The lesson plan is for a Grade 5 social studies class about the Blackfoot people. The teacher will focus on how the land and climate influenced the Blackfoot way of life and the role of games. Students will identify how environmental factors shaped the Blackfoot's daily activities like housing, food and clothing. They will play a traditional Blackfoot hand game to learn about its importance for skills like observation. Students will also read about how the Blackfoot lived and complete a worksheet. They will then create tipis and discuss the symbolic meaning of poles and designs. The lesson aims to help students understand how the Blackfoot culture was tied to the land and how games and artistic expression were integrated into their lives.
The lesson plan is for a Grade 5 social studies class about the Blackfoot people. The teacher will focus on how the land and climate influenced the Blackfoot way of life and the role of games. Students will identify how environmental factors shaped the Blackfoot's daily activities like housing, food and clothing. They will play a traditional Blackfoot hand game to learn about its importance for skills like observation. Students will also read about how the Blackfoot lived and complete a worksheet. They will then create tipis and discuss the symbolic meaning of poles and designs. The lesson aims to help students understand how the Blackfoot culture was tied to the land and how games and artistic expression were integrated into their lives.
The lesson plan is for a Grade 5 social studies class about the Blackfoot people. The teacher will focus on how the land and climate influenced the Blackfoot way of life and the role of games. Students will identify how environmental factors shaped the Blackfoot's daily activities like housing, food and clothing. They will play a traditional Blackfoot hand game to learn about its importance for skills like observation. Students will also read about how the Blackfoot lived and complete a worksheet. They will then create tipis and discuss the symbolic meaning of poles and designs. The lesson aims to help students understand how the Blackfoot culture was tied to the land and how games and artistic expression were integrated into their lives.
The lesson plan is for a Grade 5 social studies class about the Blackfoot people. The teacher will focus on how the land and climate influenced the Blackfoot way of life and the role of games. Students will identify how environmental factors shaped the Blackfoot's daily activities like housing, food and clothing. They will play a traditional Blackfoot hand game to learn about its importance for skills like observation. Students will also read about how the Blackfoot lived and complete a worksheet. They will then create tipis and discuss the symbolic meaning of poles and designs. The lesson aims to help students understand how the Blackfoot culture was tied to the land and how games and artistic expression were integrated into their lives.
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Lesson
Title/Focus
Grade 5 Social Studies: Blackfoot
Teacher
Kelly Spoering Time: 60 Minutes
LEARNING OBJECTIVES Students will: 1. Identify ways in which the land & climate influenced the way of life of early Blackfoot peoples 2. Discuss the place of games in the life of the early First Nations people 3. Grade 5 Social curriculum: 5.2.1, 5.2.2
ASSESSMENTS Observations:
Do students understand the ways in which land & climate shaped early
Key Questions:
First Nations ways of life? Do they understand how games fit into the lives of the First Nations? How were land and climate important to the First Nations peoples? How did they use use games? Worksheets, discussion
Products/Performan ces:
LEARNING RESOURCES CONSULTED
Alberta Curriculum Students families and local Blackfoot elders
PROCEDURE Attention Grabber Assessment of Prior Knowledge Expectations for Learning and Behavior Advance Organizer/Agenda Transition to Body Learning Activity #1 Assessments/ Differentiation:
Learning Activity #2
Assessments/ Differentiation
Introduction Blackfoot dancing presented by students Do you remember what we discussed about the First Nations over the past two weeks? How do you think the Plains (Blackfoot) people are different/the same?
Time 5-10 minutes
Raise your hand to participate. We are talking about other
peoples cultures, so we need to remember to be respectful.
Body Discuss how the climate the Blackfoot people live in will impact their daily life what do students think they will eat? What are their houses like? Their clothing? Are they nomadic? How does this change their way of life?
Time 10 minutes
Observation/discussion Hand Game The class will be split into two teams. Each team will be given six plain sticks. The first team to be completely quiet will go first. Their first person will receive two sticks, one the same colour as they already have and one a different colour. The first person on the other team will have to guess which hand holds the odd-coloured stick. If they guess right, the two sticks pass to the second person on their team. If wrong, they pass to the second person on the first team. The six plain sticks are exchanged according to right/wrong answers. The team to get all their opponents sticks first wins. Observation are students on task? Is everyone participating? Are students being quiet enough to allow the game to continue? Discussion Do they understand what theyre doing, and why it was important to the Blackfoot people? (The Blackfoot used the game to teach children about observational skills, which were
Adapted from a template created by Dr. K. Roscoe
15 minutes
Learning Activity #3 Assessments/ Differentiation
Assessment of Learning: Feedback From Students: Feedback To Students Transition To Next Lesson
important for hunting, as well as for entertainment).
How the Blackfoot people lived. We will read the information sheet together as a class, and then students will complete the worksheet. Differentiation Some students (B, Dr, M, possibly D and E) will only complete the true/false portion of the worksheet. Closure Bring class back to their desks. Question for understanding of the lesson: what makes the people of the Plains different from the other First Nations people weve studied?
20 minutes
Time 5 minutes
Comments, questions, concerns?
Tomorrow we will wrap up our First Nations unit by doing a
Blackfoot craft and having some Blackfoot artifacts presented by members of the class. Reflections
What went well?
What changes would you make in your planning? What have you learned to improve upon future instruction?
Adapted from a template created by Dr. K. Roscoe
Lesson Title/Focus
Grade 5 Social Studies: Blackfoot - tipis
Teacher
Kelly Spoering Time: 60 Minutes
LEARNING OBJECTIVES Students will: 4. Identify why the tipi was important to the Plains First Nations 5. Discuss the role decoration played in the creation of tipis what symbols were important? 6. Grade 5 Social curriculum: 5.2.1, 5.2.2
PROCEDURE Introduction Attention Grabber Assessment of Prior Knowledge Expectations for Learning and Behavior Advance Organizer/Agenda Transition to Body Learning Activity #1 Assessments/ Differentiation:
Learning Activity #2 Assessments/ Differentiation
Learning Activity #3 Assessments/ Differentiation
Assessment of Learning: Feedback From
Tipi pictures Do you remember what we discussed about the Blackfoot yesterday? What was significant about their tipis?
Time 5 minutes
Raise your hand to participate. We are talking about other
peoples cultures, so we need to remember to be respectful.
Body Discuss the meaning of tipi poles and artwork what symbols could be used to represent what ideas? What values might be represented by the poles? How is this similar to things weve seen in other First Nations groups?
Time 10 minutes
Observation/discussion Tipi craft students may decorate their own tipi. When they are finished, they may cut it out and glue/tape it together, using pipe cleaner for their poles. Observation Are students engaged with the activity? Discussion Do they understand what theyre doing, and why it was important to the Blackfoot people? Students with Blackfoot heritage will present parts of their culture they want to share with their classmates.
15 minutes
20 minutes
Observation are students respectfully listening to their peers?
Closure Bring class back to their desks. Our First Nations Unit is now finished; what are some things youve learned? What have you noticed the First Nations people have in common? What is different between groups? What surprised you? Comments, questions, concerns?
Adapted from a template created by Dr. K. Roscoe
Time 10 minutes
Students: Feedback To Students Transition To Next Lesson
First Nations unit is now completed. Also the last lesson with me. I have no idea what youll be starting tomorrow but Im sure it will be interesting! Reflections
What went well?
What changes would you make in your planning? What have you learned to improve upon future instruction?
