Documente Academic
Documente Profesional
Documente Cultură
Title/Focus
Date
November 25th
December 9th, 2014 (2
weeks)
Subject/Gra
de Level
Time
Duratio
n
Unit
Teacher
5.1- Students will demonstrate an understanding and appreciation of how the physical
geography and natural resources of Canada affect the quality of life of all Canadians.
5.1.1 - Value Canadas physical geography and natural environment
Appreciate the variety and abundance of natural resources in Canada (ER, LPP)
Appreciate how the land sustains communities and the diverse ways that
people have of living with the land (GC, LPP)
How do landforms, bodies of water and natural resources affect the quality of
life in Canada? (LPP)
What are the differences and similarities among the geographical regions of
Canada? (LPP)
How is the geographical region they live in different from other regions of
Canada? (LPP)
LEARNING OBJECTIVES
Students will:
5.S.1 develop skills of critical thinking and creative thinking:
generate original ideas and strategies in situations of individual and group activities
determine when a decision needs to be made in dealing with problems and issues
collaborate with others to apply strategies for decision making and problem solving
use data gathered from a variety of electronic sources to address identified problems
retrieve data from available storage devices, such as a shared folder, to which a group has
contributed
5.S.7 apply the research process:
draw and support conclusions, based on information gathered, to answer a research question
access and retrieve appropriate information from the Internet by using a specific search path
or from given uniform resource locators (URLs)
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Configure students into 6 groups and assign each group a letter A through
F (use their table groups). Have the laptops available for the class. Have the
Smart board ready to go.
Introduction
Grade 5s, what are Homesteaders? Where did they come
from? Why did they come here?
Time
4 Minutes
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Day 1
Body
1. Introduce the scenario to students. (5 minutes)
2. With an their small group of three, students brainstorm key
words that describe what it must have been like for families
to have to start their lives from scratch What factors
would pioneers need to consider when starting a new
life in a new land? (5 minutes)
1 Minute
Time
60
Minutes
minutes)
Teacher Notes:
Assessments/
Differentiation
Get students to pick their region letter out of a hat. Once they
know their family name, let them announce it to the class. Read
the steps one by one on the main homestead page. Have the
students repeat this back to make sure they understand the
task at hand.
It may be helpful to have students take notes on the
characteristics they notice about their region. That way, they
have a hard copy of information to refer to during the next task.
Learning Activity
#2
DAY 2
60
Minutes
ICT Connections:
Use iPads for brainstorming
o If students complete brainstorming electronically,
they may be less likely to lose it.
ICT Extension: Students can create a list of keywords to
assist their internet research.
Learning Activity
#3
120
Minutes
Day 3 & 4
#1 Build Criteria for Presentation Together with their
small group of 3, students brainstorm ideas for the question:
What makes a great presentation that shows our
pioneer lifestyle? Student groups share ideas as a class
Teacher records ideas on the board. As a class, narrow ideas
down into ESSENTIAL elements of a great presentation.
Teacher transcribes the list onto a class poster and/or student
handout so that they may use the criteria as a self-assessment
checklist.
NOTE: Tailor presentation criteria to coverage of
Program of Studies learner outcomes. Criteria can then
be used to create a rubric for assessment.
ASSESSMENT SUGGESTION: Students should be
marked INDIVIDUALLY based on their personal
contribution to the survival plan/presentation. E.g., Sally
was responsible for making decisions about food and
water sources, and also completes that part of the
presentation. Sallys mark should not be affected by her
peers contributions to the presentation.
(two
classes
periods)
Formative:
Summative:
Consolidation of
Learning- Day 5
Time
60
Minutes