November 27

social
Lesson Title/Focus Class #: Grade 1 Course
studies/indigenous
1 hour

PROGRAM OF STUDY OUTCOMES

appreciate multiple points of view, languages, cultures and experiences within their groups and
communities (C, CC)

analyze how their families and communities in the present are influenced by events or people of
the past by exploring and reflecting upon the following question for inquiry: • What are some
examples of traditions, celebrations and stories that started in the past and continue today in their
families and communities? (CC, I, TCC)

LEARNING OBJECTIVES
Students will explore and recognize how truths can be different for different people, and how
the turtle represents truth in Indigenous culture through discussion, movement, and creating a
turtle puppet and story.
MATERIALS AND EQUIPMENT
- Video book: https://www.youtube.com/watch?v=54eMl5HY5ok&t=47s
- Turtle puppet-Tilly
- True or false signs
- Slideshow of different turtles:
https://docs.google.com/presentation/d/1LmJV3n2e2Gmgzz9PO-6M60zjuzwv
vVCm_zrClscsbVo/edit?usp=sharing
- Paperbags
- Turtle cutouts

PROCEDURE
Introduction Time
 I would begin this lesson by introducing the children to Tilly the turtle. I
will then briefly explain why the indigenous people believe the
grandmother turtle saw the creation of the earth and was very old and
wise. Because she saw many things, she decided to share what she had
learned on her journey with others. This is not that turtle but she is still
3-5 min
very old; she is 120! (did you know turtles can live up to 150 years old?)
and she has come to share what she has learned about truth with us
today. Then I would have the children quickly color in the turtle, as
today we will be talking about truth and all that it means.
Body Time
Topic Once the children are done coloring the turtle, I will have them
Video and come to the carpet. I will begin by posing the question, “What
discussion is something that is true?” Here, I would expect a variety of
answers. It may be as simple as that the sky is blue, grass is
green, apples are red, we each have a family, we all go to
school, etc. These are things that we know are true. Then I will
play a reading of a book called “What is truth, Betsy?” by
Katherina Vernette. It will be a video, however, as I was unable
to find the book in the library and would not have been able to
order it in time for this lesson. I specifically wanted the
children to see this book, as it is from the perspective of an
Anishannabe girl who is learning what the last of the seven
grandfather teachings mean. It will talk about some of the
things I hope will be mentioned in our brief discussion, as well
as things that are true for her culture. I may bring up how, in
5 min
our culture, we know that Christmas is on December 25, but for
others, this may not be true as they may not celebrate
Christmas. Instead, they may celebrate other holidays like
Hanukkah (a Jewish holiday), which is from December 7 to 15.
Some people may also follow different religions and can
celebrate things like Ramadan (for Muslims), which goes from
March 10 to April 9 (a month of fasting, prayer, reflection, and
community). There are universal truths (things that are true
everywhere- sky is blue-the sun is yellow-rainbows are
colourful, etc). However, there are also other truths and these
truths can be different for all types of people. Just because we
don’t always see or believe in something does not make it true
for other people. For example, if your friend got pushed outside
and told you they got pushed, would you believe them? (the
answer is probably yes) However, you did not see it happen but
 that does not make it any less true. I would also roleplay a
scenario where Tilly and I have different truths to demonstrate
how even if we have different truths, we can still be friends and
respect each other. However, no matter the culture, telling the
truth is valued and expected, as it builds trust within
relationships.

Topic Then I will have them stand up I will have two signs: one that
Movement says true and one that says false. I will then say something easy
game that is either true or false. I will demonstrate that when I shake
the egg, they will then come back. Then I will have them turn
on their listening ears so they can hear the questions. My first
question will be easy, like “the sky is green.”
The second will be “birds migrate.”
“I have a younger sibling"—this question will further
demonstrate how certain things can be true for some but not
others. 5-8 min
“I have a family, which can include parents, grandparents, any
siblings, aunts, uncles, and cousins.”
“I go camping in the summer"—another question that will
likely have children on both sides.
“I go to school.”
“Can the truth be different for different people?" This would
be my last question, no matter how many rounds, as it checks
for understanding.

Then I will tell the children we will be doing a demo at the

back. Here, I would explain that we will be making a turtle just
like Tilly! First, I would show them how they will be colouring Demo for
the turtles, arms, legs, head, and tail. They can design their colouring- 2
turtle however they would like. On the board, I would have my min
pdf file that has four different types of turtles that they could
Colouring 10
possibly colour their turtle to look like. Two are the typical
min
turtles they would see, one brown and one green; the other two
are indigenous drawings of turtles that I would quickly explain,
highlighting how one represents the north, south, east, and west
as explained in the story. Once they are finished coloring, they
 can cut them out. Once they are done colouring and cutting it
out, I will have them come back to the back to demo how to put
it together. I would do this when most are finished, saying that
it is ok if they are not done yet as they will have some more
time. If they are done very early, I would encourage them to
add details, think of a name for their turtle, and think about a
story. What have they seen? What have they learned? What is
their truth?

Topic: turtle Once again, I would call them to the back to demo how to put
puppet and the paper bag puppet together. I would have one already done
sharing. to show them what the finished product should look like, as
well as do one to show them. The first thing they will do is glue
the head to the bottom flap so they can move the turtle's head
up and down like they are talking. Then they will glue the arms
and legs in between the folded sides. On the front, they will
Demo- 5 min
glue the turtle's stomach, and on the back, its shell and tail.
Putting it all
Once that is all done, they can think of a name and story for
together-
their turtle (if they haven’t already) and stand up, hand up, and
10-15 min
pair up, so they can share their turtle puppets and have a chance
to play a bit. I would then go around with Tilly to hear their
stories and I may ask them, “What is one thing they learned in
this lesson?” My hope is that the answer may be some variation
about how people can have different truths, or maybe a cool
fact about turtles or different holidays they may not have
known about.
Conclusion Time

About 2-3 minutes before the bell, I would have them put their puppets on the
back counter and put away all their glue, colouring, etc. 2-3 minutes

Assessment
My primary assessment would be observation to see who is participating in the discussion and
movement games. Additionally, I would use conversation to see if they are starting to
understand that people can have different truths.