1.

Learning Outcomes and Cross Curricular Competencies

Learning Outcomes

1. Given understanding of the First Peoples principles of learning, and information and stories
of their connection to the land from the presentation by an Elder, the students will be able
to develop an awareness of our connectedness with the environment, as evidenced by their
ability to reflect in a group discussion and generate ideas about ways our actions positively
and negatively affect the environment.

2. Given the SMART goal criteria, and knowledge from the previous lessons in the unit, the
students will be able to come up with a group goal about a way they can personally improve
their relationship with the land, as evidenced by participation within the class activity and
their ability to call on prior knowledge.

B I G I D E A S
Grade 3
English Language Arts: Curiosity and wonder lead us to new discoveries about ourselves and the
world around us.
Grade 4
English Language Arts: Questioning what we hear, read, and view contributes to our ability to be
educated and engaged citizens.
C O N T E N T
Grade 3 Science
The knowledge of local First Peoples of ecosystems
C U R R I C U L A R C O M P E T E N C I E S
Grade 3 & 4 Science
Demonstrate curiosity about the natural world.
Suggest ways to plan and conduct an inquiry to find answers to their questions.

Adapted from a template found at: http://www.usask.ca/education/program/fieldexperiences/tools-resources/lesson-plan-

formats/index.php

C O R E CO M P E T E N C I E S
Social Responsibility: Contributing to community and caring for the environment
I contribute to group activities that make my classroom, school, community, or natural world a
better place.
I can identify how my actions and the actions of others affect my community and the natural
environment and can work to make positive change.

F I R S T P E O P L E S P R I N C I P L E S
Learning ultimately supports the well-being of the self, the family, the community, the land, the
spirits, and the ancestors.
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on
reciprocal relationships, and a sense of place).
Learning involves recognizing the consequences of ones actions.

c) Professional Growth Goal(s):

To be clear and concise: Our first goal is to provide instructions that are well-thought out, clear, and
concise so that the students fully understand our goals and expectations. This will be evidenced by
a limited number of clarifying questions from the students and smooth transitions from instruction
to activity work.

To not interfere with the discussion: Our second goal is to allow students to freely discuss concepts
without talking about our personal beliefs and connection making until they have a chance to make
conclusions themselves. This will be evidenced by us only asking guiding questions and not making
comments until the end of the discussion.

2. Assessment and Evaluation

Reflecting within group discussion on First Peoples Principles of Learning
Evaluated on the students ability to
a. Make connections to previous lessons (Nature walk with Elder)
b. Make connections to themselves and the world

Mapping Our Influences (ways our actions affect the environment)
Evaluated on the students ability to
a. Collaborate with a group
b. Practice social responsibility by examining how our actions connect to the
environment
c. Contribute and give ideas that will help make the world a better place

Whole-class created goal
Evaluated on the students ability to
a. Utilize the SMART goal criteria

b. Participation in the goal-constructing process

c. Ability to utilize what they have learned throughout the lesson as well as their prior
knowledge gained from previous lessons

3. Considering Student Learning Needs

Adaptions

For students who struggle with anxiety, and perfectionism, the quick art piece may be overwhelming
at the start of the lesson. Allow them to paint a couple words instead, or even pick a picture from a
magazine that represents the principle.

For a student with visual impairment. The group can verbally explain their thought processes out loud
and use an app that allows both visual and audio recordings to explain the community map.
Modification
For a student with low cognitive functioning. While the rest of the students are working in their
groups to create their community map, this student can work with a support teacher to draw a picture
of what loving the Earth looks like. Afterwards they can join their group and place a sticker on where
they want to love the earth. Their learning expectations will be lower as their cognitive abilities inhibit
the skill to make deeper connections.

4. Required Resources

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Symbols to group students

First Peoples Principles of Learning on strip of paper for each group
Copies of local community map
Stickers
Whiteboard
Paper and paint
SMART goal poster for reference
Large piece of white paper for whole-class goal
First Peoples Principles of Learning visual

5. Content and Teaching Strategies of Lesson

a) Introductory statement (Overview) [2 minutes]

Now that we have gone on a nature walk with an elder from our community, we are going to
further explore our connection to the earth by examining the First Peoples Principles of Learning.

The aim of the lesson is to utilize this new information and an Indigenous perspective to create a
whole-class goal related to improving our relationship with the land.
b) Hook (15 minutes)

Visual Representation of the First Peoples Principles of Learning
a. We will prepare strips of paper that have one of the three First People's Principles of
Learning written on them.
b. Each student will be given a symbol on a piece of paper that will divide them into groups for
each principle.
c. The students will have 10 minutes to use the paint and paper provided to paint a picture
displaying their assigned principle.
d. Each group will stand up and read their principle aloud while showing their picture.

c) Content and Teaching Strategies

1. Visually display the 3 First Peoples Principles of Learning: Class discussion [5 minutes]
a. Ask the students to take a moment to think about the nature walk with the elder.
b. Have the students popcorn share some things the elder said, or share
personal/world connections they are making to the FP Principles of Learning.
c. Write the main ideas on the board, allowing the students to visualize them and
formulate a common theme, drawing arrows to the FP Principles of Learning when
they see connections.

2. Mapping Our Influences [15 minutes]
a. Provide each group (same groups as hook) with a visual map of our local
community/ecosystem.
b. Have the students use stickers to label where in our communities our actions are
having a negative effect on the environment and where they are having a positive
effect the environment
(Have a large classroom sized map on the board and go through a couple examples as
a class before they break into small groups (gradual release of responsibility)).
c. Combine groups together and have them share one positive and one negative action
that they labeled on their map.
d. Bring the students together on the carpet and ask for a couple more examples to
add to the class map.

3. Goal Making [10 minutes]
a. Transition into goal making by asking students for ideas on how to fix some of the
ways we are negatively affecting the environment.
b. List the ideas they share on the board.
c. Choose one idea as a class (by taking a class vote) to transform into a SMART goal.
Ask the students to consider which idea would be most realistic to do as a class.
d. Review the SMART goal framework with the poster.
e. Create a class goal and visually display it in the classroom for further reference.

d) Consolidation [3 minutes]
Thank you for your participation and engagement throughout the lesson. We appreciate the respect
you show for Indigenous perspectives and the environment.

We will display the goal in the classroom. During the next lesson we will discuss more in-depth how
you can personally work towards achieving the goal. Together we can make our community and
world a better place to be!

6. Reflections
a) Effectiveness of Lesson
What went well in my lesson? What did not go so well? How did I know learning was happening?
What will I do next?
What was effective /
ineffective in my lesson?

How do I know?

Whats next?

1. I believe the activity where

the students created a visual
representation of a First
Peoples Principle of Learning
was effective.











2. I think the transitions
throughout the lesson could
have been more effective.








3. I found the sticker/map
activity to be very effective.

1. The students seemed to be

very excited about utilizing
paints and creating a
collaborative picture. As I
walked around to each group,
there were meaningful
conversations going on about
what different words meant,
how each person interpreted
the principle, and how they
could utilize the tools they had
to visually represent their
thoughts. Each group showed
strong teamwork and respect
for each others ideas.

2. Rachael and I were
scrambling to collect materials
so that the students could have
room on their desks. In an
actual grade 3/4 class, the
materials could have distracted
the students as we moved on to
the next section of the lesson.



3. The students were coming
up with great ideas, working
together as team to decide on

1. From here, I would probably

want to look more closely at
each principle and focus on
different words or phrases to
ensure everyone understands
their meanings.










2. From here, I will ensure to
plan transitions more carefully
and perhaps have the students
collect the materials they are
using and put them in the
specific area.





3. To add even more depth to
this activity, following placing
stickers on their map, I would

small/big impact, and drawing

on their prior
knowledge/personal
experiences.

pair groups together and have

them discuss where they
placed stickers (and why) as
well as their reasoning for
small/big impact.

b) Professional Growth
What was my professional growth goal for the lesson, what evidence did I gather and what are my
next steps?
Professional Growth Goal(s)

Evidence

Next steps for improvement?

1. To be clear and concise: Our

first goal is to provide
instructions that are well
thought out, clear, and
concise so that the students
fully understand our goals and
expectations.




2. To not interfere with the
discussion: Our second goal is
to allow students to freely
discuss concepts without
talking about our personal
beliefs and connection making
until they have a chance to
make conclusions themselves.

1. I believe we accomplished
the first part of this goal
because the students asked
very little clarifying questions.
However, we did not voice our
expectations for transitions, so
we could improve on providing
well thought out, clear and
concise instructions for moving
from one activity to the next.

2. I believe we definitely
accomplished this goal. As
Rachael and I moved around
the room, we both used guiding
questions rather than I
statements to prompt
discussion. The expectations
for each activity were fairly
broad, open for personal
opinion, and allowed for
individual interpretations.
During the whole-class
discussion, we prompted them
by having them refer to the
nature walk with the elder or
an alternative past experience.
We did not provide an example
as to how we would connect
the nature walk with one of the
principles, we just gave them
time to think and then discuss
their ideas. In addition, we
asked the students how their
idea connected to a principle,
we did not do this for them.

1. Prior to beginning an
activity, I will be sure to clearly
explain what they will do with
their materials when they are
finished. I will also remind
them of the expectations for
the transition a few minutes
prior to finishing with the
activity.


2. We possibly could have
added our own personal beliefs
and connection making after
the students had a chance to
come up with their own. I think
sharing your own ideas as a
teacher would depend on the
depth of ideas already said by
the students. I think students
want to feel as if they are
working with their own ideas;
therefore, if the students had
come up with quite a few on
their own, it would not be
necessary for the teacher to
add any.