LESSON ONE: SOCIAL

BUFFALO
March 3rd/2020
GRADE FOUR
HANNAH LANDRY
Stage 1: Desired Results
1. 4.1: Students will demonstrate an understanding and appreciation of
how elements of physical geography, climate, geology and paleontology
General are integral to the landscapes and environment of Alberta.
Learning
Expectati 2. 4.2: Students will demonstrate an understanding and appreciation of
ons the role of stories, history and culture in strengthening communities and
contributing to identity and a sense of belonging.

Values and Attitudes

4.1.1 value Alberta’s physical geography and natural environment:

 appreciate the environmental significance of national and provincial

parks and protected areas in Alberta (ER, LPP)

 appreciate how land sustains communities and quality of life (ER,

LPP)
Specific
Learning  demonstrate care and concern for the environment through their
Expectati choices and actions (LPP)
ons
Knowledge and Understanding

4.2.2 assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time by exploring and
reflecting upon the following questions and issues:

 What do the stories of Aboriginal peoples tell us about their beliefs

regarding the relationship between people and the land? (TCC)

1. Students will learn about the relationship between Indigenous

peoples and the land, and how important it is to them.
Learning
2. Students will learn how the land sustains us in present times.
Objective(
3. Students will learn about how Indigenous peoples lived off the land.
s)
4. Students will learn about how Indigenous used the entire buffalo.

Stage 2: Assessment Evidence

Summativ  N/A Formative  Assess students on understanding
e Assessme the relationship Indigenous peoples
Assessme nt had to the land.
nt  Assess students on
 Assess students on understanding
 how Indigenous peoples lived off the
land.
 Assess students on understanding
how Indigenous peoples used the
entire buffalo.

Stage 3: Learning Experience

Resource  Our Alberta textbook
Tech
 YouTube s to  Handout on Buffalo
to Do  Basic Needs handout
Bring

Time Content/Description Notes

Introduction to Lesson
 Ask students if they have ever visited Head
Make sure to
Smashed. If they have, ask them what they know
read the titles
about the site.
of the heading
 Students will watch this video https://www.youtube.com/watch?
slowly. Print
15 mins v=HOvlK0NtICs to gain further information.
them in large
 Students will read pages 176 to 177 of textbook on
letters for
Head Smashed in Buffalo Jump.
students to
 A discussion on how every part of the buffalo was read.
used will be briefly talked about before students do
an activity. Discuss how no part was wasted.

Activity
 Students will be given 2 handouts. One will have 2
columns on it. Column 1: Basic needs, Column 2:
How the buffalo met these needs. The other
handout will have information about how the
buffalo was used for basic needs (food, shelter,
warmth, etc.) Assist students
who may
 From the information in the textbook and the
struggle with
handout, students will need to write what basic
42 mins reading the
needs are needed to live, and next to it write how
textbook.
the buffalo provided these needs.
Students can
 Students will be able to have discussions with their
look at the
table groups and work together to finish their
handout and
sheets.
textbook for
help with
Sponge Activity
spelling.
 If students have finished the worksheet with time
to spare, they can do the last instruction on the
sheet, which will be to draw and color 2 items that
the buffalo provided to Indigenous peoples.
 If students finish this as well, they can read quietly.

Closure
 Tell students to stop what they are doing and look
3 mins at me.
 Let students know that it is time to clean up. Tell
students they will have more time to finish their
 worksheets next week if they have not finished.
 Have students return their social textbooks.

Reflections
and Follow
Up