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Unit Plan Presentation

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Nicole Sunde

on 1 March 2017

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Transcript of Unit Plan Presentation

Canadian Communities
Grade Two: Social Studies
Essential QUESTION:
How does geography influence the resources and people in Inuit, Acadian and prairie communities across Canada?
Respectful of perspectives different from their own.
THE IDEAL
CITIZEN

These traits of ideal citizen are skills we hope to develop over the course of this unit.
Established sense of self-identity
Uses historical events to formulate views on the present and understand the world.
Understands the role of an active citizen in society.
The Big Idea:


Ability to articulate ideas
Nicole Sunde, Megan Whitmore and Paula Kuzmic
Students will understand and appreciate how Canadian communities can be very different from one another in regards to resources and geography. Students will discover how people live within Inuit, Acadian and Prairie communities and their place in Canada.
Enduring Understandings:

Be able to understand and describe the differences (geographic, occupations, resource based and stereotypes) among Acadian, Inuit and Prairie communities and in what way the people in these communities are affected.
Understand how to identify different geographic regions.
Develop an understanding of how resources impact the environment.
Lesson Overviews:
Introduction to Communities
Children's Literature
Geographical Thinking
PROJECT-BASED LEARNING
WHAT IS A COMMUNITY?
Intro:

Main Activities:

create a mind-map as a class from previous knowledge about communities
will answer the questions:
what is a community?
what communities are you a part of?
Students will bring artifacts from home that represent their own "community" or "home". These artifacts will be shared with the class.
Closing Activity:
Students will brainstorm ideas and add them to a new mind-map about what ALL COMMUNITIES HAVE...
this will lead into our next lesson, using children's literature where students will learn about Inuit, Acadian and Prairie Communities.
LEARNING ABOUT GEOGRAPHY
Introduction:
Intro:
Three artifacts (one from Arcadian, Inuit, and Prairie communities) will be passed around the class as a discussion about these communities takes place between the teacher and the students.
Main Activity:
In groups, students will read a book about one of the three communities (Acadian, Inuit, Prairie) and fill out a booklet with questions. Students will then present the information gathered from their books and present/teach the class.
Closing:
Student's will revisit the artifacts from the beginning of the course and discuss their meaning using their new knowledge. Student's will then fill out an exit slip that asks students to write down one thing they remember from a presentation that wasn't their own.
General Outcome:
Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change Canada’s communities.
2.1
Specific Outcomes covered by the lessons we'll talk about today:
2.S.3
develop skills of geographic thinking:
2.1.2:
Students will investigate the physical geography of an Inuit, an Acadian, and a prairie community in Canada by exploring and reflecting.
2.S.1:
Develop skills of critical thinking and creative thinking
Main Activities:
Closing Activity:
Additional Resources and Lessons:
Aurasma with youTube videos
Field Trip to Leduc Energy Centre
Royal Alberta Museum EduKits

Hook:
Students will watch a Youtube video on
Google Earth VR
which will show them the possibilities for learning that are provided with the technology.
Students will also be given time to explore
the site on their own.
Freely explore areas that interest them,
Explore Canada, students will be organizing the
Information gathered will be presented in some sort of note-taker (any format the students choose)
Explore the Maritime Region, the Prairies, as well as the arctic to become more familiarized with the geography of these different regions.
Look at specific communities (Inuit, Acadian and Prairie)
these will be given to students a list

A whole-class discussion will wrap up this activity. Students will talk about any interesting findings or information that they learned.
2.S.8
demonstrate skills of oral, written and visual literacy:
community, they will include geographic details, natural resource sources, home structure, types of infrastructure, size of the communities, and other elements that may be important to the lives of people here (ie. churches or community centers).

https://www.google.ca/search?q=project+based+learning&espv=2&biw=1334&bih=706&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjG1e6yl7TSAhVJ4mMKHR-bCdwQ_AUIBigB#imgrc=4O6sxuM6bAvCGM:
https://www.google.ca/search?q=project+based+learning&espv=2&biw=1334&bih=706&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjG1e6yl7TSAhVJ4mMKHR-bCdwQ_AUIBigB#tbm=isch&q=class+discussion&*&imgrc=NuEh7oAn3vFI2M:
Questions??
https://www.google.ca/search?q=project+based+learning&espv=2&biw=1334&bih=706&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjG1e6yl7TSAhVJ4mMKHR-bCdwQ_AUIBigB#tbm=isch&q=question&*&imgrc=0n1lVATMpf8XGM:
https://www.google.ca/search?q=project+based+learning&espv=2&biw=1334&bih=706&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjG1e6yl7TSAhVJ4mMKHR-bCdwQ_AUIBigB#tbm=isch&q=big+idea&*&imgrc=wtAm8j0cBW_dUM:
Introductory Lesson:
Children's Literature:
Geographical Thinking:
Assessment:
This activity will be formatively assessed. Notes will be made on the conversations students have with their partners and the type of information they pull from the resource.
Over the course of the entire unit students will be working in small groups to create a model of one of one of the communities studied (Acadian, Inuit and Prairie). They will do research to learn more about their specific
Each lesson in this unit will help give students knowledge and skills that can be used in the creation of their projects.
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