Name: Becky Marshall

Cohort: B1
Lesson Plan

Lesson Title: How Pioneers and Indigenous People Helped One Another Grade: 3 Date: November 30, 2015
Subject/Strand: Social Studies Unit: Heritage and Identity: Communities in Canada Location: Andrew Hunter E.S. Time: 40 Minutes
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring
understandings?)
Students are introduced to how the indigenous peoples of Canada helped the European settlers and vise versa. The students will be
introduced to the fur trade and how this part of history created trading goods to help one another.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A3. Understanding Context: identify some of the communities in Canada around the beginning of the nineteenth century, and describe
their relationships to the land and to each other (FOCUS ON: Interrelationships)
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined
when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match
assessment
A3.3 identify some of the main factors that helped shape the development of settlements in Canada during this period (e.g., the
establishment of trading posts based on trade routes and the knowledge of First Nations peoples; navigable lakes and rivers for trade
and transportation; climate; proximity to natural resources; the origins of settlers), and describe how the physical features of the land
(e.g., topography, proximity to water, fertility of the soil) and the availability of goods and services (e.g., mills, churches, roads) can
facilitate settlement and enhance community life
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able
to do, in language that students can readily understand.)
Today I will learn
How the Indigenous peoples of Canada helped the Pioneers get settled onto the new land that they came to.
The role that the Pioneers played in terms of helping the Indigenous peoples of Canada.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess
students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in
language that students can readily understand).
I can: identify how the indigenous peoples helped the new settlers when they came to Canada.
I can: know how the Pioneers helped the Indigenous peoples of Canada, when they settled on their land.
Assessment
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;
Thinking;
Communication;
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

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Assessment Strategy and Task for StudentsWhat are the students doing to show their
learning? e.g. turn and talk, role play/individual,
cooperative, etc.

Application

Assessment Tool - Instrument used to

assess task and record learning e.g.,
rubric, checklist, observation sheet,
turn/talk, role play etc.

Performance

Role Play: Students are instructed to play a game

where they have to chose what action they would
make if they were part of the fur trade.

Observation Sheet: While I will be giving

the instructions, I will also have an
observation sheet that allows for me to write
down what I see the students doing. When
the students make their decision in the
activity, I will stop and ask them why they
made that decision and record it in my
observation sheet.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* Students will have compared Pioneer life to their own lives.
* Students will know that their lives are very different from Pioneer lives (ex. Houses, clothing)
* Students will have started their own Pioneer homes on Minecraft in their social studies groups
* Students will know how the Pioneers traveled in their daily lives.
* Students will know how the settlers came to Canada.
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications
Learning Skills/Work Habits Highlight/circle ones that are assessed:
collaboration, initiative, self-regulation
Vocabulary (for word wall and/or to develop schema)
- Indigenous peoples
- European settlers
- Upper Canada

responsibility,

organization,

independent work,

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of
student worksheets used and teacher support material that will support communication of instruction. Include the use of Information
Technology (ICT) in your lesson plan where appropriate.
Laptop for lesson
Work sheet hand out
Internet
Pencils/pencil crayons
iPads
Learning Environment (grouping; transitions; physical set up)
- Students will initially be asked to join the teacher on the carpet for the lesson
- Once the lesson is finished the students will be asked to return to their desks to work on the worksheet given by the teacher
Cross Curricular Links N/A
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher
could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.
Time: 15 minutes
The teacher will begin with writing the learning goals and success criteria on
the board before the lesson begins.
- When the lesson starts the teacher will go over the learning goals with the
students.
Today I will learn:
How the Indigenous peoples of Canada helped the Pioneers get settled
onto the new land that they came to.
The role that the Pioneers played in terms of helping the Indigenous
peoples of Canada.
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The teacher will then begin to ask the students who the indigenous peoples of
Canada were?
- After the students answer the teacher will explain that Indigenous means
originating in or native to. Therefore, like there are indigenous plants and
flowers to Canada. The Indigenous peoples of Canada were the first people in
Canada, even before the Pioneers arrived from Europe.
- The teacher will then show this photo showing the indigenous peoples and the
pioneers interacting with one another.
http://www.santeesd.net/cms/lib/CA01000468/Centricity/Domain/569/colonial.jpg
- The teacher will then ask the teacher what they see in the picture
- The teacher will then explain that the Aboriginal peoples of Canada and the
pioneers would come together to trade goods with one another.
- Why do you think that they have to trade goods with one another?
The teacher will then show the class a list of the goods that were traded between the
Aboriginal peoples and the pioneers.
- Already made prezi that I have made.
The teacher will then explain that this began the fur trade in Canada.
http://masters.ab.ca/bdyck/early-canada/fur/index.html
- Have you ever heard of the Bay? Well that was started way back when the
Pioneers first came to Canada from Europe.
(Depending on time, the teacher may also introduced Treaties and how treaties were
a large part in how the Pioneers and Europeans helped one another)
The students will then be introduced to their activity of the day:
Action: During /Working on it (time given for each component, suggested 15-40 min)
Time: 20 minutes
We will be playing choose your destiny!
The students will each be given a piece of fur from the teacher.
Once they have received their piece of fur, the teacher will then instruct the other
teachers in the room (Mrs. Newburn, Mrs. Harrison and Miss. Dennis), that they
will be holding other goods.
The teacher will then read scenarios to the grade threes and they have to make a
choice, who will they trade their fur with.
There will be a two right choices and a wrong.
Those students who have chosen the wrong trade will be disqualified from the
game.
Those students who have chosen the right trade will be asked for their reasoning
why they have done so.
This game will last for 10 minutes. The remaining time will be for working on their
pioneer homes and making sure that they have added something from last Monday
and Wednesdays lessons to their Minecraft homes.
Consolidation & Connection (Reflect and Connect) (5-15 min.)

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Time: 5 minutes
The teacher will bring the entire class back together.
The teacher will then go over the success criteria with the students
I can: identify how the indigenous peoples helped the new settlers when they
came to Canada.
I can: know how the pioneers helped the indigenous peoples of Canada, when
they settled on their land.
- After discussing with the class if they feel that they can comply to the success
criteria, the teacher will ask the students if anyone would like to share what they
enjoyed about the game and what they thought was the most interesting.
The students will then be asked to sit quietly and prepare for the next class.
Extension Activities/Next Steps (where will this lesson lead to next)
Students will be introduced to the various tribes of the Indigenous people of Canada. The students will colour a handout give to them that
shoes the traditional dress of the Haudenosaunee People and then create their own thanksgiving address.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

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