Subject/Grade: Lesson/Date: Time:

Subject: Social Studies

Grade: 4/5
Lesson: The Stories, Histories and Peoples of Alberta
Date: December 9th, 2020
Time: 1:55-2:55
Stage 1: Desired Results
Lesson Students will begin by finishing their language project from last class. Once students have
Overview: finished their booklet and handed it in, we’ll jump into the Hunting Buffalo sheet. As a class
we will watch the video and review the various ways to hunt the buffalo. We will then move
on to talk about the different parts of the buffalo and what each part of the animal is used for.
Students will then have a chance to use their laptops in creating a slideshow on the buffalo that
will be handed in to be marked. Once students have completed their slideshow they may move
onto the Alberta’s First Peoples worksheet. Students will use the website provided on the First
Nations people and explore the different groups in Alberta, the Subarctic and the Plains.
Students will fill out their mind map with 2 facts about each group. I’ll finish with a quick
check-in and verbal formative assessment.
GOs: GLO 4.2 The Stories, Histories and Peoples of Alberta:
Students will demonstrate an understanding of the role of stories, history and culture in
strengthening communities and contributing to identity and sense of belonging.
SOs: SLO 4.2.1: Student’s will appreciate how an understanding of Alberta’s history, peoples
and stories contributes to their own sense of belonging and identity:
 Students will recognize the presence and influence of diverse Aboriginal peoples as
inherent to Alberta’s culture and identity.
 Students will demonstrate respect for places and objects of historical significance.
SLO 4.2.2: Student’s will 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:
 Students will understand which First Nations originally inhabited the different areas of
the province.
Learning Students will:
Objectives  Students will recognize the presence and influence of various First Nations groups in
Alberta, specifically the Plains and the Subarctic groups.
 Students will understand the classify the various ways to hunt buffalo and demonstrate
respect for places and objects of historical significance like the Head-Smashed-In Buffalo
Jump.
 Students will become familiar with the various parts of the buffalo/bison and how they are
used by the First Nations people.

Stage 2: Assessment Evidence

Formative  Verbal exit slip Summative  Slideshow
Assessment Assessment

Stage 3: Learning Experience

Prior to  Have laptop cart ready Resources:  Safe Share TV website
Lesson:  Have slideshow ready  First peoples of Canada website
 Have social sheets printed off,  Bright links
including the ones for the 2  Whiteboard and markers
students who need them  Laptops
Time: Content/Description Differentiation/
60 Students will continue to learn about the First Nations people of Alberta. Assessments:
Subject/Grade: Lesson/Date: Time:
minute Students will continue to understand the important of the Aboriginal people’s
s languages and how they reflect the diversity and identity of their culture.
Students will then be introduced to the various ways of hunting the buffalo
along with the parts of and uses of each part from the animal. Students will then
recognize the two groups of First Nations people in Alberta, the Subarctic and
the Plains groups.
Introduction:
20 Review of Previous Concepts/New Learning: Students who
minutes may find this
Today we are going to continue to talk about the First peoples of Alberta! project
challenging can
Step 1: Finish the language project have the option
Step 2: students will choose one of the animals they researched, students can to draw one
also use the website to refer back if they need singular picture
 www.firstvoiceskids.com of the animal
Step 3: Students will then create their booklet by folding their piece of paper in they’ve chosen
half multiple times then by cutting the one slit to fold it all back together so and write the
there are 8 pages left. numbers in Cree
Step 4: Students will then use their numbers vocabulary sheet and animal’s below their
vocabulary to create a counting book picture from 1-
 page 1 should have the title of the animal chosen and their name 10.
 Each page will have a number and that amount of animals also drawn
each page For the Hunting
Step 5: Review the rubric with the students, therefore they need the Buffalo sheet,
expectations I’ll make sure to
Step 6: If students are done early they may color their booklets as well before draw visuals on
handing them in the board for
Step 7: once students are finished their booklet they may hand it in to me for students to
summative assessment better
For formative assessment I’ll ask each student to verbally pronounce the animal understand the
they chose and a number from 1-10 in Cree hunting
 Once students have said a word and number they may hand in their techniques.
booklet for summative assessment

Introduce the Hunting Buffalo sheet

Step 1: Present the Hunting Buffalo sheet
 Read through the sheet with the class
 After talking about each way of hunting the animal draw a picture on the
board so students are better able to visualize
 Students can also copy down the drawings onto their worksheet
Step 2: Introduce the Head-Smashed-In Buffalo Jump
 Read the summary
 Play the video
Transition
Talk about how the buffalo or bison was their main food source and they would
use these hunting tactics to gather these animals for food.
Body:
20 Learning Activity 1: The Buffalo I’ll present the
minutes steps on the
Step 1: Present the buffalo sheet on the board board but I’ll
Subject/Grade: Lesson/Date: Time:
 Emphasize how the First Nations people wouldn’t waste any of the also provide
buffalo, they used every single part. handouts for
Step 2: Go through each part of the buffalo explaining what it’s use is every student to
 Students can again popcorn read if they’d like use while doing
Step 3: Introduce the assignment their research.
 Students will be given an instruction sheet to follow along for their The handout
assignment will provide
 Students will create a slideshow on the buffalo/bison step by step
 The slideshow must include a title page with their name, a picture, and detail for
their title The Buffalo students to
 The slideshow must then include 5 slides follow during
laptop/work
 Each slide will include a part of the buffalo, a picture, and an
time.
explanation for what it’s use is
 Students may use The Buffalo worksheet or search on google for
additional information
Step 5: Before students begin, have the steps on the board for students to
complete
 1. Go to OneDrive and create your slideshow
 Your slideshow will have a title page and 5 other slides including 5 parts
of the buffalo and their uses
 Use google to search for additional information if needed
 2. Submit your slideshow to Mrs. Fletcher through OneDrive
 3. Go to Mrs. Fletcher’s website and find the first peoples of Canada link
 4. Go to your Alberta’s First Peoples worksheet
 Fill out 2 facts about each group
Step 4: Once students have completed their slideshow they must send it to Mrs.
Fletcher through one drive.

Transition
Once students have finished their slideshow they can move onto the next
activity.
15 Learning Activity 2: Alberta’s First Peoples I’ll present the
minutes steps on the
Step 1: Once students have submitted their assignment through one drive they board but I’ll
may move onto the next activity also provide
Step 2: Students can go to Mrs. Fletcher’s website and click on the first peoples handouts for
link every student to
Step 3: From there they’ll fill out 2 facts about each of the following groups use while doing
 Chipewyan (Subarctic) their research.
 Slavey (Subarctic) The handout
 The Plains Cree (Plains) will provide
 Siksika (plains) step by step
 Kainai (Plains) detail for
Step 4: Students will have the remainder of the class to work on this students to
assignment. follow during
laptop/work
time.
Transition
Students will save, logout, and await for their computer to be sanitized
Consolidation:
Subject/Grade: Lesson/Date: Time:
5 Review of Key Concepts/Point to Next Class: I’ll do a quick
minutes check-in and
Step 1: Ask if anyone needs clarification or has any questions after clean up verbal
Step 2: Verbal exit slip for formative assessment formative
 Before each row leaves for gym they must tell me at least 2 parts of the assessment
buffalo and what each use is. before going to
the gym.
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?

5. How I have grown from this teaching experience: