Mini Unit Plan

3 CONSECUTIVE LESSON PLANS

Carrie Bishop, Janae Haslam, Sydney Vickers

November 2, 2018
 Janae Haslam
Carrie Bishop
Sydney Vickers
C&I Mini Unit Plan Assignment

Overview:

The purpose of our three mini plans was to cover specific learning objectives (SLO’s) in the

Social Studies Program of Study for Grade 2 (Education Alberta, 2005). The SLO’s we focused on

were SLO 2.1.2 (investigate the physical geography of an Inuit community) and SLO 2.1.3

(investigate the physical geography of an Inuit community). We created our learning objectives from

key points in the SLO’s focusing on the capital city of Nunavut, Iqaluit). Our first lesson plan focused

on geography and climate, our second lesson plan focused on daily life and history, and our third

lesson plan was based on culture and traditions. Our main goal of our learning objectives was to build

our lesson plans around these objectives to ensure we were meeting the key points in our SLO’s.

We had to make a few assumptions for these lesson plans. The first assumption is that these

lesson plans built off of previous classes where we did similar discussions about Lethbridge, AB and

Meteghan, NS. The other assumption we made when developing our summative assessment is that

we had other lessons in which we covered the main points in the specific learning objectives (SLO)

2.1.2 and 2.1.3.

We aimed to keep our teaching strategies simple, informative and interactive for a grade 2

learning level. We incorporated a variety teaching strategies into our lessons: videos, class

discussions, partner-work, question-answer, literature, direct instruction, and game-based

learning. We wanted to use a variety of teaching strategies to keep the students engaged during class.

We ensured our strategies would accommodate different learning styles among students. For

example, we had used videos for visual learners, we used a storybook for visual and auditory learners,
 Janae Haslam
Carrie Bishop
Sydney Vickers
we used partner and group work for peer support, and class discussion for those who struggle with

reading and writing.

We used formative assessments during our three mini lesson plans to ensure the

students were meeting our learning objectives. For example, in lesson plan one we have multiple

class discussions and discussions with partners so as a teacher we can grasp who is struggling with the

concepts and who has learned the material and are meeting the learning objectives. We also have

worksheets created for lessons one and two for another assessment tool to assess our learning

objectives on climate and daily life, respectively.

Rationale:

Our lesson plans were created with the students in mind. As previously mentioned, we

wanted to ensure we had a variety of teaching strategies aimed toward grade two students. We

minimized the amount of reading and writing they had to do independently in order to have

construct validity in our assessments. Our summative assignment was created so that students could

have a choice in modality and group work, to accommodate all type of learners. The summative

assessment was also created so that we could get a final assessment (on top of all our formative

assessments) to ensure that the students had learned lots about Iqaluit to meet the SLO

requirements.
 Janae Haslam
Carrie Bishop
Sydney Vickers

Lesson Plan Day 1

Grade/Subject: Grade 2 Social Studies Unit: Canada’s Dynamic Communities
Duration: 30 Minutes

DESIRED RESULTS

General Students will demonstrate an understanding and appreciation of how geography,

Outcome(s) culture, language, heritage, economics and resources shape and change Canada's
communities.

Specific 2.1.2:
Outcome(s)  What are the major geographical regions, landforms and bodies of water in each community?
 What are the main differences in climate among these communities?
Benchmark Skill:
 create and use a simple map to locate communities studied in the world

Learning Students will describe the geographical layout of the Inuit community Iqaluit.
Objective 1

Learning Students compare the climate of the Inuit community Iqaluit with the climate in
Objective 2 their community.

Learning Students will use a map to locate Iqaluit.

Objective 3

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Education (2005). Social Studies Grade 2. Retrieved from
http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=564423#549845
Resource #2: Education Canada. (2005). Many Voices: Alberta Social Studies Many Voices Grade 2. Pg. 39-
76
Resource #3: Education Canada (2005). Many Voices: Communities in Canada - Looking at Places. Grade
2. Pg. 10

MATERIALS/ EQUIPMENT/ GYM SET UP

 Janae Haslam
Carrie Bishop
Sydney Vickers
 Class in assigned desk/tables during instruction and then can move around during poster project
 Large Map of Canada without City Names displayed on Smart Board
 Smart Board Pens
 11x14 sheets of paper with vertical line down the Middle
 Precut Circles enough for 8 for eachr pair of students

PROCEDURE

Introduction (7 min.):

Formative & Summative

Lesson Plan Details: Assessments:

 Hand Clap Pattern (TA, TA, TI, TI, TI) to get attention: Greet Assessment
class Formative Assessment 1A -
 Review Agenda: Observe students’ speculation
o Map Review to where Iqaluit is located and
o Video & Discussion what techniques or past
o Poster Project knowledge they use to choose a
o Closure Talk location for Iqaluit.
(Learning Objective 3)
 Introduction to Iqaluit:
o “Today we are going to learn about a place called
Iqaluit. Who has ever heard of Iqaluit”?
o Display a large map of Canada without City names on Smart
Board.
o “I need 5 helpers. Don’t come up until I tell you to.” Draw 5
random students using popsicle sticks.
o Call each of the 5 helpers one-by-one to come put a dot on
the Smart Board where they think Iqaluit is
located. Students must give a short explanation of their
choice.
o 5 More students are drawn at random and told this time
which territory Iqaluit is located (Nunavut)
o Knowing the territory each of these 5 Students will draw a
dot on the Smart Board (Map) of where they think Iqaluit is
located once again explaining their choice.
o Identify the correct location of Iqaluit
 Ask the following inference questions for students:
o What do you think the land in and around Iqaluit looks like Formative Assessment 1B-
(Flat, hilly, mountainous)? Observe students answers to
o What do you think the ground is made out of? (Rocks, sand, inference questions and their
marshy etc.) reasoning for those answers to
o What about water sources? (rivers, lakes, bays, oceans?) identify inference abilities and
 Summary of Introduction past knowledge.
o We have now guessed the following facts about Iqaluit’s (Learning Objective 1)
geography. (Write all the hypotheses on the board
 Janae Haslam
Carrie Bishop
Sydney Vickers
Body (20 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner Considerations: Transitions

 TRANSITION: Hand Clap Pattern to get attention Assessment

o Introduce Video - “I am going to show you a short youtube Formative Assessment 1C:
video about Iqaluit. While you watch the video, think about During short discussion,
what the land, water, and weather look like in Iqaluit. We observe student’s ability to
will discuss after the movie” identify the landforms and
 0-2 Minutes Students watch short video of Iqaluit: bodies of water in and around
https://www.youtube.com/watch?v=AQ_zirn6opg Iqaluit.
 TRANSITION: Hand Clap Pattern to get attention Observe student’s ability to
 2-8 Minutes Short discussion on what students saw for geography in video. compare previous inferences of
o What are the major landforms and sources of water? ocean/bay, Iqaluit geography to current
tundra, river? (Little trees, rocky, bay of water) knowledge
o What are some landforms that surprised you about Iqaluit? (Learning Objective 1)
o Was there anything about Iqaluit’s geography that you already
knew or guessed? Why?
 Short discussion on what students think the Climate is like in Iqaluit.
o “What is Climate?”
 Weather patterns over time
o “What is the climate in Lethbridge?”
 4 Seasons, dry, windy, -30 to +35 degrees Celsius
o “How many seasons do you think Iqaluit has and why?”(2 seasons)
 Using the Looking at Places book have students discuss
with elbow partner what they see about the seasons in
Iqaluit.
 Talk about the dark in the winter and the sun all summer
long.
 TRANSITION: Hand Clap Pattern to get attention
 Introduce Seasons Poster Project (12 minutes):
o “You are going to compare the climate of Lethbridge with Iqaluit
for this project.”
o “I am going to show you an example of how I want this to
look. Instead of using Iqaluit I am going to show you the last unit Formative Assessment 2A &
we did on Meteghan”. 2B- Formatively assess
o (Use Teacher’s resource 1 in lesson plan to draw diagram on illustrations of seasons solely
whiteboard) Draw on the whiteboard a table with 2 columns. Label based on knowledge of the
column 1 as Lethbridge and column 2 as Meteghan (a previously climates (not on artistic
reviewed unit). Draw 4 circles under lethbridge to represent the 4 ability) See resource after
climates in Lethbridge.
lesson plan to understand what
Draw 4 circles under Meteghan to show the 4 climates.
See resource for temps and illustrate with sun, wind, rain, etc.
information students should
o “I want you to listen very carefully to my instructions and repeat it include in poster)
back to me.” (Learning objective 2)
 You will be working with your elbow partner
 One person from each group needs to come get 1 piece of
construction paper from the back table
 The other group member will get 8 pre-made circles from
my front desk.
 Each group needs to pull out crayons and glue.
 Ready set go
o Student get 1 Minutes to start on project and can have extra time at
the end of the day if they are not finished.

 TRANSITION: Hand Clap Pattern to get attention:

 Janae Haslam
Carrie Bishop
Sydney Vickers
o Instruct students to clean up resources (glue, crayons) and
come sit on carpet when they are ready.

Closure ( 3_min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next Lesson

 Wrap - up: Use popsicle sticks to randomly select students for wrap- Assessment
up questions. Formative Assessment 1D
o “What did you learn today that surprised you about Iqaluit?” - During short discussion
o “Would you like to live in Iqaluit? Why or why not” observe students ability to recall
o “Is there anything else that you would like to learn about information on Iqaluit’s
Iqaluit before you decided if you wanted to live there?” geography and climate. (See
o “Today we learned that the geography of Iqaluit is rocky and questions in Lesson section to
the climate has 2 seasons. It is very cold in the winter and ask students) (Learning objective 1
very little sunlight. It is sunny all summer (hardly any & 2)
darkness) and it feels like our springtime.”
o “Tomorrow we are going to learn about history and the way
of life in Iqaluit”.

Sponge Exercise

 Have students draw picture of what they think Iqaluit would look like
 If movie doesn’t work use “Many voices” resources (see above) to have students look at pictures and
discuss with their elbow partner what they find about Iqaluit’s landforms.
 Janae Haslam
Carrie Bishop
Sydney Vickers

FORMATIVE ASSESSMENTS LESSON PLAN 1

FORMATIVE ASSESSMENT 1A - 1D - Classroom discussions throughout the lesson

 See specific questions in the lesson plan details to lead discussion with students.

 Use either popsicle sticks (no-hands-up rule) or partner discussion techniques to properly assess students’

knowledge (Method is distinguished in lesson plan details)

1A

 Formatively assessing students’ inference techniques and map reading: In the program of studies for

grade 2 social studies, one of the benchmark skills students need to develop is an ability to use a simple

map to locate communities studied.

o Follow Lesson plan details and questions to ensure that students are providing reasons for their

inference of where Iqaluit is located.

1B

 Formatively assess students’ previous knowledge of Iqaluit: The purpose of this formative discussion is

to assess how much the students already know about the geography and climate of Iqaluit. The students’

answers will guide how to teach the geography and climate portion of this lesson plan. For example, do we

need to go in depth because the students’ knowledge is limited or do we need to treat the lesson as more of

a review. Is there a student who has been to Iqaluit and can share a first-hand experience? (It is assumed

that students should have limited knowledge of Iqaluit)

1C

 Formatively assess if students listened during the video and their ability to compare the video to their

predictions of Iqaluit. Questions are listed in the lesson plan. Use elbow buddies for this assessment to

ensure all students are participating.

1D

 Formatively assess what students learned and could recall during lesson and poster. With this

classroom discussion formatively assess if the students properly learned the information on geography and
 Janae Haslam
Carrie Bishop
Sydney Vickers
climate. (see questions in lesson plan)
 Janae Haslam
Carrie Bishop
Sydney Vickers

Lesson Plan Day 2

Grade/Subject: Grade 2 Social Studies Unit: Canada’s Dynamic Communities

Duration: 30 Minutes

DESIRED RESULTS

General Outcome(s) Students will demonstrate an understanding and appreciation of how geography,
culture, language, heritage, economics and resources shape and change Canada's
communities.

Specific Outcome(s) 2.1.1:

● Value oral history and stories as ways to learn about the land.
2.1.2:
● How does the physical geography of each community shape its identity?
● What is daily life like for children in Inuit communities?

Learning Objective 1 Students will reflect on how the legend of Kunikdjuaq (in “The Polar Bear’s Son”)
is connected to the physical land.

Learning Objective 2 Students will compare the Iqaluit way of life to life in the prairies.

LEARNING RESOURCES CONSULTED

Resource: Dabcovich, L. (1997). The polar bear son: An inuit tale. New York: Clarion Books.
MATERIALS/ EQUIPMENT/ GYM SET UP
* Utilize the story time/reading carpet
* Book: The Polar Bear Son: An Inuit Tale
* Markers, crayons, pencil crayons, scissors and glue
* Worksheet (copies for every student in class)
* Paper for Snowball fight
* Books on Inuit Life
*Magazines or picture of Nunavut printed out for students to use for the comparison activity.
PROCEDURE
Introduction ( 4 min.):
 Janae Haslam
Carrie Bishop
Sydney Vickers
Assessment
● Hand Clap Pattern (TA, TA, TI, TI, TI) to get attention: Greet class

● Review the written agenda on the board:

○ Move over to reading carpet
○ Story Time: ‘The Polar Bear Son’
○ Desk Work: Complete worksheet
○ Snowball fight

● TRANSITION: Ask students to come and sit at the reading carpet

(Organize it in order of birthday months so it doesn’t become a Formative Assessment A:
stampede). Instigate and observe
classroom discussion on the
● Review questions from yesterday’s lessons & tie into story: review questions from
○ “Who can tell me what the climate is like in Iqaluit or other yesterday’s lesson. Use
popsicle sticks (no hands-up
northern based communities?” (2 Seasons, cold and snowy,
rule) to choose students to
dark in winter, lots of daylight in summer) respond.
○ “What do you think it would be like to live somewhere with
this climate?”
○ Ask students if anyone knows the meaning of the word “Inuit”,
and have 4 students answer what they think it means.
○ Explain the meaning of the word to them and tie it into our
story: The word ‘Inuit’ means ‘the people’, and ‘The Polar
Bear’s Son’ is a story that talks about legends, spiritual beliefs
and shows how inuit communities lived day to day.
○ Ask what they think the story, The Polar Bear’s Son, may be
about.

Body ( 20 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions
● Begin reading the story by introducing the author and illustrator. Assessment
● Make sure to showcase proper enunciation, punctuation and reading
habits. Formative Assessment B:
● Ask questions at certain points of the story to formatively assess Observe students’ ability to
reading comprehension and develop deeper connections to the answer the following questions
(in the body of the lesson). Use
content.
the “no hands up rule” and
○ “Why do you think the old woman decided to care for the baby popsicle sticks to select
polar bear?” students at random. Assess
The old women wanted to keep the baby bear because she was their reasoning behind their
lonely and did not have any sons. She wanted a son to keep her answers to identify their ability
company and to help her make a living in the community. She to draw connections between
struggled to make her own living because she was older and not the book and the Iqaluit
able to hunt well for herself. landscape. (Learning objective
○ “In what ways did Kunikdjuaq help the old woman?” 1)
He hunted for her, provided fish, warmth, safety and comfort.
 Janae Haslam
Carrie Bishop
Sydney Vickers
○ “Why did the men in the village want to get rid of Kunikdjuaq?”
They were jealous that the bear was a better hunter and they
feared that because of his size and strength that he could hurt
members of the community.
○ “What specific things do you notice in the pictures?”
In the illustrations it shows what the landscape looks like, it is
full of snow and ice. The village is located close to a water
source and all the characters are wearing jackets and pants
made out of animal hides. They used drying racks to hang the
meat, the houses are made of wood and have few windows.
There are people walking, riding dog sleds and paddling canoes
for transportation. The men are depicted with spears and guns
and the women are carrying children.

● TRANSITIONS: Ask students to return to their desks and take out their
writing/coloring utensils, scissors and glue.
● Hand out Comparison Chart
● Introduce assignment task:
○ Yesterday we learned all about geography and climate when
we did our 4 seasons posters. Today we read a book that told a
story about how Inuit communities live, and the pictures
showed us what a community looks like. Formative Assessment C:
○ As a class, discuss the observable features of an Inuit Submit worksheet for teacher
community (approx. 2 mins.) and write ideas on whiteboard. review (not for marks).
Completed worksheet will be
○ Recap of what visuals they encountered from the video in
used to formatively assess
lesson 1 and from ‘The Polar Bear Son’. whether the students
○ READ and EXPLAIN instructions to students. Have them repeat understand the difference
back the instructions as a class: between the Iqaluit way of life
■ Working with partners and their life in Lethbridge.
■ use drawings to show what your community (Learning Objective 2)
(Lethbridge) looks like and what Iqaluit looks like
■ Here are some ideas (they don’t need to repeat this)
: What do houses look like?
: What does it look like outside?
: Where does each community get their food from?
: What kinds of animals live there?
○ PROVIDE EXAMPLE ON OVERHEAD/SMART BOARD
● Allow for Approx. 12 minutes for drawing and answering the questions
● TRANSITION: Hand Clap Pattern to get attention - Begin cleaning up
materials.
○ Tell students to place worksheet into designated submissions
box
○ Put away crayons, markers, pencil crayons
 Janae Haslam
Carrie Bishop
Sydney Vickers
Closure ( 6 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next Lesson
● Thank you, class, for another great lesson, I hope that you all enjoyed Assessment
our story time and learning all about the Inuit legend of Kunikdjuaq. As
we all know northern Canada receives a lot of snow, what we are going Formative Assessment D:
to do next is have a knowledge snowfall.
● TRANSITION: Hand clap to get attention Listening and observing
student ideas and informal exit
● Hand out cut up square paper
slip (snowball papers). This will
● Instruct students to write down or draw one thing they learned on the be a double check on the
piece of paper, crumple up the paper, and then when I give the signal learning objective to ensure
they can throw the snowball up in the air and let it fall down. they learned something about
● TRANSITION: Hand clap to get attention. the geography and/or the
● Each learner picks up a nearby response, return to their desks and history of Iqaluit.
reads it to their elbow partner. After reading their slip, students will sit
down and actively listen to others.
● Students will hand in snowball papers in a basket for review later.

SPONGE ACTIVITY: If students get done early, or we have too much time, a
variety of books on Inuit life will be in the classroom for students to
look at, read or have read to them in class.
 Janae Haslam
Carrie Bishop
Sydney Vickers
Formative Assessment 2:

Cut and Paste a Picture from a Magazine or Draw a Picture:

Picture of: IQALUIT LETHBRIDGE

Home

Outdoors

Food
Source
(Farming,
Animals,
Plants)

Animals
 Janae Haslam
Carrie Bishop
Sydney Vickers
Lesson Plan Day 3
Grade/Subject: Grade 2 Social Studies Unit: Canada’s Dynamic Communities
Duration: 30 Minutes
DESIRED RESULTS

General Students will demonstrate an understanding and appreciation of how geography,

Outcome(s) culture, language, heritage, economics and resources shape and change Canada's
communities.

Specific 2.1.3:
Outcome(s)  investigate the cultural and linguistic characteristics of an Inuit, an Acadian
and a prairie community in Canada

Learning  Students will identify what the cultural characteristics of the Inuit are.
Objective 1

Learning  Students will appreciate the Inuit people and their traditions.
Objective 2

LEARNING RESOURCES CONSULTED

Resource #1: Inuit Cultural Online Videos:
 Drumming https://www.youtube.com/watch?v=sVRYpbZ3GSg
 Bannock making https://www.youtube.com/watch?v=rIQsA423lg0
 Throat Singing https://www.youtube.com/watch?v=kbg6BltCr-g
 Alberta Education (2005). Social Studies Grade 2. Retrieved from
http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=564423#549845

MATERIALS/ EQUIPMENT/ GYM SET UP

* smart board and computer to show videos
* whiteboard and dry erase pen
* rocks for Inuksuk
* copies of summative assessment
* stick for stick pull (sponge activity)

PROCEDURE
Introduction (_3_min.):

Hand Clap Pattern (TA, TA, TI, TI, TI) to get attention: Greet class Assessment
Formative Assessment 1A:
Question and Answer Assessment.
Review the written agenda on the board: Ask questions to get an idea of what
 Introduction: What is Culture Mind Map they know about culture. Put
 Inuit Cultural Videos & Discussion applicable answers on mind map. If
 Building an Inuksuk the students are having trouble
 Iqaluit Presentation Assignment Introduction coming up with ideas, they will
discuss ideas with their elbow
partner. (Learning objective 1).
1. Ask the class (draw popsicle sticks with names on them) “What is
culture?”
 Janae Haslam
Carrie Bishop
Sydney Vickers
 Draw mind map on board with culture in the middle, lines going out to
the words: food, clothing, traditions, music, any other words the
students think of that apply.
 Ask questions to get an idea of what they know about culture. Put applicable
answers on mind map. If the students are having trouble coming up with ideas,
they will discuss ideas with their elbow partner.
 We are going to learn more about the Inuit culture.

Body (_20_min.):

Introduction to videos: Assessment

1.Show video about Inuit drumming (2 min 31 sec).
 Talk about video: Formative Assessment 1B
-made from caribou skins and round wooden ring
-rim is struck with mallet, not the skin Question and Answer: After
-can be accompanied with song and dance each video ask class what they
-traditionally done by men learned about this part of the
Inuit culture (use popsicle
2. Show video about throat singing (4 min) sticks and elbow partner
 Talk about video: discussion to ensure that all
 friendly competition between 2 women students are paying attention).
 Say “huma” or some other sound about a foot part from each (Learning Objective 1)
other and try to make the other laugh
 Practice with elbow partner

3. Show video about making bannock (4 min)

 Talk about video:
-bannock also called palauga mad over quillic (heat source)
-made with flour, salt, baking powder, milk, oil, water
-put in frying pan with oil, spread it
-wait 5 minutes and flip cook 5 more minutes
-slice and serve with Jam or Syrup
-What do you think it would taste like? Formative Assessment 1C:
(bring bannock to class to eat at snack time)
Elbow Partner discussion -
4. Talk about cultural traditions and how they strengthen a group of Assess if students show respect
people: (Walk around room to listen to discussions among students) and appreciation for the Inuit
-have the students turn to elbow partner to talk about why traditions culture as they are discussing
are important to the Inuit people. with Partner. (Learning
Objective 2)
-ask students what they discussed with elbow partner

5. Talk about Inuksuks

-human-made stone landmark
-An Inukshuk in the shape of a person signifies safety, hope and
friendship
Closure ( _7_min.)
 Janae Haslam
Carrie Bishop
Sydney Vickers
Build Inuksuk Game: Assessment
 Students are put into groups of 4. Each student in the group will
have a job: group recorder (writer), group reader/presenter, Formative Assessment 2
group facilitator (helps everyone), and Inuksuk builder. Each Written response assessment.
group will have 7 rocks with questions taped on to them. Students understanding of Inuit
Students are to answer the question on the corresponding rock culture (based on the videos) is
assessed as they answer the 7
on a piece of paper listed 1-7. They can draw a picture if they
questions. Learning Objectives 1
are uncomfortably with writing. Once all 7 questions are and 2).
answered, they raise their hand as a group and teacher will
check their answers. Once the questions are answered correctly,
they build the Inuksuk. the first team to finish, wins.
Review Questions on Rocks:
1.Name 3 cultural characteristics (food, music, traditions, etc)
2. What is the Inuit drum made of?
3. On what part of the drum does the mallet hit?
4. When would throat singing be done?
5. How do you know who wins the game of that singing?
6. What are some of the ingredients in bannock?
7. How are the Inuit strengthened by their traditions?

Discuss Summative Assessment Assignment - Making a

presentation on Iqaluit
 Handout Assignment to class.
 Read through assignment with class (Tell them not to
move until you say “go”)
 Answer any student questions about the assignment.

Sponge Activity: Inuit games: Finger Pull or stick pull (see https://ascnwt.ca/traditional-
games/arctic-sports-dene-games)
 Janae Haslam
Carrie Bishop
Sydney Vickers
 Janae Haslam
Carrie Bishop
Sydney Vickers
(This will be printed on the back of the worksheet as a checklist/rubric for the students.)
 Janae Haslam
Carrie Bishop
Sydney Vickers
References
Alberta Education (2005). Social Studies Grade 2. Retrieved from
http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=564423#5498
45

Dabcovich, L. (1997). The polar bear son: An inuit tale. New York: Clarion Books.

Education Canada. (2005). Many Voices: Alberta Social Studies Many Voices Grade 2. Pg. 39-
76

Education Canada (2005). Many Voices: Communities in Canada - Looking at Places. Grade
2. Pg. 10

Horvath, B. (2010, March 25). Inuit Drumming - Inuit Cultural Online Resource [Video
file]. Retrieved from http://www.youtube.com/watch?v=sVRYpbZ3GSg.

Horvath, B. (2010, January 20). Inuit Cultural Online Resource - Making Bannock. [Video
file]. Retrieved from https://www.youtube.com/watch?v=rIQsA423lg0.

Horvath, B. (2010, March 25). Inuit Throat Singing Introduction - Inuit Cultural Online
Resource. [video file]. Retrieved from https://www.youtube.com/watch?v=kbg6BltCr-
g.

William, D. (2018). Embedded Formative Assessment. Bloomington, IN:Solution Tree press