LESSON ONE: SOCIAL

BUFFALO
March 2nd/ 2020
GRADE FOUR
HANNAH LANDRY
Stage 1: Desired Results
1. 4.1: Students will demonstrate an understanding and appreciation of how elements of
physical geography, climate, geology and paleontology are integral to the landscapes and
General environment of Alberta.
Learning
Expectati 2. 4.2: Students will demonstrate an understanding and appreciation of the role of stories,
ons history and culture in strengthening communities and contributing to identity and a sense
of belonging.

Values and Attitudes

4.1.1 value Alberta’s physical geography and natural environment:

 appreciate the environmental significance of national and provincial parks and

protected areas in Alberta (ER, LPP)

 appreciate how land sustains communities and quality of life (ER, LPP)
Specific
Learning  demonstrate care and concern for the environment through their choices and actions
Expectati (LPP)
ons
Knowledge and Understanding

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:

 What do the stories of Aboriginal peoples tell us about their beliefs regarding the
relationship between people and the land? (TCC)

1. Students will learn about the relationship between Indigenous

peoples and the land, and how important it is to them.
Learning
2. Students will learn how the land sustains us in present times.
Objective(
3. Students will learn about how Indigenous peoples lived off the land.
s)
4. Students will learn about how Indigenous used the entire buffalo.

Stage 2: Assessment Evidence

Summativ  N/A Formative  Assess students on understanding
e Assessme the relationship Indigenous peoples
Assessme nt had to the land.
nt  Assess students on
 Assess students on understanding
how Indigenous peoples lived off the
land.
  Assess students on understanding
how Indigenous peoples used the
entire buffalo.

Stage 3: Learning Experience

Resource
Tech  Our Alberta textbook
 s to
to Do  2 Column handouts
Bring
Time Content/Description Notes
Introduction to Lesson
 Engage students in a whole group discussion.
 Explain to students that the land provided
everything to Indigenous peoples and supported
their quality of life.
 Ask students if they remember what Indigenous
peoples from the past ate and what they did for
food. (Berries, hunting, fishing). Write these ideas
on the board under the heading INDIGENOUS
WAYS OF LIVING OFF THE LAND. There will be
another heading titled OUR WAYS OF LIVING OFF Make sure to
THE LAND, which will be used later. read the titles
of the heading
 Students will have a handout with 2 columns with
slowly. Print
15 mins the same headings and will need to write what I
them in large
am writing on the board under the headings.
letters for
 Explain how this is still prominent today for many
students to
Indigenous peoples, and how many still hunt and
read.
fish for their food, especially the Inuit in the
Northwest Territories.
 Ask the class:
“Is there a specific place that has meaning to
you?” “Is it in Alberta?” “Why does this place have
meaning to you?” “Is there a landscape that has
meaning to you? (prairies, mountains, etc.?”)
 Explain to students that we will be doing a
“sensory walk” outside around the school.

42 mins Activity
 Ask students what landscape we are currently
living on. (prairies) Write this on the heading OUR
WAYS OF LIVING OFF THE LAND.
 Students will be participating in a sensory walk
around the school.
 Explain to students that the idea is to become one
with nature- listen to sounds of birds, look for
different plants, trees, etc. Carefully observe the
landscape the school is on.
 Explain to students that once we are outside, they
will need to see how people in Vauxhall could live
off the land.
 Once outside, walk around the school with
 students. Ask them to point out what they see.
 After the walk, ask students what they saw
outside. Write these under the heading.
 Ask students how they think the people of Vauxhall
could live off the land. Write these under the
heading.
 Compare the items under the 2 headings- ask
students if they think some items are similar.
 Have students copy down what is being written on
the board, onto their pages.

Sponge Activity
 If time permits, students can read quietly.

Closure
 Tell students to stop what they are doing and look
3 mins
at me.
 Let students know that it is time to clean up.

Reflections
and Follow
Up