Where in Canada do the Inuit live?
Lesson plan
Created by Christine Tait
Grade: 3 or 4
Topic: Social Studies, this lesson is designed to be an extension to an Inuit
lesson series beginning with the Very Last First Time lesson.
Allotted time: 40 minutes.
Rationale:
The students will have an understanding of the Inuit people's location. The students should be able to locate where the Inuit live and learn some aspects about the Tundra. Learning about the Inuit culture is part of the grade three curriculum. This lesson is designed to be taught after the Very Last First Time, as it is an extension to the lesson about the Inuit.
Intended Learning Outcomes:
Grade three and four (adapted from the Environment section of both grades IRP).
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Teacher Activities Introduction: Teacher will begin this lesson by talking about the story Very Last First Time that was read in a previous lesson. Re-read the first page, this tells the listeners where the story takes place: In Ungava Bay. Ask the students if they have any ideas about where Ungava bay is located. Body: Tell the students that today they will be mapping where this is, by colouring in a map of Canada. Hand the students out a class set of atlases and a blank map of Canada. (The students have had previous experience using an atlas). The students look up in the index of the Atlas where Ungava Bay is, then they locate it on their map and colour it. Students then locate in their Atlases and on their maps, where the Arctic is and then they colour this in.
Once the students have completed their colour begin a discussion about the tundra biome. Talk about the temperature, weather, animals and plants that inhabit this biome. Have the student's copy down these points in their social studies books. Begin a discussion with the students about the contrast with the Arctic and British Columbia, what are the differences? Similarities? The students draw on knowledge of B.C. which is where they live, and draw on knowledge about the Arctic from the stories and class discussion. Next draw a web on the chalkboard with the word Inuit in the middle. Have the students brainstorm ideas about what they know so far about the Inuit based on their prior knowledge, the story they heard and the notes they have copied down. Once the students have exhausted their ideas, the students write a paragraph in their social studies books about what they have learned about the Inuit. Once this is complete move onto the next portion of the lesson. Closure: Explain to the student's that the web that they just created is going to remain on the chalkboard, and that throughout the unit on the Inuit/ Arctic we will add to what we have learned-what they know. End this lesson by reading another Inuit story out of Michael Arvaarluk Kusugak's book Arctic Stories. When the story is completed the students can add to the web, or save their ideas for the following lesson. Have the students pass in their social studies books for evaluation. |
Student Activities Introduction :Student's sitting in their desks, raise their hand to answer questions. Recall the story that they listened to the day before.
Student's offer their ideas about where Ungava Bay.
Students get atlases and maps, follow directions and begin their assignment.
Students listen and take part in the discussion about the tundra, students copy notes that are written on the chalk board into their workbooks.
Students offer their ideas about the similarities and differences between the Arctic Tundra and British Columbia Temperate biome.
Students contribute their ideas to the web based on ideas on the chalkboard, prior knowledge and what the story taught them.
Students listen carefully to the story, and contribute ideas to the web.
Students pass in their work for evaluation. |
Materials/ Resources
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Extension:
Student Assessment:
I will be able to assess how much the students are learning and understanding about the arctic and the Inuit by listening to their contributions during the class discussions as well as what they write about in their social studies books to be evaluated. Some knowledge and inclusion about what we have talked about during the lesson is what I will be looking for in their exercise books.
Annotated Bibliography
:Arctic Alphabet, Exploring the North from A to Z, by W. Lynch. Firefly Books Ltd. 1999.
This Author/Photographer captured the photos of many animals of the Arctic, each photo also have a brief description of the animal.
Arctic Stories, by M.A.Kusugak. Annick Press Ltd. 1998
A collection of stories about the authors family and experiences in the arctic.
A Promise Is A Promise, by R. Munsch & M. Kusugak. Annick Press Ltd. 1998.
This little girl goes out on the ice to fish, even after being warned about the "Qallupilluit," which she feels is a fairy tale. The girl is frightened when she discouvers they are real.
My Arctic 1,2,3 by M.A. Kusugak. Annick Press Ltd 1996.
The author describes some of the animals that he and his family have encountered while living in the Arctic.
Northern Lights The Soccer Trails, by M.A. Kusugak. Annick Press Ltd.1993
This book tells about the Northern Lights seen in the Arctic, and tells about the Inuit legend that these stars are really souls playing soccer in heaven.
Very Last First Time, by J. Andrews. Douglas and McIntyre Ltd. 1985.
This is about Eva a young Inuit child from Ungava Bay goes under the ice for the first time to collect mussels for her family.
Some Information about the Tundra Biome
Information from: Environmental Science 7th edition. By Edger & Smith. McGraw-Hill Companies, Inc. 2000.