Part 4: Learning Plan
Lesson Learning Instructional Strategy Learning Activity
(Day #) Outcome (What the teacher does)
(Curriculum)
Lesson 1 Entry Event Teacher dresses up as Fur
(dedicate an entire Trader/Explorer, introduces
afternoon for this Social Studies: new unit and driving
entry event) 5.2.2 question, leads class
through baking bannock,
reads ​Buffalo,​ by Beverly
Brodsky, discusses
appropriate terminology,
and introduces final project
to students.
Lesson 2 Social Studies: Objective​: Teacher will
5.2.2 activate prior knowledge,
introduce concept of six
different geographical
locations, provide
instructions for worksheet,
engage class in discussion,
read and discuss CBC
article.
Lesson 3 Social Studies: Objective:​ Teacher will
5.2.2 facilitate partner
discussions on learning
(geographical thinking) and
then a whole-class
discussion. Teacher will
also discuss a current
events article with students.
Assessment Resources / Materials
(What the student (FOR/OF/AS) (media, technology, audio, visual,
does) internet, community, equipment,
software, etc.)
Gain excitement and Formative Assessment: Artifact Lending Program​ → “Fur
understanding of the Asking questions Trade” and/or “First Nations” Kit.
topic: ​Students will view Observing students
and discuss artifacts Buffalo​ by Beverly Brodsky (book)
from artifact lending
program, discuss and Traditional Bannock Recipe​ - one
brainstorm their prior copy for each students
knowledge, participate in
baking bannock, and Bannock ingredients:
listen to/engage in Flour, Baking powder, Salt, Sugar,
reading the book and Lard (or butter), Eggs, Milk
class discussions.
Examine:​ by Formative Assessment: Indigenous Perspectives Guide
participating in class Asking questions (section 1, activity 1, page 4)
discussions Observing students Whose Land is This? Worksheet​,
Explore and Reflect: ​by Discussions Indigenous Map of Canada
completing an active
worksheet (moving Information about the six
around class and finding Indigenous peoples groups in
information). Canada: ​Artic​, ​Eastern Woodlands​,
Northwest Coast​, ​Plains​, ​Plateau​,
Subarctic
Reflect​: students Formative Assessment: Indigenous Perspectives Guide
consider their prior Asking questions (section 1, activity 1, page 4)
learning and share with Observing students Whose Land is This? Worksheet​,
their peers in LLQ Indigenous Map ​, C ​ BC Article
synthesizing discussions. Discussions
Share:​ students share Information about the six
their learning with Indigenous peoples groups in
classmates. Canada: ​Arctic​, ​Eastern Woodlands​,

Lesson 4 Science: Objective: ​Teacher will
5-8.8 prompt students to share
and to consider new
information. Teacher will
perform a demonstration,
and debrief with students
after.
Lesson 5 Social Studies: Objective​: Teacher will
5.2.2 display interactive
treaty/language/territory
ICT: map, engages class in
C1 2.1 conversations, and reads
Secret of the Dance,​ by
Alfred Scow.
Lesson 6 Social Studies: Objective​: Teacher
5.2.2 facilitates a potlatch with
the students, and engages
class in conversation
around potlatch bannings.
Lesson 7 Social Studies: Objective:​ Teacher will
5.2.2 show the Jacques Cartier
5.2.3 heritage minute and ask
students questions. Teacher
will facilitate student
discovery activity.
Lesson 8 Social Studies: Objective:​ Teacher directs
5.2.2 students to peruse artifacts
Northwest Coast​, ​Plains​, ​Plateau​,
Subarctic
Observe:​ the weather Formative Assessment: Discrepant Event Ideas
where students are, and Asking questions Cloud information
the demonstration that Observing students Student observation sheet
the teacher does. Formative observation Demonstration materials: colorless
Describe:​ their own sheet transparent pop bottle, bicycle hand
observations and pump and bike tire valve, 1-hole
learning. stopper with short glass tube (fitting
the bottle), short piece of thick
walled rubber tubing
Retrieve​: information on Formative Assessment: Class chromebooks
Chromebooks to peruse Asking questions Interactive Indigenous Map
an interactive map. Observing students (treaties, language, territories)
Engage:​ in KWL
conversations, and Discussions Potlatch information​, ​Potlatch photo
Explore​ potlatches.
Secret of the Dance,​ by Alfred Scow
Identify and Discover: Formative Assessment: Potlatch information
the significance of Asking questions Potlatch photo
potlatches. Observing students Student self-reflection
Discussions
Student self-reflection
Explore​: numerous Formative Assessment: Heritage Minutes: Jacques Cartier
articles about different Asking questions Articles (printed, multiple copies of
Indigenous groups and Observing students each):
record observations Baffin Island Inuit​, ​Beothuk​, C
​ ree​,
about First Contacts Gwich'in​, ​Kainai (Blood)​, ​Mi'kmaq​,
between Europeans and The Neutral Confederacy​, ​Nisga’a​,
First Nations. Nootka​, ​Siksika
T-Chart Handout​ (one printed for
each student)
Explore: ​numerous Formative Assessment: T-Chart Handout​ (same as previous
artifacts around Asking questions lesson).
 5.2.3 around the room and
complete a graphic
Science: organizer about ways of
5-9.10 life. Teacher will lead
5-9.11 discussion, regarding the
effects of weather on the
Aboriginal people in
various regions, as closure.
Class will generate a
definition for “climate”.
Lesson 9 Social Studies: Objective​: Teacher will
5.2.3 read an excerpt from David
Thompson’s writings,
guide students when they
are exploring artifacts by
asking inquiry questions.
Lesson 10 Social Studies: Objective: ​Teacher will
5.2.3 lead students through the
process of journaling about
Language Arts: a day in the life of a
5.2.1 voyageur.
5.2.2
classroom and record
observations.
Identify: ways of life.
Discuss:​ the effects of
weather on the
Aboriginal people in
various regions, and
generate a definition for
“climate”. ​Reflect:​ on
questions on back of
T-Chart Handout.
Explore:​ voyageur
pictures, music and maps
(primary sources) and
make speculations about
this group of
people/lives, listen to the
writings of David
Thompson and explore
authentic voyageur
artifacts.
Enhance: ​understanding
of writing by
participating in writing
workshop.
Describe ​and ​Discuss:
life as a voyageur.
Observing students
Discussions T-Chart Resources:
Formative reflection Artifacts from the ​Artifact Lending
Program​ (all together, at one table),
Arctic​, ​Eastern Woodlands​,
Northwest Coast​, ​Plains​, ​Plateau​,
Subarctic​, ​Indigenous Map of
Canada​, ​Key Moments in
Indigenous History Timeline,​
Exploration​, ​Jacques Cartier​, ​John
Cabot​, ​Giovanni
Voyageur ​, ​Fortification
Formative Assessment: Indigenous Perspectives Education
Asking questions Guide​ (specifically, primary source
Observing students voyageur pictures on page 7)
Discussions Traditional Voyageur Song​,
Thumbs Up/Down
Coureurs-de-bois information​,
Voyageur information​, ​The
Writings of David Thompson,
Volume 2​, ​The Dead Reckoning​,
Fur trade maps​, ​Fur trade photos​,
Voyageur artwork​, ​Coureur de Bois
drawing​, V​ oyageur journal entry
template​, ​Character template
Formative Assessment: Coureurs-de-bois information​,
Asking questions Voyageur information​, ​The
Observing students Writings of David Thompson,
Peruse students handouts Volume 2​, ​The Dead Reckoning​,
Fur trade maps​, ​Fur trade photos​,
Voyageur artwork​, ​Coureur de Bois
drawing​, V ​ oyageur journal entry
template​, ​Character template
Lesson 11 FIELD TRIP Objective: ​Class will
venture to the Red Deer
Social Studies: MAG to discover: How did
5.2. (1, 2, 3, 4, Canada become a nation?
5, 6, 7, 8, 9) Class will also learn how
to barter goods in their Fur
Trade game and
understand the roles of
people in the fur trade.
Art: Wampum Bead
Bracelet
Lesson 12 Social Studies: Objective: ​Teacher uses
5.2.3 direct instruction to teach
exaggeration in writing
Language Arts:
5.2.3
Lesson 13 Social Studies: Objective: ​Teacher will
5.2.4 lead a class discussion
comparing Indigenous and
European ways of life,
plays the Parks Canada
video and leads class
discussion about the video
using Kagan’s cooperative
learning strategy.
Lesson 14 Science: Objective: ​Teacher sets up
5-8.8 stations featuring the five
types of clouds, helps
students as they create
definitions and observes
understanding
Discover: ​How did
Canada become a
nation?
Explore:​ how
to barter goods in their
Fur Trade game and
understand the roles of
people in the fur trade.
Write: ​examples of
exaggerated sentences
Create: ​a mind map
with definitions,
synonyms and examples
of exaggeration.
Enhance: ​writing based
on feedback and provide
feedback to a peer
Compare and
Contrast:​ ways of life as
a class
Watch: ​the Park Canada
video
Answer:​ questions about
the video with their
classmates
Write: ​an LLQ.
Write: ​definitions for
the five different types of
clouds
Draws: ​a picture of each
cloud
Formative Assessment: Red Deer Museum Field Trip
Asking questions Pamphlet
Observing students Parental Consent
(on Lesson Plan 11)
Formative Assessment: Voyageur journal entry template
Based on peer feedback So You Want To Be A Voyageur
and student writing personal characteristic template
(differentiation)
Mindmaps​ → one printed for each
student.
Highlighters for each student
Formative Assessment: Virtual Fort Tour
Observes students
Reads student LLQ The Story of Rocky Mountain
House - National Historic Site
(Parks Canada)
Formative Assessment: Cloud information
Observe students Student cloud information sheet
Student exit cards 5 Types of Clouds - Station
information: ​Cirrus​,
Cumulonimbus​, C ​ umulus​, ​Stratus​,
Altostratus

Lesson 15 Art: Objective: ​Teacher
3.3.B explains the “What’s Your
Story?” art project by
asking students questions
about their identity
Lesson 16 Social Studies: Objective: ​Teacher will
5.2.4 facilitate student discussion
on previous learning
(forts), provide instructions
for building forts and
shows Rick Mercer report.
Lesson 17 Social Studies: Objective: ​engages class
5.2.1 in current event discussion
5.2.2 and​ ​introduce final project
5.2.3 (character exhibition).
5.2.4 Throughout the research
process, the teacher guides
ICT: the students by asking
C2 2.1 questions, reviewing
C6 2.1 research and administering
C7 2.1 formative assessments.
C4 2.2
Play: ​a cloud matching Cloud matching game
game
Plans: ​their art project Formative Assessment: Brainstorm document
by completing the Observe students
brainstorm document
Designs: ​their final
collage in a method of
their choice
Design: ​a fur trade fort Summative Assessment​: Map of fur trade forts in Canada
(build a model or sketch) Graphic Organizer Map of fur trade forts in Alberta
Record: ​evidence of Fort Supplies: Hot glue guns/sticks,
design process on fort toothpicks/popsicle sticks/skewers,
planning sheet. scissors, pencils, paper
Virtual Fort Tour​ (for students to
refer to if needed)
Rick Mercer Report
Graphic Organizer Reflection
If possible, bring in beaver pelts for
students to handle!
Research: ​a character or Formative Assessment: Forgotten stories: First Nations
group of people from Observe students soldiers who served in First World
early Canada and Formative feedback tools War
become an expert on
them. ​Design​ a facebook Chromebooks for each student
page for their character
and provide peer Mary (Molly) Brant,
feedback to a friend. (Konwatsi’tsiaiénni)​, ​Joseph Brant
(Thayendanegea)​, ​Tecumseh
Pauline Johnson (Tekahionwake)
Nahneebahwequa (Catharine
​ ouis Riel​, M
Sutton)​, L ​ istahimaskwa
(Big Bear)​, ​Shawnadithit​,
Pitikwahanapiwiyin (Poundmaker)​,
Qitdlarssuaq​, ​Red Crow​,
Tattannoeuck (Augustus)​, G ​ abriel
Dumont​, ​Sara Riel​, T​ hunderchild​,
Charles​, ​Edenshaw (Tahayren)
 Graphic Organizer
Facebook page template​ for each
student
Student Character Exhibition Rubric
Student Character Exhibition
Assignment
Formative Assessment
Formative Assessment
Lesson 18 Social Studies: Objective: ​helps students Research: ​information Formative Assessment: Chromebooks for each student
5.2.1 gather research and begins on their character, Observe students
5.2.2 completing formative completes the graphic Formative assessment Mary (Molly) Brant,
5.2.3 assessments with each organizer and works form (Konwatsi’tsiaiénni)​, ​Joseph Brant
5.2.4 group with teacher for (Thayendanegea)​, ​Tecumseh
formative feedback Pauline Johnson (Tekahionwake)
ICT: Nahneebahwequa (Catharine
C2 2.1 ​ ouis Riel​, M
Sutton)​, L ​ istahimaskwa
C6 2.1 (Big Bear)​, ​Shawnadithit​,
C7 2.1 Pitikwahanapiwiyin (Poundmaker)​,
C4 2.2 Qitdlarssuaq​, ​Red Crow​,
Tattannoeuck (Augustus)​, G ​ abriel
Dumont​, ​Sara Riel​, T​ hunderchild​,
Charles​, ​Edenshaw (Tahayren)

Graphic Organizer
Facebook page template​ for each
student
Student Character Exhibition Rubric
Student Character Exhibition
Assignment
Formative Assessment
Formative Assessment
Lesson 19 Social Studies: Objective: ​completes Research ​information on Formative Assessment: Chromebooks for each student
5.2.1 formative assessment form character and ​creates Formative Assessment
5.2.2 with students. facebook page Formative Assessment Mary (Molly) Brant,
5.2.3 (following both the (Konwatsi’tsiaiénni)​, ​Joseph Brant
5.2.4 (Thayendanegea)​, ​Tecumseh
 teacher and peer Pauline Johnson (Tekahionwake)
ICT: formative assessment). Nahneebahwequa (Catharine
C2 2.1 ​ ouis Riel​, M
Sutton)​, L ​ istahimaskwa
C6 2.1 (Big Bear)​, ​Shawnadithit​,
C7 2.1 Pitikwahanapiwiyin (Poundmaker)​,
C4 2.2 Qitdlarssuaq​, ​Red Crow​,
Tattannoeuck (Augustus)​, G ​ abriel
Dumont​, ​Sara Riel​, T​ hunderchild​,
Charles​, ​Edenshaw (Tahayren)

Graphic Organizer
Facebook page template​ for each
student
Student Character Exhibition Rubric
Student Character Exhibition
Assignment
Formative Assessment
Formative Assessment
Lesson 20 Social Studies: Objective: ​Ensures Coach: ​Their peers Formative Assessment: Chromebooks for each student
5.2.1 students are on task, using the formative Through teacher and peer
5.2.2 finding relevant research feedback tool, continue coaching assessment Mary (Molly) Brant,
5.2.3 and providing informal researching and tools (Konwatsi’tsiaiénni)​, ​Joseph Brant
5.2.4 feedback. completes character’s (Thayendanegea)​, ​Tecumseh
facebook page. Pauline Johnson (Tekahionwake)
ICT: Nahneebahwequa (Catharine
C2 2.1 ​ ouis Riel​, M
Sutton)​, L ​ istahimaskwa
C6 2.1 (Big Bear)​, ​Shawnadithit​,
C7 2.1 Pitikwahanapiwiyin (Poundmaker)​,
C4 2.2 Qitdlarssuaq​, ​Red Crow​,
Tattannoeuck (Augustus)​, G ​ abriel
Dumont​, ​Sara Riel​, T​ hunderchild​,
Charles​, ​Edenshaw (Tahayren)

Graphic Organizer
Facebook page template​ for each
student
Student Character Exhibition Rubric
 Student Character Exhibition
Assignment
Formative Assessment
Formative Assessment

Lesson 21 Drama: Objective: ​Teacher will Discover and develop: Summative Cloud Quiz
-​Structured explain the importance of the use of body language Assessment: ​students
Dramatic Play body language and actions and actions in the salad complete cloud quiz
-Dramatic in their presentation and bowl game, which they
Movement explains and directs salad will apply to their Formative Assessment:
-Choral bowl game. exhibition presentation Observe students
Speech Provide feedback
Lesson 22 Social Studies: Objective: ​Teachers works Examines and Summative Chromebooks for each student
5.2.1 with students as they Researches: ​information Assessment: ​Asking
5.2.2 prepare for the exhibition for their historical figure questions and scoring Possible historical character
5.2.3 (asking questions to in preparation for the students on rubric examples: ​Mary (Molly) Brant,
5.2.4 determine understanding, exhibition. (Konwatsi’tsiaiénni)​, ​Joseph Brant
providing feedback) (Thayendanegea)​, ​Tecumseh
Drama: Pauline Johnson (Tekahionwake)
-Structured Nahneebahwequa (Catharine
Dramatic Play ​ ouis Riel​, M
Sutton)​, L ​ istahimaskwa
-Dramatic (Big Bear)​, ​Shawnadithit​,
Movement Pitikwahanapiwiyin (Poundmaker)​,
-Choral Qitdlarssuaq​, ​Red Crow​,
Speech Tattannoeuck (Augustus)​, G ​ abriel
Dumont​, ​Sara Riel​, T​ hunderchild​,
Charles​, ​Edenshaw (Tahayren)

Graphic Organizer
Facebook page template​ for each
student
Student Character Exhibition Rubric
Student Character Exhibition
Assignment
Formative Assessment
Formative Assessment
Final Project Social Studies: Objective: ​Teacher helps Dramatic Summative Students’ individual
Showcase 5.2.1 students gather final Movement/Play: Assessment: supplies/decor/costumes
Lesson 23 5.2.2 materials, set up the Students take on the role Observing students
5.2.3 exhibition and ensure of a historical figure presentation (LA 4.3.3 Facebook page template​ for each
5.2.4 students are in character from early Canada and on rubric) student
and dressed in costume present their final
Language Arts: before younger students production to the Student Character Exhibition Rubric
4.3.3 arrive. younger grades in the
school. Student Character Exhibition
Drama: Introduces Project: Assignment
-Structured Teacher gives background
Dramatic Play information to the younger
-Dramatic students when they arrive.
Movement
-Choral
Speech