Subject/Grade: Social Studies, Grade ½ (gr. 2 objectives) Lesson/Date: 5, Jan.

20 Time: 1:30 - 2:30

Stage 1: Desired Results

Lesson In this lesson we will be learning about Nunavut and the Nunavut flag. We will identify key
Overview: elements in the flag and the symbolism behind the Nunavut flag.

We will identify symbolic and important elements in both the Alberta flag and the Nunavut
flag and do a bit of a see, think, wonder based on what we are seeing. Afterwards, students’
will be asked if they had a flag of themselves, what might be on it? This will relate to how we
have seen important elements of Alberta in the Albertan flag and important elements of
Nunavut in the Nunavut flag, and how a flag can tell us a lot about a place.

Afterwards students’ will colour a flag of Nunavut the correct colours and I will be asking
them what each element means to formatively assess their listening and understanding. Based
on time and how the lesson is going we have a couple options after this:
- Students’ can cut out their flag and glue it onto a popsicle stick to make an actual little
flag
- Students’ can make their own personal flags with things that are important to them
- Students’ can begin making their passport for our upcoming trip
- Students’ can colour a simple journey to Iqaluit picture

This will be part of our research before we “fly to Iqaluit”.

GOs: GLO: 2.1: 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.

SOs: SLO: 2.1.1: Students will 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 way to learn about land
-

SLO: 2.1.2: Students will 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 prairie communities located in Canada?
- How are the 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 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?

SLO 2.1.3 – Students will investigate the cultural and linguistic characteristics of an Inuit, an
Subject/Grade: Social Studies, Grade ½ (gr. 2 objectives) Lesson/Date: 5, Jan. 20 Time: 1:30 - 2:30

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)?

Learning
Objectives Students will:
●

Stage 2: Assessment Evidence

Formative Students’ participation will help assess Summative
Assessment their understanding Assessment

Students' completion of work will help

me assess their understanding.

Stage 3: Learning Experience

Prior to - Have slides ready Resources: Canadian Flag Facts for Kids
Lesson: - Print necessary worksheets Nunavut Flag
and have materials ready
Time: Content/Description Differentiation/
Assessments:
Introduction:

Review of Previous Concepts/New Learning:

I will explain that we are almost ready to take our trip and need to learn one
more thing before we go. I can ask some questions related to previous work to
remind students’
- Where is Iqaluit?
- How are we getting there?
- Where are we staying?

Transition

Students’ can be at desks for the review questions and move to the board for the
next part.

Body:

Learning Activity 1:

The first activity will be similar to a see, think, wonder. We will look at the
Alberta flag and ask some questions.
- What is this?
- What do we seen?
- Why might they have used these colours?
Subject/Grade: Social Studies, Grade ½ (gr. 2 objectives) Lesson/Date: 5, Jan. 20 Time: 1:30 - 2:30

- Where have we seen some of these things in Alberta?

- Why might these elements be on the Alberta flag?

On the flag we can see St. Georges Cross, Rocky Mountains, and wheatfields

Then I can take some guesses for what may be on the Nunavut flag before
switching slides
- We will ask similar questions for the Nunavut flag
- What is this?
- What do we see?
- What could these things represent?
- What colours?
- Why might they be on the flag?

Red inuksuk - a traditional Inuit land marker and traditional stone monument
used to guide travellers and to mark sacred sites, red linking to Canada as a
whole, a blue star representing Niqirtsuitiq, or the North star as a key role as a
navigational beacon and symbolically representing the wisdom and the
leadership of elders in the community. Blue and gold represent the riches of the
land, sea, and sky.

Explain that we can see that on each flag there are things that are important to
that province or territory. Ask students’ if they were to make their own personal
flags what might be on them?
- Give an example first and say on my own flag I would put printmaking
tools, or something to do with art.

Transition

I will ask one student to help me hand out worksheets. Explain that students
should get their colours and then wait at their desk for their sheet. Everyone
will be completing one and colouring in the correct colours.

Learning Activity 2:

Students’ will work on colouring their Flags.

Afterwards there are a few options for activities after colouring the flag.

- Students’ can cut out their flag and glue it onto a popsicle stick to make
an actual little flag
- Students’ can make their own personal flags with things that are
important to them
- Students’ can begin making their passport for our upcoming trip
- Students’ can colour a simple journey to Iqaluit picture

Consolidation:

Review of Key Concepts/Point to Next Class:

Subject/Grade: Social Studies, Grade ½ (gr. 2 objectives) Lesson/Date: 5, Jan. 20 Time: 1:30 - 2:30