Lesson Plans for the Cradleboard
Initiative
On Deadfall Traps
4/8/2015
Megan Edwards and Rachelle Young
Dead Fall Trapping: Performance Task
Author: Megan Edwards and
Rachelle Young
Time Duration: 3 Days
Grade: 5
Overview of Lesson: Purpose
and brief summary
Outcomes (or part of the
outcomes) and Indicators:
Class: Science
The purpose of this lesson is to provide the students with the information
about how force and man-made machines impact individuals,
communities, and the environment. This lesson will incorporate First
Nations ways of knowing about traditional deadfall traps and how they
use contact and non-contact forces to trap the animal. By the time this
lesson is taught, the students should understand FM 5.1 and 5.3, and are
able to reflect on this knowledge while learning about deadfall traps.
The students will be informed that they are biologists and they are in
charge of trapping animals using the deadfall trap method. They will
watch an informational video from a First Nation’s knowledge keeper on
the traditional teachings behind the deadfall traps. They will then be
invited to try completing a deadfall trap, and record the data that they
have found. This lesson will take three days to complete in its entirety,
as it encompasses many different aspects of the curriculum.
FM5.1: Analyze the effects of gravitational, magnetic, and
mechanical forces, including friction, on the movement of objects.
[CP, SI]
a Differentiate between examples of contact (e.g., wind, push, and
pull) and non-contact (e.g., magnetic and gravitational) forces in
their daily lives.
c. Explain and diagram, using force arrows to represent the relative
strength and direction of a force, how contact and non-contact
forces affect the movement of objects.
d. Collaboratively design and carry out an experiment to determine
the effects of changing the amount of force applied to an object
on the movement of the object.
h. Pose questions to investigate the effects of friction on stationary
and moving objects, and identify variables (e.g., surface
material, texture, mass, angle of ramp, and orientation of object)
that may be relevant to the investigation.
j. Collect and display quantitative data related to forces and motion
using tables, charts, diagrams, and line graphs.
n. Draw conclusions about the relationship between contact and
non-contact forces on the movement of objects.
FM5.3: Assess how natural and man-made forces and simple
machines affect individuals, society, and the environment.
a. Provide examples of simple and complex machines used at home,
in school, and throughout their community.
b. Compare technologies developed and/or used by various cultures,
past and present, which represent applications of simple machines.
i. Research the use of inclined planes and other simple machines
used to construct structures such as pyramids, Stonehenge, Easter
Island moai, tipis, inukshuks, and totem poles.
j. Examine the types of tasks in the community that have been and
are being currently accomplished using wedges (e.g., shim, splitting
maul, knife, axe, and chisel).
Specific criteria that would
demonstrate achievement of
the outcomes - what students
need to know and be able to
do:
Students will be able to create a diagram of the deadfall trap with force
arrows to illustrate the movement and direction of the fall. The students
will collect qualitative and quantitative data through their experiment
observations. The students will also recognize that the deadfall trap is a
simple machine that has been used in the past/present to make life easier
and better for the people and animals involved.
Assessment: What tools or
products would help you
know if the student knows or
can do the outcome using the
criteria that you identified?
(How will you gather evidence
of student achievement in
those areas?)
The observation sheet will be used to document the students’
understanding of force and their performance of the deadfall trap
experiment.
Activities and Procedures:
Day 1: Introduction to Deadfall Traps (60 minutes)
BEFORE( engaging
activities):
 How will I introduce
and prepare my students
for the focus or key idea
of the lesson?
 What background do I
need to build?
 What is the purpose and
focus of this lesson?
Before
Introduction: (20 minutes).
Instruct the students that they are going to be trappers who are on a
mission to document the success rate of deadfall traps. Inform them that
they heard about the deadfall trap being used traditionally and want to
see how affective they are. Then tell them that a First Nation’s
knowledge keeper has recorded a video to explain the procedure and use
of the deadfall trap. At this time, play Barry Linklater’s video on
deadfall traps.
DURING (exploring
activities)
 How will I explicitly
During (10 minutes)
Inform them that they will be experimenting as trappers beginning on
day 2 of the lesson. As the teacher, demonstrate how the deadfall traps
work. Discuss what happens when the release/bait stick is moved.

teach, explain, or model
the skills and strategies
that students need to
use?
How will I provide the
time and opportunity for
students to practice and
apply these skills and
strategies?
After
Graph Deadfall Traps (30 minutes)
With students working in groups, inform them that architects and
engineers must first draft their model before they construct it. Therefore,
the students must draw a diagram and use force arrows to document
what forces are causing the movement in the deadfall trap.
Day 2: Performing the Deadfall Trap Experiment (60 minutes)
Before:
Play Comic Video of Deadfall Traps (10 minutes)
This will refresh the students on how to create a deadfall trap. It will
also add comic relief so that they do not stress about it not working
perfectly the first time they try it.
AFTER (consolidating and
extending activities)
During
Performance Task (15 minutes)
The students will be reminded that they are working as trappers and
testing the simple machine of the deadfall trap. Instruct them that they
will need to produce data about the success of the deadfall trap to
accompany any claims they might have.
Allow students to work in groups to collaborate on the different weights
the deadfall trap can use. Walk around and assist when needed.
After (45 minutes)
Once students have built their deadfall traps, they will use the
observation sheet to document their data.
Day 3: Debrief (30 minutes)
Debrief (30 minutes)
During the debrief, have students share their findings and observations.
Have the students share their stories about what worked and did not
work. Address any misconceptions that might arise from this discussion.
Provide feedback if it is available.
Differentiation (i.e.
adaptations of content,
resources, assignment etc.)
By grouping students, it will allow the struggling students to work with
stronger students to provide additional support and will serve as an
extension for those who need a challenge.

Resources/Materials:

The Cradleboard Initiative Background Activity (Linklater,
Harms, and Neufeld)
The Cradleboard Initiative Dead Fall Trap Video (Linklater,
Harms, and Neufeld)
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The Cradleboard Initiative Comedic Dead Fall Trap Video
(Edwards and Young)
Graph paper
Pencils
Play-dough
3 boards per group
3 sticks per group
Scale to measure the weight
Meter stick
String
Tape