Learning about
Saskatchewan
Grade Four Social Studies
Identity Unit
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Scope
This hierarchy explains the lessons that I will be focusing on and the content that will be taught
within each lesson. The general theme between all the disciplines is Identity and students will be able to
explore this theme through various experiential learning experiences that include simulation activities,
webquest, planting seeds, three-dimensional gridding, a community story book, and a digital game
(Jeopardy).
Rational
Saskatchewan is a unique area with regions and ecozones that are so vastly different. Not only are
the ecozones different from one another, but also the weather and vegetation. It is important for students
to understand how each one of these factors contributes to population distribution, employment
opportunities and recreational activities.
Students also need to be prepared to understand the symbols of Saskatchewan road maps as well
as mapping, gridding, distance and direction are all major factors when travelling. Understanding these
elements will help students with learning the identity of Saskatchewan.
Major Concepts and Learning Objectives
Concepts
Identity
province, geographic features, map, scale, direction, grid, climate, symbols, heroes
Knowledge Objectives
Students will know that:
Saskatchewan, a province in Canada, has regions that may be defined by landforms, climate, and
vegetation.
various symbols have been identified to represent the province and its regions.
various kinds of communities exist in northern/southern, rural/urban areas of the province.
population distribution is related to various factors including opportunities for work.
many Saskatchewan women, men, and children from many areas of work and recreation may be
recognized as heroes.
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Skills/Abilities Objectives
Students will:
interpret and create maps of local communities and the province.
learn to see relationships between/among climate, landforms, vegetation, population distribution, and
opportunities for work.
identify provincial and regional symbols and describe their significance.
Attitudes/Values Objectives
Students will:
appreciate and value the province's diversity.
appreciate and value the province as a desirable place to live and work.
value the achievements and contributions of people in their own community and province.
Citizen Action Objectives
Students may:
work cooperatively in group tasks.
practice seeing things from various points of view.
identify and apply criteria to name heroes.
Common Essential Learnings
Independent Learning: Interpreting maps, directions, and Saskatchewan symbols.
Personal and Social Values and Skills: Group work, resource sharing, class discussion
Critical and Creative Thinking: Discussion of “Circle of Life” and ceiling gridding activity.
Communication: Using vocabulary associated with this study.
Numeracy: Temperature ( degrees C ) and measurements ( kilometres)
Technological Literacy: Letter writing, webquest, digital game.
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Adaptive Dimension
While creating my unit, I consider the students who would benefit from alternations made
in each lesson to help make them successful. I worked tedious long hours to think of ways that
each one of my students can feel success at the end of each lesson.
Some ways that I have adapted my lesson is to write plenty of notes or drawing on the
board. Writing notes on the board will help those students who are visual learners because all
they can do is look up to be reinforced of the context of the class. In addition, it also allows
students to feel dependent because they do not need to rely on their classmates to ask questions
because they can just look at the board.
I have also incorporated group work into my lessons. Group collaboration is a beneficial
way to have the stronger students and the weaker students come together to learn from each
other. Group collaboration is good for learners who learn within a small group. It is lessintimidating for the student to ask questions amongst the entire class.
There is no final exam, but instead there is a digital game, Jeopardy, which I will not be
marking the same as a test, but this is a more relaxing way for students to be tested.
Assessment & Evaluation – overall unit
Growth Portfolio
I have decided to use a Growth Portfolio for student learning. This is not really a
form of assessment on the teacher’s behalf, but more so on the students behalf because they will
be able to see how much they have grown over the course of the unit. I will use the reflections in
the portfolio to determine if the student is making in-depth reflections. A small portion of the
reflections will be marked. The students will be making reflections based on learning targets.
The majority of the assessment will be done by the students, their classmates about each
other and by myself. The assessment are student friendly, checklists and rubrics. The students
will have a copy of the assessments and will be able to understand the expectations.
Aboriginal Content and Perspective
I have incorporate Aboriginal content of the past and content of the future. I think it is
important for students to understand aboriginal history, but also learn that aboriginal culture has
changed over time just like the identity of Saskatchewan.
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In the first lesson, students will read an article about Aboriginal purpose for the Western
Red Lily, although now it is wrong to pick the flower the culture needs to seek a new source. In
lesson four, students reflect on Aboriginal culture by using the “Circle of Life” activity.
Technology
A webquest is used which allows students to access internet addresses to obtain
information. There is also a digital game, Jeopardy, that the students will play come the last
stages of the unit. This game is a fun and interactive way for students to review the unit content
instead of writing a pencil and paper exam.
Classroom Management
For my classroom management I use a music triangle. I find this method to be very
successful because it makes a soft noise that all students can hear clearly. What I do is I hit the
triangle three times and each hit represents an action. The first hit represents “Stop”, the second
hit represents “Look” and the third hit represents “Listen”. At times, I will even whisper into a
student’s ear offering them to hit the triangle three times and they become really excited as well
as their classmates too. I like this method because it avoids me to raise my voice and I find that
when I raise my voice, the reaction of the students is much different compared to when I use the
triangle. I use this method in the majority of my lessons, with the exception of physical
education.
Materials and Resources
Equipment/Materials:
Lesson One:
-
Compass Rose Sheets
Saskatchewan Flag Sheets
Saskatchewan Sheet
Saskatchewan Official Symbols and Emblems Sheet
Western Red Lily Story and Questions.
Lesson Two:
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Student Information Sheet
Big Sask. Map- Climate sheet,
“SK Shopping List” sheet
“Employment Opportunities” sheet
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Color markers
Computer Lab
Pre-made groups
Head phones
Lesson Three:
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Student Information Sheet
Big Sask. Map- Climate sheet,
“SK Shopping List” sheet
“Employment Opportunities” sheet
Saskatchewan map
Furs and pictures
Lesson Four:
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Working with grid and coordinates sheet
Working with grid and symbols
Lesson Five:
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Working with grid, direction and distance sheet.
Post-it
String
Scissors
Lesson Six:
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“What is a hero” sheet
Graphic Organizer
Lesson Seven:
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Hero Class Book
Piece of paper
Hole puncher
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Lesson Eight:
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Jeopardy game
Internet Resources:
Lesson One:
-
-
-
Saskatchewan Official Symbols and Emblems page:
http://www3.sympatico.ca/goweezer/canada/embSASK.htm
Western Red Lily Story page:
http://www.usask.ca/education/coursework/mcvittiej/resources/redlily/elementary/pdffile
s/story.pdf//
Write some things that you already know about Saskatchewan page:
http://www.usask.ca/education/coursework/mcvittiej/resources/redlily/elementary/pdffile
s/story.pdf//
Blank Saskatchewan Map:
http://edimage.ca/edimage/ludique/coloriage/drapeaux/cg_sask.gif//
Compass Rose Sheet:
http://www.enchantedlearning.com/geography/printouts/compassrose.shtml//
Lesson Two:
-
-
Webquest address (references are listed on each page):
http://learningaboutsk.wikispaces.com/
Rubric used for students to use and for teacher to use:
http://www.saskschools.ca/curr_content/science9/saskenviro/worddocs/lesson3/rubric1.p
df//
Saskatchewan Map: http://www.canadainfolink.ca/Saskplcs.jpg//
Lesson Three:
-
http://www.literacycommunity.com/grade3/firstnations/environment.htm
Books:
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Fiddle Dancer by Anne Patton & Wilfred Burton. Illustrator Sherry Farrell Racette
A Prairie Alphabet by Jo Bannatyne-Cugnet & illustrator Yvette Moore
Nathaniel’s Violin by Alison Lohans & illustrator Marlene Watson
A Prairie Year by Jo Bannatyne-Cugnet
Sundog Rescue by Alison Lohans & illustrator Vladyana Langer Krykorka
Waiting for the Sun by Alison Lohans with illustrators Marilyn Mets & Peter Ledwon
Heartland: A Prairie Sampler by Jo Bannatyne-Cugnet & illustrator Yvette Moore
From Far and Wide: A Canadian Citizenship Scrapbook by Jo Bannatyne-Cugnet &
illustrator Song Nah Zhang
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The Canadian Shield Alphabet by Myrna Guymer & illustrator RoseMarie Condon
Hidden Buffalo by Rudy Wiebe & illustrations by Michael Lonechild
Qu’Appelle by Dave Bouchard & illustrations by Michael Lonechild
The Pow-wow by Darrell Pelletier
Tunnels of Time by Mary Harelkin Bishop
Pelly by Dave Glaze
Christmas at Wapos Bay by Jordan Wheele
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