Subject/Grade: Social Studies Gr.

5 Lesson/Date: The Canadian Shield – 1 Time: 1:15-2:45

Room: 15 Date: Dec. 5th, 2019

Stage 1: Desired Results

GLEs: Students will: 5.1.2 examine, critically, the physical geography of Canada by exploring and reflecting
upon the following questions and issues, 5.1.3 analyze how people in Canada interact with the
environment by exploring and reflecting upon the following questions and issues, 5.2.1 appreciate the
complexity of identity in the Canadian context, 5.S.8 demonstrate skills of oral, written and visual
literacy
SLEs: Students will:
- 5.1.2.4 What are the differences and similarities among the geographical regions of Canada?
- 5.1.3.1 In what ways do natural resources and the physical geography of a region determine the
establishment of communities?
- 5.2.1.2 acknowledge oral traditions, narratives and stories as valid sources of knowledge about the
land and diverse Aboriginal cultures and history
- 5.S.8.7 communicate effectively through appropriate forms, such as speeches, reports and
multimedia presentations, applying information technologies that serve particular audiences and
purposes
Learning Students will:
Objectives - Relate the Canadian Shield to Southern Alberta through their research and reading poems from
Innu children
- Compare the way First Nations established communities based on resources and geography and
the way Europeans have in the Canadian Shield
- Describe the Canadian Shield, its history and presently, in a project of their choice

Stage 2: Assessment Evidence

Formative o Discussion before, and after reading our book Summative ‘poster project’ (in a
Assessment o Observation of their project creations Assessment format they choose)

Stage 3: Learning Experience

Prior to Have been learning about the Resources “Mingan: my village” poems by Innu
Lesson: Canadian Shield to Bring: Schoolchildren
Time: Content/Description Notes/Assessments:
30 min Introduction:
1) Continuing with the Canadian Shield, trying to finish up our projects! Make responsible
2) Get students to move to the carpet, “when I say go” push in chairs, choices
quietly walk to the carpet and pick a spot where you are comfortable and
can pay attention.
3) Read to them “Mingan: my village” poems by Innu Schoolchildren,
before reading share that the Innu people are first nations living in the Have honest
Canadian Shield, Mingan is a reserve in Quebec at the opening if the St. conversations about
Lawrence River, they speak their own Innu language and French there the student’s
so the book has been translated to English for us to hear their stories. questions and
4) As we read listen for the things that tell us about their daily life, maybe comments,
what animals they have, activities they do, the people that are encouraging them to
important to them, and what you relate to. find similarities and
5) After reading ask students what they noticed, drawing attention to the understand the
animals, mentions of the environment, climate, family members and historical contexts
activities. Are their similarities to own home? Differences? that set the scene of
6) Innu people at one point were nomadic: they moved from place to place current First
based on the seasons, and where they could hunt and find food. But now Nation’s realities
they live in towns and villages like we do.
Subject/Grade: Social Studies Gr. 5 Lesson/Date: The Canadian Shield – 1 Time: 1:15-2:45
Room: 15 Date: Dec. 5th, 2019
7) We can connect the way First Nations people used to live where the
resources were (rivers, animals, plants) to the conversations we’ve had
about Europeans setting up their communities where the resources they
relied upon were (rivers, mining, logging), in similar yet different ways.
8) We can include some of this in our projects about the Canadian Shield,
how many First Nations were once nomadic living off the land as tight
knit communities, now they are confined to reservations and the villages
within but the environment, animals and family are still vital to their
communities. As well as the imagery of their environment which can
bring life to our projects on the Canadian Shield.
5 min
Body:
9) Have students put away any chairs or pillows they were using and grab
5 min laptops, quietly and calmly “when I say go”, and then sit back at their
desks
35 min 10) Remind them what their page looks like and go over the rubric to be Help students as
clear about what their projects should be like. they need or if
11) The rest of the time will be a work period, to finish any notes on the someone is off track
Canadian Shield and complete their projects.
15 min
Closure:
12) Put away textbooks, duo tangs, and laptops
13) go to the right side of the room if you want to share something similar
between the Canadian Shield and Southern Alberta, go to the left side of
the classroom if you want to share something different between the two
places in Canada. Talk as a group and decide on two things to share per
group.
14) After sharing students may go get their snacks before recess
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
2. Specific strengths of the lesson plan and delivery:
3. Specific weaknesses in the lesson plan and delivery:
4. What must be addressed to improve this plan:
5. How I have grown from this teaching experience: