Lesson Title Alberta landmark Date Monday, Nov 19th

postcard

Subject/Grade Grade one/ Social Time Duration 60 mins

Level Studies
Unit Unit 3: Looking at my Teacher Ms. Etherington
world

General Learning GLO 1

Outcomes
Specific Learning SLO 1 -Students will appreciate multiple points of view, languages,
Outcomes cultures and experiences with their groups and communities
-Use a simple map to locate specific areas within the community and
in Alberta

Main Inquiry What is a landmark?

Questions Can you think of any special places or landmark in Alberta or your
community?
Guiding Questions Why is it important to learn about special places and landmarks in our
community, Alberta and Canada?
Can landmarks teach you about the people in a community? What can
you learn?

Formative Students will be asked to create their own postcard about a place they
Assessment visited along Barnaby’s travel route. They will write where they went,
what they saw and what they liked/did.

Resources Book- Postcards from Barnaby by Alisa Dewald and Carolyn Hunter
Book- Wonders of Canada: Head-Smashed-In-Buffalo Jump by Anna
Rebus
Website- Blackfoot traditional stories:
https://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm#inis
kim
Materials • ‘Around Alberta’ poster
• Postcards from Alberta
• ‘Postcard from Barnaby’ worksheet

Introduction - _8_ Mins

Classroom • Students will be asked to come sit quietly on the carpet in their
management designated carpet spots.
• Review classroom behaviour expectations with the class, “how
should we be sitting? Are we listening and being respectful? Are
sitting still? Check your body.”
• “If you would like to speak or answer a question, please raise your
hand first and don’t speak out.”
Attention Grabber As a introduction to writing a postcard, the class will receive a
postcard from Barnaby the teddy bear. It will follow the same
structure that they will write for their own postcard.
Assessment of “Do you remember what a landmark is?”
Prior Knowledge “What are some of the landmarks in Alberta that we looked at last
week?”
Transition to Body Students will review the images about the 4 landmarks they previously
discussed and asked to speak about them.
Body - _45_ Mins
Learning Activity • Students will be introduced to the ‘Head-smashed-in-buffalo-jump’
#1 book and learn about the importance of the buffalo for the Blackfoot
people and learn about indigenous storytelling.
• The class will be told a traditional Blackfoot story about the buffalo.
• They will be shown some Blackfoot words related to the story
through the website:
https://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm
#iniskim
Learning Activity • Students will be shown the ‘parts of a letter’ and review the parts
#2 with the song (heading, greeting, body, closing and signature)
• Next they will make comparisons between writing a letter and
writing a postcard. The teacher will bring up the postcard writing
activity on the smart board.
1. Heading: Date in the top right corner
2. Greeting: Dear _______,
3. Body: Today I went to _________ (city)
I saw _____________ (landmark)
I liked _____________
4. Closing: From,
5. Signature: ___________ (name)
• When students are done writing their postcards they can write a
picture of their landmark on the other side of the page.

Teacher Notes: • Students that struggle to write out the sentences will draw their
Assessments/ landmark first on the other side of the page.
Differentiation • They will also be given writing prompts to help them write the
postcard.
Closure - _7_ Mins
Consolidation of Students will gather in a circle on the carpet and play the telephone
Learning game to tie into the importance of indigenous story telling and oral
traditions.