Teacher: Jaylene Reitsema

School:
Grade & Subject: Grade 2 Social
Topic: Saskatoon
Number of Classes: 6 - 61 minute classes & 3 - 31 minute classes
Saskatoon
1.
Overview
Grade 2 students will investigate life in three diverse communities within
Canada. Based on their understanding of their own communities, students
will explore characteristics of selected rural and urban communities in
Canada: an Inuit community, a prairie community and an Acadian
community. They will apply their understanding of various aspects that
define communities, such as geography, culture, language, heritage,
economics and resources, in their investigation of how communities are
connected. Students will discover how people live in each of these
communities and will reflect upon the vastness of Canada and the diversity
of Canadian communities.
(https://education.alberta.ca/media/159711/elemsci.pdf)
2. Rationale
Grade 2 students will develop a process for identifying characteristics of
communities within Canada. They will inquire into the defining characteristics
of a variety of communities in Canada to foster an appreciation of what
makes a community and of each community's contributions to Canada as a
nation. Through these explorations, students will develop an appreciation of
and respect for the vastness of Canada and the diversity of Canadian
communities. (https://education.alberta.ca/media/159711/elemsci.pdf)
3.

Resources/Materials
a. Resources
- Alberta Education Program of Studies: Science
(https://education.alberta.ca/media/159711/elemsci.pdf)

4.
Learning Outcomes
2.1: Canada's Dynamic Communities
Students will demonstrate an understanding and appreciation of how
geography, culture, language, heritage, economics and resources shape and
change Canada's communities.
2.1.1 - appreciate the physical and human geography of the communities
studied:
appreciate how a community's physical geography shapes identity
appreciate the diversity and vastness of Canada's land and peoples
value oral history and stories as ways to learn about the land
acknowledge, explore and respect historic sites and monuments
demonstrate care and concern for the environment
2.1.2 - investigate the physical geography of an Inuit, an Acadian, and a

Teacher
School
Grade & Subject
Topic
Number of Days

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

prairie community in Canada by exploring and reflecting the following

questions for inquiry:
Where are the Inuit, Acadian and prairie communities located in
Canada?
How are the geographic regions different from where we live?
What are the major geographical regions, landforms and bodies of
water in each community?
What are the main differences in climate among these communities?
What geographic factors determined the establishment of each
community (e.g., soil, water and climate)?
How does the physical geography of each community shape its
identity?
What is daily life like for children in Inuit, Acadian and prairie
communities (e.g., recreation, school)?
How does the vastness of Canada affect how we connect to other
Canadian communities?
2.1.3 - investigate the cultural and linguistic characteristics of an Inuit, an
Acadian and a prairie community in Canada by exploring and reflecting upon
the following questions for inquiry:
What are the cultural characteristics of the communities (e.g., special
symbols, landmarks, languages spoken, shared stories or traditions,
monuments, schools, churches)?
What are the traditions and celebrations in the communities that
connect the people to the past and to each other?
How are the communities strengthened by their stories, traditions and
events of the past?
What are the linguistic roots and practices in the communities?
What individuals and groups contributed to the development of the
communities?
How do these communities connect with one another (e.g., cultural
exchanges, languages, traditions, music)?
How do the cultural and linguistic characteristics of the communities
studied contribute to Canada's identity?
2.1.4 - investigate the economic characteristics of communities in Canada
by exploring and reflecting upon the following questions for inquiry:
What kinds of natural resources exist in the communities (e.g., fishing,
agriculture, mining)?
What are the occupations in each of the communities?
What kinds of goods and services are available in the communities?
What impact does industry have on the communities (i.e., agriculture,
manufacturing)?
Page 2 of 12

Teacher
School
Grade & Subject
Topic
Number of Days

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

5. Learning Activities and Instructional Strategies

Feb. 9
SLO
2.1.1 - appreciate the physical and human geography of the communities
studied:
appreciate how a community's physical geography shapes identity
appreciate the diversity and vastness of Canada's land and peoples
2.1.2 - investigate the physical geography of an Inuit, an Acadian, and a
prairie community in Canada by exploring and reflecting the following
questions for inquiry:
Where are the Inuit, Acadian and prairie communities located in
Canada?
How are the geographic regions different from where we live?
What are the major geographical regions, landforms and bodies of
water in each community?
What are the main differences in climate among these communities?
Lesson
- Introduction
o Show video of Saskatoon (http://viewpure.com/WAOsSzCecKQ?
start=0&end=0)
Students should watch for similarities and differences
between Coaldale and Saskatoon
o Use the map to take students from Coaldale to Saskatoon
Get directions, use street view, look around Saskatoon
- About Saskatoon
o Students use a Venn diagram to compare and contrast what they
know about Saskatoon and Coaldale. This is done as a class, give
students the information and ask them what Coaldale is like. Use
information in their text Looking at Places. Include
Population (222,190 29 times larger than Coaldale)
Location
Region
Geography
Climate
Introduce suburban, urban, and rural
Industry
Occupations
- Consolidation of Learning
o What do students find interesting about Saskatoon so far?
Compare Saskatoon to Lethbridge, is it bigger?
Page 3 of 12

Teacher
School
Grade & Subject
Topic
Number of Days

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

o As we explore Saskatoon, we will always be thinking back to

what Coaldale is like and how the communities compare and
contrast
Feb. 10 - Computers
SLO
2.1.1 - appreciate the physical and human geography of the communities
studied:
appreciate how a community's physical geography shapes identity
appreciate the diversity and vastness of Canada's land and peoples
2.1.2 - investigate the physical geography of an Inuit, an Acadian, and a
prairie community in Canada by exploring and reflecting the following
questions for inquiry:
Where are the Inuit, Acadian and prairie communities located in
Canada?
How are the geographic regions different from where we live?
What are the major geographical regions, landforms and bodies of
water in each community?
What are the main differences in climate among these communities?
2.1.3 - investigate the cultural and linguistic characteristics of an Inuit, an
Acadian and a prairie community in Canada by exploring and reflecting upon
the following questions for inquiry:
What are the cultural characteristics of the communities (e.g., special
symbols, landmarks, languages spoken, shared stories or traditions,
monuments, schools, churches)?
What are the linguistic roots and practices in the communities?
What individuals and groups contributed to the development of the
communities?
2.1.4 - investigate the economic characteristics of communities in Canada by
exploring and reflecting upon the following questions for inquiry:
What kinds of natural resources exist in the communities (e.g., fishing,
agriculture, mining)?
Lesson
- Introduction & Review
o Where is Saskatoon? How does it compare with Coaldale?
- Computer Class Web Quest
o Students will use my Weebly site (available at
jreitsema.weebly.com) to access Grade 2 Resources and then
follow the link to Saskatoon (a website designed by Black Gold
Regional Schools) to learn about Saskatoon. Using the links at
the top of the page, students can navigate to different
information to fill in information about Saskatoon.
Page 4 of 12

Teacher
School
Grade & Subject
Topic
Number of Days

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

o Students who struggle to read and write will be grouped together

so that I can read the information to them. They can orally give
me an answer and then I will show them where to write it.
o When students have finished page one of the hand out, they may
play math or L.A. games on their computers.
- Consolidation of Learning
o What was interesting about Saskatoon? What is something that is
the same in Coaldale and Saskatoon? What is something that is
different?
Feb. 12
SLO
2.1.3 - investigate the cultural and linguistic characteristics of an Inuit, an
Acadian and a prairie community in Canada by exploring and reflecting upon
the following questions for inquiry:
What are the cultural characteristics of the communities (e.g., special
symbols, landmarks, languages spoken, shared stories or traditions,
monuments, schools, churches)?
Lesson
- Introduction & Review
o What did students discover about Saskatoon during the previous
class? Was finding the information difficult?
o Sometimes its hard to find information in informational text.
o Going to look at how to find information.
- Activity How to read informational text
o Provide students with a hard copy of Traditions in Saskatoon and
the handout they began in previous class.
o Put the Traditions handout up on the whiteboard. Read a
paragraph with students and ask them to find the important
word. What is the paragraph about?
o When students are able to find the information, allow them to
read the rest of the page and fill in the information throughout.
- Consolidation of Learning
o What are some of the traditions in Saskatoon?
o What do you need to keep in mind when reading informational
text?
Feb. 23
SLO
2.1.1 - appreciate the physical and human geography of the communities
studied:
appreciate how a community's physical geography shapes identity
appreciate the diversity and vastness of Canada's land and peoples
demonstrate care and concern for the environment
Page 5 of 12

Teacher
School
Grade & Subject
Topic
Number of Days

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

2.1.2 - investigate the physical geography of an Inuit, an Acadian, and a

prairie community in Canada by exploring and reflecting the following
questions for inquiry:
What geographic factors determined the establishment of each
community (e.g., soil, water and climate)?
How does the physical geography of each community shape its
identity?
What is daily life like for children in Inuit, Acadian and prairie
communities (e.g., recreation, school)?
How does the vastness of Canada affect how we connect to other
Canadian communities?
Lesson
- Introduction & Review
o What community are we studying?
o Where is it located?
o Is it suburban, urban, or rural?
- Investigation
o Using the text book, Looking at Places read pages 28-31 with
students
Who were the first people to settle in Saskatoon?
Why do you think the Aboriginal peoples lived where the
creek met the river?
How would the Aboriginal people have travelled?
Why did the European settlers come to Saskatoon?
When did European settlers arrive in Saskatoon
How did Chief Whitecap help the first settlers?
o Using the text book, Looking at Places read pages 40-41
How would you feel about living in Saskatoon?
How is daily life the same or different then here in
Coaldale?
How are we able to connect with other Canadian
communities?
Feb. 24 Computers
SLO
2.1.3 - investigate the cultural and linguistic characteristics of an Inuit, an
Acadian and a prairie community in Canada by exploring and reflecting upon
the following questions for inquiry:
What are the cultural characteristics of the communities (e.g., special
symbols, landmarks, languages spoken, shared stories or traditions,
monuments, schools, churches)?

Page 6 of 12

Teacher
School
Grade & Subject
Topic
Number of Days

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

What are the traditions and celebrations in the communities that

connect the people to the past and to each other?
How are the communities strengthened by their stories, traditions and
events of the past?
What are the linguistic roots and practices in the communities?
What individuals and groups contributed to the development of the
communities?
Lesson
- Introduction & Review
o Where is Saskatoon?
o What is something different about Saskatoon compared with
Coaldale?
o What is something that is the same?
o What is one culture group of Saskatoon?
- Computer Class
o Direct students to jreitsema.weebly.com and to follow the links to
Saskatoon (students should be familiar with this).
o Students use the Festivals and Celebrations tab to find out
information about the festivals and celebrations in Saskatoon
and fill in on their handouts
o When students have all the information, they may begin creating
a brochure about Saskatoon (template has been shared with
them on Google Docs)
Feb. 26
SLO
2.1.4 - investigate the economic characteristics of communities in Canada by
exploring and reflecting upon the following questions for inquiry:
What are the occupations in each of the communities?
What kinds of goods and services are available in the communities?
What impact does industry have on the communities (i.e., agriculture,
manufacturing)?
Lesson
- Introduction & Review
o What is a culture found in Saskatoon?
o What is the main language in Saskatoon?
o What are some of the natural resources in Saskatoon?
- Working
o Read textbook Looking at Work pages 12-13, 22-23, 27, 36-37,
and 42-43
o Discuss the natural resources and make a list of the jobs that
these resources would create
Page 7 of 12

Teacher
School
Grade & Subject
Topic
Number of Days

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

o What goods and services would be available in Saskatoon?

Are there more or less than Coaldale?
o What are the main industries in Saskatoon?
How do they impact the community?
o Students make a web of Saskatoon and list the natural resources,
goods, services, and industries
- Consolidation of Learning
o What are some of the natural resources, goods, services, and
industries in Saskatoon? How does that compare with Coaldale?
Mar. 1
SLO
2.1.3 - investigate the cultural and linguistic characteristics of an Inuit, an
Acadian and a prairie community in Canada by exploring and reflecting upon
the following questions for inquiry:
What are the cultural characteristics of the communities (e.g., special
symbols, landmarks, languages spoken, shared stories or traditions,
monuments, schools, churches)?
What are the traditions and celebrations in the communities that
connect the people to the past and to each other?
How are the communities strengthened by their stories, traditions and
events of the past?
What are the linguistic roots and practices in the communities?
What individuals and groups contributed to the development of the
communities?
How do these communities connect with one another (e.g., cultural
exchanges, languages, traditions, music)?
How do the cultural and linguistic characteristics of the communities
studied contribute to Canada's identity?
Lesson
- Introduction & Review
o What is a main culture in Saskatoon?
o What are some things this culture is known for?
- Looking at Culture
o Show students video of Ukrainian dancing
(http://viewpure.com/kQlJ6hWhqdY?start=0&end=0)
Look at the colours of the costumes, the moves, and listen
to the music
How could Ukrainian dancing connect Saskatoons past
with its present?
- Consolidation of Learning
o How does Ukrainian dancing help make Canada what it is?
Page 8 of 12

Teacher
School
Grade & Subject
Topic
Number of Days

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

o What are some other cultures you know of?

Mar. 2 Computers
SLO all
Lesson
- Introduction & Review
o Review the brochure students will be working on
- Computers
o Students will use the information in the textbooks, online, and in
the notes they have taken to fill in information about Saskatoon
on a brochure template. They will also use images they find to
illustrate the brochure
- Consolidation of Learning
o We will have more time next class to finish this.
Mar. 3 Computers
SLO all
Lesson
- Introduction & Review
o Review the brochure students will be working on
- Computers
o Students will use the information in the text books, online, and in
the notes they have taken to fill in information about Saskatoon
on a brochure template. They will also use images they find to
illustrate the brochure
- Consolidation of Learning
o We have spent some time looking carefully at Saskatoon.
Tomorrow we are going to carefully compare what we know about
Saskatoon with what we know about Coaldale.
Mar. 4
SLO all
Lesson
- Review
o Review all students know about Saskatoon and compare it to
Coaldale
o Students complete a Venn diagram comparing the two places
6.

Extension Enrichment/Special Considerations/Differentiated Instruction

-

Differing forms of recording will be used to aid those who struggle with
writing.

7.
Connections to Other Areas of Curriculum
Reading and writing connect to language arts
Page 9 of 12

Teacher
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Number of Days

8.

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

Assessment and Evaluation Plan

a. Assessments

Learning
Outcomes

Title

Travel Agent
Research
Form

Travel
Brochure

Type
(Formative/
Summative)

2.1: Canada's Dynamic Communities

Students will demonstrate an
understanding and appreciation of
how geography, culture, language,
heritage, economics and resources
shape and change Canada's
communities.
2.1.1 - appreciate the physical and
human geography of the
communities studied:

appreciate how a
community's physical
geography shapes identity

appreciate the diversity and

vastness of Canada's land
and peoples

value oral history and stories

as ways to learn about the
land

acknowledge, explore and

respect historic sites and
monuments

demonstrate care and

concern for the environment
2.1.2 - investigate the physical
geography of an Inuit, an Acadian,
and a prairie community in Canada
by exploring and reflecting the
following questions for inquiry:

Where are the Inuit, Acadian

and prairie communities
located in Canada?

How are the geographic

regions different from where
we live?

What are the major

geographical regions,
landforms and bodies of
water in each community?

What are the main

differences in climate among
these communities?

What geographic factors

determined the
establishment of each
community (e.g., soil, water
and climate)?

How does the physical

geography of each

Page 10 of 12

Teacher
School
Grade & Subject
Topic
Number of Days
community shape its
identity?

What is daily life like for

children in Inuit, Acadian and
prairie communities (e.g.,
recreation, school)?

How does the vastness of

Canada affect how we
connect to other Canadian
communities?
2.1.3 - investigate the cultural and
linguistic characteristics of an Inuit,
an Acadian and a prairie community
in Canada by exploring and reflecting
upon the following questions for
inquiry:

What are the cultural

characteristics of the
communities (e.g., special
symbols, landmarks,
languages spoken, shared
stories or traditions,
monuments, schools,
churches)?

What are the traditions and

celebrations in the
communities that connect
the people to the past and to
each other?

How are the communities

strengthened by their
stories, traditions and events
of the past?

What are the linguistic roots

and practices in the
communities?

What individuals and groups

contributed to the
development of the
communities?

How do these communities

connect with one another
(e.g., cultural exchanges,
languages, traditions,
music)?

How do the cultural and

linguistic characteristics of
the communities studied
contribute to Canada's
identity?
2.1.4 - investigate the economic
characteristics of communities in
Canada by exploring and reflecting
upon the following questions for
inquiry:

What kinds of natural

resources exist in the
communities (e.g., fishing,
agriculture, mining)?

What are the occupations in

each of the communities?

What kinds of goods and

services are available in the

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

Page 11 of 12

Teacher
School
Grade & Subject
Topic
Number of Days

Jaylene Reitsema
Grade 2 Social
Saskatoon
7 61 Minute and 3 31 Minute Classes

communities
What impact does industry
have on the communities
(i.e., agriculture,
manufacturing)?

b. Assessment Tool Overview

Assessm
ent Tool
Travel Agent
Research
Form

Travel
Brochure

Brief Description
Students will go online and
use the provided links to
find out information about
Saskatoon
Students will use the
information they have
collected online and through
class discussions to create a
travel brochure about
Saskatoon

Assessme
nt FOR
Learning

Assessme
nt AS
Learning

Assessme
nt OF
Learning

Page 12 of 12