Lesson Title/Focus Class #: Inuit People and Traditional Clothing Course Social grade 2

PROGRAM OF STUDY OUTCOMES

● GLO: Students will demonstrate an understanding and appreciation of how geography, culture, language,
heritage, economics and resources shape and change Canada’s communities.
● 2.1.2: investigate the physician geography of an Inuit, an Acadian, and prairie community in Canada by
exploring and reflecting.

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Contribute to the 8-section trifold with words or drawings.
2. Use knowledge of Inuit clothing material to draw, color and write about Inuit Kamiks and Anoraks.

MATERIALS AND EQUIPMENT

● Trifold Poster
● Cut cue cards and masking tape for adding to the trifold
● Pictures of Anorak and Kamik – Smart Board
● Arctic Clothing worksheet
● Pencils, erasers and pencil crayons

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Built up knowledge of the past couple lessons for things we’ve been doing and exploring related to Iqaluit.
● Having pictures of Anoraks and Kamiks ready to show to students as examples of what we are drawing.

PROCEDURE

Introduction Time

● Have students come and sit at the green carpet

At carpet
● Today we are going to be talking more about Inuit people in the Canadian North
and looking at some traditional Inuit clothing and their ‘fashion’ (hook) Kids up and
● Have all the students grab their social duotangs, pencils, eraser and place them moving
at their table spots then meet back at the green carpet.
● Ask: Do we remember who the Inuit people are? (indigenous group of Iqaluit, 5 min Back at Carpet

like the Blackfoot here in Lethbridge) 2:25-2:30

● Today we will be talking about what they wear and then we are going to be
drawing those clothes!
1. Here show the students the worksheet with the spaces for drawing each
part.
 Body Time

Transition Time 1. Have the students move to their table spots and pull up
Kids moving to
the photos of the Anorak and Kamiks on the Smart table spots. Me
Board. going to
2 min computer to pull
2:30-2:32 up pictures

Worksheet completion
1. Explain to the students that they will be drawing the
jacket in the first box and then drawing the boots in the
second box below. All the students at
their table spots.
2. Show students pics of Anorak (Jacket) and Kamiks
Me at the front of
(boots) the classroom.
a. Inuit-Anorak.png
b. L2D36361002754818103538.jpg
 Explain that they are both made of seal skin, with 12 min
caribou fur. 2:32-2:44
 Anorak also made of caribou skin. They are made
of seal skin because seal skin is good at keeping the
water out.
3. Give the students about 10 minutes to work on these
pictures, drawing and writing. As they are doing this, I
can draw along with them on the whiteboard pictures of
the two items to get a different drawing visual for the
students. I can then walk around and help the students
who may need help with the drawing or understanding.

Transition Time
1. Have the students clean up their social duotangs (put 3 min Kids putting
them back in their green bins), pencils, pencil crayons 2:44-2:47 away their
and table spots, then meet back at the carpet. stuff/cleaning. Me
at carpet

Conclusion Time

● At the green carpet bring out the trifold and tell the kids that we are now going to be
adding to the trifold. Review and talk about the things that we have done up to this point: At carpet

Iqaluit and the Arctic, the Venn diagram for differences and similarities and symbols, the 8 mins
flags and their symbols, as well as the Inuit people and their clothing. 2:47-2:55
● Now they have had multiple classes and exposure to different types of things and words
that they can think of to add to the poster board.
● I will check around with students or help them with ideas for their word/drawing.
 ○ Once a student has an idea or a drawing/written idea done, come check-in with
me to see if it can go on the poster board and where it would go. Here the kids can be
■ For this, some (or many) students may have the same idea or drawing. anywhere in the room to
This is good because they are all learning the same stuff, but hopefully think of and write their
there are different things on there. idea.
● Give the students 3 minutes to think of an idea, get it written down or drawn and come
check with me to put it on! Once they are done and put their piece on trifold, sit at carpet.

Assessment

● Continuous progress of things being added to the tri fold poster board (there should be a lot of the same ideas and
drawings here).
● Drawings and written piece about Inuit clothing in their social duotangs.

Reflection: