#1. Understanding Outcomes- Grade One, Dynamic Relationships

Understanding Outcomes Presentation
Grade 1: DR1.3- Dynamic Relationships strand

ESST 310-030  Fall Semester
October 5th, 2015  Assessment #1

Here is the Grade 1 Social Studies Outcome we focused on that’s related to Dynamic Relationships.

  1. Introduction – Classroom Discussion (Brainstorming)
  • What do we as humans living in Saskatchewan need in order to live?
    (food, water, air, shelter, and clothing, etc.)
  • Where do we get these things from?

I.e., Make a web based off of the students’ answers. Prompt them with questions and make connections to environmental words; if a student says they buy food from the grocery store, prompt them with a question such as “where does this food come from?” and then this leads to the use of farms, which provides crops and animals. At the end of the class discussion, circle the environmental words discussed (ex. crops and animals) and ask “what do these all have in common?” – the environment!

  • Now connecting this with Saskatchewan history, ask the students “can we get all these things we need here in Saskatchewan?” – yes! we have farm lands that give us crops and animals to eat, we have trees that give us wood for housing, and we have animal wool and crops that are used for clothing, etc.

Relating back to Saskatchewan history, First Nations people lived off the Saskatchewan land. Though the First Nations relied on everything in the natural environment for survival, there was one thing that they depended on most to meet their needs. This was the buffalo.

  1. Buffalo Worksheet/ StoryGroup/ Table Work

Explain the different parts of a buffalo and what they were used for by using a buffalo diagram or story where the students draw in their own pictures. Point out that the First Nations people used every part of the buffalo to meet their needs, because they did not waste what they took from the environment.

  1. Activity – Individual Work

Supply students with food that represents the different parts of the buffalo and other natural resources. Give a list of what the different food items represent and sort them into the categories “from the buffalo” and “other things found in nature” so students don’t get confused. Have students create human’s basic needs (food, shelter, clothing) out of the food items provided.

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Resources:

Books:

1) My Favorite Tree: Terrific Trees of North America
Written & Illustrated by Diane Iverson

“From the aspen to the yew, the native trees of North America have given us food, shelter and an important part of our heritage. Naturalist-illustrator Diane Iverson’s book is both useful and fun. It combines a sweet intimacy with the most interesting facts about 27 major trees and their relatives, such as their vital statistics, dependant wildlife, record-holding trees of the species, and the role they played in the lives of the Native Americans and the Colonists.” – Publisher’s description (Dawn Publications – Publisher of Great Children’s Books about Nature & the Environment).

  • Ages 4 to 12

2) Hidden Buffalo
Written by Ruby Wiebe and Illustrated by Michael Lonechild

A young boy named Sky Running searches for the missing buffalo knowing that winter approaches and, without a successful buffalo hunt, his people will struggle to survive.Hidden Buffalo tells the story of a young boy whose dream leads his people to the buffalo and a successful hunt.  A Canadian book.

  • Ages 4 and up

http://staff.htcsd.ca/~mae.farrer/Site/First_Nations_&_Metis__files/Grade%201%20LOTFNBTAOTN.pdf

3) Buffalo
Written by Vera Trembach

http://staff.htcsd.ca/~mae.farrer/Site/First_Nations_&_Metis__files/Grade%201%20LOTFNBTAOTN.pdf
URLs:

Example Food Supplies: (provided by teacher)
From the Buffalo:
– wraps- represents the buffalo hide
– pretzels- represents the wooden poles used to build the tipi
– jam- represents buffalo brains to prepare the “hide”
– icing, and coconut shavings- represents the buffalo hair used to make clothing, blankets, etc.
– sausage- represents the buffalo meat they ate
– chocolate covered peanuts/raisins-  represents the dung used for fuel
– string – represents the rope made from the buffalo hair to tie tipi
– utensils- represents the tools made from the buffalo bones

Other Natural Materials:
– gummy berries- represents the berries they ate
– gold fish- represents the fish they caught and ate
– leaves & herbs- represents the tea or medicine they made

Teaching Strategies

  • Brainstorming
  • Hands on Creating
  • Drawing (buffalo diagram
  • Group Work
  • Individual Work

Future Lessons

  • Teaching worldviews
  • How humans affect the environment
  • Building a tipi and the meanings behind it
  • Diversity between First Nation tribes
  • Canadian Food Guide and healthy living

 

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