Subject: Social Studies Date: March 21 2019 Time: 10:35-11:45 Room: McNulty

Stage 1: Desired Results

GLOs: Students will: ​demonstrate an understanding and appreciation of how geography,
culture, language, heritage, economics and resources shape and change Canada’s
communities.
SLOs: 2.1.1: ​appreciate the diversity and vastness of Canada’s land and peoples.
2.1.3:​ Students will investigate the cultural and linguistic characteristics of an ​Acadian
community in Canada by exploring and reflecting upon the following questions for
inquiry: What are the cultural characteristics of the communities? How are the
communities strengthened by their stories, traditions and events of the past? How do
these communities connect with one another (e.g., cultural exchanges, languages,
traditions, music)? How do the cultural and linguistic characteristics of the communities
studied contribute to Canada’s identity?
2.1.2:​ Students will investigate the physical geography of an ​Inuit​ community in
Canada by exploring and reflecting the following questions for inquiry:
Where are the Inuit communities located in Canada? How are the geographic regions
different from where we live? What are the major geographical regions, landforms and
bodies of water in each community? What are the main differences in climate among
these communities? What geographic factors determined the establishment of each
community (e.g., soil, water and climate)? How does the physical geography of each
community shape its identity? What is daily life like for children in Inuit, Acadian and
prairie communities (e.g., recreation, school)? How does the vastness of Canada affect
how we connect to other Canadian communities?
Objectives By the end of the lesson, students will be able to:
Find and describe similarities and differences between Blackfoot and Mi’kmaq First
Nations.
Compare images of communities studied (Prairie/Saskatoon; Acadian/Meteghan) and
discuss some of what makes them unique.
Differentiate, with examples, between a Prairie, Acadian and Inuit community.
Develop inquiries about an Inuit community.
Show where a Prairie, Acadian and Inuit community are on a map of Canada.
 Subject: Social Studies Date: March 21 2019 Time: 10:35-11:45 Room: McNulty

Stage 2: Assessment Evidence

Formative Venn Diagram Summative none
Assessment Map of Canada Assessment
KQHLAQ chart

Stage 3: Learning Experience

Prior to Introduction to Mi’kmaq Resources Venn Diagram sheets
Lesson: First Nations to Bring: Maps of Canada

Time: Content/Description Notes/Assessments:

Introduction:
5 mins Review of last class
● Mi’kmaq- spring/summer on the shore, fall/winter
inland, tipis (smaller than Blackfoot), fishing,
hunting, pictographs.
Body:
15 mins Venn Diagram: begin with a discussion and brainstorm. Venn Diagram and
Students will then receive a Venn Diagram that they can Brainstorm
fill in with words or images.
● Remembering Blackfoot First Nations: moved
around, hunted buffalo, resourceful, tipis, lived all
together… ​(and other things students remember)
● Reviewing Mi’kmaq ​(intro of class)
● What are the differences between them?
○ Where they live, what they hunt, language
spoken
● What are similarities?
○ Move around according to weather,
hunting; live communally.
5 mins KWHLAQ- Meteghan: what have we learned? Questions KWHLAQ
remaining?
10 mins Introduce Iqualuit- show pictures.
● What do you notice? How is this place different
from Saskatoon? Meteghan? Where might it be?
Google Maps or Google Earth, show Iqualuit.
● KWHLAQ- what do you think you know? What do KWHLAQ
you want to know? How might we learn it?
5-10 mins Map of Canada-
Google Maps or Google Earth, show Iqualuit. Students Maps
will then go and fill in Iqualuit on their own maps.
● Colour the three provinces we’ve learned about (if
not coloured yet)
 Subject: Social Studies Date: March 21 2019 Time: 10:35-11:45 Room: McNulty

Closure:
5-10 mins Nunavut- our land
Nunavut Tourism videos
● What do you notice? What is different about this
area?
5-10 mins I is for Inuksuk
● Read and discuss book