Mapping the Blackfoot Seasonal Round with Ozobots

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Mapping the Blackfoot Seasonal Round with Ozobots

Grade 3MathSocial StudiesEnglish1 days

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This interdisciplinary project invites third-grade students to explore the history and culture of the Niitsitapi (Blackfoot) people through the lens of their traditional seasonal round. Students research historical movements and oral traditions to design large-scale maps, applying metric measurement skills and three-digit addition to calculate the vast distances traveled across the landscape. By programming Ozobots to navigate these paths, students use coding to simulate the journey's pace and purpose, ultimately synthesizing their learning into a culturally respectful oral presentation.

NiitsitapiSeasonal RoundOzobotsCodingMeasurementOral TraditionsMapping

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use coding and measurement to tell the story of the Niitsitapi (Blackfoot) seasonal round and show how their traditional journey across the land reflects their history and culture?

Essential Questions

Supporting questions that break down major concepts.

How do the oral traditions and seasonal rounds of the Niitsitapi (Blackfoot) people reflect their unique culture and relationship with the land?
How can we use measurement and place value math to accurately represent the long-distance travels of the Blackfoot people in the 1800s?
How do we measure and compare both straight and curved paths on a map using standard units (cm, m)?
How can we use coding and sequencing to represent the story of a journey through time and geography?
How can we organize and present our research in a logical sequence that shows respect for traditional shared knowledge?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Research and describe the historical and cultural significance of the Niitsitapi (Blackfoot) seasonal round using primary and digital resources.
Accurately measure both straight and curved paths on a physical map using metric units (centimetres and metres).
Apply three-digit addition and regrouping strategies to calculate the total distance traveled during a seasonal cycle.
Program an Ozobot to navigate a mapped sequence of historical stops, demonstrating logical sequencing and coding skills.
Organize and present an oral report that explains the Niitsitapi journey, showing respect for traditional shared knowledge and oral traditions.

Alberta Social Studies Program of Studies

SS-FN-01

Primary

Forty-eight distinct First Nations communities are represented in Alberta. Distinct First Nations communities have distinct languages, cultures, and histories. First Nations languages spoken in Alberta include Cree (Nehiyaw), Blackfoot (Niitsitapi), and Dené.Reason: The project focuses specifically on the Niitsitapi (Blackfoot) people's seasonal round, history, and relationship with the land.

Alberta Mathematics Curriculum

MATH-3.1

Primary

Relate strategies for the addition and subtraction of two-digit numbers to strategies for the addition and subtraction of three-digit numbers. Model regrouping by place value for addition and subtraction.Reason: Students will calculate total travel distances by adding the distances between multiple stops on their seasonal round map.

MATH-3.2

Primary

Measure lengths of straight lines and curves, with millimetres, centimetres, or metres.Reason: Students must measure the paths they draw on their maps, which will include both straight and curved lines representing historical travel.

MATH-DATA-3.1

Supporting

Examine First Nations, Métis, or Inuit representations of data. Describe the story that a representation tells about a collection of data in relation to a statistical question.Reason: The seasonal round map acts as a visual representation of data (location and time) that tells a specific cultural story.

Alberta English Language Arts and Literature

ELA-3.1

Secondary

Investigate oral traditions that have been shared over time. Discuss how oral stories show respect for traditional shared knowledge. Share information of personal or cultural significance passed between generations of people.Reason: The project involves researching the stories and traditions of the Blackfoot people and sharing that significance through their presentations.

ELA-3.2

Secondary

Group relevant ideas, events, or information in a logical sequence when presenting. Develop communication skills through individual or group presentations. Compose and share a short speech or oral report.Reason: The final component of the project is a presentation where students explain their map and the story of the seasonal round in a logical order.

Entry Events

Events that will be used to introduce the project to students

The Case of the Missing Markers

Students receive a weathered 'Winter Count' hide (reproduction) with missing symbols and a frantic digital message from a museum curator. The curator explains that a 'digital scout' (an Ozobot) has been sent back in time via a simulation but is lost because the ancient seasonal markers have faded, requiring students to reconstruct the journey to save the community's history.

The Moccasin vs. The Microchip

The teacher transforms the classroom into a 'Time Portal' where students find a 19th-century moccasin next to a high-tech Ozobot. Students are challenged to determine if this tiny robot could actually survive the hundreds of kilometers traveled by the Niitsitapi in a single year, sparking a debate on distance, endurance, and the precision of traditional navigation.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Digital Scout’s Field Journal

Before mapping, students must become 'Digital Scouts.' Using the Glenbow Museum's 'Niitsitapiisinni: The Blackfoot Way' online resource, students will explore the four seasons of the Blackfoot seasonal round. They will identify where the people moved during each season, why they moved there (e.g., hunting buffalo, gathering berries), and one traditional story or oral tradition associated with that time of year.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Navigate to the Glenbow Museum’s Blackfoot portal and locate the 'Seasonal Round' section.

2. Create a four-quadrant graphic organizer labeled Spring, Summer, Autumn, and Winter.

3. For each season, record the specific geographic location (e.g., foothills, plains) and the primary activity of the community.

4. Find and summarize one short oral tradition or story shared on the website that explains a cultural value or historical event.

Final Product

What students will submit as the final product of the activityA 'Digital Scout’s Research Log' containing notes on the four seasons, sketches of traditional dwellings or tools used, and a brief summary of one oral tradition.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Social Studies (SS-FN-01) by identifying the specific history and culture of the Niitsitapi (Blackfoot) people. It also meets ELA-3.1 (Investigate oral traditions) by researching stories of cultural significance passed through generations.

Activity 2

Cartography of the Seasons

Students will translate their research into a large-scale physical map. This isn't just a drawing; it’s a data representation of a journey. Students must design a path that includes straight lines (for travel across flat plains) and curved lines (for navigating river valleys or foothills), ensuring the map reflects the actual geography researched in Activity 1.

Steps

Here is some basic scaffolding to help students complete the activity.

1. On a large sheet of paper, sketch the territory of the Blackfoot people based on your research.

2. Plot the four seasonal stops identified in your research log.

3. Draw the travel paths between stops. Use a ruler for straight paths and a piece of string to plan curved paths along 'rivers' or 'mountains.'

4. Incorporate traditional symbols or 'Winter Count' style drawings to represent the activities at each stop.

Final Product

What students will submit as the final product of the activityA large-scale 'Seasonal Journey Map' featuring at least four distinct stops, labeled with Niitsitapi names, and connected by a mix of straight and curved paths.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MATH-3.2 (Measure lengths of straight lines and curves) and MATH-DATA-3.1 (Examine First Nations representations of data). This activity transforms historical data into a visual, measurable representation.

Activity 3

The Great Distance Calculation

Now, students will calculate the 'Great Distance.' They will use rulers to measure the straight paths and string to measure the curved paths on their maps in centimeters. To make it realistic, the teacher will provide a scale (e.g., 1 cm on the map = 25 km in the 1800s). Students will then use 3-digit addition and regrouping to find the total distance of the entire yearly cycle.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Measure each path on your map using a ruler (for straight lines) or by laying string along the curve and then measuring the string. Record these in centimeters.

2. Use the teacher-provided scale to convert your map centimeters into 'Real World Kilometers' (e.g., 12cm = 120km).

3. Set up an addition table to add the distances of all four legs of the journey.

4. Solve the 3-digit addition problem, showing your work for any regrouping (carrying) needed between the ones, tens, and hundreds places.

Final Product

What students will submit as the final product of the activityA 'Distance Data Sheet' showing the measurements of each leg of the journey and the multi-digit addition equations used to find the total distance.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MATH-3.1 (Relate strategies for 2-digit to 3-digit addition/subtraction and model regrouping) and MATH-3.2 (Measuring with cm and m). This connects physical measurement to abstract arithmetic.

Activity 4

Coding the Ancestral Path

Students will 'program' the history of the journey. Using Ozobots, students will use color codes (OzoCodes) to guide the bot through the map. The coding must be logical: for example, using 'Slow' codes during the winter months in the mountains and 'Fast' codes for traveling across the plains in the summer. The bot must pause at each stop to represent a settlement.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify locations on your map where the Ozobot needs to change speed or behavior based on the season or terrain.

2. Draw precise OzoCode color sequences (Black, Red, Green, Blue) on your travel paths.

3. Test the Ozobot on each leg of the journey, adjusting the ink lines or codes if the bot gets lost or moves too fast.

4. Program a special 'U-Turn' or 'Spin' at the final winter camp to signify the completion of the yearly cycle.

Final Product

What students will submit as the final product of the activityA fully coded Ozobot-ready map that successfully navigates the seasonal round from start to finish without intervention.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ELA-3.2 (Group relevant ideas/information in a logical sequence) and fulfills the project's technological requirement of coding to represent a journey.

Activity 5

Voices of the Land: A Presentation of Journey

In the final activity, students present their maps and Ozobot simulations to the class. They will act as 'Keepers of the Story,' explaining the cultural significance of the Niitsitapi seasonal round, the math behind the distance, and how the Ozobot's movements represent the historical reality of the 1800s.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Draft a short speech that explains one interesting fact about the Blackfoot people, the total distance they traveled (from your math work), and why you chose specific codes for the Ozobot.

2. Practice your speech so that your words match the movement of the Ozobot as it hits different stops on the map.

3. Present your project to the 'Council' (the class), ensuring you use a clear voice and logical sequence.

4. During other students' presentations, record one thing you learned about Blackfoot culture to demonstrate respectful listening.

Final Product

What students will submit as the final product of the activityA 2-3 minute oral presentation delivered while the Ozobot navigates the map, accompanied by a 'Respectful Listener' reflection.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ELA-3.1 (Discuss how oral stories show respect) and ELA-3.2 (Compose and share a short speech; participate as a respectful audience member). This synthesizes all learning into a formal presentation.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Voices of the Land: Niitsitapi Seasonal Round Portfolio Rubric

Category 1

Historical & Cultural Understanding

Evaluates the student's ability to research, understand, and respect the Niitsitapi (Blackfoot) history, culture, and relationship with the land.

Criterion 1

Seasonal Round Research Accuracy

Accuracy and depth of research regarding the Niitsitapi (Blackfoot) people's movement and activities across the four seasons.

Exemplary

4 Points

Demonstrates a sophisticated understanding of the seasonal round; research is comprehensive, accurately identifying specific locations and complex activities for all four seasons with historical nuance.

Proficient

3 Points

Demonstrates a thorough understanding of the seasonal round; accurately identifies geographic locations and primary activities for each of the four seasons.

Developing

2 Points

Shows emerging understanding; identifies some seasons and activities correctly, but research may be incomplete or contain minor inaccuracies in location or purpose.

Beginning

1 Points

Shows initial understanding; research is incomplete, missing multiple seasons or primary activities, or contains significant historical inaccuracies.

Criterion 2

Oral Traditions & Cultural Respect

Integration of traditional stories and oral traditions to show respect for Niitsitapi cultural knowledge.

Exemplary

4 Points

Summarizes an oral tradition with exceptional insight, clearly connecting the story's values to the historical context of the seasonal round.

Proficient

3 Points

Provides a clear summary of an oral tradition and correctly identifies its cultural significance or connection to a specific time of year.

Developing

2 Points

Provides a basic summary of a story but lacks a clear connection to the cultural values or the seasonal context.

Beginning

1 Points

Summary is missing, or the chosen story lacks relevance to Niitsitapi oral traditions or shared knowledge.

Category 2

Mathematical Application & Calculation

Assesses the application of measurement skills and multi-digit arithmetic within the context of the historical journey.

Criterion 1

Metric Measurement Precision

Precision in measuring both straight and curved travel paths using metric units (centimetres).

Exemplary

4 Points

All measurements are highly precise; demonstrates an advanced ability to use tools (string/rulers) to measure complex curves without error.

Proficient

3 Points

Measurements of both straight and curved lines are accurate within a reasonable margin of error; correctly uses standard units (cm).

Developing

2 Points

Measurements show emerging accuracy; may struggle with the precision of curved lines or inconsistent use of metric units.

Beginning

1 Points

Measurements are frequently inaccurate or missing; shows significant difficulty using measurement tools for both straight and curved lines.

Criterion 2

Addition & Regrouping Strategy

Execution of 3-digit addition strategies, including the accurate use of regrouping (carrying).

Exemplary

4 Points

Calculates total distance with 100% accuracy; demonstrates sophisticated mastery of regrouping across multiple place values (ones, tens, hundreds).

Proficient

3 Points

Correctly applies 3-digit addition strategies and models regrouping accurately to find the total distance.

Developing

2 Points

Shows inconsistent application of addition strategies; may make errors in regrouping or place value alignment.

Beginning

1 Points

Struggles with 3-digit addition; regrouping is not modeled or is consistently incorrect, leading to inaccurate totals.

Category 3

Coding & Technical Representation

Evaluates the use of technology and visual design to represent historical data and logical sequences.

Criterion 1

Coding Logic & Sequencing

Logical arrangement of OzoCodes and path design to represent historical movement and terrain.

Exemplary

4 Points

Coding is innovative and highly logical; uses a wide variety of codes (speed, turns, spins) to creatively represent environmental challenges and historical stops.

Proficient

3 Points

Coding is logical and functional; uses appropriate OzoCodes to simulate speed changes and stops at designated seasonal locations.

Developing

2 Points

Coding is partially functional; some codes may be placed incorrectly or the sequence does not always reflect the intended historical movement.

Beginning

1 Points

Coding is missing or non-functional; the bot cannot navigate the map or the codes have no relation to the seasonal story.

Criterion 2

Visual Data Representation (Mapping)

Integration of geographic features and cultural symbols into a data-rich map representation.

Exemplary

4 Points

Produces an outstanding map that blends technical accuracy with artistic 'Winter Count' symbols, creating a sophisticated visual story.

Proficient

3 Points

Map clearly represents the four stops and travel paths using appropriate symbols and labels to tell a coherent story of the data.

Developing

2 Points

Map shows emerging organization but may be missing key labels, symbols, or clear differentiation between geographic features.

Beginning

1 Points

Map is incomplete or disorganized; fails to represent the data of the seasonal round in a recognizable way.

Category 4

Communication & Community Engagement

Assesses the student's ability to communicate their learning and interact respectfully within a learning community.

Criterion 1

Oral Communication & Synthesis

Delivery of an oral report that synthesizes research, math, and coding in a logical sequence.

Exemplary

4 Points

Presentation is exceptionally engaging and articulate; information is synthesized seamlessly with the Ozobot simulation to provide a deep narrative experience.

Proficient

3 Points

Delivers a clear, well-organized oral report that explains the research, distance calculations, and coding choices in a logical order.

Developing

2 Points

Presentation is audible but lacks organization; ideas are presented in a disjointed sequence or key components (math/culture) are omitted.

Beginning

1 Points

Oral report is incomplete, difficult to hear, or lacks a logical sequence; fails to explain the connection between the map and the culture.

Criterion 2

Respectful Participation & Listening

Demonstration of respectful audience behaviors and engagement with peers' cultural knowledge.

Exemplary

4 Points

Exhibits leadership in the audience; provides insightful reflections on peers' work and demonstrates profound respect for all shared knowledge.

Proficient

3 Points

Participates as a respectful audience member; records clear evidence of learning from peers' presentations.

Developing

2 Points

Participates inconsistently; may need reminders to stay focused or provides only surface-level reflections on peers' work.

Beginning

1 Points

Struggles to remain a respectful audience member; provides no evidence of listening or learning from other presentations.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

After researching and coding the Niitsitapi seasonal round, how did using the Ozobot help you understand the long journey the Blackfoot people took each year?

Text

Required

Question 2

How much did measuring the curved paths with string and adding up the three-digit distances help you understand the scale of the Blackfoot seasonal round?

Scale

Required

Question 3

When you were coding your Ozobot and building your map, which skill was the most important for telling a respectful and accurate story?

Multiple choice

Required

Options

Using OzoCodes to show speed (Fast vs. Slow)

Measuring the paths and adding 3-digit numbers

Finding stories from the Glenbow Museum website

Speaking clearly and respectfully during the presentation

Question 4

If you were to share your map with a member of the Niitsitapi (Blackfoot) community, what is the most important thing you would want them to know about what you learned?

Text

Required