Component One: Organizational Information

Teacher
Miss Fornwald Grade Grade 4
Name(s)
Level(s)
Unit(s) /
Subject
Social Topic(s) / FNMI
Area(s)
Strand (s)
Start/Stop Position
Start: 12:40 pm
Times + of Lesson
End: 1:15 pm 1/1
Lesson within
Duration: 35 min.
Duration Sequence:

Component Two: Description and Rationale

Today we will be discussing “Living with the Land” and the First Nations peoples who lived in
Alberta before the settlers came and the peoples that are still here. We will begin by discussing
Description:
what Indigenous and First Nations means and then discussing the different Indigenous peoples
that live across Alberta. We will also be discussing oral tradition and how it is very important to
First Nations people.
This day is about setting a basic understanding of Indigenous matters and give students a
chance to review the content they likely already know. This content specifically will inform
students of the importance of oral storytelling to the Indigenous peoples .
Rationale:
https://open.alberta.ca/dataset/4596e0e5-bcad-4e93-a1fb-dad8e2b800d6/resource/75e96af5-
8fad-4807-b99a-f12e26d15d9f/download/edc-alberta-education-teaching-quality-standard-
2018-01-17.pdf

Component Three: Learner Outcomes

4.2 The Stories, Histories and Peoples of Alberta
General General Outcome: Students will demonstrate an understanding and appreciation of the role of
Learner stories, history and culture in strengthening communities and contributing to identity and a
Outcomes(s) sense of belonging.
(GLOs)
(or equivalent)
4.3 Alberta: Celebrations and Challenges
General Outcome: Students will demonstrate an understanding and appreciation of how Alberta
has grown and changed culturally, economically and socially since 1905.
4.2.1 appreciate how an understanding of Alberta’s history, peoples and stories contributes to
their own sense of belonging and identity: recognize oral traditions, narratives and stories as
Specific valid sources of knowledge about the land, culture and history (CC, TCC)
Learner 4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has
Outcome(s)
(SLOs) evolved over time by exploring and reflecting upon the following questions and issues: Which
(or equivalent) First Nations originally inhabited the different areas of the province? (CC, LPP, TCC)

4.3.1 appreciate the factors contributing to quality of life in Alberta: value and respect their own
and other cultural identities (C, I)

Component Four: Learning Objective(s) and Assessment Evidence

Students will be able to provide a definition to the term “Indigenous” and all of its umbrella
Learning
terms.
Objective(s)
Students will be able to identify a message conveyed through oral storytelling.
 Intended
Learning Objective Driving Question(s) Response(s)

Students will be able to provide a
definition to the term “Indigenous”
and all of its umbrella terms.
Students will be able to identify a
message conveyed through oral
storytelling.
What does Indigenous mean?
What is the message “The
Granddaughter Who Was Eaten By a
Big Fish” trying to tel you?
The people originally from Canada before
it was officially “Canada”.
Listen to your elders

Component Five: Pre-Lesson Preparations

Materials and Equipment
− Social duotangs
− Social textbooks
− Pencils
− Epson board
− Beads

Teacher Tasks
− Put video on epson
− Look up how to pronounce different First Nations groups

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention − Get social duotang and textbook out
Grabber − Handeroutters – give out big book to everyone
− Today we will be beginning Chapter 4: Living with the Land
− Can anyone tell me who were the first people to live in Alberta?
− We are going to watch a video to learn a bit about the Indigenous peoples
of Canada.
− https://www.youtube.com/watch?v=CISeEFTsgDA
− Pop quiz to see who is listening: 9 min.
o What are the three types of Indigenous people in Alberta? First
Nations (many different groups), Metis, and Inuit
o What does Metis mean?
o Do all first nations peoples speak the same language?
− A common theme between many different Indigenous groups is a
connection to the land.
− Learn a lot through oral tradition – not necessarily in a class
Description Before we begin getting into more details about different First Nations groups, I
and want students to have an understand of the different between First Nations, Metis,
N/A
Rationale and Inuit. I also want to make sure they have a respectful understanding of how
to address this topic and its lingo.
Time
Activities Allotment
Learning − Read pg. 96 and 97
Activity #1 o I will read pg. 96
o Student will read Alberta’s Story on pg. 97
7 min.
o Other student will read Inquiring Minds on pg. 97
o Think about these questions as we read ahead
o Essentially, this says that every First Nations group is different
Transition
− Whoever can give me 5 jumping jacks the quickest gets 5 beads! 1 min.
 − Only five or I will be taking beads!
Learning − Look at BIG QUESTIONS in big book
Activity #2 − Think about these as you ready this chapter:
o What First Nations lives in different areas of the province?
o How are the First Nations important to Alberta’s identity?
o Definitions of bison/buffalo, travois, archeologists, artifacts,
historical cultural items
o Do not need answers now, but definitely something to think
about...
− Read “The Granddaughter Who Was Eaten By a Big Fish”
o Move into a circle
o I’m the Elder, you are members of the group
o Who can tell me what an Elder is?
o Elders hold the stories of the Indigenous peoples. So, I am going 15 min.
to share a story with you. Normally, they would tell the story from
memory, but I am going to be reading it out loud.
o Give instructions first
o Imagine we are sitting around a fire, maybe in a teepee
o What does oral mean? Spoken out loud
o Oral tradition – big for First Nations people, specifically for
storytelling and carrying stories forward for future generations
o Cree – Northern Alberta
o I will read story
o What is this story trying to teach you?
o Read again?
o Return desks back to the way they were before
Sponge − Read pgs. 98 and 99
o Students read big 2 paragraphs (98)
o Student read “First Nations” definition (98)
o I will read the cultural groups and how to pronounce them (point N/A
at map) (98)
o Student reads Some First Nations of Alberta
o Which First Nations peoples live on the land we are on right now?
o Land acknowledgements
Closure/Cliffhanger Time
Allotment
Assessment − Ask these questions.
of Learning: o What is the Cree word for “grandmother?” - gookum
o What does “Indigenous” mean?
o What is does oral storytelling mean?
o Name a First Nations group in Alberta. 3 min.
o What are the three groups of Indigenous people? Hint: first one is
First Nations
− If students get them correct, they can collect a bead.
− Hand things over to the sub