Page 57 - The Ogemawahj Tribal Council

Intellectual (Respond) Success Criteria, Assessment STUDENT HANDOUTS
• See the Achievement Chart on pages 34 to 35 of The Ontario BLM M3.1: Outline Map of
Moose Deer Point
Curriculum (2018) Social Studies Grades 1 to 6, History and
Geography Grades 7 and 8; link on weblinks list
Assessment (as learning):
• Student self-assessment
• Observation

• Student questions and wonderings for further learning

Spiritual (Reflect) Consolidation and Debrief
Closing Circle: Capture student voice and reflections for
next task
Prompting Question:
• How does the land (swamp and rock) affect the development of
Moose Deer Point?

Differentiated Instruction
• Students can create a 3-D version of their community

• Students can work individually or in groups
• Scribes for students

Cross-Curricular Ideas
Health and Physical Education: With students, go out onto the land.
Measure how big an acre is. Create a community in the playground
using natural materials.
The Arts: Creating and Presenting: apply the creative process to
produce a variety of two- and three-dimensional art works. For SOURCES
example, create a three-dimensional relief map using Plasticine, Snache, I. (2005). Rama First
clay, etc. Nation Ojibwe Language
Dictionary. Chippewas of Rama.
Science and Technology: Growth and Changes in Plants. View the local
Ogemawahj Tribal Council.
plants in the area (2019). Moose Deer Point First
Nation Resource Book. Nelson.
Science, Strong and Stable Structures: Ask students to find materials to
build their map with
SUGGESTIONS FOR
Science, Soils in the Environment: Discuss the soils and environment, FURTHER READING
the trees, and the effects of the development of Moose Deer Point Indian Claims Commission; link
on weblinks list
Mathematics, Measurement: Estimate, measure, and record length,
Moose Deer Point First Nation
perimeter, area, mass, capacity, time, and temperature, using website; link on weblinks list
standard units

Resource Books Leaders’ Guide 55