Aboriginal Math Connections Lesson Plan

Name:

Emily Tranfield

Grade

Eight

Date

November 2014

Topic Pythagorean Theorem with an Aboriginal

Connection
Allotted Time 2.5-3 Class Blocks

1.
Cite sources used to develop this plan:
Aboriginal Canoe Facts for the bottom of the worksheets. http://www.canoe.ca/AllAboutCanoes/
Canadian Aboriginal Facts. http://firstpeoplesofcanada.com/fp_groups/fp_groups_travel.html
Create Pythagorean Worksheets. http://www.math-aids.com/Pythagorean_Theorem/Pythagoras.html
Southern Canoe Route Chart
http://www.tribaljourneys.ca/wp-content/uploads/2014/06/Southern_Route_Qatuwas_June-23rd.pdf
To answer questions regarding the History of Canoeing and The Tribal Journey:
http://www.tribaljourneys.ca/wp-content/uploads/2014/03/Glwa-Ocean-Going-Canoe1.pdf
http://www.historymuseum.ca/cmc/exhibitions/aborig/watercraft/wad05eng.shtml

2. Rationale: Why is this lesson relevant at this time with these students?
This project is geared towards meeting some of the British Columbia provincial learning
outcomes for Math 8; this project will cover C1 under Shape and Space: Measurement, to
develop and apply the Pythagorean theorem to solve problems.
Students should have a basic knowledge of how to apply and work with the Pythagorean
Theorem from previous lessons. This project will further work on cementing the theorem while
also incorporating an approach that is reflective of the realities of First Peoples in this province.
This is relevant to introduce my students to these aboriginal cultural traditions, and to encourage
Aboriginal inclusion.

3. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?
Shape and Space: Measurement
C1 develop and apply the Pythagorean theorem to solve problems
[CN, PS, R, V, T]
[CN] Connections
[PS] Problem Solving
Student Name:

Emily Tranfield

[R] Reasoning
[V] Visualization
[T] Technology
4. Assessment
Lesson Outcome
What will students learn?

Students will be able to

further cement their
knowledge of the
Pythagorean theorem

An awareness of a current
aboriginal cultural tradition.

Sources of Evidence
What product or action will show
what students have learned?

Criteria
What will you look for in this
evidence?

Diagrams

Accurate math involved in diagrams.

Written Paragraph

Accurate information that answers

what the Tribal Canoe Journey is and
what type of canoe your team will use
to travel there.

5. Resources, Material and Preparation: What resources, materials and preparation are required?
https://www.youtube.com/watch?v=53aICVU5llU
http://www.tribaljourneys.ca/wp-content/uploads/2014/06/Southern_Route_Qatuwas_June-23rd.pdf ... Or
at least a picture of the map to show on an overhead projector to the class.
http://www.tribaljourneys.ca/wp-content/uploads/2014/03/Glwa-Ocean-Going-Canoe1.pdf
http://www.historymuseum.ca/cmc/exhibitions/aborig/watercraft/wad05eng.shtml
6. Lesson Development
Pacing

Introduction: How will you introduce this lesson in a manner that

engages students and activates their thinking?

https://www.youtube.com/watch?v=53aICVU5llU
This video will be shown to introduce my students to what the Aboriginal
Tribal Journey is and why it occurs. This video ends upbeat, is relevant to
today, and will engage my students in thinking about the Tribal Journey
and all that is involved in having one occur. (if attention issues are a
concern, then a few sections of the middle of the clip can be fastforwarded to shorten the length of the video).
Student Name:

Emily Tranfield

9 minutes

Pacing

Teaching/Learning Sequence: What steps and activities are you

going to use to help students acquire and practice the knowledge,
skills and/or attitudes needed to meet the outcome?

Students will be shown the map of the canoe routes taken by aboriginals
from across the coastline in the Tribal Journey to Bella Bella in 2014.
http://www.tribaljourneys.ca/wpcontent/uploads/2014/06/Southern_Route_Qatuwas_June-23rd.pdf

3 minutes

Time for questions regarding the Tribal Journey.

1-5 minutes

Students will then proceed through the webquest component.

Remainder of the block.

Students will begin construction of their posters. They will include

their model canoe routes.

Student Name:

Emily Tranfield

2nd Block

Pacing

Closure: How will you solidify the learning that has taken place and
deepen the learning process?

Students will present their posters to the class in a symposium-like

fashion.
The students will each have their model canoe to present with
their poster for further personalization, engagement, and handson aspect.

First half of 3rd Block.

7. Accommodations (adaptations, extensions, other): How will you plan for students who have
learning/behaviour difficulties or require enrichment?

If adaptation is required, students can only make a portion of the triangles required or they can complete an
already started equation for the Pythagorean theorem.
If enrichment is required, students may do further research to include on their poster.

Student Name:

Emily Tranfield