Sample 3-Part Lesson Plan

Topic/Big Idea: Heritage and Identity: Communities in Canada, Past and Present

Grade: 6 Subject: Social Studies

Time:45min
Curriculum Expectations and Learning Goals
Curriculum Expectations Learning Goals

Social Studies: I can:

A1.1 explain how various features that characterize a ● assess contributions to

community can contribute to the identity and image of a Canadian identity made
by various groups and
country
by various features of
Canadian communities
A1.2 evaluate some of the contributions that various ethnic and regions
and/or religious groups have made to Canadian identity ● use the social studies
inquiry process
A1.3 explain how various groups have contributed to the goal (formulate questions,
of inclusiveness in Canada gather and organize,
interpret and analyze,
Visual Arts: evaluate and draw
conclusions, and
D1.1 create two-dimensional, three-dimensional, and communicate) to
multimedia artworks that explore feelings, ideas, and issues investigate different
from a variety of points of view perspectives on the
historical and/or
contemporary
experiences of two or
more distinct
communities in Canada
● demonstrate an
understanding of
significant experiences
of, and major changes
and aspects of life in,
various historical and
contemporary
communities in Canada

Part 1: Minds On Estimated time: 10 minutes

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Materials and Set up:

The teacher begins the lesson by introducing the concept of
“Canadian Identity”. After sharing a clip of the Vancouver
-Easel Pad or virtual
Olympics Opening Ceremony, a discussion is then facilitated on
what “Canadian Identity” means. Collating the responses, the bulletin board (i.e., Padlet)
class then comes up with a single definition for the term. Some
questions the teacher could ask to facilitate this conversation
include: “Is culture a part of Canadian identity?” “Do the people
of Canada decide Canadian identity?”. This discussion is kept
brief, as students will be leading their own in-depth inquiry on
this subject during the Action portion of the lesson.

The teacher then asks students to start thinking about how their
personal identity links to the Canadian identity, and write down
these ideas on a mind map. These ideas include the concepts
discussed before, like their culture, their family traditions, their
faith, their orientation, their interests, and their life story. The
teacher could provide a personal example, ex.” As a
Canadian-born South Asian person, I grew up speaking both
French, an official language of Canada, and Punjabi, the
language spoken by my family. I also had friends of many
different cultural backgrounds because the community I grew
up in was so diverse.”

Part 2: Action Estimated time: 20

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The teacher then presents a video describing the Indigenous

legend of Turtle Island. The class has a brief discussion Materials and Set up:
manifested by the following prompts:
-Discussion question
-How might Indigenous cultures view Canadian history and Sheet
culture differently than non-Indigenous residents? What about -Large pad paper
other non-white cultures and immigrants?
Teaching/Learning
-What role does the media play in promoting a specific notion of Strategies:
Canada? Is this accurate or fair? -think/pair/share

The teachers will then explain the activity that will take place
Assessment Strategies:
near the end of the lesson, which is decorating a mosaic tile - Observations
that depicts their own identity based on what we, as a class, - Conversations
have collectively decided “identity” means. - Questions & Prompts to
check for understanding
Next, in groups of four or five, students are then instructed to - Peer feedback
write a list of 6 groups, people, places, events, and other things
that they feel form the identity of Canada on a large sheet. They
are then required to rank these terms from most to least
significant in shaping the Canadian Identity, and prepare to
share their rationales with class.

A large group debrief of everyone’s lists takes place during

which the groups explain their rationale for their rankings. This
discussion will encourage students to reflect on their earlier
ideas about their personal identity, and what is most integral
and important to their self-expression and affiliation, and ways
they have contributed to the Canadian identity (i.e. I’m a
student who wants to be an artist someday, I’m someone who
cares about my friends and the environment, etc.). The
discussion eventually shifts to discussing what we, as a group,
believe a good nation’s identity should be based on. These may
include values such as inclusiveness, fairness, honesty, etc.

Part 3: Consolidation Estimated Time: 15 min.

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Students are all given a piece of pre cut mosaic tile on which Materials and Set up:
they are to illustrate images and words that represent their own
identity. They will then place their tile onto the shell form that
-large canvas or poster
has been traced on the large poster paper in advance,
representing how we, and our actions, are all a part of what paper with giant turtle
makes the land we live on what it is, regardless of how drawing reminiscent of the
“Canadian” our roots may be. shape of North America.
Following this, the class briefly discusses how we, with all our -Multicoloured pieces of
varied identities and backgrounds, are all a part Canadian
identity, and how diverse cultures have contributed and
mosaic paper that form
continue to contribute to said identity. This is the case even into the turtle shell. The
though the media does not always represent this. Before the number of pieces should
lesson is over, the teacher makes an explicit statement that be the same as the
most Indigenous communities do not view themselves as a part number of students in the
of the Canadian “cultural mosaic”, but as foundational nations class.
with a separate worldview and identity. The turtle has been
used to represent the class’ collective identity because we
acknowledge the land that we reside on as the ancestral land of
Indigenous nations, and because we choose to understand the Reflection strategies
land we live on with the understanding of its diverse and long -Checks for understanding
history that is still taking place. -Connect back to learning
goals
Identify next steps for
learning
Considerations

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Multiple Intelligences: Accommodations: Assessment as Learning:

- verbal linguistic Who: - self-assessment
How - peer assessment
- logical/mathematical - kind of assignment
- musical/rhythmic - breadth
bodily/kinesthetic - depth Assessment of Learning:
- pace - Teacher observations
- visual/spatial
and recording of
- interpersonal - grouping anecdotal notes
- intrapersonal - time - Conversations and
- place conferences with
- naturalist
- other students
- existential
- Collection and analysis
of products:
Equity/Diversity
assignments, quiz/test,
Inclusion
learning journal, art
Culturally Responsive
work, etc.
Pedagogy
Documentation tools:
checklists, rubrics,
anecdotal notes, video,
photography