TR41 (Treaty Ed.) & USC4.3 (Health)

Lesson Plan

 

Subject: Health and Treaty Education                                        Grade: Four

Outcome: TR41 & USC4.3

 

Essential Question:
How has the creation/signing of the treaties impacted the people who live in what we now know as Canada today?
Guiding Question(s):
What were the broken promises of the treaties and how did that affect the relationships of those involved?
Outcomes: (What should students know, understand and be able to do as a result of this lesson?)
TR41 : Analyze how relationships are affected when treaty promises are kept or broken.

  • Indicators: Discuss the impact on relationships when promises are kept or broken. Represent examples of promises experienced in their families, classrooms and communities.

USC4.3: Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.

  • Indicators: Investigate how effectively/ineffectively negotiated disagreements affect relationships.

Assessment Strategies:

Pre – assessment: To start, do class brainstorm on what the students already know about the impact on relationships when promises are kept or broken as well investigate how effectively/ineffectively negotiated disagreements affect relationships. The teacher can ask prompting question such as, “What are promises and why they important and how do they affect relationships?”

Post – assessment: Students will write down the responses to the following questions, “What are the impacts on relationships when promises are kept or broken” and “How does effectively/ineffectively negotiated disagreements affect relationships?” In doing this, the teacher can assess the students by analyzing their responses and seeing how much they understand.

I Can Statements:

I can tell you the impacts on relationships when promises are kept and broken.

I can tell you how effectively/ineffectively negotiated disagreements affect relationships.
Instructional Strategies:

  1. Use visual and verbal communication when communicating instruction to the students. Some examples of visual communication would be to use a powerpoint, and writing on the board. Use verbal communication in the form of talking to the class, and asking questions within the classroom.
  2. Use a timer or play music to let the students know when the activity or focus within the room in changing and it is time to switch their force to something else.
  3. To get the attention of the class the teacher can say “Ready, set” and the students respond with “You bet!”

Adaptive Dimension: Differentiated Learning
If a student within your class has trouble with verbal communication, the teacher can use tools such as communication boards or the student can write their answers down on paper.
Materials Needed: White Board, White board marker, possibly some paper, and writing utensils.
Learning Experiences:
Set ( 5 min.)

  1. The teacher will write on the whiteboard and ask the class, “What were the broken promises of the treaties and how did that affect the relationships of those involved?”
  2. The teacher will write the students answers on the whiteboard.

Development ( 8-10 min.)

  1. The teacher will give a brief lesson in the form of a PowerPoint or the teacher could write on the whiteboard by listing the promises of the treaties and how broken promises affected the relationships of those involved. What were the broken promises of the treaties and how did that affect the relationships of those involved? Why did it matter? Why was it wrong? This will take three minutes.
  2. Teacher will have students discuss the information that is given to them.
  3. The teacher will split the class into four to five students per group and show the instructions of the activity visually and also give an oral instructions as well.
  4. Then hand-out each group a ‘promise scenario’ and groups will discuss and write down how they feel the promise scenario should end. They have three minutes to do this.
  5. The teacher will then hand-out the ending to these promise scenarios to each group and they can see the differences.

Closure ( 5 min.)

  • The teacher will then bring the class together as a class.
  • Discuss what shocked then about treaty promises and what can we do as a class to help mend these broken relationships within our community.

Have each student discuss and then individually write down the responses to the following questions, “What are the impacts on relationships when promises are kept or broken” and “How does effectively/ineffectively negotiated disagreements affect relationships?”

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