Unit Plan - Grade 5 Social Studies

UNIT PLANNING TEMPLATE
BACKWARD DESIGN/DOWNWARD DESIGN CROSS CURICULAR PLANNING MODEL

Subjects /Strands: Social Studies: First Nations and Europeans in New France Grade(s): 5
Dates of possible implementation: March 21, 2016 Culminating task due date: March 25, 2016
A. BIG IDEA
FOR THIS
UNIT
What was the relationship between the First Nations groups of Canada and
the European settlers in New France?
Big Ideas: Social Studies
Interactions between different groups of people can be positive for some and
negative for others.
When studying interrelationships between groups of people, it is important to be

aware that each group has its own perspective on those interrelationships.
Cooperation and conflict are inherent aspects of human interactions/

relationships.
Big Ideas: Language Arts
CULMINATING
TASK
Rich
Performance
Students will recognize that information can be found in various forms such as
print and electronic resources.
Students are able to identify what strategies were the most helpful while writing
their information for their presentation.
- Students will be asked to chose a First Nations tribe and research various aspects of
that tribe with a partner.
- The students will then be asked to chose the First Nations tribe that interests them

Assessment
Task pg. 69
Drake Text
the most and do a research project on it.

- The students will receive a booklet from the teacher with different pages to help them
organize their research (Tribe, Relationship with Europeans, My Thoughts and Opinions,
My Ponder Point Research and Summarize of my Findings).
- Students will present their research to the class through a poster board fair
presentation to the class
- During the poster board fair, the teacher will ask them various communication
questions to ensure that they did learn the information that they presented in their
presentation, and to ensure that they understand the Big Idea of the unit: the
relationship between their chosen tribe and the Europeans.
- Knowledge and Understand, Communication, Thinking and Application will all be
addressed in the culminating task.
- During the presentation fair, the students will receive a sheet from the teacher and
will peer evaluate their classmates in the form of a checklist. Following the poster
board fair, the teacher will mark their presentation boards with a rubric.
- The students will be working on their written portion during the language arts periods.
B OVERALL
EXPECTATION(
S)
Social Studies
A1. analyse some key short- and long-term consequences of interactions among and
between First Nations and European explorers and settlers in New France prior to 1713
A2. use the social studies inquiry process to investigate aspects of interactions among
and between First Nations and Europeans in Canada prior to 1713 from the
perspectives of the various groups involved
A3. describe significant features of and interactions between some of the main

communities in Canada prior to 1713, with a particular focus on First Nations and New
France
Language Arts
1. generate, gather, and organize ideas and information to write for an intended
purpose and audience;
Social Studies
SPECIFIC
EXPECATIONS A1.1 describe some of the positive and negative consequences of contact between First
Nations and Europeans in New France
(S)
A3.1 identify major First Nations in the Great LakesSt. Lawrence region and Atlantic
Canada at the time of contact with Europeans.
A3.2 describe some significant interactions among First Nations before contact with
Europeans
A3.3 describe the main motives for Europeans exploration in early Canada and for the
establishment of permanent settlements
A3.5 describe significant aspects of the interactions between First Nations and
European explorers and settlers during this period
A3.6 describe some significant differences among First Nations and between selected
First Nations and European settlements in early Canada
A3.7 describe some significant effects of European conflicts on First Nations and on
early Canada
Language Arts
Research: 1.3 gather information to support ideas for writing, using a variety of
strategies and a range of print and electronic resources (e.g., interview people with
knowledge of the topic; identify and use graphic and multimedia sources; keep a record
of sources used and information gathered)
Developing Ideas: 1.2 Generate ideas about a potential topic and identify those most
appropriate for the purpose.
LEARNING

GOAL(S)
C SUCCESS
CRITERIA
Students will be able to identify and describe positive and negative consequences of
interactions between the Europeans and the First Nations.
Students will be able to identify the major First Nations group at the time of contact with
the Europeans
Students will learn significant differences between the Europeans and the First Nations
Students will learn why the Europeans came to explore Canada
Students will learn the significant aspects of the interactions between First Nations and
Europeans
I can:
Identify and describe positive and negative consequences of the interactions between
the First Nations and Europeans.
Identify the major First Nations groups at the time of first contact with the Europeans
Identify significant differences between the Europeans and the first Nations
Explain why the Europeans came to explore Canada
Explain and identify significant aspects of the interactions of the First Nations and
Europeans
Following all of the lessons: students will fill out an exit ticket with a question on it based on
the topic that was covered that day this will allow for the teacher to see if they are learning
the information being taught.
Questions:
- What are two positive and two negative consequences of interactions between the First
Nations and Europeans?
- What are 3 of the major First Nations groups that were around during the time of first
contact with the Europeans?
- What are two significant differences between the Europeans and the First Nations?
- Why did the Europeans come to explore Canada? Name two reasons
- What are two significant aspects of the interactions between the First Nations and
Europeans?
ASSESSMENT
- At the end of the unit, the students will be presenting their unit projects in the form of a

TASKS/STRATEGI
ES
ASSESSMENT
TOOLS
What recording
strategies will
teachers use?
POSSIBLE
ASSESSMENT
STRATEGIES
poster board fair.

- Students will be given a package from the teacher the will track their thinking and organize
their research.
- Students are in partners and have chosen a tribe of their choice to research.
- The teacher will give them a checklist of what topics they need to cover on their poster
board.
- During the presentation fair, the students will go around the room and assess each other in
the form of peer assessment on a checklist given to them by the teacher.
- The teacher will then go around to each group and ask them a variety of communication
questions to ensure that they learned the appropriate information and expectations of the unit
(the teacher will keep track of their answers using anecdotal notes)
- Following the presentation fair, the students will hand in their poster boards and the teacher
to be marked using a rubric.
Checklist
Rubric
Rating Scale
Anecdotal Comments
Feedback Form Self/Peer AaL/AfL
Other
For / As
Teacher Conference
Observation checklist
Exit Card
Interview
Self Assessment Checklist
Performance Checklist
Concept Attainment, Mind Map, Concept Map
Select Response
Peer Edit
Thumbs Up/Thumbs Down
Spot Check
Teacher Edit
Quiz
Checklist
Question and Answer
Discussion
Self Assessment Response Form
Demonstration
3-2-1
Other
D. LESSONS USING LAKEHEAD TEMPLATE & GUIDELINES

Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson.
Lessons flow together and scaffold student learning. What teaching skills/concepts expectations are
being introduced for completion of culminating task? Outline or sketch out each lesson in the unit

LESSON
Learning Activity:
Inquiry Lesson Introduction to First
Nations Groups of
Canada
Specific
Expectation: A3.1
identify major First

Nations in the Great
LakesSt. Lawrence
region and Atlantic
Canada at the time
of contact with
Europeans.
Language Arts:
Developing Ideas:
1.2 Generate ideas
about a potential
topic and identify
those most
appropriate for the
purpose.
Teaching/Learning
Strategies:
- KWL Chart
WHAT TEACHER WILL

DO
- The teacher will begin
the lesson with an
introduction to indigenous
culture in Canada and
what it means.
- After a short minds on
making a KWL chart, and
introduction the teacher
will explain the
culminating task to the
class and that today will
be all about their
research.
- The teacher will explain
to them that they will
need to research the
major First Nations groups
in the Great Lakes St.
Lawrence region and in
Atlantic Canada at the
time of first contact with
the Europeans.
- The teacher will give
them the remainder of
the class to do their
inquiry. From this inquiry
they will chose what
WHAT STUDENT
WILL DO
- Students will be
working
independently
working on their
research of the
First Nations in
the Great Lakes
St. Lawrence
region and
Atlantic Canada
at the time of
contact with
Europeans
- Students will
complete the
charts given to
them by the
teacher
(Appendix 1)
ASSESSMENT
(say write do)
- Do: Students will
fill out an exit slip
naming at least 4
of the First
Nations tribe that
they learned
about today
- Students will
also write on the
exit slip what tribe
they are thinking
about researching
for their final
project.
RESOURCES
http://www.thecanadi
anencyclopedia.ca/e
n/article/aboriginalpeople-easternwoodlands/
https://www.aadncaandc.gc.ca/eng/130
7460755710/130746
0872523
http://firstpeoplesofc
anada.com/fp_group
s/fp_groups_overview
.html
Books
- The Good Path:

Ojibwe
Learning and
Activity Book
for Kids
- Huron-Wendat:
The Heritage
of the Circle
By: George E.
Sioui
- The Mi'kmaq:
How Their
Ancestors

- Independent work
Group they would like to

continue to research for
their culminating task.
Lived 500
Years Ago
By: Harold
McGee
- The Iroquois: The
Six Nations
Confederacy
By: Mary
Englar
- The Algonquin
By: Natalie
Rosinskys
- The Kid's Guide
To Research
By:
Deborah
Heiligman
- Making Sense:
A Student's
Guide to
Research
and Writing
By: Margot
Northey
- The teacher will also

explain to them, that on
their poster board for
their culminating task
they must include:
Learning Activity:
First Nations Before
Title
Location of tribe
History of the Tribe
(does it still exist?)
Relationship and
interactions with
Europeans (4
positive, 4
negative)
What life was like
before contact
Perspectives on
first contact
At least 4 photos
Hunting rituals
How they used the
land
Interactions with
other first nations
groups
How they used the
waterways
- Guide the students
through an investigation
- Students will draw

maps (then and
- Do: Students will

be filling out an
Books:

Contact with
Europeans
of the First Nations

people, where they lived
before 1713 and where
they live now.
now) and compare

the results, drawing
conclusions about
the changes.
describe some
significant
interactions among
First Nations before
contact with
Europeans
- The teacher will

highlight that the First
Nations people of the
past depended greatly on
their environment to
survive.
Language Arts:

how the environment
shaped their way of life;
geography, vegetation,
climate and natural
resources of the land
determined the ways they
survived.
- The students will

get a package of
paper (3) in their
social studies duo
tangs to fill out
independently
Appendix 2
Specific
Expectations: A3.2
Developing Ideas:
1.2 Generate ideas
about a potential
topic and identify
those most
appropriate for the
purpose.
Teaching/Learning
Strategies:
- Independent work
- The six major groups of

First Nations peoples
living in what is now
Canada includes: people
of the Northwest Coast,
the Plateau, the Plains,
the Eastern Woodlands,
the Arctic and the
Subarctic.
remind the students to
exit ticket to
describe two
significant
interactions
among First
Nations before
contact with
Europeans
The Kids Book of

Canada By:
Barbara Greenwood
The Kids Book of
Aboriginal Peoples in
Canada By: Diane
Silvey
Stories of Canadas
Past By: Ann Walsh

keep in mind that they
will be doing their
culminating task on one
of the tribes that falls
under the six First Nations
groups. And to keep
generating ideas while
they work.
Learning Activity:
Europeans Come to
Canada
Specific
Expectations: A3.3
describe the main

motives for
Europeans
exploration in early
Canada and for the
establishment of
permanent
settlements
Language Arts:
Developing Ideas:
1.2 Generate ideas
about a potential
topic and identify
those most
appropriate for the
- The teacher will get the

students to examine the
first efforts of European
nations as the attempted
to explore the North
American continent.
- The teacher will begin
the lesson by putting a
question on the board:
Why did Europeans come
to North America?
- Vikings arrive in North
America in the 10th
century but didnt stay.
- It was not until the late
15th century that
European explorers again
came to the shores of
North America but this
time stayed.
- Students will ask

why this happened
and how contact
with First Nations
first developed.
- Students will get
an information
sheet: Early
European
Explorers: Vikings,
John Cabot, Jacques
Cartier, Henry
Hudson and
Samuel de
Champlain
(Appendix 3)
- As a class, the
students will be
shown a map and
they will locate the
country where each
- Do: Students will

be filling out an
exit ticket where
they will describe
two reasons why
the Europeans
came to explore
Canada, and one
reason why they
made permanent
settlements.
Books:
Samuel de
Champlain By:
Elizabeth MacLeod
The Vikings,
Discovering Canada
Jacques Cartier:
Exploring the St.
Lawrence River By:
Jennifer Lackey
Kids Book of
Canadian Exploration
By: Ann-Maureen
Owens

purpose.
Teaching/Learning
Strategies:
- Independent work
- Think, Pair, Share
- These explorers were

searching for the
Northwest Passage
through the waterways
that would take them to
the Far East.
- When the Northwest
Passage proved elusive,
the riches of the North
American continent
became apparent fish,
furs and minerals.
- Running from religious
and political persecution
were significant
motivators for Europeans
to come to Canada.
keep in mind that theyll
need this information for
project.
Learning Activity:
First Nations and

to students that today we
explorer was born.

The will place a
sticky note with the
explorers name on
the map.
- The students will
then be divided
into groups each
selecting one of the
explorers.
- The students will
fill out the sheet
given to them:
Where did the
explorer come
from? What did
they/he do before
coming to Canada?
Why did he/they
come to Canada?
- Once all of the
groups have come
together, we will
share all of the
information so the
whole class can fill
out all the sections.
- Students will be
given a two page
- Do: Students will

be filling out an
Books:

Europeans Living
Together!
Specific
Expectations: A1.1
describe some of the

positive and
negative
consequences of
contact between
First Nations and
Europeans in New
France
A3.6 describe some
significant
differences among
First Nations and
between selected
First Nations and
European
settlements in early
Canada
A3.7 describe some
significant effects of
European conflicts
on First Nations and
on early Canada
Language Arts:
Developing Ideas:
1.2 Generate ideas
will be learning about the

positive and negative
consequences of First
Nations and European
settlers living together on
the same land.
handout with
examples of
positive and
negative impacts of
both First Nations
and Europeans.
- Today we will also have

a guest speaker from the
Haudenosaunee tribe to
teach the class all about
her ancestors and what
impacts the Europeans
had on them. (Dr. Robyn
Bourgeois would be ideal)
- Due to having a
guest speaker
today, students will
generate questions
to ask the guest
speaker and further
their
understanding.
- If we cannot get a guest

speaker for this session,
the teacher will go over
various positive and
negative impacts of
contact on First Nations
and then positive and
negative impacts of
contact on European
settlers.
exit ticket where

they will explain
two positive and
two negative
consequences of
contact between
the First Nations
and Europeans
Life in New France

By: Jennifer Blizin
Gillis
Life in New France
By: Rosemary
Neering

about a potential
topic and identify
those most
appropriate for the
purpose.
project.
Teaching/Learning
Strategies:
- Independent work
- Guest Speaker
Learning Activity:
Perspectives on First
Contact
Specific
Expectations: A3.5
describe significant
aspects of the
interactions between
First Nations and
European explorers
and settlers during
this period
Language Arts:
Developing Ideas:
1.2 Generate ideas
about a potential
topic and identify
- Explain to the students

that today we will be
examining significant
features of and
interactions between
some of the main
communities in Canada
prior to 1713.
- The teacher will show
the students a series of
painting illustrating first
contact with Europeans.
- The intent of this lesson
is to show the students
that the Europeans who
came to New France had
a distinct perspective of
themselves and of the
- The students will

be asked identify
the main
characters and the
perspectives of the
artists.
- They will then
consider the events
that are taking
place in the paints
from a different
perspective.
- Students will then
be asked to do a
Think, Pair, Share
activity to share
their thoughts
- Do: Students will

be filling out an
exit ticket
describing two
perspectives on
first contact that
you learned about
from the paintings
today.

those most
appropriate for the
purpose.
people they met when

they came to North
America.
Teaching/Learning
Strategies:
- This will also show the

different perspective the
First Nations had as well.
- Independent work
- Think, Pair, Share
Culminating Task:
Project Fair
Specific
Expectations:
Social Studies
A1.1 describe some
of the positive and
negative
consequences of
contact between
First Nations and
Europeans in New
France
A3.1 identify major
First Nations in the
Great LakesSt.
Lawrence region and
about first contact .

project.
- Teacher introduces to
the class that today is the
day for our project fair
- Students will set

up their poster
boards
-Teacher explains how the

fair will work: students
will set up their poster
boards around the class
-Students will then

get their peer
assessment
packages and go
around the class
assessing each
group members
work!
- The teacher will then

hand out their peer
assessment packages:
each student will get a
set of 12 to go around
and give each group two
stars and a wish.
- After the
presentation fair,
students will hand
in their boards and
their written
Do: Hand in their

culminating task
assignments
- Peer
assessment/two
stars and a wish
handouts

Atlantic Canada at
the time of contact
with Europeans.
A3.2 describe some
significant
interactions among
First Nations before
contact with
Europeans
A3.3 describe the
main motives for
Europeans
exploration in early
Canada and for the
establishment of
permanent
settlements
A3.5 describe
significant aspects of
the interactions
between First
Nations and
European explorers
and settlers during
this period
A3.6 describe some
significant
differences among
First Nations and
between selected
First Nations and
European
settlements in early
to the students that she

will be going around the
room while they are going
to each others to peer
assess them, and she will
be marking their poster
boards at this time as
well
-Students will be asked to
hand in their written
portion for assignment as
well as their boards
following the presentation
fair.
- The students will also be
told that they will be
getting marked for their
writing as well as a mark
for their presentation
board.
-Their presentation board
will be a combined grade,
while their written portion
will be assessed
individually.
portions.

Canada
A3.7 describe some
significant effects of
European conflicts
on First Nations and
on early Canada
Language Arts
Research: 1.3 gather
information to
support ideas for
writing, using a
variety of strategies
and a range of print
and electronic
resources (e.g.,
interview people
with knowledge of
the topic; identify
and use graphic and
multimedia sources;
keep a record of
sources used and
information
gathered)
Developing Ideas:
1.2 Generate ideas
about a potential
topic and identify

those most
appropriate for the
purpose.
E. LEARNING
EXPERIENCES
AND
DIFFERENTIATIO
N
LEARNING
SKILLS AND
WORK HABITS
TO BE
ADDRESSED
- There is flexibility for student choice: they will be able to pick what First Nations tribe that
they want to research
- Student choice
- Students who are on IEPs will have a modified rubric
- Flexible grouping: students are able to choose their partners for the project.
- Students are provided with opportunities to share responsibility in their learning by
combining their knowledge in their culminating task. For each day as well, they are usually
working in their table groups and therefore share responsibility in getting their tasks
finished.
Responsibility:
Completes and submits class work, homework, and assignments according to agreedupon timelines;
Takes responsibility for and manages own behaviour.
Organization:
Establishes priorities and manages time to complete tasks and achieve goals;
Identifies, gathers, evaluates, and uses information, technology, and resources to
complete tasks.
Collaboration:
Accepts various roles and an equitable share of work in a group;
Responds positively to the ideas, opinions, values, and traditions of others;
Self
VARIETYOF
Regulation:
Sets own individual goals and monitors progress towards achieving them;
Seeks clarification or assistance when needed;
Assesses and reflects critically on own strengths, needs, and interests;
Ensure that there are a variety of learning experiences provided to match the class and

LEARNING
EXPERIENCES
individual learning profile that you have developed for this group of learners (see next page
for listing)
Learning Experiences
Guest Speaker
Inside/Outside Circle
Inquiry
Jigsaw
Journal Writing
KWL chart
Learning Centres
Learning Contracts
Metaphors
Research (Guided)
Research (Independent)
Report Writing
Three Way Debate
Think Pair Share
Think Pair Square
(Graduated)
Think Together Think
Apart
Thinking Routines
Tiering
Values Line
Venn Diagram
Video Clip
Word Wall
Word Web
Other
__________________________
Lesson Plan
Lesson Title: Inquiry Lesson: Introduction to First Nation Groups of Canada Grade: 5 Date: TBA
Subject: Social Studies Strand: Location: Social Studies: First Nations and Europeans in New France Time: 50
Minutes
Lesson Plan Description
Today, students will be introduced to the First Nations tribes of Canada. This will be their inquiry lesson, where they
will take the lead and research on their own as much as they can about all of the different First Nations tribes. The
lesson will start of as teacher led, with the teaching introducing First Nations, and telling them what they will be
doing for the remainder of the class, but the majority of the class will be all inquiry based.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A3. Describe significant features of and interactions between some of the main communities in Canada prior to
1713, with a particular focus on First Nations and New France
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the
Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of

expectations (1 to 3) have expectations that match assessment
A3.1 identify major First Nations in the Great LakesSt. Lawrence region and Atlantic Canada at the time of contact
with Europeans.
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are
expected to know and be able to do, in language that students can readily understand)
Today I will learn
How to research for my culminating task
About the major First Nations Tribes in the Great Lakes St. Lawrence region area of Canada at the time of
First Contact
About the major First Nations Tribes in Atlantic Canada at the time of first contact with Europeans
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly
identify the criteria to assess students learning, as well as what evidence of learning students will provide to
demonstrate their knowledge, skills and thinking, in language that students can readily understand)
I can: use search engines on the internet, and books to conduct research for my final project
I can: name some of the First Nations Tribes that lived around the Great Lakes and St. Lawrence River at the time of
first contact with the Europeans
I can: name some of the First Nations Tribes that lived in Atlantic Canada at the time of first contact with the
Europeans
Assessment how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking;
Communication; Application

Assessment For, As, Of Learning (Complete the chart below)
Assessment Mode
Assessment Strategy and Task for

StudentsCooperative: students will be
participating in the inquiry lesson by
researching the different First Nations
tribes in Canada at the time of first
contact with the Europeans
Assessment Tool - Instrument

used to assess task and record
learning
Written Exit Ticket: students will fill out an
exit ticket before recess to show that
they learned some of the First Nations
tribes in Canada at the time of first
contact with the Europeans
CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* In grade three they will have learned somewhat about Aboriginal peoples during their Pioneer unit.
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
Ross: ADHD - he will be given a yoga ball to sit on throughout the lesson to keep him occupied and focused.
Rachel: Anxiety she becomes anxious when she does not have control over what is going on, therefore the teacher will
provide her with a broken down schedule of the class, so that she knows what is coming.
Learning Skills/Work Habits

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative,
self-regulation
Vocabulary (for word wall and/or to develop schema)
- Inuit
- First Nations
- Europeans
- Algonquin
- Mikmaq
- Haudenosaunee

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include
any attachments of student worksheets used and teacher support material that will support communication of
instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Laptops
iPads
SmartBoard
Books/Library
Pencils
Paper
Exit Ticket
Learning Environment (grouping; transitions; physical set up)
- Students will remain at their desk for the minds on and the explanation of the day
- Students will then be able to roam around the class, depending on what resources they need to use.
- They may also ask permission to go to the library to get books.
Cross Curricular Links
Language Arts
Developing Ideas: 1.2 Generate ideas about a potential topic and identify those most appropriate for the purpose.
Lesson Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson
without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key
questions to guide lesson

Time: 5 Minutes
- The teacher will begin the lesson with an

introduction to indigenous culture in Canada and
what it means.
- Students will be sitting and their desks, listening to instructions
- After a short minds on making a KWL chart, and

introduction the teacher will explain the culminating
task to the class and that today will be all about their
research.
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of
learning
Time: 40 Minutes
- The teacher will explain to them that they will need - Students will be working independently working on their
to research the major First Nations groups in the
research of the First Nations in the Great LakesSt. Lawrence
Great Lakes St. Lawrence region and in Atlantic
region and Atlantic Canada at the time of contact with
Canada at the time of first contact with the
Europeans
Europeans.
- The teacher will give them the remainder of the

class to do their inquiry. From this inquiry they will
chose what Group they would like to continue to
research for their culminating task.
- The teacher will also explain to them, that on their
poster board for their culminating task they must
include:
Title
Location of tribe
History of the Tribe (does it still exist?)
Relationship and interactions with Europeans
- Students will complete the charts given to them by the teacher

(Appendix 1)
(4 positive, 4 negative)
What life was like before contact
Perspectives on first contact
At least 4 photos
Hunting rituals
How they used the land
Interactions with other first nations groups
How they used the waterways
Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 5 Minutes
- The teacher will ask the students to put away their
research materials and sit quietly at their desks
- Once the students have cleaned up the teacher will
hand out their exit slip
- They will be filling out the following exit slip: name
at least 4 of the First Nations tribe that they learned
about today
- Students will clean up all of their materials and listen quietly

- Students will fill out their exit slip
- Once they are finished, they will hand in their exit slips and get ready
for recess.
- Students will also write on the exit slip what tribe

they are thinking about researching for their final
project.
Extension Activities/Next Steps (where will this lesson lead to next)

- First Nations Before Contact with Europeans
Appendix 1
Aboriginal Tribe:

Principal Tribes:
Transportation:
Housing:
Hunting:
Clothing:
Ceremonies and
Beliefs:
Appendix 2
Inquiry Guide: Early First Nations Peoples of Eastern Canada
First Nation
Eastern Woodlands peoples
Algonquian-speaking nations:
Mikmaq
Odawa
Algonquin
Abenaki
Anishinabe (Ojibwa)
Potawatami
Wolastoqiyik
Weskarini
Iriquoian-speaking nations (Haudenosaunee)
Mohawk
Oneida
Ononodaga
Inquiry Question

Cayuga
Seneca
Wendat
Petun
Neutral
Erie
The Eastern Subarctic peoples
Algonquian-speaking
Nehiyawak (Cree)
Anishinabe (Ojibwa)
Beothuk
Innu
Arctic peoples (Inuit)
Labrador Inuit
Hudson Bay Inuit
Baffin Island Inuit
Early First Nations Peoples and the Land
First Nation: _______________________________________________________________________
Where They Lived
Landforms

Vegetation
Waterways
Animals
Climate
Other First Nations (Friend or Foe?)
Use of the Environment in Daily Life
Early First Nations Alliances and Conflicts

Before the arrival of the Europeans, First
Nations peoples engaged in both conflicts and
cooperation. Wars were fought over land and
who had control of hunting areas. Winners
Archaeologists have found evidence of trade
among First Nations: Shells from the Atlantic
coast, the Pacific coast, and from the Gulf of
Mexico have appeared in artefacts in Ontario.
Types of rock from Wyoming, North Dakota,
and Minnesota have also been found here,
showing the extend of trading networks among
On the other hand, peace treaties were often
made to settle disputes or to set terms for
trade. The Great Law of the People of the
Longhouse (the Haudenosaunee or Iroquois)
was a treaty that united the Five Nations of the
Iroquois sometime during the 15th century, and
it was passed down orally through generations.
The Haudenosaunee gained trapping rights and
promised to remain neutral in battles between
the French and the English, and the French
could now grow their crops without worry.
Appendix 3
Explorer
Questions
Where did the explorers come form?
Vikings
What did they do before coming to New

France?
What did they come to New France?
Where did the explorer come form?
John Cabot
What did he do before coming to New
France?
What did he come to New France?
Jacques Cartier

France?
Henry Hudson

France?
Samuel de Champlain

France?
Assessment Tool for Poster Board

Checklist Group/Tribe: ______________________________________________________
Characteristic
Yes
No
Comments
Title is present
Location of tribe
History of the Tribe (does
it still exist?)
Relationship and
interactions with
Europeans (4 positive, 4
negative)
What life was like before
contact with the
Europeans
Perspectives on first
contact
At least 4 photos
Hunting
Interactions with other
first nation groups
Assessment Tool for Written Portion of Assignment:

Level 1
Level 2
Level 3
Level 4
Limited number
of topics that
were asked to be
covered are
present. Limited
information is
present
Some topics
are covered,
but some that
were asked of,
are still missing
in their writing.
Considerable amount
of information is
covered. All topics
that were asked of
the student have
been covered and
presented in their
writing.
Thorough
amount of topics
are covered. All
of the topics that
were asked of
the student have
been presented
as well as extra.
Application
Topics
Knowledge/ Understanding
Content/information
about topics that
were asked of:
- Location of tribe
- History of the Tribe
(does it still exist?)
- Relationship and
interactions with
Europeans (4
positive, 4 negative)
- What life was like
before contact
- Perspectives on
first contact
- At least 4 photos
- Hunting rituals
- How they used the
land
- Interactions with
other first nations
groups
- How they used the
waterways
Communication
Spelling and
Grammar
Limited amount
of content. The
content
presented does
not give enough
information
about the given
topic. Insufficient
knowledge is
presented.
Some amount
of content. The
content
presented is
somewhat
limited and not
enough detail
on the assigned
topic.
Considerable amount
of content. The
content presented
has met all criteria.
Considerable detail is
demonstrated.
Thorough
amount of
content is
presented. All
criteria has been
met as well as
extra information
is presented.
A lot of spelling
mistakes.
Information is
hard to read due
to lack of
punctuation and
spelling errors.
Intended
message is
limited and not
clear
Some spelling
and grammar
mistakes.
Evident that it
was not edited
properly.
Intended
message is
somewhat clear
A few spelling
mistakes but not
enough to skew the
information.
Intended message is
clear and concise.
Thorough
spelling and
grammar. No
grammatical
errors are on the
poster board.
Intended
message is
thorough and
exceptionally
clear.
Limited amount
of research is
presented. Only
one source is
used.
Some research
was conducted
and presented.
Only two
sources used.
Considerable amount
of research has been
conducted. Three
sources were used.
Thorough
amount of
research has
been conducted.
More than three
sources have
been used.
Inquiry
Research
Assessment Tool for Poster Board Peer Assessment:
Two Stars and a Wish for:______________ &

- Exit Ticket
- Exit Ticket
_______________
Name at least 4 of the First Nations tribe
that they learned about today:
1.
Describe two significant interactions

among First Nations before contact with
Europeans:
1.
2.
3.
2.
4.
- Exit Ticket
- Exit Ticket
Describe two reasons why the Europeans

came to explore Canada, and one reason
why they made permanent:
Explain two positive and two negative

consequences of contact between the First
Nations and Europeans:
1.
1.
2.
2.
Assessment for each day: Exit Tickets

- Exit Ticket
Describe two perspectives on first contact
that you learned about from the paintings
today:
1.
2.

Unit Plan - Grade 5 Social Studies

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UNIT PLANNING TEMPLATE

BACKWARD DESIGN/DOWNWARD DESIGN CROSS CURICULAR PLANNING MODEL

When studying interrelationships between groups of people, it is important to be

Cooperation and conflict are inherent aspects of human interactions/

Big Ideas: Language Arts

UNIT PLANNING TEMPLATE

the most and do a research project on it.

UNIT PLANNING TEMPLATE

UNIT PLANNING TEMPLATE

UNIT PLANNING TEMPLATE

poster board fair.

D. LESSONS USING LAKEHEAD TEMPLATE & GUIDELINES

UNIT PLANNING TEMPLATE

identify major First

WHAT TEACHER WILL

- The Good Path:

UNIT PLANNING TEMPLATE

Group they would like to

- The teacher will also

- Students will draw

- Do: Students will

UNIT PLANNING TEMPLATE

of the First Nations

now) and compare

- The teacher will

- The teacher will explain

- The students will

- The six major groups of

The Kids Book of

UNIT PLANNING TEMPLATE

describe the main

- The teacher will get the

- Students will ask

- Do: Students will

UNIT PLANNING TEMPLATE

- These explorers were

- The teacher will explain

explorer was born.

- Do: Students will

UNIT PLANNING TEMPLATE

describe some of the

will be learning about the

- Today we will also have

- If we cannot get a guest

exit ticket where

Life in New France

UNIT PLANNING TEMPLATE

- Explain to the students

- The students will

- Do: Students will

UNIT PLANNING TEMPLATE

people they met when

- This will also show the

about first contact .

- The teacher will also

- Students will set

-Teacher explains how the

-Students will then

- The teacher will then

Do: Hand in their

UNIT PLANNING TEMPLATE

to the students that she