Unit Plan: First Nations Paddles

Math, Visual Arts, Language Arts / Grade 4-7

Big Ideas

Art, mathematics, and story-telling are vehicles to explore cultures and deepen our understanding of the world, bringing us closer together.

 

Concepts:

  • Geometry
  • Elements and principles of design
  • Form
  • The Writing Process
  • Oral Storytelling
Essential Questions

Students will keep considering…

VISUAL ARTS

  • How does art connect us, our communities, and our cultures?

MATH

  • How does geometry help us make sense of the world?

LANGUAGE ARTS

 

  • How does oral storytelling connect us to places and people?
  • How can an open mind lead us to deeper understandings about ourselves and other cultures?
  • Why does writing have a purpose?

Evaluative Criteria

Teacher Evaluative Criteria:

Teachers will be assessing students’ ability to:

  • Create design that incorporates traditional Aboriginal design elements
  • Make connections between the Aboriginal shapes and 2D shapes and 3D solids
  • Work through the writing process
  • Share their story orally

Monitoring Progress

Teacher will monitor progress:

Formative Assessment throughout: During class discussions, small group discussions and one on one conversations

Potential Student Misunderstandings:

N/A

Resources
  • Examples of Coast Salish shapes and art
  • Colouring Sheets that show a variety of First Nations shapes
  • First Nations Support Workers/Aboriginal Success Teacher
  • BLM of paddle shape
  • Literacy 44 Graphic Organizers for How To Writing, Pourquoi Tales, and Story Writing Frames

Reflection

How will teachers and their students reflect on and evaluate the completed project?

Teacher:
Next time I teach this unit I would…

Student:
My students needed:

Process:
Product:
Content:

Potential Student Misunderstanding:

Stage 3 – Learning Plan

 

EXECUTE THE LEARNING PLAN

LEARNING EVENTS:

  • These learning events/activities are suggested activities only. 
  • In some cases the plans are not fully completed lesson plans. 
  • The teacher may choose some lessons/activities to span over several lessons. 
  • Teachers may add, revise and adapt these lessons based on the needs of their students, their personal preferences for resources, and the use of a variety of instructional techniques.

Learning events are enriched for students when teachers consider the “WHERE TO” acronym and guiding organizer by Wiggins and McTighe.

> Click here for more information on WHERETO.

Where To

Where: Where are we going in this lesson Why? What is expected of my students during and after this lesson? • Present the performance task to students early in the unit • Post essential questions; students can generate their own questions as well • Check for  misconceptions
How: How will I hook and hold student interest during this lesson? • Use a provocation as an entry point • Present students with a mystery or challenge
Equip: How will I equip students for expected performances? How will I make sure to teach the foundational skills so that they can understand and complete tasks? • Access understandings and experience with solid instructional practices • Consider strategies that work for divers e learners • Incorporate literacy 44 strategies
Rethink and Revise: How will I help students reflect, rethink and revise their ideas, writing, and tasks? • Have students rethink the big idea • Have students reflect on  their learning  to build understanding
Evaluate: How will students self-evaluate and reflect on their learning after each lesson/task? Some ideas for self-evaluation include:

• Ticket out the door • Rubrics and checklists • Formative assessments and feedback

Tailor: How will I tailor learning to varied needs, interests and styles? (refer to the NVSD Adaptations Checklist). • Differentiate to your students with the product, the process and the content
Organize:   How will I organize and sequence the learning in each lesson and transition to a new lesson? • Start with the end in mind
Please note that the order in which teachers present this to their students is not mandated to the order of the acronym.

 

The Learning Events should always be prefaced by focusing on the essential questions:

VISUAL ARTS

  • How does art connect us, our communities, and our cultures?

MATH

  • How does geometry help us make sense of the world?

LANGUAGE ARTS

  • How does oral storytelling connect us to places and people?
  • How can an open mind lead us to deeper understandings about ourselves and other cultures?
  • Why does writing have a purpose?

 

Lessons 1-3

The Learning Events should always be prefaced by focusing on the essential questions:

VISUAL ARTS

  • How does art connect us, our communities, and our cultures?

MATH

  • How does geometry help us make sense of the world?

LANGUAGE ARTS

  • How does oral storytelling connect us to places and people?
  • How can an open mind lead us to deeper understandings about ourselves and other cultures?
  • Why does writing have a purpose?

 

(Lessons 1-3)

Students listen to a variety of traditional oral stories (i.e. The Sisters), and are taught to listen with two ears – one on their head, one in their heart.  Students are encouraged to listen, and recall the stories using the Story Wheel graphic outline in Literacy 44 (using pictures and writing).  Lots of discussion is directed around how stories are place based.

Lesson 4

The Learning Events should always be prefaced by focusing on the essential questions:

VISUAL ARTS

  • How does art connect us, our communities, and our cultures?

MATH

  • How does geometry help us make sense of the world?

LANGUAGE ARTS

  • How does oral storytelling connect us to places and people?
  • How can an open mind lead us to deeper understandings about ourselves and other cultures?
  • Why does writing have a purpose?

 

(Lesson 4 – Concurrent with Lessons 1-3)

During a math unit on geometry (polygons and solids), time is spent showing students traditional Coast Salish shapes and artwork.  Connections are made to how these shapes are also place based (i.e. how the u-shapes are related to shapes you may see on an Orca).  Students can practice drawing the shapes and creating their own designs, or identifying the shapes on pre-made colouring sheets.

Lesson 5

The Learning Events should always be prefaced by focusing on the essential questions:

VISUAL ARTS

  • How does art connect us, our communities, and our cultures?

MATH

  • How does geometry help us make sense of the world?

LANGUAGE ARTS

  • How does oral storytelling connect us to places and people?
  • How can an open mind lead us to deeper understandings about ourselves and other cultures?
  • Why does writing have a purpose?

 

(Lesson 5 – Concurrent with Lessons 1-3)

Building on the math lessons, students create their own paddles (on paper, or could carve, or make three-dimensional) that incorporate the Coast Salish shapes.

ADAPTATION
Trace shapes with tracers; cut shapes onto construction paper and glue down on paddle shape.

 

Lessons 6-8

The Learning Events should always be prefaced by focusing on the essential questions:

VISUAL ARTS

  • How does art connect us, our communities, and our cultures?

MATH

  • How does geometry help us make sense of the world?

LANGUAGE ARTS

  • How does oral storytelling connect us to places and people?
  • How can an open mind lead us to deeper understandings about ourselves and other cultures?
  • Why does writing have a purpose?

 

(Lessons 6-8)

Once the paddles are done, students begin to tell the story of their paddles.  Students are given the option of various formats and graphic organizers (see Literacy 44) to use for this purpose (i.e. “how to” stories, pourquoi tales, legends). Students then have the option of either writing out their complete stories, or using the graphic organizers to orally tell their stories. They should practice telling their stories multiple times and with various people.

Lesson 9

The Learning Events should always be prefaced by focusing on the essential questions:

VISUAL ARTS

  • How does art connect us, our communities, and our cultures?

MATH

  • How does geometry help us make sense of the world?

LANGUAGE ARTS

  • How does oral storytelling connect us to places and people?
  • How can an open mind lead us to deeper understandings about ourselves and other cultures?
  • Why does writing have a purpose?

 

(Lesson 9)

Students present their stories according to the oral tradition.

The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.

 

Big Ideas

The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.


Visit the Ministry of Education for more information

Core Competencies

orangecommunicationCommunications Competency

The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media

bluethinkingThinking Competency

The knowledge, skills and processes we associate with intellectual development

greensocialSocial Competency

The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society


Visit the Ministry of Education for more information

Curricular Competencies & Content

Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.


Visit the Ministry of Education for more information

 Additional Resources

 

First People's Principles of Learning

To read more about First People’s Principles of Learning, please click here.

For classroom resources, please visit the First Nations Education Steering Committee.