Social Studies 2

Iqaluit

McFadden 1
 Social Studies: TABLE OF CONTENTS
Defense

Introduction 3

Program of Studies 3

Assessment 9

Philosophy of Teaching 9

Classroom Management Plan

Routines and Strategies 9

Developing Relationships 10

Grid Formation Lesson Plans 11

Unit Assessment Plan

Desired Results 15

Assessments and Program of Studies 17

Assessment Tool Overview 19

Resources 20

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Unit Plan Defense

INTRODUCTION

Every teacher desires to have engaged, excited, and active students. It is well known that part of

what can help motivate students is trying something new and exciting, while at the same time not

overwhelming the students. That is why when I teach the Iqaluit unit I will ensure to work with

students to keeping them engaged, learning new things, and feeling confident.

PROGRAM OF STUDIES

Throughout the unit I will be assessing multiple outcomes from the Alberta Program of Studies

to ensure that students are learning and are experiencing success. The GLOs and SLOs that will

be central to this unit are laid out in the table below. For more information on how I will be

assessing each outcome please see the ‘assessment’ section at the end of this package.

GLO
CANADA’S DYNAMIC COMMUNITIES:
Students will demonstrate an understanding
and appreciation of how geography, culture,
language, heritage, economics and resources
shape and change Canada’s communities
SLO
- 2.1.1: appreciate the physical and
human geography of the communities
studied
-appreciate how a community’s
physical geography shapes identity
-appreciate the diversity and vastness
of Canada’s land and peoples
-value oral history and stories as ways
to learn about the land
-acknowledge, explore, and respect
historic sites and monuments
-demonstrate care and concern for the
environment
- 2.1.2: investigate the physical
geography of an Inuit, an Acadian,
and a prairie community in Canada by
exploring and reflecting the following
questions for inquiry:
-where are the Inuit, Acadian, and

McFadden 3
 prairie communities located in
Canada?
-how are the geographic regions
different from where we live?
-what are the major geographical
regions, landforms and bodies of
water in each community?
-what are the main differences in
climate among these communities?
-what geographic factors determined
the establishment of each community
(e.g., soil, water, and climate)?
-how does the physical geography of
each community shape its identity?
-what is daily life like for children in
Inuit, Acadian, and prairie
communities (e.g., recreation,
school)?
-how does the vastness of Canada
affect how we connect to other
Canadian communities?
- 2.1.3: investigate the cultural and
linguistic characteristics of an Inuit, an
Acadian and a prairie community in
Canada by exploring and reflecting
upon the following questions for
inquiry:
-what are the cultural characteristics
of the communities (e.g., special
symbols, landmarks, languages
spoken, shared stories or traditions,
monuments, schools, churches)?
-what are the traditions and
celebrations in the communities that
connect the people to the past and to
each other?
-how are the communities
strengthened by their stories,
traditions, and events of the past?
-what are the linguistic roots and
practices in the communities?
-what individuals and groups connect
with one another (e.g., cultural
exchanges, languages, traditions,

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A COMMUNITY IN THE PAST: students
will demonstrate an understanding and
appreciation of how a community emerged,
and of how the various interactions and
cooperation among peoples ensure the
continued growth and vitality of their
community
music)?
-how do the cultural and linguistic
characteristics of the communities
studied contribute to Canada’s
identity?
- 2.1.4: investigate the economic
characteristics of communities in
Canada by exploring and reflecting
upon the following questions for
inquiry:
-what kinds of natural resources exist
in the communities (e.g., fishing,
agriculture, mining)?
-what are the occupations in each of
the communities?
-what kinds of goods and services are
available in the communities?
-what impact does industry have on
the communities (i.e., agriculture,
manufacturing)?
- 2.2.1: appreciate how stories of the
past connect individuals and
communities to the present
- 2.2.2: appreciate how Aboriginal and
Francophone peoples have influenced
the development of the student’s
community
- 2.2.3: appreciate the importance of
collaboration and living in harmony
- 2.2.4: appreciate how connections to
a community contribute to one’s
identity
- 2.2.5: appreciate how cultural and
linguistic exchanges connect one
community to another
- 2.2.6: analyze how the community
being studied emerged, by exploring
and reflecting upon the following
questions for inquiry:
-what characteristics define their
community?
-what is unique about their
community?
-what are the origins of their
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SKILLS AND PROCESSES: dimensions of
thinking, social participation as a democratic
practice, research for deliberative inquiry, and
communication
community?
-what were the reasons for the
establishment of their community
(e.g., original fur trade fort, original
inhabitants)?
-what individuals or groups
contributed to the development of
their community?
- 2.2.7: examine how the community
being studied has changed, by
exploring and reflecting upon the
following questions for inquiry:
-in what ways has our community
changed over time (e.g., changes in
transportation, land use)?
-what has caused changes in their
community?
-how has the population of their
community changed over time (e.g.,
ethnic mix, age, occupations)?
-how have the people who live in the
community contributed to change in
the community?
-how is the presence of Aboriginal
and/or Francophone origins reflected
in the community today?
- 2.S.1: develop skills of critical thinking
and creative thinking:
-distinguish between a fictional and
factual account about Canadian
communities
-choose and justify a course of action
-compare and contrast information
from similar types of electronic
sources, such as information collected
on the internet
- 2.S.2: develop skills of historical
thinking:
-correctly apply terms related to time
(i.e., long ago, before, after)
-arrange events, facts and/or ideas in
sequence
- 2.S.3: develop skills of geographic
thinking:
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 -use a simple map to locate
communities studied in Canada
-determine distance on a map, using
relative terms such as near/far,
here/there
-apply the concept of relative location
to determine locations of people and
places
-use cardinal directions to locate
communities studied in relation to
one’s own community
- 2.S.4: demonstrate skills of decision
making and problem solving:
-apply ideas and strategies to decision
making and problem solving
-propose new ideas and strategies to
contribute to decision making and
problem solving
- 2.S.5: demonstrate the skills of
cooperation, conflict resolution, and
consensus building:
-demonstrate the ability to deal
constructively with diversity and
disagreement
-work and play in harmony with
others to create a safe and caring
environment
-consider the needs and ideas of
others
-share information collected from
electronic sources to add to a group
task
- 2.S.6: develop age-appropriate
behavior for social involvement as
responsible citizens contributing to
their community, such as:
-participate in activities that enhance
their sense of belonging within their
school and community
- 2.S.7: apply the research process:
-participate in formulating research
questions
-develop questions that reflect a
personal information need

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 -follow a plan to complete an inquiry
-access and retrieve appropriate
information from electronic sources
for a specific inquiry
-navigate within a document,
compact disc, or other software
program that contains links
-organize information from more than
one source
-process information from more than
one source to retell what has been
discovered
-formulate new questions as research
progresses
-draw conclusions from organized
information
-make predictions based on organized
information
- 2.S.8: demonstrate skills of oral,
written, and visual literacy:
-prepare and present information in
their own words, using respectful
language
-respond appropriately to comments
and questions, using respectful
language
-interact with others in a socially
appropriate manner
-create visual images for particular
audiences and purposes
-display data in a problem-solving
context
-use technology to support a
presentation
- 2.S.9: develop skills of media literacy:
-identify key words from gathered
information on a topic or issue
-compare information on the same
topic or issue from print media,
television, and photographs

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ASSESSMENT

In order to accurately and reliably collect information on student learning I will be applying a

wide variety of assessment tools throughout the unit. Students will receive peer feedback, group

feedback and teacher feedback, and will get multiple chances to self-assess as well. Assessments

will range from formative to summative, as well as many showing overlap between the two. By

implementing such a wide variety of assessments, I aim to compile as much data as possible,

giving students a fair mark. As was stated above, please see pages 15-19 for a more in-depth

analysis and justification of each assessment tool used in the unit.

PHILOSOPHY OF TEACHING

As an elementary teacher, my goal is to be a facilitator for the development of students’

love of learning, their belief in themselves to accomplish hard things, and their growth as human

beings. Especially during the frequent changes and interruptions due to the world-wide

pandemic, students will be coming into each lesson with a wide range of experiences and

confidence. I strive to create an environment where students feel comfortable being themselves,

and to realize that by collaborating with and learning alongside their classmates, everyone will

grow. This unit will help create this ideal environment by encouraging cooperation and providing

opportunities for students to learn about one another.

Classroom Management Plan

ROUTINES AND STRATEGIES

Being that I am joining the classroom in the middle of the year, the Grade 2s have already

developed many classroom routines, and this unit will encourage them to continue to uphold

these routines. These routines allow for a few forms of assessment in addition to hitting the

outcomes addressed in this unit. Students have already been working through social work

McFadden 9
booklets, and know the routines involved with getting their books ready to go. The social

activities require a lot of discussion and group collaboration and will help create a classroom

culture of sharing ideas and learning from others.

DEVELOPING RELATIONSHIPS

The development of relationships is perhaps the most central aspect to having a handle on

classroom management. The Iqaluit unit will foster the development of relationships between

myself and students as well as between students. Considering we are learning about a place that

not many of the students will know about, there will be plenty of opportunities for all of us to

learn new things together. By learning with each other and taking one another’s experiences into

consideration, I will form strong relationships with students.

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Grade: 2 Unit: Iqaluit Dates: February 10th to April 14th

Date Lesson Title GLOs SLOs Learning Assessment Resources/

Activities Supplies
February 10th Comparing  2.1 2.1.1 -video of
welcome to
-worksheet -comparing
NU and AB  2.2 2.1.2 Nunavut -observation AB and NU
 2.S 2.1.3 -AB vs. NU PPT -discussion PPT
-see, think,
2.1.4 wonder
2.S.3

February 11th Trip to  2.1 2.1.1 -pretend trip with -worksheet -boarding
landing
Iqaluit  2.2 2.1.2 -discussion passes
 2.S -observation -flight trip
videos

February 17th Q is for  2.1 2.1.1 -q is for quick

facts video
-worksheet -
Quick Facts  2.2 2.1.2 -pause video to
 2.S 2.1.3 record facts

2.1.4
2.S.9

February 18th L is for  2.1 2.1.1 -video -worksheet -Iqaluit

-cut photos and
Landscape  2.2 2.1.2 descriptions to -observation booklet
 2.S 2.2.6 predict -landscape
-PPT to check
2.2.7 and fix video
2.S.4 -Landscape
PPT
February 21st No School
February 24th No School
February 25th No School
March 3rd U is for  2.1 2.1.3 -booklet -Iqaluit
Under the  2.2 2.2.6 -video -observation booklet
-fill in answers
Northern  2.S 2.2.7 -Night sky scene
-Northern
Lights with Northern Lights video
Lights -cut paper
-Cover page 
Inuktitut word: for picture
aqsarniit and cover

March 4th T is for  2.1 2.1.2 -record -temperature

temperatures pages
Temperatur  2.S 2.S.1 onto graph
-booklet
e -observation (shared)
-colour in
graph -graphs
(11x17)
-comparing
temps sheet
(in folders)

March 7th T is for  2.1 2.1.2 -compare temps -booklet

of Leth + Iqaluit
Temps. (2)  2.S 2.S.1 -comparison -observation -Iqaluit
chart (glue into booklet
book)
-dress to go to -pamphlet
Iqaluit handouts

March 10th N is for  2.1 2.1.1 -booklet -Iqaluit

Natural  2.2 2.1.4 -read pages in -observation booklet
Looking at Work -Looking at
Resources 2.S 2.2.6 -complete fill-in-
2.S.5 blanks Work
-foldable  cut -Natural
and glue Resources
Foldable

March 23rd U is for  2.1 2.1.1 -read pages from

Arctic 123 and
-booklet -Iqaluit
Unique  2.S 2.S.1 use info to -observation booklet
Wildlife 2.S.4 complete chart -Arctic 123
-share completed
chart

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March 24th I is for Inuit  2.1 2.1.3 -highlight
interesting facts
-work Iqaluit
 2.2 2.2.5 in brochure as booklet booklet
 2.S 2.S.5 class -observation -brochure
-read to someone
-fill-in-the-
blanks
March 25th No School
in PM
March 28th I is for  2.1 2.1.3 -Read Inuktitut -observation -booklet
booklet
Inuktitut  2.2 2.2.5 (highlight) -discussion
 2.S 2.S.8 -work
booklet
March 29th I is for  2.1 2.1.3 -foldable
Inuktitut (2)  2.2 2.2.5 -foldable fill-in -observation -animal
-animal symbol
 2.S 2.S.8 sheets fill in -work names
using the booklet sheet/Inuktit
alphabet sheet -discussion ut symbol
sheet
March 30th A is for  2.1 2.1.3 -make flap book -Observation -Iqaluit
+ glue in
Amazing  2.2 2.2.1 -talk about what -work booklet
Traditions  2.S 2.2.4 traditions are + booklet -
relate to identity
2.S.1
2.S.8
March 31st A - Legends  2.1 2.1.3 -read Why Raven -observation -Iqaluit
is Black
 2.2 2.2.1 -flap book -work booklet
 2.S 2.2.4 (legends) booklet -Why Raven
2.S.8 is Black
April 1st A – Throat  2.1 2.1.3 -throat singing -observation -Iqaluit
videos
Singing  2.2 2.2.3 -flap book -work booklet
2.2.4 (throat singing) booklet -throat
2.2.7 singing
videos
April 4th A -Toonik  2.1 2.1.3 -visit website
and watch 50th
-work -Iqaluit
Tyme  2.2 2.2.2 anniversary booklet booklet

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  2.S 2.2.4 video, talk about
activities
-observation -Toonik
2.2.6 -watch 2nd time Tyme
2.2.7 and create web Website
or list
2.S.7 -flap book
(Toonik Tyme)
April 5th Culminatin  2.1 2.1.1 -T/P/Sh 
favorite activity
-work -Iqaluit
g  2.2 2.1.2 and something booklet Booklet
 2.S 2.1.3 interesting (assessment
learned activity)
2.1.4 -writing: Box 1:
-observation
2.2.1 my favorite thing
I learned was
2.2.2 about _____
2.S.7 because _____.
(add two facts
2.S.8 learned)
2.S.9 Box 2:
something
interesting I
learned about
was _______
(add three facts
learned about)
Draw picture of
each
April 6th Last Day:  2.1 2.1.1 -writing: Box 1:
my favorite thing
-Iqaluit
Finish  2.2 2.1.2 I learned was -Assessment Booklet
Culminatin  2.S 2.1.3 about _____ (culminating
because _____.
g Activity 2.1.4 (add two facts
activity)
2.2.1 learned)
Box 2:
2.2.2 something
2.S.7 interesting I
learned about
2.S.8 was _______
2.S.9 (add three facts
learned about)
Draw picture of
each

14 McFadden
 Stage 1 – Desired Results
Established Goals:

CANADA’S DYNAMIC COMMUNITIES: Students will demonstrate an understanding and appreciation

of how geography, culture, language, heritage, economics and resources shape and change Canada’s
communities

A COMMUNITY IN THE PAST: Students will demonstrate an understanding and appreciation of how a
community emerged, and of how the various interactions and cooperation among peoples ensure the
continued growth and vitality of their community

DIMENSIONS OF THINKING: Students will evaluate ideas and information from different points of view;
correctly apply terms related to time, including past, present, future; create and use a simple map to locate
communities studied in the world; and apply new ideas and strategies to contribute to decision making and
problem solving

SOCIAL PARTICIPATION AS A DEMOCRATIC PROCESS: Students will demonstrate cooperative

behavior to ensure that all members of the group have an opportunity to participate, and participate in
projects that improve or meet the particular needs of their school or community

RESEARCH FOR DELIBERATIVE INQUIRY: Students will make connections between cause-and-effect
relationships from information gathered from various sources

COMMUNICATION: Students will organize and present information, such as written and oral reports,
taking particular audiences and purposes into consideration; and compare information on the same issue
or topic from print media, television, photographs, and the internet

Understandings: Essential Questions:

Students will understand that…
How is Iqaluit unique?
 Iqaluit is both similar and dissimilar to
the rest of Canada How can people be involved in their community?
 Iqaluit has its own unique history
 Being part of a community comes with How do communities emerge and continue to grow and
responsibilities, and we should know stay healthy?
about our history as well as how to be an
engaged citizen

Students will know… Students will be able to…

Why Iqaluit’s climate is so different than what Explain how geography and heritage have shaped and
we are used to changed Iqaluit

How to interact and collaborate positively with Collaborate with a diverse group of peers

McFadden 15
peers to collect information
That communities across Canada are constantly
evolving
That contributing to and participating in
community events will strengthen their sense of
belonging within said community
Understand the importance of interaction and cooperation
between peoples
Explain what they like about Iqaluit and why they think
it is special
Think critically about information and ideas before
adopting them

McFadden 16
 Iqaluit Assessment Matrix
Additional Participation/
Title Iqaluit booklet Observation Discussion
Worksheets Attitude
Learning Outcomes Type
(Formative/Summative Summative Summative Formative Formative Formative
)

Weighting 75 25 N/A N/A N/A

CANADA’S DYNAMIC COMMUNITIES
demonstrate an understanding and
appreciation of how geography,
culture, language, heritage, economics x x X X
X
and resources shape and change
Canada’s communities

A COMMUNITY IN THE PAST

demonstrate an understanding and
appreciation of how a community
X
emerged, and of the various
x x X X
interactions and cooperation among
peoples ensure the continued growth
and vitality of the community
DIMENSIONS OF THINKING develop
skills of critical thinking and creative
thinking, develop skills of historical
X x
thinking, develop skills of geographic X x
X
thinking, and demonstrate skills of
decision making and problem solving

SOCIAL PARTICIPATION AS X X x
DEMOCRATIC PRACTICE demonstrate
skills of cooperation, conflict
resolution and consensus building and
develop age-appropriate behavior for
social involvement as responsible
citizens contributing to their

17 McFadden
community

RESEARCH FOR DELIBERATIVE

X X
INQUIRY apply the research process

COMMUNICATION demonstrate skills

of oral, written and visual literacy and X X X X X
develop skills of media literacy

18 McFadden
 Assessment Tool Overview
Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
As a group we will work through a
booklet which will give various
X
Iqaluit booklet opportunities for the students to X
X
demonstrate their understanding of the
material covered
There may be additional sheets created
by me which will be similar to the
Additional X
booklet, and give students the ability to X
Worksheets
demonstrate knowledge in a number of
ways
I want to encourage participation and
cooperative attitudes, and the end goal
Participation/ is a growth in skill. Knowing when and X
Attitude how students feel comfortable Resources
participating will be key in helping them
learn from others. A is for Amazing Traditions:
This serves mainly for me to decide
Toonik Tyme Festival Video:
which direction to go in, which skills
https://www.youtube.com/watch?
Observation need more work, and which students
X v=adW5bQ08WvQ
might need more individual
instruction/esteem boosts. Toonik Tyme Festival:
Asking the students various questions http://www.tooniktyme.ca/about
about Lethbridge, personal experiences
or historical facts will encourage them Throat Singing (Follow Along):
Discussion X
to share. Using this, I can see who is on X
track and who might need more help to
understand concepts.
http://www.anaanastent.com/en/videos/10

19 McFadden
The Owl and the Raven: https://www.youtube.com/watch?v=3xhWWdGm8fE

Reasons for Legends (Teacher Resource): https://collectionscanada.gc.ca/stories/020020-3100-e.html

Inuit Legends: http://www.inuitcontact.ca/artifacts/pdf/Inuit_legend.pdf

FairyTalez: https://fairytalez.com/author/a-treasury-of-eskimo-tales/

U is for Unique Wildlife

Nunavut Wildlife: https://www.youtube.com/watch?v=5Mq2ar6iPh0

The Walrus and the Caribou on Epic: https://www.getepic.com/app/read/72260

Q is for Quick Facts

Life in Iqaluit: https://www.youtube.com/watch?v=x30lPvBuFA4

I is for Inuktitut and Inukshuk

Common English Words in Inuktitut: https://www.frobisherinn.com/speaking-the-inuktitut-language.htm

Inuktitut Words – Hear them Spoken: https://tusaalanga.ca/glossary

Wallace, M. (2015). An inukshuk means welcome. Owl Kids.

Inukshuk lesson: https://werklund.ucalgary.ca/sites/default/files/teams/36/An%20Inuksuk%20Means%20Welcome%20Grade

%202%20Lesson.pdf

Intro to Iqaluit

Nunavut Tourism: www.youtube.com/user/NunavutTourism

20 McFadden
Landing in Iqaluit Video: https://www.youtube.com/watch?v=YZDRCJVp83g

Iqaluit Trip (maybe use to give a peek around Iqaluit): https://www.youtube.com/watch?v=D27dK7hc4u!

U is for Under the Northern Lights

Spectacular Norway Northern Lights: https://www.youtube.com/watch?v=izYiDDt6d8s

How the Northern Lights are Created: https://www.youtube.com/watch?v=1MI3YDGgtN4 or https://www.youtube.com/watch?

v=nHn5OO1t1yc

N is for Natural Resources

Natural Resources video for kids: https://www.youtube.com/watch?v=Qw6uXh9yM54

Many Voices. (2005). Looking at work. Pearson Education Canada Inc.

21 McFadden