Grade 5: Social Studies: Topic B: A Day in the Life of...
Instructional Design: Julie Maisonneuve
Stage 1 - Desired Results
Established Goals: Understand the lifestyles of native groups such as, Algonquain, Huron, Iroquois and Cree prior to settlement.
Understand contact between various Native groups resulted in advantages and disadvantages for each group.
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.
Students will understand that the contact that different Native groups had with each other impacted their lives and customs.
Our contact with other cultures influence how we live.
What were the lifestyles of the different Natvie groups? (IE: clothing, food, transportation, order, religion, celebration.) How were their lifestyles affected through contact with other Native groups?
Students will know and be able to:
Students will know and be able to describe the lifestyle of the Natives prior to settlement.
Students will know how Native lifestyle is closely related to nature, and Canada’s regions.
Students will know recognize the impact of the contact with the other Native tribes.
Students will know the role that the Natives played in the shaping of Canada.
Stage 2 - Assessment Evidence
Students will research the lifestyle of a specific Native tribe and describe the way of life of this group of people. They will demonstrate an understanding of the time period of Canada before settlement. They will simulate a situation where they find themselves visiting a Native village and living with the Native tribe for the period of 1 year. Students will scrapbook the events of their daily life throughout the seasons, including celebrations and religious ceremonies.
Other Evidence (Quizzes, test, etc)
Oral presentation of their assigned Native group
Quiz/Venn diagram comparison of 2 tribes,
In class discussion
Self assessment rubric
Stage 3 - Learning Plan
Teaching and Learning Activities
Drawing on their background knowledge, review what the students already know about the Natives of Alberta. Have students brainstorm in groups the lifestyles of the tribes that were studied in grade 4.
Introduce the Native tribes of Canada: Iroquois, Algonquain, Hurons, Cree and Micmac
Place the Native tribes of Canada on a map to recognize their location relative to each other, and the geographical region of each tribe.
Assign students to specific Native tribe groups. Students will complete a retrieval chart on their specified group. With this retrieval chart/graphic organizer students will be expected to present their Native tribe to the class.
Outline the parameter of the project that will include landforms of the region where the Native tribe lives. It will also include the way of daily life of the tribe. How do they use their landforms to meet their everyday needs? How are they organized as a group? What celebrations do they participate in? What are their religious customs? How do they dress? How are their roles determined? What do they eat, how do they hunt?
For the scrapbook that the students will create, they will need to find appropriate photos of the Native tribe that they are studying from the correct time period that they are scrapbooking.
Students will need to have 3 photos of themselves to place into a maximum of 3/12 Native photos/images. The photos they search for will need to show proof that they have visited the village. Each photo/image will be accompanied by a caption explaining what happened at the time when that photo/image was created.
Students are now ready to complete the scrapbook, with the aid of Marlene, in the lab.
Scrapbooking with grade 5 students on their visit to a Native tribe.
*Ensure pictures have been scanned by Doris and are placed in Assignment folder.
Lab period 1 (teacher places the penguin and background pictures in the class assignment folder for practice):
Have students explore the drawing mode:
1. Open an Appleworks drawing document. Explore all the tools. Have students change line weight and pattern. Have them make a clear shape and move object's order (forward, back, etc).
2. Have students insert the background picture. Have them rotate it 10°. Draw a frame (clear) around it. Have them add a background to the whole page (search for free backgrounds--download and insert).
Lab period 2:
1. Have students review previously taught skills.
Lab period 3: (make sure students pictures are taken. Be careful that they are dressed appropriately for background they want. We must see the whole body, feet and all...)
1. Have students practice removing a background behind a person and placing that person on another background:
Students drag the penguin picture in their file (teacher must hold down the option key when modeling).
Open a painting document and insert the penguin. Move the picture as high as possible in document to give room to move penguin once selected. Save often***
Using the lasso and paint brush, remove the background. You can click on the zoom mountain to see better. Once done, make sure you return to 100%. Place the penguin at the bottom of the page. Save often*** Go Save As and save it again under a different name (to keep a copy of the penguin without the background for other 3 picts).
Insert a background picture and adjust size for the scrapbook. Lasso the penguin and adjust size to fit in picture. (If the size is not correct--UNDO rather than resize again--for sharpness) Place penguin on background.
Use the selection rectangle tool and select background containing penguin. Drag picture to scrapbook or copy and paste. (see instruction)
Lab period 4:
1. Have students redo the penguin exercise following the instruction.
Lab period 5:
1. Have students drag their picture from the Assignment folder to their file. Same with their background pictures. They should also drag the scrapbook template.
2. They open a new painting document and insert the picture of themselves. They resize. Remove background and place on the bottom of page. Save as--their name for other pictures.
3. They should save again with the name of the place. Insert the background, resize for scrapbook size. Lasso themselves and resize to fit picture. Rectangle select the background with themselves and drop on scrapbook template.
4. Then they should do the same with all pictures where they must place themselves. **To do the next one, they open their original with themselve no background.
Lab period 6:
1. Have students continue with 2 more pictures where they place themselves. For the other 3, they simply insert the background picture in the scrapbook, resize and rotate if necessary. They could also modify the template if they want to.
Lab period 7:
Have students finish their work and write their text.
For students with learning difficulties
Variation in process
Task is more basic
A cloze passage will be provided to guide students who will find the abstract task of placing one’s self into the daily life of the Native group they are studying too difficult. The cloze passage will enable the students to use the research that they have found to complete the scrapbook as required.
Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project. Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)
The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy. NB - You will need Appleworks 6 installed on your computer to view.