Grade 4 Social Studies: Halie Friesen

Lesson Name or Number:		Canada’s First Nations- human geography aspect			Date:	March 27, 2014
Name:	Halie Friesen		Subject:	Social Studies			Grade(s):	4

Rationale:  Create a class where students can illustrate their knowledge in a creative way. 

Prescribed Learning Outcome(s):  Understanding the traditions and cultures of First Nations people in Canada, illustrating that knowledge.

Instructional Objective(s): Promote diversity and inclusion, value the different cultures that make up our country, give a creative outlet

Prerequisite Concepts and Skills: Understanding of early peoples in Canada, geography of Canada (what are the territories?), differences in climate/landscape across Canada, how groups differ from one another

Materials and Resources:

Teacher	Students
-Legends that describe the symbolism of the wolf, eagle, turtle, and bear with illustrations -Water colour paints for class -11x17 paper for whole class -2-3 copies of each legend for student reference	Pencils, pencil crayons Ruler, eraser

Lesson Activities:

Teacher Activities	Student Activities	Time
Reading the 4 legends (wolf, eagle, turtle, bear) while showing illustrations (explaining symbolism)  Splitting students into groups of 5-6 and assigning an animals to create Rest of time, assisting when needed, offering encouragement, classroom management  Display work when complete	Listening to each legend Brainstorm ideas with group about how to illustrate the animal’s meanings  Split up individually to begin creating animal (drawing outline, choosing colours etc) Painting  Write a sentence or two about the animal on the picture when complete	10-12 min 8-10 min Combined 30-40 min N/A

Universal Design for Learning (UDL) and Differentiated Instruction (DI): 

With the knowledge of Canada’s geography and the contribution of Aboriginal people, creating an art piece will tie the cultural lessons together to show student’s understanding of symbolism, storytelling, and the importance of culture. 

-Students who are not comfortable using water colours can make their art on the computer (paint program) 

-Extra time can be given

-Possibility of a quiet area where a student can go (with an EA?) to work 

-Buddy system provided individuals create unique work while using given time

Organizational Strategies: Get the paints set out before class (while students are at recess?), pictures displayed (up on projector), books ready and animal groups already picked. Keep transition times smooth with noise at an acceptable level. Have a class cleanup when finished.

Behavioural Management Strategies: During the group reading, students will sit on the floor listening to the story; a seating plan will be in place. During the art portion, a limited amount of students will be able to use the paint at one time in order to keep large groups from forming, individual work once divided into animal groups. Groups will be picked according to how students work together

Assessment and Evaluation: The artwork will not be marked, but will be evaluated to see whether or not the student understands/accepts the symbolism for different animals. The finished product needs to reflect the ability of the student.

Extensions: The art portion will be extended into 2 classes to give time to draw the outline and paint. Possibly more time if needed.  

Reflections (if necessary, continue on separate sheet): Can be added onto with a possible field trip to the Manitoba Museum with a focus on the history of Aboriginal people in Canada, tying the unit together. Give the students concrete examples of what they have been learning. 

Find places where Aboriginal art is displayed and if field trips are allowed.

Did the students understand how the animals differed?

Were they able to illustrate the symbolism?