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Lesson Synopses

Currently, these lesson plans are only available online. Soon, links will be added to enable downloading of the original MS-Word and Adobe Acrobat files. Until then, you will have to either print the lesson plans or copy/paste sections into your favourite word processor.

Click the lesson title to jump directly to that lesson plan, or use the links in the menu to the left.

Primary -- K to Grade 3



SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:Community and Leadership
TOPIC:Community Leadership
RATIONALE:To listen to an Okanagan Legend, discuss aspects of community leadership, and evaluate characteristics of leadership roles.
AUTHOR:Marji Basso
NATION REPRESENTED:Okanagan First Nation


SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:Components of Traditional Community - Summer and Winter Camps
TOPIC:Seasonal Activity
RATIONALE:To identify components of Okanagan Indian summer and winter camps to understand how a community's needs can change throughout the year.
AUTHOR:Marji Basso
NATION REPRESENTED:Okanagan First Nation


SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:Traditional Food Gathering
TOPIC:Traditional Food Gathering
RATIONALE:Students will identify some of the ways in which traditional Okanagan Indian food was acquired and compare that to the ways their families acquire food even today.
AUTHOR:Marji Basso
NATION REPRESENTED:Okanagan First Nation


SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:Communities Within Communities
TOPIC:There are different, and unique cultures that exist in our society. Students should develop an interest and appreciation for other cultures, and in this case, local Aboriginal cultures.
RATIONALE:The purpose of this lesson is to introduce primary teachers to the idea of integrating local First Nations content into the curriculum in a comfortable and relevant way. While the study of the local Community is common in most classrooms, little has been done to tie the First Nations community into this picture. Therefore, this lesson provides a template for teachers to introduce the concept of FN communities existing and adapting within, and beside the dominant community. Through this lesson, students will discuss and discover what it is that constitutes a community, what it means to be a part of a community, and what a community requires in order to function. While "Weslandia" is a fictitious story, they will draw similarities between their own community and Wesley's. Students will also recognize that communities can also exist within a larger community and that this does in fact exist in the real world. It is intended to take them "beyond" their own community and introduce them to new and perhaps different communities they are unaware of but living amongst.
AUTHOR:Noreen Pankewich
NATION REPRESENTED:


SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:Leadership in the Band Community
TOPIC:Communities require leaders.
RATIONALE:Introductory discussion (perhaps from Lesson #1) will have students discover that communities require leadership. They will be inspired to identify who the leaders are in their own community and learn that there are leaders in nearby aboriginal communities also. While these 2 community's leaders have many differences, they will also learn there are many similarities within their responsibilities to their communities. There will be a focus on leadership qualities and identifying government leaders in both communities.
AUTHOR:Noreen Pankewich
NATION REPRESENTED:


SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:Mapping the Band Community
TOPIC:Recognizing cardinal directions and centers of activity within the context of the First Nations community.
RATIONALE:Students will learn that band communities have basic "centers" which offer administration to their community. A sample map of the local band community will be provided and labeling and recognition of these administrative responsibilities will be identified by the students and addressed.
AUTHOR:Noreen Pankewich
NATION REPRESENTED:


SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:First Nation's Newspaper Study (A Contrast/Comparison)
TOPIC:Using the media to understand the community.
RATIONALE:Students will recognize that all communities have ways of organizing and communicating information. A newspaper study will demonstrate how communities are portrayed and what is important to the community members. Similarities and differences will be identified by students.
AUTHOR:Noreen Pankewich
NATION REPRESENTED:


SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:Map Symbols & Simple Keys
TOPIC:Recognizing symbols and features on maps.
RATIONALE:This is the first of a series of lessons on mapping skills that reflect the learning outcomes listed in the environment strand of the grade 2/3 Integrated Resource Package. This lesson may be broken down into two shorter lessons. For lesson three in this series, it is important that the students understand what a community is with specific reference to First Nations communities (Bands).
AUTHOR:Colline Rivest
NATION REPRESENTED:


SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:The Traditional Territory of the Okanagan First Nation
TOPIC:Mapping the traditional territory of the Okanagan First Nation.
RATIONALE:Students should acquire mapping skills through an examination of the traditional territory of the Okanagan First Nation.
AUTHOR:Bonny-Lynn Donovan
NATION REPRESENTED:Okanagan First Nation


SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:The Historical Development of the Penticton Indian Reserve - Pre Contact
TOPIC:Life on the Penticton First Nation prior to contact with Europeans.
RATIONALE:Students will learn through an in depth study how the original inhabitants of Penticton (members of the Okanagan First Nation) lived, prior to contact with Europeans. Students will better understand the adaptation that occurred through an exchange of knowledge between First Nations people and the newcomers.
AUTHOR:Bonny-Lynn Donovan
NATION REPRESENTED:Okanagan First Nation


SUBJECT:Social Studies
GRADE:Grades 2/3
TITLE:The Historical Development of the Penticton Indian Reserve - Contact
TOPIC:Historical development of Penticton First nation after contact with newcomers.
RATIONALE:To gain an understanding of how the fur trade and European settlement impacted the Okanagan First Nation culture and influenced the development of the Penticton Indian Reserve.
AUTHOR:Bonny-Lynn Donovan
NATION REPRESENTED:Okanagan First Nation