Lesson

Title/Focus

First Nations of Alberta

Subject/Gra
de Level

Social Studies Grade 3/4

Unit

Alberta History and Identity

Date

December 1 12:50- 2:05

Time
Duratio
n
Teache
r

1 hr, 15 minutes
Mr. Bradley

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning
Outcomes:
Specific Learning
Outcomes:

4.2 The Stories, Histories and Peoples of Alberta

4.2.1 appreciate how an understanding of Albertas history, peoples
and stories contributes to their own sense of belonging and identity:
- recognize the presence and influence of diverse Aboriginal peoples as
inherent to Albertas culture and identity

LEARNING OBJECTIVES

What do you want your students to learn?

Students will:
1. Identify First Nations groups in Alberta based on their traditional territory by filling out the
textbook hunt activity booklet.
2. Recognize the importance of Albertas First Nations groups to Albertas culture and identity.

ASSESSMENTS

How will you know your students have learned?

Formative Checklist will record in class

learning
Extended introduction will assess prior
knowledge.
Textbook hunt will show what they learned in
class.

Formative / Summative

LEARNING
RESOURCES CONSULTED

MATERIALS AND
EQUIPMENT- #s

Voices of Alberta: People, Places, Possibilities

Textbook hunt booklet.

PROCEDURE
Introduction
Attention Grabber / Introduction

Start on the carpet with textbook, and read

page 96. Ask students:
Judging from the name of the chapter and
what I just read, what do you think well be
learning about today?
- The land/ resources
- First Nations people.
Very good, today we will be learning
about the First Nations people of
Alberta.
Who can tell me what First Nations
means?
- First Nations refers to the people
who lived in Canada before
- Europeans first came here.
*Pg 98
Does anyone know the names of some
Alberta First Nations groups?
- Blackfoot, Plains/ woodland Cree,
Dene, Nakoda.
- Here in Southern Alberta is the

Tim
e
15
min

traditional territory of the Blackfoot

people. Why do you think they settled
here? What did the land have to offer
them?
Albertas First Nations peoples are an
important part of our identity as a
province, and that is why we are going
to learn about these different groups
today.
Body
1. After introduction, explain todays
activity. We will be doing something
Sponge activity:
similar to Buddy Reading from the
daily five. Each partner group will get
1 textbook hunt booklet to complete
with their partner. The answer for
Students who finish with more over 15
each question in the booklet is found
minutes until clean up, can use their
inside the textbook except for the last
chrome books to look up Blackfoot
one, which will ask students to draw
words, to translate an introduction
and label what they think a Blackfoot
from English to Blackfoot. Write it
community would have looked like. 5
down and practice with their partner.
min
2. Once I have introduced the activity,
re-enforce expectations for the work
http://www.blackfootcrossing.ca/dictio
period, some mild noise is expected
nary.html
but I should see one person looking
through the textbook and one person
writing down answers, and noise
levels do not have to get very high. 3
groups can go into the hall but they
have to be doing their work out there,
if they are not then they will be
coming back in. I will tell them that I
have seen their buddy reading and I
know they can produce some quality
work in less time, so I have
expectations to meet that standard. 5
min
3. Students will then begin their
textbook hunt assignment. 25 min.
4. The last question on the textbook hunt
workbook requires a little more, for
the last page they will be asked to
draw and label what they think a
Blackfoot community would have
looked like before European arrival to
the plains. 15 min
Closure

Tim
e

Learning Activity

Closure/
Next Class

Very good work students, it looks like we will

be running out of time soon, so if you could
make sure that both partners names are on
the sheet, and handed in to me that would be
appreciated and please meet me on the
carpet.
- What did we learn about today?
- What are the names of some of the

50
min

Tim
e
10
min

First Nations group native to Alberta?

Does anyone remember any of the
First Nations words from the textbook?
- How do you think learning about these
things helps us understand our
identity as Albertans?
More time in the closure will be for cleanup
and getting ready for recess, depending on
how the period goes, I may have them get
ready for recess before going to the carpet
just to clean up the transition.
-

Personal Reflection Notes:

This lesson went great! I was originally concerned that a classic textbook hunt activity wouldnt be
engaging enough but the students seemed to love it. My sponge activity was a hit for those who got to it.
Those who had time for the sponge activity even asked if they could make a power point presentation of
the Blackfoot language, which I certainly hadnt expected. Students respond much better to quiet, partner/
individual work. With this lesson I wanted to see what would happen to student engagement if they did
not have something to create as the main activity and I was pleasantly surprised with the unanimously
positive results. Choosing the partners before- hand and having the list ready to go is a practice I will
surely continue.