LESSON PLAN

November 27, 2019 9:00 – 9:30

Grade: 2 POS: social studies Lesson Title: early days to today in Saskatoon
Overview of lesson
100 – 150 words – Concise and clear description

This lesson will allow students to learn how Saskatoon became a city. Then students will learn
what kids in Saskatoon do today. Students will then be able to compare a picture of the early
days to today to visually see the changes within the city. A discussion will be used to talk with
students about the changes in the pictures. Once students understand the changes they will
work on showing their understanding of how things have changed over time within the city.
Alberta Program of Study
General Learning Specific Learning Objectives
Objectives Knowledge and Understanding:

2.1 Canada’s Dynamic 2.1.2 Investigate the physical geography of an Inuit, an Acadian,
Communities and a prairie community in Canada by exploring and reflecting the
Students will following questions for inquiry:
demonstrate an
understanding and � What is daily life like for children in Inuit, Acadian and prairie
appreciation of how communities (e.g., recreation, school)? (CC, I, LPP)
geography, culture,
language, heritage, Knowledge and Understanding:
economics and
2.2.6 Analyze how the community being studied emerged, by
resources shape and
exploring and reflecting upon the following questions for inquiry:
change Canada’s
communities. ← � What are the origins of their community? (TCC)
2.2 A community in ← � What were the reasons for the establishment of their
the past community (e.g., original fur trade fort, original inhabitants)?
Students will (CC, TCC)
demonstrate an
understanding and ← � What individuals or groups contributed to the development
appreciation of how a of their community? (CC, TCC)
community emerged,
and of how the various ← 2.2.7 Examine how the community being studied has
interactions and changed, by exploring and reflecting upon the following
cooperation among questions for inquiry:
peoples ensure the
continued growth and ← � In what ways has our community changed over time (e.g.,
vitality of the changes in transportation, land use)? (CC, TCC)
community.
← � How has the population of their community changed over
time (e.g., ethnic mix, age, occupations)? (CC, LPP, TCC)

Learning Resources / Material & Equipment used

- Smart board
- PowerPoint
- Worksheet

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Resources
- Textbook – Looking at places page 28 – 29 and 40, 41, 42, 43
Learning Objectives
Students will compare and contrast Saskatoon’s changes through visuals.
Students will give an example of a change in Saskatoon’s city.
Students will recognize the early days of Saskatoon and what happens in Saskatoon today.
Students will distinguish between early days and today.
Students will name specific things that have changed over time in Saskatoon.
Lesson Procedures (Steps)

Introduction (time): 12 minutes

Students will be sitting on the dots for this portion of the lesson

- Tell students that now that we have learned about the geography of Saskatoon we are
now going to learn about how the city has grown and changed over time
- Tell students you are going to read to them about the early days in Saskatoon
o Read page 28 – 29
o After reading go over the timeline to reiterate to students the development of
Saskatoon
- Tell students that now that we have learned how Saskatoon started and changed over
time we are going to read a little bit about what Saskatoon is like today
o Read page 40 – 41
- Mention to students that Saskatoon has many of the same things that lethbridge has
today
o Like rural communities and urban communities

- Start talking about the comparison pictures on the PowerPoint

o Mention that the top picture is from the early days and the bottom picture is from
today
o Ask students to look at the pictures quietly and see if they can notice any
changes?
 Tell students to put their hand up if they have an answer
 See what students answer if students don’t come up with answers
mention one thing to them
 Ask students “do you notice that the way people dress has changed?
o Ask students “How are the buildings different?”
 Allow around 2 students to answer
 Taller buildings
 More buildings
o Ask students “How has the way people get around the city changed?”
 Allow around 2 students to answer
 More cars less walking
 Traffic lights
 No more horse and buggy
 Less people on the streets
o These are all answers students can mention or the instructor
can discuss
- Tell students that there have been many changes in Saskatoon from the early days to
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 now

MOVEMENT BREAK IF STUDENTS ARE LOOSING INTEREST

- 15 JUMPING JACKS AND SIT BACK DOWN

- Explain activity to students

- Tell students that they are going to write a sentence about how things have changed in
Saskatoon based on the pictures
o Hold worksheet up so students can see (tell students their worksheet is on their
desk)
 Tell students they are going to write a sentence about the changes and or
draw a picture to show how Saskatoon has changed
 There’s a spot for the early days and today
 Give students examples
 Tell them they could write that more people drive today rather than
walking then they could draw a picture in the early days section of
people walking then in the today section they could draw lots of
cars
 Tell students they could write about how the buildings have got
taller and there are way more then they can draw a picture of the
early days with small buildings and in the today section they can
draw taller and more buildings
o Mention to students that the textbook “Looking at places” page 32 and 33 has
the exact same pictures and they can use the textbook to study it more before
they move on to drawing and writing
- Ask students to put their hand up if they understand what to do?
o If majority of students do not understand re explain what do to
 Ask students what parts they do not understand
o If majority of students understand don’t re explain
- Tell students they can work with anyone they want to and anywhere in the classroom
but they have to be actually working
Body (time): 13 minutes
- Students will be working on their work sheet during this portion of the lesson
- The instructor will go around and monitor students
o Go to ESL students first to help them write their sentence and think of an idea to
write about
Closure/ Reflection (time): 5 minutes
- At about 2 minutes before the lesson is over get students attention using 5,4,3,2,1
- Tell students they need to finish what their doing and hand their sheet into the hand in
bin
- Once they are done cleaning up they can come and sit on the dots
Professional Reflections: (of the lesson) What went well? What needs modification?