: ASHLEY ENSLEN
UNIT DURATION: 4 WEEKS
START AND END DATES: JANUARY 8 2018- FEBRUARY 2 2018

UNIT RATIONALE:

This unit aims to provide students with an understanding of the different First Nations
groups that originally inhabited the different areas of Alberta. Students will learn about
the diverse customs, languages and stories of these groups, as well as demonstrate an
appreciation for oral histories and Aboriginal ways of knowing. As the grade 4 social
curriculum is focused on examining the ways in which physical characteristics and the
history of Alberta’s peoples has contributed to its unique identity, this unit is an
important and crucial aspect of teaching and learning about Alberta’s history. Through
examining the culture, language and stories of Alberta’s First Nations, students will
strive towards understanding the ways in which histories help a province to develop it’s
identity. Furthermore, this unit plays an important role in addressing the core concepts
of citizenship and identity, key foundations of the social studies curriculum. This unit
strives to provide students with ample opportunities to understand how identity is
shaped by multiple cultural and linguistic factors, as well as demonstrate a sense of
acceptance and respect for differences that contribute to Canada’s diverse nature. As
the focus of this unit is on different First Nations groups in Alberta, this unit also
provides students with opportunities to engage with Aboriginal perspectives and
experiences. Finally, this unit also aims to provide students with various collaborative
learning opportunities that engages students and allows for the appreciation of multiple
perspectives. The unit will involve a variety of formative and summative assessment
strategies throughout the unit that provide students with authentic opportunities to
demonstrate their learning, and the final performance task incorporates many different
aspects that attend to different learning styles and preferences.

CRITICAL INQUIRY QUESTION:

How have the different stories, histories and cultures of Alberta’s First Nations peoples
helped to shape our provinces’ identity?

FOCUSING QUESTIONS AND KEYWORDS:

Week one-
 Who are the First Peoples of Alberta?
 How do people keep their language, culture and identity alive?
 In what ways have First Nations contributed to the province of Alberta?
 KEYWORDS: Aboriginal, First Nations, Metis, Inuit, Oral History

Week two-
 How can we learn about the relationship between First Nations people
and the land?
 How do we show respect for historical places and objects?
 How do people keep their language, culture and identity alive?
 In what ways have First Nations contributed to the province of Alberta?
 KEYWORDS: Buffalo, Head Smashed In Buffalo Jump, Heritage Site,
Arrowhead, Medicine Wheel, Tipi
Week three-
 Why are there many different Aboriginal languages in Alberta?
 How do people keep their language, culture and identity alive?
 KEYWORDS: Endangered, Oral History, Elders, treaties
Week four-
 How can we learn about the relationship between First Nations people
and the land?
 How do we show respect for historical places and objects?
 How do people keep their language, culture and identity alive?
 In what ways have First Nations contributed to the province of Alberta?
 KEYWORDS: Writing on Stone, Petroglyphs, storytelling, oral history

GENERAL AND SPECIFIC OUTCOMES ASSOCIATED WITH UNIT:

GLO 4.2: The Stories, Histories and Peoples of Alberta


Students will demonstrate an understanding and appreciation of the role of stories,
history and culture in strengthening communities and contributing to identity and a
sense of belonging.

Specific Outcomes:
Values and Attitudes:
 4.2.1: Appreciate how an understanding of Alberta’s history, peoples and
stories contributes to their own sense of belonging and identity
Knowledge and Understanding:
 4.2.2: Assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time

RESOURCES:

1. Our Alberta: Book Two (Tyerman, BonBernard, Cardinal) – This is the main text
that students have access to. Use for general information or for a jigsaw activity
with students- try to use sparingly in class.
2. Oral Histories: An Aboriginal Perspectives (Learn Alberta) – Great resource
package for information on storytelling and oral histories and the importance of
elders in First Nations Culture. Found at
http://www.learnalberta.ca/content/ssbi/pdf/aboriginalperspectivestheoraltradi
tion_bi.pdf
3. Traditional Stories (Glenbow Museum) – Great resource with text and audio
legends. Also contains a wealth of information specifically on the Blackfoot
people. Awesome resource. Found at
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm
4. First Nations in Alberta (Government of Canada) – Comprehensive resource,
helpful for general and accurate info for PowerPoint’s, etc. Found at
http://www.aadnc-aandc.gc.ca/eng/1100100020670/1100100020675
5. Aboriginal Collection (Learn Alberta) – List of resources with Aboriginal content.
Books, online information, etc. Found at
http://www.learnalberta.ca/content/ssac/pdf/aboriginalcollection4.pdf
6. First Peoples of Canada- Good resource for students to use to find information
on the different First Nation groups in Alberta. Found at
http://firstpeoplesofcanada.com
7. Kainai Nation – Information about the Blackfoot People in Alberta. Found at
http://wayback.archive-
it.org/2217/20101208161844/http://www.albertasource.ca/treaty7/traditional/
kainai_overview.html
8. FNMI Curriculum Database (Uleth) - ** GREAT LIST OF RESOURCES TIED TO
MANY FIRST NATIONS TOPICS. Found at
https://airtable.com/shrNIbBIx60owZzBh/tbl1m3Zc1tTWu2GLm
9. First Nations Legends- Assortment of different legends. Found at
https://marniej.wordpress.com/first-nations-legends/
10. Grade 4 Social Studies Literature Connections (Uleth) – List of resources
associated with GLOs for social curriculum. Found at
http://www.learnalberta.ca/content/sslc/pdf/literatureconnections_gr04.pdf
11. GLO 4.2 resources (Black Gold School Division) – Helpful list of links associated
with the 4.2 GLO. Found at
http://engagingstudents.blackgold.ca/index.php/division-ii/soc-d2/social-4/4-2-
the-stories-histories-and-the-people-of-alberta/firstnations/

SUMMATIVE ASSESSMENT TASK – SLOS, TASK DESCRIPTION AND RUBRIC

SLO’s MET WITH SUMMATIVE TASK:

4.2.1 Appreciate how an understanding of Alberta’s history, peoples and stories


contributes to their own sense of belonging and identity:
 Recognize how stories of people and events provide multiple perspectives on
past and present events (I, TCC)
 Recognize oral traditions, narratives and stories as valid sources of knowledge
about the land, culture and history (CC, TCC)
 Recognize the presence and influence of diverse Aboriginal peoples as inherent
to Alberta’s culture and identity (CC, I, TCC)
 Demonstrate respect for places and objects of historical significance (I, LPP, TCC)

Students will:
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)

TASK DESCRIPTION:

INQUIRY QUESTION: If you could share your story only using spoken words, what would
you want to share with those who come after you?

STEP ONE: Students will examine petroglyph artifacts from Writing on Stone Provincial
Park. They will reflect on what events/stories/celebrations the glyphs may share.

STEP TWO: Students will think about and write their own story that they would like to
share. This may focus on traditions, events or celebrations of their families or culture.

STEP THREE: Students will choose an image that represents the story that they wish to
share. They will create their own glyphs using the ‘tablet’ recipe.

STEP FOUR: Using the elder and season cards, students will share their stories using oral
tradition.

STEP FIVE: Student will complete a reflection on the activity. Can be written, drawn,
video, etc. Must include elements listed in rubric.

** Link to resource for this assignment (Including worksheets) found at


http://engagingstudents.blackgold.ca/index.php/division-ii/soc-d2/social-4/4-2-the-
stories-histories-and-the-people-of-alberta/my-symbol-our-story/
MY SYMBOL, OUR STORY Name _______________________________________

Criteria 1 (BUN – NO 2 (PLAIN 3 4 (DELUXE


BURGER) BURGER) (CHEESEBURGER) BURGER)

STORY Student did not Student Student Student


demonstrate demonstrated demonstrated demonstrated
evidence of some evidence evidence of evidence of
planning a story of planning a planning a story planning a
story unique and
thoughtful story

VISUAL Student did Student created Student created Student created


COMPONENT- not create a a glyph. There a glyph to go a original glyph
PETROGLYPH glyph to go is some along with their to go along
along with evidence of story. Evidence with their story.
their story. effort. of effort Evidence of
apparent. effort and
craftsmanship
apparent

STORY SHARE- Student did Student had Student shared Student shared
PARTICIPATION not have a part of a story a story and a unique story
story to share to share respectfully and respectfully
and/or did not and/or participated in participated in
respectfully respectfully the sharing the sharing
participate in participated in activity most of activity
the sharing the sharing the time
activity activity some
of the time

REFLECTION Student Student Student Student


ACTIVITY completed completed completed completed all
little to none some of the most to all of of the required
of the required components of the required components of
components of the reflection components of the reflection
the reflection activity. the reflection activity in a
activity activity unique way
ATTITUDE AND Student did Student Student Students
EFFORT not demonstrated a demonstrated a demonstrated a
demonstrate a positive attitude positive attitude positive attitude
positive and effort some and effort most of and effort all of
attitude or of the time. the time. the time.
effort often.

LESSON OVERVIEW:

LESSON SEQUENCING MAP

DAY/ LESSON # TOPIC LEARNING ACTIVITY

JAN 8 – LESSON 1 INTRO TO UNIT  Video


 Collaborative
Brainstorming Activity
 Group Share
 Hand out workbooks –
fill out KWL chart
JAN 9 – LESSON 2 WHO ARE FIRST  FN PowerPoint
NATIONS?  Worksheet
 Oral Histories and
Legends
 Exit Slip
JAN 10 – LESSON 3 FIRST NATIONS IN AB  FN PowerPoint
 Retrieval Chart
 Exit Slip
JAN 11 - LESSSON 4 FIRST NATIONS IN AB  FN Retrieval Chart
 Group Poster
JAN 12 – LESSON 5 FIRST NATIONS IN AB  Group Poster
 Poster Share
 Exit Slip
JAN 15 – LESSON 6 LIVING WITH THE LAND  PowerPoint
 Worksheet – Buffalo
Page
 Legend
 Exit Slip
JAN 16 – LESSON 7 HEAD SMASHED IN  Case Study – Head
Smashed In Buffalo
Jump
 Jigsaw
 Video
JAN 17 –LESSON 8 CULTURE  Medicine Wheel, Arrow
Head, Tipis, Family Life
 Reflection
 Legend
JAN 18 – LESSON 9 CULTURE – ORAL  What is oral history?
HISTORIES  Listening Activity
 Exit Slip
JAN 19 – LESSON 10 ORAL HISTORIES  Learn Alberta Lesson –
Learning from Alberta’s
stories (share
story/have elder speak)
 Reflection questions
JAN 22 – LESSON 11 TREATIES LESSON PLAN  Treaties – PowerPoint
 Story
 Reflection
JAN 23 – LESSON 12 LANGUAGE PROJECT  Blackfoot language
lesson
 Disappearing language
 Exit Slip
JAN 24 – LESSON 13 LANGUAGE PROJECT  Words and numbers
retrieval chart
 Language Mini Book
JAN 25 – LESSON 14 LANGUAGE PROJECT  Language Mini Book
 Legend
 Exit Slip
JAN 26- LESSON 15 STORYTELLING -  Story Circles
 Exit Slip
JAN 29 – LESSON 16 PETROGLYPHS/  Videos – Black Gold
WRITING ON STONE Website and ‘Go
Alberta’
 PowerPoint
 Response – Partner
Activity
JAN 30 – LESSON 17 WRITING YOUR STORY  Brainstorm activity
 Creating your story
 Self-Assessment
Checklist
JAN 31 – LESSON 18 CREATING YOUR  Glyph viewing activity
GLYPH  Sketching – rough draft
 Glyph recipe
FEB 1- LESSON 19 SHARING YOUR STORY  Sharing Circle Activity
FEB 2 – LESSON 20 SHARING YOUR STORY  Sharing Circle Activity
 Reflection Activity

LESSON ONE SOCIAL STUDIES – INTRODUCTION TO FIRST NATIONS UNIT


NAME: Ashley Enslen
TOPIC: Intro to Unit
DATE: January 8 2018
CLASS LENGTH: 30 minutes

GENERAL LEARNING OUTCOME:


GLO 4.2: The Stories, Histories and Peoples of Alberta
Students will demonstrate an understanding and appreciation of the role of stories,
history and culture in strengthening communities and contributing to identity and a
sense of belonging.

SPECIFIC LEARNING OUTCOMES:


Specific Outcomes:
Values and Attitudes:
 4.2.1: Appreciate how an understanding of Alberta’s history, peoples and
stories contributes to their own sense of belonging and identity
o Recognize how stories of people and events provide multiple
perspectives on past and present events
o Recognize oral traditions, narratives and stories as valid sources
about the land, culture and history
o Recognize the presence and influence of diverse Aboriginal
peoples as inherent to Alberta’s culture and identity
Knowledge and Understanding:
 4.2.2: Assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time
o Which First Nations originally inhabited the different areas of the
province?
o What do the stories of Aboriginal Peoples tell us about their
beliefs regarding the relationship between the people and the
land?

LESSON OBJECTIVES:
 Introduce unit topic to students
 Students will share what they know about legends and First Nations in
Alberta
 Students will discuss why stories and legends are so important
 Students will identify learning goals for the First Nations unit through
filling out the KWL chart

MATERIALS:
 Youtube Video- Poia’s Journey
 First Nations Workbooks
 First Nations PowerPoint
 Sticky Notes
 Whiteboard markers
 Extra Pencils

ASSESSMENT:
 Observation of students as they are engaging in classroom activities
 Collection of KWL chart to assess prior knowledge
 Collection of Sticky Notes – Drawing of something students learned today

INTRODUCTION:
 (5 minutes) Video – Star Stories – Poia’s Journey
https://www.youtube.com/watch?v=aL30GzCDtfY
 (2 minutes) Brainstorm – Individual- 1 thing you liked about story, one
thing curious about. What do you think a legend is?

BODY:
 (3 minutes) Think Pair Share Activity – turn to elbow partner and
share. Think about question: Why are we learning about legends?

 (10 minutes) – Group discussion and brainstorm – what do we know


about stories and legends? Why are they important? Hand out
workbooks, have students put name on front. Have students fill in
the blanks on the first page (follow along with powerpoint)

 (5 minutes) – KWL chart – Instruct students to fill out what they know
about First Nations in Alberta, and what they would like to know.
Hand in booklets at the front.

CLOSURE:
 (5 minutes)- As students are cleaning up, instruct them to come and
grab a stickynote from the front. Draw a picture of something you
learned today. Place stickynote on designated area.
SPONGE:
 Traditional Stories and legends to share:
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm

REFLECTION:

LESSON TWO SOCIAL STUDIES – WHO ARE FIRST NATIONS?


NAME: Ashley Enslen
TOPIC: Who are First Nations?
DATE: January 9 2018
CLASS LENGTH: 30 minutes

GENERAL LEARNING OUTCOME:


GLO 4.2: The Stories, Histories and Peoples of Alberta
Students will demonstrate an understanding and appreciation of the role of stories,
history and culture in strengthening communities and contributing to identity and a
sense of belonging.

SPECIFIC LEARNING OUTCOMES:


Specific Outcomes:
Values and Attitudes:
 4.2.1: Appreciate how an understanding of Alberta’s history, peoples and
stories contributes to their own sense of belonging and identity
o Recognize how stories of people and events provide multiple
perspectives on past and present events
o Recognize oral traditions, narratives and stories as valid sources
about the land, culture and history
o Recognize the presence and influence of diverse Aboriginal
peoples as inherent to Alberta’s culture and identity
Knowledge and Understanding:
 4.2.2: Assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time
o Which First Nations originally inhabited the different areas of the
province?
o What do the stories of Aboriginal Peoples tell us about their
beliefs regarding the relationship between the people and the
land?

LESSON OBJECTIVES:
 Students will listen to First Nations legends and appreciate the
importance of oral histories
 Students will define different Aboriginal groups in Canada and
understand what makes them each unique
 Students will identify the main idea from the lesson in a formative
assessment closure activity.

MATERIALS:
 First Nations Workbooks
 First Nations PowerPoint
 First Nations Legends Package
 Sticky Notes
 Whiteboard markers
 Extra Pencils
 Exit Slips

ASSESSMENT:
 Observation of students while they are working
 Collection of workbooks to ensure students have filled out their
worksheet
 Exit slip

INTRODUCTION:
 (5 minutes) – Read one of the legends found on the Glenbow website as an
introduction for the day. Instruct one or two students to hand back the
workbooks as this is occurring.

BODY:
 (10 minute) – First Nations PowerPoint & Workbook Read Aloud Activity- Who
are First Nations People?
 (10-15 minutes) – Definitions Jigsaw Activity- Arrange students in groups of 4-5
(sort by number, animal, etc.) 5 definitions to complete – each student is
responsible for one. Share their work with one another.

CLOSURE:
 (2-5 minutes)- Exit Slip – What is the BIG idea from the day?
 Clean up and hand in exit slip

SPONGE:
 Traditional Stories and legends to share:
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm

REFLECTION:

LESSON THREE SOCIAL STUDIES – FIRST NATIONS IN ALBERTA


NAME: Ashley Enslen
TOPIC: First Nations in AB
DATE: January 9 2018
CLASS LENGTH: 30 minutes

GENERAL LEARNING OUTCOME:


GLO 4.2: The Stories, Histories and Peoples of Alberta
Students will demonstrate an understanding and appreciation of the role of stories,
history and culture in strengthening communities and contributing to identity and a
sense of belonging.

SPECIFIC LEARNING OUTCOMES:


Specific Outcomes:
Values and Attitudes:
 4.2.1: Appreciate how an understanding of Alberta’s history, peoples and
stories contributes to their own sense of belonging and identity
o Recognize how stories of people and events provide multiple
perspectives on past and present events
o Recognize oral traditions, narratives and stories as valid sources
about the land, culture and history
o Recognize the presence and influence of diverse Aboriginal
peoples as inherent to Alberta’s culture and identity
Knowledge and Understanding:
 4.2.2: Assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time
o Which First Nations originally inhabited the different areas of the
province?
o What do the stories of Aboriginal Peoples tell us about their
beliefs regarding the relationship between the people and the
land?

LESSON OBJECTIVES:
 Students will discover that distinct and unique First Nations groups
originally inhabited different areas of Alberta
 Students will examine characteristics of different First Nations groups
that originally inhabited Alberta
 Students will compare and contrast characteristics of different First
Nations groups by filling out a retrieval chart using internet research
MATERIALS:
 First Nations Workbooks
 First Nations PowerPoint
 Sticky Notes
 Whiteboard markers
 Extra Pencils
 Grade 4 Laptop Cart
 Smart Internet Use Anchor Chart
 Names of First Nations Groups on cut-outs
 Large Alberta map

ASSESSMENT:
 Observation – I will observe students as they are completing their retrieval
charts to ensure they are staying on task
 Collection of workbooks and retrieval charts as formative assessment
 Closing activity – self/peer assessment – turn to elbow partner and share
something that you learned

INTRODUCTION:
 (5 minutes) Map Guessing Game Activity – Introduce names of First Nations
groups in Alberta. Ask students to guess the geographical region where the
group inhabited by placing the group name on the Alberta map. Check work
against map on PowerPoint.
BODY:
 (5-7 minutes) Hand out workbooks. Go over general facts about the distinct
groups. Explain the activity for the day. Go over smart Internet use guidelines.
Go over instructions.
 (15-20 minutes) Students will use provided website
(http://firstpeoplesofcanada.com ) to explore information about First Nations in
Alberta. They will fill out two facts about each group on the chart in their
workbook.
CLOSURE:
 (2-3 minutes) Students will clean up and hand back their workbooks. They will
turn to their elbow partner and share one thing they learned in class with one
another.

SPONGE:
 Traditional Stories and legends to share:
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm

REFLECTION:

LESSON FOUR SOCIAL STUDIES – FIRST NATIONS IN ALBERTA


NAME: Ashley Enslen
TOPIC: First Nations in AB
DATE: January 10 2018
CLASS LENGTH: 30 minutes

GENERAL LEARNING OUTCOME:


GLO 4.2: The Stories, Histories and Peoples of Alberta
Students will demonstrate an understanding and appreciation of the role of stories,
history and culture in strengthening communities and contributing to identity and a
sense of belonging.

Specific Outcomes:
Values and Attitudes:
 4.2.1: Appreciate how an understanding of Alberta’s history, peoples and
stories contributes to their own sense of belonging and identity
o Recognize how stories of people and events provide multiple
perspectives on past and present events
o Recognize oral traditions, narratives and stories as valid sources
about the land, culture and history
o Recognize the presence and influence of diverse Aboriginal
peoples as inherent to Alberta’s culture and identity
Knowledge and Understanding:
 4.2.2: Assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time
o Which First Nations originally inhabited the different areas of the
province?
o What do the stories of Aboriginal Peoples tell us about their
beliefs regarding the relationship between the people and the
land?

LESSON OBJECTIVES:
 Students will examine characteristics of different First Nations groups
that originally inhabited Alberta
 Students will compare and contrast characteristics of different First
Nations groups by filling out a retrieval chart using internet research
 Students will collaborate with their peers as they work in a group to
create a feature poster about a First Nations group in Alberta.

ASSESSMENT:
 Observation- ensure students are on task and working well in a group.
 Poster collection – students will hand in their poster as a group at the end of
class.
 Self-assessment checklist – mini assessment form to be completed and handed
in at the end of class.

MATERIALS:
 First Nations Workbooks
 First Nations PowerPoint
 Sticky Notes
 Whiteboard markers
 Extra Pencils
 Poster paper
 Markers
 ‘Working well in a group’ anchor chart
 Animal Cards
 Self Assessment Ranking Chart

INTRODUCTION:
 (5 minutes) Organize students into groups of 4-5 using the animal cards placed
on their desk prior to the beginning of the lesson. Once in groups, explain activity
– students will be asked to create a poster on one of the First Nations groups
(groups will be given to students). Must include name of group, 4 facts, a visual,
and use of colour. Go over expectations for working well in a group.

BODY:
 (20 minutes) Students will work in their groups to complete their posters.
Observe groups as they are working to ensure they are staying on task.
CLOSURE:
 (5 minutes) Have students put names on poster, clean up, hand in poster at the
front and grab a self- assessment chart. Have students fill out chart and hand in
at the end of class.

MODIFICATION:
 If students have not finished their information charts by the end of the previous
class, it may be necessary to book the laptop class for this lesson to allow them
time to finish their charts. This would likely bump the poster-sharing lesson into
next week.

SPONGE:
 Traditional Stories and legends to share:
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm

REFLECTION:

LESSON FIVE SOCIAL STUDIES – FIRST NATIONS IN ALBERTA


NAME: Ashley Enslen
TOPIC: First Nations in AB
DATE: January 11 2018
CLASS LENGTH: 30 minutes

GENERAL LEARNING OUTCOME:


GLO 4.2: The Stories, Histories and Peoples of Alberta
Students will demonstrate an understanding and appreciation of the role of stories,
history and culture in strengthening communities and contributing to identity and a
sense of belonging.

SPECIFIC LEARNING OUTCOMES:


Specific Outcomes:
Values and Attitudes:
 4.2.1: Appreciate how an understanding of Alberta’s history, peoples and
stories contributes to their own sense of belonging and identity
o Recognize how stories of people and events provide multiple
perspectives on past and present events
o Recognize oral traditions, narratives and stories as valid sources
about the land, culture and history
o Recognize the presence and influence of diverse Aboriginal
peoples as inherent to Alberta’s culture and identity
Knowledge and Understanding:
 4.2.2: Assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time
o Which First Nations originally inhabited the different areas of the
province?
o What do the stories of Aboriginal Peoples tell us about their
beliefs regarding the relationship between the people and the
land?

LESSON OBJECTIVES:
 Students will examine characteristics of different First Nations groups
that originally inhabited Alberta
 Students will compare and contrast characteristics of different First
Nations groups by filling out a retrieval chart using internet research
 Students will demonstrate respectful and positive classroom behaviour as
they listen to their classmates share their posters.

MATERIALS:
 First Nations Workbooks
 First Nations PowerPoint
 Sticky Notes
 Whiteboard markers
 Extra Pencils
 Hiawaitha video - https://safeshare.tv/x/ss59920d40ce47d

ASSESSMENT:
 Observation of students as they are presenting their posters
 Students will hand in their posters for formative assessment
 Students will write one thing they learned from this lesson on the whiteboard at
the end of class in a ‘graffiti’ formative assessment activity

INTRODUCTION:
 (5 minutes) Ask students to get into their groups from yesterday and grab their
posters. Sit quietly as a group. Explain that we will be sharing posters – each
person in-group has to say one thing about their poster. Go over respectful
audience behaviour.
BODY:
 (10-15 minutes) Poster Presentations – Observe students as they are presenting,
and observe students in the audience to ensure everyone is being respectful.
 (5-10 minutes) Ask students to hand in posters and sit in their desks. Play video
for the majority of the remainder of the class.

CLOSURE:
 (2-3 minutes) Graffiti Wall- Have students grab a whiteboard marker and write
one fact about a First Nations group that they learned today (different from their
own poster)

SPONGE:
 Traditional Stories and legends to share:
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm

REFLECTION: