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Lesson

Title/Focus

Grade 5 Social Studies: Blackfoot

Teacher

Kelly Spoering
Time: 60 Minutes

LEARNING OBJECTIVES
Students will:
1. Identify ways in which the land & climate influenced the way of life of early Blackfoot peoples
2. Discuss the place of games in the life of the early First Nations people
3. Grade 5 Social curriculum: 5.2.1, 5.2.2

ASSESSMENTS
Observations:

Do students understand the ways in which land & climate shaped early

Key Questions:

First Nations ways of life? Do they understand how games fit into the lives
of the First Nations?
How were land and climate important to the First Nations
peoples? How did they use use games?
Worksheets, discussion

Products/Performan
ces:

LEARNING RESOURCES CONSULTED


Alberta Curriculum

MATERIALS AND EQUIPMENT


Worksheets
Pencils
Pipe Cleaners

PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

Introduction
Blackfoot dancing presented by students
Do you remember what we discussed about the First Nations
over the past two weeks? How do you think the Plains
(Blackfoot) people are different/the same?

Time
5-10
minutes

Raise your hand to participate. We are talking about other


peoples cultures, so we need to remember to be respectful.

Body
Discuss how the climate the Blackfoot people live in will impact
their daily life what do students think they will eat? What are
their houses like? Their clothing? Are they nomadic? How does
this change their way of life?

Time
10
minutes

Observation/discussion
Hand Game The class will be split into two teams. Each team
will be given six plain sticks. The first team to be completely
quiet will go first. Their first person will receive two sticks, one
the same colour as they already have and one a different
colour. The first person on the other team will have to guess
which hand holds the odd-coloured stick. If they guess right,
the two sticks pass to the second person on their team. If
wrong, they pass to the second person on the first team. The
six plain sticks are exchanged according to right/wrong
answers. The team to get all their opponents sticks first wins.
Observation are students on task? Is everyone participating?
Are students being quiet enough to allow the game to
continue?
Discussion Do they understand what theyre doing, and why it
was important to the Blackfoot people? (The Blackfoot used the
game to teach children about observational skills, which were
important for hunting, as well as for entertainment).

Adapted from a template created by Dr. K. Roscoe

15
minutes

Learning Activity
#3
Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

How the Blackfoot people lived. We will read the information


sheet together as a class, and then students will complete the
worksheet.
Differentiation Some students (B, Dr, M, possibly D and E) will
only complete the true/false portion of the worksheet.
Closure
Bring class back to their desks. Question for understanding of
the lesson: what makes the people of the Plains different from
the other First Nations people weve studied?

20
minutes

Time
5 minutes

Comments, questions, concerns?

Tomorrow we will wrap up our First Nations unit by doing a


Blackfoot craft and having some Blackfoot artifacts presented
by members of the class.
Reflections

What went well?


What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

Adapted from a template created by Dr. K. Roscoe