Subject: Science, and Treaty Education Grade: Four
Essential Question (guiding overall unit of study):
How has the creation/signing of the treaties impacted the people who live in what we now know as Canada today?
Guiding Question(s) (specific to this lesson):
What are the reasons that lead to the signing of treaties?
Outcomes/Indicators: (What should students know, understand and be able to do as a result of this lesson?)
HC43 : Explore the historical reasons why people entered into treaty.
- Indicators: Examine how the disappearance of the buffalo and the loss of traditional hunting and trapping territories created a need for First Nations to enter into treaties.
HC4.3: Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats. [CP, DM]
- Indicators: Recognize and discuss the role of traditional knowledge in learning about, valuing, and caring for plants and animals within local habitats and communities.
Indicators (Assessment Evidence):
Students will compile their data created from the project and individually fill out a summary card; which will demonstrate to the educator the students development and level of understanding regarding the topic explored.
Pre-assessment – Have students, in groups or four or five, discuss what they already know about the treaty signing and write it down onto a large piece of paper.
Post-Assessment – Having students individually fill out a summary card to show what they have learned from the project.
- Timer for the group discussion.
- Classroom organization to avoid crowding.
I Can Statements:
- I can research why treaties were made.
- I can learn and being to understand the traditional knowledge of First Nations.
- I can build knowledge on animals, plants, and habitats.
- I can examine data.
Adaptive Dimension: Differentiated Learning
- The group work required for this project allows students to guide other students. Students will collaborate and learn alongside their peers to develop their data.
Materials Needed: Paper, pens, bread, sandwich bags, template for data, and a timer.
Set ( 5 min)
- This portion, students will engage in a writing prompt where they will separate into groups of four or five. They will discuss what they already know about the buffalo hunt and write down their ideas on paper.
Development ( 10 min.)
- The students will conduct a science experience that represents the depletion of the buffalo due to hunting.
- The teacher will explain why the treaties came into effect relating to the buffalo (3min).
- There will be a slice of bread per group (same groups as the writing portion); which will be placed in an environment where mold grows fastest. The students will understand and learn about the appropriate environment for mold to grow.
- The Teacher will present that the mold will represent the hunting and the bread will represent the buffalo. The mold will eventually take over the slice of bread; showing the depletion of the buffalo.
- Over time students can record data and measure the amount of mold and how long it takes for the mold to take over the slice of bread. They can also take pictures to help with their data organization.
- This is an ongoing assignment that students can take 5 minutes each day to observe, measure and take notes about the shape of the bread. Then together in each group they can discuss their observations on the bread and how the depletion of buffalo links to the reason for the treaties.
Closure ( 5 min.)
- After the students have collected their data, they will discuss their findings relating to the project.
- Students will compile their information and complete a summary card to show their development and understanding.