First Nations Lesson Plan

1.1 Pre-European Encounter

Date

Grade

Timeframe

October 26, 2015

Grade 5

45 minutes

Curriculum Area
Social Studies

Title of Unit
Customs, Diet and Architecture
of First Nations People

CONTEXT

This lesson plan aims to introduce participants to the customs, diet and architecture of several First
Nations communities prior to European contact. The lesson will begin with a YouTube video
(https://www.youtube.com/watch?v=G5Rcbq9BLF8), which will be accompanied with prompt questions to
encourage student engagement. A series of facts and relevant information will be then introduced through
a PowerPoint presentation, in order to provide students with a foundation of knowledge from which to
develop inquiry questions. The teacher will then facilitate the development of an anchor chart with the class,
incorporating predictions and expectations as well as summarizing main points about First Nations
communities circa European exposure. Finally, students will be divided into groups, and each group will be
provided with a handout containing information about a particular First Nation community which they will be
representing in the following lesson, partly through role-play.

CURRICULUM EXPECTATIONS
A2.6. Communicate the results of their inquiries using appropriate vocabulary and formats.

A3.1. Identify major First Nations in the Great Lakes St. Laurence region and Atlantic Canada at the
time of contact with the Europeans, and describe key characteristics of selected nations.
A3.3. Describe the main motives for Europeans exploration in early Canada and for the establishment
of permanent settlements.

BIG IDEAS
There were many different civilizations living in North America prior to European contact.
The lifestyles and cultures of these civilizations were drastically different than those of the
Europeans, and changed following European contact.
First Nations people introduced new foods, resources, technology and medicine to the Europeans.

CROSS CURRICULAR CONNECTIONS

Literacy: Summarize learning through written assessment, and present main ideas using bullet
points.
Drama: Providing information to peers by playing the role of a First Nation, Inuit or Mtis person.

LEARNING GOALS

Learn about the different First Nations, Mtis

and Inuit civilizations.

SUCCESS CRITERIA

Examine their different geographical

locations.

Share ideas about the warfare

between these civilizations.

Predict the impact of European contact

with First Nations people.

Discuss the different customs of First

Nations people.

Discuss the diets of First Nations

people.

Understand the lifestyles of First Nations

people before the Europeans came to North
America.

Discuss the architecture of First

Nations people.

ASSESSMENT

Diagnostic
(assessment for learning)

Formative
(assessment as learning)

Summative
(assessment of learning)

Work Samples

Presentation/Performance

Learning Log/Journal

Peer Assessment

Multimedia (audio, visual,

technological

Presentation/Performance

Learning Log/Journal

Graphic Organizer

Anecdotal Notes

Interview/Conference

Oral Reports

Self-Assessment
Multimedia (audio, visual,
technological)

Rubric

Written Test

Anchor Chart/Checklist

Group Project

Survey

Short quiz

Reflection paper

Observation

ACCOMODATIONS AND/OR MODIFICATIONS / DIFFERENTIATED INSTRUCTION

Instructional

Assessment

Increase/Decrease Time

Change space, seating,

create quiet area

Tape recorder, video

camera

Adjust student grouping

Visual art (picture,

painting, sculpture)

Accommodate physical
disabilities
Learning Centers

Scribe for student

Use of resources (EA,

smart board)
Create classroom
norms/behavior
expectations

Use of spell check

Scribe for student

Deadline extension
Manipulatives

Peer tutor/Partner

Oral explanation

Include visuals, models,

organizers

Environmental

Theatrical performance

Use of input program

Group work

MATERIALS NEEDED

Computer with Microsoft PowerPoint and access to Internet.

Classroom smartboard
Printed handouts

PROCEDURE
*Grouping: W = Whole class; S = Small group; I = Independent
Timing
(Mins.)

Grouping
W

Bloom's Taxonomy:

Mental Set (hook):

I
Watch a video about Canadas First Nations,

Remembering

while completing answers to prompt questions

Understanding

independently.

Applying

Discuss the video with the class. Consolidate

basic

facts,

identify

patterns,

and

make

Analyzing
Evaluating

predictions about what will be discussed next in

the video.
Body:
2

Discuss currently known information about the

First Nations communities.

PowerPoint presentation introducing key

information and concepts related to the First
Nation, Inuit and Mtis communities.

10

Create an anchor chart with the class,

summarizing the main ideas from the
PowerPoint and video, while also making
predictions about how European contact will
impact the First Nations communities.

Creating

 Divide into groups and provide each group with

10

a different handout explaining information about

a particular First Nation. Students in each group
will study the information and elect a leader to
obtain information from other groups during the
following lesson.

Closure:
Provide students with a social studies duotang,
with a clip-art cover page.

Review the facts presented in the information

papers within groups.

Homework/ Reminders:
None

GRADUAL RELEASE OF RESPONSIBILITY

Modeled
Instruction

Guided
Instruction

Provide students with examples of what I am looking for, before each activity
Thinking out-loud and making predictions while presenting information from the
PowerPoint.

Provide students with prompt questions about the video.

Provide students with clear expectations about their group work.

Create an anchor chart with the class.

Students discuss the information handout that has been provided to their group, and share its main
ideas.
Collaborative Students elect a leader to represent them and learn information from another group, while sharing
Learning
their information with another groups' leader.

Written self-assessment: "What I learned today".

Independent Independent research related to each students' assigned First Nations group.
Learning

REFLECTION
Successes

Challenges

Adjustments/Changes

Next Steps

REFERENCES
AANDC (2013). First Nations in Canada. Aboriginal Affairs and Northern Development Canada. Retrieved
from https://www.aadnc-aandc.gc.ca/eng/1307460755710/1307460872523
Canadian Broadcasting Corporation (2013). Canadas First Founding Peoples. Retrieved from
https://www.youtube.com/watch?v=G5Rcbq9BLF8
Ministry of Education (2013). The Ontario Curriculum, Social Studies: Grades 1-6. ON. Retrieved from
https://www.edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf