Submission Template For Mini Unit Plan Project

SUBMISSION TEMPLATE FOR MINI UNIT PLAN
PROJECT AND COURSE RATIONALES

(Follow the instructions throughout the template to copy and paste your project
work into the appropriate sections.)
Name of submitter: ____Aleisha Reimer____

http://aleishaps1blog.weebly.com/
Group Members for 3 lessons: Charlotte W. & Hawley M.
*Part A and B, Performance Task and Rubrics done by Charlotte
and Aleisha only*
GRADE OF MINI UNIT: Grade 4___________
TOPIC TITLE: __Social Studies_____
Mini Unit Plan (ASSESSMENT)
Teacher
Aleisha
Subject
Social Studies Grade 4
Topic/Focus First Nations traditions, values and
beliefs and how this connects to our

own cultures living in Alberta- Sense
of Belonging.
How do historical traditions and stories of First Nations people, impact our
communities and sense of belonging in Alberta?
Overarching
Question
Learner
Considerations
Performance Task
Overview
Learner considerations include being aware that students may be at

different levels in their learning. This relates closely to our performance
task as students are given a variety of options for completing their final
assignment. Throughout the lessons learner considerations that need to
be taken into account may include refreshing previous GLO/SLO from
previous grade levels in order to know what expectations you can have
for your students.
We will be asking our students to complete a learning menu project for
their performance task. Students will be given class time as well as
homework time over the next week to complete their menu. Students will
be given a main course that must be completed fully, but will have
differentiated options within each task. There will then be a side dish that
will have a list of assignments and activities for students to choose a
select few to complete for their final assignment. This allows students to
have choice in their assignment to best meet their needs. Side dish
options will have variances based on different levels of students within
Learner Outcomes
General
Outcomes
Links to Overarching
Lesson 1- Social
Studies ( GLO 4.2)
S.S. (4.2.1) Recognize how

stories of people and events
provide multiple perspectives on
past and present events(I, TCC)
(4.2.1) Recognize the presence and
influence of diverse Aboriginal
peoples as inherent to Albertas
culture and identity (CC, I, TCC).
Assessment Criteria
Specific Outcomes
S.S. Students will gain new
perspectives on how culture
influences identity by understanding
past Aboriginal stories. Through
learning about aboriginal oral
stories, and past history this
will create a sense of identity for
First Nations people, students will
be able to develop greater meaning
to their own sense of identity.
Lesson 1- Students will think pair

share for questions surrounding
culture, and what this means to
them.
-Students will make a T chart to
compare notes. This will be used
as a formative assessment tool for
the teacher.
- Students will be creating a
puzzle piece with a paragraph/
identity poem that the teacher
can look at for formative
assessment.
Lesson one uses Davies
Triangulation theory through
observing, creating discussions,
and seeing students finalized
work.
L.A. (1.1) Share personal responses L.A. Students will explore First
-See above box
to explore and develop
Nations texts to gain deeper
Lesson 1- Language
understanding of oral, print and
understandings of culture and
Arts
other
media
texts
belonging by sharing their personal
(L.A. Grade 4 GLO 1)
(3.4) Communicate ideas and
responses through an identity
information in a variety of oral,
assignment.
print and other media texts
Short reports, reflections, poetry
Lesson 2- Social
S.S4.1.1 Value Albertas physical S.S. Students will understand
Studies
geography and natural
how not wasting any part of
(Grade 4 S.S. GLO 4.1) environment: appreciate how land the bison demonstrated First Nation
sustains communities and quality ofcare and concern for the
life (ER, LPP) demonstrate care
environment.
and concern for the environment
through their choices and actions
(LPP).
Lesson 2- Students will be

formatively assessed based on
the information they provide on
their flow chart. Students will be
engaged in discussion in which
teacher can gain information
about knowledge that is being
discussed. Davies Triangulation is
also used in this lesson. Students
will also think, pair, share on why
Bison is important to FNs culture
and relates to values. At the end
of this lesson students will also
complete an exit slip on the back
side of their flow chart.
Lesson 2- Language
L.A 2.3 Understand Forms, LA. students create flow
Arts
chart as a new form of
Elements and Techniques
(Grade 4 L.A. GLO 2) Identify various ways that recording ideas to show the
information can be recorded uses of the buffalo, that relate
back to First Nations values
and presented visually
and beliefs.
-See above box
Lesson 2- Science
Science 2.3 Understand Forms,
(Grade 4 Science GLO Elements and Techniques
2)
Identify various ways that
information can be recorded and
presented visually
Science- Students will demonstrate -See above box

understanding of processes through
use of flowcharts and investigate
how the First Nations purposeful
use of bison
parts can be viewed as a
cultural choice through
observations and inferences
about quality of life.
S.S.-GLO 4.2.1: students will

Lesson 3-Social Studies understand how Albertas history,
(Grade 4 S.S GLO 4.2) peoples and stories contribute to
own sense of belonging and
identity
-SLO: students will recognize oral
traditions, narratives and stories as
valid sources of knowledge about
the land, culture and history.
S.S. Students will appreciate how

an understanding of Albertas
history, peoples and stories
contributes to their own sense of
belonging and identity Students will
recognize oral traditions, narratives
and stories as valid sources of
knowledge about the land, culture
and history.
Lesson 3- Students will be

formatively assessed through
identification of symbol meaning
represented through discussion.
Students will be formatively
assessed by using Davies
triangulation theory, Assessment
will be based on their journal
reflection at the end of this lesson
that is directed by prompt
questions given at the end of the
lesson.
Lesson 3- Language
-GLO 2: listen, speak, read, write,
Arts
view and represent to comprehend
(Grade 4 L.A GLO 2) and respond personally and
critically to oral, print and other
media texts.
-SLO 2.2: students will retell
events of stories in another form or
medium.
-See above box.

L.A. students will
comprehend and respond
personally and critically to
symbols used in society and
will explore how this relates
to community and selfbelonging.
Student Task Description

Performance Task: Unit Assignment on First Nations Culture within Alberta: Identity,
Traditions, and sense of belonging.
Learning Menu
Directions: You will have class time and homework time over the next week to complete your menu on the
impacts of historical traditions and stories in Alberta. Remember to do your best writing and deepest thinking
on your menu. This menu is designed to focus your thinking towards understanding how past traditions and
stories impact your sense of community and sense of belonging. The menu is created to help you expand
your own thinking about First Nations culture, in relation to your own culture, that we have connected with
throughout our unit study. Get all of your data checked by the teacher when you finish all your work in all
three sections of the menu.
Bins divided into Main Course, Side Dish, and Dessert options can be found at the back table. Inside each bin
will be the resources, task requirements, and papers needed to complete the designated portion of the menu
you choose to complete. (On some sheets, there will be further directions to complete the task.)
Main Course: (You must complete everything in this section!!)
1- Working individually, choose one of the poems from this website

https://www.bced.gov.bc.ca/abed/elder_project_sd22.pdf, please write a reply to one of the authors, in the
response form of a poem. Allow the reader to hear your unique voice and expression when they read your
poem.
2- Individually complete a comparison chart of your choice from the following: T-Chart, Venn diagram or Mind
map. On one side include your personal values and beliefs and how they affect your sense of belonging and,
on the other side of your chart, include the values/ beliefs of First Nations people within Alberta. You may also
draw symbols along with explanations that represent your ideas and thoughts. Use the knowledge you have
learned from previous lessons.
3- On a map of Alberta, individually discuss in visual and written form the relationship that First Nations had to
the land and how it contributed to their survival and quality of life. Include: importance of relationship to the
buffalo and other animals, the use of symbols demonstrating further connection to land, community traditions
demonstrating respect for the land (use of land, lack of waste), and any other interesting information that
supports your discussion (An example of what the final product might look like will be provided in a
demonstration so expectations are clearer for students).
Side Dishes: (You must complete at least two of these side dishes)
1- Write a letter to an Aboriginal Elder to tell what you have learned about First Nations cultural traditions
surrounding oral stories, symbols, animals, and land. Explain to the Aboriginal Elder how this new
understanding of their cultural values has allowed you to understand your own cultural values. Please also
discuss in your letter how your newly gained knowledge reflects your sense of belonging, and how this also
reflects our connections to the land (Lined paper supplied in bin on back counter). Use your knowledge
gained in previous lessons to individually complete this task.
2- Individually write a newspaper article about an event that your community is having to celebrate the unique
diversity of Albertas rich history regarding First Nation traditions, beliefs, and values. Be sure to reference
First Nations use of oral stories, symbols, relationship to land, and respect for animals as discussed in
previous lessons. References are provided from what have been used in prior classes.
3- Choose one of the books on First Nations traditions in the Side Dish bin on the back table. Choose a
tradition that you relate to in some way or find interesting. Identify how First Nations quality of life is increased
by close community and family involvement in your chosen tradition. In your journal, also discuss a tradition
that your family has, that influences your sense of belonging and quality of life. Draw attention to things your
family does that brings you all together. (This will be written down on lined paper provided in bin on back
counter.)
4- Individually or with a partner create a PowerPoint depicting the significance of the buffalo to First Nation
survival and relationship to land. Identify how their traditions around the bison hunt and preparation have
impacted our own connection to the land today. (This assignment can be completed in other forms if needed,
but please first discuss with teacher what these ideas might entail.) Be sure to inform your teacher if you are
completing the assignment with a partner.
5- Stretch your thinking and individually answer this question in journal form: What would Alberta look like
today if the bison were still around? Do your best thinking, and be sure to brainstorm on the sheet in the bin
before proceeding. Include brainstorm page attached to your journal.
Desserts: (You may complete at least one of these desserts, but you can have more than one
dessert :)
1- Select an Aboriginal story from the assigned folder on the back counter, and create a black-out poem
underlying the main theme of the story that you have chosen (Multiple poems will be provided from various
books, websites, and journals). This task is to be completed individually.
2- Draw a picture of a buffalo and create a flow chart surrounding the buffalo. The flowchart will include
pictures of different parts of the buffalo, and what First Nations used these products for. Identify objects that
First Nations made from other resources that you might be able to use today (e.g.; sleds, drums, clothing).
Use what you learned in lessons surrounding the use and significance of the buffalo to individually create the
flowchart.
3- Create an IMovie skit/play with partners demonstrating knowledge that you have gained throughout the
unit. You may act out that you are a First Nations person and what your Values might be. You can explain how
living off of the land gives you a sense of belonging. Do your best thinking and use creativity to think of other
ideas you could act out. Please run your ideas past the teacher before you start filming!
Assessment Criteria
*Rubric will be used for all three portions of the Learning Menu. Students will receive three separate rubric
marks out of 16 for their Main Dishes, Side Dishes, and Desserts*
Level
Criteria
Excellent
Proficient
Adequate
Limited *
Insufficient
/ Blank *
Identifies the
impacts that
traditions have
on community
and sense of
belonging
(4.S2.1, 4.S.1.1)
Displays indepth, precise

details that
illustrate how
traditions influence
community, sense
of belonging,
and/or quality of
life.
Displays
relevant details
that illustrate how
traditions
influence
community, sense
of belonging,
and/or quality of
life.
Displays basic
details that
illustrate how
traditions
influence
community, sense
of belonging,
and/or quality of
life.
Displays
irrelevant
details that do
not illustrate
how traditions
influence
community,
sense of
belonging,
and/or quality of
life.
No score is awarded
because there is
insufficient evidence of
student performance
based on the
requirements of the
performance task.
Access and
Retrieve
information
(4.S.7.1, 4.S.7.2,
4.S.7.4, 4.S.7.6,
4.S.7.7, 4.S.7.9)
Project
demonstrates a
skillful ability to
access and
retrieve
information.
Excellent
application of
content that was
learned from prior
classes.
Project
demonstrates a
competent
ability to
access and
retrieve
information and
provides accurate
examples and
explanations of
topics learned in
class.
Project
demonstrates a
simplistic
ability to
access and
retrieve
information.
Content provided
is mostly accurate
but has errors
throughout.
Project
demonstrates a
questionable
ability to access
and retrieve
information and
has many errors
throughout
assignment.
No score is awarded
because there is
student performance
based on the
requirements of the
performance task.
Communicate
information
(4.S.8.1, 4.S.8.4,
4.S.8.6)
Information and
visuals are rich
and detailed and
memorably
engages the
audience through
accurate
explanations
learned in unit .
Information
and visuals are
specific and
are effective at
engaging the
audience with
mostly accurate
explanations
learned in unit.
Information
and visuals are
simplistic and
are partially
effective at
engaging the
audience through
basic
explanations
learned in unit.
Information
and visuals are
undeveloped
and lack
appeal to the
audience with
poor
explanations
learned in unit.
No score is awarded
because there is
student performance
based on the
requirements of the
performance task.
Information
displayed in chosen
format for Dish
shows insightful
connections to unit
and presents
exceptional
originality and
creativity
throughout entire
assignment.
Information
displayed in
chosen format for
Dish shows
meaningful
connections to
unit and presents
substantial
creativity and
effort mostly
throughout
assignment.
Information
displayed in
chosen format for
Dish shows
basic connections
to unit and
presents
thoughtful effort,
but shows little
creativity through
lack of drawings
and color.
Information
displayed in
chosen format
for Dish shows
inaccurate and
superficial
connections to
unit with little to
no originality in
presentation
and organization
of ideas.
No score is awarded
because there is
student performance
based on the
requirements of the
performance task.
Organize
Information
(4.S.7.3)
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student
improve.
Main Course Number 2: Comparison T-Chart

Directions: Compare First Nations values and beliefs with your own. Label left side FN Beliefs and values,
and the right side My Beliefs and Values (you may use drawings and symbols to supplement your writing).
T-Chart Template
Main Course Number 2: Comparison Venn Diagram

Directions: Compare First Nations values and beliefs with your own. Label left side FN Beliefs and Values,
and the right side My Beliefs and Values (you may use drawings and symbols to supplement your writing).
Venn Diagram Template
Name:__________
Date:__________
Main Course number 3: Map of Alberta
Directions: On this map of Alberta, demonstrate through pictures and words the relationship that First Nations
had to the land and how it contributed to their survival and quality of life. Do your best thinking and best
writing on the map.
Include: Importance of relationship to the buffalo and other animals, the use of symbols demonstrating further
connection to land, community traditions demonstrating respect for the land (use of land, lack of waste), and
any other interesting information that supports your discussion.
Name:_____________
Date:___________
Main Course Number 1: Poetry Reply

Directions: You will choose one of the poems from this website
https://www.bced.gov.bc.ca/abed/elder_project_sd22.pdf, and reply in the form of a poem to the writer in your
own unique voice. This task is designed to help you relate to the story tellers and the use of poetry for
communication. Look back at the work we did discussing how traditions and oral stories help provide First
Nations with a sense of belonging and, in turn, influence your own sense of belonging.
You are welcome to present your reply in the form of a: Free verse, acrostic, limerick, rhyming, or shape
poem. If you have another idea for a poem, please ask your teacher before proceeding.
You must complete all three Main Dishes before proceeding to Side Dishes and Dessert. Once you have
completed this Main Dish, hand in to teacher.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Name:_____________
Date:______________
Side Dish Number Five: Stretch Your Thinking
Directions: Answer this question in journal form:

What would Alberta look like today if the bison were still around?
Do your best thinking, and be sure to brainstorm on this sheet before proceeding. Include this brainstorming
page attached to your journal entry.
Prompt Questions to consider- You do not need to answer any or all of these, feel free to discuss your own
ideas:
Where would they be living now that farms and cities are on the land?
Would there be enough space for them?
Where would you be able to find them? Outside your window? Crossing the highway?
Do you think that First Nations people would still use the bison in the same way that they did in the past?
Would you choose to live off the bison in the same way First Nations did? Explain why or why not?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
Name:___________
Date:_________
Side Dish number two: Create a Newspaper Article.
Directions: You are going to write a newspaper article about an event that your community is having to
celebrate the unique diversity of Albertas rich history regarding First Nation traditions, beliefs, and values. Be
sure to reference First Nation use of oral stories, symbols, relationship to land, and respect for animals. Use
this Newspaper template to fill in your ideas and writing for article.
Learning Menu Checklist:
*Individually use this checklist to make sure you have completed every portion of the menu
assignment and done your best thinking to use the knowledge you gained throughout the unit to
create organized and visually compelling examples and explanations*
I have completed ALL of the Main courses from my menu--------------------------------------[ ]
I have completed 2 Side dishes from my menu------------------------------------------------------[ ]
I have completed a yummy dessert----------------------------------------------------------------------[ ]
I have incorporated as much activity and originality as I can----------------------------------[ ]
I have done my best thinking-------------------------------------------------------------------------------[ ]
I have done my best writing so my teacher can read my work---------------------------------[ ]
I have given rich descriptions and examples for all parts of my menu----------------------[ ]
I am proud of the work i have done----------------------------------------------------------------------[ ]
C&I Mini Unit plans

COPY AND PASTE YOUR LESSON PLAN MINI UNIT ASSIGNMENT FOR C&I
HERE UNDER EACH OF THE HEADINGS:
OVERVIEW OF MINI UNIT
Part A: Overarching Inquiry Question: How do historical traditions and stories of First Nations people, impact
our communities and sense of belonging in Alberta?
Part B:
This unit provides students with an opportunity to explore how historical traditions and stories impact
their communities and sense of belonging in their school, home, and Alberta. It gives students the chance to
explore their own heritage and traditions and discover their own identities. By unpacking the traditions of First
Nations, it highlights for students the importance of accepting all cultures and recognizing that differences
exist within their own classroom that needs to be celebrated rather than dismissed. Lesson one provides
relevancy for our students because the selected poems are written by Aboriginal students of varying ages who
they can relate to. It is also relevant as lesson three utilizes relatable contentemoticonsfor students to draw
connections to better understand how symbols are used to communicate.
The unit in its entirety is relevant to students as it centers upon the importance of identity and sense of
belonging in a community. The classroom is a community in which each individual strives to be a part in and
make better, therefore, by introducing the idea of how past traditions influence us today, students will be more
engaged and aware of the impact First Nations past traditions have on people today. The purpose of the mini
unit is to engage students with the Alberta Social Studies, Science, and Language Arts program of studies in a
meaningful and interactive way. We envision this mini unit opening up meaningful conversations regarding the
values and beliefs that other cultures have and triggering students to connect to their own traditions with those
of the past. The unit will challenge students to understand how past traditions impact them today, and should
therefore continue to be studied so that we can recognize how the past influences our sense of belonging and
quality of life. Our unit engages students in deep questions about science as opposed to delivering
predetermined knowledge through the unique projects, think-pair-share times, journal entries, and a
differentiated Performance Task. The performance task incorporates GLOs and SLOs from the mini unit and
allows students to expand their learning in the medium they choose. Having students explore the knowledge
provided in class allows students to deepen their understandings of First Nation traditions in Alberta, and
discover what relationships their own identities have with the traditions of the past.
Overarching question for this mini unit is: How do historical traditions and stories of First Nations
people, impact our communities and sense of belonging in Alberta? Other specific questions that could derive
from this overarching question have been outlined throughout our lessons. Lesson one questions include:
Which past FNs traditions are similar to your own traditions? Which are different? How do past traditions
impact communities today? In lesson two questions that are explored and relate to traditions and impact on
sense of belong are: How does the use of bison help sustain quality of life for First Nations people? In lesson
three students will be asked, how do symbols represent a connection to the land? and how do symbols
represent FNs sense of belonging? By asking these questions students will have to think critically about how
different aspects in different cultures, impact communities and sense of belonging. Learning about past
Albertan history, will then help us connect our own sense of belonging, and our community with the
environment.
Based on the Program of studies, students learn in kindergarten self-identity and a sense of belonging.
This is elaborated in our lessons for grade four social studies by having students gain deeper understandings of
their sense of belonging to the land and environment within Alberta. Grades one, two, and three, students
expand on citizenship, and explore how they are a part of a community. Students learn through elementary
years that becoming a citizen, involves connecting yourself with communities such as family and friends, as
well as the bigger picture--connecting with the community of the world. In grade four our students expand
their knowledge by critically thinking deeper about the impact that their surroundings have on themselves.
Our mini unit addresses similar concepts that have been learned in prior years, and expands on ideas of
identity to include discussions of: sense of belonging, quality of life, and traditions in relation to First Nations
culture in Alberta. The critical inquiry question for our unit is addressed through our selected general and
specific learning outcomes. From the program of studies, we have taken GLOs and SLOs from grade four
social studies, language arts, and science. These include lesson one addressing: Social Studies SLO 4.2.1:
Recognizing how stories of people and events provide multiple perspectives on past and present events (I,
TCC); Social Studies SLO 4.2.1: Recognizing the presence and influence of diverse Aboriginal peoples as
inherent to Albertas culture and identity (CC, I, TCC); Language Arts SLO 1.1: Share personal responses to
explore and develop understanding of oral, print, and other media texts; and Language Arts SLO 3.4:
Communicate ideas and information in a variety of oral, print, and other media texts. Lesson two addresses:
Social Studies GLO and SLO 4.1.1: Value Albertas physical geography and natural environment, appreciate
how land sustains communities and quality of life, and having students demonstrate care and concern for the
environment through their choices and actions; Science GLO 4-1: Investigate the nature of things,
demonstrating purposeful action that leads to inferences supported by observations; Science SLO 10: Develop
a flow chart for a consumer product that indicates the source materials, final product, and its use and method
of disposal; Language Arts SLO 2.3: Students will identify various ways information can be recorded and
presented visually. Lesson three addresses Social Studies GLO 4.2.1: students will understand how Albertas
history, peoples and stories contribute to own sense of belonging and identity; Social Studies SLO: students
will recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and
history; Language Arts GLO 2: listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts, and Language Arts SLO 2.2: students will retell
events of stories in another form or medium.
Diverse learning needs will be met in each lesson through the variety of options to choose from when
completing tasks. Students may choose to work individually, in pairs, or in small groups to complete
assignments. Students are given diverse options to choose to complete for the performance task that
incorporates all of the knowledge they have gained from the unit as a whole. The mini unit effectively
incorporates indigenous knowing as it centers around addressing First Nations traditions to help students better
understand sense of belonging and community. Students will be formatively assessed using Davies
Triangulation throughout every lesson, exit slips will be completed at the end of the second lesson, group
discussions and journal questions will be reviewed for feedback, and the products created at the end of each
lesson will be reviewed by the teacher to identify student learning. Summative assessment will be conducted
through the Performance Task; students will use the knowledge attained from the unit to complete a Learning
Menu that provides students with choices of various mediums to present what they have learned. Menu tasks
are designed within a realistic context that create practical situations of life beyond school for students to apply
their knowledge, and each task is aligned directly to the learning targets met in each previous lesson in the
unit. Students are provided with access to the poems and stories read in class to refer back to. Teacher
resources include the program of studies that outlines learner outcomes that must be met, and student resources
include access to the Buffalo Matching game on Smartboard, and the Aboriginal texts and stories from the
Elder Project Website.
Part C: 3 Lesson Plans (separate pages for each)

Mini Unit Lesson 1
Grade _4 Social Studies
Group: Charlotte, Aleisha, Hawley
Key Inquiry Question: How do historical traditions and stories of First Nations people, impact our
communities and sense of belonging in Alberta?
Goals:
- Students will gain an understanding of historical traditions and stories and will also gain new perspectives on past and
present events.
-Students will explore and interpret Native American traditions and stories.
- Students will illustrate how cultural backgrounds influence identity.
Objective:
- Students will understand the importance of oral story-telling to the Native American culture by
recognizing the influence it has on Albertas culture and identity (Social Studies SLO 4.2.1 (CC, I, TCC).
- Students will gain new perspectives on how culture influences identity by understanding past
Aboriginal stories (Social Studies SLO 4.2.1 (I, TCC)).
- Students will explore First Nations texts to gain deeper understandings by
sharing their personal responses through an identity assignment (Language Arts SLO 1.1).
- Students will be provided with various options and mediums to communicate their ideas and
information on their puzzle pieces (Language Arts SLO 3.4).
Social Studies- Grade 4

(4.2.1) Recognize how stories of people and events provide multiple perspectives on past and present
events (I, TCC)
(4.2.1) Recognize the presence and influence of diverse Aboriginal peoples as inherent to Albertas
culture and identity (CC, I, TCC)
Language Arts - Grade 4
(1.1) Share personal responses to explore and develop understanding of oral, print and other media
texts
(3.4) Communicate ideas and information in a variety of oral, print and other media texts
o Short reports, reflections, poetry
Pre lesson Considerations

Teacher preparation for pre-lesson:
-Teacher will prepare two pre-drawn outlines of the map of Alberta.
-The maps will then be identically divided into sections based on the number of students in the class i.e. first map: 20
students=20 sections of map to cut out and second map will be for teacher reference when putting the puzzle together for
final product (Please see last pages for example).
-Each piece will be pre-cut out and labeled with a number on the back (to ensure pieces are put back in correct places for
finished puzzle of Alberta).
-Gather copies of First Nations narratives from website Together with the Children: The Elder Project (Chosen poems
will be attached to lesson plan).
Pre-learning:
-A brief understanding of Native American culture in Alberta.
-Basic writing skills; grammatical skills, ability to formulate cohesive ideas into a paragraph.
-Basic geographical knowledge of Canada.
-A basic understanding that cultural differences exist within a community.
Materials needed/pre-set up required/logistical considerations needed (seating arrangement):
-Pens, pencils, markers, mini-whiteboards -Rough draft/outline page for poem
-Teachers completed example of puzzle piece - Guiding questions and scrap paper
-Aboriginal story excerpts.
- Puzzle pieces (That are numbered on the back)
Content:
Introduction
Native
American Oral
Stories
Time estimation
(10 minutes)
Transition
considerations
2 mins
What is the teacher doing?
What are the students doing?
-Teacher will open lesson by asking

students to think-pair-share: What is
culture? What does culture mean to
you? (Students will better be able to
brainstorm ideas in a small group)
-Teacher will then address class and
identify that just like (Highland
dancing is essential to the Scottish
culture) so too are oral stories
important to First Nation culture in
Alberta.
-Teacher will read two poems (see
attached literature) from the Elder
Project aloud to class.
-Answered questions will lead into
discussion surrounding Aboriginal
stories.
-Ask students:
How do these poems identify
Aboriginal culture as vital to
Albertas identity? (Social 4.2.1)
-Students will be given a minute in pairs to

consider this question regarding culture.
-Student answer:
Students will raise hands and respond by
identifying that culture includes traditions,
values, beliefs; it incorporates clothing worn,
food, religion, language etc.
Students will respond personally on the value
culture has in their own lives. Identifying own
cultural traditions i.e. family celebrations or food
their family eats etc. Students may also identify
where in their community they see other cultural
traditions i.e. Highland dancing, varying
headdresses worn by different cultures etc.
-Students will be actively and quietly listening to
the teacher as she reads the chosen poems.
-Students will be sitting in desks and not taking
notes while the teacher is speaking.
-Student answer:
Albertas culture is shaped by its past, present,
and future, therefore Aboriginal culture: stories,
traditions, and beliefs all play a key role in the
creation of what Alberta is today.
Students will be listening and engaged with
conversation, asking questions about values,
traditions, and importance of culture to
individuals.
-Teacher will gather class attention

and ask one student from each row of
desks to grab individual whiteboards
and markers for the peers in their
row.
-One student from each row will be gathering

whiteboards and markers for peers.
-remaining students will be seated at desks
waiting for their supplies.
Activity 1
(add more if
needed)
Time est:
20 mins
Transition
considerations
1 min
Activity 2
-Once all students are seated again,

instruct students to make a T-chart on
their whiteboard: Left-side titled
First Nation Culture and right-side
titled My Culture.
-Have students write down 2
values/beliefs on each side of the
chart. This chart will create a
comparison and contrast between
individual students traditions and
FN traditions.
-As students are quietly recording
their information, walk around the
room and select at least three
students to come to the front of the
class to share what is on their boards.
Be sure to provide students with
examples of what values they may
include for their own identity if
needed.
-Direct students to finish up their
charts after 5 mins and allow selected
students to share their charts with the
class.
-Teacher will model respectful
listening behaviour and proper ways
to acknowledge each students
unique traditions with the class, thus
creating a safe sharing environment.
Questions:
Which past FN traditions are similar
to your own traditions? Which are
different?
How do past traditions impact
communities today?
-Have first student in each row of
desks hand out paperwork for next
activity: puzzle pieces, poem rough
draft outline, and scrap paper.
Students are creating T-charts on their

boards and labelling them.
Students are working individually to come
up with their own values and beliefs
surrounding their culture (This may
include traditions that their family has
surrounding holidays).
Selected students will come to front of
class and present the information they
included in T-chart about individual
identity/cultural values.
The rest of the class will listen respectfully
to those who are sharing, and
acknowledge differences as unique and
special to the classroom environment.
Students will not judge but engage in
creating a positive environment for
sharing.
Answers: Students may identify how they have

traditional foods they make like FNs do;
recognize that they have traditional dances and
celebrations like FNs; identify that they are not as
conscious of the environment like FNs are etc.
Students will identify how traditions are traditions
because they happened in the past and continued
to take place as the years passed. Therefore, they
impact the present day simply by still remaining
important to the culture practicing them (this goes
for all tradition: First Nation Metis, Inuit,
Ukrainian, etc.).
-All students will remain in desks as first student

in each row gets up to hand out the materials for
the activity.
-Once students are seated, discuss what is
Students are at desks and asking
to be completed for activity- We will be

creating our own personal values and
beliefs excerpt (similar to the identity
Time Est:
poems written by Aboriginal students that
we read earlier).
20 mins
-Have students take out supplies: pencils,
crayons, markers etc.
-Ask students to hold up the puzzle piece
that they were given. Describe how this
puzzle piece is a representation of them (a
member of our classroom community) and
*teacher will be sure will be the final product for the activity.
-Describe how the puzzle pieces will be a
to ask students if
reflection of your students own culture and
they have any
identity: including information like
questions
throughout activity* language used by family, traditional food
you make, families background (where
from) etc. Identify how the puzzle
symbolizes Albertas diverse cultures
coming together to create a beautiful
mosaic of cultural diversity; represented by
the class as a whole through each
individual response.
-Instruct students to choose from a variety
of options for their completed puzzle piece.
Students can: write a poem from outline
provided, write a free verse poem
incorporating similar ideas to guiding
questions, and choose to include color,
images, and symbols to represent values
and traditions further.
questions when needing further

instruction for activity.
Students will take out their
coloring supplies.
Students will hold up their
puzzle pieces in
acknowledgment of what is
being asked of them.
Students will begin working on

their rough draft puzzle piece
(on the poem sheet they were
given, or on a loose leaf paper).
Students will fill out their puzzle
piece in a good copy (poem with
images) (L.A 3.4)
Once finished, students will turn
in their puzzle piece to the
teacher.
-Teacher will walk around the room

assisting students with their puzzle piece.
-Teacher will make sure that once rough
draft is complete, editing will be done by a
peer, and then by a teacher before doing
their final copy.
-Students will hand in final puzzle piece to
teacher.
Conclusion
How will you know
if students learned
what you hoped?
Connections to next
lesson
7 mins
-At the end of the day the teacher will put

the puzzle pieces together on the board, so
when the class comes in tomorrow, the
students will see their own puzzle pieces
completed in the shape of Alberta.
-This will then lead into a discussion to
finalize the importance of culture, values
and beliefs for individuals of the past (i.e.
Students will get to look at the

map of Alberta and see what
their peers value.
Students will get to ask
questions and discuss why all of
their peers puzzle pieces are
equally important to the mosaic
created, because without one the
First Nations) and of today.

-Teacher will ask students if they see how
important traditions are to the present day,
because in order to keep what happened in
the past alive it needs to be practiced
today. Therefore, traditions provide people
with a sense of their past and a sense of
belonging in their own communities today.
-Teacher will know if the students learned
based on what the students had written or
drawn on their puzzle pieces. Teacher will
also know if and what students learned
based on discussions and questions asked
in class.
class community is incomplete.

Examine how the pieces of the
puzzle fit together - what do
students notice about this?
Assessment: Formative assessment will be taking place throughout the lesson; listening to student conversations,
observing students participation in discussions and watching students prepare their individual puzzle pieces, Davies
triangulation will be utilized. Formative assessment will be conducted at the end of the activity.
Accommodations/Modifications:
-Modify areas in the classroom for students to go to work on their puzzle pieces: have tables for students who like to
work around their peers, quiet areas for students, areas with very little visual stimulus to allow for concentration, etc.
-Accommodate students who made need more time to complete the writing portion of the assignment.
-Ensure classroom is a safe and positive environment for students to share about their personal experiences with
Aboriginal culture and individual family culture, beliefs, and values.
-Have extra materials ready for students who may not have all the necessary tools to complete the assignment activity i.e. Pencils, erasers, - thus helping to minimize distractions to their peers while they are completing the assignment
Extension and extra time activity: For an extra time activity, have the students think-share-pair about the exit slip
questions: Identifying connections to own cultural traditions, possible applications of oral stories in their own lives, and
the importance of culture, land, and oral stories to Aboriginal people in Alberta.
Reflection on how the lesson wentWe will know students have learned when:
-Students are able to ask compelling questions about Native American culture.
-Students can identify the importance of traditions for a culture.
- See how easily the unique pieces of the puzzle fit together
-Students are able to identify how culture and traditions influence their own lives.
-Students have recorded valid information regarding beliefs and values of their own culture on their puzzle pieces.
Reflection:
-Class discussion and exit slips at the end of the lesson will identify knowledge students have attained.
-Applying knowledge regarding Aboriginal beliefs, values, and traditions to own lives will present relatable connections
to culture to deepen the students understanding of culture.
For the next class, you as the teacher will have the puzzle put together and displayed in the classroom so that students are
able to come in and see their work. Display the puzzle throughout the entirety of the unit. Could be used as a reference
point for future lessons.
Literature for Class Reading: Elder Project
Kokum
I was born in Manitoba in 1947. My childhood memories:

fresh hot bread, winter nights, frost on the windows,
hot fire in the stove.
My memories of school:
ink wells, braids, hard tack cookies, lunch pails made from lard cans, outdoor toilets,
getting strapped.
I can speak Ojibwe, which I learned in my 50s. When my sister and my daangwe would phone Id ask them to speak only in our language.
I want to learn how to bead, and speak Spanish
My jobs: waitress, nanny, housekeeper, clerk, secretary, executive assistant, legal secretary, academic assistant, a good wife.
What makes me happy: my grandchildren, a good cup of tea, a sunny day, a sewing machine.
Michelle
17 kids in my dads family:
8 pairs of shoes was all we had.
whoever woke up first wore them.
if you woke up late, they would wrap your feet in burlap in bread pans, whatever was handy, and you would walk to school in the snow. My dads
mom was cree,
but he denied being Metis.
in residential school, my dad said he had to kneel and pray and ask for forgiveness because he was indian.
My dad spoke French. So in French class, i told the teacher thats not how you say it. i didnt know that my dad spoke Michif.
in grade 1, my teacher picked me to read.
i took the chance even though i didnt know how. i still remember that.
References:
Davies, A. (2011). Making Classroom Assessment Work. 3rd ed. Courtenay: Hignell Books Printing.
Grade 4 English Language Arts Program of Studies
https://education.alberta.ca/teachers/program/english/programs/
Grade 4 Social Studies Program of Studies
https://education.alberta.ca/teachers/program/socialstudies/programs/
Morton, W. et.al. (2010). Together with the Children: The Elder Project. Vernon, British Columbia:
Aboriginal Students from School District #22. Retrieved from
https://www.bced.gov.bc.ca/abed/elder_project_sd22.pdf
Mini Unit lesson 2

Grade: Grade 4 Social Studies
Activity: Understanding the Importance of the Buffalo
By: Hawley, Aleisha, and Charlotte
Key Question: How do historical traditions and stories of First Nations people, impact our communities and sense of
belonging in Alberta?
Goals/Key questions
Goals: Students will understand the importance of land to Native Americans in relation to the bison.
Students will recognize the traditions surrounding use of the bison, and identify the various created products
relevant to First Nation survival.
By understanding the value of the Bison to Native Americans, students will identify how traditions are vital to
sense of belonging
Objective (connected to PofS):
-- Students will demonstrate understanding of processes through use of flowcharts and investigate how the First Nations
purposeful use of bison parts can be viewed as a cultural choice through observations and
inferences about quality of life (Science 4-1) (Science GLO 10).
-- Identifying how they can be used to as an effective visual tool to display information
(English GLO 2.3:).
-- Students will understand how not wasting any part of the bison demonstrated First Nation care and concern for the
environment (Social Studies GLO 4.1.1).
-- Students will learn all the various products First Nations made from the bison and identify how it sustained the
community and quality of life (Social Studies GLO 4.1.1).
All PofS Outcomes will be met throughout the lesson as highlighted above:
GRADE 4 SCIENCE OUTCOMES - INQUIRY
41 Investigate the nature of things, demonstrating purposeful action that leads to inferences supported by observations.
WASTE AND OUR WORLD.
10. Develop a flow chart for a consumer product that indicates the source materials, final product, its use and
method of disposal
LANGUAGE ARTS
2.3 Understand Forms, Elements and Techniques
Identify various ways that information can be recorded and presented visually
o ex. students create flow chart to show the uses of the buffalo
SOCIAL STUDIES
4.1.1 Value Albertas physical geography and natural environment:
o appreciate how land sustains communities and quality of life (ER, LPP)
o demonstrate care and concern for the environment through their choices and actions (LPP)
(Please browse quickly to the bottom of this Lesson plan to see attached pages that
will be used throughout lesson.
*In prior two lessons, students will have studied Native American connections to land, and the importance of respecting
the environment and traditional values and beliefs of cultures surrounding land. Students will have covered bison jumps,
and the bison hunt with a focus on the Alberta archaeological site, Head-Smashed-In, adding to the scaffold that will aid
in the development of this lesson *
-Students will have previously discussed the use of bison jumps and the various roles involved
prior to the preparation processes.
Materials needed/ pre-setup required/logistical considerations needed (seating arrangement):
-Access to Smartboard
- Rulers
-Pens, pencils, markers, crayons
- Bison image for Smartboard
-11 x 17 outline sheets of paper for class
-(Please see end of lesson plan for templates and forms)
* This lesson is
designed for a
60 min class
period*
Introduction
(how will you
engage students?
Connections to
previous
learning?)
Time estimation
5 min= intro. of
parts of bison.
10mins= game,
Q&A
*Connection to
Social Studies
GLO 4.1.1
Transition
considerations
~2 mins
*Connection to
Social Studies
GLO 4.1.1

Include Key questions, logistics, key concepts that will be
addressed, methods of formative assessment
-Introduction - We are going to discuss the parts of the

bison and the various possible uses. We will be playing a
Buffalo matching game on the smartboard.
http://americanhistory.si.edu/buffalo/matching.html
-The Buffalo History Matching Game will be loaded onto
the Smartboard, teacher will lead class in quick
brainstorm of possible products the First Nations made
from identified parts of the bison. (Teacher will ask
students what they think Buffalo skin could be used for.
What types of tools could be made from the bones? Etc.)
-Whole class involvement ->

(teacher will select volunteers to
come up and select answers on the
smartboard)
- Students will be listening and
engaging in discussion of the topic
when appropriate while sitting in
their assigned desks.
Teacher will choose volunteer to click the chosen product

on the Smartboard.
-As answers appear, discuss the results.
Key: How do these products connect to survival and
quality of life?
How is the bison a part of First Nation Culture?
Wrap up the introduction discussion by asking students to

think about culture and traditions for the next activity.
Key: What is a tradition your own family has that brings
you all together? Are there community events that allow
for group connections in our own city?
Students will remain seated in

their desks for the lessonworking individually, or with
small quiet conversation with
their desk partners.
Key responses expected from

questions: Identify how every part
of the bison was used and enabled
survival on the plains for First
Nations.
-Answers from brainstorming uses
of bison-Skin= Moccasins, drums
ropes
Use chart at end of lesson plan
to relate to for uses of bison. (Do
not cover all of the bison as this an
introduction for brainstorming and
will be explored further later.)
-Students will be engaged with
their own thinking process.
- Thoughts may include: Students
will identify things they appreciate
in their own cultural heritage or
family traditions in relation to
significance of First Nation values
and discuss how it brings their
family together i.e. Thanksgiving
dinner, Christmas traditions,
birthday celebrations, reunions
etc.
Students may identify events that
bring community together i.e.

graduations, sports games,
concerts, community fundraisers
etc.
Activity 1
Class discussion:
Brainstorm time
to prepare for
individual
activity
Time Est:
23 mins
*Connection to
Language Arts
GLO 2.3
*Connection to
Science GLO 10
as mentioned
above under
objectives.
-Introduce students to the uses of flow charts to present and

share information visually. (Show an example of what a
flow chart looks like.)

Draw a
flowchart on the board so students can see visually what
this chart looks like. Tell the students that they are going to
be making a flowchart for the uses of Bison products.
-Ask students to identify how the preparation, and product
production from the bison is similar to a consumer product
in its incorporation of: source materials, final product, and
its use and method of disposal.
-Ask students if there are any questions so far.
Key: What responsibilities do we have to the land and the
environment in use of its resources?
Transition
considerations
2 mins
Activity 2
Time Est:
-Have the student at the back of each row come to the front
to grab sheets for the peers in their row of desks. The sheet
is titled Bison Products. (This sheet will also include an
outline for students to follow)
-Image/chart of Bison and products at end of this lesson
plan- Bring this image up on the smartboard for students to
reference and then recall from memory products made.
Introduce activity: Tell students that they

will create a flowchart to visually present
the production of resources used by First
Nations from the bison. (There will still
have the flowchart example on the board
from what the teacher had drawn earlier.)
Students will be listening

to instruction and
reflecting/ asking
questions through hand
raising, on the use of
material, products and
proper disposal of
products.
Students will recognize
the benefits of visually
presenting information.
Seated at desks- can ask
questions if they need
clarifications.
Key response: students
will recognize First
Nations connection to the
land and the
respect/relationship they
had for its resources, by
using all parts of an
animal, including buffalo
in order to survive.
It is important for students
to understand the
importance of not wasting
materials, and to
recognize that many
things have multiple uses.
-One student in each row will

hand out the required sheets for
their row of desk partners.
-Students will be seated at desks and tables in

areas of the room where they feel they will
complete the assignment most effectively.
-Students will be attentively listening to
instructions, and once dismissed will gather
their supplies and start working.
25mins
volume level:
moderate
Conclusion
How will you
know if students
learned what you
hoped?
Connections to
next lesson
9 mins
Note: Bison will already be drawn on the

sheet that will be handed to studentsStudents will then only need to draw/write
the products. (this will be pre done for
allowing more time)
-Instruct students to include on their flow
chart: four parts of the bison (of their own
choosing) and two products that can be
made or used from each part of the bison.
Tell students that they must describe
through their flow chart what these
products are exactly and what they can be
used for.
-Encourage students to utilize color,
words, and images to adhere to visual
elements of flow charts.
-Instruct students to hand in flowcharts at
the end of class for a completion mark,
and that when they are finished their
flowchart, on the back side of the paper
they will be answering two questions
(given at the end of the activity) as an
exit slip.
-Gather students attention and instruct
students to think-pair-share at their desks
with a partner beside them.
-Ask: Why is the bison important to First
Nation culture? How do products made
from the bison demonstrate values around
the bison for First Nations? How does
what we have learned about the bison
relate to First Nation beliefs about their
relationship with the bison?
-Have students share with the class what
they discussed in pairs.
-The teacher will know students have
learned through class discussions, final
product of the flowchart, and questions
answered in pairs above.
-Have students complete an exit slip on
the backside of their flowcharts: Ask
students- How does the bison sustain the
First Nation community? How does the
bison increase First Nations quality of
life?
How are traditions in your own culture
vital to your sense of belonging?
-Students will be doing their best thinking and

writing.
-Students will choose to present their
flowcharts in ways that they find visually
appealing.
- If students finish ahead of their peers, they
are encouraged to include more parts and uses
to their charts and decorate their work
appropriately. Use pictures, colors, and
description of products- Detail!!!
Students will return to their desks and

join up with their desk partners for
Think-Pair-Share.
Answer:
Students will identify that the bison was a
means of survival for First Nations; understand
the deep relationship they had with the bison;
respect for the land and the creatures living on it
causing them to utilize every part without
waste.
Students will identify that every part of the
bison was utilized; they ate the bison, clothed
themselves from the bison, made tools from the
bison etc. The bison encompassed every part of
their lives.
Students will recognize this deep relationship to
the bison as vital to FN culture because the
bison is at the center of their every day.
Students will consider how the bison
was essential to First Nation survival
and, therefore, vital to their sense of
belonging.
Answer:
The bison is essential to FN survival on the
plains: food, shelter, clothing, tools etc.
The bison is vital to sustain quality of life as it
brings all members of the community together
during the hunt, preparation processes, and
creation of products.
It both sustains community and increases

quality of life by providing resources used for
survival i.e. tools, food, shelter etc., and
resources to create items to provide sense of
belonging and purpose through creation of
ceremonial items like clothing and items for
entertainment i.e. sleds, rattles, etc.
Assessment: Formative assessment: will be on-going throughout the entire class period. The teacher will utilize Davies
triangulation by observing students work, answers, and involvement, having conversations with students throughout
brainstorm periods and with individual students during work time, and viewing students final flowchart products
created. Students will also be formatively assessed through answers provided during class time and answers selected
during the Buffalo Matching Game. Formative assessment will also be conducted at the end of class as students will
hand in their flow charts to be viewed along with answers to two questions posed to them to expand their thinking. These
exit slip questions will address the Social Studies GLOs in the program of studies: appreciation of how land, resources
such as the bison, sustain communities and quality of life, and demonstrating how First Nations showed care and
concern for the environment through their choices and actions. Students will end the class by contemplating how
traditions in their own life and culture provide them with a better quality of life and how their own choices and actions
demonstrate care for the environment.
-Accommodate students during activity work period, who may need quiet work time to succeed: provide students with
quiet work spaces or large headphones to cancel sound.
-Accommodate students who may need to work beside other students in order to stay on track or brainstorm ideas in
order to progress in understanding of topics.
- Accommodate any students that may need a scribe to help with work completion (provided an Educational Assistant is
available in the classroom)
- Have extra materials prepared for students who may not have all the materials needed to complete the assignment i.e.
pencils, colouring utensils, extra paper - thus to eliminate distracting their peers while they work
Extension and extra time activity:
Students who are still working on their flowcharts may continue to do so.
o Students are encouraged to decorate their charts with appropriate images relating to the subject matter i.e. drawings of clothes, food, shelter etc. etc.
As an extra time activity, or to be played during work time, a video of Head-Smashed-In will be played
to reinforce the discussion on this archaeological site from last class. The video will allow for students to
visually see how the bison hunt was conducted and to help cement into students minds
Reflection on how the lesson went. (For the teacher)
-I will know students have learned when they can appropriately identify the parts of the buffalo and products used by
First Nations for survival and to sustain community and quality of life.
-I will know students have learned when they can effectively present their knowledge attained through a visual flowchart
form.
-I will know students have learned when they have actively engaged in class discussions and brainstorm times to deepen
their understanding of cultural traditions related to First Nations and the bison.
-I will know students have learned when they can reflect
o demonstrate care and concern for the environment through their choices and actions
Labels will be provided on the buffalo (hypothetically the labels have been completed, this particular computer did not
support Paint) - this image will be presented on the smartboard for students to refer back to while completing the
flowchart. Student learning will be identified by how they are able to identify the different uses for the parts provided.
On the flow chart outline provided, students will select four parts and identify potential uses.
Select from the following:
Hide
Skull
Muscles
Brains
Tail
Horns
Fat
Tounge
Bones
Beard
Stomach
Hair
Hooves
References:
Elementary Science Program of Studies
https://education.alberta.ca/teachers/program/science/programs/
Mini Unit Lesson 3

Charlotte, Aleisha, and Hawley
Grade 4
and environment.
Activity: Social Studies- Using symbols as a form of understanding our connections to the land
Goals/Key questions
Key Question: How do historical traditions and stories impact our communities and sense of belonging?
Goals:
-Students will be able to connect symbols to oral stories.
- Students will illustrate how symbols have deeper meaning.
-Students will understand the importance of First Nations symbols (such as buffalo and eagles) and will
gain new perspectives on different types of literacy, and how this knowledge can help connect orality to
our sense of belonging within Alberta.
Objective (connected to PofS):
Students will appreciate how an understanding of Albertas history, peoples and
stories contributes to their own sense of belonging and identity (Social Studies- 4.2.1-GLO).
Students will recognize oral traditions, narratives and stories as valid sources of knowledge about the land,
culture and history. (CC, I, TCC) (Social Studies SLO).
Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically
to oral, print and other media texts (Language Arts- GLO 2).
Retell events of stories in another form or medium (Language Arts SLO 2.2).

Lesson overview of main ideas to be learned and pre-learning required:
-This lesson is an extension from lesson one on Oral story-telling, and the importance of stories to First Nations culture.
-This lesson is going to start by introducing emoji symbols and connecting symbols as a form of literacy, and how
symbols help individuals connect with the environment.
Materials needed/pre-set up required/logistical considerations needed (seating arrangement):
Pens, pencils, examples of symbols pre-printed out (stop sign, peace, deer crossing etc.)
-Pieces of paper with emoticons printed on them.
Content:
Introduct
ion (how
will you
engage
students?
Connections
to previous
learning?)
Time
estimation
12 mins

Include Key questions, logistics, key concepts that
will be addressed, methods of formative
assessment
-As students file into the room for class, hand

each student a piece of paper with an emoticon on
it. Ask students to keep the paper and place it on
their desks for everyone else to see.
-Once students are seated at desks, go around the
room and have each student identify what their
emoji symbolizes.
Ex emojis are attached to lesson. Also use:
http://emojipedia.org/ for reference and to search
more possible emoticons to use.
-Explain how you did not need to tell the students
what the emojis represented because the symbols
were culturally understood by us in Alberta.
-Students will be coming into class and taking

their sheet of paper to their desk.
-Students will be sitting in desks waiting for
further instruction with their papers laid on desk
for rest of classmates to see.
-Students will be very familiar with the
meanings to the emoticons, and will take turns
describing what their emojis represent. Students
will respectfully wait for their turn to speak and
listen while peers are sharing.
- (Please find examples of Emoji images on pre

made cards for this lesson, or by using web
address above.)
-Key questions: How do we know what these
symbols stand for?
Which emoji do you relate to? Is there an
emoticon that symbolizes your sense of belonging
in this class? Which emoji best represents how
you are feeling today or throughout this unit so
far?
Formatively assess students understanding of
symbols in the online community and greater
community in Alberta. Identify student sense of
belonging in class through the emoticons each
student chooses to present their identity or
emotions experiencing now in class.
Transition
considerat
ions
3 Min.
-Instruct students to wait until you say go: ask the

boys to be the first to place the emoji papers on
the teachers desk and silently make their way to
the carpet area, once boys are seated in own space
and not talking, The girls will then move from
their desks to hand in papers and make their way
to the carpet and take a seat on the carpet area of
the classroom..
Activity 1
(add more if
needed)
Time Est:
20 mins
-Discuss- Symbols are used all over the world,

and are used in different context. Tell students
how we just used emoticons as symbols, but other
cultures also have other symbols.
Key answer: Students will identify that they

know what the symbols mean because they use
them on a daily basis: through texting,
Facebook, and other social media.
Students may identify that they relate to the
smiling emoji () because they are happy they
got to play dodgeball in gym, or maybe they are
frustrated () with homework, or excited for
the next possible activities.
-Students will use these emojis as a way of
communicating with the teacher how they are
feeling today, therefore giving feedback to the
teacher on how the lesson may be going, if
something during the day has caused stress or
anxiety etc. (Useful tool for teacher to identify
which students may need extra attention during
the lesson and/or day).
The boys will quietly move from desks

to hand in papers and sit quietly on the
carpet.
Girls will remain quiet at desks until
boys are seated and then make their way
to hand in paper and move to sit quietly
on the carpet.
-While students are seated on the carpet hold up

pre made cards that have symbols on thembathroom, stop sign, deer crossing, recycle,
wheelchair/ handicap, no parking, peace sign,
dollar sign, emojis
(What are the meanings behind these symbols) A
form of communication and literacy?
Teacher will tell students that we are going to
have a Body Break and explore samples of
symbols used in First Nations culture.
- ask students to stand up on the carpet and make
sure they have personal space around them to
move.
-Ask students to use their bodies to form different
animals. Use link for example of animals.
-These animals are symbols that are used within
First Nations culture.
-Ask students to Take a seat on the carpet where
they are standing so we can have a discussion on
the activity we have just finishing. .
Students will be looking at the symbols

on the cards that the teacher is holding
up, and will be raising their hands as the
recognize what the symbols are. When
students are called upon by the teacher,
students will then explain out loud the
meanings behind each symbol.
Students will gain understanding that
symbols such as stop sign and
wheelchair symbols are forms of literacy.
-Students will Stand up on the carpet.

-Students will form the actions that Simon
Says- Be a Tree, Simon Says Be a Acron,
Simon Says Be an Eagle, Simon Says Be a
Buffalo etc.
-Students will sit back down on the carpet.
-Have discussion on FNs symbols that they just

created with their bodies.
Ask: How do these symbols represent a
connection to the land?
How do these symbols represent FNs sense of
belonging?
Connection to our own personal lives and how
Symbols connect us to the land. - E.g.; How does
recycling demonstrate our connection to the land?
How do stop signs and other traffic symbols
demonstrate connections to sense of belonging in
Alberta?
Answer: These symbols show connection to the

land because animals are important to FNs
culture, and traditional FNs people live off of
their land and have spiritual relationships with all
aspects of the land. First Nations people also
show respect for the land through telling stories
through the use of symbols.
Answer: By recycling, we are reducing our waste
therefore our impact on the land is more
environmentally friendly, and preserving the
land, so we can have healthier lifestyles and
connections to the land we live on.
Answer: Traffic signs designate regulations and
rules in order for everyone to live safely on
streets and highways (on land), therefore,
increasing quality of life for all and a sense of
belonging to a safety code that protects all
Albertans as a whole.
Transition
considerat
ions
Ask students to stand up from the carpet area and

walk back to their desks quietly.
-Students walk back to their desks.
2 mins
Activity 2
Time Est:
25 mins
-Read to students from printed pages provided

from website:
First Nations Symbols and Their Meanings http://www.learnalberta.ca/content/aswt/docu
ments/symbolism_and_traditions/cultural_trad
itions.pdf
- There will be print out copies of this reading, or
teacher can use online resource.
- Read Page 3 and 4 out loud to students the
section of FNs symbols and their meanings from
the online resource Walking together. (Students
can also be called upon to read small sections of
the reading)
-Clearly identify for students the follow:
Important aspect from reading
-The eagle is a symbol of truth, power and freedom
as it roams the sky.
-The bear symbolizes strength, endurance,
intelligence and loyalty
-The buffalo symbolizes subsistence, strength and
the ability to survive.
-The infinity sign () symbolizes two cultures
together and the continuity of the
-Instruct students to quietly take their journals out
of their desks.
-Direct students to answer one or more of the
following questions:
-Ask students to reflect in their journals on the
importance of symbolism to oral stories.
Use these questions as prompts- students can
pick 1-2 questions to answer.
Discuss why symbols important to different
cultures?
How might symbols and stories connect First
Nations people to the land?
How might this knowledge of symbolism and
orality help us within this class identify with our
surrounding environment and the land?
Students will be listening to the words

that are being read and will be critically
thinking about the importance of
symbolism within cultures.
Students who are called upon or whom
volunteer will read small sections.
After the reading Walking Together
students will be given a few moments to
think about the words that were just read.
Students will pull their journals out of
their desks and will write a reflection/
journal entry on the importance of
symbols to First Nations culture.
Students can write about the importance
of symbols within their own day to day
life, and how these symbols connect
them to the land.
Students will answer according to the
prompts that they are given by the
teacher.
Students can think of other symbols that
may have been discussed in previous
classes, and think of ideas on what they
feel the deeper meaning might be to First
Nations culture.
o e.g.; feathers, spirit animals,
colored paint on Aboriginal
faces etc.
-Students will be seated quietly in their desks,
and will be reflecting on personal thoughts. Each
student will be silently writing in their journals
and recording answers to the questions asked.
Possible Prompt Answers:

Symbols represent values and beliefs, as well as
are a form of literacy (how people in different
cultures communicate).
Symbols connect First Nations to the land by
representing aspects of nature they deem
important to own survival, community,
spirituality, oral stories etc.
Symbols and signs help us identify with our land
and environment through use of provincial park

signs designating protected areas, animal
crossing signs to increase awareness, and
recycling signs to identify our need to be
connected to the environment and protect it by
reducing waste and recycling.
-Students may provide plenty of varying answers
unique to their own perspectives created
throughout lesson and unit as a whole.
Conclusi
on
-
How
will you
know if
students
learned
what
you
hoped?
Co
nnection
s to next
lesson
-Teacher will know students have learned after

reading their journal reflections the following day.
Taking note of each students answers to one or
more of the prompting questions above.
- Teacher will know students have learned by
formatively assessing students, using Davies
triangulation, on their participation in the body
break and class discussion of symbols in Alberta
that identify our sense of belonging to the land.
- Teacher will know students have learned when
they can relate their own understandings of
emoticon symbols to share feelings and ideas in
story form, just as traditional FNs used symbols to
communicate stories.
-Students will be answering the prompt

questions above in their journals and tying in
prior knowledge from other lessons in the unit.
-Students will present knowledge and
understanding of FNs connection to the land
and sense of belonging through the symbols
they use.
-Students will recognize how symbols are used
in all cultures to communicate meaning.
Identifying meanings to symbols found in
Alberta that are seen on a regular basis, and
connecting their ability to uncover these
meanings just as FNs symbols hold
recognizable meaning in their culture.
-Students will recognize how different forms of
literacy can be used in communication.
-Students will share how learning about FNs
oral stories and symbols can help them to
connect own orality and symbol use to our
sense of belonging within Alberta.
Assessment:
Formative Assessment will be ongoing throughout the lesson. Teacher will utilize Davies triangulation
actively throughout each activity. The teacher will be able to formatively assess by monitoring student
participation throughout discussion times, as well as participation during body break activity. If there are
students who are not participating during the lesson, the teacher can then also formatively assess after the
lesson, by reading individual students reflection. The teacher will be able to read what the students had written
in their journals, and see if there are any questions or concerns, and will also be able to see how well the
student was able to relate to the lesson.
-Accommodate students who may struggle with their writing process. Students may need extra time to
complete their writing, or may need help with spelling certain words.
-Accommodate students who may share an emoticon representing anxiety, stress, or fear who may need extra
attention or need to talk with you after the lesson.
-Accommodate students who may not be as familiar with the use of emojis and emoticons by allowing them to
pair with students who do (Could be unfamiliar for a variety of reasons: no technological devices, ELL who
are new to Canada and did not have access to such symbols).
-Modify classroom space so students have lots of room to move around during the body break activity.
- Accommodate students who might not know the meaning for every emoticon by having your laptop or digital
device ready to use and look up meanings for the students. http://emojipedia.org/
- Have extra materials for students who may be missing pencils and erasers - this helps to minimize
distractions to their peers while they are completing the activity.
Extension and extra time activity:
-For an extra time activity, have students reflect on a more personal level with symbols used in their day to day
lives.
-Have students reflect on how symbols used in Aboriginal cultures affect them.
-Have students who have completed absolutely everything, draw and decorate their page with symbols that are
meaningful to them.
Reflection on how the lesson went:
We will know students have learned when:
-Students are able to discuss the importance of symbolism and orality within First Nations culture, and how
this relates to our classroom culture.
- Students can identify symbols, and the deeper meaning behind symbols.
-Students have recorded valid information in their journals about symbols, First Nations culture, and
connections to the land.
References:
Emojis Website http://emojipedia.org/
Walking Together Article
http://www.learnalberta.ca/content/aswt/documents/symbolism_and_traditions/cultural_traditions.pdf
REFLECTIONS/RATIONALES
In each of your modules (C&I, Assessment, Ed Psy, Technology) you have been asked to use your mini unit plan to
demonstrate how your learning in each of the areas have informed your planning to engage students in meaningful
learning through your mini-unit plan.
Each instructor will have discussed with you how they wish to have their rationale included in your project. Use the
information below, but if your instructor has modified the information, please use that as your primary source.
Add/change as needed.
C&I RATIONALE/REFLECTION
Part D: Personal reflections (rationale)(Individual reflection)
Aleishas Reflection: http://aleishaps1blog.weebly.com/
Group members: Hawley and Charlotte
The key question our mini unit ask students to consider how historical traditions and First Nations
stories impact their own communities and sense of belonging in Alberta. All three of the lessons keep this
overarching question in mind as students are provided with opportunities to learn about First Nation culture
and connect their own identities into each task to better gain an understanding of the impacts traditions have
on community, belonging, and quality of life. Each lesson is designed to enhance student engagement
through creative methods of approaching the subject matter and encourages students to connect their
individual lives to the material being learned. The lessons and performance task provide the students with
choice on how assignments are completed and an opportunity to expand their knowledge with deeper
research if they so desire.
The final performance task ties in the knowledge gained in the three lessons and what would be
learned throughout the unit as a whole directly to the learning targets. In this way, the performance task is
used to judge the student's proficiency on the intended learner outcomes by presenting a realistic and
relatable context for students to model what they have learned. The entire mini unit adheres to a learner
centered ideology and, through the various tasks available for students to choose from in the performance
task, it addresses what Clifford and Friesen identify as imaginative engagement. Students are welcome to
expand their knowledge and deepen understanding by answering imaginative questions that challenge
student knowledge.
Instruction is delivered to the students in an interactive environment through the use of web games,
think-pair-share times, journals, class discussions, and creative writing. I believe students learn best when
they understand the objective of a lesson which is why each lesson and the performance task has been
precisely planned to provide students with an understanding beforehand of what it is they are to learn and
provides students with diverse opportunities to explore this knowledge in practical situations. Our mini unit
prepares students for the world by engaging them in a positive learning environment. Providing them with
knowledge of First Nations traditions, insight into various perspectives regarding beliefs and values and
different lenses in which to view how these traditions impact their individual lives in Alberta, it challenges
students to experiment and discover where their acquired knowledge will take them.
My learning from 3501 guided the choices made to planning the lessons as my readings from Aoki
reminded me to consider the uniqueness of every teaching situation and that we would be planning these
lessons for a group of students unknown to us. This made us more aware of the possible modifications and
accommodations to consider for each lesson. It also helped us create a performance task that allowed for
student choice and was authentically designed to apply practical situations to student learning.
ASSESSMENT RATIONALE
Rationale: Assessment
Scaffolding Lesson Plans

Lesson 1: Puzzling Over Traditions
Description
Lesson
Overview:
How do
historical
traditions
and stories
of First
Nations
people,
impact our
communiti
es and
sense of
belonging
in Alberta?
How does your lesson scaffold to

your performance task?
What core assessment

concepts inform your design
choice?
Lesson Outcome: -Introductory lesson to help students
Lesson
Descripti
on:
Instructional
Processes
-Core assessment concepts utilized

gain an understanding of how historical that informed our design was the
traditions and stories help students gain active use of Davies Triangulation
new perspectives on the past and
throughout the lesson and activity.
present.
While designing the lesson I also
-It scaffolds their learning with the
remembered to consider Gareis &
knowledge on First Nation traditions Grants idea of aligning assessment,
needed to expand their thinking for the instruction, and curriculumC=I=A.
performance task.
-Self-assessment practices also
-Asks for students to make personal
informed the design of the lesson as
connections to the curriculum and
students are able to connect to work
assignment, thus, preparing students and engage more after finding
for deeper personal thinking needed to personal connections to the project
complete certain portions of the
(Black & William).
Learning Menu Performance task.
What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?
Description
of what
teacher is
doing:
How does your use of

formative assessment reflect
key assessment concepts?
-Formative Assessment pieces will be -The Triangulation assessment

taking place throughout the lesson
practice reflects key assessment
through the use of Davies
concepts as it takes what Davies
Triangulation: teacher will be listening discusses as a process conducted
to student conversations and engaging over time through the gathering of
students in discussions, observing
evidence and products to better
student participation, and watching
increase reliability and validity of
students prepare their individual puzzle classroom assessments.
pieces.
Description
of what
students are
doing:
-Students are think-pair-sharing to give -Think-pair-share as a formative assessment tool

the teacher an idea of students prior
reflects Black & Williams concept of collaboration
knowledge.
increasing the depth of answers and thinking done by
-Students are answering questions in
students, and the students comfort level with
small groups to increase the depth
answering questions in class because they know other
students go into for discussions that can students share the same answer as them.
be collected by students and used for
-Working in a small group increases the depth in
individual projects included in the
which questions are answered and helps students
performance task.
better brainstorm ideas by using peers ideas to spark
-Students are self-assessing the work that new ones.
they are completing to decide for
-Self assessment practices adhere to the key
themselves if outcomes are being met. assessment concepts addressed by Black & William.
This engages students more in their own Self-assessment challenges students to engage in
learning.
metacognitive thinking and prompts students to
-Students are engaging in group
identify where their work lies in relation to a set of
discussions and question periods that
understood goals.
provide teacher with information on
-Our use of formative assessment pieces again reflects
student understanding of the topics. This their practices as the lesson reflects the importance of
information is used so the teacher can
questioning and formative assessment tools
provide Teacher feedback to students on simultaneously to improve students learning.
progression in class and helps to inform
the creation of the rubric for the
performance task.
Sequence
of key
questions:
-The students answers to the key

questions will be collected to identify
whether or not the concepts have been
grasped and to identify which students
are able to expand their thinking past the
key questions.
Evidence
of Lesson
Component
s (opening,
closing,
content,
timeline)
Opening: Think-pair-share to identify

prior knowledge. Small group brainstorm
time to deepen student thinking and help
create a positive learning environment for
students to answer questions.
Closing: Triangulation will be used as
teacher walks around the room talking
with students and observing the
completed puzzle pieces.
Content: Students will gain
understanding of how historical traditions
and stories help them to gain new
perspectives on past and present events.
Students will illustrate on puzzle pieces
how cultural backgrounds influence
identity. Students will identify how First
Nations people impact our community
and sense of belonging in Alberta.
Timeline: Is designed for two class
periods or one 62 minute class.
Knowledge gained in class will be
applied to final performance task.
Lesson 2: Understanding the Importance of the Buffalo

Description
Lesson
Overvie
w: How
do
historica
l
tradition
s and
stories
of First
Nations
people, i
mpact
our
commun
ities and
sense of
belongin
g in
Alberta?
Lesson Outcome:
Lesson
Description:
How does your lesson

scaffold to your
What core assessment concepts inform your

design choice?
-Identifies for students the

-The concept of formative assessment informed the
effectiveness of using visual
design of the lesson as Davies Triangulation will be
tools to display information
utilized throughout the activities by observing student
(flowcharts) that students will
work, answers, and involvement, having
use in the creation of other visual conversations with students and viewing the final
tools to present information for flowchart product.
the performance task.
-Class discussion and brainstorm times will be
-Helps frame students thinking monitored and used to identify the knowledge students
on how different traditions (bison are retaining.
products) sustain communities -While designing the lesson I also remembered to
and quality of life. This will
consider Gareis & Grants idea of aligning
allow for ideas to be developed assessment, instruction, and curriculumC=I=A.
and expanded on for the final
-Blooms Taxonomy will be utilized to unpack the
tasks.
curriculum and to classify the level of cognitive
-Scaffolds the learning of First demand each selected learning outcome requires
Nation culture, traditions, beliefs (Gareis &Grant).
and values that students will need
to complete the performance task
components insightfully and in
depth.
Instruction
al
Processes
What formative
assessment techniques will
you be using? What
information will you be
collecting? How will you
use that information?
How does your use of formative assessment

reflect key assessment concepts?
Description of
what teacher is
doing:
-Teacher will formatively assess students

throughout the class activities through
observations, conversations, and student
products made as observed using Davies
triangulation. This will provide classroom
assessment with greater validity and
reliability.
-Discussions between student and teacher and
student to student will be used to identify
where challenges are being faced and show
the teacher where further instruction may be
needed.
-Teacher will guide class participation in the
matching game and listen to conversations.
This will identify students prior knowledge
and where learning is required.
What teacher is
doing cont.:
-Exit slips will be used to address the Social

Studies GLOs for the lesson and will identify
the knowledge that students take away from
the lesson. Exit slips will be collected on the
back of the flowcharts so that both can be
viewed in tandem to show student learning
and allow student to expand their learning
through the answering of the two exit
questions.
-Students will be sharing ideas in small
groups and sharing answers with the class to
collaborate and increase depth of answers and
understanding.
-Participations in the matching game will
allow students to begin to expand own ideas
before approaching the material from the
curriculums perspective, thus allowing
students to develop individual thoughts
beneficial to success for their performance
tasks.
-Students will be think-pair-sharing why they
believe the buffalo is important to FN
traditions, beliefs and values.
Description of
what students are
doing:
-Davies Triangulation will be used for

formative assessment.
-Conversations and feedback given
reflect what Black & William identify
as the necessary feedback to engage
students more full with their work and
learning.
-Assessment concepts are also reflected
through the class participation in
matching game is an application of the
new sequence of instruction described
by Wiggins & McThighe in action as
students will explore their learning
through the game before step by step
instruction is applied.
-Our formative assessment continues to
reflect key assessment concepts as the
three elements core to teaching and
learning that make up the metaphorical
stool, as referred to by Gareis &Grant,
are kept in mind: Curriculum,
Instruction, and Assessment. These
three elements are interdependent
throughout our lesson.
-Black and Williams key assessment
concept of feedback and collaboration
is used throughout the lesson, matching
game, instruction time, and flowchart
building activity so that students are
aware of how they are doing and how
they can improve their work and
understanding.
-Think-pair-share is a teaching strategy
that allows ideas to be shared and
developed upon and creates a safe and
positive learning environment for
students to feel confident in to share
their ideas.
Sequence of key
questions:
-How do these products connect to survival

and quality of life?
-How is the bison a part of First Nation
Culture? What is a tradition your own family
has that brings you all together? Are there
community events that allow for group
connections in our own city?
-What responsibilities do we have to the land
and the environment in use of its resources?
-How does the bison sustain the First Nation

Evidence of
Lesson
Components
(opening, closing,
content, timeline)
community? How does the bison increase

First Nations quality of life?
How
are traditions
in your own
culture
vital to
Opening:
Buffalo Matching
game,
brainstorm
as a class and have students answer some
questions to engage students in deeper
discussions.
Closing: Students will have completed their
flowcharts and will think-pair-share to answer
questions posed to them by the teacher to
cement the knowledge gained in the lesson.
Students will complete exit slips to
individually demonstrate their learning by
answering two questions.
Content: Students will gain understanding of
how historical traditions and stories help them
to gain new perspectives on past and present
events.
Timeline: The lesson is designed to take
around 60 mins to complete, but depending on
conversations occurring it is to be spread over
two lessons to allow for students to expand
knowledge and learning by having more time
to discuss and work on assignment.
Rationale: Assessment
Lesson 3:Using Symbols for Understanding Land and Environment

Description
Lesson
Overview
:
Instructiona
l Processes
How does your lesson scaffold

to your performance task?
What core assessment

concepts inform your design
choice?
Lesson Outcome:
-This lesson scaffolds to the

-Davies triangulation
performance task by providing
-Positive learning environments
students with relatable symbols they -Wiggins & McThighes new
understand and see in Alberta to
sequence of instruction by having
better understand FN symbols and students jump into learning by
traditions with respect to land and engaging in an activity rather than
the environment. The ideas they
following a staircase approach
share in this class will be used to
informed our design choice to begin
complete their individual portions of class with an activity and then
their Learning Menus.
provide explanations.
-Through carpet time, being read to -The idea of collaboration to increase
about FN symbols and the body
comfortability in the classroom and
break activity, students will engage with question answering is reflected
thoughtfully and creatively with
in our design of the lesson as
symbols and story telling that will emoticons are identified as a class
benefit the required knowledge and and used as a tool to identify student
skills needed for the various
comfort levels.
portions of their performance task.
Lesson
Description
:
-This lesson scaffolds to the

-Individual journal reflections
individual work required for the
challenge students to do
final task by engaging students in metacognitive thinking to prompt
answering journal reflections to
each student to identify what they are
reflect the learning he/she as an
learning and to what degree they are
individual is doing and will be
meeting goals and expectations.
assessed on the final tasks.
-The three lessons guide student
learning and the creation of the final
task and rubric. The AAC materials
on rubric development guided me in
taking time to complete the lessons
and the final rubric and tasks each
were purposefully designed to
benefit student learning and success.
What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?
How does your use of

formative assessment reflect
key assessment concepts?
Description of
what teacher is
doing:
Description of
what students are
doing:
-Teacher will be engaging students -The importance of questioning

in conversation and listening to
students and listening to responses
responses to identify students prior reflects Black & Williams key
knowledge regarding symbols.
assessment concepts regarding
Identify student sense of belonging feedback and question/conversations
and in the classroom through chosen to improve student involvement in
emoticons to represent emotions
their learning.
experienced in class. This
information will help direct the
-Using triangulation actively
course of the lesson and identify if throughout the lesson is a key
there are students who may need to concept Davies identifies as key to
have one-on-one time to discuss
student learning and fair assessment.
how they are feeling in the class.
-Teacher will be actively using
-Our lesson also reflects Gareis &
Davies Triangulation throughout
Grants key assessment concept of
class and during the time on the
aligning curriculum with instruction
carpet at students work together to and assessment to better increase
identify sign meanings and create student learning and success. What
FN symbols with their bodies.
we teach, how we teach it, and the
-Teacher will have students respond degree of student learning being
to questions in their journals that
formatively assessed are balanced
will act as exit slips for the teacher like the legs of a stool throughout the
to read and understand what
lesson to support student learning.
students have learned from the
lesson. This information will be
-Students are introduced to a new
used to see if lesson may have to be key assessment concept as
reviewed the next day.
recognized by Wiggins & McThighe,
because the opening to the lesson
-Students will be thinking deeply
involves having the students take part
about what their emoticons mean
in an activity before the instruction
and then contemplating the
takes place. This alleviates the need
questions posed to them.
for a staircase approach to learning
Students will be engaged in the
and engages the students
lesson and be able to relate to the
immediately with an interesting and
material on FN symbols being
relatable activity.
presented in a meaningful way.
-Students will transition from desks
to the carpet where they will
recognize how often symbols are
used in Alberta to display meaning,
thus drawing personal connections
to symbols used by FNs to
communicate meaning and
-Writing in journals will allow
students to share their knowledge
attained, and reflect more deeply on
personal connections to the
environment that help them
understand the connection FNs
have.
Sequence of key
questions:
- How do historical traditions

and stories impact our
communities and sense of
belonging?
- How do we know what

these symbols stand for?
Which emoji do you relate
to? Is there an emoticon that
symbolizes your sense of
belonging in this class?
Which emoji best represents
how you are feeling today or
throughout this unit so far?
How do these symbols
represent a connection to
the land?
How do these symbols
represent FNs sense of
belonging?
- Discuss why symbols

important to different
cultures?
Evidence of
Lesson
Components
(opening, closing,
content, timeline)
How might
symbols
Opening:
Engage
studentsand
in an
activity to get them thinking about
relatable symbols, then introduce
the topic of FN symbols and use of
them to communicate and show
connections to land.
Closing: Students will reflect on
chosen prompt questions to
demonstrate learning and expanded
thinking in relation to topic.
Content: Students will appreciate
how FN traditions can contribute to
their own sense of belonging.
-Students will identify how symbols
are used to communicate and
represent connections to
environment.
-Students will use symbols in their
journals to share information and
knowledge learned.
ED TECH RATIONALE
Rationale: Ed Technology

Lesson #?:
Description: Using an interactive matching
game on the smartboard, students will
recognize the parts of the buffalo that are used
for various products and identify how the
products sustained First Nation community,
sense of belonging, and survival.
Lesson
Overview:
Describe how communication technology

used in the lesson/s, will promote student
engagement toward the identified learner
outcome(s). This should provide a strong
rationale for using technology.
Lesson Outcome: Students will understand the This will mandate class participation and increase
deep connection First Nations have for land, engagement through the games interactive
components. It will meet outcomes as the game
regarding relationship with bison, and
principle of not wasting parts of the bison.
incorporates deeper descriptions and rationale for
parts used, thus, sparking questions to answer as a
Students will identify how products made
relate to community, sense of belonging, and group.
Technology will promote engagement by actively
survival.
involving students in the identification of parts of
bison and products made. It will challenge students
Lesson Description: Students will: volunteer to think on their feet and work as a class to achieve
or be chosen to interact with the smartboard, success. The game will spark questions that the
as answers appear the students will have
teacher will guide students in answering as a class,
opportunity to discuss results, and ask/answer thus creating a positive classroom environment to
questions.
work in.
Instructional
Processes
Describe any potential downsides to using this

technology.
Description of what teacher is doing: will be
choosing students to select answers on the
smartboard, and students to answer supplied
guiding questions. Teacher will be guiding
conversation and allowing students to
investigate own ideas in relation to FN sense
of belonging and survival.
-Cannot formatively assess every student because not

all students will have chance to interact with
smartboard.
-Classroom volume may rise, depending on class, it
could become hectic in the room.
-Students may be afraid to choose answer incorrectly
in front of peers.
Description of what students are doing:

Students will be actively listening to
conversation and supplying own opinions and
ideas by volunteering or being called upon.
Taking turns selecting parts on the smartboard
and then discussing results and how it relates
to FN community involvement and survival.
-Only allows for the involvement of a single student

at a time.
-May create stress for student choosing answers in
front of peers.
-Not all students may get a chance to interact with
the smartboard directly.
-Does not cover every single possible product made
by FNs.
Sequence of key questions:

-Students may not yet be able to understand the
relationship FNs had with the bison, therefore, why
-Key: How do these products connect to
survival and quality of life?
FNs did not waste any part of the animal.
How is the bison a part of First Nation Culture? -The matching game may exclude many products
FNs made that better demonstrate deep connections
How do these products show FN values in
to their culture.
community, relationship to the bison, and
-The Matching activity does not allow for students to
sense of belonging?
ask questions directly, so the teacher must be
How do traditions surrounding the buffalo
knowledgeable and be prepared to answer questions.
influence your sense of belonging and
community in Alberta?
Evidence of Lesson Components

-The students may struggle to match the parts
effectively causing the activity to take more time.
(opening, closing, content, timeline)
Matching activity will open the lesson; get
-The activity does only give a small portion of the
amount of information regarding the importance of
students thinking about the buffalos various
uses in FN survival, sense of belonging, and
the bison to FNs.
-If students are too intrigued by the interactive game
community interactions.
The closure of activity will be once all the parts portion of the activity, they may lose sight of the
valuable information being presented.
have been matched.
The activity will contain a fragment of the
-The activity may distract from engaging questions
being posed for discussion (teacher should ensure to
information they will acquire throughout the
remainder of the lesson, thus giving the
have some focus questions and utilize the questions
provided in the game).
students a brief introduction into the lesson.
The activity will open with a 5 minute
introduction to the parts of the bison
and products that FNs would have
needed to make for themselves to
survive and increase their quality of
life. The game will last approximately
10 minutes including the answering of
questions throughout.
EDUCATIONAL PSYCHOLOGY
Mini Unit Plan Defense for Educational Psychology
Value: 20 10 marks
How to Submit
From your website mini unit defense plan, you will need to complete this section for EdPsych and
submit your url into Moodle.
For this assignment, you now need to view your lesson plans from the Ed Psych perspective. Review a CHOSEN
LESSON plan analyzing the consideration given to knowledge and skills you have gained in 3502 in the broad areas
of child development, learning theories, motivation and classroom structure and climate. To guide your response give
thought to the following.
1. What learning theory concepts are evident/incorporated in this plan? Why?
2. Did I consider the development of a child within the lesson? How?
3. Does my lesson have consideration for motivation of a wide range of learners? Explain.
4. Have I considered classroom structure and climate and potential variables that may derail the lesson?
Consider rules, routines, movement within the class, etc.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Ed Psychology Defense

Lesson 1 title:
Lesson
Overview:
Description: Lesson 3 Using

symbols as a form of
understanding connections to land
and environment.
Lesson Outcome:
- Students will appreciate how an
understanding of Albertas history,
peoples and stories contributes to
their own sense of belonging and
identity (Social Studies- 4.2.1GLO).
- Students will recognize oral
traditions, narratives and stories as
valid sources of knowledge about
the land, culture and history. (CC,
I, TCC) (Social Studies SLO).
- Students will listen, speak, read,
write, view and represent to
comprehend and respond
personally and critically to oral,
print and other media texts
(Language Arts- GLO 2).
-Retell events of stories in another
form or medium (Language Arts
SLO 2.2).
Connections to Learning Theories & Demonstration of

Attention to a Classroom Structure and Climate
Consider 2 3 sentences for each of these areas that
addresses our 3502 content: learning theories or
developmental theories or classroom
management/motivation
NB: Your summary points and guiding/deep Qs from the
Virtual presentation may be helpful for you as you frame
your responses.
-- Each lesson plan allows for learning to occur through

activities and active construction. Students are
Instructional
Processes
Lesson Description:
Students will understand how
symbols are used to communicate
meaning and connections to the
land in First Nation culture by
relating it to emoticon symbols,
and symbols and signs used in
Alberta.
Students will use prior knowledge
of symbols to better understand FN
symbol use.
Students will connect to the lesson
and recognize that symbols are a
valid source of information just as
the previous lessons demonstrated
how oral stories are as equally
valid.
Students will work in small groups
and pairs to elaborate on learning
and then individually reflect on
symbol knowledge to help with the
performance task menu later.
Description of what teacher is
doing:
-Teacher will begin class by giving
each student an emoticon image.
Then will have each student
identify the emoticons meaning.
-Teacher will be engaging students
in conversation and listening to
responses to identify students
prior knowledge regarding
symbols.
-Teacher will identify student sense
of belonging and in the classroom
through chosen emoticons to
represent emotions experienced in
class. This information will help
direct the course of the lesson and
identify if there are students who
may need to have one-on-one time
to discuss how they are feeling in
the class.
-Teacher will be actively using
Davies Triangulation throughout
class and during the time on the
carpet at students work together to
identify sign meanings and create
FN symbols with their bodies.
-Teacher will have students
respond to questions in their
journals that will act as exit slips
for the teacher to read and
understand what students have
encouraged to participate in mental manipulation of ideas

that arise through the class activities and translate into
their individual journal entries and exit slips that are
effectively designed to expand student thinking. The
teacher engages with the students through conversations
and feedback that test their thinking and challenge
students to improve upon their own learning.
-Fitting into a Cognitive Learning Theory, this lesson is
designed to use students prior knowledge of symbol use
to influence how they will process, organize, and
recognize the value First Nations place on symbols.
-The teacher will be guiding how students use their prior
knowledge to apply it to understanding that symbols are
used by other cultures of the past and present to
communicate meaning and relationships with the
environment. The teacher will be using effective
strategies and activities to guide the students toward
accurate information that they will apply to individual
lives in real world situations.
- Teacher must ensure that students needs have been met

for learning to effectively occur, so the teacher asks
students to identify which emoji represents how they are
feeling. This allows the teacher to regulate the
classrooms climate by understanding which students
may need extra attention or help for the day based on
responses given.
-Self-efficacy and self-esteem are important for students
to attain so that they have the motivation to complete
assignments. This lesson incorporates student needs into
the lesson in order to have student discover their own
motivation to learn about FN symbols and traditions
because they can relate it to their own lives.
- Students are provided with a variety of meaningful ways
to interact with the material covered in lesson three
through: large and small group discussions, journal
entries, think-pair-share, body breaks, and finding
personal connections to material studied.
- Piaget and Vygotskys learning theories come together in
our unit, as the idea of finding the magic middle is
emphasized in every lesson by creating activities and
tasks that challenge but do not discourage, and engage but
do not disinterest students in learning.
- Vygotskys sociocultural learning theory of development
is woven throughout certain activities as students are
encouraged to collaborate and work as a class to answer
questions and problems to develop deeper thinking and
increase confidence in sharing answers with the class.
- According to Woolfolk, dialogue and conversations are
important avenues to learning. This is why the lessons
allow collaboration to develop and exchange
explanations, examples, and elaborations in order to
learned from the lesson. This

information will be used to see if
lesson may have to be reviewed
the next day.
benefit learning and the portrayal of knowledge gained

within the unit that is then used by students to complete
their individual portions of the performance task.
Description of what students are

doing:
- Students will be thinking deeply
about what their emoticons mean
and then contemplating the
questions posed to them.
- Students will be engaged in the
lesson and be able to relate to the
material on FN symbols being
presented in a meaningful way.
-Students will transition from
desks to the carpet where they will
recognize how often symbols are
used in Alberta to display meaning,
thus drawing personal connections
to symbols used by FNs to
communicate meaning and
-Writing in journals will allow
students to share their knowledge
attained, and reflect more deeply
on personal connections to the
environment that help them
understand the connection FNs
have. This reflects constructivism
being used as students create
personal meaning for themselves
to better understand how FN
and show connections to land.
-Learning is a social phenomenon that is enhanced

through the sharing of ideas and collaboration. This
lesson allows students to brainstorm ideas with their peers
to gain understanding of how symbols can communicate
meaning in Alberta.
-Students understanding of emoticons and various signs
found in their own community, demonstrates
constructivism in action. Students take an active role in
building an understanding for themselves about First
Nation culture and symbols by finding individual
connections to symbols they recognize in their own
cultures.
-Social constructivism is in action as students learning
increases their abilities to participate with others in
activities that are meaningful in their culture.
-The students are encouraged throughout the lesson to use
dialogue, writing, and drawings to demonstrate their
learning on symbols in a personal journal reflection.
- Students are routinely asked throughout the lesson to
apply knowledge in authentic contexts by recognizing
how routinely signs and symbols are used in Alberta to
represent connections to the land and communicate
information.
Sequence of key questions:

- How do historical traditions and
stories impact our communities
and sense of belonging?
- These key questions are designed to promote

metacognitive thought in the students by prompting each
student to consider each question carefully and begin to
think about their thinking to guide their understandings
of the unit topic and its purpose in real world situations.
- These questions are designed to engage students with
the social cognitive theory of learning by observing. As
Bandura identifies, the teacher models how students are to
engage with the questions by forming connections to their
own lives and culture and then having students work in
small groups and pairs to develop their thinking before
individually journaling their thoughts. Role of peers is to
- How do we know what these

symbols stand for?
Which emoji do you relate to? Is
there an emoticon that symbolizes
your sense of belonging in this
class? Which emoji best represents
how you are feeling today or

throughout this unit so far?
How do these symbols represent a
connection to the land?
How do these symbols represent
FNs sense of belonging?
also model the necessary processes for knowledge

construction
-Observational learning is also used through these
questions to direct student attention to key ideas, teach
new behaviors and methods of approaching topics
regarding First Nations culture, and arouse emotions in
the students.
- Discuss why symbols important

to different cultures?
How might symbols and stories
connect First Nations people to the
land?
How might this knowledge of
symbolism and orality help us
within this class identify with our
surrounding environment and the
land?
Evidence of Lesson Components
(opening, closing, content,
timeline)
Opening: Engage students in an
activity to get them thinking about
relatable symbols, then introduce
the topic of FN symbols and use of
them to communicate and show
connections to land.
Closing: Students will reflect on
chosen prompt questions to
demonstrate learning and expanded
thinking in relation to topic.
Content: Students will appreciate
how FN traditions can contribute
to their own sense of belonging.
-Students will identify how
and represent connections to
environment.
-Students will use symbols in their
journals to share information and
knowledge learned.
-This lesson was designed with the development of a

child in mind, and the recognition that the teacher must be
aware of the differences among student learning abilities
and challenges that may arise within the classroom.
- This lesson may change as it is taught based on the
students within the classroom. We took into consideration
that personal development, changes in individual
personalities, and cognitive development, changes in
student thinking.
-The end of the lesson allows students to take the
information that they have learned and in journal form
apply it to personal thinking in order to gain
understandings.
- This lesson takes into consideration that the lesson
timeline may need to be extended depending upon the rate
of understanding for each student. More time may be
needed to address ideas that students are interested in, and
how the students feel at the beginning of the class may
also cause other areas of the lesson to be focused on. The
emoticons will identify how the students are feeling
towards the lesson and the day in general. The teacher
should use this knowledge to direct the flow of the lesson
and which students may need more focused attention
throughout the lesson.

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SUBMISSION TEMPLATE FOR MINI UNIT PLAN

PROJECT AND COURSE RATIONALES

Name of submitter: ____Aleisha Reimer____

Mini Unit Plan (ASSESSMENT)

Social Studies Grade 4

Topic/Focus First Nations traditions, values and

beliefs and how this connects to our

Learner considerations include being aware that students may be at

S.S. (4.2.1) Recognize how

Lesson 1- Students will think pair

Lesson 2- Students will be

-See above box

Science- Students will demonstrate -See above box

S.S.-GLO 4.2.1: students will

S.S. Students will appreciate how

Lesson 3- Students will be

-See above box.

Student Task Description

Main Course: (You must complete everything in this section!!)

1- Working individually, choose one of the poems from this website

Displays indepth, precise

Main Course Number 2: Comparison T-Chart

Main Course Number 2: Comparison Venn Diagram

Main Course Number 1: Poetry Reply

Directions: Answer this question in journal form:

Learning Menu Checklist:

C&I Mini Unit plans

Part C: 3 Lesson Plans (separate pages for each)

Group: Charlotte, Aleisha, Hawley

Social Studies- Grade 4

Pre lesson Considerations

What is the teacher doing?

What are the students doing?

-Teacher will open lesson by asking

-Students will be given a minute in pairs to

-Teacher will gather class attention

-One student from each row will be gathering

-Once all students are seated again,

Students are creating T-charts on their

Answers: Students may identify how they have

-All students will remain in desks as first student

-Once students are seated, discuss what is

Students are at desks and asking

to be completed for activity- We will be

questions when needing further

Students will begin working on

-Teacher will walk around the room

-At the end of the day the teacher will put

Students will get to look at the

First Nations) and of today.

class community is incomplete.

I was born in Manitoba in 1947. My childhood memories:

Mini Unit lesson 2

What is the teacher doing?

What are the students doing?

-Introduction - We are going to discuss the parts of the

-Whole class involvement ->

Teacher will choose volunteer to click the chosen product

Wrap up the introduction discussion by asking students to

Students will remain seated in

Key responses expected from

bring community together i.e.

Name of submitter: Aleisha Reimer