Student

Teacher Monserrat Rosas Benitez Grade

Name Level Grade Two

Subject
Social Studies Unit Land Acknowledgement
Area

Component Two: Description and Rationale

Description/summary For this lesson, I created a story called “Whose land?” to teach the
of picture book and students about the land we live on. This book was inspired by a story
overview of lesson.
titled “Somebody’s Land: Welcome to Our Country,” written by Adam
Goodes and Ellie Laing.

This story will introduce complex topics such as Canada's colonial

history and Indigenous displacement. This lesson will teach students
Rationale: about Canada's colonial genocide of Indigenous people and support
them in showing appreciation for Indigenous Peoples for sharing
their land with us.

Component Three: Learner Outcomes

Organizing ● 2.1 Canada’s Dynamic Communities

Idea
● General Outcome
Guiding
Question ● Students will demonstrate an understanding and appreciation of how
Learning geography, culture, language, heritage, economics and resources shape
Outcome and change Canada’s communities.

1
 Specific K, or ● Students will value oral history and stories as ways to learn about the
U, or S/P. land (LPP, TCC)

Component Four: Learning Objective(s) and Assessment Evidence

Learning
In this lesson, students will show appreciation for Indigenous Peoples and their
Objective(s)
contributions by creating a class land acknowledgement.

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment

TakingITGlobal - Whose Land Lesson Plan - ● Smartboard
Grades K-5

Whose Land? - Grade Two

Teacher Tasks

● Troubleshooting technology (Google Slides)

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention
Grabber
● We will begin the lesson by playing a guessing game.
This will allow students to start thinking about the land.
Advanced
Organizer

2
Description ● Playing this game will help students think about places
and Rationale natural places in Alberta and their connection to the land.

Time
Activities Allotment
Learning
Activity #1
Students will
show
appreciation for Reading “Whose land?”
Indigenous
Peoples and Before reading the story, I will define the word settler, and
their show them a video explaining the meaning of the word
contributions Indigenous.
by creating a
class land
acknowledgeme
nt.
Transition After reading the story, students will have the opportunity
to share their thoughts about the story.
Learning
Activity #2 Nature Walk Activity
Students will
show Students will be asked to:
appreciation for • Find a partner to go on the walk
Indigenous
Peoples and • As you walk, think about how you feel when you spend
their time in nature. Do you feel happier, kinder, calmer?
contributions
by creating a • Who should we thank for sharing their land with us?
class land • How can we show gratitude to them?
acknowledgeme
nt.
Transition Explaining the task:
● Students will create a foursquare page to draw different
pictures of things they observe on the walk and would
like to include on their land acknowledgement.
● Prepare to share with their classmates.

3
Learning
Activity #3
Students will
Creating a Land Acknowledgement
show
appreciation for
Have students write about their favourite things to do on the
Indigenous
land and how they feel when they are outdoors.
Peoples and
Then, students will be asked to brainstorm what they would
their
like to include in their acknowledgement (music, nature, art,
contributions
etc.) and how they would like to present it (video, written).
by creating a
class land
acknowledgeme
nt.
Transition
Ask students to clean up and get ready for snack

Time
Allotment
Assessment of Formativive - Ask students to submit their pages at the end of
Learning: class.