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Lesson Plan #1

By Jenna Eddleston

Grade/Subject:Grade 5 Social Studies Unit: Living With the Land Topic: Interior Plains
Lesson Duration: 30min
Date:
KSAs: #3, #6
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
5.2 Students will demonstrate an understanding of the people and the stories of Canada
and their ways of life over time, and appreciate the diversity of Canadas heritage.
Specific Learning Outcomes:
5.2.1 Students will appreciate the complexity of identity in the Canadian context:
acknowledge the roots of Francophone identity and presence in Canada
acknowledge the contributions made by diverse cultural groups to the evolution of
Canada
5.2.3 Students will examine, critically, ways of life in New France by exploring and
reflecting upon the following:
What do stories about the habitants tell us about Francophone and Metis history, culture
and presence in Canada?
LEARNING OBJECTIVES
Students will:
1) Demonstrate an understanding of the historical contributions of the
Francophone and Metis people and their different roles in settling Canada.
2) Demonstrate an understanding of the impact of these historical
contributions and how how they connect to their own personal lives,
communities, and a sense of identity and citizenship as a Canadian
ASSESSMENTS
Observations:
Key Questions:
I will observe the students
Introduction/Prior
responses to my brief lesson, and
Knowledge - What are physical
address any questions that arise
features of the land in this area? Do
(L.O. #1)
you know who were some of the
I will observe the students
first people living here? (G.L.O.)
record their ideas onto their venn
What make up the identities
diagrams (L.O. #1 & #2)
of the first people in the Interior
Plains? (L.O. #1)
Conclusion/Review- How
have these people impacted the
identity of Canada as a country?
(L.O. #2)
Written/Performance Assessments:

Venn Diagram - Partners


LEARNING RESOURCES CONSULTED
Resource#1: Alberta Education Program of Studies: Grade 5 Social Studies
Resource#2: Voices of Canada: People, Places, and Possibilities Grade 5 Textbook
MATERIALS AND EQUIPMENT
*Textbook
*Map from Pg. 126-127 (attached) displayed on Smartboard
*Blank Venn Diagrams titled Settlers and Explorers (attached)
PROCEDURE
Introduction (Time): 5 mins
Hook/Attention Grabber: What area makes up the Interior Plains of Canada?
Answer:MB, SK, and AB and the territories.
Assessment of Prior Knowledge: Do you know who were some of the first people living
here? Answer: Plains Cree, Siksika, Piikani, and Kaiani. The French Canadiens were the
first settlers.
Expectations for Learning and Behaviour:
During todays lesson, I am going to teach you about two different people who came
from the Interior region. I need you to pay attention to my description, because you will
use the information to guide your next activity. I would encourage you to take notes on
the characteristics I discuss and write down any questions that come to mind. After that
you will work with a partner to complete a venn diagram, but you must remain on task
because you will only have a couple minutes of working time before I will get your
attention. After that we will come together and make one diagram that I will share with
the whole class.
Advance Organizer/Agenda: Prepare the Smartboard by having the map open
Transition to Body: Direct student attention to the map after asking the discussion
questions. Ask if anyone has been to any of the places and think silently for a minute
what these places were like. Leave the map on the board for the duration of the lesson,
until the class comes back together to share.
Body (Time) : 20 mins
Key Questions:
Who first lived on the Interior Plains and what are their stories? (L.O.
#1)
Learning Activity #1: Major Figures Class Discussion (5 mins)
1. Students will listen and contribute answers when called on during
explanation of two important people in the Interior Plains region and their
different lifestyles.
2. I will introduce the coureurs de bois and voyageurs as the first European
people to enter the Interior of Canada. Specifically the explorer Laurent Leroux as
a Francophone Canadien from Montreal. He worked at a fur trading post for a
small company that eventually merged with the North West Company after he
opened two trading posts on the Great lakes area. These trading forts would
eventually become some of the major centers we know today. He travelled
alongside the great explorer Alexander Mackenzie as a fur trader.

3. Next I will introduce the Metis people as some of first people to settle the
interior area. The Metis are responsible for the large and strategically located
settlement on the Assiniboine River. From here they could travel west along the
River to trade, or travel across Lake Winnipeg to gain access to trading routes in
the Canadian Shield. The Metis also made foods like pemmican that they would
sell to travelling fur traders, which become an important source of income.
Another important contribution from the Metis people was the Red River cart
which became a practical way to transport goods.
4. I will ask students if they have any questions at this point
Assessment/Differentiation:
-No assessment, besides prior knowledge
-Student may be given notes about two different individuals to aid in their understanding
-Some students may benefit from other forms of presentation, and therefore could be
given visual and audio supports to explain the two types of people.
Key Questions: What were the different identities that made up the first people to
live Interior Plains? (L.O. #1)
Learning Activity #2: Venn Diagram of Settler vs. Explorer (10 mins)
1. Students will work with a partner and be given a venn diagram sheet
2. Students will use their knowledge about explorers and settlers to create a
venn diagram of similarities and differences between Explorer and Settler
ways of life and roles in settling Canada. They should be reminded to think about:
lifestyle, forms of transportation, occupation, challenges or hardships, and
historical contributions.
3. Students will record their answers in the appropriate area of the venn
diagram
Assessment/Differentiation:
-For students who may not be able to extract information from the text, they may work
independently to research online on a laptop
-If a student is unable to complete both groups, allow them to only explore one or the
other
Key Questions: What were the different identities that made up the first people to
live Interior Plains? (L.O. #1)
Learning Activity #3: Create Class Diagram (5 mins)
*While the students were working I would put the venn diagram onto the Smartboard
1. Students will come back together as a group, and wait quietly until I ask
them for their responses
2. I will ask the class to share their ideas in each category and record their
answers on the board
3. As the students give suggestions, I may comment on how their point
contributed to their identity or the history of Canada

Assessment/Differentiation:
-None
Sponge Activity
-Students should work on any other assignments they have to complete, and if they dont
they could write a letter to someone from the past about questions they have about early
Canada, or write a journal entry about how todays lesson made them consider their own
identity as a Canadian
Closure (5 min):
Consolidation/Assessment of Learning: For L.O. #1 & 2
1. Students will hand in the venn diagrams for formative assessment to
check their understanding
2. Students will complete a quick exit slip for formative assessment by
answering: How have these people impacted the identity of Canada as a
country?
Feedback From Students:
-Questions they may have after the lesson about the two types of people
-The venn diagrams with ideas recorded
-Exit slip with personal considerations and applications
Feedback To Students:
-Thank them for working hard and sharing their ideas with the class
-I will look over their venn diagrams and compile them with the created master list for
the whole class
Transition To Next Lesson:
- When you go home tonight, I want you to look for things that you think
represent the identity of Canada or our culture. Think of where these things came
from, and see if you can find any connections to the historical people we talked
about today
-I will take the students diagrams they completed in partners to record anything that was
not said in class. If I feel that there is important points missing I will include them in the
official copy I will hand the students next class for review.
Reflection:

By Jenna Eddleston

Lesson Plan #2

Grade/Subject:Grade 5 Social Studies Unit: Living With the Land Topic: Interior Plains
Lesson Duration: 30min
Date:
KSAs: #3, #6
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
5.2 Students will demonstrate an understanding of the people and the stories of Canada
and their ways of life over time, and appreciate the diversity of Canadas heritage.
Specific Learning Outcomes:
5.2.1 Students will appreciate the complexity of identity in the Canadian context:
acknowledge the roots of Francophone identity and presence in Canada
acknowledge the contributions made by diverse cultural groups to the evolution of
Canada
5.2.3 Students will examine, critically, ways of life in New France by exploring and
reflecting upon the following:
What do stories about the habitants tell us about Francophone and Metis history,
culture and presence in Canada?
LEARNING OBJECTIVES
Students will:
1) Demonstrate an understanding of the historical contributions of the
Francophone and Metis people and their different roles in settling Canada.
2) Demonstrate an understanding of the impact of these historical
contributions and how how they connect to their own personal lives,
communities, and a sense of identity and citizenship as a Canadian
ASSESSMENTS
Observations:
Key Questions:
I will observe students
Introduction/Prior
responses to the artifacts and
Knowledge - Does anyone know
assess their prior knowledge about
what (The Sash) is, and who did it
them (L.O. #1)
come from? (L.O. #1)
I will observe the students
What stories do the
as they complete their research by
cultural artifacts tell us about the
ensuring they understand
Metis people and their
connections to Canadian culture
contributions to the history of
(L.O. #1 & #2)
Canada? (L.O. #1 & #2)
I will observe the students
How did the Francophone

as they work in their groups and


people establish themselves, create
plan their presentation by ensuring
an identity, and develop a
they cover key ideas for the class
community? (L.O. #1 & #2)
(L.O. #1 & #2)
Written/Performance Assessments:
3-2-1 worksheet
LEARNING RESOURCES CONSULTED
Resource#1: Alberta Education Program of Studies: Grade 5 Social Studies
Resource#2: Voices of Canada: People, Places, and Possibilities Grade 5 Textbook
MATERIALS AND EQUIPMENT
*Textbook
*The Metis Sash (attached)
*Artifacts (attached)
*3-2-1 Worksheet (attached)
*Laptop cart
*Questions on the Smartboard (below)
PROCEDURE
Introduction (5 mins):
Hook/Attention Grabber:I will stand at the front until the students are listening and
then I will hold up the Metis Sash and tell the class to observe what I am holding for a
moment.
Assessment of Prior Knowledge: Does anyone know what this is called? Do you know
who it came from?
Expectations for Learning and Behaviour: Today we will be working in groups to
research artifacts that I have assigned to your group. First I want you to research
independently to come up with your own ideas and write them down. Once you are
finished, please she me you sheet so I know you have completed it. Then, I will let you
know when you can get together with your group. At this point I want you to come up
with a short presentation about your artifact and how it contributes to the Metis
lifestyle and history, which we will share are the beginning of next class.
Advance Organizer/Agenda: Have the artifacts available to the students and ready to
distribute. Also have prompting questions for students to guide their presentations to
display on the board.
Transition to Body: Alright students, I will now tell you what item you have been
assigned to. Please get your laptop from the cart and quietly get ready to work as I read
the names.
Body (20 mins) :
Key Questions:
What stories do the cultural artifacts tell us about the Metis people
and their contributions to the history of Canada? (L.O. #1 & #2)
Learning Activity #1: Independent Exploration (7 minutes)
1. Students will use their own laptop do research about the artifact they
have been given
2. They will complete a 3-2-1 Worksheet that they can bring to their group

collaboration.
3. After students have completed their worksheet, I would like them to
have me check it over quickly before meeting with their group
Research Guide - http://www.metismuseum.ca/
Assessment/Differentiation:
-Some students may need to be given notes about the artifact as a starting point for the
research
-Some students may need to work with a partner to complete initial research
Sponge Activity - If student finish their worksheet early they should go to the side and
take a trivia question from the MasterMind box and answer them quietly in pairs
Key Questions:
What stories do the cultural artifacts tell us about the Metis people
and their contributions to the history of Canada? (L.O. #1 & #2)
Learning Activity #2: Group Presentation Planning (10 mins)
1. Students will combine with their other group members to come up with
a presentation of their artifact
2. They may complete additional research if necessary
3. They should follow the question prompts on the board as follows:
a. What is the item called?
b. What is it used for or its purpose?
c. What is the significance of this item to the Metis
identity?
d. Do you see any connections to your own, or present day
life?
Assessment/Differentiation:
-Students may need to continue to work independently, and may complete the task in
writing to submit to me
-Students may need more guidance when researching and need specific keywords
Key Questions:
How do you Francophone people establish themselves, create an
identity, and develop a community? (L.O. #1 & #2)
Learning Activity #3: Exit Slip (3 mins)
1. Students will answer an exit slip question and hand it in to me before
they end of the lesson (respond to Key Question above, write or display on
board)
2. After they are done they should quietly wait for everyone else to finish
so we can wrap up the lesson
Assessment/Differentiation:
-Student may not be able to fully articulate the answers of the question, therefore I
would just have them write something they learned today

Closure (5 mins):
Consolidation/Assessment of Learning:
1. I will take the students 3-2-1 worksheets as formative assessment and
as a way to track to their learning
2. Students will answer an exit slip question for a formative assessment
for completion and to assess the students learning.
Feedback From Students:
-If they know any traditional Metis cultural items
-The research they completed on their item
Feedback To Students:
-Thank everyone for working hard individually, and then coming together as a group
-I will look over the 3-2-1 sheet and answer your questions either at the beginning of
class, or right on your sheet depending on what they are.
-I look forward to your presentation of your item next class.
Transition To Next Lesson:
Remember that you will be presenting your research at the beginning of next class, and
trust me you will want it to be informative thorough in order to be chosen in the
activity we will complete after.

Reflection:

By Jenna Eddleston

Lesson Plan #3

Grade/Subject:Grade 5 Social Studies Unit: Living With the Land Topic: Interior Plains
Lesson Duration: 30 min
Date:
KSAs: #3, #6
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
5.2 Students will demonstrate an understanding of the people and the stories of Canada
and their ways of life over time, and appreciate the diversity of Canadas heritage.
Specific Learning Outcomes:
5.2.1 Students will appreciate the complexity of identity in the Canadian context:
acknowledge the roots of Francophone identity and presence in Canada
acknowledge the contributions made by diverse cultural groups to the evolution of
Canada
5.2.3 Students will examine, critically, ways of life in New France by exploring and
reflecting upon the following:
What do stories about the habitants tell us about Francophone and Metis history,
culture and presence in Canada?
LEARNING OBJECTIVES
Students will:
1) Demonstrate an understanding of the historical contributions of the
Francophone and Metis people and their different roles in settling Canada.
2) Demonstrate an understanding of the impact of these historical
contributions and how how they connect to their own personal lives,
communities, and a sense of identity and citizenship as a Canadian
ASSESSMENTS
Observations:
Key Questions:
I will observe the students
Introduction/Prior
existing knowledge of what an
Knowledge - What are aspects that
identity is (L.O. #2)
make up a personal identity?(L.O.
I will observe the students
#2)
presentations of their artifacts to
What are the artifacts that
the class, and I will form a
make up the Metis identity, and
question for them to try and
how do they contribute to the
answer at the end (L.O. #2)
greater identity of Canada? (L.O.

I will ask the students if


they have questions or ideas at the
end of the story (L.O. #1 & #2)

#1 & #2)
How do the stories of the
Metis and the connections to their
identity relate to your own identity
as a Canadian? (L.O. #1 & #2)

Written/Performance Assessments:
I will observe the students presentations of their research and ask them a
question after
LEARNING RESOURCES CONSULTED
Resource#1: Alberta Education Program of Studies: Grade 5 Social Studies
Resource#2: Voices of Canada: People, Places, and Possibilities Grade 5 Textbook
MATERIALS AND EQUIPMENT
*Textbook
*Artifacts (examples attached)
*Story - Thomas and the Metis Sash - Bonnie Murray (picture attached)
*Students will need the notes they made from last class
PROCEDURE
Introduction (2 mins):
Hook/Attention Grabber: Ask the class to raise their hand if they remember their item
from last week and what they learned about
Assessment of Prior Knowledge: Before we get into our presentations, what are some
of the aspects that make up an identity as a person?
Expectations for Learning and Behaviour: Today we will be sharing our findings with
each other, and that means we need to remember to respect the group that is presenting.
When they are talking, you should be listening, because I want you to think about the
artifact and the stories that others present and
Advance Organizer/Agenda: Have the artifacts ready for the students to use for their
presentations. Have the storybook to read.
Transition to Body: Alright class, can everyone find a space to meet their group in and
send one person up to grab their artifact from me please.
Body (23 mins) :
Key Questions:
What are the artifacts that make up the Metis identity, and how do
they contribute to the greater identity of Canada? (L.O. #1 & #2)
Learning Activity #1: Prepare to Present (3 mins)
1. Students will meet with their groups to review their research and the
ideas they want to present to the class
2. Students will practice reciting what they would like to say
Assessment/Differentiation:
-None

Key Questions:
How do the stories of the Metis and the connections to their identity
relate to your own identity as a Canadian? (L.O. #1 & #2)
Learning Activity #2: Present Artifact Research (15 mins)
1. The groups will present at the front of the class one at a time, while the
other students listen from their desks quietly
2. After the group has presented I will ask them one question to try and
answer about the artifact
3. After the presentations are all over I will ask the class if they have any
questions for me about the items
Assessment/Differentiation:
-I want all students to have a role in the presentation, however some students may not
be able to take on a speaking role, and therefore should be given a support role
Key Questions:
How do the stories of the Metis and the connections to their identity
relate to your own identity as a Canadian? (L.O. #1 & #2)
Learning Activity #3: Read Aloud Thomas and the Metis Sash - by Bonnie
Murray (8 mins)
1. Students will be told to get what they need before they sit down, as I
would like them to settle and get ready to listen to the story
2. I will tell the students to think about as they listen how they relate to the
boy in the story and what it makes them think about their own identity
3. Once students are settled in their desks I will read the story
4. At the end, I will ask if there are any questions or comments
Assessment/Differentiation:
-Students may sit in a special area of the room if they wish, as long as they are listening
Closure (2 min):
Consolidation/Assessment of Learning:
1. I will take notes on the students presentations and ask them a question at
the end of their presentation as formative assessment
Feedback From Students:
-If they can make connections from the artifacts to Metis culture, and relate it to their
own identity
-Ask them their opinion of the story
Feedback To Students:
-Thank them for their research and presentations
-Thanks them for listening to the story
-Remind them to start thinking about the their own identities as a Canadian

Transition To Next Lesson: Thank you everyone for presenting your research today and
teaching your peers what you learned. I want you to think about how these things make
up the Metis identity, and think about the things in your own life that make up your
own identity.

Reflections:

Name:_________________
Canadian Contributors Venn Diagram

Explorers

Settlers

3-2-1 Done!

3 things I learned
2 questions I
have

1 function or
purpose
Artifact Examples

Title:

Tufting, Moose Hair, Campbell, Maria

Subjec
t:

Photography, Art, Moose Hair Tufting

Descri
ption:

Photograph of a moose hair tufting piece. This item belongs to the Campbell
family.

Title:

Beadwork, Hide Sash Bag

Subjec
t:

Beadwork, Hide Sash Bag

Descri
ption:

Photograph of a beaded hide sash bag - side A. This item is part of the Gabriel
Dumont Institute Museum Collection.

Title:

Sash (07)

Subjec
t:

Sash, Identity

Descri
ption:

Photograph of a wool sash that is approximately 100 years old. This item is part of
the Gabriel Dumont Institute Museum Collection.

Title:

Embroidery, Silk, Gauntlets (02)

Subjec
t:

Embroidery, Silk, Gauntlets

Descri
ption:

Photograph of deer hide gauntlets with silk embroidery. This item is part of the
Gabriel Dumont Institute Museum Collection.

Title:

Vintage Pearl Washboard (01)

Subjec
t:

Washboard, Caron

Descri
ption:

This image is a vintage Pearl washboard. It was donated to the Gabriel Dumont
Institute Museum by Ken and Stella Caron.

Title:

Fiddle

Creator:

Unknown

Subject:

Music

Description:

Photograph of a fiddle.

My Identity Told by
Due: December 1, 2016

The Sash has always been a symbol of Mtis


culture and were personal stories told through colours and weaving. It
is a multi-functional accessory that the Mtis people recognize as a
symbol of heritage and cultural identity.
Personal artifacts represent an aspect of identity that
symbolize significance to an individual. Your task is to select three
artifacts that you think are powerful representations of your individual
self. These items should reveal an aspect of personal identity through
connections to history, culture, and lifestyle.
You will create a collage or poster of these items with detailed
explanations of what the item is, the purpose or function of the item,
and how it contributes to your unique identity. Some examples of
acceptable artifacts include clothing articles, traditional foods, tools,
instruments, household items, artwork, and recreational items.
Remember! We will be presenting the finished product with the
class, therefore do not include sensitive information you are not
comfortable sharing
Your project MUST include:
Three quality artifacts that powerfully represent your
identity
A title, headings, names and in-depth description of each
artifact and its purpose
Photos or accurate drawings of artifacts with a title
Detailed explanations of how it is a symbol of your history,
culture, and self-identity
Include artifacts that reveal unique or special features,
provide in-depth information, or represent important aspects or
qualities of yourself
Questions to consider when planning:
How does an examination of the past, present and future help to form
citizenship and identity?
How do the expressions of peoples culture, language and society
affect their sense of identity and citizenship?

How do the stories of the Metis and the connections to their identity
relate to your own identity as a Canadian?
Learning Objective: Demonstrate an understanding of the impact of
these artifacts historical contributions and how how they connect to your own
personal lives, communities, and a sense of identity and citizenship as a
Canadian

Rationale - Lesson #2
Within the three lessons of my mini-unit I am introducing students to the different
groups of individuals who shaped the story of Canada. I want students to recognize how
identity is conveyed through artifacts that represent history, culture and self Identity.
My formative assessment tools track the students understanding of the Metis
people and begin to relate the ideas around identity towards themselves. I want to ensure
the students understand the different roles that contribute to Canadas history in order to
recognize distinctions and commonalities between two important groups. By coming
together as a class to create a diagram I will support all students learning by providing the
same notes that they all helped come up with. I could potentially then use as a source to
draw assessment materials from since everyone was involved and has an identical copy.
This ensures construct and content validity by limiting the source of material for the
students. Students will recognize that while the early Canadians had many similarities,
but they also had many defining features that created an identity. The exit slip encourages
them to begin thinking of individual contributions to a larger national identity. As the
students begin to explore cultural artifacts they can begin to make connections to their
own identity and symbols of self. The worksheet is used to guide students research and
consider its implications on the Metis culture and identity.
I want to ensure the content validity is consistent between lessons to improve the
overall validity of the students summative assessment. I want to continually bring

students back to the learning objectives and allow them to recognize the importance of
the cultural artifacts ability to depict history. I have attempted to establish value and
importance of the lesson through connection to personal identity. Students have the
opportunity to bring their own heritage into the classroom and become part of the
learning. This allows them to contribute to the present identity of Canada, by learning
about the past through their own lives. This will be more significant and memorable to
students, and is an inclusive way to incorporate culture into the classroom. The
assignment is fair because it has a broad range of artifact that may be used in any
combination. By engaging with actual artifacts the students are able to expand their
knowledge through research and application that is motivated through a personal
connection.
By frequently checking the students understanding of the information, I am
improving the validity of the answers and the reliability of my assessments. I am able to
give the students timely feedback to ensure they are making the necessary connections to
complete the performance task. In the second lesson, I am able to gain insight into the
students thinking, which I will use to help me introduce the next lesson. Based on what
the students think about the Metis artifacts, I can help clarify and facilitate research into
their own items. Lastly, by having the students present an artifact, it will prepare them for
the considerations they should make when choosing and producing their own identity
through artifacts.