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Lesson Plan Template ED3501GHI Curriculum Overview Lesson

Teache Miss. Shostak


Lesson
Social Studies: Lesson 1 & 2 r:
Title/Focus
Date:

GENERAL LEARNING OUTCOMES


Social Studies
5.2 Students will demonstrate an understanding of the people and the stories of Canada and their
ways of life over time, and appreciate the diversity of Canadas heritage

Art
Component 10 (i) PURPOSE 1: students will record or document activities, people and discoveries
Component 10 (ii) SUBJECT MATTER: Students will develop themes with emphasis on global
awareness based on
E. People

SPECIFIC LEARNER OUTCOMES


Social Studies
5.2.6 examine critically the ways of life immigrant from the British Isles during the Great Migration
by exploring and reflecting up on the following exploring:
What do stories of Irish and Scottish immigrants tell us about their heritage and presence in
Canada?
5.2.9 examine critically how Europeans immigrant shaped ways of life in western Canada by
exploring and reflecting upon the following questions and issues:
How were European immigrants affected by pressures to conform to western Canada.

LEARNING OBJECTIVES
1. Students will understand immigration
2. Students will build knowledge on why European immigrants decided to settle in Western
Canada
ASSESSMENTS
Observations: Class discussion and questioning
KeyQuestions: Whatcanstoriestellusabouthistory?
Whatisimmigration?
WhywereEuropeansimmigratingtoCanada?
HowwereEuropeansinfluencedtomovetotheWestofCanada?
Products/Performances: Classdiscussion
ExitSlip
Poster
LEARNINGRESOURCESCONSULTED MATERIALSANDEQUIPMENT
AlbertaProgramofStudies TeacherResources:
Google CanadaSpotlight:CatherineOHareSchubert
PosterSlideShow(Prezi)
Props
CanadianSpotlight
PROCEDURE
Introduction Time
AttentionGrabber Whatcanstoriestellusabouthistory?
Whatisimmigration?Whatisanimmigrant? 3 mins
Isimmigrationstillhappeningtoday?Howdoyouknow
TransitiontoBody Learningaboutdifferentstories
Body Time
LearningActivity#1 CanadianSpotlight: 5 mins
WewillbelearningaboutdifferentfamousCanadianthatimmigratedhere
fromEuropeandhowtheymadealastingimpressiononCanadianHistory
Adapted from a template created by Dr. K. Roscoe 1
Lesson Plan Template ED3501GHI Curriculum Overview Lesson
CatherineOHare:Slideshow
Assessments/ Formative:Arestudentsengagedandparticipating?Arestudentsgraspingthe
Differentiation conceptofimmigration?
LearningActivity#2 WhydidEuropeansimmigratetotheWest?
o YouareaEuropeanandyourlifeishard.Youdonthave
o WhywouldimmigrantswanttomovetoWesternCanada?
Callonastudenttobeavolunteer:
o Farmer:YouareanoldFarmer.Youhaveonlyafewacresinyour
tinyfarminEurope.Youdonthaveverymuchmoneytoprovide
foryourfamily.Youareabletofarmon160acresoflandin
WesternCanada.Areyougoingtomove?
o Minor:Youareaminorworkingveryhardandlonghoursin
Europeanminesright?Yourbackmustbesosore?Wellin
WesternCanadacoalispracticallyfallingoffthewalls.Youcan
minecoalsomucheasierandthereismorepotentialforyoutobe
aminemanager.DoyouwanttomovetoCanada?
o Otherreasonsareoil,hopesofabetterlife,goldrush,escaping 20 mins
oppression
o Thiswastheimmigrationboom.
HowwasWesternCanadaadvertised?(Whatdoesadvertisedmean?)
o GothroughthepostersofMovingWest
o Whatdotheseimagesmean?Whatweretheposterstryingtodo?
Whywouldtheyincludetheseparticularsayings/pictures?
o Whywouldthisposterbeconvincing?
Howwerethesepostersnotparticularlytellingthetruth?
o Discusshowimmigrantswereunawareofthedifficultiesthat
therewereinCanada?Whatwouldthesebe?Brainstorm.
o Talkingabouthowthefarmlandwassometimesnotfertilefarm
landandminingisdangerousandhardwork
AssessmentDifferentiation Formative:Arestudentsengagedandparticipating?Arestudentsgraspingthe
conceptofimmigration?
LearningActivity#3 ExitSlip:
Nameareasonwhyimmigrantswouldimmigratetothewest?Explain.
3 mins
NEXTCLASSPERIOD
Assessments/
Formative:Dostudentsunderstandwhyimmigrantswouldmovetothewest?
Differentiation
LearningActivity#4 Poster:
StudentswillbemakingtheirownCometotheWestPoster
Itmustbecreative,bold,colourful,appropriate,andconvincing.
40 mins
WeareadvertisingtheWesttoEuropeanimmigrantssoyourpostermust
beconvincingenoughforpeopletoleavetheirlivestheyknowtomoveto
aforeignplace.
Assessments/Differentiatio Formative:Arestudentsengagedandparticipating?Dostudentsunderstand
n whyimmigrantswouldmovetothewest?
Summative:Arestudentsabletomakeaposterthatisappropriateand
convincingtoadvertisethewesttopotentialEuropeanimmigrants?
Cliffhanger/Closure Time
Assessment of Closure:
Learning: Students will be handing in their posters for summative
assessment. Would you move to the west if you were living in
2 mins
Europe? Why? Next class we will play a game showing the
potential hardships immigrants went through once they moved
West.
Transition: Students will put their things away, hand in their posters, and
take their agendas out.

Adapted from a template created by Dr. K. Roscoe 2


Lesson Plan Template ED3501GHI Curriculum Overview Lesson
Rationale
How does this individual
lesson scaffold learning
opportunities for
students? Students have been learning about Canadian immigration in Upper and
What assumptions does Lower Canada. They have learned about the different difficulties of being
this lesson make about a Canadian during this time. Students will now expand their knowledge to
what students already immigration moving west. Students will then discuss Confederation and
know?
In what ways is this how this affected Canadian history.
lesson connected to the
next lesson?

Adapted from a template created by Dr. K. Roscoe 3

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