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Lesson Plan Title: Materials used by First Nations Peoples

Date: February 14, 2018

Subject: Social Studies Grade: 1-2

Topic: Materials used by First Nations

Essential Question: What sorts of materials did First Nations peoples use and in what way did
they use them?

Estimated duration of lesson: approximately 30 minutes

Materials: Youtube video/google images of materials, handout in social studies duo-tang

Stage 1- Desired Results – you may use student friendly language


What do they need to understand, know, and/or able to do?
Following this lesson students should have a better understanding of the way First Nations peoples
lived in the past, how they interacted with the land, and the respect they held/hold for nature
and its resources. They will be able to list several examples from the 4 discussed materials.

Broad Areas of Learning: SSCP

Cross-Curricular Competencies: DL, DSR

Outcome(s):
DR2.4 Describe the influence of Treaty and First Nations people on the local community.
RW2.2 Analyze various worldview regarding the natural environment.

PGP Goals:
2.1 knowledge of Canadian History, especially in reference to Saskatchewan and Western Canada;
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties, Residential
School, Scrip, and Worldview);
2.6 ability to strive for/pursue new knowledge
4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content and perspective
into all teaching areas

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine
next steps.

Throughout the lesson I will be able to assess students’ grasp on the content based on their
participation, whether or not they are writing the examples down on their handout, and with class
polls. I will also ask them to think of examples from their own life of the ways we use (or fail to
fully use) materials that are around us.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.

Following the lesson the students will show me, or the other teacher in the room, their completed
handout with numerous examples of uses for each of the four materials and at least some
illustrations. They will also have to think of an example from their own life of something that they
throw away often and be required to think of a more useful way that they could use/recycle this
object. If this is completed in a satisfactory way I will give them a checkmark (completion marks).
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Teacher will then introduce the youtube video on materials and the ways in which First Nations
people used different materials in many different ways.

This will get students thinking about how many ways things can be used that they may not have
considered previously.

Main Procedures/Strategies:

Teacher will open the lesson by reviewing what we have already discussed regarding the First
Nations peoples’ use of materials. Teacher will then use a mixture of lecture-style instruction with
opportunities for class discussion/sharing throughout.

Class discussion will be guided by the following points:

- they use everything; they don't waste

- parts of a buffalo used for many different things

Teacher will briefly ask students about the ways in which we often waste (trash, throwing out
leftovers, buying things we don't need, etc) to help students connect to the content of the lesson.

We will discuss key materials used in First Nations culture: Wood, Bone, Rocks, Skins/Hides

- Wood: used for spoons, dishes (wood/bark)

- Bone: used for spoons or other utensils, bone marrow was eaten, tools, sewing needles, knives,

- Rocks: used for hammers, tools, used in many legends and myths,

- Skins/Hides: used for tipis, clothing (ex coats, caribou skin dress), drums, bags, toys

Other cool uses:

buffalo stomach- water bottle

porcupine quills- hair brushes

Students will write down the examples of the uses for these materials. They will then be asked to
draw pictures of their favourite uses in the given handout.
Adaptations/Differentiation:

Additional one-on-one instruction and explanation can be offered to any students with
exceptionalities (such as EAL students or those who may have learning difficulties). Additional
time can also be given to any students who require it.

The classroom in which this particular lesson will be taught is equipped with microphone and
speaker system which will help those student who may have difficulty with hearing or paying
attention specifically, but aids in maintained attention and comprehension of the entire class.

Closing of lesson:

Teacher will summarize the four main materials that were discussed in this lesson then proceed to
ask students about their lives. Why was it important for First Nations peoples to use everything-
could they just go to the store? This will allow students to make a connection to the lesson and
compare their own lives to the historical tenets of FNIM culture.
Personal Reflection:

This lesson elicited another reflection comparing elementary to secondary as it is more time consum-
ing to go over content such as basic definitions and examples.

One pointer that had been given to me by my partner teacher was to pause slightly longer after pos-
ing a question so that the students could have a bit more time to collect their thoughts. It is also
shockingly easy to get students involved at this age- virtually no hook is needed as they are all eager
to show off their knowledge and contribute to class discussion.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)