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Lesson Plan 1- Getting to Know Each OtherSubject/Course: Social Studies Name: Trisha WaldbauerGrade Level: 1 Length of Period: One 45 minutes class

Outcomes

IN1.2:

Discuss cultural diversity in the family and classroom, including exploration of similarities and differences. 

Indicators

b. Recognize that families are varied and diverse.

Learning objectivesStudents will develop an understanding of their classmates and start to recognize that everyone has similarities and differences and that this is okay.

Teaching/Learning Strategies Class discussion Independent work

Classroom Management Strategies ‘1,2,3 eyes on me’ ‘1,2 eyes on you’

Cross Curricular Competencies Developing Identity and Interdependence: Understand, value and care for oneself

Analyze family, community, and societal influences on the development of identity through creating the Get to know Each Other page

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Developing Identity and Interdependence: Understand value and care for others Demonstrate open-mindedness and respect towards all by learning about the various

cultures and personalities that our classroom possesses Learn about various peoples and cultures through our classroom booklet

Interdisciplinary Connections Arts Education Mathematics

Pre-requisite Learnings Students must have some experience with reading and writing Students must know who is in their family Students must have a general idea of when their birthday is

Preparation/Materials

Print out pages for the students to complete Ensure there are markers and pencil crayons in case students do not have any Have a book ready for the pages to go into Have a list of the students birthdays in case they do not know when it is

Set (10 minutes) There will be fun, inclusive music playing in the classroom to ensure that students feel

welcomed I will introduce our new unit by gathering the students on our class carpet and talking

about uniqueness and that it is good to be unique I will share with the students my get to know you worksheet to provide them with an idea

of what I expect of their work as well as go over that I am unique just like all of them and that it’s good to embrace this

There will be coloring/drawing utensils laid out for students to explore

Development (30 minutes) Students will be seated back at their desks I will hand out their worksheet I will go over what they need to fill in for each section on their page Ensure that students fill out the information needed before coloring their page Explain that we will be making a classroom book out of their pages to show off all of the

wonderful diversity throughout our classroom Circulate the class to ensure help is being provided to the students

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Closure (5 minutes) Gather students back by using ‘1,2,3 eyes on me’ Collect all of the sheets Ensure to tell the students that they will get time later in the day to finish their page if they

did not get to finish it Thank them for their contribution to the classroom book

Adaptive Dimensions Students can use paint, water colors or other mediums to decorate their page for the

classroom book The worksheet can be done as class if students are struggling with completing it Students can create a Math About Me activity instead

ResourcesGet to Know Each Other page:

Ms. Collier’s Classroom blog:https://sites.google.com/site/mrscolliersclassroomontheweb/customization

Math Abut Me:

First Grade Smiles Blog by Melissa Machanhttp://first-grade-smiles.blogspot.ca/2012/10/math-about-me.html

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Lesson Plan 2- Similarities & Differences of StudentsSubject/Course: Social Studies Name: Trisha WaldbauerGrade Level: 1 Length of Period: One 45 minutes class

OutcomesIN1.2:

Discuss cultural diversity in the family and classroom, including exploration of similarities and differences. 

Indicators

d. Identify ways in which families are similar and ways in which families are different.

Learning objectivesStudents will develop understandings of the differences and similarities among themselves and that it is a good thing to be different from others because it contributes to the well-being of our collaborative classroom climate.

Teaching/Learning Strategies Class discussion Partner work Video Brainstorming

Classroom Management Strategies ‘Stop, Look and Listen’ to get students attention Popsicle stick jar for groups

Cross Curricular Competencies

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Developing Identity and Interdependence: Understand, value and care for oneself Analyze family, community, and societal influences on the development of identity

through creating the Venn friends activity

Developing Identity and Interdependence: Understand value and care for others Demonstrate open-mindedness and respect towards all by learning about the various

cultures and personalities that our classroom possesses Learn about various peoples and cultures through our classroom booklet

Developing Thinking: Think and Learn Contextually Apply prior knowledge, experiences and the ideas of self and others in new contexts

through their partner work when creating their Venn friends activity

Developing Thinking: Think and Learn Creatively Create or re-design patterns by adding, changing, removing, combining, and separating

elements of their Venn diagram

Interdisciplinary Connections Arts Education Mathematics

Pre-requisite Learnings Students must have some experience with reading and writing Students will know what Venn diagrams are from other lessons

Preparation/Materials

Ensure the video is set up and ready to watch Glue the red plate to the yellow plate and cover the overlap with white paper Prepare the stem and leaf templates for the students to cut out Have letters ready for students to cut out for their name Have the students’ dictionaries ready for use Ensure popsicle stick jar with names is ready for use to determine partners Red and yellow paper plates White paper Scissors

Set (10 minutes) Have a video ready for students to watch about the positive relationships that stem from

diverse backgrounds Conduct a brief discussion with students about the relationship with the elephant and dog

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and what their thoughts are about this

Development (25 minutes) Relate the video back to their lives by saying that we are all like the elephant and dog

because we all look different and bring diverse background to the table in order to create our unique relationships throughout our classroom

Go over the activity that the students will be doing and the expectations that I have for them1. Effective group work (collaboration, no shouting)2. Conduct a Venn diagram on paper, locating their similarities and differences on first names, pets, siblings, favorite season, age, eye color and favorite subject 3. Raise hand when they are completed their paper copy and have me check it before they start their paper plate copy4. Cut out letters of their names 5. Fill in their Venn diagram, using their dictionaries first if they get stuck on words and the raising their hand to ask to get it put on the board

These diagrams will get displayed in the classroom after we discuss them

Closure (10 minutes) Gather students back by using ‘Stop, Look and Listen’ Go around the room and discuss each groups diagram and the similarities and

differences that were discovered when working together

Adaptive Dimensions Students can create their own paper plates in their partners Stems and leaves can be cut out for students

ResourcesEducational Video:

YouTubehttps://www.youtube.com/watch?v=nkQYx3QOf4M&feature=youtu.be

Venn Friends:

Classroom Freebies Bloghttp://www.classroomfreebies.com/2014/09/apple-venn-friends.html?utm_source=feedburner

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Lesson Plan 3- Student StoriesSubject: Social Studies Name: Trisha WaldbauerGrade Level: 1 Length of Period: One 45 minutes class

OutcomesIN1.1:

Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school.

Learning objectivesStudents will show capabilities of deeper level thinking about their identity and what their name means.

Teaching/Learning Strategies Class discussion Independent work Book reading Homework

Classroom Management Strategies Withitness Instruct students to ‘Stop, Look and Listen’ to get them on task

Cross Curricular Competencies Developing Identity and Interdependence: Understand, value and care for oneself

Analyze family, community, and societal influences on the development of identity through creating the reading the Name Jar book

Developing Identity and Interdependence: Understand value and care for others Demonstrate open-mindedness and respect towards all by learning about the various

cultures and personalities that exist in this book and throughout our classroom Learn about various peoples and cultures while reading the book, The Name Jar as a

class

Developing Thinking: Think and Learn Contextually Apply prior knowledge, experiences and the ideas of self and others in new contexts

through reading Unhei’s storyLesson Plan

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Interdisciplinary Connections Language Arts

Pre-requisite Learnings Students must have some experience with reading and writing Students will know what their name is

Preparation/Materials

Ensure the book is ready to read Read the story before-hand and pick out any ideas or words the students might be

confused about or want to learn more about Ensure the worksheets are printed off and ready to go Pencils in case students do not have any writing utensils

Set (10 minutes) Read The Name Jar to students, pausing to discuss any new ideas Brief discussion about identity (who we are) and debrief key concepts throughout the

book such as being happy with who you are

Development (30 minutes) After reading the book, go over the Everybody has a Name poem with the students to

again reinforce the idea that being unique and diverse is supported in our classroom Instruct students to sit with their hands on their desk to ensure they are not playing with

anything in their desks or being disruptive to the learning experience Go over the Name Jar worksheet with the students so that they know what is being asked

of them Instruct the students to complete the worksheet independently and file it into their social

studies duo-tang to be looked at later for assessment

Closure (5 minutes) Gather students back by using ‘Stop, Look and Listen’ Discuss their worksheets using the prompts:

-How does our name relate to who we are?

-Why are our stories important?

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Handout homework sheet and instruct students to get their parents/guardians to help them fill it out and return it to class the next day to put in their duo-tangs

Adaptive Dimensions Fill out worksheet as a class Listen to an audio version of the book Turn the homework sheet into a guided inquiry project

Assessment Examine the name jar worksheets to look for critical thinking and depth of knowledge

gained from reading the story

ResourcesThe Name Jar book:

Choi, Y. (2001). The Name Jar. United States, (US). Dragonfly Books.

The Name Jar worksheet:

Adapted from Teacher’s Pay Teachershttps://www.teacherspayteachers.com/Product/The-Name-Jar-book-activity-291813

Homework Assignment:

Adapted from Teacher’s Pay Teachershttps://www.teacherspayteachers.com/Product/The-Name-Jar-book-activity-291813

Lesson Plan

Name: ____________ Date: ___________

1.How did Unhei feel at the beginning of the story? __________________________________________________________________________________________

2. Why were the kids teasing Unhei?

Name: ___________ Date:_______

1.What does my name mean?

_____________________________

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Lesson Plan 4- What is a Family?Subject: Social Studies Name: Trisha WaldbauerGrade Level: 1 Length of Period: One 45 minutes class

OutcomesIN1.2:

Discuss cultural diversity in the family and classroom, including exploration of similarities and differences.

Indicatorsb. Recognize that families are varied and diverse

Learning objectivesStudents will generate ideas on what a family is and deconstruct their family by making a family tree.

Teaching/Learning Strategies Class discussion Independent work

Cross Curricular Competencies Developing Literacies: Express Understanding and Communicate Meaning Using Various Literacies

Students will respond responsibly and ethically to others when viewing their family trees

Developing Identity and Interdependence: Understand value and care for others Demonstrate open-mindedness and respect towards all when viewing classmates family

trees Learn about various families through this family tree activity

Developing Thinking: Think and Learn Contextually Apply prior knowledge, experiences and the ideas of self and others in new contexts

through creating their family trees

Lesson Plan

Name: ____________ Date: ___________

1.How did Unhei feel at the beginning of the story? __________________________________________________________________________________________

2. Why were the kids teasing Unhei?

Name: ___________ Date:_______

1.What does my name mean?

_____________________________

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Interdisciplinary Connections Language Arts English Language Arts

Pre-requisite Learnings Students must have some experience with reading and writing Students must know how to handle scissors Students must know who is in their family Students must have an understanding of what makes someone a family

Preparation/Materials

White board Dry-erase markers Markers Family tree sheets printed off for each student Create my own family tree to show the students Construction paper Glue sticks

Set (15 minutes) Create a discussion centered around family Create a web diagram with my name in the middle extending to my family and how I

connect to these members (for ex, my mother because I am her daughter) Students will be able to see how a split family works in my diagram and family tree and

will see that each family is unique and it is okay not to have a cookie cutter family

Development (20 minutes) Give students the family tree sheet to complete Instruct the students to color the apples and tree and then to cut out the tree and glue it

onto a piece of construction paper-then they will cut out their apples and glue them onto their tree with the label underneath of the apple as to who it resembles in their family

Closure (10 minutes) Put these up in the classroom as students are finishing them Once done, have the students examine the trees and distinguish that each tree is special

in its own way with its own background

Adaptive DimensionsLesson Plan

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Have students create their own tree and apples to increase the difficulty Have the students draw pictures in their apples of their family members instead of

coloring them red

Assessment Examine the students’ guided inquiries to see what them and their parents have created

together. Assess the students as they are taking part in the class discussion as well to see what students need more assistance in what subject.

ResourcesFamily Tree Handout:

Teachers Pay Teachershttps://www.teacherspayteachers.com/Product/Family-tree-worksheet-340265

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Lesson Plan 5- Family TraditionsLesson Plan

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Subject: Social Studies Name: Trisha WaldbauerGrade Level: 1 Length of Period: One 45 minutes class

OutcomesIN1.1:

Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school.

Indicatorse. Compare how families recognize important family events (e.g., What is the same about how a student and a friend/classmate recognize family birthdays, weddings, deaths? What is different?)

Learning objectivesStudents will be able to distinguish how their family’s traditions are different and similar to others in the classroom.

Teaching/Learning Strategies Sharing Circle Independent work Worksheet Video

Cross Curricular Competencies Developing Literacies: Express Understanding and Communicate Meaning Using Various Literacies

Students will respond responsibly and ethically to others when sharing of their worksheets is happening

Developing Identity and Interdependence: Understand value and care for others Demonstrate open-mindedness and respect towards all when taking part in sharing circle Learn about various families through their worksheets

Developing Identity and Interdependence: Understand, value and care for oneself Students will recognize that cultural and linguistic backgrounds, norms, and experiences

influence identity, beliefs, values, and behaviours

Developing Thinking: Think and Learn Critically Students will analyze and critique their experiences and ideas in regards to what they do

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on their winter break and what traditions they have

Interdisciplinary Connections Language Arts English Language Arts

Pre-requisite Learnings Students must have some experience with reading, writing and drawing Students must have some fine motor skills Students must know who is in their family Students must have an understanding of their families traditions

Preparation/Materials Ensure the video is ready to watch Have worksheet printed off for each student Sharing circle stone

Set (15 minutes) Watch the Where are you from video Discuss what a tradition is Discuss what celebrations are Discuss what makes traditions/cultures unique

Development (20 minutes) We will start this lesson off with a sharing circle Students will share what they are going to be doing over our winter break

-write down this information as the student is talking in case they forget what they talked about

After each student has shared their traditions for the winter break, they will be asked to go back to their seats and complete a worksheet

In this worksheet, they will have to draw a picture of what they shared in the sharing circle and explain why this is important/special to them

Instruct students to hand this sheet in so that it can be added to the classroom book

Closure (10 minutes) Ask students what their favorite part of the lesson was and why Instruct students to bring or think of 3 items that are special to them and their

culture/traditions and bring them for next class-get students to write this in their agendas to ensure their parents are aware

Adaptive Dimensions Can create the worksheet as a class over an extended period of time (doing two sheets

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per week and discussing in depth about each one

Assessment Examine the students’ family trees to ensure that they understand what a family is and

that they know who is all in their family and what makes them a family.

ResourcesWhere Are You From Video:

YouTube https://www.youtube.com/watch?v=l6A2EFkjXq4

Name: ______________ Date: _______________

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Draw a picture of what you will be doing over winter break? (traditions)

Why is this special to you?

____________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson Plan 6- Show & TellLesson Plan

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Subject: Social Studies Name: Trisha WaldbauerGrade Level: 1 Length of Period: One 45 minutes class

OutcomesIN1.1

Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school. 

Indicatorsb. Describe behaviours, actions, or activities that are part of students’ family traditions or celebrations.

Learning objectivesStudents will gain a deeper perspective on the cultural traditions that are in their classroom through the show and tell portion of this lesson.

Teaching/Learning Strategies Show and Tell Class Discussions

Cross Curricular Competencies Developing Literacies: Express Understanding and Communicate Meaning Using Various Literacies

Students will respond responsibly and ethically to others when show and tell is happening

Developing Identity and Interdependence: Understand value and care for others Demonstrate open-mindedness and respect towards all when show and tell is going on Learn about various families and traditions through the show and tell

Developing Identity and Interdependence: Understand, value and care for oneself Students will recognize that cultural and linguistic backgrounds, norms, and experiences

influence identity, beliefs, values, and behaviours because of what the students choose to bring to their show and tell.

Developing Thinking: Think and Learn Critically Students will analyze and critique their experiences and ideas in regards to what they

have chosen to present in their show and tell

Interdisciplinary Connections English Language Arts

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Pre-requisite Learnings Students must be able to speak in a clear manner

Preparation/Materials Sharing circle rock Ensure that the worksheet book is made and printed off for each student

Set (7 minutes) All of the students will be asked to come bring their materials for show and tell and put

them on the class carpet for everyone to explore to intrigue them into learning. Without looking too long, students will be asked to form a circle

Development (30 minutes) We will be in a sharing circle format again and each student will get time to share their 3

objects, whether they are drawn or real. After every student has gotten a chance to share what they wish (within reason) Instruct students to complete a handout at home over the weekend (at home guided

inquiry project) with their parent/guardian asking all about their traditions and culture that will be made into another classroom book to be displayed around the classroom

Closure (6 minutes) Go over the booklet that the students need to complete for homework (also create a

version for the parents to read and post it in Remind) Ensure that students know what is being expected of them for this at home inquiry project

Adaptive Dimensions Ask students to bring their information to class with them and create this booklet at school

instead of making it an at home project

Assessment Use the materials brought for show and tell as a guideline to determine whether students

understood what was being asked of them Use the students’ family booklet to gain a deeper understanding of where they come from

and their understanding of the topic in general

Resources

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My Families Traditions and Celebrations

Tumbull, D. (2007). Canadian Social Studies. Canada, (CA)Chalkboard Publishing.

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Lesson Plan 7- Human NeedsSubject: Social Studies Name: Trisha Waldbauer

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Grade Level: 1 Length of Period: Two 45 minutes class

Outcomes IN1.3:

Assess ways in which relationships help to meet human needs. 

Indicatorsa. Identify Human Needs

Learning objectivesStudents will gain a general idea of our survival needs as humans including the physical side as well as the emotional side.

Teaching/Learning Strategies PowerPoint Worksheet Class Discussion

Cross Curricular Competencies Developing Identity and Interdependence: Understand value and care for others

Demonstrate open-mindedness and respect towards all in our inclusive environment

Developing Identity and Interdependence: Understand, value and care for oneself Students will recognize that cultural and linguistic backgrounds, norms, and experiences

influence identity, beliefs, values, and behaviours because of what the students choose to bring to their show and tell.

Developing Thinking: Think and Learn Critically Students will analyze and critique their experiences and ideas in regards to what they

have chosen to present in their show and tell

Developing Literacies: Explore and Interpret the world using various literacies Students will use ideas and technologies (PowerPoint) in ways that contribute to creating

new insight about human needs

Developing Literacies: Express Understandings and communicate meaning using various literacies

Students will communicate ideas, experiences and information in ways that are inclusive,

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understandable and useful to others through their bucket fillers

Interdisciplinary Connections English Language Arts Arts Education Mathematics

Pre-requisite Learnings Students must be able to speak in a clear manner Students must have an understanding that we require certain elements to survive

Preparation/Materials Matching activity printed off for each student PowerPoint downloaded and ready to watch Have You Filled a Bucket Today? book Red solo cup Foam stickers, sparkles, markers etc. for decorating ‘bucket’ Bulletin board to put the buckets up on Pipe cleaners Poke holes in the cup ahead of time for the pipe cleaner to go through to make the

handle

Blue Writing= Part OneGreen Writing= Part Two

Set (15 minutes, 20 minutes) Go through PowerPoint as a class together, discussing the key ideas of our human needs

and defining what human needs are (requirements for survival) Difference between needs and wants Gather students on the classroom mat Read them the Have You Filled a Bucket Today? Book Discuss the main ideas that without kindness and love, we would be really sad and it

would be hard to survive all the time if we were really sad and didn’t have any friends or family to fill our buckets

Development (20 minutes, 15 mintues) After working through the PowerPoint, assign students to complete their worksheet They must cut out the pictures at the bottom and paste them into the right category of a

need or want in our survival Circulate room to ensure that all students are staying on task and all questions are

getting answered After this discussion takes place, have students create their own ‘buckets’ to put on the

bulletin board Give students a cup and materials to decorate it, ensure the students know that they can

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decorate the cut however they want because it’s their own creating Give students a pipe cleaner after they are done decorating and they will put their handle

on

Closure (10 minutes, 15 minutes) After students are done their worksheet, go over it as a class to ensure that they have the

right idea about human needs and wants Instruct students to file it into their social studies duo-tang Instruct students to bring their cup over the bulletin board where they will hang it so that

students can put nice messages inside to fill their bucket Instruct students to each write one nice word about someone in their class and put it in to

the bucket filler jar After each day, I will collect the messages from this jar and distribute them to the

students buckets accordingly

Adaptive Dimensions Students can work in pairs to fill out their worksheet or it can be done in pairs The students can create one big bucket for the whole class instead of individual ones

Assessment Examine the worksheets from the students’ duo-tangs to ensure that they are

understanding the difference between a need and a want As the students are making their buckets, go around and ask them who their biggest

supporter is in their life and why this person is so special to them and how it connects to their emotional well-being and perform anecdotal records as the students are explaining to ensure that they understand we have needs and wants beyond material things

ResourcesHuman Needs Worksheet:

Teachers Pay Teachershttps://www.teacherspayteachers.com/Product/Basic-Needs-Sort-495900

Bucket Fillers:

Moments a Day Blog. Chelsea Lee Smithhttp://www.momentsaday.com/5-activities-to-learn-about-kindness-bucket-filler-resources/

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Have You Filled a Bucket Today? Book: Carol McCloud

Bulletin Board:

Little Mrs. Preschool Bloghttp://littlemrspreschool.blogspot.ca/2014/02/we-are-bucket-fillers.html

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Lesson Plan 8- PromisesLesson Plan

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Subject: Social Studies Name: Trisha WaldbauerGrade Level: 1 Length of Period: One 45 minutes class

OutcomesTPP14 :

Explore what is meant by We are all Treaty People.

Indicators Represent that all Saskatchewan people are treaty people from the time the treaties were

signed, through to today, and into the future. Describe what a promise is using student’s personal experiences.

Learning objectivesStudents will comprehend that we are all treaty people and the importance of keeping promises and how this creates a harmonious relationship.

Teaching/Learning Strategies Reading a book Reading a poem Chart-building

Cross Curricular Competencies Developing Identity and Interdependence: Understand value and care for others

Demonstrate open-mindedness and respect towards all when creating our promise chart

Developing Identity and Interdependence: Understand, value and care for oneself Recognize that cultural and linguistic backgrounds, norms, and experiences influence

identity, beliefs, values, and behaviours Demonstrate self-reliance, self-regulation, and the ability to act with integrity Develop personal commitment and the capacity to advocate for self.

Developing Thinking: Think and Learn Critically Students will analyze and critique their experiences and ideas in regards to what they

have chosen to present in their show and tell

Developing Social Responsibility: Use Moral Reasoning Process Consistently apply fundamental moral values Demonstrate a principle-based approach to moral reasoning such as “respect for all” Examine how values and principles have been and continue to be used by persons and

cultures to guide conduct and behaviour.

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Interdisciplinary Connections English Language Arts Arts Education

Pre-requisite Learnings Students must have an understanding how relationships work and are built Must have an idea of what treaties are

Preparation/Materials Poem made on chart paper A Promise is a Promise book Chart paper Marker

Set (15 minutes) Gather students onto the class mat Before reading the book, have a talk with students about the contents of the book and

that there might be some frightening pictures but that it just a story and it isn’t meant to scare anyone

Read the book, pausing to explain or go over any material that students wouldn’t be familiar with

Development (20 minutes) Gather students back to their desk Discuss the importance of promises

-why do we make promises?-why is it bad to break promises?-what does it mean to make a promise to someone?-facilitating promises creates a happy, harmonious relationship-trust is very important in promise making

After this class discussion has taken place, create promises together as a class on a chart that we will follow everyday- discussing that we are all friends and it is important to keep promises with our friends-I promise to always be respectful of my friends-I promise to create a harmonious environment to learn in-I promise to always share with my friends

Read the We Are All Treaty People poem and discuss with students that when we came to this land, it belonged to the First Nations people and that we signed treaties with them to be a part of this land together. Talk about the fact that we are all treaty people because we live on this land and how it is important we respect and take care of this land. Reinforce the idea that we will be treaty people as long as we are on this land and read

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the poem again with the students

Closure (10 minutes) Hang up this paper somewhere that the students will be able to see every day to remind

them to keep their promises Have a conversation with the students that in their next class they will be taking a field trip

to a Pow Wow to see the celebrations that take place here and the traditions of the First Nations people

Permission slips will already be sent home, so remind students that they need to be brought back to ensure that they can attend this field trip

Adaptive Dimensions Have an elder come into the classroom after this lesson to bring more information forward

about treating and the importance of keeping promises

ResourcesA Promise is a Promise: Robert Munsch

We Are All Treaty People Poem:

https://www.pinterest.com/pin/504543964483451614/

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Lesson Plan 9- Field TripSubject: Social Studies Name: Trisha Waldbauer

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Grade Level: 1 Length of Period: Half of their school day

Outcomes IN1.1:

Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school

Indicatorsb. Describe behaviours, actions, or activities that are part of students’ family traditions or celebrations.

e. Compare how families recognize important family events (e.g., What is the same about how a student and a friend/classmate recognize family birthdays, weddings, deaths? What is different?).

Learning objectivesStudents will experience traditions of the First Nation people and relate it to their traditions by comparing and contrasting

Teaching/Learning Strategies Field Trip Discussion

Cross Curricular Competencies Developing Identity and Interdependence: Understand value and care for others Demonstrate open-mindedness and respect towards all

Developing Identity and Interdependence: Understand, value and care for oneself Recognize that cultural and linguistic backgrounds, norms, and experiences influence

identity, beliefs, values, and behaviours Demonstrate self-reliance, self-regulation, and the ability to act with integrity Develop personal commitment and the capacity to advocate for self.

Developing Thinking: Think and Learn Critically Students will analyze and critique their experiences and ideas through comparing and

contrasting

Developing Social Responsibility: Use Moral Reasoning Process Consistently apply fundamental moral values Demonstrate a principle-based approach to moral reasoning such as “respect for all” Examine how values and principles have been and continue to be used by persons and

cultures to guide conduct and behaviour.

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Interdisciplinary Connections English Language Arts Arts Education Physical Education

Pre-requisite LearningsN/A

Preparation/Materials Ensure all students have permission form Gather a few parents or helpers to come along

Set Have a talk about respect and behavior before students Lay out expectations clearly Go over what students should be watching for Ensure that students know there is no wandering off or going anywhere without an adult

Development Explore the pow-wow with the students Instruct them to look for similarities and differences of this celebration compared to their

own or just to examine what is going on if they don’t have celebrations in their life Look at:

-colors-clothes-sounds-food-the people-events that are happening

Closure (10 minutes) Have a class discussion about all of the things that students saw during the pow-wow and

write them on their board for the students to see when filling in their diagram Instruct students to create a Venn diagram about what was similar and different in this

celebration compared to theirs or make notes about what happened if they don’t have celebrations in their life and to write what their favorite part of this field trip was and why

Adaptive Dimensions If you do not feel comfortable taking the students on this field trip, watch a pow-wow on

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YouTube and have a guest speaker come in to talk about what is happening at this celebration

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What is difference and siliar from the pow-wow to your celebrations?

What was your favorite part? Draw a picture and label it

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Field Trip Permission Slip

I give permission for my child, ____________________ to

attend a trip to a Pow-wow on ________________________.

We will be travelling by bus and will spend the morning there,

then coming back to the school by bus. If there are any parents

who can help supervise this trip please check the box below.

I, ___________________ can come along on this trip

to help surpervise.

I, ___________________ will not be able to attend this

field trip.

Parent Signature: ______________________________

Date: _________________________________

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