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Canadian Shield - Unit Plan
Canadian Shield - Unit Plan
Bouclier Canadien
Grade 5 - Études Sociales
The Canadian Shield – Le Bouclier Canadien
Essential Questions
o What are the main geographical features of the Canadian Shield?
o What are the main natural resources within the Canadian Shield, how do they affect the
community and what are we doing to protect them?
o Who were the first people in the Canadian Shield, and who is there now?
o What are the main historical events that took place in the Canadian Shield?
Focusing Questions
o What are our responsibilities associated with the natural resources within the Canadian Shield?
o How do the people and communities within the Canadian shield shape Canada as a whole?
Unit Summary
Overview Taken from the Program of Studies: Grade 5 students will examine how the ways of life
of peoples in Canada are integral to Canadian culture and identity. They will explore the
geographic vastness of Canada and the relationships between the land, places and people. As
they reflect upon the stories of diverse Aboriginal, French, British and immigrant experiences in
Canada over time, students will develop a sense of place and an awareness of how these multiple
stories contribute to students’ sense of citizenship and identity.
Unit Rationale
In this unit, students will understand what physical and geographical characteristics define the Canadian
Shield. They will explore the natural resources within the Canadian Shield and how important they are
to the communities, and therefore how important is it to protect and maintain them. We will then
discuss the major historical events that took place, and currently take place within the Canadian Shield
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The Canadian Shield – Le Bouclier Canadien
General and Specific Learner Outcomes
General Outcome :
5.1 L’élève fera preuve d’une compréhension et d’un discernement de la manière dont la
géographie physique et les ressources naturelles du Canada affectent la qualité de la vie de
tous les Canadiens. - Students will demonstrate an understanding and appreciation of how the
physical geography and natural resources of Canada affect the quality of life of all Canadians.
5.2 L’élève fera preuve d’une compréhension et d’un discernement de la manière dont les
récits reflètent la diversité des peuples, des modes de vie et du patrimoine au Canada .-
Students will demonstrate an understanding of the people and the stories of Canada and their
ways of life over time, and appreciate the diversity of Canada’s heritage.
** Many of the French oral, written, reading, and comprehension outcomes will be touched
throughout this unit**
Students will:
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The Canadian Shield – Le Bouclier Canadien
• What are the differences and similarities among the geographical regions of Canada?
(LPP)
• How is the geographical region they live in different from other regions of Canada?
(LPP)
• What are the factors that determine climate in the diverse geographical regions of
Canada (e.g., latitude, water, mountains)? (LPP)
• How are Canada’s national parks and protected areas important to the sustainability of
Canada’s natural environment? (ER, LPP)
5.2.4 explorer d’un œil critique les modes de vie qui entourent le commerce
des fourrures en étudiant les questions d’enquête suivantes et en y
réfléchissant
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The Canadian Shield – Le Bouclier Canadien
(examine, critically, ways of life of the fur traders by exploring and reflecting upon the
following questions and issues):
• How are the stories of the Métis people, their culture and heritage rooted in the fur
trade? (CC, I, TCC)
• How do stories about ways of life in fur trade forts reflect the British influence in
Canada? (CC, TCC, PADM)
• What were the main languages spoken by fur traders and their families in the fur trade
forts? (I, CC, TCC, ER)
I Can Statements:
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The Canadian Shield – Le Bouclier Canadien
#2 GLO: 5.1 Geographi 30 -When people think of Alberta, what do Passports
Tuesday SLO: 5.1.2 c Features min they think of?(Mountains)
Jan 8 What are the & Climate -The Canadian shield is a very large area so
factors that it covers a number of types of regions. It is
determine usually defined by the great lakes
climate in the Go through all the different types of areas,
diverse climates** chart in Passport book to follow
geographical along and copy**
regions of http://projects.cbe.ab.ca/ict/2learn/kdwajd
Canada (e.g., a/canada/studentwork/shield.htm
latitude, water,
mountains)?
(LPP)
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The Canadian Shield – Le Bouclier Canadien
#5 GLO: 5.1 Natural 60 What are the specific natural resources to Passports
Monday SLO: 5.1.1 & Resources min the Canadian Shield? Natural
Jan 14 5.1.3 in the Maple Syrup Video & Activity Resources
appreciate the Canadian http://www.learnalberta.ca/content/es Game -
variety and Shield ev/movieLauncher.html?smil=syrup_fre Formative
abundance of nch.smil (Maple Syrup – Ontario &
natural Quebec)
resources in
Canada (ER, Game :
LPP) Divide the class into groups, each group
How are will be a specific natural resource.
natural Groups will get together and discuss
resources used, what their natural resource is, and how
exchanged and they can “stay alive”.
conserved in I will give them “natural disasters”
Canada? (ER, which they will have to face another
LPP)
group for a battle of rock, paper
scissors. The winning group gets to keep
all their members(resources) and then
losing group looses a team
member(who sits down).
After each group has faced another
group, we will have a round in between
where each natural resource has a
chance to tell the class why they should
be “saved”, basically what their
resource is good for and why we need
it. (They will have time at the beginning
to brainstorm)
We will continue this cycle of rock,
paper scissors and then listing a fact,
until there is only 1 group left.
#6 GLO: 5.1 Natural 30 Creating a national park, what would you Passports
Tuesday SLO: 5.1.1 Resources min protect? National
Jan 15 appreciate the in the -Students will think of a natural resource Park
environmental Canadian they use, care about or in general just want Project –
significance of Shield to protect.(it could be trees, water, Summative
national parks minerals, oil, animals…etc) They will have to (20%)
and protected figure out:
areas in -How can they personally help protect this
Canada (ER, natural resource?
LPP) -Would a major change be required to fully
protect this natural resource?
-If you were to create a national park, what
would it consist of?
-They will name the park and determine
some details about it such as , where it is
going to be, who is going to take care of
it/operate it, how can we use the park to
help educate the public?
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The Canadian Shield – Le Bouclier Canadien
#8 GLO: 5.1 Natural 60 Share with the class their national parks and National
Thursda SLO 5.1.1 Resources min what they are set out to protect. I think we Park(20%)
y Jan 17 demonstrate in the will do small presentations in small groups
care and Canadian and rotate, instead of having them at the
concern for the Shield front of the class
environment
through their
choices and
actions (GC,
LPP)
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The Canadian Shield – Le Bouclier Canadien
establishment of Worksheet/activity/Game Hudson’s Bay
communities? trading ** I will find an activity or create a
(ER, LPP) game that involves trading like they would
have back in the day to demonstrate it’s
examine, influence and importance. I could make an
critically, ways activity about the forts the built(pg 108 in
of life of the fur textbook)
traders by
exploring and
reflecting upon Fur traders – Reading in Textbook
the following
questions and
issues
#10 GLO: 5.1 Communiti 30 Talk about how some areas are using Passports
Tuesday SLO: 5.1.1 es within min natural resources quicker than they can be
Jan 22 appreciate how the replenished, and what has happened to the
the land Canadian lands as a result.
sustains Shield Talk about the wildlife & agriculture within
communities the Canadian Shield and the communities
and the diverse involvement.
ways that Show the difference of living between some
people have of cities(Manitoba vs Toronto vs Northern
living with the Quebec).
land (GC, LPP) Talk about Fishing communities
We’ve already coverd most of that already
Instead, I will do the Hudson’s Bay activity
here!
#11 GLO: 5.2 History of 60 The history of people within the Canadian Passports
Wednes SLO: 5.2.1 & the min Shield Coureur
day Jan 5.2.3 Canadian Why did people come here & Where did des bois
23 recognize how Shield they come from? Activity
an https://vfc.acelf.ca/carte-interactive - (5%)
understanding Interactive website that show more
of Canadian specifically Francophone development &
history and the Where they came from. – Worth looking at
stories of its with class as a whole!
peoples
contributes to Etienne Brule – Les coureuers de bois(5.2.3)
their sense of Refer to page 104 & 105 in textbook
identity (I, TCC)
Textbook reading & Activity
examine,
critically, ways
of life in New
France by
exploring and
reflecting upon
the following
questions and
issues
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The Canadian Shield – Le Bouclier Canadien
#12 GLO: 5.1 & 5.2 History of 60 Project: The People of the Canadian shield – The People
Thursda SLO: the min groups will research certain cities within the of the
y Jan 24 5.1.1, 5.1.2, 5.1.3 Canadian Canadian Shield and present Canadian
and various 5.2 Shield **Refer to document “regions of Canada – Shield
SLO’s the people of the Canadian Shield” for Project -
project details/ideas 40%
It will be along the lines of :
Picking a city
Researching the history of that city(it’s
foundation)
What/if there is a natural resource near by
What is a common job in that city
What type of community it is(large, small)
Who were the orginal habitants of the city
Population now
Climate of the city
Geographical Features of the city
Textbook activity
#13 GLO: 5.1 & 5.2 History of 60 Working on projects
Monday SLO: the min Learning about the people of Canada
Jan 28 5.1.1, 5.1.2, 5.1.3 Canadian
and various 5.2 Shield
SLO’s
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The Canadian Shield – Le Bouclier Canadien
5.1.1, 5.1.2, 5.1.3
and various 5.2
SLO’s
#16 GLO: 5.1 & 5.2 History of 60 Projects due & Presentations: The people
Thursda SLO: the min of the Canadian Shield
y Jan 31 5.1.1, 5.1.2, 5.1.3 Canadian Self-Evaluation as a group member
and various 5.2 Shield
SLO’s
Parc National
Votre Équipe:_______________________________
Wow, le Bouclier Canadien a beaucoup de ressources naturelles! C’est dommage
qu’on nous les utilise plus vite qu’ils ne peuvent être reconstitués. Nous
devrions faire quelque chose pour aider!
Avec un partenaire, créons un parc national pour protéger les ressources
naturelles.
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The Canadian Shield – Le Bouclier Canadien
Est-ce que c’est possible qu’on utilise trop? Y a-t-il un risque qu’on utilisent plus
vite qu’on peut réapprovisionner?
Comment est-ce que vous vont protéger la ressource naturelle ? Comment est-ce
que les gens peuvent aider à sauver cette ressource naturelle? Donnes des
exemples (Vous peut utiliser l’ordinateur pour trouver des idées):
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The Canadian Shield – Le Bouclier Canadien
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The Canadian Shield – Le Bouclier Canadien
a desert region - details provided
X about the details
area
have
been
provided
How to protect it?: Students Students Students Students
What can we do have have have have
to help provided provided a provided provided
save/protect this clear few ideas to some ideas very little
natural resource? ideas & help protect to help or no ideas
steps to this resource protect this to protect
help resource this
protect resource
this
natural
resource
Grammar & Students Students Students Students
Spelling have have written have either have not
Writing in full written in in full not written in written in
sentences. full sentences full full
sentences and have sentences, or sentences
and have some have a lot of and is full
very few mistakes mistakes of mistakes
mistakes
Outcomes:
GLO: 5.1
SLO: 5.1.1 appreciate the environmental significance of national parks and protected areas in Canada
(ER, LPP)
SLO: 5.1.2 & 5.1.3
How are Canada’s national parks and protected areas important to the sustainability of Canada’s
natural environment? (ER, LPP)
Whose responsibility should it be to ensure the preservation of Canada’s national parks and protected
areas? (C, ER, LPP)
SLO 5.1.1
demonstrate care and concern for the environment through their choices and actions (GC, LPP)
People of the Canadian Shield- In groups, students will research a group/city within the Canadian
shield and give a mini presentation on it to the class. The presentation will be in the format of 1
member from each group will be divided into smaller groups. So each person in the class will
speak, and it will be in smaller groups so it is less intimidating. Students can pick their group
members, as well as their cities. ** Kira, Refer to “regions of Canada – People of Canada rubric*
document to make the rubric.
o Make a travel brochure of the city they researched – I will print out a large paper for
them to turn into their brochure(Ashley is sending me the template she uses
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The Canadian Shield – Le Bouclier Canadien
o There will be 3 areas to cover – Information, natural resources & history. Each member in
the group will be responsible for one of those areas. I will have them decide who is going
to do what part at the beginning and write it down so I know for later when I’m marking. I
will be able to see if one section is missing, and that means one person didn’t do their
work. I will use it to keep them accountable to their group
o Rubric should assess:
Research Skills(and keeping a bibliography)
Visually appealing and well presented
History of the city
Natural resources and their impact
Grammar & Spelling
Using Fem & Masc
Using Plurals
Team Work – This part will be self-assessed. They will give themselves a grade
on how they think they did on the project.
Les villes du Bouclier Canadien
Ici sont les choses qu’on devrait trouver sur ces villes:
1. L’Information:_________________
La taille(population)
Le climat
Le paysage & corps d’eau autour
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The Canadian Shield – Le Bouclier Canadien
Le végétation
Les animaux
Ou est-ce qui il est dans le bouclier Canadien?
C’est Parti!
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The Canadian Shield – Le Bouclier Canadien
4 3 2 Emerging 1
Mastering/ Progressing Beginning/Limited
Advancing
L’informati Toute les 6 Au moins 4 Il y à au moins Il y a moins que 3
on exigences exigences sont 3 exigences, exigences incluses,
sont incluses incluses et il y mais Il n’y a et il manqué de
avec bonnes a un peu de pas beaucoup détails
détails détails de détails
Les Toutes les Toutes les Pas toutes les Les exigences ne
ressource exigences exigences sont exigences sont sont pas incluses et
sont incluses incluses mais incluses et il y Il n’y a pas de détails
naturelles
avec ça manqué de a peu de sur les ressources
beaucoup de détails détails naturelles.
détails
L’histoire Toutes les Toutes les Pas toutes les Les exigences ne
exigences exigences sont exigences sont sont pas incluses et
sont incluses incluses mais incluses et il y Il n’y a pas de détails
avec ça manqué de a peu de sur les ressources
beaucoup de détails détails naturelles.
détails
L’organisat Votre Votre Votre Votre brochure n’est
ion et brochure et brochure est brochure n’est pas bien organisée et
clair et pour la pas très bien c’est difficile de
design
regarde plupart bien organisée et suivre
visuellement organiser, est pas
beau. mais est un vraiment clair.
peu
désordonner
Recherche La recherche Il y a un Il n’y a pas une Il n’y a pas une
est extensive médiocre bibliographie bibliographie, et pas
et évidente. bibliographie, et il semble de recherche était
Il y a un et un peu de que peu de fait.
Bibliographi recherche recherches
e avec toutes était fait aient été
effectuées
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The Canadian Shield – Le Bouclier Canadien
les
ressources
Learning Outcomes:
5.1
5.1.1
5.1.2
5.1.3
5.2
5.2.1
Unit schedule
January 7th – January 31st
16 classes
4 weeks
January
Monday Tuesday Wednesday Thursday Friday
1 2 3 4
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The Canadian Shield – Le Bouclier Canadien
7 Introduction to 8 9 10 11 No Class
the Canadian Shield 5.1 & 5.1.2 5.1 & 5.1.2 5.1 & 5.1.1
5.1 & 5.1.2
21 22 23 24 25 No Class
5.1, 5.1.3 & 5.2.4 5.1 & 5.1.1 5.1, 5.2.1 & 5.2.3 5.1 & 5.2
Resources
Social Studies POS
o https://education.alberta.ca/media/159596/program-of-studies-grade-5.pdf - English
o https://education.alberta.ca/media/159450/%C3%A9tudes-sociales-cinqui%C3%A8me-
ann%C3%A9e.pdf - French
Learn Alberta
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