1 Mini Unit Lesson 2: Marissa, Amanda, and Louise-Marie

Lesson
Title/Focus

Lesson 2: Artifacts and Geographical

Identity

Date

October 26th, 2016

Subject/Gra
de Level

Grade 5 Social Studies

Time
Duratio
n

80 min

Unit

Unit 2: 5.2 Histories and Stories of Canada

Teacher

Marissa Boles, LouiseMarie Crop Eared Wolf,

Amanda Harris

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

Social Studies: Students will demonstrate an understanding of the people and the
stories of Canada and their ways of life over time, and appreciate the diversity of
Canadas heritage.
Fine Art: A Cultural Experience- Art speaks a universal language of culture, spanning
history and peoples. Art is part of humankinds heritage. Art education is concerned
with valuing, reflecting and appreciating this legacy.
English Language Arts: Students will listen, speak, read, write, view and represent
to explore thoughts, ideas, feelings and experiences.
Fine Art (Art): Level three, component 3- Appreciation: Students will interpret
artworks for their symbolic meaning.
English Language Arts: 1.1 Express ideas and develop understanding: Use
appropriate prior knowledge and experiences to make sense of new ideas and
information. Read, write, represent and talk to explore personal understandings.
Social Studies: 5.2.2: examine, critically, the ways of life of Aboriginal peoples in
Canada by exploring and reflecting upon the following question: How are the
Aboriginal cultures and ways of life unique in each of the western, northern, central
and eastern regions of Canada?

LEARNING OBJECTIVES
Students will:
1. Explain how the artifacts demonstrate significant connections to the identity of the Haida,
Mikmaq, Blackfoot, and Inuit Qamanituaq people (i.e. geographical and historical identity).
2. Appreciate that there are unique aspects to each FNMI group in Canada.

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

Students will move from their stations to research and create various
artifacts from the Haida, Mikmaq, Blackfoot, and Inuit Qamanituaq.
What is an artifact?
What do the artifacts reveal about the Haida, Mikmaq, Blackfoot, and Inuit
Qamanituaq people?
What do artifacts tell us about people?
Why are these artifacts significant when considering the geographical
location of the Haida, Mikmaq, Blackfoot, and Inuit Qamanituaq?
Students will complete a matching game that assess on their already
acquired knowledge from lesson one about the Haida, Mikmaq, Blackfoot,
and Inuit Qamanituaq (i.e. food resources, housing, and hunting)
Key points and Artifacts will help students continue to create connections
between the students knowledge about the Haida, Mikmaq, Blackfoot,
and Inuit Qamanituaq
An exit slip/reflection applying their knowledge as to scaffold between
lesson 1 and lesson 2.

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Matching Game Worksheets
Mini White boards (Dry erase markers and
eraser cloth)
Artifacts (Cell phone, antique artifact, Small
totem pole, small drum, porcupine quill box,
Inuksuk)

Adapted from a template created by Dr. K. Roscoe

2 Mini Unit Lesson 2: Marissa, Amanda, and Louise-Marie

Paper Towel tubes

Markers
Paper
Glue
Cut Styrofoam pieces
Wax Paper
Elastic bands
Bucket
Shoe box
Coloured toothpicks
SMART BOARD (Projector)
Popsicle sticks in jar with students names

PROCEDURE
Prior to lesson

Advance
Organizer/Agenda

Expectations for
Learning and
Behaviour

Assessment of
Prior Knowledge
(from lesson one)
Technology
Integration

-Check the placement of the labels in the room and confirm they are
correctly placed still (Western, Prairies, Eastern, and Northern)
-Lay out materials for building artifacts
-Lay out the paragraphs about each artifact with pictures
-Chart paper and markers at each station
-Written instructions at each station (checklist form)
To be written on the whiteboard prior to the lesson:
1. Housing keeping/Check in
2. Matching Game & Answers
3. What artifact is that?-whiteboard activity
4. Jig Saw artifact activity w/ brain break
5. Closure (Exit slip/reflection)
Expectations for Learning:
Students will understand the importance of artifacts and how they are
unique and specific to different FNMI groups.
Students will bridge the connection between the artifacts and the
FNMI group and their relationship to land/geographical location.
Expectations for Behaviour:
Students will work on their matching papers individually and reflect
on lesson one
Students will work collaboratively at the stations and at table groups
Students will listen carefully to the teachers instructions
Students will be respectful towards artifacts and the FNMI groups that
they learn
This behavior will be enforced by the teacher at the beginning of the year.
Throughout the transitions in the lesson the teacher will remind the students
what is expected for their behavior.
Introduction
Time
Place Mini white boards, erasers, and dry erase markers in the
15 min
center of each table group. (to be used for the next two
activities)
Matching Game on SMART board
This activity will be completed in the students table groups.
Give the students verbal directions while visually showing the
instructions on the SMART board (go through each instruction
separately, dragging down the screen shade with the
instructions being read):
1. Appoint a member at your table group to be the "writer" on
the mini white boards provided
2. When I point to an image on the board, in your table groups
you will have 20 seconds to write down the name or the first
letter of the Aboriginal group that the image corresponds with.

Adapted from a template created by Dr. K. Roscoe

3 Mini Unit Lesson 2: Marissa, Amanda, and Louise-Marie

Attention
Grabber/Hook

Transition to Body

3. I will then draw a Popsicle stick name, and that person will
have a chance to drag the image into the box that corresponds
with the correct Aboriginal group.
Steps 2 & 3 to be repeated until all the images on the screen
are put into the proper order.
Follow up question: Class Conversation
Were there any pictures that were the most difficult to match?
Why?
This activity leads into this lessons learning objectives
Popcorn Answer Activity:
What is an Artifact? (3 min)
-Bring a cellphone (modern day artifact) & an older/not
common artifact (i.e. Oil lamp, 8 track, sickle, etc.)
Which one of these is an artifact? (Raise your hand if
you think the phone is an artifact? Raise your hand if
you think the oil lamp is an artifact?) Why did you think
that?
Actually, both of these items are artifacts because they
reflect the culture they were created in/for.
Artifact Definition: an object made by a human being,
typically an item of cultural or historical interest. (To be
verbally said as well as on the SMART Board)
Today we are going to be looking at FNMI artifacts.
Even though you might think these artifacts are old they
still are very important to these FNMI groups today.
(7 min)
Bring out a table with small or large replicas (Totem pole, Quill
basket, Drum, and Inukshuk) of Haida, Mikmaq, Blackfoot, and
Inuit Qamanituaq artifacts at the front of the room placed on a
table numbered 1-4.
Using mini whiteboards at their table groups, when the
students are cued they will guess as a group what artifact they
think belongs to each group.
Questions for students to consider while trying to guess
(to be on the SMART board & verbally said):
Have you seen any of these artifacts before? If yes, do you
know what FNMI group the artifact you recognize belongs to?
Think of where you have been when travelling in Canada.
Where have you seen these artifacts?
What clues do these artifacts give you in relation to what you
already know about the Haida, Mikmaq, Blackfoot, and Inuit
Qamanituaq? (i.e. the drum looks like it would use animal hide,
the totem pole is made out of a cedar tree)
Verbal Instructions: Now, with your group, I want you to go
to the section of the room that you started at yesterday. You will
first read the paragraph about your specific artifact, write down
2 key points as a group on the paper provided (chart paper),
and then begin to build the artifact. Carefully, consider how you
are building the artifacts. Be respectful to the FNMI group in
your creations. Do not worry about having to finish the artifact
as each group that comes to the station will build upon what
you started!
-Try to write 2 different key points than the group before you if
you can
-When building the artifacts you can look at the ones up here
on the table or at the pictures provided at your station

Adapted from a template created by Dr. K. Roscoe

10 min

2 min

4 Mini Unit Lesson 2: Marissa, Amanda, and Louise-Marie

Learning Activity

Teacher Notes:
Assessments/
Differentiation

Feedback From
Student/Assessmen
t of Learning:

Feedback To
Students

-When I yell switch move clockwise to the next station (Timer)

Body
Students will work in their groups from last class to write 2 key
points on the chart paper about each artifact and then work as
a team to build a version of the artifact. Students will have a
chance to go to each station and build upon the previous
knowledge already there.
-7 minutes for each station (teacher will be walking and
timing, yelling Switch when it is time for students to move
clockwise to the next station in 1 min)
Station West: Haida
Jig Saw Activity: Totem poles, create and colour totem poles out
of toilet paper tubes, paper, markers and glue
Station North: Inuit Qamanituaq
Jig Saw Activity: Inuksuk, using Styrofoam pieces have the
students build and create an Inuksuk.
Brain Break: Students have a chance to get water, go to the
bathroom or take a walk/stretch around the classroom. (3 min)
Station Prairies: Blackfoot
Jig Saw Activity: Drums, Create and build drums out of wax
paper and elastic bands, markers, and a bucket
Station East: Mikmaq
Jig Saw Activity: Porcupine quill Box, create and build using
coloured toothpicks and a shoe box.
-Students will do a quick clean up after their last station.
-Teacher is gathering chart paper and artifacts to be brought to
the front of the room (5 min)
-After clean up, students will reconvene to their table groups
that they started at the beginning of the lesson.
Assessments:
Observing the students while they are moving from station to
station:
Are the students comprehending the readings and able
to come up with key points to write on the chart paper?
Are the students making appropriate artifacts?
(Following instructions, thinking creatively, and looking
at the master copy)
Are students working collaboratively together?
Closure
As students reconvening to their table groups, place the chart
paper that was at each station on the wall so students can see
the key points they wrote. These key points will help aid the
students in their exit slip questions.
Students will get out their journals
Exit Slip (questions written on the whiteboard or SMART board
& verbally said before the lesson starts):
1. What artifact did you find the most interesting to build?
Why?
2. Choose one of the key ideas on the chart paper and explain,
in your own words, why that idea contributed to making the
artifact significant to the Haida, Mikmaq, Blackfoot, or Inuit
Qamanituaq.
3. Choose one artifact, and explain how this artifact relates to
the location where that FNMI group was from.
While students are working on their Exit slips
Gather the artifacts and display them. Comment on the good
job they all did on creating their artifacts.

Adapted from a template created by Dr. K. Roscoe

Time

40 min

Time

9 min

2 min

5 Mini Unit Lesson 2: Marissa, Amanda, and Louise-Marie

Transition To Next
Lesson

-Comment if the students did a good job working well with one
another
-Comment on how well the key words they came up with were.
With reviewing pervious class activities, we will examine the
drum created for the Blackfoot people. Then talk about how
music is a component in some oral stories.

Adapted from a template created by Dr. K. Roscoe