Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Iqaluit shelter/transportation/Inuksuk

Date

November 26, 2015

Subject/Gra
de Level

Social Studies Grade 2

Time
Duratio
n

60 minutes

Unit

Iqaluit-Dynamic Communities

Teacher

DeAndra Sullivan

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will demonstrate an understanding and appreciation of how geography,

culture language, heritage, economics and resources shape and change Canadas
communities.
2.1.1 appreciate the physical and human geography of the communities studied
-appreciate how a communitys physical geography shapes identity
-appreciate the diversity and vastness of Canadas land and peoples
2.1.2 investigate the physical geography of an Inuit community in Canada by exploring
and reflecting the following questions for inquiry:
What geographic factors determined the establishment of each community?

LEARNING OBJECTIVES
Students will identify Iqaluits past and present forms of shelter, modes of transportation,
and will identify Inuksuks.

ASSESSMENTS
Key Questions:

Products/Performan
ces:

What did the Inuit used to live in?

What do they live in now?
Why do you think this has changed?
How did the Inuit get around? In the past? And now?
Social studies booklet

LEARNING RESOURCES CONSULTED

Alberta Education Program of Studies
https://www.youtube.com/watch?v=D00-AWOtHD4

MATERIALS AND EQUIPMENT

Social Booklets Iqaluit

Inuksuk from Mrs. Cs room
Snowshoes
Deer hide
Notebooks: Iqaluit slideshow (for map
to review), Inuksuk, Iqaluit (Shelter &
Transportation)

PROCEDURE
Prior to lesson

Attention Grabber

Get Inuksuk from Mrs.Cs room

Set up Notebooks
Set up snowshoes and hide
Introduction
Review last weeks lesson and spend more time discussing map
of Canada and concept of city-territory/province-country.
Discuss how the land of Nunavut affected how people could get
around, etc.

Time
7 minutes

Today we are going to learn about the different types

of shelter or houses that the Inuit used to live in AND
what they live in today. We are going to do this by
looking at pictures and talking about how the weather
affected what they lived in.
We are also going to talk about Inuksuks. Does anyone
know what an Inuksuk is? We are going to be doing an
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

art project later on today that involves Inuksuks!!
Learning Activity
#1

Body
Discuss Iqaluit past and present shelter and
transportation
Notebook Iqaluit Shelter and Transportation
-Ask students questions to generate conversation and thinking.
-Why are we learning this? Why do you think this is
important to learn?
-Show snowshoes and hide-discuss how hide is made from skin,
that it is durable, long lasting, and COULD BE FOUND FROM
NATURE: NATURAL RESOURCES!!
-Discuss caribou
-What is a caribou?
-Why would the Inuit have made their houses out of caribou
skin? (natural resources were all the Inuit had)
-What else could you do with caribou skin tent if that was your
house? I want you to imagine you ran out of berries to pick and
you ate all of them.. what could you do with your house to help
you find more berries? (take it apart and move to a new
location)
-Engage in a class discussion to promote INQUIRY BASED
LEARNING
-Students may touch deer hide and snowshoes to feel their
texture and interact with the artifacts that I brought in
Does it feel soft?
Do you think this would be warm if you had a jacket made out
of it?
-Promote class discussion, student questions

Time

35
minutes

What do you think Inuit people get around in today?

Give prompts for snowmobiles, cars, etc.
What is the difference between snowshoes/dogsleds and
cars/snowmobiles? PROMPT student answers for motor/engine
answer- technology has changed. People have machines now,
they dont need to rely on resources as much
-Have students fill in words and pictures in their Social studies
Iqaluit booklets
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher questions and class discussions provide formative

assessment.
Thumbs up/thumbs down.
Teacher observation of student work in their social booklets.
Class discussion
Inuksuks
-Does anyone know what an Inuksuk is? What do you think it
could be
-Discuss Inuksuks with Inuksuk notebook/slideshow:
-part of Inuit culture
-on Inuit flag
-Imagine you are an Inuit person right now 100 years ago. You
dont have a car, or technology, or video games, or anything,
and you are walking away from your old camp and need to find
a new place to live where there is more food, fish, berries, and
more to hunt, etc. What would you think or do if you saw an
Inuksuk high up on that mountain over there, or over above the

Adapted from a template created by Dr. K. Roscoe

15
minutes

Lesson Plan Template ED 3501 (Version C)

water over there? PROMOTE CLASS DISCUSSION and
ENGAGEMENT.
=Inuksuks used for navigation, locating good hunting and
camping
locations. Used as a marker to HELP INUITS
-Inuksuks in Vancouver Where I had coffee every Sunday
morning! Special Inuksuk to me
-Miss Sullivans Inuksuks!! Show pictures of Inuksuk in my back
yard, on the beach, in the Kootenays that I made
-In Art we are going to do an Inuksuk Art Project! Show art
projects
Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Teacher questions and class discussion provide formative

assessment
Student questions and discussions
Closure
Review todays lesson:
Shelter past: Igloo, tent/tipi
Shelter now: houses

Time

Transportation past: snowshoe, dogsled

Transportation present: cars, planes?, snowmobile?
PLAY GAME (formative assessment)
Students can match the word to the picture on Notebookmemorization and interaction!
Take turns
Use hand pointer
I will choose the students. EVERYONE will get a turn!
*Students may continue to colour and label their pictures while
we are playing the matching/sorting game

3 minutes

Transition to next lesson: Art Project, get ready for art, etc.
Sponge
Activity/Activities

Students could draw their own Inuksuk on back of Social studies Iqaluit
booklet
What went well:

What did not go well:

Self/TA Evaluation:
What to improve on for next time:

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

My TA said:

Adapted from a template created by Dr. K. Roscoe