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Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 1 of 44

Subject: Social Studies Grade: 3

BIG IDEA
How does wealth/resources affect the members of community, both
historically and contemporarily?

ESSENTIAL QUESTION(S)
How are First Nation relationships with the land, community, and government
been affected over time?

What are the essential components of a community and how do they impact that
specific community?

How have communities met the needs of their members, both historically and
contemporarily?

How have/do people and society value(d) paid and unpaid work? Is it equal? Is it
equitable?

How has wealth been defined differently between different parties—individuals


and society, First Nations and European-decent—both historically and
contemporarily?

How has the creation and distribution of wealth impacted the community through
the representation of it’s members?

How has the First Nation worldview on ownership of land impacted the creation
and distribution of wealth, both historically and contemporarily?
How does wealth/resources
Historically
How First
Historically
Resources
What
Creation
How
are the affect
Representation
With
Resources
Individual
The
In
Impact
Nation
Acquiring
First
Paid
With
people
the
First vs.
work
the
on
and
have/do
do
has
are andvs.
the
Contemporarily
relationship
Contemporarily?
(Natural,
the members of community,
Nation ofGovernment?
(Grocery
Societal
(workers,
community?
community?
wealth/
Nation
vs.
land?
communities
essential
Distribution
people
wealth Unpaid
with
value
beenvs.
both
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 2 of 44 land
unnatural,
stores,
educators,
and
resources
Euro-
work
historically and contemporarily?
relationships
met
components
of
work?
defined?
Wealth?
the needs
ownership
traditional,
schools,
etc.)
Centric
etc.)
different
of atheir
Outcomes (Students need to know) Indicators (Students are able to do) historically
members?
community?
compared to now?
What a student is expected to know, understand and be able to Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of
do. outcome.

RW 3.1: Appraise the ways communities meet their a. Speculate upon various challenges faced by communities in meeting needs
members’ needs and wants. and wants, with evidence gathered from examining pictures, viewing media,
and interpreting stories using a variety of fiction and non-fiction texts.
c. Describe ways in which communities help ensure basic human needs are met
(e.g., food and water, shelter, clothing, education, safety).
d. Describe how and why communities exchange goods with other
communities.
f. Examine what a community is, and analyze the potential ways that someone
can contribute to a community in a positive way. (Self-Created)
g. Students will be able to differentiate between a need and a want. (Self-
Created)

a. Assess the role of work in communities, including the value of paid and
RW 3.2: Analyze the creation and distribution of wealth in
unpaid work.
communities studied.
b. Define the term natural resources, and differentiate between renewable and
non-renewable resources.
d. Identify how wealth is defined and acquired in communities studied.
e. Investigate and compare the distribution of wealth in communities studies
f. Examine jobs and lifestyles in a community, and investigate their roles in
relation to the community as a whole (ex. providing resources, education,
safety, spiritual beliefs, etc.) (Self-Created)
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 3 of 44
1
TR3 : Examine the relationships between First Nation  Examine the impact of geography (e.g., grasslands, boreal forest or
peoples and the land, before and after the signing of woodland, grain belt, lakeland regions) on the relationship between First
treaties. Nations people and the land.
 Describe the lifestyle changes of First Nations, prior to and after placement
on reserves.
 Discuss the worldviews associated with ownership of the land and consider
the impact those views have on a person’s relationship to the land.

HC33: Explore the benefits that each of the parties to  Discuss what the benefits of treaties are for non-First Nations (e.g., access to
treaty enjoy. land for farming).
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 4 of 44
Teacher Resources Student Resources
(books, websites, magazines, artifacts)
(reference materials to build background knowledge)
“What is a Community? From A-Z” By Bobbie Kalman. Retrieved from:
Indigenous and Northern Affairs Canada. Retrieved from https://www.scholastic.com/teachers/books/what-is-a-community--from-a-to-z-by-
https://www.aadnc- bobbie-kalman/
aandc.gc.ca/eng/1307460755710/1307460872523
 This is a book about communities and what you can find in them.
 Website that contains valuable information about
First Nations people. “I Need a Lunch Box” by Jeannette Franklin Caines. Retrieved from:
https://www.scholastic.com/teachers/books/i-need-a-lunch-box-by-jeannette-
Indigenous and Northern Affairs Canada. Excel Document franklin-caines/
retrieved from
http://publications.gc.ca/collections/collection_2013/aadnc-  This story is about a boy who wants a lunch box. Good book for setting up
aandc/R5-11-2009-eng.pdf the difference between need and want.
 Band operated schools list used to contact Reserve “Mattland” by Gail Herbert. Retrieved from the TPC
school for possible ePal exchange opportunity.
 Book is about a young boy who uses his imagination to make a community in
Laminated Community Map Activity. Retrieved from: the ground.
Social Studies Teacher Resource at St. Kateri Tekakwitha
“Community Helpers From A-Z” by Bobbie Kalman. Retrieved from:
 A laminated map of a community that allows https://www.scholastic.com/teachers/books/community-helpers-from-a-to-z-by-
students the option to draw on it using dry erase bobbie-kalman/
markers.
 Book about the important members of a community, i.e., Police Officers,
Milk on the Moove. Retrieved from: English Language Teachers, etc.
Arts Teacher Resource at St. Kateri Tekakwitha
“Community Workers” by Joanne Ruelos Diaz. Book retrieved from
Statistics Canada. Idividuals by total income level, by https://www.scholastic.com/teachers/books/community-workers-by-joanne-ruelos-
province and territory (Saskatchewan). Retrieved from diaz/
http://www.statcan.gc.ca/tables-tableaux/sum-
som/l01/cst01/famil105i-eng.htm  A book that outlines different jobs in the community, explaining aspects of
what their job entails.
 A webpage detailing the percentage of Canadians,
Saskatchewan residents, with predetermined “Workers in Our Community” by KeyStone Creations. Song music and lyrics
amounts of income. retrieved from https://www.teacherspayteachers.com/Product/WORKERS-IN-OUR-
COMMUNITY-MP3-READ-SING-LEARN-about-roles-of-workers-2259376
Scholastic Canada. Retrieved from
http://www.scholastic.ca/  A song that explains the equal importance of paid and unpaid work in a
community. Complete with MP3 of vocal track and PDF of accompany lyrics.
 A website/organization that provides/sells
“The Table Where the Rich People Sit” by Byrd Baylor. Book retrieved from
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 5 of 44
Community Resources
(Elder visits, guest speakers, field trip guides, etc.)

Royal Sask Museum. Education. School Programs. First Nations. Retrieved from
http://royalsaskmuseum.ca/rsm/education/school-programs/first-nations
 Website to book the First Nations exhibit tours
First Nation and Metis Elders (kēhtē-ayak) Handbook: Regina Catholic Schools
2012. Retrieved from https://www.scsba.ca/wp-content/uploads/2016/11/Open-
Elders-Handbook-2012-1.pdf
 A Regina Catholic School Division (2012) document that outlines all aspects
of Elder’s roles in the school, school division, and education.
 Outlines the protocol involved in inviting an Elder to visit the school for a
talk/presentation.

Learning Tasks & Experiences Instructional Strategies & Adaptations


(list of ideas for learning experiences & lesson plans to develop) (Adaptive Dimension, Differentiated Learning)

 Group research activity/inquiry Instruction Strategies


 Modeling of instruction
 Creation/learning of song, poem, story  Multiple representation of instruction (visual, auditory,
kinesthetic, etc.)
 Small group/individual brainstorming
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 6 of 44
 Personal reflection journal  Class discussion to formulate collective understanding
 Kinesthetic learning opportunities (scavenger hunt,
 Personal reflection sketchbook song/dance, field trip)
 Instruction through place (relating information to local
 Elder presentation/reflection
community)
 Creation of comic strip or story board  Personal reflection opportunities (On self and place)
 Allocation of opportunity to visually represent
 Creation of multimedia presentation understanding
video/videoscribe/seesaw/vimeo/prezi/powerpoint/etc.  Direct instruction opportunities (One of one/small group
instruction)
 Group experiential learning activity  Outside instructor opportunities (Elders, experts, tour
 Local environment exploration guides, etc.)

 Field trip to local community centre/building/etc. Adaptions


 Record elder talk/ presentation so that it can be re-listened
 Group research activity to later.
 Optional individual journal response for students who do
 Field trip to the museum
not want to engage in role play.
 E-pals with students on a reserve  Have book pages projected on board for Sam.
 Have handouts created with larger font/highlighted font
 Create your own community activity for Sam.
 Adaptive dimensions for active students (Fidgets/ rocking
 “Think Aloud” chairs/ bouncy chairs/standing desks/etc.)
 Group Presentations  Have the class seated at the front of the room during
discussions/readings/putting things on the board so Sam
 Poster Board Presentations can focus easier and it does not strain her eyes. Also
allows the teacher to monitor everyone if they are in a
smaller group.
 Print a copy of what I am reading for Sam in large font
that she can use to follow along with in class during the
readings.
 Provide graphic organizer to sort researched information
into categories.
 Allow students to walk around at the back of the class if
they need to move around (as long as it is not disruptive).
 Predetermined groups that promote academic achievement
and positive behavioral expectations.
 Frequent monitoring of area (Making sure to keep close
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 7 of 44
watch of particular students)
 Set size boundaries for outdoor activities based on
independence level of class (Will be determined through
monitoring throughout year)

Other:
Learning Centres, Displays, Bulletin Boards

-“Community News” Bulletin Board


 Area where events/news from local community can be posted to promote a “sense of community” in classroom
-“Community Event Sharing” Time
 Predetermined time where

Lesson Outcome/ Essential Learning Activity Assessment Resources/ Differentiated Management


Number Indicator Question for/as/of Materials Instruction Strategies
Learning Adaptions

1 RW3.1: Appraise the What a Begin the class by having For: KWL chart -“What is a -Have book -Set the volume
ways communities community a brief discussion on completed with Community? pages projected level based off
meet their members' is and why community. Start a KWL as a class. From A-Z” on the board in the established
needs and wants. are chart on the white board. By Bobbie large font for volume level
communitie Class discussion Kalman Sam chart covered at
 Examine what s Split the class up into on communities the start of the
a community is, important? groups, and have the -White Board, -Have handouts year. When
and analyze the students discuss with As: The handout markers to
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 8 of 44
potential ways their peers what they that the students write on white created with teacher is
that someone think a community is. are asked to board. larger talking volume
can contribute After a few minutes have complete after font/highlighted level should be
to a community the students that are the reading -Handouts for font for Sam 0, group work
in a positive comfortable with sharing, focuses on them students in close
way. share with the class their reflecting on -Have the class proximity of
idea of what a what they just seated at the others is 1
community is. Write the learned and front of the (almost whisper
answers on the board. putting it into room during talk), 2 is
Ask students what they words. discussions/read outside voice.
would like to learn. ings/putting
Sharing with the things on the -Predetermined
Once the discussion is class (where board so Sam sitting space
over read the book applicable) what can focus easier during reading
“What is a Community? they learned and it does not and group
From A – Z”. Once the from the book. strain her eyes. discussions to
book is finished, provide Also allows the prevent teacher
the students with a teacher to and students
handout that will ask monitor from having to
questions such as; what everyone if they yell.
did you learn? Are there are in a smaller
things in the book that -Do not let more
more compact
are in your community? than two
group
Are there things in your students at a
community not found in time leave the
-Print a copy of
the book? class to go to
what I am
the washroom
reading for Sam
We would conclude the or get a drink of
in large font
class by finishing the water.
that she can use
KWL chart.
to follow along -When students
with in class share with the
during the class use a
readings. talking to stick
to represent that
no one else
-Provide should be
graphic talking when
organizer to sort
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 9 of 44
researched one of your
information into fellow peers has
categories the stick.

-Predetermined -Adaptive
groups that dimensions for
promote active students
academic (Fidgets/
achievement rocking chairs/
and positive bouncy
behavioral chairs/standing
expectations desks/etc.)
-Allow students
to walk around
at the back of
the class if they
need to move
around (as long
as it is not
disruptive)

2 RW3.1: Appraise the What is a Begin by asking the class For: Class -“I Need a -Have book -Set the volume
ways communities need and a what is a want? Once you discussion Lunch Box” pages projected level based off
meet their members' want? have received an activating prior by Jeannette on the board in the established
needs and wants. adequate amount of knowledge on Franklin large font for volume level
responses ask the class what a Caines Sam chart covered at
 Students will what is a need? After the need/want is. the start of the
be able to discussion is over read Also use the -Legal sized -Have handouts year. When
differentiate the book “I need a Lunch discussion to paper created with teacher is
between a need Box”. wrap up the larger talking volume
and a want. -Magazines
lesson by font/highlighted level should be
Provide the students with allowing the font for Sam 0, group work
-Fliers
magazines and fliers. students to see in close
Give each student a piece that everyone is -Scissors -Have the class proximity of
of legal sized paper. unique and that seated at the others is 1
Instruct the students to is okay. -Glue front of the (almost whisper
separate the paper into room during talk), 2 is
two columns,
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 10 of 44
needs/wants. Instruct the Collage that I discussions/read outside voice.
students to go through would have the ings/putting
the magazines and fliers students things on the -Predetermined
and find pictures of what complete applies board so Sam sitting space
they would classify as a their knowledge can focus easier during reading
need and want. Then to this activity. and it does not and group
have them cut out the strain her eyes. discussions to
picture and glue it on Also allows the prevent teacher
their paper in either the teacher to and students
needs or wants column. monitor from having to
everyone if they yell.
When there is five are in a smaller
minutes left in class have -Do not let more
more compact
some students share their than two
group
collage. Say that even students at a
though every student had time leave the
-Print a copy of
to do the same project class to go to
what I am
that everyone is going to the washroom
reading for Sam
have different ideas of or get a drink of
in large font
what a need and want is, water.
that they can
and that is okay. use to follow -When students
along with in share with the
class during the class use a
readings. talking to stick
to represent that
no one else
should be
talking when
one of your
fellow peers has
the stick.
-Adaptive
dimensions for
active students
(Fidgets/
rocking chairs/
bouncy
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 11 of 44
chairs/standing
desks/etc.)
-Allow students
to walk around
at the back of
the class if they
need to move
around (as long
as it is not
disruptive)

3 RW3.1: Appraise the What does Brainstorm with the class For: Discussion -“Mattland” -Have book -Set the volume
ways communities a on the needs and wants activating prior by Gail pages projected level based off
meet their members' community of a community. Write knowledge. Herbert on the board in the established
needs and wants. need in down the students large font for volume level
order to responses on the white Collage after -Legal Size Sam chart covered at
a. Speculate upon survive, board. After the reading the book paper the start of the
various what are brainstorming is over to make sure -Have handouts year. When
challenges they understand -Handouts
some read the book “Matt created with teacher is
faced by potential Land” which focus on the various needs larger talking volume
-Markers for
communities in issues that how a boy named Matt and wants of a font/highlighted level should be
students
meeting needs a creates his own community. font for Sam 0, group work
and wants, with community community in the dirt in close
evidence Of: The handout
could be using sticks and other -Have the class proximity of
gathered from after the students
faced with? things he finds outside; seated at the others is 1
examining are done the
Matt uses his imagination front of the (almost whisper
pictures, collage.
to bring the community room during talk), 2 is
viewing media, Focusing on
to life. But, an discussions/read outside voice.
and interpreting questions from
unexpected flood is ings/putting
stories using a the book, to -Predetermined
going to potentially wipe things on the
variety of make sure the sitting space
out his community. Then board so Sam
fiction and non- students were
different people come out can focus easier during reading
fiction texts. paying attention and group
from seemingly nowhere and it does not
and fully grasp
and help make sure the strain her eyes. discussions to
the concept.
community does not fail. Also allows the prevent teacher
teacher to and students
After book is over monitor from having to
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 12 of 44
engage the class in a everyone if they yell.
discussion about the are in a smaller
book and the power of a more compact -Do not let more
community. Ask the class group than two
the various things they students at a
noticed in Matt’s -Print a copy of time leave the
community and if it what I am class to go to
would work in real life. reading for the washroom
After the discussion give Sam/any or get a drink of
each student a legal sized student that water.
paper and have them needs in large
-When students
create their own font that she can
share with the
functional community use to follow
class use a
like Matt. Give a handout along with in
talking to stick
to the students as well. class during the
to represent that
Ask them questions like, readings.
no one else
how does your
should be
community meet the
talking when
needs and wants of its
one of your
inhabitants, can it support
fellow peers has
everyone?
the stick.
-Adaptive
dimensions for
active students
(Fidgets/
rocking chairs/
bouncy
chairs/standing
desks/etc.)
-Allow students
to walk around
at the back of
the class if they
need to move
around (as long
as it is not
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 13 of 44
disruptive)

4 RW3.1: Appraise the How did Plan a fieldtrip to the For: Planned http://royalsas -Have handouts -Set the volume
ways communities First Royal Saskatchewan fieldtrip kmuseum.ca/r created with level based off
meet their members' Nations Museum with a guided exploring first sm/education/ larger the established
needs and wants. people tour of the First Nations nations life prior school- font/highlighted volume level
interact exhibits. To show the to the signing of programs/first font for Sam chart covered at
TR31: Examine the with the students how the first treaties -nations the start of the
relationships between land before nations interacted with -Find/start a year. When
First Nation peoples the signing each other in their As: Handout (Website to recording of the teacher is
and the land, before of the different communities reflecting on book the First presentation for talking volume
and after the signing of treaties? before the signing of the what the students Nations Sam if she level should be
treaties. treaties. After the field learned. exhibit tours) requires it to 0, group work
 Describe the trip have a handout that help with her in close
lets the students write comprehension proximity of
lifestyle
what they learned on it. of the tour. others is 1
changes of First
(almost whisper
Nations, prior Do a little role play talk), 2 is
to and after before the field trip to outside voice.
placement on highlight exceptional
reserves. behavior and that every -Have
student should try to predetermined
model that. groups made for
each of the
accompanying
chaperons.
Have each
student have
color-coded
name tags.
Instruct the
students that
every student
has to stick with
their colour
group and each
chaperon that
has their
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 14 of 44
matching colour
on it.
-Have
predetermined
meeting times
for the groups
so you do not
have to go
looking for
everyone at the
end of the day.
-Have
predetermined
times where the
students can use
the public
washrooms as
an entire class
instead of
having to go
with a student
during the tour.

5 RW3.1: Appraise the How has Preface this lesson with a As: Asking -Indigenous -Have handouts
-Set the volume
ways communities First lesson on being safe appropriate and Northern created with
level based off
meet their members' Nations online. questions to their Affairs. Band larger the established
needs and wants. people reserve e-pals Operated font/highlighted
volume level
relationship Become E-Pals with a and writing them Schools List font for Sam
chart covered at
1
TR3 : Examine the with the class on a reserve. Send in their handouts. the start of the
relationships between land messages back and forth Checking each http://publicat -Have the class year. When
First Nation peoples changed each week between the week for ions.gc.ca/coll seated at the teacher is
and the land, before after the two classes. Have my completion. ections/collect front of the talking volume
and after the signing of signing of class ask questions such ion_2013/aad room during level should be
treaties. the treaties? as; What is life like on a Of: Poster Board nc-aandc/R5- discussions/read 0, group work
reserve, what is your Presentation, 11-2009- ings/putting in close
 Describe the relationship to the land, appropriate eng.pdf things on the proximity of
lifestyle
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 15 of 44
changes of First etc. During this lesson I rubric for their board so Sam others is 1
Nations, prior would give each student summary of can focus easier (almost whisper
to and after a handout where they learning. and it does not talk), 2 is
placement on record the questions they strain her eyes. outside voice.
reserves. asked every week and the Also allows the
answer they received. I teacher to
would do a weekly monitor -Predetermined
check-in where I look at everyone if they sitting space
the handouts and make are in a smaller during reading
sure the students are more compact and group
doing what they are group discussions to
supposed to. If they are prevent teacher
having trouble I would -Provide a and students
help guide them in the graphic from having to
right direction for next organizer to sort yell.
week. researched
-Do not let more
information into
After around a month of than two
categories
exchanging words with students at a
their e-pals, I would get time leave the
the students to make a class to go to
poster board of the things the washroom
they learned. If they or get a drink of
learned about the land to water.
gather pictures of the
-When students
land put them on the
share with the
board and then explain to
class use a
the class what it
talking to stick
represents. To grade the
to represent that
posters and presentation I
no one else
would create an
should be
appropriate rubric.
talking when
one of your
fellow peers has
the stick.
-When handing
something into
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 16 of 44
the teacher ,
students must
line up
respectfully and
quietly in order
to avoid the
mass chaos of
handing
something in at
the end of a
lesson
Explain
behaviour
expected from
students when
participating on
the online
portion of this
lesson, and
having class
repeat examples
of expected
behaviors back
to teacher.

-Write examples
on the board for
reference during
presentation/acti
vity.
Have individual
students/ groups
model
exemplary
examples of
modeled
behavior for
class.
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 17 of 44

6 RW3.1: Appraise the How do Begin the class by asking As: Discussions -Book: -Have book -Set the volume
ways communities communitie the students if they throughout the “Community pages projected level based off
meet their member’s s satisfy the remember what a need lesson activating Helpers From on the board in the established
needs and wants. needs and and want is? Bring up prior knowledge A-Z” by large font for volume level
wants of “Mattland” and ask if from past lessons Bobbie Sam chart covered at
c. Describe ways its’ they remember Kalman. the start of the
in which inhabitants somethings that go into Of: Community -Have handouts year. When
communities ? making a functional map/handout -Laminated created with teacher is
help ensure community. Explain that activity. Handout Community larger talking volume
basic human today you are going to is to be given to activity. font/highlighted level should be
needs are met dive into that topic more. the teacher after font for Sam 0, group work
(e.g., food and the class is over. -Handouts in close
water, shelter, Read the book Marked based on where the -Have the class proximity of
clothing, Community Helpers. an appropriate student’s
seated at the others is 1
education, From A-Z rubric making record why
front of the (almost whisper
safety). sure each student they decided room during talk), 2 is
After reading the book is where they are to circle discussions/read outside voice.
engage the class in supposed to be various things
ings/putting
another discussion going at. that are
things on the
over the important role important in a -Predetermined
board so Sam
that everyone plays in a community
can focus easier sitting space
community (fire fighters and why they during reading
and it does not
help deals with fires, think those
strain her eyes. and group
teachers help provide things are
Also allows the discussions to
education, people who important. prevent teacher
teacher to
work at stores help you and students
-Markers to monitor
get food).
circle the everyone if they from having to
Break the class up in locations on are in a smaller yell.
pairs. Show them a the more compact
-Do not let more
laminated community community group
than two
that has examples of map. students at a
schools, police stations, -Print a copy of
time leave the
stores, libraries, basically -Eraser for the what I am
class to go to
everything you could markers. reading for Sam
the washroom
need in a community to in large font
or get a drink of
thrive. Explain to the that she can use
to follow along
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 18 of 44
class, that with their with in class water.
partner(s) they will have during the
to circle various locations readings. -When students
in the community and share with the
with a piece of paper -Provide a class use a
write what they circled graphic talking to stick
and how that helps the organizer to sort to represent that
community get its researched no one else
essential needs. Groups information into should be
are encouraged to write categories talking when
about as many things as one of your
they can. Write up about -Predetermined fellow peers has
the community is due for groups that the stick.
hand in after the class. promote
-When handing
academic
something into
achievement
the teacher,
and positive
students must
behavioral
line up
expectations
respectfully and
quietly in order
to avoid the
mass chaos of
handing
something in at
the end of a
lesson

-Explain
behavior for this
activity.
Write examples
on the board for
reference during
presentation/acti
vity.
Have individual
students/ groups
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 19 of 44
model
exemplary
examples of
modeled
behavior for the
class

-Adaptive
dimensions for
active students
(Fidgets/
rocking chairs/
bouncy
chairs/standing
desks/etc.)
-Allow students
to walk around
at the back of
the class if they
need to move
around (as long
as it is not
disruptive)

7 RW 3.2: Analyze the How do the Read “Community For: Assessing -“Community -Have book -Set the volume
creation and jobs and Workers” to introduce students prior Workers” by pages projected level based off
distribution of wealth lifestyles in students to concept of knowledge Joanne Ruelos on the board in the established
in communities a jobs/ lifestyles in a through their Diaz large font for volume level
studied. community community. brainstorm of Sam chart covered at
contribute jobs/lifestyles in-Chart with the start of the
f. Examine jobs to the Students will brainstorm their local predetermined -Have handouts year. When
and lifestyles in individuals examples of jobs/ community pairs/ groups created with teacher is
a community, living lifestyles in their local of 3 labeled larger talking volume
and investigate there? community, and teacher Of: Students will on it. font/highlighted level should be
their roles in will write on the board. fill out chart/ font for Sam 0, group work
relation to the worksheet -Books
in close
community as a Have students research, detailing (Outlining -Have the class
proximity of
in pairs/ groups of 3, one specific jobs/ seated at the
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 20 of 44
whole (ex. of the examples of jobs/ specifics of their lifestyles) front of the others is 1
providing lifestyles on the board, job, also draw room during (almost whisper
resources, and fill out chart/ visual -Tablets (For discussions/read talk), 2 is
education, worksheet detailing representation of accessing ings/putting outside voice.
safety, spiritual specifics. job. internet) things on the
beliefs, etc.) board so Sam -Predetermined
-Chart/
can focus easier sitting space
Worksheet
and it does not during reading
(For activity)
strain her eyes. and group
-Talking stick Also allows the discussions to
teacher to prevent teacher
monitor and students
everyone if they from having to
are in a smaller yell.
group
-Predetermined
-Print a copy of groups (Use
what I am sheet with
reading for Sam predetermined
in large font groups when
that she can use this is
to follow along applicable).
with in class
during the -Do not let more
readings. than two
students at a
-Provide a time leave the
graphic class to go to
organizer to sort the washroom
researched or get a drink of
information into water.
categories
-When students
-Predetermined share with the
groups that class use a
promote talking to stick
academic to represent that
achievement no one else
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 21 of 44
and positive should be
behavioral talking when
expectations one of your
fellow peers has
the stick.

-When handing
something into
the teacher ,
students must
line up
respectfully and
quietly in order
to avoid the
mass chaos of
handing
something in at
the end of a
lesson

-Adaptive
dimensions for
active students
(Fidgets/
rocking chairs/
bouncy
chairs/standing
desks/etc.)
-Allow students
to walk around
at the back of
the class if they
need to move
around (as long
as it is not
disruptive)
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 22 of 44
8 RW 3.2: Analyze the How do Teach students the lyrics Of: Class -“Workers in -Have lyrics -Set the volume
creation and people, or to the song, “Workers in discussion of Our projected up on level based off
distribution of wealth society, Our Community”. Have meaning derived Community” board in large the established
in communities value paid students preform song, from song, by KeyStone font for Sam volume level
studied. and unpaid reading lyrics off of determine if Creations. chart covered at
work? projection on board. class as a whole -Optional the start of the
a. Assess the role and individual -MP3 file of individual year. When
of work in Are their At conclusion of song, students grasp vocal track journal response teacher is
communities, similarities have class discussion concept. Have for students talking volume
including the and about jobs and lifestyles -PDF of who do not
each table group level should be
value of paid differences mentioned in song. Lyrics want to engage 0, group work
of students
and unpaid in this Mentioning importance determine one in preforming in close
-Talking stick
work. value? of both paid and unpaid benefit of paid song proximity of
jobs/ lifestyles. and unpaid work. others is 1
-Have the class
(almost whisper
seated at the
talk), 2 is
front of the
outside voice.
room during
discussions/read
-Predetermined
ings/putting
seating for
things on the
learning song,
board so Sam
to encourage
can focus easier
focusing on task
and it does not
(Use sheet with
strain her eyes.
predetermined
Also allows the
seating when
teacher to
this is
monitor
applicable).
everyone if they
are in a smaller
-Do not let more
group
than two
students at a
-Visual
time leave the
representation
class to go to
of main
the washroom
information in
or get a drink of
the lyrics to
water.
promote
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 23 of 44
comprehension -When students
for EAL share with the
students class use a
talking to stick
to represent that
no one else
should be
talking when
one of your
fellow peers has
the stick.

-Adaptive
dimensions for
active students
(Fidgets/
rocking chairs/
bouncy
chairs/standing
desks/etc.)

-Allow students
to walk around
at the back of
the class if they
need to move
around (as long
as it is not
disruptive)

9 RW 3.2: Analyze the Is there a Have students brainstorm For: Assessing -“The Table -Have book -Set the volume
creation and difference examples of materials student’s prior Where the pages projected level based off
distribution of wealth between the that they believe knowledge Rich People on the board in the established
in communities way that represent wealth (ex. through their Sit” by Byrd large font for volume level
studied. individual money, resources, brainstorm of Baylor. Sam chart covered at
people material goods, representations the start of the
d. Identify how define emotional connections.). of wealth. -Looseleaf/ -Have handouts year. When
wealth is wealth and Write examples on board White Paper created with teacher is
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 24 of 44
defined and the way in as examples for As: Students for students to larger talking volume
acquired in which reference. reflecting on the create font/highlighted level should be
communities society information reflections font for Sam 0, group work
studied. does? Read the book, “The provided in the in close
Table Where the Rich book by making -Talking stick -Have the class proximity of
People Sit”. Have a personal seated at the others is 1
discussion about the connection to front of the (almost whisper
difference between their own room during talk), 2 is
personal wealth and definition of discussions/read outside voice.
material wealth. wealth. ings/putting
things on the -Predetermined
Have students reflect on board so Sam sitting space
the book, by having them can focus easier during reading
write a paragraph about and it does not to prevent
something that matters to strain her eyes. teacher and
them personally, Also allows the students from
excluding material teacher to having to yell.
wealth. Students can monitor
draw an accompanying everyone if they -Do not let more
visual representation. are in a smaller than two
group students at a
time leave the
-Print a copy of class to go to
what I am the washroom
reading for Sam or get a drink of
in large font water.
that she can use
to follow along -When students
with in class share with the
during the class use a
readings. talking to stick
to represent that
-Provide a no one else
graphic should be
organizer to sort talking when
information for one of your
paragraph into fellow peers has
categories the stick.
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 25 of 44

-When handing
something into
the teacher ,
students must
line up
respectfully and
quietly in order
to avoid the
mass chaos of
handing
something in at
the end of a
lesson

-Adaptive
dimensions for
active students
(Fidgets/
rocking chairs/
bouncy
chairs/standing
desks/etc.)
-Allow students
to walk around
at the back of
the class if they
need to move
around (as long
as it is not
disruptive)

10 RW 3.2: Analyze the In what Begin class with As: Students -First Nation -Record elder -Set the volume
creation and ways does explaining expectations reflecting on the and Metis talk/ level based off
distribution of wealth a differing for Elder’s visit and information Elders (kēhtē- presentation so the established
in communities view on the information sharing. Ask provided in the ayak) that it can be re- volume level
studied. ownership class for examples of Elder Handbook: chart covered at
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 26 of 44
TR31: Examine the of land expected behaviors, write presentation by Regina listened to later the start of the
relationships between impact examples on the board making a Catholic year. When
First Nation peoples someone’s for reference during personal Schools 2012 -Have handouts teacher is
and the land, before relationship presentation. Have connection to created with talking volume
and after the signing of to the land? individual students/ their own -Tobacco larger level should be
treaties. groups model exemplary relationship with and/or cloth, font/highlighted 0, group work
examples of modeled the land. and card for font for Sam in close
 Discuss the behavior for class. Elder/Elder’s proximity of
worldviews Helper -Have the class
others is 1
associated with Have Elder talk about seated at the
(almost whisper
ownership of First Nation/Metis -Chart/ front of the
talk), 2 is
the land and worldview in regards to projection room during
outside voice.
consider the ownership of the land with discussions/read
impact those and also on their predetermined ings/putting
-Explain
views have on a relationship with the seating things on the
behavior
person’s land. arrangement board so Sam
expected from
relationship to can focus easier
-Talking stick and it does not students, having
the land. Conclude class, after
class repeat
Elder Presentation, by strain her eyes.
examples of
having students write a Also allows the
expected
journal paragraph about a teacher to
behaviors back
personal relationship they monitor
to teacher. Write
have with the land (ex. everyone if they
examples on the
something they use the are in a smaller
board for
land for, something the group
reference during
land gives them, etc.).
presentation/
Provide personal -Provide a
activity.
example for class to graphic
spark thinking. Option, organizer to sort
-Have
afterwards have students researched
individual
share examples if they information into
students/ groups
want to. categories
model
exemplary
examples of
modeled
behavior for
class.
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 27 of 44
-Predetermined
sitting space
during
presentation to
encourage
positive
behavior.

-Predetermined
seating (Use
sheet with
predetermined
seating when
this is
applicable).

-Do not let more


than two
students at a
time leave the
class to go to
the washroom
or get a drink of
water.
-When students
share with the
class use a
talking to stick
to represent that
no one else
should be
talking when
one of your
fellow peers has
the stick.
-When handing
something into
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 28 of 44
the teacher ,
students must
line up
respectfully and
quietly in order
to avoid the
mass chaos of
handing
something in at
the end of a
lesson.

11 RW 3.2: Analyze the How does Read “This Land is My For: Assessing “This Land is -Have book -Set the volume
creation and the Land” by George student’s prior My Land” by pages projectedlevel based off
distribution of wealth relationship Littlechild to reintroduce knowledge George on the board inthe established
in communities between the relationship between through their Littlechild large font for volume level
studied. First Nation First Nation people and brainstorm of Sam chart covered at
people and the land. natural aspects -Chart with the start of the
TR31: Examine the the land of the land that predetermined -Have handouts year. When
relationships between impact the Have students brainstorm have been used groups of 3-4 created with teacher is
First Nation peoples creation natural aspects of the for human labeled on it. larger talking volume
and the land, before and land that could be used consumption, font/highlighted level should be
and after the signing of for human consumption, -Books font for Sam
distribution production, or 0, group work
treaties. production, or (Outlining
of wealth manufacturing. in close
manufacturing (ex. trees, uses of nature. -Have the class
 Examine the from that proximity of
land? plants, animals, Of: Students will Ex. Logging) seated at the others is 1
impact of rocks/granite, etc.). Write fill out chart/ front of the
-Tablets (For (almost whisper
geography those examples on the worksheet room during
accessing talk), 2 is
(e.g., board for reference. detailing discussions/read
internet) outside voice.
grasslands, specifics of their ings/putting
boreal forest or Group students into small research. things on the
-Chart/ -Predetermined
woodland, groups of 3-4, assigning Assessing board so Sam
Worksheet sitting space
grain belt, them to research one of students can focus easier
(For activity) during reading
lakeland the brainstormed natural understanding of and it does not
and group
regions) on the aspects of the land. Have First Nation -Paper comic strain her eyes. discussions to
relationship students fill out chart/ traditional use of template Also allows the
prevent teacher
between First worksheet (simply for the land and teacher to
-Talking stick monitor and students
Nations people organizing information) modern day from having to
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 29 of 44
and the land. detaining both First industrial use. everyone if they yell.
Nation’s traditional use are in a smaller
and modern-day group -Predetermined
industrial use, along with groups (Use
how it is/has been -Print a copy of sheet with
distributed. Afterwards, what I am predetermined
students will create reading for Sam groups when
comic strips detailing the in large font this is
different uses and that she can use applicable).
distribution. to follow along
with in class -Do not let more
during the than two
readings. students at a
time leave the
-Provide a class to go to
graphic the washroom
organizer to sort or get a drink of
researched water.
information into
categories -When students
share with the
-Predetermined class use a
groups that talking to stick
promote to represent that
academic no one else
achievement should be
and positive talking when
behavioral one of your
expectations fellow peers has
the stick.

-When handing
something into
the teacher ,
students must
line up
respectfully and
quietly in order
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 30 of 44
to avoid the
mass chaos of
handing
something in at
the end of a
lesson

-Adaptive
dimensions for
active students
(Fidgets/
rocking chairs/
bouncy
chairs/standing
desks/etc.)
-Allow students
to walk around
at the back of
the class if they
need to move
around (as long
as it is not
disruptive)

12 RW 3.2: Analyze the Does the Write the question, “Do For: Assessing -Stats Canada -Optional -Set the volume
creation and distribution you think wealth is students webpage individual level based off
distribution of wealth of wealth in distributed equally understanding of detailing journal response the established
in communities a among the people of a the distribution percentage of for students volume level
studied. community community?” on the of wealth Canadians who do not chart covered at
represent board. Invite students to through their with certain want to engage the start of the
e. Investigate and the people think about the idea for a thoughts income in activity year. When
compare the in that couple minutes, write it provided in amounts teacher is
distribution of community down on provided piece opening thinking -Have handouts talking volume
wealth in ? of paper (collect papers). process and -Chart with created with level should be
communities Discuss ideas as class. discussion. predetermined larger 0, group work
studied. “economic font/highlighted in close
Split the class up into As: Have status” groups font for Sam proximity of
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 31 of 44
“economic status” students learn labeled on it -Have the class others is 1
groups, representing the through seated at the (almost whisper
“One percent, upper- experiential -Wealth for front of the talk), 2 is
class, middle-class, learning activity. distributing room during outside voice.
lower-class, and living-in Assessing their (fake money) discussions/read
–poverty”. Now understanding ings/putting -Predetermined
-Paper for
“distribute the wealth” or through things on the sitting space
writing down
give each group a reflecting on board so Sam during group
original
representation of wealth their original can focus easier discussions to
thought
(fake money) that thoughts at the and it does not prevent teacher
corresponds to their beginning of the -Talking stick strain her eyes. and students
“economic status” group. class. Also allows the from having to
Then have students teacher to yell.
divide the wealth monitor
between the members of everyone if they -Predetermined
their group. This can, or are in a smaller groups (Use
should, be based on group sheet with
actual statistics of predetermined
Canadian or -Allow students groups when
Saskatchewan to walk around this is
distribution of wealth. at the back of applicable).
the class if they -Do not let more
Conclude class with open need to move than two
discussion about how around (as long students at a
they witnessed the wealth as it is not time leave the
being distributed in the disruptive) class to go to
classroom, was it similar the washroom
to their original -Predetermined or get a drink of
thoughts? (Hand back groups that water.
papers with original promote -When students
thoughts) Do they think it academic share with the
was equal? Was it achievement class use a
equitable? and positive talking to stick
behavioral to represent that
expectations no one else
should be
talking when
one of your
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 32 of 44
fellow peers has
the stick.
-Adaptive
dimensions for
active students
(Fidgets/
rocking chairs/
bouncy
chairs/standing
desks/etc.)
-Allow students
to walk around
at the back of
the class if they
need to move
around (as long
as it is not
disruptive)

13 RW 3.2: Analyze the How do Read “Treaty Tales: We For: Assess -“Treaty -Optional -Set the volume
creation and treaties Are All Treaty People” student’s Tales: We Are individual level based off
distribution of wealth impact the by Betty Lynxleg to understanding of All Treaty journal response the established
in communities distribution reintroduce the concept information People” by for students volume level
studied. of wealth of Treaties and their provided in story Betty Lynxleg who do not chart covered at
and modern-day significance. through open want to engage the start of the
HC33: Explore the resources class discussion -Chart with in role play year. When
benefits that each of for non- Talk about how Treaties about how predetermined teacher is
the parties to treaty First Nation allow all Canadians, Treaties impact groups of 3-4 -Have book talking volume
enjoy. individuals including non-First access to the labeled on it. pages projected level should be
? Nation, access to the land land and on the board in 0, group work
 Discuss what and the resources it -Talking stick large font for
resources for in close
the benefits of provides. Sam
non-First Nation proximity of
treaties are for
Canadians. others is 1
non-First Have students brainstorm -Have the class
(almost whisper
Nations (e.g., examples of ways access Of: Assess seated at the
talk), 2 is
access to land to the land benefits them. student’s front of the
outside voice.
for farming). Ask class for examples, understanding of room during
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 33 of 44
and write them on the content in lesson discussions/read
board for reference. through the ings/putting -Predetermined
presentation of things on the sitting space
Move students into their role-play board so Sam during reading
groups of 3-4, allowing can focus easier and group
each group to choose one and it does not discussions to
of the examples on the strain her eyes. prevent teacher
board. Instruct each Also allows the and students
group to make a role-play teacher to from having to
and act out them monitor yell.
benefitting from the land everyone if they
(ex. farming the land, are in a smaller -Predetermined
chopping trees for group groups (Use
firewood, planting a sheet with
garden for food, etc.). -Print a copy of predetermined
what I am groups when
At the conclusion of each
reading for Sam this is
presentation of the role-
in large font applicable).
play, have the class guess
that she can use -Do not let more
what each group was
to follow along than two
acting out. Then, talk
with in class students at a
about the significance of
during the time leave the
having access, through
readings class to go to
Treaties, to that resource.
the washroom
-Predetermined or get a drink of
groups that water.
promote -When students
academic share with the
achievement class use a
and positive talking to stick
behavioral to represent that
expectations no one else
should be
talking when
one of your
fellow peers has
the stick.
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 34 of 44
-Adaptive
dimensions for
active students
(Fidgets/
rocking chairs/
bouncy
chairs/standing
desks/etc.)
-Allow students
to walk around
at the back of
the class if they
need to move
around (as long
as it is not
disruptive)
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 35 of 44
Backwards Design Lesson Plan

Lesson Title: “Milk on the Moove” Subject: Social Studies

Grade: 3 Duration: 60 Minutes (Additional Class if needed)

Essential Question:

How are goods prepared and exchanged with other communities?

Guiding Questions:

 What are some goods that communities need?


 What are some things that you would want from a store?
 How is that item manufactured/created?
 Do all communities want/need the same things?
 How do communities get their goods?
Outcome(s) Indicator(s)

RW3.1: Appraise the ways communities meet their d. Describe how and why communities exchange goods with other communities.
members' needs and wants.

Assessment Strategies: (formative-before & during & summative - end)

Formative (For):
 Engaging the class in discussions to activate their knowledge regarding the topic at hand.
 During the reading of the book “Milk on the Moove”, I will ask questions after each page to help ensure that every student is grasping the
concept of the book. Then I will have a handout that has some questions on it asking questions about the book that I just read so I can
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 36 of 44
make sure they all understand, as well having questions relating to their community.
Formative (As):
 I will break the class up into pairs and have them brainstorm a good that they want to learn about, how it is manufactured and then
transported to other places (communities). Once they figured out what they want to learn about they will research the topic on a netbook
provided by the school.
Summative (Of):
 After the pairs have found an adequate amount of information, instruct the class that they will make their own story similar to how “Milk
on the Moove” was set up. The story that the students will create will explain briefly how their item is created/manufactured and then sent
to other communities. I will use an appropriate rubric to grade the stories.

Instructional Strategies: (specific strategies)

 Multiple representation of instruction (visual, auditory, kinesthetic, etc.)


 Small group/individual brainstorming
 Class discussion to formulate collective understanding
 Personal reflection opportunities (On self and place)
 Allocation of opportunity to visually represent understanding
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to
meet diverse student needs?)

 Have book pages projected on the board in large font for Sam
 Have handouts created with larger font/highlighted font for Sam
 Have the class seated at the front of the room during discussions/readings/putting things on the board so Sam can focus easier and it does
not strain her eyes. Also allows the teacher to monitor everyone if they are in a smaller more compact group
 Print a copy of what I am reading for Sam in large font that she can use to follow along with in class during the readings.
 Provide graphic organizer to sort researched information into categories
 Predetermined groups that promote academic achievement and positive behavioral expectations
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 37 of 44
 More time to complete the assignment if necessary.

Materials Needed:

 The “Milk on the Moove” short story


 Handout for after the reading of the story
 Netbooks (Any computer would suffice)
 Paper to provide to students to brain storm on, and to create their story with
 Writing Utensils if students need
Time: Set:

0:00-0:05 -Bring the class to the front of the room


-Ask a multitude of questions relating to communities and how they get their goods, and facilitate the discussion
5 mins -Show the class the book that you will read to them.
-Ask the class what they think the story is going to be based on solely from looking at the title page
Development:

0:05-0:55 -Read the book “Milk on the Moove”


-Ask questions throughout the reading
50 mins -Give the class a handout after the reading that asks questions like, what item in the story was transported to other communities?
Does your community have that item in it? What goods does your community have in it, etc.
-Students will hand in the assignment after they have completed it.
-Once the handout is completed break the class up into predetermined groups
-Have each group brainstorm and research an item that can be manufactured and shipped out to other communities.
-Walk around during the brainstorming to make sure every group is on the right path.
-Tell the class that after they have brainstormed what they are going to research have them collect the information and use it for a
short story similar to “Milk on the Moove”.
-Instruct the students that they can also add pictures to their story.
-Explain to the class that their story should include small parts on how the item is manufactured and how it is transported to other
communities.
-When groups are done hand the story into the teacher (if students need more time for their stories they can have another period to
complete it).
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 38 of 44
Closure:

0:55-0:60 -Have a closing discussion asking what the students researched and if they would like to share something they learned.
-Wrap up the class by asking the questions:
5 mins -Would all communities want the items that you have researched?
-Do all communities have similar needs and wants?

Backwards Design Lesson Plan


Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 39 of 44
Lesson Title: Impact of Natural Resources Subject: Social Studies

Grade: 3 Duration: 60 Minutes

Essential Question:

How have the natural resources in our region impacted the relationship between First Nation people and the land?

Guiding Questions:

 What ways can we categorize or sort Natural resources?


 What natural resources are present in our local environment? How do they represent our local environment?
 How have people used natural resources over time (both European descendants and First Nations)?
 How does the possibility of losing resources, non-renewable resources, impact the people who use them (both European descendants and
First Nations)?

Outcome(s) Indicator(s)

RW 3.2: Analyze the creation and distribution of wealth in communities a. Define the term natural resources, and differentiate between
studied. renewable and non-renewable resources.
TR31: Examine the relationships between First Nation peoples and the  Examine the impact of geography (e.g., grasslands, boreal forest
land, before and after the signing of treaties. or woodland, grain belt, lakeland regions) on the relationship
between First Nations people and the land.

Assessment Strategies: (formative-before & during & summative - end)

Formative (For):
 Introductory KWL chart to gauge student’s understanding of lesson material and to assess prior knowledge. This will allow us to make
adaptions or modifications for the upcoming lesson (Possible further instruction needed before commencing intended lesson)
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 40 of 44
Formative (As):
 Class discussion to better understand individual student’s learning process during lesson (Questions they may have, thoughts, beliefs, etc.).
 Individual group conferencing during activity (Asking students questions to have them reflect on information being processed, along with
metacognitive thinking processes—getting students to think about their thinking)
Summative (Of):
 Concluding “Exit Slip” designed to assess their learning of the lesson, which will allow us to gauge class understanding as a whole for
possible adaptions or modifications moving forward into subsequent lessons

Instructional Strategies: (specific strategies)

 Modeling of instruction
 Multiple representation of instruction (visual, auditory, kinesthetic, etc.)
 Small group/individual brainstorming
 Class discussion to formulate collective understanding
 Kinesthetic learning opportunities (scavenger hunt)
 Instruction through place (relating information to local community)
 Personal reflection opportunities (On self and place)
 Direct instruction opportunities (One of one/small group instruction)

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet
diverse student needs?)

 Have book pages projected on board for Sam.


 Have handouts created with larger font/highlighted font for Sam.
 Adaptive dimensions for active students (Fidgets/ rocking chairs/ bouncy chairs/standing desks/etc.)
 Have the class seated at the front of the room during discussions/readings/putting things on the board so Sam can focus easier and it does
not strain her eyes. Also allows the teacher to monitor everyone if they are in a smaller group.
 Print a copy of what I am reading for Sam in large font that she can use to follow along with in class during the readings.
 Provide graphic organizer to sort information into categories.
 Allow students to walk around at the back of the class if they need to move around (as long as it is not disruptive).
 Predetermined groups that promote academic achievement and positive behavioral expectations.
 Frequent monitoring of area (Making sure to keep close watch of particular students)
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 Set size boundaries for scavenger hunt based on independence level of class (Will be determined through monitoring throughout year)
Materials/Resources Needed:

 “Talking Stick”
 Voice-Level Chart/Diagram
 KWL Chart (One per student)
 YouTube Video “Science Video for Kids: Natural Resources of the Earth”
 Clip Boards and Writing Utensils (One per student)
 Book “Native Americans: A Visual Exploration”
 Natural Resource Paper Cut-Outs (15-20 Cut-outs per group)
 Paper Headings “Renewable” and “Non-Renewable” (One set per group)
 Exit slip – Renewable and Non-Renewable Sorting Activity (One per student)

Time: Set:

0:00-0:20 -Begin class by telling students that we will be reviewing information previously covered (natural resources)
20 Mins -Ask class if they remember what the term “natural” means, get answers from 3-4 students (Using “Talking Stick” to signify who
talks)
-After brief discussion about the meaning of “natural”, talk about what “natural resources” may mean
-After another brief discussion, hand out KWL chart (K-Examples or things they know about natural objects, W-Things they want
to know or examples they are not too sure of, L-Things they learned)
-Explain to students that they will only be filling out the first two columns at this point in the lesson (Have them write down words
to represent or visually represent knowledge through pictures)
-Model example on board for class (Fill out example under “K” column and something I am curious about under “W”)
-Watch YouTube video “Science Video for Kids: Natural Resources of the Earth” from 0:00 to 1:18
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 42 of 44
-After video, have students fill in last column of chart with examples they learned

Development:

0:20-0:50 -Tell students we will be heading outside for a scavenger hunt to find examples of the “natural resources” on their KWL sheets. Tell
students they will “check off” examples on their KWL chart that they find. (Provide students with clip boards/hard surface)
30 mins
-Before going outside, set behavior expectations for leaving the school (Just like when inside the classroom: No running, no yelling,
respect each other’s personal space, stay within designated area, and respect the environment)
-Have students line up single-file at door based on predetermined attribute (ex, Birth date, last name, etc.)
-Proceed to head out into area outside of the school—preferably playground. (Make sure to set small boundaries to ensure students
are able to be easily monitored)
-Frequently monitor area, walking around asking individual students questions about what they are finding.
-After designated scavenger hunt time (5 minutes), have students line back up in the same order at the door back into the school
-Return to classroom (Reminding students of behavior expectations walking through school)
-Have students return clip boards/hard surfaces, KWL charts, and seat themselves in their designated seating order
Management Strategy: When handing something into the teacher , students must line up respectfully and quietly in order to
avoid the mass chaos of handing something in at the end of a lesson
-Have brief class discussion about what examples students found in the local environment, teacher write down/draw picture of
examples that the class found on the board (leave up all class)
-Tell students that we will be expanding on what we learned from our scavenger hunt (How people use those natural resources)
-Watch YouTube video “Science Video for Kids: Natural Resources of the Earth” from 1:18 to 2:14
-Have brief class discussion about uses of natural resources, write uses for each resource beside it on the board (“Talking Stick”)
-Ask students if they have examples of how they personally use natural resources, 3-4 examples from class
-Read Canadian book “Native Americans: A Visual Exploration” (pgs. 20-25) that details First Nation uses of natural resources
-Have brief class discussion about some First Nation uses of natural resources, both traditionally and contemporary, and write those
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 43 of 44
uses for each resource also on the board by the resource

-Watch YouTube video “Science Video for Kids: Natural Resources of the Earth” from 2:14 to 5:16
-Have brief class discussion about the difference between renewable and non-renewable resources (“Talking Stick”)
-Explain to students that for our activity we will be sorting natural resources based on whether or not they are “renewable” or “non-
renewable”
-After giving instructions, call on individual students to repeat instructions back to gauge understanding and have further
explanation of instruction (Most likely ask students who you know most likely understood, as not to put students on the spot)
-Before activity begins, model activity on board for students (Sort 3-4 examples of natural resources on board into the two
categories, asking questions during demonstration to gauge understanding.)
-Group students into predetermined groups and have them seat their group at one of the tables (If problems, assign tables to each
group)
-Hand out materials to each group (Natural Resources Paper Cut-Outs and Headings)
-Have students, in their group, sort examples of natural resources into the two categories (determined by the provided headings) we
learned about “renewable” and “non-renewable”.
-Walk around classroom frequently monitoring groups progress with activity
-Make sure to spend time with each group asking them specific questions about activity (Ex. How did you determine if the resource
was renewable or non-renewable?)
-After activity time, have students return paper cut-outs to plastic bags and hand them back in. (Refer to previous management
strategy)

Closure:

0:50-0:60 -Have students complete “Exit Slip” where they must mark natural resources as either “Renewable” with an “R” or “Non-
Renewable” with an “N”. Also, students must write one determining factor on how they decided which resources were which (To
10 mins assess their learning of the lesson, to gauge class understanding for possible adaptions or modifications moving forward)
Noah Smith and Jayden Patterson – Unit Plan ESST 310 – Fall 2017 Page 44 of 44
-Close lesson with group discussion and individual reflection
-Class discussion on how if resources in our area are non-renewable, how will that impact the people who use them?
-Have students reflect on what would happen if they lost resources they use every day (If we lost trees, how would that affect us?)
-Have class discussion on how losing non-renewable resources may have impacted First Nation people historically who used that
resource for a variety of ways, such as food, shelter, cultural significance.
-Transfer discussion to how it may impact First Nation people today. Is it the same way? Is their differences?

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