Lesson Plan

Kyla Sacrey (PSI - Fall 2017)

Tuesday, November 14,

Grade & Subject Grade 2 Social Studies Date
2017
Topic Introduction to Communities in Canada Time 50 minutes to 1 hour

2.1 - Students will demonstrate an understanding and appreciation of how geography,

General Learner
culture, language, heritage, economics and resources shape and change Canadas
Outcome(s) communities.
2.1.1 - Students will appreciate the physical and human geography of the communities
studied
Specic Learner
2.1.2 - Students will investigate the physical geography of an Inuit, an Acadian, and a prairie
Outcome(s) community in Canada by exploring and reecting the following questions for inquiry:
Where are the Inuit, Acadian and prairie communities located in Canada? (LPP)

Skills and 2.S.3 - Students will demonstrate skills of geographic thinking:

Processes use a simple map to locate communities studied in Canada

Activity 1 - Students will match four cities (Edmonton, Iqaluit, Meteghan, and Saskatoon)
to their locations on a map of Canada.
Learning Objectives
Activity 2 - Students will begin to gain an understanding of First Nations, Metis, and Inuit
traditions and symbols.
Students will be assessed via whole class observation and on their responses in their
Assessment
workbooks.
Powerpoint / Smartboard
Social Studies workbook for each student
Materials
Peters Moccasins by Jan Truss
Mocassins

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1. I will ask the students to get their Social Studies notebooks and sit at their desks.

2. I will begin the lesson by asking students What do you think the word community
means?
I will record their responses on the smartboard.

3. I will then move to the next slide to dene community
Introduction
I will read the denition out loud and tell them that they can write the denition on the
(10 minutes) appropriate page in their notebook (which I will show them). I will note if some of the
students who provided responses in step #2 were on the right track.
I will ask them to write the denition, and put their hands on their head to let me
know when they are done.
Once all students are nished, I will ask them to put down their pencils because I am
going to read them the rst page of their notebook, which will introduce the activity
well be doing (a matching game).
Activity #1 - City Matching (20 minutes)

1. I will read the rst page of their work book (which has three childrens stories about the
communities that they live in). I will tell the students I want everyone to put their pencils
down because it is very important that you hear which cities were going to be learning
about because well have to match the cities to the map for our matching game."

2. After reading each childs blurb, I will ask students to repeat the name of the province or
territory as well as the city with me, while I indicate the location of the city on the map on
slide #4 of the powerpoint. This will ensure that students have some prior knowledge before
we move into the matching game.

3. Once I have read each childs story, I will tell the students to Make sure you are on the
page that you wrote the rst denition on, because we can ll in the names of each city as
we match them to the map.

Body (40 minutes)
4. Once all students are on the appropriate page, I will say, Im going to put a zoomed in
picture of the city on the smartboard and then all together were going to read the names of
each city, and then decide which city is the one on the map. Once we have read them out, I
will ask you which city you think it is.
I will ask the students if they have any questions about the activity before we start.
Once all questions are resolved, I will move to the next slide so that we can begin
identifying cities

5. I will ask the students Which city is this in Alberta? It is the capital of Alberta and the only
one that we didnt mention in the three stories. I will ask them to read each option with me:
Iqaluit, Edmonton, Meteghan, or Saskatoon. (this reinforces the pronunciation of the cities,
which is very important to geographical thinking)
Once we have read them all out, I will ask them, Yes or No. Do you think this is
Iqaluit (then Edmonton, etc.)? Once we have decided that we know which one it is,
I will tell the students that they can write in the citys name in the appropriate spot on
their page, and I will show them where the city is on my copy of their page.

2

I will tell the students to touch their nose this time to let me know when they are
done.

6. I will repeat step 5 for the other cities, ending with Iqaluit.

7. Once students have nished writing the names of each city, I will move to the next slide
and ask them to put up their hand to guess how long it would take to y to Iqaluit from
Claresholm.
I will record no-more than 3 answers and then I will tell them that the answer is
about 7 hours.
I will tell them they can ll in travel to Iqaluit on the next page.

8. I will show them the photo of the Nunavut ag, and tell them that The Inukshuk has a lot
of meaning for people in Iqaluit and Nunavut, especially the Inuit people, who are a First
Nations group who live all over Canada and in Nunavut. I will tell them that they can move
to the carpet so that we can read a book about some of the things that are important for
Inuit peoples.

Activity #2 - Introduction to First Nations, Metis, and Inuit Traditions (20 minutes)
1. I will have students move to the carpet so that we can read a story together.

2. I will ask students what they think the story Peters Moccasins will be about based on
the title and the cover page.

3. I will read the story out loud and ask the students how they think Peter felt and why
he may have felt that way. (Scared, embarrassed, etc.)
I will ask students how they think Peter felt once he knew another child in his
class also had moccasins
Proud
Relieved that no one laughed at him

4. I will ask students why they think that First Nations people used to make their clothing
and shoes out of animal hide
Keeps us warm
Animals have multiples uses for us (food and clothing)
First Nations people are always sure not to waste any part of the animal
You can even use bone for soup

5. I will tell students that even though Peter is Cree, the Inuit people, who live in the
north of Canada, also made moccasins, and we will be talking about them when we talk
more about Iqaluit in the coming week.

6. I will show students the moccasins that I brought from home. I will tell students:
There moccasins were made by an Inuit friend of mine
They are made from caribou hide and rabbit fur
The beading take a lot of attention, time, and patience

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1. Once students are back in their seats, I will ask students to put up their hand if they can
name one of the three communities (or cities) that we talked about today. I will tell them they
can look in their workbooks if they need a reminder.

Closure
2. I will put up the slide that denes community again. I will read it out loud to students. I will
(5-10 minutes) ask students if they can think of any other examples of a community. (expecting responses
like Claresholm or other cities.)
I will tell students that because a community is a group of people who share
something, their school, and even their classroom are communities