Social Lesson 6

Subject/Grade: Social Studies, Grade ½ (gr. 2 objectives) Lesson/Date: 6, Jan.
24 Time: 11:00am - 12:05pm
Stage 1: Desired Results

Lesson This lesson will focus on finally taking our trip to Iqaluit. Up to this lesson we have been doing
Overview: lots inquiry about Nunavut and Iqaluit such as: discovering where Nunavut is located on a
map, learning about what Iqaluit looks like, discovering why there are hardly any roads,
different forms of transportation used, what the different seasons and climate look like, What
clothing we should pack for the climate, hours of daylight, different activities to do in Iqaluit,
where we should stay in Iqaluit, and lastly about the Nunavut flag and the symbolism behind
the various elements.
Now that we know quite a bit about Iqaluit, including planning how to get there, where we are
staying, and what to pack, we are ready to take our trip. Students’ have been quite excited
about this and know that sometime this week we will “travel” there without leaving the
classroom. In this lesson, we will be making our own passports for our trip, getting our
boarding passes stamped, boarding the plane and taking our flight, and then writing and
drawing the first thing we plan on doing once we get to Iqaluit. We will have a class discussion
about some of the things we plan to do once we get there. This will incorporate ELA and we
will be working on our First, Next, and Last writing strategy.
GOs: GLO: 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.
ORGANIZING IDEA
Writing: Ideas and information can be articulated accurately and imaginatively through the use of
writing processes and an understanding of the author’s craft.
GUIDING QUESTION
How can writing processes and techniques improve expression?
LEARNING OUTCOME
Students create and enhance ideas and information by applying a variety of writing processes.
SOs: SLO: 2.1.1: Students will 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
-
SLO: 2.1.2: Students will 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 geographical regions, landforms, and bodies of water in each
community?
Subject/Grade: Social Studies, Grade ½ (gr. 2 objectives) Lesson/Date: 6, Jan. 24 Time: 11:00am - 12:05pm
- 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 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?
KNOWLEDGE
Creative thinking includes
● using imagination
● combining materials or ideas in different ways
● making adaptations based on feedback
Writing can support creative expression of ideas through organization and word choice.
Creative ideas for expression can be inspired by a variety of personal experiences.
Creative ideas can be enhanced by adding language related to the senses (sensory language).
UNDERSTANDING
Creative thinking can influence expression of thoughts and emotions.
SKILLS & PROCEDURES

Collect ideas that are inspired by a variety of experiences.
Apply creative thinking to create or adapt representations of messages.
Express ideas and information through a variety of written forms.
Include adjectives and adverbs to add interest and detail to writing.
Include sensory language to enhance ideas in creative writing.
Use punctuation to enhance written messages.
Learning
Objectives Students will:
● Recall various facts and points from previous lessons about Iqaluit
● Create their own passport for our trip
● Brainstorm ideas about activities we can do once we reach Iqaluit
● Demonstrate their understanding through writing and drawing about what they will do once
we get off the plane.
Stage 2: Assessment Evidence

Formative Students’ participation in activities Summative N/A in this lesson
Assessment and discussions will help assess their Assessment
understanding.
Students’ levels of engagement will

demonstrate understanding.
Students’ work on writing about

Iqaluit will help me assess their
understanding.
Stage 3: Learning Experience

Prior to - Ensure all materials are Resources: Passport slides template. Free PowerPoint template
& Google Slides theme - SlidesMania
Lesson: printed and ready to go.
- Ensure slides are prepared and https://www.youtube.com/watch?v=_Q_R8Uihclg
ready. https://earth.google.com/web/
data=MkEKPwo9CiExZlVTcG81VFdtSUNHLS1nRTM
tNHNieUdQT1kwbzRlTFkSFgoUMEQ1NzA2REFGM
TI2NkM2RUQwNDMgAQ
landing in Iqaluit Nunavut Canada
Time: Content/Description Differentiation/

Assessments:
Introduction:
11:00 - Review of Previous Concepts/New Learning: Students’

11:10 responses and
Students’ will line up outside the classroom prior to the lesson and be given a participation in
boarding pass. discussion will
- I will stamp students’ boarding passes one at a time as they come into help me assess
the classroom and they will find their seats. what they
remember and
I will explain that today is finally the day we are going to Iqaluit! have taken
- Review questions once we’re “on” the plane away from other
- Where is Iqaluit? lessons.
- Where are we staying?
- What did we pack?
- What are some activities we can do once we get there?
- Why can’t we drive or take a boat?
- Will it be dark there based on the hours of daylight?
After a brief review session we will prepare for take off.
Transition
Students will stay at their desks for the next part of the lesson.
Body:
11:10 - Learning Activity 1:

11:35
I will play the video in our slides.
- During particular parts of the video I can pause

- For example - have students’ put on their “seatbelts”
- We can pretend the plane is bumpy when we are taking off
Once we are in the air in the video I will pause the video.
I will explain that while we are in the air we need to prepare our passports
because we can’t get off the plane without our passports.
- I will flip to the passport slide
- Explain that everyone needs to make their own passport and that they
cannot get off the plane in Iqaluit if they do not complete it
- Students’ will need to fill in their name, date of birth, birthplace,
nationality, date of issue, draw a picture of themselves, and have a
signature. I will go through each one and write anything that students’
may need help with on the board.
- I will explain that students’ will get their pencils and colours and then
wait at their desks. I will choose one student who is listening well to help
me hand out the passports.
- I will also set a timer for the passports (15 min). Once students’ are done
they can get up to come show me.
- If students’ are done early they can colour different parts of their
passport like the map or the front.
Transition
Once the timer is up, students’ can leave their passports at their spots and come
meet me in front of the board.
11:35 - Learning Activity 2:

12:05
Once students’ are at the board, I will play the rest of the video.
I can ask some questions after about what we may have seen out the window
when we were landing in the video.
After the video, together we will brainstorm some ideas of the first thing we will
do once we get off the plane.
- First, we might go to the hotel, next we may go somewhere else etc.
- This is the framework we will use for writing later.
- I will record student ideas on the slide
Afterwards, I will explain that now that we have so many different ideas of what
we can do, we are going to write a story about it. Students’ can work with
partners to talk about ideas, but everyone must complete their own. Explain that
if we are working with partners we need to be mindful of our volume and if we
get too loud we will no longer work with partners.
- Ask students’ how we usually do our writing (first, next, last)
- We will write a story and draw a picture of what we are doing once we
get off the plane.
- When students’ believe they are done they will come show me.
- When students’ are done they can continue colouring their passport or
students can read.
Consolidation:
Review of Key Concepts/Point to Next Class:
In the next class we will be continuing our work with Iqaluit by looking at some
of the geography.

Social Lesson 6

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Subject/Grade: Social Studies, Grade ½ (gr. 2 objectives) Lesson/Date: 6, Jan.

24 Time: 11:00am - 12:05pm

Stage 1: Desired Results

- What are the main differences in climate among these communities?

SKILLS & PROCEDURES

Stage 2: Assessment Evidence

Students’ levels of engagement will

Students’ work on writing about

Stage 3: Learning Experience

landing in Iqaluit Nunavut Canada

Time: Content/Description Differentiation/

11:00 - Review of Previous Concepts/New Learning: Students’

After a brief review session we will prepare for take off.

11:10 - Learning Activity 1:

- During particular parts of the video I can pause

11:35 - Learning Activity 2:

Review of Key Concepts/Point to Next Class:

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