Name: Heather Finn

Cohort:
B1

Lesson Plan
Lesson Title: First Nations Communities in Canada
Grade: 5
Date: November 3, 2015
Subject/Strand: Social Studies Heritage and Identity: First Nations and Europeans in
New France and Early Canada
Unit: First Nations Communities and Trade
Location: Classroom
Time: (length in minutes): 50 minutes
Lesson Plan Description (What are you teaching? How does it fit into the context
of the unit? What are the big ideas/essential/enduring understandings?)
This lesson Plan is lesson 3 in a 6 lesson unit plan. The lesson will build upon what the
students know and take it a little further by relating it to Canada. The students will
learn about different First Nations Communities that were present in Canada before
contact with the Europeans. They will learn where in Canada these communities lived
and what impact each community had.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A3. Understanding Context: 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.
A3.2 describe some significant interactions among First Nations before 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
Some of the different first Nations Communities
Where the First Nations Communities lived in Canada
The resources each First Nations Community had
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: list of the names of some First Nations Communities
I can: show where in Canada the First Nations communities lived
I can: list the resources available in each community
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 (Circle One) (Describe way(s) you and/or your
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students will assess.)

Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Communication Conveying of
meaning through various forms.
Through conversations and
discussion.

CONSIDERATIONS FOR PLANNING

Assessment Strategy
and Task for StudentsWhat are the students
doing to show their
learning? e.g. turn and
talk, role play/individual,
cooperative, etc.
The students are
collaborating with
others in the class.
They are discussing in
their communities the
main points and
bringing them forward
to others in the
classroom for roleplay in a mock

Assessment Tool Instrument used

to assess task
and record
learning e.g.,
rubric, checklist,
observation sheet,
turn/talk,
role
play
Evaluation
will
be
done through an
observation as they
are working with
others and through
role play during the
board meeting

Prior Learning: Prior to this lesson, students will have

* Students will have had two lessons in this unit where they are introduced to the idea
of First Nations
* They will have had the opportunity to learn how First Nations individuals different
from individuals today
* Played fact or fiction to determine if what they knew prior to this lesson was true or
false
Differentiation: Content, Process, Product, Environment,
Assessment/Accommodations, Modifications
- The student on an IEP with one-on-one EA support will have the opportunity to
do this activity on their own. Since they dont work well with others they will
have the opportunity to learn about each community and place it on the map of
Canada. Once they can say one resource and one limitation within each of the
communities they will have the opportunity to go on the computer to learn more
about each community. There are interactive activities and it will enhance their
learning. http://www.collectionscanada.gc.ca/settlement/kids/021013-1003e.html
- For the student reading at a grade 2 level I will modify the cards for each
community. They will match up the communities on a pre-labelled map of
Canada. They will also be directed to
http://www.collectionscanada.gc.ca/settlement/kids/021013-1003-e.html to
enhance their learning through interactive games and activities with pictures.
Learning Skills/Work Habits Highlight/circle ones that are assessed:
responsibility, organization,
independent work, collaboration,
initiative,
self-regulation

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Vocabulary (for word wall and/or to develop schema)

Algonquin
Huron
Ojibwa
MiKmaq
Innu
Six Nations
Community
First Nation
Interrelationship
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.
Map of Canada (white board)
Print outs of Communities in card form (enough for one per person)
Computers/iPads (if they wish to research further)
Pens
Paper
Markers
Learning Environment (grouping; transitions; physical set up)
This lesson will start by being introduced to First Nations Communities, they will then
break off into their specific communities for the minds on. Once we start hands on
they will break once again into groups of 6 where each community is represented. For
the consolidation & connection students will return back to their desks for the wrap up.
Cross Curricular Links
Language: Reading - 1.4 demonstrate understanding of a variety of texts by
summarizing important ideas and citing supporting details.
Three Part Lesson
Identify what the students are expected to think about or do. 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: 8 10 minutes (Indicate time breakdown of
instructional elements)
Students will work
Each student will be given a First Nation community (in the form in groups to
of a card) that existed before Contact with the Europeans
understand the
community in which
- In groups they will sit in their community and discuss
they came from (the
where they are from and who they are.
card they were
given).
On a large map of Canada at the front of the class, each
Students will place
community will come up and mark where they are from.
their community on
a map of Canada to
show where in
Canada they were
from.
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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: 30 35 minutes (Indicate time breakdown of
instructional elements)
Students will
Once the communities are placed on the Map of Canada, in
transition into the
groups of 6 (so that each community is represented) the
board meeting
communities will come together for a board meeting
setting where each
community was
represented.

They will discuss similar topics as they did in their community

meeting this time how it relates to the other communities. A list
of points will be put on the board to help guide their
conversations.
- How do the different languages within each community
effect conversation?
- What does each community have a lot of? What do
different communities need? Where can they get these
items?
- What issues do you think come from the interactions
between communities?
Further research:
http://www.collectionscanada.gc.ca/settlement/kids/0210131003-e.html
- Students can go and explore more communities and
gather further information on communities discussed.

In the board
meeting they will
have topics of
discussion on the
board.
If students wish for
more information
they can go on the
computer to this
website.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for
consolidation and reflection.

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Time: 8 10 minutes (Indicate time breakdown of

instructional elements)
Wrap up we will discuss as a class:
- How the interactions between people have consequences
that can be positive for some people 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
Students will then write in their Social Studies Journal three
things that they learned from the Frist Nations Community and
one thing that they did not agree with.

Students will
provide their input
to the questions and
participate in a
class discussion.

Students will take a

few minutes to write
in their journals at
the end of class.

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson will lead to understanding what happened when the First Nations
Communities made contact with the First Nations. The students will begin to learn
about the positive and negative impacts that occurred. This will lead to the students
beginning to learn about Fur trade and the Hudsons Bay Company.
Critical Reflection:
This lesson opens the eyes of the students First Nation Communities and how they
lived. The lesson fits into the curriculum in two ways 1) by understanding major First
Nations in the Great LakesSt. Lawrence region and Atlantic Canada at the time of
contact with Europeans and 2) describe some significant interactions among First
Nations before contact with Europeans.
While this lesson does go into detail about the First Nation Communities prior to
contact with the Europeans, the way the lesson is structured the students only get out
of it what they put into it. A lot of the lesson is based on student inquiry and
collaboration. Is this the best way to go about something that is directly related to two
curriculum links? We are learning that Socials studies is about 50 minutes per day
however that encompasses a variety of topics and units. Since Social Studies does not
happen everyday and is often put on the back burner behind such subjects such as
Mathematics and Language Arts do we need to make sure every lesson contains
valuable information as directed by the teacher or can student based learning still
occur? Do we as teachers always need to provide the meat and potatoes or are
students able to guide their own learning so they better understand and are more
likely to remember it.

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