Beruflich Dokumente
Kultur Dokumente
Grade
Timeframe
Grade 5
45 minutes
Curriculum Area
Social Studies
Title of Unit
Customs, Diet and Architecture
of First Nations People
CONTEXT
This lesson plan aims to introduce participants to the customs, diet and architecture of several First
Nations communities prior to European contact. The lesson will begin with a YouTube video
(https://www.youtube.com/watch?v=G5Rcbq9BLF8), which will be accompanied with prompt questions to
encourage student engagement. A series of facts and relevant information will be then introduced through
a PowerPoint presentation, in order to provide students with a foundation of knowledge from which to
develop inquiry questions. The teacher will then facilitate the development of an anchor chart with the class,
incorporating predictions and expectations as well as summarizing main points about First Nations
communities circa European exposure. Finally, students will be divided into groups, and each group will be
provided with a handout containing information about a particular First Nation community which they will be
representing in the following lesson, partly through role-play.
CURRICULUM EXPECTATIONS
A2.6. Communicate the results of their inquiries using appropriate vocabulary and formats.
A3.1. Identify major First Nations in the Great Lakes St. Laurence region and Atlantic Canada at the
time of contact with the Europeans, and describe key characteristics of selected nations.
A3.3. Describe the main motives for Europeans exploration in early Canada and for the establishment
of permanent settlements.
BIG IDEAS
There were many different civilizations living in North America prior to European contact.
The lifestyles and cultures of these civilizations were drastically different than those of the
Europeans, and changed following European contact.
First Nations people introduced new foods, resources, technology and medicine to the Europeans.
LEARNING GOALS
SUCCESS CRITERIA
ASSESSMENT
Diagnostic
(assessment for learning)
Formative
(assessment as learning)
Summative
(assessment of learning)
Work Samples
Presentation/Performance
Learning Log/Journal
Peer Assessment
Presentation/Performance
Learning Log/Journal
Graphic Organizer
Anecdotal Notes
Interview/Conference
Oral Reports
Self-Assessment
Multimedia (audio, visual,
technological)
Rubric
Written Test
Anchor Chart/Checklist
Group Project
Survey
Short quiz
Reflection paper
Observation
Instructional
Assessment
Increase/Decrease Time
Accommodate physical
disabilities
Learning Centers
Deadline extension
Manipulatives
Peer tutor/Partner
Oral explanation
Environmental
Theatrical performance
Group work
MATERIALS NEEDED
PROCEDURE
*Grouping: W = Whole class; S = Small group; I = Independent
Timing
(Mins.)
Grouping
W
Bloom's Taxonomy:
Remembering
Understanding
independently.
Applying
facts,
identify
patterns,
and
make
Analyzing
Evaluating
10
Creating
Closure:
Provide students with a social studies duotang,
with a clip-art cover page.
Homework/ Reminders:
None
Modeled
Instruction
Guided
Instruction
Provide students with examples of what I am looking for, before each activity
Thinking out-loud and making predictions while presenting information from the
PowerPoint.
REFLECTION
Successes
Challenges
Adjustments/Changes
Next Steps
REFERENCES
AANDC (2013). First Nations in Canada. Aboriginal Affairs and Northern Development Canada. Retrieved
from https://www.aadnc-aandc.gc.ca/eng/1307460755710/1307460872523
Canadian Broadcasting Corporation (2013). Canadas First Founding Peoples. Retrieved from
https://www.youtube.com/watch?v=G5Rcbq9BLF8
Ministry of Education (2013). The Ontario Curriculum, Social Studies: Grades 1-6. ON. Retrieved from
https://www.edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf