Community-Based Bachelor of Education Program
Lesson Plan
Subject: Social Studies
Unit: Diversity
Topic: First Nation leaders
Grade: Kindergarten
Time allotted: 35 minutes
Overview and Purpose:
Students will learn to appreciate diversity in our classroom by learning that we are
all unique and diverse. Through our diversity we have differences but we also have
similarities. In this class students will be learning about what a First Nation leader
such as a chief does. They will listen to a public speaker and learn from them what
they do for First Nation people. The students can ask the chief questions in order to
build more of an understanding about First Nation people.
Prior Knowledge:
Students will have an understanding that we are learning about different cultures
that are in Canada and in our classroom. We will be taking one week to learn about
diversity in our classroom learning about the different cultures in our classroom.
We will learn about language, clothing, food, art, leaders and dance in different
cultures.
Outcome:
INK.2 - Describe the diversity of groups represented in the classroom.
Indicators:
c. Identify individuals and groups that are important in children’s lives, and explain
why these individuals and groups are important to them as individuals (e.g., family,
Elders, senior citizens, friends, storytellers, classmates, members of activity groups
to which children belong).
- I can listen to the chief and ask them questions about First Nation people.
Lesson Plan Overview:
Introduction:
Have a table set out in front of our reading area with First Nation items to
display. The table will have beaded clothing, moccasins, earrings, pictures of
First Nations in their regime, drums, music, etc.
Process:
1. Hello Kindergarten today I want to read you a story called Brother Eagle,
Sister Sky. This book is about the way the First Nation people see the world
Community-Based Bachelor of Education Program
and our environment. I want you to listen closely to what the book tells us
and any questions you might have about the First Nation people.
2. Begin reading the story and stop periodically to see if the class has thought of
questions that they might have.
3. As the students come up with questions stop and write them on the
SMARTBoard.
4. Continue to do this till you have finished reading the book. After the book is
finished ask the class to think of any more questions we want to know about
the First Nation people.
(10 minutes)
5. After you have all the questions written down that we can think of tell the
class about our special visitor. Today class we have someone very special
here today to share some knowledge with us about First Nation people and
to answer our questions. He is the chief for the First Nation people.
(5 minutes)
6. Introduce the chief to the class. Their name, where they are from and what
they do.
(2 minutes)
7. The chief will now take over and tell us about the First Nation culture and
about what he does for the First Nation people.
(10 minutes)
8. After the chief has spoken the students can ask the questions that we have
come up with or new questions that they might have.
(5 minutes)
9. Say good-bye to the chief and have the students gather back around our
reading area.
Closure:
Have a discussion about what a chief does for the First Nation people. What
type of clothing does he wear (such as a head dress or reserve colours or
symbols)? Discuss the answers we got from our questions and anything else
the students have learned about First Nation leader.
(3 minutes)
Community-Based Bachelor of Education Program
Differentiations:

Students could have specific questions to ask.

Students might need to sit near the teacher during presentation.
Assessment strategies:

Observe students questions and answers about the First Nation people and
the chief to understanding the First Nation culture.
Materials required:

The chief

The book “Brother Eagle, Sister Sky” by Susan Jeffers and Chief Seattle

Display table filled with First Nation items/content

SMARTBoard