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Unit Plan Interior Plains Grade 5

UNIT: Interior Plains Region TIME FRAME: 4 weeks TEACHER:


Melissa Kujundzic
Unit Summary and Rationale:
This social unit fosters students who are informed and
engaged in exploring the unique and dynamic relationship that
humans have with the land, places, and environment. While
studying the Interior Region of Canada students will gain a better
understanding for the impact physical geography has on social,
political, environmental, and economic organizations of societies.
The students will appreciate the influence of the natural
environment on the growth and development of Canada and
recognize how an understanding of Canadian history and the
stories of its peoples contribute to their sense of identity.
We will look at the culture and community in the Interior
Plains Region of Canada. This will allow students to identify shared
or different values by looking at the beliefs, traditions and
languages of others.
Students will explore economics and resources of the
Interior Plains region. They will understand how access to different
resources and the effects of economy have on the quality of life.
This unit will aim to foster critical thinking, creative thinking,
historical thinking, geographical, decision-making and problem
solving, and metacognition.
Unit SLOs:
Values and Attitudes
5.1.1.2 Appreciate the diversity of geographic phenomena in
Canada. (LPP)

Knowledge and Understanding


5.1.2.2 How do landforms, bodies of water, and natural resources
affect the quality of life in Canada? (LPP)
5.1.2.6 What are the factors which determine climate in the
diverse regions of Canada (e.g., latitude, water, mountains)? (LPP)
5.2.1.2 Acknowledge oral traditions, narratives, and stories as
valid sources of knowledge about the land and diverse Aboriginal
cultures and history. (CC, I, TCC)
5.2.1.3 Acknowledge the roots of Francophone identity and
presence in Canada. (CC, I, TCC)
5.1.2.2 How do landforms, bodies of water, and natural resources
affect the quality of life in Canada? (LPP)
5.2.2.1 What do the stories of First Nations, Mtis, and Inuit
peoples tell us about their beliefs regarding the relationship
between people and the land? (I, CC, TCC)
5.2.2.2 How are the Aboriginal cultures and ways of life unique in
each of the western, northern, central, and eastern regions of
Canada? (I, CC, TCC)
5.2.2.5 In what ways do anthropology and archeology contribute
to our understanding of First Nations, Mtis, and Inuit peoples?
(CC, LPP, TCC)
Skills and Processes
5.S.2.1 Use photographs and interviews to make meaning of
historical information.
5.S.7.3 Draw and support conclusions based on information
gathered to answer a research question.
5.S.7.7 Navigate within a document, compact disc, or other
software program that contains links.
5.S.8.4 Create visual images for particular audiences and

purposes.
5.S.7.9 Organize information, using tools such as databases,
spreadsheets, or electronic webbing.
5.S.8.1 Select appropriate forms of delivery of written and oral
information, taking particular audiences and purposes into
consideration.
Essential Questions:

Big Ideas:

How did the physical geography


of this region shape its history?

LPPThis chapter examines the


impact of geography and climate
on the Interior Plains. The
students will understand how the
varied land formations and
weather extremes have influenced
peoples way of life.

How did settlers change the


region?
Would a new immigrant to the
Interior Plains feel a connection
to the area as an Aboriginal
person or the descendant of a fur
trader might? Why or why not?
How might their identity with the
land be different or the same, or
both?
How can people such as the
Mtis have a shared identity
even though they are diverse?
How can Francophones in
Canada have a shared identity
even though they are diverse?
Do you think everyone in the
Interior Plains viewed the coming
of the railway as positive?
Place yourself in the position of
one of the parties involved in the
treaties (e.g., First Nations,
politician, railway builder,

I,TCCThis chapter focuses on


the historical growth and
development of the Interior
Plains. Multiple perspectives of
historical events woven into story
and song by First Nations peoples
and European immigrants enable
the students to understand the
relationship of the past to the
present, providing a sense of
identity.

settler). How do you think the


treaties are advantageous to
you? Are there any
disadvantages?
Consider all the groups you
studied in this chapter. What
aspects of identity do you share
with each of them? What might
be different?
Learning Tasks:
Reading Tasks
Paired reading
photo walk
listen and read along
Jigsaw
Writing Tasks
Foldable
Notes graphic organizer
Fill in the blank notes
work independently to answer
the questions
Poem
Postcard
Discussion Tasks
Inquiring Minds
Think pair share
Continuum Activity
Think pair share
Language/Vocabulary Tasks
listen and visualize
Vocabulary Flap Foldable

Key Terms / Vocabulary:

Skills:
5.S.2.1 Use photographs and
interviews to make meaning of
historical information.
5.S.7.3 Draw and support
conclusions based on
information gathered to
answer a research question.
5.S.7.7 Navigate within a
document, compact disc, or
other software program that
contains links.
5.S.8.4 Create visual images
for particular audiences and
purposes.
5.S.7.9 Organize information,
using tools such as databases,
spreadsheets, or electronic
webbing.
5.S.8.1 Select appropriate
forms of delivery of written and
oral information, taking
particular audiences and
purposes into consideration.

Drought
Bison
Identity
Cree
Sisksika
Pikani
Kainai
Ambassadors
Missionary
Metis
Cavalry
Highlands
Red River Colony
Scrip
Treaty
Homestead
Irrigation
Potash
Assessments:
Formative assessment:
Not all assignments will be marked but to ensure students are completing
quality work and understanding the curriculum, some will be taken in.

Summative Assessment:
Foldable Information Holder, quiz, postcard, as well as a poem If you are
not from The Interior Plains.
Projects 50%
Assignments 25%
Quiz 25%
Learning

Resources / Text Selections: The Formation of

Activities:
1. Prior
Knowledg
e
2. Mapping
the region
3. Landforms
4. Climate/
Natural
Resources
5. Foldable
notes
Industry
and
People
6. Open
book quiz
7. Treaties
8. Settlers
9. Postcard

Albertas Physical Geography:


<http://webacc.fsd38.ab.ca/schools/Gibson/milz/
alberta_geo/form ation.htm>
Alberta, Naturally: Natural Regions of Alberta:
<http://www.abheritage.ca/abnature/map.htm>
Alberta, Naturally: The Climate of Alberta:
<http://www.abheritage.ca/abnature/environmen
tal/climate.htm>
Prairie Ecozone:
<http://www.ccea.org/ecozones/pr/overview.html
>
Human Activities in the Prairie Ecozone:
<http://www.ccea.org/ecozones/pr/human.html>
Discovery Education

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