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FNSS Curriculum Integration Project Click here to download this lesson.
Marji Basso (MS-Word format.)

Grade: 2/3
Lesson 2: Components of Traditional Community -- Summer and Winter Camps
Time: 1 hour

Topic: Seasonal Activity

Rationale: To identify components of Okanagan Indian summer and winter camps to understand how a community'sneeds can change throughout the year.

Materials and Resources

  • Sort and Match vocabulary words and definitions
  • Sentence strips for sorting activity - summer and winter camps
  • Summer/Winter activity/helper chart
  • Poster paper, markers, pencil crayons, crayons
  • Chart paper

Vocabulary/Definitions (Included in Material)

  • Harvesting
  • Roots
  • Movable
  • Permanent
  • Game

Main Concept

  • Traditional Okanagan Indian Community

Intended Learning Outcomes

  • Describe ways members of a community meet one another's needs.
  • Identify changes in the community throughout the year.
  • Describe how physical environment influences human activities.

Planned Learning Activities

  1. (10 min) Sort and match vocabulary words with definitions. Predict what we might be discussing today.
  2. (15 min) Review concept of community. Discuss components of Traditional Okanagan community comprising of summer/winter camps. Distribute sentence strips containing information on camps. Use a pocket chart with the headings "Summer" and "Winter" camps. In small groups on carpet discuss where sentence strips should go and why. As a whole group, go over choices/decisions information as needed.
  3. (15 min) At desks, in pairs, complete chart (chart included) of summer/winter activities in our community, who helps with the activities.
  4. (20 min) Design a poster to promote one summer/winter activity, encouraging community members to help.


  • Criteria
  • Chart of community seasonal activity and helper.
  • Poster promoting seasonal community activity to encourage help.


  • Display posters throughout school/community.
  • Design a new community summer/winter activity and decide how to organise/promote it.

Integrated Opportunities

  • Art: Design an effective campaign/informational poster.
  • Language Arts: Write letters to town council with proposal of new community summer/winter activities and how to organize them.
  • Fine Arts: Compose a radio or TV ad/jingle to promote the new summer/winter activity.

Resources Used And Supplementary Materials Available

  1. I Walk With My Family - Grade 2 Teacher Guide - Okanagan Indian Curriculum Project

Sort and Match Vocabulary - Lesson 2

(Note: in the downloadable Word document, these are layed-out as cards to be cut out. Some things don't translate well to HTML.)
Harvesting The act of gathering or collecting food
Movable Able to be moved or transported
Roots The underground part of a plant
Permanent Something that is fixed and does not change
Game Anything hunted or pursued

Summer Camps
A home that was easily moved.
Were located in areas depending on what food was ready for harvesting.
Homes were tents made from poles and weaved tule mats.
Winter Camps
Were located in a central area where water and firewood were close by.
Were permanent and were made by digging a pit 4 to 6 feet deep and 10 to 16 feet wide.
A roof was made with logs and covered over with materials such as pine needles, fir boughs, and earth.

Summer/Winter Activity Chart to be completed on own Community - Lesson 2
Summer Activity Who Helps
Winter Activity Who helps

Summative Criteria

Criteria Ratings Comments
Student demonstrates an understanding of the important ideas about the topic (through interaction and activities) 4 3 2 1  
Examples, ideas, and detail were demonstrated which indicate a deeper understanding of the topic 4 3 2 1  
Useful, accurate and relevant information is included in the chart work and poster pertaining to:
Food 4 3 2 1  
Shelter 4 3 2 1  
Seasons 4 3 2 1  
People interacting with environment 4 3 2 1  
Community involvement 4 3 2 1  
Group participation and cooperation 4 3 2 1