Learning Task 2 Educ 535

RATIONALE
My original concept map with my partner Emily involved quite a few ideas and many subjects. I decided to focus on the
humanities side, narrowed my focus a little more, and chose the lessons I connected with the most. I also made a few
edits to our original ideas, which I have highlighted throughout the lessons. The main reason I decided to focus on
Indigenous education is because of what we have been learning in EDUC 530. I am beginning to appreciate how relevant
that information is and am always striving to include Indigenous teachings in my lessons.
UNIT PLAN
Our Place on Earth and Who Developed

Title of Unit Karleigh Baldwin Grade Level 3
We Have Shared It With by
Social Studies, English
Curriculum
Language Arts, Visual Arts, # of lessons 7 Time Frame Four weeks
Area(s)
Science
IDENTIFY DESIRED RESULTS

Program of Studies Foundations
What program foundations form the emphasis of the unit? What BIG ideas from the P of S will you include?
• Listening and speaking form the foundation for literacy development and improve communication,
collaboration, and respectful mutual understanding.
• Students examine and apply listening and speaking skills, processes, or strategies in a variety of formal and
informal interactions.
Essential Questions Essential Understandings
• The Indigenous people lived in

Canada hundreds of years before
• Who lived in Canada before us? the colonizers arrived
• How can we be respectful to the earth? • We can be respectful to the earth by
• How can we share stories about where we came from? appreciating all that it can provide
• Who can share these stories with? to us (i.e., medicine) and recognize
• From the Program of Studies: what has happened to it since
• In what ways can listening and speaking be enhanced to colonizers arrived
improve oral communication? • Anyone can share stories – it can be
• How did the world change with the colonization of North told verbally or written down. Both
America? ways can be passed down through
• How can writing craft combined with skills and processes generations and sometimes include
contribute to written expression? an artifact/object
• How to be a respectful listener and
effective communicator
Resources
What resources will you require? Will there be guest
Personalization/Differentiation
speakers/field trips to plan? Will you need particular
resources/materials/technologies?
Adapted from Wiggins, Grant & J. McTighe (1998)

• Carrying fire the Pikunii way. YouTube. (2017, March • Be aware of IPPs in the class – each
30). https://youtu.be/VdLfdjX6smU student’s needs
• CME Indigenous Media. (2021, June 26). Haudenosaunee • Identify students who need to be at
Creation Story. YouTube. your feet during story time (restless
https://www.youtube.com/watch? students)
v=65jFELUXCJ0&ab_channel=CMEIndigenousMedia • When necessary, scribe for students
• Cowboy Smithx (Indigenous Guest Speaker - • When necessary, provide subtitles,
https://speakerscanada.com/keynote-speaker/cowboy- audiobooks, etc.
smithx/ • Provide a way for students to revisit
• King, L. C., & Frank, C. (2023). Storyteller Skye: the resources
Teachings from my Ojibway Grandfather. Medicine
Wheel Publishing.
• Meuse, T., & Stevens, A. (2003). The Sharing Circle:
Stories about First Nations Culture. Nimbus Pub.
• Nelson, S. D. (2023). GRANDMA’S TIPI: A Present-Day
Lakota Story. Harry N Abrams
• Prince, L., Prince, G., Joseph, C., & Kemp, L. (2022). Be
a Good Ancestor. Orca Book Publishers.
UNIT PLAN SUMMATIVE ASSESSMENT
What is the summative performance assessment for this unit?
At the end of the unit, the students will hand in an explanation that explains the artifact they created. This
explanation will reference at least one thing they have learned that they want to pass down to their future
families. The summative assessment will have an associating target rubric (Appendix F is a potential
example) that was created with the students so they fully understand their expectations.
What is the goal of your summative performance assessment as framed within the outcomes and
competencies? What do you hope to learn?
The goal of the summative assessment is that they have learned the Indigenous practices we have explored
and to be considerate/respectful of where we live/where we came from. Students will participate in sharing
circles, learn how the Blackfoot used the land resourcesces to make medicines, discover how these teachings
have been passed down, hear from a local member of the Indigenous community, recognize how much the
world around them has changed since the settlers arrived, create a familial artifact, and justify their
reasoning for that artifact.
How will this assessment inform student learning and your practice?
By having students submit a written piece of work along with their artifact, they are learning how to express
themselves in a written format. Further, this will inform me of how well they have understood what we have
explored thus far. It is essential that they incorporate what has been learned into their write-ups.
LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in this unit, consider the primary topic/activities, outcome, and assessment. Does
each lesson build on the next? Consider the following questions as you plan your sequence of lessons.
What events will help students engage with, explore, explain, elaborate, and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink, and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?
Lesson # What is the primary objective of this What are the primary How will you assess
lesson in your own words? activities in this lesson? whether learning has
occurred in each lesson?
How will you employ
formative assessment?
1. Learn how to listen and speak Participating in a Documentation and
respectfully following the ways of the sharing circle as a class observations
sharing circle
2. Explore different plants the Blackfoot Pin the Plant on the Exit slip
people use to treat medicinal issues Ailment Game
3. Look into how stories are passed Play a game of Documentation and
down in Indigenous culture Telephone observation
4. Investigate how our world looks now Nature walk around the Review their journal
that the settlers arrived school grounds and entries
record what they see in
their journals
5. Study oral traditions in Indigenous Indigenous guest Exit slip
culture – the importance of family in speaker
these stories
6. Using the ideas from the previous Use a plethora of loose Rubric (co-designed
resource, they will create an artifact materials to make an with students)
while being intentional about texture, object/artifact that they
colours, and elements of the piece can pass down using
elements from what has
been explored in class
7. Articulate themselves to explore the Rubric (co-designed
justification for their artifact with students)
referencing what they have learned

LESSON PLAN #1
Lesson Grade
Date N/A Sharing is Caring 3
Title Level
English Developed
Subject Karleigh Baldwin Lesson # 1 of 7
Language Arts by

Learner Outcomes from the Program of Studies
• Students examine and apply listening and speaking skills, processes, or strategies in a variety of formal and
informal interactions.
Objective in student-friendly language Assessment Strategies
• Observations: What am I looking for?

• I can speak in a respectful way • Are they being respectful when others are
• I can listen to my peers in a considerate speaking?
way • Are they contributing meaningfully to the
• I can express myself verbally conversation?
• Are they taking turns and following the
authentic ways of the sharing circle as outlined?
Resources/Materials Personalization/Differentiation
• The Sharing Circle: Stories About First • When reading the story, have jittery students
Nations Culture by Theresa Meuse-Dallien close to your feet
• Observation materials (pencil, notepad) • Leave a copy of the story easily accessible after
• Object for Talking Stick (must have reading so students can revisit it
significance to Indigenous culture – Eagle • When doing the sharing circle, form a circle
feather, stone, etc.) with students sitting in chairs as opposed to on
the ground – it can be difficult for students with
physical disabilities to sit comfortably on the
floor.
LESSON PLAN SEQUENCE

Introduction: Hook
How will you activate prior knowledge and engage them in the lesson, and how does this lesson link to prior lessons?
Approx
• Read the storybook The Sharing Circle: Stories About First Nations Culture with the Time
students Required
• While reading, connect it to teachings they have explored in Social Studies (ex., how
Indigenous people will use resources from the land to make things such as medicine) 10 mins

• Once the reading is done, engage with students in a conversation about what a
Sharing Circle means and why it is important – it provides us with an open and safe
space to speak about our feelings, it teaches us how to listen to what others have to
say and empathize with our friends/peers, and any other examples they could name
Learning/Activity Sequence
How will the students engage, explore, explain, elaborate, and/or evaluate their understandings of these outcomes?
What is the teacher doing? Approx

What is your plan for the body of the What are the STUDENTS doing? How are time
lesson? What steps are taken during the they engaged while you are teaching the required
lesson? lesson?
15 mins
Read the story in a clear voice, check for
Students will listen respectfully to the story
student engagement, ask questions
being read and, when asked, make
throughout to check for understanding, make
connections to what they have explored in
connections to topics previously explored
class
with students
Facilitate a discussion around the importance
of sharing circles, how they are going to be a
Students will participate in the discussion
helpful tool in this classroom, and how they
around sharing circles and gain an
relate to the Program of Studies – inform the
understanding of how they can be helpful
students that we will now be participating in
a sharing circle
Participate and help the students participate
in what an example of a sharing circle could
look like. Ask students to bring their chairs
over to create a circle in the classroom.
Provide the students with the Talking Stick
Students will participate in the sharing circle
and explain that only the individual who has
by listening respectfully, only speaking if
the Talking Stick may speak.
they are holding the Talking Stick, and giving
meaningful answers to the question How can
Provide the students with the first question
we show gratitude to the earth?
to start the sharing: How can we show
gratitude to the earth?
Observe the participation of the students and

take thoughtful/diligent notes on the process
CONCLUSION
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and
its importance to their learning?
If the students are being respectful to their peers while they are speaking and using their
turn to share in an authentic way that answers the question meaningfully, this will tell me
that they have understood the process.
ASSESSMENT
What will you accept as evidence that learning has occurred?
My main assessment piece for this lesson is observations (above in the assessment strategies
section are questions to ask while documenting my observations). If I see that students are

following the guidelines for a successful sharing circle, then I will accept this as evidence that
they have understood the purpose of this lesson.
LESSON PLAN #2
Grade
Date N/A Lesson Title Nature’s Medicine Cabinet 3
Level
Social
Subject Developed by Karleigh Baldwin Lesson # 2 of 7
Studies

• Students describe key events of European exploration, contact with First Nations, the fur trade, and the
expansion of New France.
• Specifically, “Seasonal survival skills shared by First Nations include […]
• accessing medicines and food sources through gathering, hunting, and planting […]”

I can understand how the First Nations helped the To ensure students have understood what was taught,
European settlers by teaching them important I will ask them to fill out an exit slip (Appendix A)
survival skills like: which will ask them to provide two plants and their
• using the land to get food and medicine use for the Indigenous community.
• Use subtitles when showing the video

• Ask students to write down words they hear
• Access to laptop and SMART board to that they do not understand so we can chat
project the video about their meaning
• Exit slip print-offs (Appendix A) • During the presentation, I have included
• Pin the Plant on the Ailments – print off, pictures to help them associate each plant with
cut, and apply adhesive to “plants” its use easier
• Writing materials for students (notebook –
if they have questions during the video,
pencils)

Introduction: Hook
How will you activate prior knowledge and engage them in the lesson and how does this lesson link to prior lessons?
Approx
Time
• Play for the students the video Carrying Fire the Pikunni Way from 0:07-2:16
Required
• While watching, ask:
5 mins –
• Where have we heard the word Pikani/Pikunii before?
includes
• They are part of the land acknowledgment – they live here in Calgary pausing for
• Bring attention to the relevance of their knowledge to us as people who live on asking
Treaty 7 – their ways will be explored in the lesson questions
How will the students engage, explore, explain, elaborate and/or evaluate their understandings of these outcomes?

What are the STUDENTS doing? How are
What is your plan for the body of the time
they engaged while you are teaching the
lesson? What steps are taken during the required
lesson?
lesson?
Students will sit at their desks and actively 15 mins
The teacher will present the video and ask listen to the video shown, making note of any
the questions throughout, as explored above words they do not understand or
recognize/questions they have
Once the video has finished, the teacher will
present a short presentation (Appendix B –
During the presentation, students will take
attached as a separate file) on five plants and
notes, listen respectfully, and ask questions if
their medicinal use to the Blackfoot people -
necessary
highlighting the trend that they are often
made into tea
The teacher will set up and explain the
premise of the game they will now play
Pin the Plant on the Ailment (end of

Students will listen to the rules of the game
presentation)
When asked, students will raise their hand to
The teacher will have cutouts of the five
participate in the Pin the Plant on the
plants explored in the presentation, and the
Ailment game
five ailments (explore this word if
unfamiliar) will be displayed on the SMART
If chosen, students will pin the plant on the
board
correct ailment shown on the whiteboard –
other students will help if desired
The teacher will call on five willing
participants (one at a time) to come and each
place one plant on the correct ailment with
the help of their peers if needed
CONCLUSION 5 mins
• Use the last 5 minutes to have the students fill out their exit slip
• Sort the exit slip into pills – two correct plants and their uses, one correct plant and its
use, and neither a correct plant nor correct use
• That will tell you where they are
ASSESSMENT
• If a majority of the class gets two correct plants and their uses, I will accept that as
evidence that learning has occurred. If not, we will revisit this as a class
LESSON PLAN #3
Grade
Date N/A Lesson Title Passing Down Tradition 3
Level
English Developed
Language Arts by

• Specifically: “Throughout history, languages developed orally before being written. Stories can last and be retold over
long periods of time. Oral traditions support interactions between generations of people, such as
• ancestors
• grandparents
• parents or guardians
• children
• kin
Traditional knowledge shared through oral traditions can
• vary in form or delivery

• build community
• serve as a guide for living and learning”
• When playing the game of Telephone, the

• I can understand that some stories are told teacher will use documentation and
verbally observations to assess if the students are
• I can recognize that Indigenous people tell participating, if they are being respectful, and if
their stories orally and pass them down their contribution is meaningful
from generation to generation
• I can understand that both speaking and
listening are important parts of
storytelling

• Access to the technology required to play • Use subtitles when playing the video
the video • Have students write down any questions they
have throughout to be discussed post-video
• Discuss how to play Telephone respectfully
before starting

Introduction: Hook
Approx
• Begin by showing the YouTube video about the Haudenosaunee Creation Story Time
• When watching highlight language such as “some people say…” Required
10 mins

lesson?
lesson?
The teacher will lead a discussion about the
video they just watched and explain that The students will listen and participate if
Indigenous people pass stories down from they have comments or questions about the
generation to generation orally – because importance of oral storytelling in Indigenous
there is no written text, there can be many stories
versions of the same story
The teacher will then explore how this
The students will stand in line, and once the
happens by playing a game of Telephone
story has been whispered into their ears,
with the students. They will ask them to form
they will pass it on to the next student. The
a line and whisper into the ear of the first
student at the end of the line will repeat the
student a short story – it can be as simple as
story out loud
what they did the night before or even be a
summation of a storybook
Students must use lessons learned from the
sharing circle (be kind, only speak when it is
As a class, review how much the story has
your turn, be respectful)
changed. Did it keep its original message?
When the students are participating in the The students will participate in the game of
game, the teacher will be making Telephone, making sure to remain respectful
observational notes. and kind to their peers
CONCLUSION
• If I can see the students are actively listening and participating in the discussion about
oral storytelling
• If students are being respectful during the game
• If students recognize how, when stories are told orally, they are slightly altered but
typically keep the same message
ASSESSMENT
• When doing observations, I will make note of how many of the above criteria are
being met and speak to students who may be lacking in these areas to determine how
I can better help them understand the concepts
LESSON PLAN #4
Grade
Date N/A Lesson Title Schoolyard Adventure 3
Level
Subject Science Developed by Karleigh Baldwin Lesson # 4 of 7

• Students analyze changes in Earth’s surface and explain how its layers hold stories of the past
• With specific attention paid to how man-made objects and human activity have affected the earth’s
surface
• Students investigate and analyze how materials have the potential to be changed
• With specific attention paid to how Indigenous people use the earth’s resources respectfully
• When out on their “excursion,” the students will

be asked to take notes and draw pictures of
• I can recognize that what humans have what they see – this will be reviewed by the
done to the earth has affected its surface teacher to check for understanding and
• I can understand that Indigenous people participation
have used the earth’s resources in a less
destructive way
• Be a Good Ancestor by Leona and Gabrielle

Prince • Help students who may have any physical
disabilities that would make exploring more
(Originally, I had wanted to use The People Shall difficult
Continue, but it told an American history about • Check in on/monitor students who are potential
flight-risks
the settlers, so I decided to use this resource
instead.)
• Student journals and writing utensils

Introduction: Hook
Approx
Time
• Read the storybook Be a Good Ancestor by Leona and Gabrielle Prince Required
• Once the story has finished, ask the students if they, based on what they had just read,
are good ancestors. How about their parents? Grandparents? 10 mins

lesson?
lesson?
Once the story’s discussion is complete, the 20 mins
Students will get out their journals and
teacher will ask the students to get out their
pencils and prepare to head outside into the
journals (preferably the half-blank and half-
school courtyard
lined ones) and pencils
As a class, they will venture outside and walk
around the outdoor area of the school –
which can include: the playground, parking The students will explore the outdoor area of
lot, fields, etc. their school and make note of man-made
things that could have disrupted the
The teacher will ask the student to write environment – they will then record two
down or draw two things they see from the things they observed
courtyard of the school that could disrupt the
earth’s surface
Once inside, the teacher will ask for the
The students will return to the classroom and
students’ journals – she will review what the
hand their journals in to the teacher
students have explored in their journals
CONCLUSION
• I will review their journal entries and check for gaps in understanding or if a student
did not participate in the activity
• If the students did not grasp the purpose of the lesson, it will be evident in their
writing or drawings
ASSESSMENT
• I will be checking that students are participating and, once inside, will read through
their journal entries – this will give me an idea of where there are
LESSON PLAN #5
Grade
Date N/A Lesson Title Voices of Wisdom 3
Level
English
Subject Language Developed by Karleigh Baldwin Lesson # 5 of 7
Arts

• Specifically: “Throughout history, languages developed orally before being written. Stories can last and be retold over
long periods of time.Oral traditions support interactions between generations of people, such as
• ancestors
• grandparents
• parents or guardians
• children
• kin
Traditional knowledge shared through oral traditions can
• vary in form or delivery

• build community
• serve as a guide for living and learning”
• I can understand that some stories are told • The students will be given an exit slip
verbally (Appendix C) after the guest speaker
• I can recognize that Indigenous people tell their leaves – they must write down one thing
stories orally and pass them down from they learned from him and one thing
generation to generation question they still have
• I can understand that both speaking and
listening are important parts of storytelling
• Grandma’s Tipi: A Present Day Lakota Story by SD • Fidget toys available for students who
Nelson may struggle to sit still for the duration of
the guest speaker’s lecture
• Cowboy Smithx – Indigenous Guest Speaker
https://speakerscanada.com/keynote-
speaker/cowboy-smithx/
• I have chosen this guest speaker because he has
extensive knowledge of First Nation teaching
and has been specializing in Indigenous
education. He can highlight the importance of
storytelling in the Indigenous community
• Further, he has a lot of artistic background so the
students can ask him about their next activity
(the making of their artifact)

Introduction: Hook
How will you activate prior knowledge and engage them in the lesson and how does this lesson link to prior lessons?
Approx
• Prior to the arrival of the guest speaker, the class will read the storybook Grandma’s Time
Tipi: Present Day Lakota Story Required
• After reading the story, discuss with the class that stories can be passed down on their
own or alongside an artifact (explore this word if unfamiliar) 15 mins
• Ask the class if they have anything important in their family that has been passed
down – have them share

lesson?
lesson?
After the story is read, the teacher will
The students will welcome the guest and
introduce the guest speaker and remind the Dependent
remain at their desks for the duration of the
students that they need to listen to the guest on the time
lecture
respectfully the guest
During the guest lecture, the teacher will During the lecture, the students will speaker
monitor the students to ensure they are (hopefully!) sit quietly and listen respectfully needs
listening attentively - make sure to thank the
lecturer and provide them with the If needed, they will ask questions to further
appropriate gratitude/gifts their understanding of the lecture’s content
After the guest speaker leaves, the teacher
will pass out the exit slips
At the end of the lecture, the students will fill
in their exit slips and hand them in to the
Once they have been handed back, the
teacher
teacher will review them and check for gaps
in understanding
CONCLUSION
• I will review the students’ exit slips to ensure they have authentically and respectfully
participated in the activity
• During the presentation, make sure that the students are being kind and are listening
attentively and respectfully to the guest speaker
ASSESSMENT
• If the students have listed one thing they learned and one thing they are still curious
about (and it is relevant to the lecture), then I will take this as evidence that learning
has occurred
LESSON PLAN #6
Grade
Date N/A Lesson Title Crafting History 3
Level
Subject Visual Arts Developed by Karleigh Baldwin Lesson # 6 of 7

• Students analyze colour as an element of art.
• Students examine various ways in which texture can be represented in artworks.
• Students represent messages through artistic choices related to the elements of art
• Co-designed rubric:
• I can understand how to use colour in my • three different materials
art • four different colours
• I can use different types of texture in my • Is it creative?
art • Is it unique?
• I can tell a message with how I chose to • Does it use something we have learned about
create my art Indigenous storytelling?
Personalization/Differentiation
Resources/Materials
• Craft supplies (pencil crayons, markers,

construction paper, recyclables, glue, • Left-handed scissors or scissors for those with
scissors, scrap paper, etc.) less fine motor skills
• Loose materials – buttons, string, sticks, • Pencil grips
leaves, etc. • Help students one on one when needed
• Basically, anything you can get your hands
on!

Introduction: Hook
Approx
• Start with a review of what was explored in Grandma’s Tipi Time
• How can stories be told? What can be used to tell these stories? Required
• What about other things we have learned about regarding Indigenous ways of
storytelling and being respectful to our land? 15 mins
• Write some of their answers on the board – these are what they believe are most
important (fill in the blanks if they are missing any key points – their points will also
be used to create the presentation used in lesson 7)
How will the students engage, explore, explain, elaborate and/or evaluate their understandings of these outcomes?

lesson?
lesson?
Explain to the students that they will be This will
creating an artifact that can be passed down occur over
just like the tipi in Grandma’s Tipi a few days
The teacher will run through the “So… what

have we learned so far?” presentation
(Appendix D) to help students remember
what they have learned. They will need to
include at least one connection to class
The students will listen to the teacher,
content in their artifact.
contribute when necessary, and participate
in the creation of the rubric
Before they begin creating, the teacher will
work with the students to create a rubric
(Appendix E is a potential example) to grade
their work. They will also inform the
students that it is important that when
making their artifact, they should consider
WHY they are making it the way they are
(they will need to write a paragraph to justify
their choices in lesson 7)

Once the rubric has been created and both
teacher and students are on the same page, Once given directions to do so, the students
the teacher will inform the students about will begin working on their artifact (this
the materials they have available and let activity will be completed throughout the
them get to work! week – I recommend at least three days to
allow them to complete their artifact)
While they are working, the teacher will walk
around the class to make sure students are When creating, students will refer to the
staying on task, refer students to the rubric, rubric – it should be posted visibly in the
and help the students who need additional classroom for them
support
Once the work has finished, the teacher will
When finished, the students will submit their
use the rubric created to grade the students’
piece to the teacher
artifacts
CONCLUSION
• I will be able to assess if the students understood the purpose of the lesson by
reviewing their artifacts. If they have followed the rubric, they have understood the
important elements their piece must include.
ASSESSMENT
• If, according to the rubric, the students achieve in the making of their artifact, I will
accept this as evidence that they have learned how to incorporate the content in an
artistic manner
LESSON PLAN #7
Grade
Date N/A Lesson Title The Story Behind the Artifact 3
Level
English Developed
Language Arts by

• Students relate the form and structure of texts to the communication of ideas and information.
• Students investigate how phonics connects to word formation and supports the processes of reading and
writing.
• Students investigate writing and research processes that support informed written expression.
• Students investigate and demonstrate how conventions support written communication.
• Students will hand in their text to be graded as a

• I can understand that texts can be all types summative assessment of the unit
of things and can be fiction or non-fiction • Students will be graded based on the co-
• I can use the sounds a word makes to designed rubric (Appendix F is a potential
understand how to spell it example)
• I can use correct punctuation and grammar
when writing
• I understand the steps that go into writing
a text, such as drafting and editing
• Storyteller Skye: Teachings from My • Scribe for students who need additional
Ojibway Grandfather by Lindsay Christina assistance when writing – or text-to-speech
King software
• Lined paper • Have all the unit’s resources available to be
• Writing utensils revisited to help students highlight key ideas

Introduction: Hook
Approx
• Read the storybook Storyteller Skye: Teachings from my Ojibway Grandfather Time
• After reading the story, ask the students: who can be a storyteller? Required
• The students will (hopefully!) understand that anyone can be a storyteller and that we
all have stories to share – lead them to this conclusion if necessary 10 mins

lesson?
lesson?
The teacher will go through the “So… what This will
have we learned so far?” presentation The students will listen and contribute when occur over
(Appendix D) to jog the students’ memories necessary to the presentation given by the the period
of what the key points have been throughout teacher of a few
the unit days
The teacher will explain to the students that Over the course of a few days, students will
they must create a draft of their justification create a draft of their text which will be peer-
to be edited by a peer (groups created by the edited (assigned by the teacher)
teacher – take into consideration the
students) Once they have received their edits, the
students will write their final copy taking
While students are working, the teacher is into consideration the comments made by
moving around the class and helping their peer editor – they will also continue to
students who need additional assistance reference the rubric
Once the texts are done, the teacher will When their final copy is done, students will
grade them whilst adhering to the rubric hand in their work to be graded
CONCLUSION
• If the majority of the students hit the points on the rubric

• If their stories reflect what has been outlined in the other lessons from this unit
ASSESSMENT
• If the written piece that they submit articulates the meaning of their artifact and how
it relates to the unit’s content
• If it is successful according to the co-designed rubric

Resources
Alberta Education. (2023a). English Language Arts grade 3 [Program of study].
Alberta Education. (2023b). Science grade 3 [Program of study].
Alberta Education. (2005). Social Studies grade 3 [Program of study].
Alberta Education. (1985). Visual Arts grade 3 [Program of study].
Assmann, C. (2020, April 15). Medicinal plants used by Native Americans. Frontier Life.
https://www.frontierlife.net/blog/2019/10/29/medicinal-plants-used-by-native-americans
Carrying fire the Pikunii way. YouTube. (2017, March 30). https://youtu.be/VdLfdjX6smU
CME Indigenous Media. (2021, June 26). Haudenosaunee Creation Story. YouTube.
https://www.youtube.com/watch?v=65jFELUXCJ0&ab_channel=CMEIndigenousMedia
King, L. C., & Frank, C. (2023). Storyteller Skye: Teachings from my Ojibway Grandfather. Medicine Wheel
Publishing.
Meuse, T., & Stevens, A. (2003). The Sharing Circle: Stories about First Nations Culture. Nimbus Pub.
Nelson, S. D. (2023). GRANDMA’S TIPI: A Present-Day Lakota Story. Harry N Abrams
Prince, L., Prince, G., Joseph, C., & Kemp, L. (2022). Be a Good Ancestor. Orca Book Publishers.

Appendix A

Appendix B is provided as an additional PDF file in the submission.
Appendix C

Appendix D is provided as an additional PDF file in the submission.
Appendix E

Appendix F

Learning Task 2 Educ 535

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Learning Task 2 Educ 535

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RATIONALE

Our Place on Earth and Who Developed

IDENTIFY DESIRED RESULTS

Essential Questions Essential Understandings

• The Indigenous people lived in

Adapted from Wiggins, Grant & J. McTighe (1998)

UNIT PLAN SUMMATIVE ASSESSMENT

What is the summative performance assessment for this unit?

LESSON PLAN SEQUENCE/OUTCOMES

Adapted from Wiggins, Grant & J. McTighe (1998)

Adapted from Wiggins, Grant & J. McTighe (1998)

IDENTIFY DESIRED RESULTS

Objective in student-friendly language Assessment Strategies

• Observations: What am I looking for?

LESSON PLAN SEQUENCE

Adapted from Wiggins, Grant & J. McTighe (1998)

What is the teacher doing? Approx

Observe the participation of the students and

Adapted from Wiggins, Grant & J. McTighe (1998)

IDENTIFY DESIRED RESULTS

Objective in student-friendly language Assessment Strategies

• Use subtitles when showing the video

LESSON PLAN SEQUENCE

What is the teacher doing? Approx

Pin the Plant on the Ailment (end of

IDENTIFY DESIRED RESULTS

Traditional knowledge shared through oral traditions can

• vary in form or delivery

Objective in student-friendly language Assessment Strategies

• When playing the game of Telephone, the

Adapted from Wiggins, Grant & J. McTighe (1998)

LESSON PLAN SEQUENCE

What is the teacher doing? Approx

IDENTIFY DESIRED RESULTS

Objective in student-friendly language Assessment Strategies

• When out on their “excursion,” the students will

• Be a Good Ancestor by Leona and Gabrielle

• Student journals and writing utensils

LESSON PLAN SEQUENCE

What is the teacher doing? Approx

IDENTIFY DESIRED RESULTS

Traditional knowledge shared through oral traditions can

• vary in form or delivery

Objective in student-friendly language Assessment Strategies

LESSON PLAN SEQUENCE

What is the teacher doing? Approx

IDENTIFY DESIRED RESULTS

Objective in student-friendly language Assessment Strategies

• Craft supplies (pencil crayons, markers,

LESSON PLAN SEQUENCE

What is the teacher doing? Approx

The teacher will run through the “So… what

Adapted from Wiggins, Grant & J. McTighe (1998)

IDENTIFY DESIRED RESULTS

• Students will hand in their text to be graded as a

LESSON PLAN SEQUENCE

What is the teacher doing? Approx

• If the majority of the students hit the points on the rubric

Adapted from Wiggins, Grant & J. McTighe (1998)

Alberta Education. (2023a). English Language Arts grade 3 [Program of study].

Alberta Education. (2023b). Science grade 3 [Program of study].

Alberta Education. (2005). Social Studies grade 3 [Program of study].

Alberta Education. (1985). Visual Arts grade 3 [Program of study].