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Teacher(s) Name: Lesa Slocum, Cateylynn Patterson, Kristi Lewis, Brittany Cott, and Kayra Vargas.

Word Processed By: Lesa Slocum


Thematic Unit Theme: Canada
Title: Canada Eh
Grade Level: 3rd
Wiki space address:ucfgr3canadaf14.weebly.com
Daily Lesson Plan Day/Title: Day 2: Canada in the Making

Learning
Goals/Objectives

NCSS Themes
Language Arts
Florida Standards
(LAFS)
Next Generation
Sunshine State
Standards (NGSSS)

Learning Goal:
Students will be able to demonstrate their knowledge gained about the
geography, culture, history, and environment of the country of Canada.
Learning Objectives:
1. Students will be able to identify the two founding countries of
Canada (Britain and France).
2. Students will be familiar with the three Oceans that border Canada
(Atlantic Ocean, Pacific Ocean, and Artic Ocean).
3. Students will understand why trade between Canada and Europe
was crucial in the development of Canada.
4. Students will be able to use a map to locate the Northwest Passage.
5. Students will compare and contrast differences between the United
States Dollar and the Canadian Dollar.
6. Students will be able to identify some of Canadas physical features
using a map.
7. Students will be able to identify the two official languages in
Canada(English and French)
NCSS theme(s):
Theme 2:Time, Continuity, and Change
Theme 3: People, Places, and Environments.
Language Arts Florida Standard(s):
LAFS.3.SL.1.3 Ask and answer questions about information from a
speaker, offering appropriate elaboration and detail.
LAFS.3.SL.1.2 Determine the main ideas and supporting details of
a text read aloud or information presented in diverse media and
formats
LAFS.3.SL.2.6 Speak in complete sentences when appropriate to
task and situation in order to provide requested detail or
clarification.
Next Generation Sunshine State Standards:
SS.3.E.1.4 -Distinguish between currencies used in the United
States, Canada, Mexico, and the Caribbean.
SS.3.G.1.1 -Use thematic maps, tables, charts, graphs, and photos to
analyze geographic information.
SS.3.G.1.2 -Review basic map elements (coordinate grid, cardinal
and intermediate directions, title, compass rose, scale, key/legend
with symbols)
SS.3.G.2.4 -Describe the physical features of the United States,

Assessment

Canada, Mexico, and the Caribbean.


SS.3.G.4.1 -Explain how the environment influences settlement
patterns in the United States, Canada, Mexico, and the Caribbean.

Unit Pre-Assessment:
Students will be given a Quizlet quiz two weeks prior to the Unit Plan to
determine their background knowledge of Canada.
Unit Post-Assessment:
Students will take the same Quizlet quiz from the pre-assessment after the
completion of the lesson in order to assess knowledge gained.
On-going daily (progress-monitoring) Assessment:
The Canada Collection Folder the students create is a way to progress
monitor. During the in class games and activities, informal assessments are
being conducted in order to access knowledge. This lesson contains a game
with questions about the main ideas covered throughout the lesson, students
will monitor their level of understanding throughout the game as well as at
the end of the lesson.

Design for
Instruction
Student Activities &
Procedures

1. Prior to the kids coming back from lunch: Place one miniature
dry erase board, one dry erase marker, 4 red pens(1 for each
student at the table), 4 blue pens (1 for each student at the
table), 2 glue sticks, and 4 scissors(1 for each student at the
table) at the center of each table. Pull up slide show containing
supplemental pictures and a map of Canada on Interactive
White Board. Make sure this works. Click through the slides
throughout the lesson to give students a pictorial representation
of the information.
2. At the start of the lesson: We are going to learn a little bit about
Canadas history. It is important that you listen carefully. In the
end, we will be playing a game containing questions from our
lesson today. Questions will have different point values. I will read
through a question and give you 15 seconds to discuss possible
answers with the members of your cooperative learning group
ESOL/Students with learning disabilities. After youve all agreed
on an answer, have the scribe write the answer on your teams
miniature dry erase board. For each question your group answers
correctly, you will earn the value of the points noted on the
questions card. If you answer a question incorrectly, I will subtract
half the value of the question. If you dont answer the question at
all, I will subtract the full value of the question. The team with the
most points in the end will receive a Canadian themed surprise.
Please select your scribe. (Give students 20 seconds to select their
scribe.)
3. Take out your folder you made yesterday. At the bottom of the
second page, please draw a timeline; you will add dates on your

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timeline as I am speaking. You will be given one lifeline during the


game where I will allow your group to peek at your timeline. (Hold
up a book and show an example of exactly where the timeline
should be). You may ask me questions throughout the lesson by
raising your hand.
Does everyone have their listening ears on? Great, lets begin!
Click to second slide (full map of Canada). This is Canada. It is
north of the United States and it is located in the northern
hemisphere.
Click to third slide (various tribes of early Canada). ESOL
There were people already settled in Canada long before European
settlers came. These natives were the first to settle in a Canada and
were called the aboriginal people. The aboriginal people grouped
themselves into different nations throughout Canada and traded
with one another. Click to fourth slide (map of Canada showing
where the aboriginal people are believed to have gotten to
Canada). ESOL It was believed that they migrated by foot from
Asia thousands of years ago during the ice age. The aboriginal
people settled and adapted to a particular lifestyle according to the
region they lived in. On your timeline at the starting point write
down last ice age aboriginal people traveled to Canada. (Draw a
timeline on the board and add this information to the timeline.)
ESOL/Students with learning disabilities
Click to fifth slide (map of what early explores thought the world
looked like). ESOL For several centuries after man began sailing
the seas, many Europeans believed that there was nothing west of
Asia or east of Europe. It was believed it didnt contain land. It was
just open waters filled with sea monsters. The Vikings believed
otherwise and sailed until they reached Canada where they settled
and were later chased away by the aboriginal people.
Click to sixth slide (picture of John Cabot). ESOL In the late
1400s- John Cabot of Italy who was sailing for England saw
Canada (Newfoundland) (Click to seventh slide (map of Canada).)
ESOL. Cod is a type of fish that is an important food item in
England. Cabot saw so much cod in Canadian waters that when he
returned to England and told people about it, fishermen began
sailing to Canada in order to fish; and they continued to come back
to Canada for centuries after Cabots discovery. In your timeline
add 1400s John Cabot finds cod off of the Canadian cost. (Add
this information to the timeline.) ESOL
Click to eighth slide (picture of Jacques Cartier). ESOL In the
1500s a French explorer by the name of Jacques Cartier came to
Canada in search of treasure. Cartier heard stories about other
explorers finding gold and gems in South America and figured he
could find the same in Canada. His actions later explain some of
the tensions between the Iroquois people and the French. Im going
to add this information to the timeline. (Add this information to the
timeline.) ESOL

9. When Jacques Cartier met the Iroquois chief, there was a huge
language barrier because each spoke a different language. Cartier
pointed to the land and asked the chief what this country was called
and the chief thought he was asking about his village so the chief
pointed to his village and said (write kanata on the board)
ESOL kanata which was the Iroquois name for village. This is
how Canada got its name.
10. In order to help understand the mindset of the Iroquois people, I
need 1 volunteer to be Jacques Cartier. (Select a person and give
them a hat and a script.) I need 3 more volunteers to be the
Iroquois Chief and his two sons (Give each of them Indian hats
and a copy of their scripts). (Give the volunteers 5 minutes to
read through their scripts ad practice them with each other)
11. When our four volunteers read their lines, you will be part of the
Iroquois tribe. In the end I will ask you if you feel like you could
trust Jacques Cartier. For the Iroquois tribe, Jacques Cartier
represented France, so it was important for Jacques Cartier make a
good impression on the Iroquois people. While they are practicing
their lines, I will have my paper passer hand out an Indian hat for
you to wear since you are a part of the Iroquois tribe. I will come
around and give you one piece of table for your hat.
12. While the volunteers read through their scripts: Hand out 1
piece of tape for the tribe members.
13. Students read their lines. I ask the students: Do you feel like you
could trust Jacques Cartier or so you feel like youve been
betrayed? They will say no, they cannot trust him.
14. Click to ninth slide (picture of the Iroquois people). ESOL This
is the same way the Iroquois people felt in 1500s. The Iroquois
people felt betrayed and angry after Jacques Cartier tricked the
Chiefs sons into coming back to France where they were never
heard from again. Feelings got stronger after Jacques Cartier
kidnapped the Chief. This left the Iroquois angry and caused many
wars between the French and the Iroquois people. Jacques Cartier
was determined to find gold and gems in Canada that in 1542
Jacques Cartier returned to France with about 15 ships filled with
stolen gold and diamonds(pass around pyrite). Upon his return
he found out that he stole nothing more than pyrite, also known as
fools gold and quartz crystal which had no value. It was because
of this the French didnt come back to Canada for another 60 years.
It was also the reason why the Iroquois people did not trust the
French. (Add this information to the timeline.) ESOL
15. Click to tenth slide (picture of Sir. Humphrey Gilbert). ESOL
In 1583 and English Explorer by the name of Sir. Humphrey Gilbert
was looking for a water way from the Atlantic Ocean to the Pacific
Ocean, which would be later known as the North West Passage. He
was traveling with an entire fleet of ships when he saw
Newfoundland, which is a part of Canada, and claimed it for
England. (Add this information to the timeline.) ESOL Gilbert

sailed away, got lost in a storm, and was never heard from again
but because he claimed Click to eleventh slide (map of Canada).
(Point out Newfoundland on the map.) ESOL Newfoundland it
became a British colony.
16. (Pass out mazes face down as you speak. On the back of the
maze should be a map of Canada.) The Northwest Passage is a
route that connects the Atlantic to the Pacific through Canada. (Use
Laser pointer to show both of the Oceans as you list them).
ESOL Why do you think European explorers were determined to
find a northwest passage through Canada? Give students time to
respond. They wanted to find a shorter route to Asia so they could
trade more with Asia. Asian had a lot of gold, gems, and other
things of value. Explorers wanted to find a faster route to Asia.
Explorers tried to navigate this passage for centuries. The problem
was the waters of the Arctic Ocean (use laser pointer to show the
Arctic Ocean) were so cold that they were practically ice and ships
couldnt sail through it. They tried to find ways through the south
part of Canada but found only dead ends. I placed a maze in front
of you. Do not turn it over yet. You will each be explores navigating
through the waters with limited supplies and no map. The starting
line is the Atlantic Ocean and the finish line will be the
__________(wait for response). Correct, if the starting line is the
Atlantic Ocean then the finish line must be the Pacific Ocean.
Because you have limited supplies, you will have limited time to
complete your voyage before you have to call it quits. I will give you
1 minute to try to navigate from the Atlantic Ocean to the Pacific.
You must use the black pen I provided you; they are found at the
center of each of your tables. (Put 1 minute on the stop clock.)
Ready, set, go!
17. Pens down, youre supplies have run out! It was difficult. How
many people came to dead ends and had to turn around? Turn your
maze over and look at the map of Canada. Use a red pen to help
show the Northwest Passage through Canada as we navigate
through it on my main map. Before we start, can anyone show me
where Newfoundland is? Everyone place a big blueX on
Newfoundland just so you can see where some of these stories you
have heard through this lesson have taken place. Okay follow along
with your red pen (Use white board and draw the Northwest
Passage routes.) ESOL as we navigate from the Atlantic through
Baffin Bay and the Arctic Ocean, to the Pacific Ocean.
18. Id like you to cut (demonstrate cutting with the scissors along the
rectangle for your ESOL students as the instructions are being
read) ESOL out this map out along the outer rectangle and place it
at the top of the second page of your map book. Glue sticks and
scissors are in the center of your table. Everyone put their figures
on the map key. (Point to the map key.)Make sure to color the
square, next to the words Northwest Passage, red so that you
know what the red lines you drew stand for. While you are cutting

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your maps out and placing it inside the second page of your story
book so that it looks like this. (Hold up a finished product of the
map.) ESOL I want revisit the French explorer Jacques Cartier and
the impression he left with the Iroquois people.
Give a quick summary of all main points discussed so far in order
to reinforce the information ESOL. So far we know that Jacques
Cartier tricked the Chiefs sons to come back to Europe where they
were probably well cared for but died of diseases. This is because
they had no built up immunity to these diseases. Cartier still
wanted the riches from Canada so he returned and kidnapped the
Chief. This made the Iroquois people angry so they fought the
French when they tried to make a settlement in Canada. Cartier
thought he found gold and gems so he returned a third time and
loaded 15 ships filled with pyrite and quarters not gold or
diamonds. The French didnt return for 60 years but the tribe
members shared their stories about the French to their children.
If you are finished with your books lets set it aside to dry for a
moment and listen to this information comes into play almost 100
years later.
French and English fishermen sailed to Canada in the 1600s and
learned that Canada had an abundance of furs. (Pass around fur
pellet for the students to touch). (Add this information to the
timeline.) ESOL In the 1600 furs were an extremely popular
fashion in Europe but it was hard to find. So a trade between the
aboriginal people and the Europeans took place. The Europeans
would trade knives, kettles, and other metal goods for beaver pelts.
France found it to be such a good business that they set up
settlements and trading posts. However, they were constantly
battling the Iroquois. This scared off a bunch of French people from
sailing and settling in Canada. The King wanted to establish a
colony so he began promising people land that they could pass on
to their children if they colonized in Canada. This was such a great
deal that the French began to settle. Although they settled in
different parts of Canada, they liked to keep near water because of
the pelt trade. You will notice that most of the major cities in
Canada are located near water.
As tensions between France and Great Britain began to rise, during
the beginning at the Seven Years War, Britain began to gain control
of many of the Frenches colonies in Canada. After the Treaty of
Paris was signed in 1763, which formally ended the Seven Years
War, Britain gained control of most of the colonies in Canada that
were controlled by the French. (Add this information to the
timeline.) ESOL In order for the British to help ease this transition
to British rule and minimize rebellion, the Quebec Act was signed
in 1774 which allowed French law to remain for the most part with
the exception of criminal cases which would be tried by British law.
(Add this information to the timeline.) ESOL Settlers also had
more land to expand to. Britain gave the aboriginal people their

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own land that settlers werent allow to occupy. This made everyone
happy.
The blend of the French and the English in Canada has been so
impactful to its identity. There are two official languages in
Canada; what do you think they are? (Wait for responses) The two
official languages in Canada are English and French. You can see
many aspects of the French, English, and the Iroquois people in
aspects of their culture and each their money.
Britain has ruled over Canada for about a century until 1867 when
Canada gained its independence and became a nation. (Add this
information to the timeline.) ESOL The first prime minister was
elected shortly after. A prime minister is similar to a president.
Though Canada gained its independence, it doesnt mean its
completely independent. Today, it is one of the commonwealths of
Great Britain.
Does anyone have any questions before we start the game? Answer
questions and begin game. Repeat directions prior to the start of
the game. Keep score throughout the game. Count up the points
and give out Canadian themed prizes. Next, display the questions
and the answers to the questions from the game. Click to twelfth
slide (answers). ESOL Here are the answers from our game. Id
like you to write these facts underneath the timeline in your folder
that we made today.
How well do you think you did with the questions from the game?
Did you feel like you knew all of the questions on your own? Did
you know some of the questions? Were you completely lost?
Everyone take out a scratch sheet of paper, write your name down,
and then rate your knowledge of the material from today on a scale
from 0-4. Zero means you didnt know anything and four means you
knew every question. Please be honest because Id like to know how
effective I was as a teacher and I need your help on that. Write
down something you liked about the lesson. If you have anything
you didnt like about the lesson, write that down as well.

Book: The Kids Book of Canadian History


Resources/Material Author: Carlotta Hacker
Illustrator: John Mantha
s
Website(s):
http://firstpeoplesofcanada.com/fp_groups/fp_groups_origins.html
(Information and map of the aboriginal people)
http://krazydad.com/mazes/sfiles/KD_Mazes_IM_v12.pdf (Maze)
http://www.worldatlas.com/webimage/countrys/namerica/lgcolor/cacolo
r.gif (Atlas of Canada)
http://www.quizlet.com (Pre/post Assessment)
http://ucfgr3canadaf14.weebly.com/ (Weebly site)

Materials:
5- Scripts for Readers Theater
12- Premade aboriginal hats
1- Role of tape
1- Box of pyrite
1- Imitation beaver fur
16- Two sided worksheets with map of Canada and maze
16- Red pens
16-Blue pens
8- Glue sticks
1-Laser pointer
5-Dry erase markers
4-Mini dry erase boards
4- Paper towels
16- Pairs of Scissors
3- Canadian books to display
1- Interactive White Board
1- Jump drive with Power Point

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