1

Grade 4/5 (Gr. 3 Curriculum) Social Studies Year Plan

January 9- April 21 2023
Chapters 2-6
Shelby Job
St. Catherine School
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Table of Contents
Grade 4/5 Social Studies Year Plan……………………………………………………………..3

Weight of Units……………………………………………………………………………7

Unit Timelines…………………………………………………………………………….7

Unit One

Unit Overview & Rationale……………………………………………………………...9

Essential Questions………………………………………………………………………10

Focused Outcomes……………………………………………………………………….10

Social Studies Strands……………………………………………………………………10

Resources and Materials ………………………………………………………………...11

Lesson Overviews……………………………………………………………………….15

Unit Assessment Plan……………………………………………………………………16

Lesson Plans Day One & Two………………………………………………………….21

Unit Two
Unit Three
Unit Four
Unit Five
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Year Plan

Grade: 4/5 (Gr. 3 Curriculum) Subject: Social Studies School Year:

2023 Teacher: Shelby Job

Classroom Demographics: (will add more as I learn the class)

Our class is a combined grade 4/5 class with 28 student’s total. There are 21 grade 4 students
and 7 grade 5 students. Only the grade 4s will be in the class for social studies. As with any
class we have a diverse group of students with unique strengths and needs. We have several
students in the class that are ELL learners who require extra support with vocabulary and
assignment explanation. Within our class the learning level varies among the students with
some stronger and lower learners.
Accommodations:
A focus will be made to use accessible and easy to comprehend vocabulary for the ELL in the
class. Additional supports and instruction to strengthen vocabulary knowledge and skills of
students will be incorporated into lessons. Speaking slowly, clearly and checking for student
understanding of vocabulary and instructions are strategies that will be used. Instructions for
assignments and other tasks will be explained clearly and with written supports. ELL learner
students will be given extra individualized help when needed.
In order to ensure success of all learners in the class, a UDL approach will be utilized. This
will ensure that lessons and assignments can be differentiated to meet the level of all learners
in the class.

Contextual Variables:
The community of Picture Butte has a high population of Spanish workers. Many of the
students in the school are Spanish speaking and still learning English. These students are not
only learning a new language but may be experiencing elements of culture shock and missing
home that the teachers should be aware and understanding of.
After several years of school disruptions due to COVID all students are experiencing various
gaps in learning that will need to be taken into consideration and supported.

Report Cards: (fill in later)

Parent / Teacher Interviews: (fill in later)

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January 9-27 January 30- February 15- March 9-28 March 29- April 21
February 15 March 8
6 classes 6 Classes 5 Classes
5 classes 5 classes

Unit of Ch. 2 Ch. 3 Ch. 4 Ch. 5 Ch. 6

Study
Traditions Services People Working Together People and the Good and Services
and Need Environment
Celebrations

Outcomes: General: General: General: General: General:

General and
Specific 3.1 3.1 3.1 3.1 3.1
3.2 3.2 3.2 3.2 3.2
Specific: Specific: Specific: Specific: Specific:
3.1.1 3.1.2 3.1.2 3.1.2 3.1.2
3.1.2 3.1.4 3.2.1 3.1.3 3.1.4
3.2.1 3.2.1 Skills and 3.2.2 3.2.1
Processes
Skills and 3.2.2 Skills and 3.2.2
Processes Processes
Skills and
3.S.1 Processes

3.S.2
3.S.8

Main Topics What is culture What is a What is What is What are goods,
and and how is it community? government? environment and
Activities celebrated climate? services, natural
through What is a service Who are leaders in
and access to communities Canadian resources?
traditions?
services? (mayor, council environment and Moving goods
Canadian etc.) and what are climate. How is
traditions and What services do they responsible the environment between countries.
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celebrations. we have in Canada? for? important for Imports and exports.

(Indigenous our identity?
perspective) What are the basic What are elections (Indigenous How does
needs and rights of and why are they perspective)
What traditions people and important? technology affect
and children? How can we goods and services.
celebrations Leadership in Peru, adapt to and
are important Services in Peru, Tunisia, Ukraine change the Goods and services
to students. Tunisia, Ukraine and India. environment?
and India. in Peru, Tunisia,
Culture, Comparison of Environment in
How are services leadership in Peru, Ukraine and India.
traditions and Peru, Tunisia,
celebrations in and quality of life Tunisia, Ukraine, Ukraine, and
Peru, Tunisia, connected? India and Canada. India.
Comparing goods
Ukraine and Comparison of How is leadership
India. Comparing
services in Peru, connected to and services
environment in
Comparing Tunisia, Ukraine, quality of life? Peru, Tunisia, around the world.
culture and India and Canada. Ukraine, India
Working together
traditions Connection between
for the Community. and Canada.
between Peru, goods and services
Tunisia, In what ways do
Ukraine, India we care for the and quality of
and Canada. environment?
What life.
The changes in responsibilities
culture and do we have to
traditions from care for the
past to present. environment?

Key Textbooks: Textbooks: Textbooks: Textbooks: Textbooks: Connecting with

Resources Connecting Connecting with Connecting with Connecting with
with the World the World the World the World University of Lethbridge Cur

University of University of University of University of Powerpoint presentations

Lethbridge Lethbridge Lethbridge Lethbridge In-class handouts
Curriculum Curriculum Lab Curriculum Lab Curriculum Lab
Lab Online websites and videos.
Powerpoint Powerpoint Powerpoint
Powerpoint presentations presentations presentations
presentations
In-class handouts In-class handouts In-class
In-class handouts
handouts Online websites Online websites
and videos. and videos. Online websites
Online and videos.
websites and
videos.
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Assessments Formative: Formative: Formative: Formative: Formative:

and
Evaluations Class Class discussion Be the expert Class Discussion Class Discussion
discussion groups
Class polls Exit slips KWL chart
Exit slips KWL chart
KWL chart Be the expert Class brain dump
Door slam Venn Diagram groups
Summative: Exit slips
Summative: Class poll or Summative:
Completion of discussion Summative:
Completion of booklet Completion of
booklet Class door slam Booklet Completion of booklet
Quiz
Travel poster Summative: Interview Multimedia project or
or brochure Presentation
Completion of
booklet
Concept map
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Unit Legend
Traditions and Celebrations
Services People Need
Working Together
People and the Environment
Goods and Services

Weighting of Units
Traditions and Celebrations 12.5%
Services People Need 12.5%
Working Together 12.5%
People and the Environment 12.5%
Goods and Services 12.5%

Unit Timelines (subject to change)

January
Sunday Monday Tuesday Wednesda Thursday Friday Saturday
y
1 2 3 4 5 6 7
8 9 First day 10 11 12 13 14
back and Mass at
my first day 9:00am
School Council
Meeting
15 16 17 18 19 20 21
Division Board
Meeting
22 23 School 24 25 26 27 28
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PD Day-
No School
29 30 31

February
Sunday Monday Tuesday Wednesday Thursda Friday Saturday
y
1 2 3 4
5 6 7 8 9 10 11
12 13 14 Feast of 15 Division 16 17 18
St. Board Meeting
Valentine
19 20 Family 21 22 23 24 25
Day- No SWATCA- SWATCA-
School No School No School
26 27 28

March
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4
5 6 7 8 9 10 11
12 13 Spiritual 14 Division 15 16 17 Feast 18
Developmen Collaboration of St.
t Day- No Day- No Patrick
School School
19 20 21 22 23 24 25
26 27 28 29 Division 30 31
Board Meeting

April
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1
2 3 4 5 6 Last Day 7 Good 8
Before Friday- No
Break School
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9 Easter 10 Easter 11 Easter 12 Easter 13 Easter 14 Easter 15

Sunday Break- No Break- No Break- No Break- No Break- No
School School School School School
16 17 First 18 19 20 21 Last 22
Day back Day of
Practicum
23 24 25 26 27 28 29

Grade 4/5 Social Studies Unit One

Title: Traditions and Celebrations
Timeframe: Jan 9-27
Unit Overview and Rationale:
This unit follows chapter 2 in the Many Voices: Connecting with the World text book

which explores culture, traditions and celebrations in Peru, Tunisia, Ukraine and India. This unit

is intended to teach students what culture is and how it is shaped by our traditions and

celebrations, language, beliefs, food, music and art. Students will learn how culture shapes our

identity and sense of belonging in the world by considering our own culture in Canada and

countries where the students are from. Once an understanding of what culture is and its

importance for identity we will explore the cultures of Peru, Tunisia, Ukraine and India. This

will help students learn and appreciate the diversity of different cultures around the world and

develop a curiosity and compassion for cultures that are different from their own.

In the first half of lesson one students will learn what culture is and what culture is

comprised of. The second half will develop their understanding of how culture impacts identity

by exploring elements of Canadian culture. In the second lesson we will learn about the culture

and traditions of Peru, taking time to discuss and compare it to Canadian culture. Lessons three

through five will follow a similar structure exploring the cultures of Tunisia, Ukraine and India
 10

with discussion and comparison throughout. Students will have a fill in booklet to complete as

we go through lessons. This is intended to ensure student engagement, retention of material and

provide students with notes to help with the summative assessment. At the end of the unit

students will have an opportunity to share what they learned by creating a travel poster for one of

the countries studied. This will demonstrate students’ learning about the culture and foster their

appreciation and curiosity towards other cultures.

Essential Questions:
Lesson one: What is Culture? What is made of and how does it shape our identity?
Lesson two: What are some important elements of Peruvian culture?
Lesson three: What are some important elements of Tunisian culture?
Lesson four: What are some important elements of Ukrainian culture?
Lesson five: What are some important elements of Indian culture?
Lesson six: What have we learned?
General Outcomes:
3.1 Students will demonstrate an understanding and appreciation of how geographic, social,
cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and
Peru.
3.2 Students will demonstrate an understanding and appreciation of Canada’s roles and
responsibilities in global citizenship in relation to communities in India, Tunisia, Ukraine and
Peru

Specific Outcomes:
3.1.1 Demonstrate an awareness of and interest in the beliefs, traditions and customs of groups
and communities other than their own.
3.1.2 What are the traditions, celebrations, stories and practices in the communities that connect
the people to the past and to each other.
How is identity reflected in traditions, celebrations, stories and customs in the communities?
How is cultural diversity expressed within each community?
3.2.1 Respect the equality of all human beings.
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Skills and Processes:

3.S.1 Develop skills of critical thinking and creative thinking.
3.S.2 Develop skills of historical thinking.
3.S.8 Demonstrate skills of oral, written and visual literacy
Strands of Social Studies:
❖ Time, Continuity and Change
❖ The Land: Places and People
❖ Culture and Community
Resources
Connecting with the World (2005). Many Voices. Pearson Education Canada: Toronto.

Welcome to the Curriculum Laboratory: University of Lethbridge. Welcome to the Curriculum

Laboratory | University of Lethbridge. (n.d.). Retrieved December 23, 2022, from
https://www.ulethbridge.ca/education/currlab

Holiday Traditions from across Canada (2018, Dec 6). Heritage Canada. Retrieved from
https://www.youtube.com/watch?v=r0Btxk0sAT4
Count to Ten in Blackfoot. (2021, Sept 27). BEW FCSS. Retrieved from
https://www.youtube.com/watch?v=Q2vm5FUGk_0
Song and Dance on the Blackfeet Reservation (2022). Montana TV. Retrieved from
https://www.youtube.com/watch?v=S_lIngPqj7Y
The Sundance Ceremony (2022). Mia Ganji. Retrieved from
https://www.youtube.com/watch?v=nvxIczbnAmg
Laurie Hodges Humble (n.d.) The Legend of Napi and the Rock. Retrieved from
https://wcln.ca/_LOR/course_files/en07/unit2/The_Legend_of_Napi_and_the_Rock.pdf
:~:text=The%20Okotoks%20Erratic%20is%20the%20largest%20rock%20in,young%20
oy%20on%20the%20Piikani%20Reserve%20in%20Alberta.
7 Must Try Peruvian Foods! (2020). Michael Makes Film. Retrieved from
https://www.youtube.com/watch?v=vrMTAD140dc

Traditional Andean Dancing During Fiestas del in Cuzco, Peru (2018). Trans-Americas Journey.
Retrieved from https://www.youtube.com/watch?v=Ofb3cNzdKdc

Numbers in Spanish 1-10/Spanish Learning for Kids. (2018). Homeschool Pop. Retrieved from
https://www.youtube.com/watch?v=xeHkM9xT1VY
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Learning about Peruvian textiles- Peruvian artisans share their skills to create one of a kind
pieces (2021). Peru Gift Shop. Retrieved from https://www.youtube.com/watch?
v=oD00yG77imQ

Tunisian Style Dance (2012) Mark Hurd. Retrieved from https://www.youtube.com/watch?

v=cVneREb4ptk

Count from 1 to 10 in Arabic (2019). Mondly Languages. Retrieved from

https://www.youtube.com/watch?v=cVneREb4ptk

Trying Tunisian Food! (2019). Snaps from Abroad. Retrieved from

https://www.youtube.com/watch?v=oGiiO-0WGok

Muslim Prayer (2020). TrueTube. Retrieved from https://www.youtube.com/watch?v=oGiiO

0WGok

VIRSKI-Hopak, 2010 (2011). Maz Hist. Retrieved from https://www.youtube.com/watch?

v=kQlJ6hWhqdY
Elementary Ukrainian- Lesson 3- Numbers in Ukrainian (1-10) (2019). Беларуская Мова.
Retrieved from https://www.youtube.com/watch?v=floN-FePzdE

Popular Ukrainian food (2018). Khmara and the kitchen. Retrieved from
https://www.youtube.com/watch?v=9edgEoawhQY

Ivan Kupala Celebrated (2019). UATV English. Retrieved from

https://www.youtube.com/watch?v=floN-FePzdE

Shiva Shambho: Most Watched Bharatanatyam Dance/Best of Indian Classical Dance (2017).
IndianRaga. Retrieved from https://www.youtube.com/watch?v=JWhA3ldZcyY

Punjabi Numbers/ Gurmukhi Train/ Gurmukhi School (2018). Gurmukhi School. Retrieved from
https://www.youtube.com/watch?v=m-ns3dSgS-U

Top 10 Best Indian Dishes (2020). Sandeep Varghese. Retrieved from.

https://www.youtube.com/watch?v=TPO9AjB50cc&t=37s

Diawali- Festival of Lights/National Geographic (2010). National Geographic. Retrieved from

https://www.youtube.com/watch?v=HrrW3rO51ak

Materials
 Class power point presentation
 Notes booklet handout
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 Performance task handout

 Index cards and sticky notes
 Poster paper and coloring materials

Lesson Overviews:
Tuesday Jan. 10 Thursday Jan. 12
Day One: Introduction, What is Culture? What are Day Two: Peruvian Culture, Traditions and Celebrations
elements of Canadian Culture and Indigenous Canadian
PERIOD ONE
Culture.
PERIOD ONE Lecture:
Lecture:
Brief review of what Culture is.
Teacher Introduction
Using an About Me PowerPoint, the teacher will introduce 3.1 What are some important elements of Peruvian culture?
herself to the class - Watch videos about Peruvian culture, after each one have a
Lecture: brief discussion about what students noticed and record on
3.1.2 What is Culture? What is made of and how does it board or slide.
shape our identity? - Students read page 28 of textbook. Then have a class
- Class will brainstorm and discuss what they think culture is discussion about what they learned and how culture changes
and teacher will record student ideas on board or slide overtime.
- Students will brainstorm what they think culture is made of - As a class complete activity on slide 15
and teacher will record ideas - Students fill in booklet pages.
- Using powerpoint presentation teacher will explain culture
and the elements of culture- students will record in booklets Brain Break
- Watch video of Canadian culture and follow with class
discussion PERIOD TWO
Activity Lecture
- Students will choose some of their favourite parts of - Students read page 29, class discussion about what
Canadian culture (or their own culture) to record in they learned and complete activity on slide 16
their booklets - Students read page 30 and as a class complete
Brain Break activity on slide 17
PERIOD TWO - Student fill in notes in booklet
Lecture - Read Llama Saves the People as a class and discuss
- Watch videos of Blackfoot language, music and Door Slam
dance and Sundance Ceremony (time permitting).
Have a class discussion after each one and talk about - What is one part of Peruvian culture that you would
 14

the importance of Indigenous culture in Canadian like to experience?

Culture
- Reading of The Legend of Napi and the Rock
followed by class discussion (importance as a
Canadian folktale)
Exit Slip
- What is one thing they would like me to know about
them? What is one of our favourite traditions or
celebrations from your culture?

Tuesday Jan. 17 Thursday Jan. 19

Day Three: Tunisia culture, traditions and celebrations Day Four: Ukrainian culture, traditions and celebrations
PERIOD ONE PERIOD ONE
Lecture Lecture
3.1 What are some important elements of Tunisian culture? 3.1 What are some important elements of Ukrainian culture?
- Watch videos about Tunisian culture, after each one have a - Watch videos about Ukraine culture, after each one have a
brief discussion about what students noticed and record on brief discussion about what students noticed and record on
board or slide.
board or slide
- Students read page 32 of textbook (or read together as a
class). - Students read page 36 and discuss as a class
- As a class complete activity on slide 21 - As a class complete activity on slide 26
- Students fill in booklet pages. - Students fill in booklet
- Have students read page 33 and have a class discussion
about what they learned. Brain Break
- Complete activity on slide 22 PERIOD TWO
Activity
Brain Break
- In pairs students read pages 37-38 and discuss with
PERIOD TWO partners
Lecture - With partner start filling out booklet- missing parts
- As a class read page 34 can be filled in with class lecture
Activity Lecture
- Think-pair- share with classmate close to them about
- As a class complete activity on slides 28 and 29
what they learned
Lecture - Students add to booklets
- Complete activity on slide 23 - As a class read The Birds’ Gift and Discuss
- Students fill in booklet - Remind students about performance task project
- Read Jha and His Donkey as a class and have a brief coming up
discussion Exit Slip
- Time permitting introduce students to performance - Teacher feedback: What do they like about social
task- travel poster

Door Slam
- One thing they found interesting or would like to
know more about Tunisian culture
Tuesday Jan. 24
Day Five: Indian culture, traditions and celebrations
PERIOD ONE
Lecture
3.1 What are some important elements of Indian culture?
- Watch videos about Indian culture, after each one have a
brief discussion about what students noticed and record on
board or slide.
Activity
- Divide students into groups of 3. Together they will
read pages 40-42 and discuss prompts provided by
teacher.
- Teacher will wander through groups to help and see
how they are doing
- Working as a group students will try to fill in booklet
pages (each student has their own)
Brain Break
PERIOD TWO (time tight)
Lecture
- As a class have a brief discussion about what
students learned in their groups
- As a class complete activities on slides 31, 33, 34
- Students fill in the rest of booklet
- As a class read Ram Saves Sita and discuss
- As a class read pages 44-45
- As a class complete slides 35 and 36 while engaging
in a class discussion about what they have learned
and comparing the cultures of the countries and their
own
Exit Slip
- Which countries would like to do you travel poster
project on?
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studies so far? Do they have a favorite part or activity
so far? What is something that could be better?
Thursday Jan. 26
Day Six: What have we learned?
ALL ONE PERIOD TODAY
Lecture
- Teacher will remind students about instructions for
travel poster and expectations for the day
- Students will hand out materials for poster
Activity
- Students will work on travel poster. They can choose
to work alone, with a partner or in small groups but
everyone is completing their own poster (should
work with people who are doing the same country)
- Students who are missing sections of notes will visit
teacher at the back of the room to get help filling in
missing notes before working on travel poster
- Students can get up stretch and take breaks when
they need but the whole class is designated to making
sure booklets and travel posters are complete
Extra Fun (depending on time, student behavior and if I can
prepare everything ahead of time)
Cultural Celebration of the Countries
- Have music from the countries playing in
background
- Sample a food from each country
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Unit Assessment Plan

Stage 1: Desired Results

General Outcomes (in full):

3.1 Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors
affect quality of life in communities in India, Tunisia, Ukraine and Peru.
3.2 Students will demonstrate an understanding and appreciation of Canada’s roles and responsibilities in global
citizenship in relation to communities in India, Tunisia, Ukraine and Peru.

Understandings: Essential Questions:

Students will develop an understanding about what What is Culture?
culture is and what culture is comprised of.
What is culture made of and how does it shape our identity?
Reflecting on Canadian culture, Canadian Indigenous
culture and their own culture if it not Canadian will help What are some features of Canadian culture, Canadian
student to understand how culture impacts identity and Indigenous culture and your own culture?
provide context before learning about the culture of the What are some important elements of Peruvian culture?
other countries.
What are some important elements of Tunisian culture?
Learning about the culture, traditions and celebrations of
Peru, Tunisia, Ukraine and India will help students What are some important elements of Ukrainian culture?
development an understanding of and appreciation for the What are some important elements of Indian culture?
diversity of the countries studied and promote beliefs of
equality among different cultures and peoples. What have we learned?
Reflecting on and comparing the cultural differences
between the countries and students own culture will
demonstrate the depth of student learning and ability to
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engage critically with what we learned.

Specific Outcomes (in full): Prior understandings…

Students will be able to… That there are many diverse cultures around the world that
differ from their own.
3.1.1 Demonstrate an awareness of and interest in the
beliefs, traditions and customs of groups and communities That the culture you are raised in impacts our identity.
other than their own.
3.1.2 What are the traditions, celebrations, stories and
practices in the communities that connect the people to
the past and to each other.
How is identity reflected in traditions, celebrations,
stories and customs in the communities?
Where does this lead?
How is cultural diversity expressed within each Skills and Process
community?
3.S.1 Develop skills of critical thinking and creative
3.2.1 Respect the equality of all human beings. thinking.
3.S.2 Develop skills of historical thinking.
*Focused SLOs for assessment
3.S.8 Demonstrate skills of oral, written and visual literacy
3.1.1 Demonstrate an awareness of and interest in the
beliefs, traditions and customs of groups and communities
other than their own.
3.1.2 What are the traditions, celebrations, stories and
practices in the communities that connect the people to
the past and to each other?
How is identity reflected in traditions, celebrations,
stories and customs in the communities?
How is cultural diversity expressed within each
community?
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Notes Class
Title Travel Poster Exit Slips Door Slam
Learning Booklet Discussion
Outcomes  Type
Summative Summative Formative Formative Formative
(Formative/Summative)
60%
Weighting 40% NA NA NA
3.1.1 Demonstrate an awareness of and
interest in the beliefs, traditions and customs
X X X X X
of groups and communities other than their
own.
3.1.2 What are the traditions, celebrations,
stories and practices in the communities that
X X X
connect the people to the past and to each
other?
3.1.2 How is identity reflected in traditions,
celebrations, stories and customs in the
communities? X X X X X

3.1.2 How is cultural diversity expressed

within each community? X X X
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Assessment Tool Brief Description Assessment FOR Assessment OF

Learning Learning
Travel Poster The Travel Poster provides students an Summative
opportunity to demonstrate what they have learned
about the concepts covered in this unit and the
culture, traditions and celebrations of one of the
countries studied, as well as their creative and
critical thinking skills. On the poster students will
identify what culture is and the main elements of
culture. Students will choose one of the countries
studied and prepare information about what they
think is important to know about the culture of this
country when travelling there. Students will also
identify some elements of the country’s culture
they would like to experience when they travel
there (food, celebrations, festivals etc.). Students
will provide a brief written report (about 4-5
sentences) explaining the significance of what
they have chosen to include on their poster.
Notes Booklet Students will be provided with a fill-in notes Summative Summative
booklet that corresponds with the PowerPoint
presentation and textbook. This is intended to help
students follow along and engage with the
material. It will provide students with a summary
of what we have learned once everything is filled,
the information in the booklet will help students
complete the Travel Poster. The booklet will also
provide students an opportunity to reflect on their
own culture and engage personally with the
material. The booklet will provide evidence of
students’ learning and depth of engagement with
material covered.
Exit Slips Exit slips provide students an opportunity to Formative
provide feedback to the teacher that will be useful
for improving their learning experience. Since the
exit slips are designed as a way for students to
give feedback to the teacher they are assessments
of learning as their comments will be taken into
consideration for future planning and
accommodations.
Door Slam Door slams are similar to exit slips but will be Formative
designed to be assessments of students learning.
Students will write an answer to the prompt that
 20

has something to do with what we learned in the

lesson and stick it to the door on their way out.
This provides a quick and easy way to evaluate if
students are understanding the material.
Class Discussions Throughout every class we will engage in various Formative Formative
class discussions about the material we are
learning from the textbook, videos, themes and
give opportunities for students to share their own
thoughts. Class discussions provide an opportunity
for students to ask questions and enhance their
learning of the material as well as an opportunity
to assess how well students are understanding the
material.
 21

Lesson Plans
DAY ONE:

Stage 1: Desired Results

GLOs: Students will:

3.1 Students will demonstrate an understanding and appreciation of how
geographic, social, cultural and linguistic factors affect quality of life in
communities in India, Tunisia, Ukraine and Peru.

SLOs: Students will:

3.1.1 Demonstrate an awareness of and interest in the beliefs, traditions and
customs of groups and communities other than their own.
3.1.2 What are the traditions, celebrations, stories and practices in the
communities that connect the people to the past and to each other.
How is identity reflected in traditions, celebrations, stories and customs in
the communities?
How is cultural diversity expressed within each community?

Learning Students will:

Objectives Students will be able to define culture and explain the elements that is
comprised of.
Students will reflect on Canadian, Indigenous Canadian, and their own
culture in order to gain an understanding of and appreciation for how culture
shaped identity.

Stage Two: Assessment Evidence

 22

Formative Class Discussion Summative ● N/A

Assessment: Assessment:
Exit Slip

Stage 3: Learning Experience

Resources Resources:
and
Materials Connecting with the World (2005). Many Voices. Pearson Education Canada: Toronto.
Holiday Traditions from across Canada (2018, Dec 6). Heritage Canada. Retrieved from
https://www.youtube.com/watch?v=r0Btxk0sAT4
Count to Ten in Blackfoot. (2021, Sept 27). BEW FCSS. Retrieved from
https://www.youtube.com/watch?v=Q2vm5FUGk_0
Song and Dance on the Blackfeet Reservation (2022). Montana TV. Retrieved from
https://www.youtube.com/watch?v=S_lIngPqj7Y
The Sundance Ceremony (2022). Mia Ganji. Retrieved from
https://www.youtube.com/watch?v=nvxIczbnAmg
Laurie Hodges Humble (n.d.) The Legend of Napi and the Rock. Retrieved from

https://wcln.ca/_LOR/course_files/en07/unit2/The_Legend_of_Napi_and_the_Rock.pdf
:~:text=The%20Okotoks%20Erratic%20is%20the%20largest%20rock
%20in,young%20 oy%20on%20the%20Piikani%20Reserve%20in%20Alberta.
Materials:
Class power point presentation
Notes booklet handout
Index cards
Prior to Lesson:
Have powerpoint presentation prepared
Notes booklet prepared and ready to handout
Legend of Napi and the Rock printed

Time: Content/Description

PERIOD ONE: 1:05pm – 1:40pm Rationale: The

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Introduction introduction allows the

teacher to introduce
5-10 Teacher Introduction herself to the full class
minutes group. It helps the
● The teacher introduces herself to the class with an
‘About Me’ PowerPoint presentation. students feel more
● The presentation includes information about me comfortable with the
such as where I grew up, my favourite hobbies, teacher before diving into
foods, pets, and interests. instruction.
● Also includes information about why I want to be a
teacher and the role I will have as a teacher intern in
their class
● I will allow a few minutes for student
questions/comments after the presentation. Beginning with an
Lecture introduction of what
culture is comprised of is
 As an opening activity the class will brainstorm and
important for establishing
discuss what they think culture is and teacher will the base knowledge that
record student ideas on board or slide. students will need in
 Once student ideas have been recorded I will use the order to understand and
powerpoint presentation to explain what culture is comprehend the material
and provide students with the definition from the covered in the rest of this
textbook. We will also learn about the 6 main lesson and unit.
30 elements that culture is comprised of. Prompt
minutes Having students engage
students to start thinking about how their own with Canadian culture
culture is shaped by traditions, language, beliefs, and their own culture
food, art and music. serves as an introduction
 Ask students if they know what an official language and ice breaker into the
is and what the official languages of Canada are. topic of culture and
Are there other languages spoken in a country other traditions so that students
than the official languages? will have a contextual
 Students will fill in page one of their booklet that understanding in which to
has the definition of culture and matching the interpret and compare the
countries we learn about.
definition of the 6 elements to what they are.
 Watch video of Canadian culture and follow with
class discussion about what students connected with
in the video. Students will also be encouraged to
discuss if there is anything that surprised them in the
video or that they did not know about Canadian
culture.
 Discuss how culturally diverse Canada is and many
Canadians express their culture in different ways-
the same will be true of the countries we study.
 Allow students to share what some of their favourite
parts of Canadian culture or traditions are. The periods are very long
so a movement break will
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 Students in the class that are not from Canada will allow students to
be encouraged to share some of their culture and recharge and refocus for
traditions with the class. the second half of the
5 minutes Brain Break lesson.
 Go noodle

Learning about
PERIOD TWO 1:50pm-2:20pm Indigenous culture is
Lecture important for students
and efforts should be
 The second part of this lesson will begin with made in all subjects to
teacher led discussion about how Indigenous culture enhance their knowledge
25 is an important part of Canadian culture and how and understanding of
minutes Indigenous culture as been supressed throughout Indigenous peoples in
Canadian history. Canada. Exploring their
 We will watch short several minute long videos of culture is meaningful and
Blackfoot language, music and dance and Sundance relevant way to achieve
Ceremony (time permitting). this.
 We will have a class discussion after each one and This is lesson follows a
talk about the importance of Indigenous culture in similar structure for how
Canadian Culture. Students will also be encouraged we will learn about the
to share things that they did not know or surprised other countries so
them. provides students will
 To wrap up the lesson I will read them the Legend warm up to the way that
of Napi and the Rock. We will follow it with a class will be learning over the
discussion about the meaning of the tale and it’s next several lessons.
importance in Indigenous culture and Canadian
culture.
5 minutes Closure Exit slips are a simple but
effective way to gather
Exit Slip formative assessment of
 When the class is almost over I will pass out an students. The first
index card to all the students and have them answer question will help me get
the following questions on it: to know them. The second
o What is one thing they would like me to provides as opportunity
for them to reflect of their
know about them?
own culture and for me to
o What is one of our favourite traditions or
see if they have
celebrations from your culture?
understood what culture
is.
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DAY TWO:

Stage 1: Desired Results

GLOs: Students will:

3.1 Students will demonstrate an understanding and appreciation of how
geographic, social, cultural and linguistic factors affect quality of life in
communities in India, Tunisia, Ukraine and Peru.

SLOs: Students will:

3.1.1 Demonstrate an awareness of and interest in the beliefs, traditions and
customs of groups and communities other than their own.
3.1.2 What are the traditions, celebrations, stories and practices in the
communities that connect the people to the past and to each other.
How is identity reflected in traditions, celebrations, stories and customs in
the communities?
How is cultural diversity expressed within each community?

Learning Students will:

Objectives Students will have knowledge of elements of Peruvian culture and traditions
and be able to reflect on and discuss the Peruvian culture.

Students will demonstrate an understanding of the differences between

Peruvian culture and their own and respect for diversity.
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Stage Two: Assessment Evidence

Formative Class Discussion Summative ● N.A

Assessment: Assessment:
Door Slam

Stage 3: Learning Experience

Resources Resources:
and
Materials Connecting with the World (2005). Many Voices. Pearson Education Canada: Toronto.
7 Must Try Peruvian Foods! (2020). Michael Makes Film. Retrieved from
https://www.youtube.com/watch?v=vrMTAD140dc

Traditional Andean Dancing During Fiestas del in Cuzco, Peru (2018). Trans-Americas
Journey. Retrieved from https://www.youtube.com/watch?v=Ofb3cNzdKdc

Numbers in Spanish 1-10/Spanish Learning for Kids. (2018). Homeschool Pop.

Retrieved from https://www.youtube.com/watch?v=xeHkM9xT1VY

Learning about Peruvian textiles- Peruvian artisans share their skills to create one of a
kind pieces (2021). Peru Gift Shop. Retrieved from https://www.youtube.com/watch?
v=oD00yG77imQ
Materials:
Class power point presentation
Notes booklet handout
Stinky notes
Prior to Lesson:
Have powerpoint presentation prepared
Notes booklet prepared and ready to handout

Time: Content/Description

PERIOD ONE: 1:05pm – 1:40pm

Introduction
3-5 Starting with a review of
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minutes  Brief review of what culture is and comprised of. the previous lesson will
refresh students’
 Give students an outline of what we are learning memories and allow me to
today. see what they have
learned and retained.
Lecture

 We will begin by watching videos about Peruvian Watching the videos will
culture including language, food, celebrations and hopefully be an engaging
art. After each one we will have a brief discussion way for students to learn
about what students noticed about Peruvian culture about Peruvian culture.
and record on board or slide. This process will be Following each video
repeated for the each of the videos watched. The with a discussion about
notes we write on the board or slide will be what students observed
recorded later in students booklets later in the will engage them in the
lesson. learning and allow for the
 Next pass out student textbooks and give them a lesson to interactive.
few minutes to independently read page 28 of the Independent reading will
30 minutes textbook. help students build
 Then have a class discussion about what they reading and
learned and how culture changes overtime. comprehension skills in
 As a class complete the activity on slide 15 of the addition to learning about
powerpoint presentation. the material.
 Explain that the events on the slide need to be
sorted into past and present parts of culture. Read Having students fill in the
each one out loud and have students raise hands to notes will help them
answer whether they are past or present. retain the material and
 Give students 5-10 minutes to fill in the blankets of have a way to review
their booklet pages that correspondent with the what we have learned
videos and slide that we covered. when working on the
performance task at the
end of the unit.
Brain Break The periods are very long
5 minutes  Four corners so a movement break will
allow students to
PERIOD TWO 1:50pm-2:20pm recharge and refocus for
the second half of the
Lecture lesson.

 Students independently read page 29 of the text

book.
Alternating between
 We will spend a couple minutes allowing students
independent and whole
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to share what they learned. class work will help

 As a class we will watch the video and complete students build
the activity on slide 16. Possible answer for the independent reading and
discussion question are (not limited to- just a work skills while
guide): engaging in discussion
o Different ideas of what to do with the wool  and collaboration that
o Different cultures  enhance their learning.
o Culture being passed down 
30 minutes o Colored dye  Using a variety of
o They use what is available to them  learning methods from
o Not everyone can afford the same things textbook, videos, slide
activities and booklets
 As a class read page 30 of the textbook and students will hopefully be
complete activity on slide 17. Some ideas for engaging and the learning
answers include: accessible to everyone.
o Bright colors 
o Carnival festival - buckets of water,
presents and fruit on a tree called yunza
o Christmas - manger, eating paneton 
o Traditional Gold masks  
o Favorite festival food is pachamanca.

 Give students 5-10 minutes to fill in corresponding

pages in notes booklet.
 Wander the room to offer help and encouragement
to students.
 Once most students are done read Llama Saves the
People as a class and discuss as a class for as long
as time allows. If time permits we can research as a
class the origin of the story.
Closure

3 minutes Door Slam

 Provide each student will a stinky note. On it Door slam is an simple
they will write one thing that they would like to and effective formative
experience about Peruvian culture and stink it assessment that allows the
to the door on their way out of the room. students to demonstrate
that have learned about
Differentiation Peruvian culture.
 There are a variety of learners in the class who
are at different reading and writing levels. For
this reason, independently reading textbook
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pages may be challenging. However, all

students are encouraged to try and material will
be reviewed as a class so students will still
learn what they missed reading. For those who
struggle with writing accommodations can be
made in the booklet for there to be less writing.
However for the first couple of lessons I want
students to try to fill in the notes as they will
not be long and hopefully be accessible for all
the learning levels in the class.
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