Subject: Unit: 4.

: 4.2 The Stories, Histories Grade: 4 (students with Lesson Number: Last lesson in unit (after all
Social and Peoples of Alberta Oppositional Defiant outcomes have been taught)
Disorder (ODD) and mild to Time: A week (1 day to plan, 2-3 days to
moderate cognitive delays) prepare, 1 day to present)
Outcomes (Alberta Program of Studies):
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and
reflecting upon the following questions and issues:
● In what ways did Francophones establish their roots in urban and rural Alberta.
(i.e., voyageurs, missionary work, founding institutions, media, politics, commerce)? (CC, I, LPP, TCC)
Strength Awareness: Students will be given the choice to draw, paint, or use construction paper to decorate the diorama box
depending on what they feel they are more confident in doing.

Content Teacher Procedure Student Activities References & Monitoring &

Resources Assessment of
Student Learning
Links to Last Learning ( ~5 mins)

Intro ● Review what voyageurs ● Students will listen ● https://www.nf ● Students will be
are. Play clips of “The and watch the video b.ca/film/voya able to state the
Voyageurs” video before about voyageurs to geurs/ definition of a
having them create the understand what voyageur and
project. Explain voyageurs voyageurs were. explain it orally
were men mainly from (informal
France working in fur- assessment).
trading companies. They
travelled to Canada from
France by canoe to get the
furs of the Indigenous
people by exchanging their
goods.
Project Modeling (5 mins)
Goal ● Explain to students that ● Students may share ● Anchor chart ● Students are
they will be working with ideas that voyageurs paper able to discuss
partners (predetermined) to may have had to ● Marker orally what
tell a story of what a day paddle lots, portage voyageurs had
would be like for a (carry canoe and to go through
voyageur. Brainstorm supplies), sang (informal
together some ideas about songs to keep on assessment).
what they could include. beat when paddling,
Write answers on an ate high calorie
anchor chart so students foods such as
can refer to this as they pemmican, had a
complete their project. range of weather,
and dealt with pests
(such as mosquitoes
and bugs).

● Show students examples of ● Students will share ● Pictures or

projects completed before what they think they examples of
from previous years (if should include in previous
available). Explain that they their project projects.
will have to tell their story
by creating a diorama of a
voyageur. They will create
the background based on
their travels (decorate a
shoebox with paper, paint, ● Chatterpix
or colouring over it). The App and an
person will be created by iPad for each
paper and will be in the group.
diorama. They will take a
picture of the person in the
diorama box, and then use
the Chatter pix app to
record themselves talking
 as a voyageur. The finished
product will be a video of
their voyageur talking
(mouth moving through the
Chatterpix app) inside the
diorama they have created.

Rubric Guided Practice (10 mins)

● Ask students what they ● Students will share ● Turn students’
should be marked on and what they think they ideas for the
create a rubric with should get marked rubric into a
students. on and include. rubric that they
Examples could be: can refer to
-What they did when creating
-What they saw the project.
-What they enjoyed
-What they ate

Project Independent Practice (~3-4 days)

Developmen
t
● Tell students they will have ● Students will work ● Materials for ● Walk around,
1 day to plan, 2-3 days to together with their diorama that discuss students
create their project partner to create a students will ideas (ensure
(diorama, person, and diorama of a request (ex: they are on the
recording), and 1 day to voyageur, a shoeboxes, right track), and
present to the class (if they voyageur out of construction observe their
would like). Students do not paper, and a paper, language as
have to come up in front of recording of their markers). they plan and
the class if they choose not voyageur talking talk about
to since they are already through Chatterpix. voyageurs.
pre recorded.

Closure ( 1 Day)
● Create a “museum” of the ● Students will take ● Projects of ● Formally assess
Presentation
project where students turns presenting. students. them using the
have their project laid out
 on their desks and co-created
everyone can walk around rubric.
to listen to each other’s
videos by simply pressing
play on the videos and look
at the diorama. Invite a
buddy class or some adults
to see their presentations
(optional). Students can
either
How will this benefit students with ODD and cognitive delays?
● Predetermined partners will ensure that students who work well together will be paired together and there are positive
peer relationships and no one gets left out.
● Having students verbally share their answers during group discussions and through Chatterpix will benefit students who
struggle with writing. They are less likely to be upset about having to write and will be more engaged using their hands to
build a diorama and record their voices to explain.
● Creating a rubric with the students gives them choice as to what they can and should include in their project. This
creates a sense of ownership as well.
● Allowing students to use technology will allow them to take responsibility over their learning.
● Doing a “museum” instead of having students present one by one in front a class will elleviate the anxiety some of the
student might get about presenting for others.
Links:
● Alberta Program of Studies for Social Studies: https://education.alberta.ca/media/3273004/social-studies-k-6-pos.pdf
● Chatterpix App: http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/
● Chatterpix Instructions: https://cpb-ca-c1.wpmucdn.com/learningnetwork.setbc.org/dist/5/491/files/2017/04/ChatterPix-
Kids_iOS_Task-Card-244mqhg.pdf
● Lesson Idea from: https://www.teacherspayteachers.com/Product/GRADE-4-BUNDLE-Alberta-The-Land-Histories-and-
Stories-3351491
● ODD Medical/Disability Information for Classroom Teachers:
https://www.learnalberta.ca/content/inmdict/html/oppositional_defiant.html
● ODD Factsheet: https://kidshealth.org/en/parents/odd-factsheet.html