Lesson Plan #2

Grade/Subject: 4/Social Studies

Unit: Stories, Histories and People of Alberta
Lesson Duration: 40 mins
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
4.2 (Social Studies) - Students will demonstrate an understanding and appreciation
of the role of stories, history and culture in strengthening communities and
contributing to identity and a sense of belonging.
1 (English) - Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences.
Specific Learning Outcomes:
4.2.1 (Social Studies) - appreciate how an understanding of Albertas history,
peoples and stories contributes to their own sense of belonging and identity:
recognize oral traditions, narratives and stories as valid sources of knowledge about
the land, culture and history (CC, TCC)
1.1 (English) - Express ideas and develop understanding
- ask questions, paraphrase and discuss to explore ideas and understand new
concepts
1.2 (English) Combine Ideas
- use talk, notes, personal writing and representing to record and reflect on ideas,
information and experiences
LEARNING OBJECTIVES
Students will by the end of this lesson:
1. Gain further knowledge of the importance of the buffalo in FNMI culture in reference
to teepees, music and other everyday necessities.
2. Be able to break down the components of the buffalo into their key uses.
ASSESSMENTS
Observations:
Observe knowledge from previous lesson
Observe students understanding of the
inclusion of the parts of the buffalo

Key Questions:
What parts of the buffalo are most
commonly used by the historical FNMI
individuals?
What were the FNMIs main uses of the

buffalo?
Written/Performance Assessments:
Get students to fill in the sheet associated to the uses of the buffalo.
Handout worksheet for students to work on
LEARNING RESOURCES CONSULTED
Resource #1: Voice of Alberta - People, Places, and Possibilities
MATERIALS AND EQUIPMENT
* Notebook/SMART Board - open and ready to use before class starts
* Buffalo Handout (30 copies)
PROCEDURE
Introduction
(10 min.):
Hook/Attention Grabber:
DO: Clap, clap, clap, clap, clap - Response from students - Clap, Clap
Advance Organizer/Agenda:
DO: Go over agenda with students
1. Students will review knowledge from previous lesson by responding to a class
discussion
2. Discuss to the class the expected objectives for todays lesson.
Assessment of Prior Knowledge:
Brief class discussion to talk about the topics from previous class and start discussion
about the uses of the buffalo.
DO: Have a quick class hand up discussion
SAY: So, what does everyone remember from last class?
SAY: What are a few different aspects of FNMI culture that have helped shape our
culture today?
Expectations for Learning and Behaviour:
Students listen to instruction and pay attention, and stay on task.
Transition to Body:
DO: Bring up SMART Board document on the buffalo.
SAY: With what we went over last class, we are now going to go further in depth with
a few of the activities we mentioned touching on the history and uses of the buffalo.
Body (25 min.):

Learning Activity #1- Discussion:

ASK: What parts of the buffalo are used?
ASK: What parts of the buffalo were not used?
Guiding questions if not touched upon during first question - Redirect previous
questions or give hints like questions below to redirect their thinking and
responses.
ASK: Was the skin and fur used?
ASK: What could the skin and fur be used for?
ASK: Were the bones used?
ASK: What could the bones be used for?
ASK: What could the organs be used for?
ASK: What could the hooves be used for?
ASK: What could the fat be used for?
Learning Activity #2 - Interactive SMART Board:
Interactive smartboard activity with Notebook will have a buffalo and common
everyday objects in the FNMI culture.
Students will identify objects and drag to the corresponding part of buffalo
DO: Have PowerPoint/smartboard ready to use
SAY: Ill need some volunteers to complete this activity on the smartboard.
DO: Pick volunteers to drag pictures that correspond with the topic on the slide
SAY: Please drag one item that you feel fits into this category
Categories include: hide, bones, fur, hooves, horns, organs, fat
Assessments/Differentiation: Formative, assessing students understanding and
placement of the parts of the buffalo, giving corrective feedback throughout activity
Learning Activity #3: Fill out worksheet on the buffalo individually
DO: Hand out worksheet
SAY: With the worksheet, I just handed out please complete this individually and it will
be submitted to me at the end of class.
Assessments/Differentiation: Formative feedback. Will be taken in at the end of class
to assess the students knowledge acquired in the class.
Closure
(5 min.):
Consolidation/Assessment of Learning:
Feedback From Students:
SAY: As you leave class today please make sure you hand in your worksheet on the
buffalo as I will go over and mark them.
Feedback To Students:
SAY: Feedback from your worksheet on todays lesson will be given back next lesson.
Transition To Next Lesson:

SAY: Great job today on the uses of the buffalo! Next lesson we will still be focusing
on the uses of the buffalo but will be incorporating music into our lesson and how
music was a huge part of the First Nation culture. Come prepared for next class by
thinking about some experiences you
may have had relating to First Nation music.