Lesson Plans
| Subject/Grade: Grade 5 Social Studies Lesson Title: Place names and their origins Teacher: Marissa Rodde | ||
| Stage 1: Identify Desired Results | ||
| Outcome(s)/Indicator(s):
IN 5.2 analyze the evolution of Canada as a multicultural nation (g) Identify the historic origins of a variety of place names in Canada, and investigate the reason for the naming. |
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Key Understandings: (‘I Can’ statements)
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Essential Questions:
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| Prerequisite Learning:
Students should be familiar with the map of Canada, be comfortable with Google Earth and understand how to properly label a map. |
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Instructional Strategies:
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| Stage 2: Determine Evidence for Assessing Learning | ||
| The labeled map and the three researched place names will be used in assessment and will be handed in at the end of the class as an exit slip. The map will be used for the teacher to gauge where students are at with their understanding of the Canadian map and their abilities of labeling. The list of the chosen three places and their research on the name and its origins will be used as the main evidence of learning. Students will also be assessed on their participation during the pair and share portion. | ||
| Stage 3: Build Learning Plan | ||
| Set (Engagement): Length of Time: 10 min
Students will watch a short 5 minute video on How the Provinces and Territories of Canada get their name. While watching this video they will be asked to think of answers to the question “what can place names teach us about the place and the past?” After the video the teacher will then ask the class the same question again “what can place names teach us about the place and the past?”students will then be asked to raise their hand if they have an answer to share with the class. Development: Time: 30 min Students will be provided with a list of 10 names from places in Canada and a printed out map (The list of 10 place names will also be written up at the front of the classroom). They will use laptops or tablets to go on Google Earth to locate these places on the list and label the map with the accurate location of the places this will be done individually. Once they have completed labeling the map, students will be tasked with researching three of the ten place names that are included on the list previously provided to them. To ensure that all ten places are researched by the class as a whole, each student will be randomly assigned one specific place to research and then they will choose two other place names off the list. In total students will be researching three places (one specifically assigned to them by the teacher, two chosen by the student). To randomly select which student must research what place the teacher can go through the class attendance sheet and assign each student and number one through 10 that will coincide with the numbers next to the place names. Once students have completed this they will get into pairs and share their findings with one another. If they chose some of the same places they will see if they found similar information and if they researched different places they can share their findings Learning Closure: Time: 15min Teacher lead – As a class we will go over all ten places on the list. The teacher will ask for student volunteers to share what they learned about each place name going down the list of ten. The teacher will also share what they found and if it was similar or different from the students. As the class goes through the list discussions and questions will be encouraged. At the end the students will be asked to write at the bottom of their paper with their three places and research answering the question “why are place names and their origins important? What can we learn from them?” |
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| Stage 4: Reflection | ||