PART1:VITALSANDCURRICULUMCONTENT

Name:
RebeccaStata,NadiaGraham,NicoleSnowden,AshleeRobinson
Cohort:
PPY

LessonPlanforAboriginalEducation

LessonTitle:

OjibweBeadwork
Grade:
3

Date:

March5th
Subject1
:
SocialStudies

Strand:
A)
HeritageandIdentity:Communitiesin
Canada,17801850.A.3
Subject2
:
Math

Strand:
PatterningandAlgebra
Subject3(optional)
:
Arts
_____
Strand:

VisualArts
_
Subject4(optional)
:______________________
Strand:
_________________________________________
ClassroomConfiguration:(circlewithchairs,sittingingroupsof4,desksinrows,
circleonfloor,outdoors:where?,etc.):
Inclassroom:Sittingincircle,andlatersittingin
groupsof4
Time:
(
lengthinminutes
):
100Minutes
LessonPlanDescription

(one/twoparagraphswithgeneraldetailsaboutwhatyouwilldoandhowyou
willdoit)

Activity:UsingbeadstocreateartpiecessimilartoOjibweart.Forthisactivitywewilluse
beadsthataretypicallylargerthanthoseusedbyOjibwes,forthepurposeoftimeandease.
Wewillincorporatesocialstudies,mathandartintooneactivitywherestudentsarefreeto
createpersonalizedbeadworkthatrepresentsAboriginalwork.

Studentswillmakebraceletsthatare4or5beadswide,incorporatingapatternoftheir
choice.Theywillincorporate2aspectsintotheirpattern,consistentwithcurriculumguidelines
wewillusecolorandorientationtodevelopbraceletpatterns.

CURRICULUMCONNECTIONS

OntarioCurricularOverallExpectations
(numbersfromdocumentsanddetails)
SocialStudies:
A.3
.
UnderstandingContext
:identifysomeofthecommunitiesinCanadaaroundthebeginning
ofthenineteenthcentury,anddescribetheirrelationshipstothelandandtoeachother(pg.88)

Math:
BytheendofGrade3,studentswill:
Describe,extendandcreateavarietyofnumericpatternsandgeometricpatterns(p.61)

VisualArts:
BytheendofGrade3,studentswill:
producetwoandthreedimensionalworksofartthatcommunicateideas(thoughts,feelings,
experiences)forspecificpurposesandtofamiliaraudiences
identifytheelementsofdesign(colour,line,shape,form,space,texture),andusethemin
waysappropriateforthisgradewhenproducingandrespondingtoworksofart
describehowtheideasinavarietyofartworksrelatetotheirownknowledgeandexperienceandto
otherworkstheyhavestudied,andhowtheartistshaveusedatleastoneoftheelementsofdesign
usecorrectlyvocabularyandartterminologyassociatedwiththespecificexpectationsfor
thisgrade.

OntarioCurricularSpecificExpectations
(numbersfromdocumentsanddetails)selected&
listedfromtheOnt.Curriculum,refinedwhennecessary,hasverbsthatareobservable&measureable,has
realisticnumberofexpectations(1to3)haveexpectationsthatmatchassessment

SocialStudies:
A3.2
identifyvarioussettlercommunitiesinCanadaduringthisperiod
(e.g.,FrenchalongtheSt.
LawrenceRiverEnglishandIrishinKingston,Bytown,andYork/Toronto,UpperCanadaAfrican
CanadiansinGreyCounty,UpperCanadaScotsinNovaScotiaandtheRedRiverValley
MennonitesinWaterlooCounty,UpperCanadaUnitedEmpireLoyalistsinUpperandLowerCanada
BlackLoyalistsinNovaScotia)
,andlocatetheareaswheretheylived,usingprint,digital,and/or
interactivemapsoramappingprogram
Studenttalk:
"LookhowfarwesttheScottishsettlementin
RedRiveris.Ididntthinksettlerslivedouttherethen."

A3.6
describesomekeyaspectsoflifeinselectedFirstNations,Mtis,andsettlercommunitiesin
Canadaduringthisperiod,includingtherolesofmen,women,andchildren
(e.g.,withreferenceto
diethowfoodwasobtainedclothinghousingrecreationeducationthedivisionoflabourbetween
men,women,andchildren)
Samplequestions:
"Whatmightachildsresponsibilitiesbeina
backwoodssettlement?""HowdidmenandwomeninsomeFirstNationsworktogethertoensurethe
survivaloftheirfamilies?""Howwouldsettlershavedividedthechoresbetweenmenandwomen,
boysandgirls?""Whathappenedtofamiliesifthehusband/fatherdiedorwasseriouslyill?"
Student
talk:
"Anishnawbemenandboyswouldhunt.Girlsandwomengatherednuts,berries,and
vegetables.Men,women,andchildrenbuiltthewigwams."

Math:
PatternsandRelationships
identify,extend,andcreatearepeatingpatterninvolvingtwoattributes(e.g.,size,colour,
orientation,number),usingavarietyoftools(e.g.,patternblocks,attributeblocks,drawings)(
Sample
problem:
Createarepeatingpatternusingthreecoloursandtwoshapes.)
extendrepeating,growing,andshrinkingnumberpatterns(
Sampleproblem:
Writethenext
threetermsinthepattern4,8,12,16,....)(pg.62)
demonstrate,throughinvestigation,anunderstandingthatapatternresultsfromrepeatingan
action(e.g.,clapping,takingastepforwardeverysecond),repeatinganoperation(e.g.,addition,

subtraction),usingatransformation(e.g.,slide,flip,turn),ormakingsomeotherrepeatedchangeto
anattribute(e.g.,colour,orientation).(pg.62)

VisualArts
:
KnowledgeofElements:

recognizeandnamethewarm(red,orange,yellow)andcool(purple,green,blue)colours,and
describetheiremotionalimpact(e.g.,awarmcolourschememaymakepeoplefeelwarmer)
CreativeWork

producetwoandthreedimensionalworksofart(i.e.,worksinvolvingmediaandtechniques
usedindrawing,painting,sculpting,printmaking)thatcommunicatetheirthoughtsandfeelings
aboutspecifictopicsorthemes(e.g.,produceamuralinagroupinterpretingaNativelegend
throughcolour,shape,andline)

identifyandexplainthespecificchoicestheymadeinplanning,producing,anddisplayingtheir
ownartwork(e.g.,thechoicesofsubjectmatter,colours,locationfordisplay)

LearningGoals
Discusswithstudents:
WhatwillIbelearningtoday?

(clearlyidentifywhatstudentsare
expectedtoknowandbeabletodo,inlanguagethatstudentscanreadilyunderstand)

TodayIwilllearn
Socialstudies

theimportanceofbeadworkinfirstOjibweculturewhateachbeadcolourrepresentsorwhat
patternscanrepresent

Math

howtocreateandcontinueapatternthatusesatleasttwoattributes(size,colour,shape,

orientation)
VisualArts

howtousebeadstorepresentthoughtsandfeelings,andwillbeabletoexplainwhytheymade
thepatterntheydid(i.e.whythechoiceofcolour,shape,size)

ResourcesandMaterials/TechnologyIntegration
ListALLitemsnecessaryfordeliveryof
thelesson.Includeanyattachmentsofstudentworksheetsusedandteachersupportmaterialthatwillsupport
communicationofinstruction.IncludetheuseofInformationTechnology(ICT)inyourlessonplanwhere
appropriate.

Beads
(
inpreparedbags,withbeginningofbeadworkstarted)
Demonstrationpicturesonhowtocreatethebeadwork(seepicturebelow,onlystraightline
insteadofanimalshaped)

String
Graphpaper
Markers
Map(forteacher)

Patternexamples

LearningEnvironment
(
groupingtransitionsphysicalsetup)

Startingoffsittinginacircleduringthemindsonportionofthelesson.Wewillthenstandupandmove
toourdesksthatareingroupsoffourduringtheactionportionofthelesson.Thistransitionperiod
betweenthetwosectionswouldbeagreattimeforstudentstostretchandregaintheirfocus.

PART2:LESSONDELIVERY
LessonDeliveryFormat
Writethelessondescriptionwithenoughdetailthatanotherteachercouldreplicatethe
lessonwithoutapersonaldiscussion.

WhatTeachersDo:

WhatStudentsdo:

Mindson:MotivationalHook/engagement/introduction
(515min)

Establishapositivelearningenvironment,connecttopriorlearning,setthecontextforlearning,predeterminekeyquestions
toguidelesson
Time:___________(Indicatetimebreakdownofinstructionalelements)

35minutes

PutstudentsinacircletodiscusscraftingandOjibwe
beadwork
Facilitatediscussionaboutbeadworkandaskstudentsto
identifycharacteristicsthattheyusetorepresentthemselves
(colours,patterns,etc.)
Ojibwebeadcolourmeanings/sacredcolours

Identifyaspectsoftheir
livesthatrepresent
theirculture
Havestudentsidentify
thepatternsinthe
picturesofbeadwork
(usedescribingwords)

redmeansnewbeginningsrepresentedbyspringtime.
Yellowrepresentswarmthofsummerandappreciatingthe
elementofair.
Blackmeansdormantstageoffallandrepresentscleansing.
Theelementiswater.
Whitemeanswinterandcompletionofthecircleandseasons.
Elementisfireandisassociatedwithknowledge.
Brownisthecombinationofallthecoloursandrepresentsthe
Earth.
usehandraising/turntakingtoshare

Havestudentsidentify
ourlocationonamap
comparedtoOjibwe
groupindicatespatial
relation(N,S,E,W)
between

1015minutes

teachlocationofOjibwegroupswhousebeadworkto
representtheirculture
showstudentsamapofCanadaidentifyingOjibwegroup
locationinrelationtous
teachaspectsofbeadwork:meaning,colourrepresentation,
significance,patterningrelatedtotheOjibweculture.
showstudentsexamplesofbeadworkpatterningtoengage
them

Action:During/workingonit
(timegivenforeachcomponent,suggested1540min)

Introducenewlearningorextend/reinforcepriorlearning,provideopportunitiesforpractice&applicationoflearning
Time:____________(Indicatetimebreakdownofinstructionalelements)

23minutes

Givestudentstimetostretchandmovebacktothedesksin
groupsofapproximately4students

1520minutes

Remindstudentsofthebeadpatterningwediscussedinthe
circle
Givestudentsapieceofgraphpaperandmarker
Drawontheboard34patternbeginningsdisplayingtwo
attributessuchascolour,orientationorsize.Providingmore
thanonpatternwillallowstudentstheopportunitytochosea
patternthatsignifiessomethingabouttheirculture.
Getstudentstofollowpatternwithyou(readingpatternout
loud).
Explaintostudentshowtocontinueapattern
Getstudentstocontinue/endthepattern

3040minutes

Oncechildrenaredonedrawingtheirpattern,demonstrate
stepbystepprocessforbeadingtechnique
Allowstudentstocomeupandgetthebeadsneededfortheir
pattern

Stretchandmoveinto
groupsoffouratdesks
Readpatternsoutloud
withteacher.
studentswillchoose
oneofthefourpatterns
thatsignifysomething
abouttheirculture.
usethegraphpaper
andfollowthepattern
laidoutbytheteacher
Completechosen
pattern

Watchandlistento
teachers
demonstrationofhow
toaccomplishbeading
technique.
Gotothefrontofthe
classroomandselect

Circulatearoundclassroomandassiststudentsasneeded

thebagofbeadsthat
correspondwiththe
chosenpattern.
Startandcompletethe
beadingpattern.

Consolidation&Connection(ReflectandConnect)
(515min.)

Helpstudentsdemonstratewhattheyhavelearned,provideopportunitiesforconsolidationandreflection
Time:_________(Indicatetimebreakdownofinstructionalelements)

35minutes

Haveafewvolunteersshowtheircompletedbeadingpattern
andexplainwhytheychosethatpattern

10minutes

Haveeachstudentwriteafewsentencesabouttheirpattern
andwhytheychosethatparticularpattern

writeashortparagraph
describingwhythestudent
chose

theirparticularpattern
andhowitsignifies
somethingabouttheir
culture.

ExtensionActivities/NextSteps
(wherewillthislessonleadtonext)

Thislessonwillleadtomoredetaileddiscussionsonaboriginalgroupsintermsoflookingatart,
tradition,wtc.
Infuturelessonsstudentscanworkwithmorecomplexandlongerpatterns

PART3:ASSESSMENTANDPLANNING
ASSESSMENTandEVALUATION

SuccessCriteria
Discusswithstudents:
HowwillIknowIhavelearnedwhatIneedtolearn?

(clearlyidentifythe
criteriatoassessstudentslearning,aswellaswhatevidenceoflearningstudentswillprovidetodemonstratetheir
knowledge,skillsandthinking,inlanguagethatstudentscanreadilyunderstand)

Ican:
explainwhatOjibwebeadworkrepresentsandgiveexamplesofwhereitcanbefound(i.e.decorations
onclothingormoccasins,jewellery,wampumbelts,blankets,representationoffamilies,etc.)

Ican:
create

apatternusingtwodifferentattributes(size,colour,shape,orientation)andteachmypeers
aboutmypattern.

Ican:
explainwhyIchosetomakethepatternIdidandusethecoloursIdid(contrasting,warmorcool
colours)

Assessment
howwillIknowstudentshavelearnedwhatIintended?
SpecificAssessmentStrategies:(written,oral,drawing,performance)
AssessmentFor,AsorOfLearning?
BasedontheclassdiscussionduringourmindsonportionoftheclassIwillbeabletogaugethestudents
priorknowledgeofthissubjectandthencompareittheirexplanationsofwhytheymadethispatterninthe
consolidationprocess.Thiswilldemonstrateunderstandingoftheconceptsdiscussedatthebeginningofclass
whiledemonstratingcreativityandtheuseofproperterminologytodescribetheirpieceofart.Aspartofthe
consolidationandwrappingupofthelessonstudentswillwriteafewsentencesaboutwhytheychosethe
patterntheydidandthiscanbeusedforassessingunderstandingandcreativity.

Whatarestudentsworkingon
creating
?
Studentsareworkingoncreatingapieceofart(braceletorkeychain)byfollowingapatterntheyhavechosen.
TheyareworkingoncreatingabetterunderstandingoftheAboriginalculturesthatexistinCanadawhileusing
theirknowledgeofvisualartconcepts(warmvs.coolcolours,planningofthisproject,etc.)

CONSIDERATIONSFORPLANNING

PriorLearning:
Priortothislesson,studentswillhave
*
SomeknowledgeaboutAboriginalculturesandtheirrelationtootherculturesinCanada.
*
Studentswillalreadyunderstandpatterningconceptsandbefamiliarwiththeideaofcontinuingpatterns

Differentiation:AccommodationsorModificationsofContent,ProcessorProduct?
Whatarestudents
options
forthislesson?

LearningSkills/WorkHabits
Highlight/circleonesthatare
addressed
:
responsibility
,
organization
,
independentwork
,collaboration,
initiative,

selfregulation

Highlight/circleonesthatare
assessed:
responsibility,
organization
,i
ndependentwork
,collaboration,
initiative
,
selfregulation

Vocabulary
(forwordwalland/ortodevelopschema)


SELFASSESSMENT
PersonalReflection
(
whatwentwell,whatwouldIchange,whatwillIhavetoconsiderinmynextlessonforthis
subject/topic)
TheLesson:

TheTeacher: