Communities in Canada:

Looking at Work
Grade 2 social Studies

By: Sarah Bowman

001194061
 Table of Contents:
0. Title Page
1. Table of Contents
2. Unit Rational
4. Unit Planning Organizer
6. Lesson Overviews
21. Performance Assessment Task & Evaluation Tool
37. Annotated Resources

1
Unit Rational:
The unit communities in Canada looking at work is for deepening students understanding of

why there are communities in certain areas and what is important to their continued survival.

Students will gain an understanding of what jobs are in a community as well as what jobs and

goods come from the influence of surrounding natural resources. Students will interact with the

concept of citizenship and identity by analyzing where there own future careers will take them as

well as what other peoples identities look like in other provinces. This unit looks at communities

in Iqaluit, Metaghan and Saskatoon which gives both an Inuit and Acadian perspective. These

three very different communities each rely on different natural resources because of their

geographic region and so it shapes their identity’s differently.

This unit is based on inquiry that by the end of the unit students should be able to answer the

question “How do communities’ economic functions and job prospects change based on their

region and resources?” Units will be scaffolded to give students the best understanding.

Allowing them to question what is a job, why they are important and what and why natural

resources are important. Students will be given the opportunity to develop their creative thinking

with a town building project. Where they will be able to demonstrate their knowledge on jobs

and natural resources to create a town of their own explaining and showing how their chosen

resources affect their community.

Students will have already covered the geographic locations each community is in as well

as their cultural differences from one another. Which is why reviewing to remind on what some

major differences are between them will be beneficial for students. This would be the third unit

so it would likely be taught in the middle of the year likely after winter break.

2
 There should be no issues from the community as students are just learning about

resources in other places, but it is important to address what resources surround students so that

they can compare the resources around them daily to what the other three communities have.

Outcomes only specify learning about three communities, but it is more beneficial for students to

also understand what’s around them and why it is important not only across the country but in

their home town as well.

When talking about these communities it could also be possible to integrate some cross

curricular outcomes. Possibly looking at science when identifying natural resources or using

math to compare population size, or jobs in an industry. There are also opportunities to show

current events from these communities and their resources when you introduce a topic since

there will be a google earth adventure it could be beneficial to read a news article that recently

came out and try to find together where it may have taken place.

3
Unit Planning Organizer:

1 Unit Overview – Critical Inquiry Question

How do communities’ economic functions and job prospects change based on their region
and resources?

2. General Learning Outcomes for Unit

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.

3. Focusing Questions for Unit & Related Questions

Essential Questions:
• What are the key jobs a town/community need? (2, 6, 7, 8)
• Why does the environment around a community impact its job opportunities? (1, 2, 4,
5, 6)
• Does every community need exactly the same kinds of jobs or can they be different?
(2, 3, 4, 5, 6, 7, 8)

Supporting Questions:
• What are jobs?
• What are essential jobs that support communities?
• What are resources?
• Why are there different types of resources?
• What natural resources are specific to a geographic area?
• Why are these resources important to an area?

4. Key concepts for Unit

• Citizenship
• Culture and Community
• Economics and Resources
• Identity
• The Land: Places and People

5. Specific Learning Outcomes for Unit

4
Knowledge & Understandings

Students will:
2.1.4 investigate the economic characteristics of communities in Canada by exploring and
reflecting upon the following questions for inquiry:
• What kinds of natural resources exist in the communities (e.g., fishing, agriculture,
mining)? (ER, LPP)
• What are the occupations in each of the communities? (ER)
• What kinds of goods and services are available in the communities? (ER)
• What impact does industry have on the communities (i.e., agriculture, manufacturing)?
(ER, LPP)

Values & Attitudes

Students will:
2.1.1 appreciate the physical and human geography of the communities studied:
• Appreciate how a community’s physical geography shapes identity (I, LPP)
• Appreciate the diversity and vastness of Canada’s land and peoples (CC, LPP)
_________________________________________________________________________
Skills & Processes

Students will:
2.S.1 develop skills of critical thinking and creative thinking:
• distinguish between a fictional and a factual account about Canadian communities
• choose and justify a course of action
• compare and contrast information from similar types of electronic sources, such as
information collected on the Internet.
2.S.3 develop skills of geographic thinking:
• use a simple map to locate communities studied in Canada
• determine distance on a map, using relative terms such as near/far, here/there
• apply the concept of relative location to determine locations of people and places
• use cardinal directions to locate communities studied in relation to one’s own
community
2.S.8 demonstrate skills of oral, written and visual literacy:
• prepare and present information in their own words, using respectful language
• respond appropriately to comments and questions, using respectful language
• interact with others in a socially appropriate manner
• create visual images for particular audiences and purposes

5
Lesson Overviews:

Lesson 1: Review on what makes Iqaluit, Metaghan, and Saskatoon unique and
similar
Outcomes & Inquiry Question
2.S.3 develop skills of geographic
thinking:
• use a simple map to locate
communities studied in Canada
2.1.1 appreciate the physical and
human geography of the
communities studied:
• Appreciate how a community’s
physical geography shapes
identity (I, LPP)
• Appreciate the diversity and
vastness of Canada’s land and
peoples (CC, LPP)
Objective Materials
This lessons purpose is • Smart Board with the
reaffirming student’s Map of Canada
understandings on the • White board/markers
three different • Large Paper with
communities based off Venn diagram for
groups
what they have covered
• A worksheet for their
in the past curriculum. duotangs where they
can write their
Compare and contrast the hypothesis
communities.

Questions
• What sets Iqaluit, Meteghan
and Saskatoon apart?
o Geographically,
culturally, linguistic,
Lesson Procedure Assessment
1. Bit about myself (PowerPoint on google slides) • Venn Diagram-
a. My name Comparing
b. Where I am from communities
c. Why I got into teaching • Hypothesis on
d. What my interests are important jobs
2. Segway into getting to know students (closing)
3. I know you all already know each other but I would like to
get to know you better. Also if I say your name wrong
please correct me the first few days I will try and say your
name every time I address you.
4. Intro game:
a. What’s your name?
b. What is your favorite thing to do?
c. What’s a great dance move (everyone needs their
own)?

6
 5. Begin the lesson with students reminding themselves of the
different locations that each community (Iqaluit, Metaghan,
Saskatoon).
6. Students will think pair share with their neighbors to come
up with what specific aspects they remember about Iqaluit.
7. Students will then raise their hand to share and we will
create a list of aspects specific to the community or that
were similar to other communities.
8. They will repeat process 2 & 3 with both of the remaining
communities.
9. Explain what a venn diagram which students will work on it
in small groups.
10. Students will then demonstrate their ability to compare each
community.
a. Looking at each word on the board and whether it
only relates specifically to one community or
multiple.
b. To make the task more about thinking than writing
words can be numbered off and they can just write
the number in corresponding section.
11. After they have placed them on the diagram as a class they
will explain their answers and why they put it there?
12. As a closing students will make a prediction on what the 2
most important jobs are in each community.

If finished this early take a brain break when everyone is finished

5-4-3-2-1 In this simple game, students stand up and the teacher (or leader) has them
do five different movements in descending order. For example the teacher would say:
“Do five jumping jacks, spin around four times, hop on one foot three times, walk all the
way around the classroom two times, give your neighbor one high-five (pausing in
between each task for students to do it).
Move to Lesson 2

Lesson 2: Understanding of what jobs are in communities

Outcomes & Inquiry Question Objective Materials
2.1.4 investigate the economic Students will build an • Murphy Mondays by
characteristics of communities in understanding of what a Jane Smith
Canada by exploring and reflecting job entails and why they • What is a job
upon the following questions for are important. Eventually worksheet
inquiry: student will be using this • When I grow up
cover page.
• What are the occupations in understanding to look at
each of the communities? (ER) the jobs in specific

7
Questions: communities around
What are the jobs that communities Canada.
depend on?

Lesson Procedure Assessment

1. The lesson will start with reading the story Murphy • Worksheet on
Mondays. what is a job
2. Following the story students will discuss why Murphy’s job
is important. Leading into what other jobs are important to a
community? With a partner answer the following questions.
a. What are 3 jobs adults you know have?
b. Did you have any similarities with your partner?
c. Why do you think having a job is important?
d. What job do you want to have when you’re older?
3. Following the carpet discussion students will work on a
worksheet at their desk which the answers they have already
discussed with a partner. (formative assessment)
4. If students finish early, they will be able to work on a cover
page for their dream job, deciding a specific job they want
and using pictures to show themselves in the job.
a. They will also write what 1 task they will do in this
job and why they want this job onto their cover
page.

Lesson 3: What job I want in the when I grow up…

Outcomes & Inquiry Question Objective Materials
2.1.4 investigate the economic Think about a job • Cover page on my
characteristics of communities in students are interested future job
Canada by exploring and reflecting in having as a future • Page of person
upon the following questions for career. • Youtube video
inquiry: (Recess- the kids
think about their
• What are the occupations in each Understand what the
future careers) Or
of the communities? (ER) makings are of career brain pop
2.S.1 develop skills of critical thinking in this field. • Smart board
and creative thinking - Tasks involved • Poster of workers
- Why they want • Poem on job
Questions: to be it responsibility
• Why are jobs important to a
community?
• Why do jobs impact the
community?

8
 • Why is this job important to me?

Lesson Procedure Assessment

1. Begin the lesson reading the Poem Job Responsibility to the • Cover sheet on
class my future job
2. Leading into what jobs are important to a community? With
a partner answer the following questions.
a. Why do you think having a job is important?
b. What are 3 of adults you know? Parents, then ask
about others.
c. If students can’t think of any bring out the poster
and discuss why these jobs are important ask
students if they know anyone in each profession. Try
to talk about other jobs not displayed on the poster.
i. Have students raise their hand if they know
someone
d. Did you have any similarities with your partner?
e. What job do you want to have when you’re older?

Lead up with telling students to watch the video and see if

the jobs shown are familiar with someone they know in
their life.
3. Follow up with a video on my future job (recess) OR
Brainpop jr 5 min video community helpers. Students can
use this to get their worksheet done thinking about the
different jobs they just saw and if they remind them of
people they know.
4. Transition: Students have been sitting for a while so if they
find they need to burn some energy they will have the
option to do 10 jumping jacks and high five 3 people before
sitting down or can just go and sit down. Any students that
don’t want to can start handing back the booklets putting
them on student’s desks
5. After students get back into their groups and complete the
worksheet, they will get it checked by me to make sure they
understood what they had to do.
6. Students will then revisit what they may have begun to
think about last class what they would like to do as a career
when they are older.
7. Students will then be able to work on a cover page of what
their future job will be.
a. There will be the option to outlines a person on their
own paper or color and glue him to the page

9
 b. Students will also need to incorporate 1 task they
will do in this job and 1 reason why they want to
have this job

Lesson 4-5: The Iqaluit Community

Outcomes & Inquiry Question Objective Materials
2.1.4 investigate the economic characteristics Students will • Smart
of communities in Canada by exploring and engage with the board/Google
reflecting upon the following questions for community of Earth, powerpoint
inquiry: Iqaluit examining • Discovery
Education
• What kinds of natural resources exist in the resources
(videos): Arctic
the communities (e.g., fishing, agriculture, around it and Tundra 02:30
mining)? what jobs they about the animals
• What are the occupations in each of the create. in the tundra
communities? (ER) Access with:
• What kinds of goods and services are currlab,
access123
available in the communities? (ER)
• Youtube
• What impact does industry have on the video on
communities (i.e., agriculture, natural
manufacturing)? (ER, LPP) resources
2.1.1 appreciate the physical and human • Book:
geography of the communities studied: Communities in
Canada: Looking
• Appreciate how a community’s physical
at work pages
geography shapes identity (I, LPP)
• PowerPoint on
• Appreciate the diversity and vastness of Churchill
Canada’s land and peoples (CC, LPP) • Worksheet from
booklet- Natural
Questions: Resources &
• What Natural Resources make Iqaluit Goods
unique?
• How does Iqaluit’s resources differ from
resources around here?

Lesson Procedure Assessment

• Give students time to finish their cover page of their job with • Worksheet on
what they’ll do in this job as well as why they want this job natural
• Students will then have a chance to share with the class resources and
goods in
Part 1: natural resources Iqaluit

10
 1. Book: Welcome to the ice house & A walk on the tundra
2. Open the class telling students that today they will be learning
about the community Iqaluit. But before they begin, they will
need to know what natural resources are. With the student
break down the word getting them to look at the two parts to
understand what it relates to.
3. Reinforcing this with a video showing the differences
https://www.youtube.com/watch?v=ue9jPH31lVo
4. Once there is an understanding encourage them to think what
natural resources make Iqaluit unique while watching the
arctic tundra video
5. After the video discuss what resources they saw there. How
are they different from resources around their home?
6. Show the PowerPoint on Churchill explaining first hand
experience in similar terrain.
7. BRAIN BREAK: Trading Places Have students stand behind
their pushed-in chairs. Call out a trait, and everyone who has
that trait must change places with someone else (students who
do not have the trait stay where they are). Examples:
“Everyone with curly hair.” “Everyone who ate cereal for
breakfast.” “Everyone who is wearing stripes.” (3 min)
8. Knowing about the wildlife natural resources explain there is
also natural resources in the forms of
a. Gold, Lead, Zinc, Copper, Nickel and Diamond
mining.Traces of base metals such as copper, iron, nickel,
silver, lead, zinc precious materials for example, gold, and
diamonds, hydrocarbons oil and gas and radioactive
elements uranium have been detected in various locations of
the territory in recent years. At present there are two
operational mines in Nunavut, with zinc having the highest
value of all the metals produced. In the province of Nunavut
9. As a class identify 3 major natural resources and how the
people of Iqaluit can use these resources to make goods (ex.
Polar bear- warm fur coat) these will be reviewed at the
beginning of the next class.

Part 2: Goods and services

10. Book: A promise is a promise & Very Last first time
11. As a class begin to explore Iqaluit seeing what other
differences and business we can find in town.
a. Encourage kids to ask questions about what they are
seeing
b. What are some of the features we notice about the land
scape and their modes of travel?
c. If it’s frozen most of the year what are the people able
to access?
d. What jobs do you see people having here? (services)

11
 e. How does this compare to where you live?
12. The class will gather together and will read pg 8-9, 14, 17-19
which retain to Iqaluit community discussing why these
resources and goods are important to the community. Also
discussing the effects that the geographies natural resources
impact that community compared to a community like the
Crowsnest Pass.
13. Together work though examples of what the difference is
between goods and services that come from these natural
resources.
14. Students will then have time to work on their booklet on the
Natural resources page for Iqaluit & Goods in Iqaluit.

Lesson 6-7: The Metaghan community

Outcomes & Inquiry Question Objective Materials
2.1.4 investigate the economic Students will engage • Book: Terrible
characteristics of communities in Canada with the community of Horrible smelly
by exploring and reflecting upon the Iqaluit examining the pirate
following questions for inquiry: resources around it and • Lobster in my
pocket
• What kinds of natural resources what jobs they create.
• Smart
exist in the communities (e.g., board/google
fishing, agriculture, mining)? earth, and
• What are the occupations in each of PowerPoint
the communities? (ER) • Youtube video on
• What kinds of goods and services weyerhauser
are available in the communities? • Online view of
fishing
(ER)
• Book:
• What impact does industry have on Communities in
the communities (i.e., agriculture, Canada: Looking
manufacturing)? (ER, LPP) at work pages
2.1.1 appreciate the physical and human • Workbook pages
geography of the communities studied:
• Appreciate how a community’s
physical geography shapes identity
(I, LPP)
• Appreciate the diversity and
vastness of Canada’s land and
peoples (CC, LPP)

Questions:

12
 • What Natural Resources make
Metaghan unique?
• How does Metaghan resources
differ from resources around here?
•
Lesson Procedure Assessment
Part 1: Natural Resources • Workbook
1. Begin the lesson with a story the terrible horrible smelly pirate.
Then explain that this story has a connection to the next
community you will be talking about. That near Metaghan
there was a cove called smugglers cove where they brought
ashore things they weren’t supposed to and that we will find it
as a class later.
2. As a class there will be one more story they will read called
Lobster in my Pocket to get them some more concrete relation
to natural resources.
3. Discuss what natural resources could be found in the text and
why they are found around this community
4. Together the class will adventure through Metaghan on google
maps seeing what can be deduced about the community from
our view of it.
a. Compared to Iqaluit what do you think are some main
differences?
b. What professions do we see here?
c. Any major resources that we can identify in the area?
d. Visit smugglers cove which we talked about earlier.
Why was this cove used for this purpose?
5. The class will gather together and will read pg. 10-11, 14, 17,
20-21 which retain to Metaghan community discussing why
these resources and goods are important to the community.
Also discussing the effects that the geographies natural
resources impact that community compared to a community
like the Crowsnest Pass.
6. Venn diagram on Colman natural resources and Meaghan’s
7. (possible powerpoint on resources:
https://prezi.com/nofjs01firen/natural-resources-in-meteghan-
nova-scotia/ )

Part 2: Goods and Services

8. Book: Explosion Newsie, Harbour seal in Halifax
9. Jobs related to these resources
10. GO through the slides here that take the journey following a
fishing job and where their resources end up also discussing
the important jobs that are involved in the process of its
catching, dividing, transporting and selling.

13
 http://people.uleth.ca/~runte/Meteghan/Johnston/PollockandH
addock2.htm
11. After that watch the Weyerhaeuser video (State there is
advertisement in this video/maybe mute it. But it goes through
the entire process of natural resource to sold product)
a. Ask students when is it considered a good versus a
natural resource
b. Most of this video I can answer their questions about
the machinery and how it works.
12. Together work though examples of what the difference is
between goods and services that come from these natural
resources.
a. Show a slide show with mom’s pictures of metaghan
and pass around the goods she was able to bring back.
13. Students will then have time to work on their booklet on the
Natural resources page & Goods page for Metaghan.

Lesson 8-9: The Saskatoon Community

Outcomes & Inquiry Question Objective Materials
2.1.4 investigate the economic characteristics of Students will engage • Book: L is
communities in Canada by exploring and with the community for land of
reflecting upon the following questions for of Iqaluit examining living skies
inquiry: the resources around • Book: The
owl and the
• What kinds of natural resources exist in the it and what jobs they
rabbit
communities (e.g., fishing, agriculture, create. • Smart
mining)? board/googl
• What are the occupations in each of the e earth, and
communities? (ER) PowerPoint
• What kinds of goods and services are • Book:
Communitie
available in the communities? (ER)
s in
• What impact does industry have on the Canada:
communities (i.e., agriculture, Looking at
manufacturing)? (ER, LPP) work pages
2.1.1 appreciate the physical and human • Workbook
geography of the communities studied: pages
• Appreciate how a community’s physical
• Book: the
geography shapes identity (I, LPP)
always team
• Appreciate the diversity and vastness of
Canada’s land and peoples (CC, LPP) • Awasis and
the world-
Questions:

14
 • What Natural Resources make Saskatoon famous
unique? bannock
• How does Saskatoon resources differ from
resources around here?

Lesson Procedure Assessment

Part 1: Natural Resources • Workbo
1. Begin the lesson with the story book Prairie willow & L is for Land ok
of living skies
2. After the story get students to pick out what import geographic
features they noticed in the story. How are these different than the
other two communities we looked at? What would be a major
natural resource?
14. Together the class will adventure through Saskatoon on google maps
seeing what can be deduced about the community from our view of
it.
a. Go through the business district and look at the surrounding
area
b. What professions do we see here?
c. Any major resources that we can identify in the area?
d. How is this community different from the Iqaluit and
Meaghan community?
e. Is it difficult to identify natural resources in a city?
15. Watch a video on the land from central sask- northern sask
identifying resources they see there
https://www.youtube.com/watch?v=-
Cgl2_yxUcY&list=PLggmdyD6iyOa8ihkGbbgUXRCA5p3iEPjX&i
ndex=19
16. Video on the process on delivering to a grain elevator watch from
12:30 https://www.youtube.com/watch?v=zdh4VqKvO5k
17. Have students identify 2 natural resources and how they would be
used as goods in saskatoon?

Part 2: goods and services & Awasis and the world-famous Bannock
18. Book The always team
19. The class will gather together and will read pg 12-13, 14, 17, 22-23
which retain to Metaghan community discussing why these
resources and goods are important to the community. Also
discussing the effects that the geographies natural resources impact
that community compared to a community like the Crowsnest Pass,
metaghan and Iqaluit.
20. Together work though examples of what the difference is between
goods and services that come from these natural resources.
a. Are they similar to resource that are known in southern
Alberta?

15
 b. What services are in saskatoon versus the rural areas of
Saskatchewan
c. What other goods do we now know would be in
21. Students will then have time to work on their booklet on the Natural
resources page & Goods page for Saskatoon

Lesson 10-12: Create a town

Outcomes & Inquiry Question Objective Materials
2.1.4 investigate the economic characteristics Students will use • Book: Explosion
of communities in Canada by exploring and their prior Newsie by
reflecting upon the following questions for knowledge on Jacqueline Halsey
inquiry: how these • Worksheet with
assignment
• What kinds of natural resources exist in communities rely
instructions.
the communities (e.g., fishing, agriculture, on resources to • Paper for planning
mining)? create their own and poster
• What are the occupations in each of the town. Creating • White board
communities? (ER) and critically marker for
• What kinds of goods and services are thinking about resource brain
what jobs their storming.
available in the communities? (ER)
• What impact does industry have on the chosen resources
communities (i.e., agriculture, will create.
manufacturing)? (ER, LPP)
2.1.1 appreciate the physical and human
geography of the communities studied:
• Appreciate how a community’s physical
geography shapes identity (I, LPP)

Questions:
• What natural resources impact your
community?
• What are trademark goods your
community creates?
• What other important jobs are needed for
your town to run?
Lesson Procedure Assessment
1. Begin the lesson with a story about the explosion in Halifax. • Formatively
Discussing its relation to the resources in the area and its assessed
historical significance. creation of a
2. Today we will be creating a community where we will perform town.
our dream job in.

16
 3. Students will get a handout with the instructions for creating a • Check in after
town. each part.
4. As a class brainstorm all the different kinds of resources • The finished
students could possibly use (ocean, oil, wheat, forests, animals) product will
5. Explain the process of the assignment that they will need be a
complete. summative
6. Give students the rest of class to complete and the following assessment
class
7. Once the framework is created students will be able to create
their town in a (drawing, 3D model…) showing the resources
around it and some of the important jobs, including their own.
8. Once completed students can present their creation to the class
sharing important features and their favorite part about it.

Lesson 13- 17: The Community Fair Project

Outcomes & Inquiry Question Objective Materials
2.1.4 investigate the economic characteristics Students will • Book:
of communities in Canada by exploring and demonstrate their • Use the website
reflecting upon the following questions for understanding of where students
inquiry: their communities can identify
• What kinds of natural resources exist in by shifting photos they want
the communities (e.g., fishing, agriculture, through and on their screen to
mining)? researching the be printed also
• What are the occupations in each of the data that relates to research more
communities? (ER) their community information:
• What kinds of goods and services are and choosing the www.missbowm
available in the communities? (ER) important factors ansresearchcenter
• What impact does industry have on the they feel defines .weebly.com
communities (i.e., agriculture, and their • Worksheet to
manufacturing)? (ER, LPP) communities guide student
2.1.1 appreciate the physical and human natural resources research
geography of the communities studied: and goods and • Headphones
• Appreciate how a community’s physical services. • Laptops
geography shapes identity (I, LPP) • Workbook with
cut outs
• Appreciate the diversity and vastness of
Canada’s land and peoples (CC, LPP)

Questions:
• What 4 key natural resources in your
community
• How do these resources relate to the
geography of your community?

17
 • What are 4 goods and services your town
provides
• Where is your town in Canada?
Lesson Procedure Assessment
1. To start the class students will be divided into their groups for • Rubric to
this project and as a group they will work together to grade final
read/watch and listen to a story book connected to their project
community. Getting them in the mindset to think of the • Also peer
connections they made in past lessons. feedback and
2. Then once each group finishes we will gather as a class and self-
discuss the assignment and the parts students will need to evaluation
create a summative assessment project
3. Explain to students that we have covered a lot of material with
all three communities. Now they will have to demonstrate
their understanding of these communities’ specific aspects and
convey it too their classmates.
4. This is a summative assessment so do your best there will be a
date set that they need to be done by because both classes will
present their diagrams to each other. So the time they have
will need to be used effectively there will be a date before that
they can hand it to for checking so they can get feedback on
what they need to work on or are doing well.
5. Students will be given the link to the research website and
their Social Studies booklet and divided into approximately 6
groups of 3
6. Students have 2 classes to research online and get the photos
they want in to be printed
7. 3rd class they will have a chance for formative assessment and
can then begin to make a great scaffold to present their
community so other classes can learn about it as well.

8. Once both classes are finished students will have the time to
prep their presentations to share with their class
9. The other class will come through first giving each group a
compliment and asking a question about their community.
Once they go through then each group will rotate to each other
doing the same process.
10. This gives the students in the other class time to prep for
sharing their own presentations students will then repeat the
process
11. Once each class has shared we will gather everyone into the
classroom and get kids to share a few of their favorite parts
about other students presentations.

18
Lesson 18: Final Quiz followed by fun activity
Outcomes & Inquiry Question Objective Materials
2.1.4 investigate the economic characteristics Students will • Final Quiz
of communities in Canada by exploring and write a final quiz handout
reflecting upon the following questions for on the unit to • Muin and the
inquiry: demonstrate their seven bird
hunters by Lillian
• What kinds of natural resources exist in understanding of
marshall. Et, al.
the communities (e.g., fishing, agriculture, the content that • Peggy of the cove:
mining)? has been covered the rescue of
• What are the occupations in each of the peggy by David
communities? (ER) preston smith
• What kinds of goods and services are • Pamela Pollock’s
Perilous
available in the communities? (ER)
adventure by
• What impact does industry have on the Elizabeth
communities (i.e., agriculture, • A harbor seal in
manufacturing)? (ER, LPP) Halifax by
2.1.1 appreciate the physical and human Doretta
geography of the communities studied: Groenendyk
• Appreciate how a community’s physical • Pit Pony by Joyce
Barkhous
geography shapes identity (I, LPP)
• Prairie summer by
Nancy Hundal
Questions: • Over in the Arctic
• How do communities’ economic functions by mariianne
and job prospects change based on their Berkes
region and resources? • Dream stones by
Maxine Trottier
& Stella East
• The littlest sled
dog by Michael
Kusugak
Lesson Procedure Assessment
1. Students will get a 5 min brain break to refocus themselves • Final Quiz
and be refreshed • Verbal exit
2. Then explain the test, (put name on top, answer the questions question
to the best of your abilities, and I (teacher) will read out the
questions as we go along.
3. If there are questions raise your hand
4. Go through the test
5. Allow some extra time after for students to review their
answers
6. Hand in the test

19
7. Then students will move to the carpet and for the last portion
of the class we will read through 1 book while other students
finish up.
8. After 4 books students will take a break and we will revisit the
hypothesis sheets they created at the beginning of the unit
students will look at them an decide whether they were
accurate or if there were better answers that they hadn’t
learned about yet.
9. As they finish, they will raise they’re hand to come up and get
the okay to work on another project at this time they will
answer the inquiry question verbally to the teacher
a. How do communities’ economic functions and job
prospects change based on their region and resources?
10. This will be a summative answer that will demonstrate
students understanding on the overarching topic.
11. Once students finish they will get the opportunity to make a
soapstone carving that we learned about in the Iqaluit
community carving the soap into their own creation that they
can keep Or if they’d we can continue reading other stories
from the communities we studied.

20
Performance Assessment Task & Evaluation Tool

Lesson 1: Resources

Venn Diagram Names: ________________________________

Iqaluit Saskatoon

Metaghan

21
Hypothesis:

What do I think are the 2 most important jobs in Iqaluit, Metaghan and Saskatoon?

Saskatoon Meteghan Iqaluit

1. 1. 1.

2. 2. 2.

Where my predictions correct?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________________________

Would I put a different answer now?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

22
Lesson 2:

What is a Job?
A job is a responsibility people have. Usually, people get paid for doing their job
so that they can make a living.

What jobs do your friends and family have? Fill in the chart below.
List 5 people you know who have jobs. What is his or her job?

Example 1: Mom Nurse

Example 2: Uncle Pete Police Officer

1.

2.

3.

4.

5.

Do the 5 adults you listed above have the same job or do they have different jobs?

Circle your answer: Same or Different

When you grow up, what job do you want and why?
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Lesson 3:

23
MY FUTURE JOB WILL BE…
Students will research the following aspects of their desired profession.
• Years of education needed to be a professional?
_______________________________________________________

_______________________________________________________

• Tasks/duties included in the job?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

• Who in the community depends on your job?

_______________________________________________________

_______________________________________________________

_______________________________________________________

• What are some interesting facts about your job?

_______________________________________________________

_______________________________________________________

• How many hours are worked during the day?

_______________________________________________________

• How much money is received for your work?

_______________________________________________________

24
Lesson 4-9: Natural Resources

Read page 7 -Natural Resources are found in Nature. They include ____________,
animals, _____________, fish, and minerals.

Fill in the chart below using the information you learned from pages 8-13.
Community What is the most important What other natural resources can be
natural resource in this found in this community and what are
community? they used for?
Iqaluit Most important natural resource • Pl_ _ts
is ______________________ • Animals
• F_ h
What is Wildlife?
• Arctic char
• __________ Cotton
Wildlife includes wild • Caribou
_______________ and • Cloud _ _ r r _ _ _
_______________.
• Polar bears
• _______________
• S__ls
Metaghan Most important natural resource • W _ _ _ is another important
is _____________________ natural resource.
• Trees are used to build
Fishing is very important because ___________ and houses.
it provides many • Cod
________________. • Fiddleheads
• H _ _ _ but
• L _ bster
• Scallops
Saskatoon Most important natural resource • _________ is another important
is ____________________ resource. This mineral is added to
soil to make plants grow
_________.
The soil is rich and
____________. • Coal
• Natural _ _ _
• Salt
• P_troleum (oil)
• Wild Berr_ _ _

25
 Goods and Services

Definitions
Goods are things that people make to use or sell. They are things that people own.
Goods can also be things that people grow.
A service is useful work done for people by other people. Sometimes people providing
the work charge money for their service. Other times people volunteer their service

Circle all the goods you see below in RED and Underline all the services you see in BLUE.

Note: Some of the words will not be a good or a service

Taking a bite Pencil Crayons Holding the door

of an apple open for someone

Bananas Mittens

Bicycle
Getting your hair
Backpack cut by a hairdresser

The dentist Firefighters saving a

Cleaning someones burning house on fire
Teeth
Drinking water

Soccer Ball Candy

Eating lunch
Playing baseball A server serving you
Food at a restaurant

26
 Goods in Iqaluit

Read page 18 and 19. Use information learned to answer all the questions below.

Fill-in-the-blanks
• The people of Iqaluit use some of their natural res __ __ reces to produce goods. For

example, some hunters sell caribou hides and seal __ __ __ __ __.

• Fishers sell their catches to __ ish __ __ __ companies. When the fish are sold, they are

called __ __ ods.

• Inuit carvers use a natural resource called so __ pst __ ne. This soft rock comes in

different colorurs.

• Today, Inuit c__ rvings and other __ __ __ work are sold around the world.

True or False – Circle T if the sentence is true or circle F if the sentence is false.

T ot F The Inuit are known for their printmaking

T or F Inuit make many things out of sealskin including clothing

T or F In summer, ships bring goods to Iqaluit from Saskatoon

T or F Qikiqtaaluk means “big island”. This company makes sure fishing is fair

and that Inuit people get training and jobs

27
 Goods in Meteghan

Read page 20 and 21. Use information learned to answer all the questions below.

Circle the correct word in each set of brackets to make the sentence correct.
The first sentence is already done for you.
• In Meteghan, natural resources (are)/are not) used to make goods.
• The first fishers (cooked/salted) and dried their catch so the fish wouldn’t spoil.
• Some people work in factories. They make (services/goods) such as boxes, furniture, and
other things.
• (Wood/Plastic) is used to make small crafts and big boats.

True or False – Circle T if the sentence is true or circle F if the sentence is false.
T or F U.J Robichaud is a big company that makes parts for buildings. It is more
than 100 years old

T or F Dried fish is something that was only eaten in the past. Today, Acadians
don’t eat dried fish anymore.

28
 Goods in Saskatoon

Read page 22 and 23. Use information learned to answer all the questions
Fill-in-the-blanks (Use the word bank to help you.)

Word Bank
Flour Oats Canola Wheat Farming

• Many goods in Saskatoon have to do with ___________________.

• Saskatoon’s farmers grow and sell crops such as ________________ and ___________.

• ______________ is a crop used to make cooking oil.

• Saskatoon has many _______________ mills and companies that make food such as flour

and bread.

True or False – Circle T if the sentence is true or circle F if the sentence is false.

T or F There are lots of jobs for people in Saskatoon.

T or F There are no factories in Saskatoon that make farming and mining tools.

Short Answer Questions:

1. What is the name of the Saskatoon company that makes Ukrainian food?

________________________________________________________________________

2. What are two types of Ukranian food?

________________________________________________________________________

29
Lesson 10-12 Create a Town! Name:_______________

Use your knowledge on what resources communities rely on and create your own.
• What 2 resources does your town rely on?
1. _____________________________________________________

2. _____________________________________________________

• How do they impact your community?

o 2 major industries
1. _________________________________________
2. _________________________________________
o 2 goods, 1 service
1. Goods:_____________________________________________
2. Goods:_____________________________________________
1. Service:____________________________________________
• Name 5 jobs in this town.
1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

• What is your job? How do you influence your community?

_____________________________________________________________

_____________________________________________________________

30
Build a town Rubric:
Outcomes
Dimensions of Thinking: 2.S.1
Develop skills of critical
thinking and creative thinking
Knowledge & Understanding:
2.1.4
What kinds of natural resources
exist in the communities (e.g.,
fishing, agriculture, mining)?
(ER, LPP)
What are the occupations in each
of the communities? (ER)
What kinds of goods and
services are available in the
communities? (ER)
What impact does industry have
on the communities (i.e.,
agriculture, manufacturing)? (ER,
LPP)
Communication: 2.S.8
2.S.8 demonstrate skills of oral,
written and visual literacy:
• prepare and present information
in their own words, using
respectful language
• respond appropriately to
comments and questions, using
respectful language
• interact with others in a socially
appropriate manner
• create visual images for
particular audiences and purposes
2 1
Students show excellent
creativity in developing an
original community
Students choose 2 specific
natural resources that are
present within their town.
Students identify 5 specific jobs
and why they are important to
their community.
Students identify the required
number of goods and services
and they are linked to their
resources.
Students identify their towns
specific major industries which
relate to their resources.
-Students relate their ideas
excellently on paper.
__________________________
-Are able to present their ideas
fully to their classmates.
__________________________
-Students respond respectfully
to students’ questions.
__________________________
-Students create an image
where they can identify the
important aspects of their plan.
Students some creativity in
developing an original
community
Students choose 1 specific
natural resource that are
present within their town.
Students identify less than 4
specific jobs and why they are
important to their community.
Students identify the less than
the required number of goods
and services and they are not
linked to their resources.
Students identify their towns 1
general major industries which
not relate to their resources.
Students relate their ideas
rarely on paper.
__________________________
-Are able to present their few of
their ideas to their classmates.
__________________________
-Students respond respectfully
rarely to other students’
questions.
__________________________
-Students create an image
where they can identify a few of
the important aspects of their
plan.
31
Lesson 13-17:
Map Image with Label:
My community Coleman

Our Natural Resources: (Name & Image)

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

Our Jobs: (Title & Description)

1. _____________________________________________________________________

_____________________________________________________________________

2. _____________________________________________________________________

_____________________________________________________________________

32
Our Goods & Services: (Name & Description)

Goods:

1. _____________________________________________________________________

_____________________________________________________________________

2. _____________________________________________________________________

_____________________________________________________________________

Services:

1. ______________________________________________________________________

______________________________________________________________________

2. ______________________________________________________________________

______________________________________________________________________

Our Industry:

1. ______________________________________________________________________

______________________________________________________________________

3. ______________________________________________________________________

______________________________________________________________________

33
 Rubric:
Outcomes: General Outcome 2.1
Canada’s Dynamic Communities
K & U: Where are the Inuit, Acadian
and prairie communities located in
Canada? (LPP)
K & U: What kinds of natural
resources exist in the communities
(e.g., fishing, agriculture, mining)?
(ER, LPP)
K & U: What are the occupations in
each of the communities? (ER)
K & U: What kinds of goods and
services are available in the
communities? (ER)
K & U: What impact does industry
have on the communities (i.e.,
agriculture, manufacturing)? (ER,
LPP)
Outcomes:
V & A: appreciate how a
community’s physical geography
shapes identity (I, LPP)
V & A: appreciate the diversity and
vastness of Canada’s land and
peoples (CC, LPP)
2.S.8 Communication- demonstrate
skills of oral, written and visual
literacy:
• prepare and present information in
their own words, using respectful
language
• respond appropriately to
comments and questions, using
respectful language
• interact with others in a socially
appropriate manner
-create visual images for particular
audiences and purposes
Total:
2- Excellent!
Students identify their
community on their map. Also
identify Colman on the map.
Students identify 3 natural
resources. Use a visual image
with the name of each.
Students name 2 jobs known
in the community. Describes
the jobs.
Students identify 2 goods & 2
services in the community
with description of each.
Students identify 1 industry
important to the community.
Use a visual image.
2- Good Attitude
Students appreciate how
communities differ based on
their region.
Students appreciate others
work with presenting
different communities.
Comparing these communities
to each other.
-Create a board on their
community with appropriate
language.
-Responds respectfully to
other student’s comments
and questions.
-Includes images relating to
the topic.
1- Good 0-Missing
Students identify their Students do not
community on their identify their
map. OR Identify Colman community or
on the map. Not both Colman
Students identify 1-2 Students do not
natural resources. Use identify resources
some visual images with or have images.
the names.
Students name 1 job in Students do not to
the community. Or 1 job name 2 jobs. Lack
has a description. descriptions.
Students identify some Students do not
goods or some services identify goods or
in the community with services
description of each.
Students have an image Students are
OR an industry not both missing both an
industry and a
photo.
0-unrespectful
Students do not
appreciate how
communities differ
based on their region.
Students do not
appreciate others work
with not respecting their
presentation of different
communities.
Comparing these
communities to each
other.
- Students have
inappropriate language
on their scaffold
-Students are rude and
don’t answer questions
respectfully.
-Students do not have
images relating to the
topic
34
Lesson: 18

Quiz Name:______________
1. What are natural resources?
___________________________________________________________________
___________________________________________________________________

2. How do industries affect communities?

___________________________________________________________________

___________________________________________________________________

Answer the following questions for Metaghan

3. Write 3 describing words for the land. 4. Name 3 natural resources.

-________________________ -______________________
-________________________ -______________________

-________________________ -______________________

5. Name 2 jobs.

-________________________

- ________________________

6. Name 1 good

-________________________

35
Answer the following questions for Iqaluit
7. Write 3 describing words for the land. 8. Name 3 natural resources.

-________________________ -______________________
-________________________ -______________________

-________________________ -______________________

9. Name 2 jobs.
-________________________
-________________________
10. Name 1 good.

-________________________

Answer the following questions for Saskatoon

11. Write 3 describing words for the land. 12. Name 3 natural resources.

-________________________ -______________________
-________________________ -______________________

-________________________ -______________________

13. Name 2 jobs.

-________________________
-________________________
14. Name 1 good.
-________________________

36
Annotated list of resources

Barkhous, Joyce. (n.d). Pit Pony. (unknown)

This is a picture book that tells the story of coal mining in the Maritimes. It’s connection
to resources using an interesting story is a great way to get kids engaged in the topic or
review what they already know about resources.

Berkes, Marianne Collins., Dubin, Jill. (2008). Over in the Arctic: where the cold wind blows.
Dawn Pub.

This is a picture book that tells the story of what living in the arctic is like during the
winter. It’s connection to resources and the land using an interesting story is a great way
to get kids engaged with a community or review what they already know about resources
in this area.

Discovery Education. (2016). The Arctic Tundra. Retrieved February 17, 2020, from
https://app.discoveryeducation.ca/learn/videos/e50ca3d0-c7d9-4e46-9bf8-dbc8a52ba6d2/

This attention grabber is for the beginning of the lesson on Iqaluit it goes through the
different animal resources that the people living in Iqaluit rely on because of the cold. It
has great visuals to allow students to get engaged in the people as well the environment.

Fraser, Ivan. (2005). Peggy of the cove: The rescue of Peggy. (unknown)

This is a picture book that tells the story of how Peggy’s Cove got its name in Nova
Scotia. It’s connection to history using and interesting story is a great way to get kids
engaged in the history of where this community comes from.

Google Earth. (n.d.). Retrieved February 17, 2020, from https://www.google.com/earth/

Google Earth is a great tool that allows teachers to explore the whole world with their
class. With the street view students can feel like they are walking in these communities
without having to leave the classroom. Giving the class the opportunity to explore and try
to deduce what important jobs and resources there are.

Groenendyk, Goretta. (n.d). A harbor seal in Halifax. (unknown)

This is a picture book that tells the story of a seal in Halifax. It’s an egaging piece about
the community in Halifax to grab students attention with a fun character. As you travel on
this adventure its beneficial to review what they already know about resources and where
these might been seen in Halifax.

Halsey, Jacqueline., Muller, Carrie. (2008). The terrible horrible smelly pirate. Nimbus
Publishing.

37
 This is a picture book that tells the story of a terrible horrible smelly pirate. It may not
seem like it relates but you can tie this to Metaghan because of smugglers cove near by
where similar acts took place and can even go and tour the beach with the kids on google
Earth.

Halsey, Jacqueline. (2015). Explosion Newsie. Formac

This is a picture book that tells the story of the Halifax explosion. It’s connection to
resources using and using a historical story is a great way to get kids engaged in the
natural resources topic and review what they already know about the resources in
Metaghan.

Hundal, Nancy. (1999). Prairie summer. Fitzhenry & whiteside Pub.

This is a picture book that tells the story a childs life on the prairies. It’s connection to
resources as the kids run through the fields is a great way to introduce resources in
Saskatoon. Allowing students to compare to other communities resources they already
know.

Kessler, Deirdre. (2010). Lobster in my pocket. Nimbus Publishing.

This is a picture book that tells the story of a girl and her lobster. It shows a direct
connection to the ocean resources Metaghan benefits from using and interesting story and
character to keep students attention on their adventure.

Kusugak, Michael. (2008). The littlest sled dog. Orca book Pub.

This is a picture book that tells the story about a dog from Red Deer that wants to be a
sled dog. This story has an engaging journey as well the images portray the arctic
community as the littlist sled dog practices. It also allows students to think about how
transportation works in the north.

Marshall, Lillian., Marshal, Murdena., Harris, Prune., Bartlett, Cheryl. (n.d) Muin Aqq L'uiknek
Te'sijik Ntuksuinu'k: Mi'kmawey Tepkikewey Musikiskey A'tukwaqn = Muin And The
Seven Bird Hunters: A Mi'kmaw Night Sky Story. (unknown)

This is a picture book that tells a legend from the Mi’kmaw in Nova Scotia. It’s
connection to resources through a different perspective than that of acadian or Inuit is
beneficial for students to be engaged and learning about another culture in the same
area.

Pearson Education Canada. (2005). Communities in Canada: looking at work. Toronto, ON.

This textbook teacher resource is very beneficial to planning and fully understanding the
curricular outcomes given in the program of studies. It gives ideas for lessons and content
as well a ideas for summative assessment tasks that can be used.

38
Smith, Jane. (2019). Murphy Mondays. DriverWorks Ink.

This is a picture book that tells the story of Murphy the dog who’s job is to go around the
hospital and make people feel better. It is a great story to introduce that topic of jobs, why
jobs are important and jobs influence on others.

Stevens, Elizabet. (n.d). Pamela Pallock’s Perilous adventure. Four East.

This is a picture book that tells the story of Pamela Pallock who is a fish. Her perspective
is interesting for students because rather than looking for natural resource they are seeing
the world from a fish’s perspective. Allowing the teacher to engage students in the next
units topic environmental stewardship and why it’s important to help Pamela.

Trottier, Maxine., East, Stella. (1999). Dreamstones. Fitzhenry & Whiteside.

This is a picture book that tells the story of Inuit culture in the North. Using stories and
their beliefs to weave a beautiful tale. With students you can review why different aspects
of the arctic were very important to the Inuit.

Trottier, Maxine., Fernandez, Laura., Jacobson,Rick. (1998). Prairie Willow. Stoddart Kids,
Toronto ON.

This is a picture book that tells the story of a family’s life on the farm on the prairies. It’s
connection to resources for how they make a living as well as how they interact with their
environment is very beneficial to engage students in the new community.

Youtube. (2018). Recess – The Kids (Except Spinelli) Think about their future careers. Retrieved
February 17, 2020, from
https://www.youtube.com/watch?v=DStOHKSy1TE&feature=emb_title

This attention-grabbing video is to get students to think about they different kinds of jobs
they may want when they grow up. Seeing what the kids in the video want to be gives
them some ideas to build off of.

39