Social Studies Lesson Plan

Grade: 5
Lesson Title: Living on the land
Lesson Duration (mins): 9:52-10:35, 40
Date: December 9th, 11th

Overview

This lesson will teach students about the First Nations people and how they lived on and used the land in the
Great Lakes- St Lawrence Lowlands region (5.1.2, 5.2.2). This lesson will span 2 periods, we will be creating a
class mind map on how the first nations lived off the land. The 3 branches will be Farmland, rivers and lakes, and
forests.

Alberta Program of Study: Goals and Objectives

GLO /GLE SLO/SLE
5.1.2 examine, critically, the physical geography 5.1.2 How do landforms, bodies of water and natural
of Canada by exploring and reflecting upon the resources affect the quality of life in Canada? (LPP)
following questions and issues:

5.2 Students will demonstrate an understanding 5.2.2 What do the stories of First Nations, Métis and Inuit
of the people and the stories of Canada and people tell us about their beliefs regarding the relationship
their ways of life over time, and appreciate the between people and the land? (I, CC, TCC, LPP)
diversity of Canada’s heritage.

Critical Questions
Lesson Guiding Questions:
How did the first nations live on the land?
What is the importance of the canoe?
How did the forest provide for the people?
How has farming changed over time?

Learning Objectives
Students will examine how the land and resources affect quality of life
Students will relate and understanding of the First Nation’s relationship with the land.

Learning Resources List

Voices of Canada Text (pp 72-74)

Teacher Resource (pp 142-143)
Hunter Lesson Plan
Material and Equipment

Mini sticky notes

White board/markers
Paper/coloured pencils (3)

Lesson Procedures

Prep:

Screen CNN10, skip any scenes with violence or inappropriate content.

Outline
CNN10
Resources/QoL
Living on the Land- Rivers and lakes, forests, farmland.

Introduction ​(15 min.)​:

CNN 10- students will write a notable story on a mini sticky note, they try to have each story represented on the
board (they do not put names on the stickies).

Body ​(20 min.)​:

Steps and Procedures Identify Teaching Strategies​:

Mind mapping- whole group discussion to
(10:10-10:20) Finish reviewing mind map- “resources and quality add to map.
of life”
Have students add branches to their mind maps.

(10:20-10:30) We will be creating a class mind map on how the Assessments

first nations lived off the land. The 3 branches will be Farmland,
rivers and lakes, and forests. Formative:
Discussions, adding to map, check ins.
Teacher will demonstrate creating a mind map for Rivers and
Lakes. Have students follow along on a piece of paper.

As a class work on the forests, compile ideas- add to mind map.

Individually we will work through farmland, 1 representative from
each group will add to mind map on the board.

Differentiation
Visual class mind map on board to anchor concepts
Students may add pictures to their map
Consolidating and Closure (5 mins):

Have students put both mind maps in their social folder for the next class.
Review the day, we talked about who the people were that lived in this region and how the First Nations used the
land. Rivers and lakes were primarily used for travel, trade, and fishing. Next class we will continue our mind
map to outline how the FN used the forests and farmland.

Reflective Notes: