Social Studies: Introduction to Chapter.

4
LESSON PLAN
Class 1

Grade: 4 Lesson Title: Living with the Land Lesson Duration: 60 minutes

Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson what
students will do/learn and how the lesson will conclude. *Instructional video in January 14th class give an example of a strong overview and in contrast
an overview that is incomplete.

This lesson will serve as an introduction to Chapter 4, in the Voices of Alberta textbook. The purpose of the lesson
is for students to identify that there were different First Nations groups who lived in different parts of Alberta,
and how many of their lifestyles were greatly impacted by their natural region. The class will be instructed by
whole group reading to gain knowledge about the beginning of this chapter, and will be guided by the teacher.
Students will be given time after the reading to construct a coloured map of Alberta, to locate the Canadian
Shield, Boreal Forest, Foothills, Rocky Mountain Parkland, and the Grassland where these different First Nations
groups lived. Once the students have completed the map colouring, the students will be given direct instruction
on how to completed the back side of the page. The students will be allowed to work in groups of 2 or 3 to discuss
and evaluate how these different First Nations would have traveled from one place to another. By this end of this
lesson students will have learned and located the different places First nations groups lived in Alberta, and the
names of these First Nations groups, and examined how the First Nations groups would have traveled.

Alberta Program of Study: Goals and Objectives . Carefully select GLE and SLE that pertain to your lesson. Choose selectively and think
carefully about what is achievable for students to learn by the end of the lesson. Importantly this is connected clearly with the information in your Unit
Map.
GLO /GLE SLO/SLE:

4.2 The Stories, Histories and Peoples Knowledge and Understanding

of Alberta
4.2.2 Assess, critically, how the cultural and linguistic heritage
Students will demonstrate an understanding and and diversity of Alberta has evolved over time by exploring and
appreciation of the role of stories, history and culture reflecting upon the following questions and issues:
in strengthening communities and contributing to
identity and a sense of belonging.  Which First Nations originally inhabited the different areas
of the province?

Learning Objectives. Translate the SLE's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words. *Instructional video in January 14th Class folder reviews this clearly
Students will…

 Identify which First Nations groups originally inhabited the different areas of the province (Alberta)?
 Identify the different regions that the different First Nations groups lived on.
  Examine different ways of transportation the First Nations groups would have used to travel from one
region to another.
Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: knowledge, skills and attitudes. Be clear on what type of
knowledge/skill/attitudes students are developing and expected to do. This informs the types of questions you develop. Guiding questions must
support this and provoke student thinking and help them understand what they are learning, why they are learning, what they have already learned,
what they still need to learn etc.

 What does the words ‘First Nations’ mean?

 who were the original people to live in Alberta’s natural regions?
 How are the First Nations groups different compared to each other?
 What are some ways the First Nations group might have travelled from one place to another?
 What does lifestyle mean?
 How does our lifestyle change when influenced by the natural region in which we live in?
 How does our Southern Alberta environment affect your lifestyle?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource
provide an active link. If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your
lesson/ student learning? *you may have more or less than three resources. It depends on your lesson. If you are providing material on First Nations,
Métis or Inuit, it must be an authorized source, from an Indigenous author or Indigenous community. Beth Cormier in the Curriculum Lab has many
resources to help you. If you are not sure connect with her.

Resource #1: Voices of Alberta: Textbook, pages 96-99 – This resources helps the students follow along through the guided
reading, and has a pictures of the map the students need to colour in and evaluate the different regions of Alberta.

Resource #2: https://drive.google.com/file/d/1z788b3yUEbMBNJHlINh4sDTdBVAgoed5/view This resources is an

online textbook I can use to show the students on the smartboard an image or quote to stay connected to the
topic and on track in case they get lost.

Resource #3: https://www.albertaschoolcouncils.ca/about/indigenous-awareness/treaty-land-acknowledgement

Resource#4: https://www.takingcharge.csh.umn.edu/what-impact-does-environment-have-us

Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc.…What you will use AND, therefore what you
will organize ahead of time prior to your lesson

 Worksheet #4.4.1 (30 sheets)

 Worksheet Line Master 4-1 (on the back
 Smart board
 Lesson Procedures

Introduction (5 min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior;
Transition to Body. Indicate the timing for each section. This can be written in point form

 The teacher will begin by greeting the class and then by asking two students to go to the back room shelf
and get the social textbooks and start handing them out to students in the classroom.
 The teacher will use direct instruction to briefly explain how our environment influences out lifestyles.

How our environment influences our lifestyles (examples):

- The environment can facilitate or discourage interactions among people (and the subsequent
benefits of social support)
- The environment can influence peoples' behavior and motivation to act.
- The environment can influence mood.
-
 Teacher’s example of how living in Alberta has affected their lifestyles: “Southern Alberta is
very cold, and windy. This can affect my mood for wanting to leave my house some days. But
seeing a nice blue, sunny, sky can make me very happy, and want to go outside for a walk or
badminton outside.
 How does our Southern Alberta environment affect your lifestyle?
-Ask students to raise their hands if they have an example.
-Make sure to tell students that the teacher will only pick 3 and then move on.

 The teacher will proceed with direct instruction for explaining the this will be the topic of today’s class,
and that learning about First Nations traditional lifestyles that will be continually learned throughout
Chapter 4.
 The teacher will then instruct the students to open their textbooks so we can begin with Chapter 4 that
will begin on page 96 (Marge Friedel)

Body (35 min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized. Specify activities
and transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that you will use, organization of class etc. How and when
are you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.

Steps and Procedures: Lessons are divided into portions. In the lesson body there Formative Assessments Type/Name:
should be a least two activities and one transition. You may have 3 activities and 2 transitions. An Where Assessment Occurs/Purpose of
activity can be reading - transition - partner dialogue (as an example). * Style of writing in the
lesson plan is descriptive and concise (NOT POINT FORM). As well, you are not narrating, rather assessment
you are describing the activity, the learning, critical information to carry out the lesson. Any
questions you have developed to use during the learning, to facilitate discussion for instance, are
to be written directly into the lesson plan in the area where it occurs.  Questioning strategy – Students will be
questioned about social vocabulary
Activity #1: Reading and Discussing pages 96 - 99 (10 minutes) words such as “What does the words
First Nations mean?” in order to start a
discussion, and to assess if the students
  Teachers begin the procedure by introducing the that are listening or not.
page 96 is chapter 4, and for who may not be on that
page to turn to that page (repetition to the students who  Students discuss the Three W’s. What
weren’t listening) and then begin reading the did we learn today?", "So What?
statement/story by Marge Friedel. (Relevancy, importance,
 WHOLE CLASS DISCUSSION STORY TELLING: The teacher usefulness)", "Now What? (How
will be leading the reading on page 96 but will stop does this fit into what we are
reading at points to discuss the main ideas, and new learning? Does it affect our
vocabulary. thinking? Can we predict where
Main Points/Vocab: we are going?)"

- “Marge Friedel helps the students understand the

importance of the land and everything it has
offer.”
- What does the word ‘traditional’ mean? (Old, Differentiation: Indicate in brief sentences
Classic, Historical) areas of differentiation.

 After discussing those main points and vocabulary from  Individual reading – The students have
page 96, the teacher will tell the students to move their some time to read for themselves and
eyes to page 97. The teacher will then as if anyone want evaluate what they are reading.
to read out loud ‘Alberta’s story’
- After the student has read ‘Alberta’s story’ aloud,  Questioning strategy – Students will be
then teacher will hot seat question a student on questions in order to start a discussion,
who were the original people to live in Alberta’s and as a purpose for the teacher to
natural regions. (ANSWER: The First Nations) assess what they know, and
understand from their own personal
 DIRECT INSTRUCTION: The teacher will then read the reading.
‘Inquiry Questions’ (Which First Nations first lived in
different areas of the province? & How are the First  Direct Instruction – Is given to all
Nations important to Alberta’s identity?) to the students students so everyone is on the same
and tell them that throughout this lesson the students page.
need to keep those questions in mind, and look for the
answers throughout this chapter.  Small group learning/Paired Readings
– students who may struggle with
Transition: The teacher will then get the printed out reading comprehension can read with a
worksheets, hold it up for the class to see and start explaining friend, and talk and discuss the pages
their purpose (for the students to identify traditional areas in together.
which each nations lived, and how close or far apart they were).
The first worksheet is to colour in the map, and that page 99 can
help them out. The teacher will instruct that the students
cannot start on the worksheets until they complete the readings
on pages 98 and 99. The students will be instructed to get into
partner of 2 to read the ages together, and when finished, one
partner can come up to the teacher’s desk and grab two
worksheets.

Activity #2: Paired Reading – pages 98 and 99 (10 minutes)

 SMALL GROUP LEARNING:
- Tell the students that the readings on pages 98,
and 99 (Who Were Alberta’s First Peoples?, Many
Nations, Many Cultures, and Some First Nations of
Alberta) will help them to answer the worksheets.
- Students can get a partner and read the pages
together. Students will temporarily have about
10-15 minutes to read the pages together, and 20
minutes to start on the works, and their goal it to
complete the first page (colouring in the province
of Alberta where First Nations lived).

Activity #3: First Nations of Alberta Worksheet and Visiting the

Neighbors Worksheet (Small Group Learning) (20 minutes)

 The 20 minutes will be told that they have time to work

on the worksheets, and to use their textbook to help
them answer questions. The students can get with a
partner to colour, or answer questions together.
 The teacher will warn the students that if it gets too loud
or if no one is completing work, everyone will move back
to their desks, and work silently.

Transition: At the 15-minute mark before the lesson is done,

the teacher will display the Three W’s on the smart board
through the google slides presentation. The teacher will use the
saying “eyes on me” to get their attention, and tell the students
to start handing in their works at the teacher’s desk at the back
of the class, in a neat pile.

Consolidating (10) mins In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the
lesson. If they haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole group
and/or small group discussion. This part of the lesson can act also as a transition from lesson body into cleanup and getting ready for the next class. Don't forget to time
this and to indicate very clearly how you will facilitate consolidation and closure. Provide clear steps and indicate process.

The teacher will display these questions and ask students to raise their hands to answer them starting with the
first one. If no students answer, then the teacher will use hot seat questioning to ask the students, and thank the
student for trying to answer the question.

Students discuss the Three W’s .

  "What did we learn today?"
- We learn about the First Nations who lived in Alberta and to identify traditional areas in
which each Nations lived, and how close or far apart they were

 "So What? (Relevancy, importance, usefulness)"

- It is important that we acknowledge and understand that the First Nations were the
first people to live in the land that became Alberta. Each Nation was different, and
each Nation has a unique culture and their own language. Each Nation is also part of
a larger cultural group.

 "Now What? (How does this fit into what we are learning? Does it affect our thinking?
Can we predict where we are going?)"
- Now we will be investigating these regions we’ve looked at today starting with Living
in the Rocky Mountains and Foothills, and the First Nations group that lived there.

Clean up ( 5 ) mins *Remember, particularly in studio processes, clean up must be well orchestrated. It is not a matter of saying "time for clean-up" and expect
that your students will know what to do. You may assign students to certain tasks to accomplish clean up in a timely and efficient manner. Outline your detailed plans
here:
Be very clear of your timing. Typically, student move slower than you'd like them during clean up.

- The students will be told to put away their materials and to get ready for the next class.

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and conversation in post
conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes