AtlanticRegion

Grade/Subject:5SocialUnit:AtlanticRegionLessonDuration:50minutes

OUTCOMESFROMALBERTAPROGRAMOFSTUDIES
GeneralLearningOutcomes:
1. Studentswilldemonstrateanunderstandingandappreciationofhowthephysicalgeographyandnatural
resourcesofCanadaaffectthequalityoflifeofallCanadians.
2. StudentswilldemonstrateanunderstandingofthepeopleandthestoriesofCanadaandtheirwayoflifeover
time,andappreciatethediversityofCanadasheritage.
SpecificLearningOutcomes:
1. 5.2.1AppreciatethecomplexityofidentityintheCanadiancontext
Recognizehowchangesinsocietycanaffectidentity
2. 5.1.3AnalyzehowpeopleinCanadainteractwiththeenvironmentbyexploringandreflectinguponthe
followingquestionsandissues:
Howarenaturalresourcesused,exchanged,andconservedinCanada?
3. 5.1.1ValueCanadasphysicalgeographyandnaturalenvironment
Demonstratecareandconcernfortheenvironmentthroughtheirchoicesandactions
4. 5.S.4Demonstrateskillsofdecisionmakingandproblemsolving:
Collaboratewithotherstoapplystrategiesfordecisionmakingandproblemsolving
Determinewhenadecisionneedstobemadeindealingwithproblemsandissues
LEARNINGOBJECTIVES
1. Bytheendofthelessonstudentswillbeabletoexplainwhythecodfisherieswereclosed.
2. Bytheendofthelessonstudentswillbeabletoformulateanopinionforwhetherthecodfisheriesshouldbe
reopenedornot.
3. Bytheendofthelessonstudentswillbeabletosupporttheirclaimswithresearch.
4. Bytheendofthelessonstudentswillbeabletocompiletheirideaswithinagroup.
5. Bytheendofthelessonstudentswillbeabletodemonstratetheirabilitytoworkcohesivelyinagroup.
ASSESSMENTS
Observations:Ensurethatallstudentsare KeyQuestions:seebelowinlessonplan
participatinginthediscussionandthedebate
Written/PerformanceAssessments:
LineMaster22/23thiswillhelpstudentstoformulatetheirthoughtsandrecordthereasonsthatdefend
theirposition.
Debatearethestudentsparticipatinginthedebate.Dotheyunderstandthattheyneedtobeabletowork
togetherasagrouptoformulatetheirarguments?Aretheyabletoworktogetherinagrouptoformthose
arguments
LEARNINGRESOURCESCONSULTED
Resource#1:VoicesinCanadatext
Resource#2:VoicesinCanada:TeacherResource
Resource#3:LiteratureConnectionstoSocialStudies
MATERIALSANDEQUIPMENT
LineMaster22/23
LineMaster24
DebateProcedure
VoicesinCanadatext
DuncanswaybyIanWallace
NewfoundlandandLabradorHelloCanadabyLawrenceJackson
Whiteboardmarkers
Groupssheet
AdditionalResourcesontheCodFishery:
http://www.heritage.nf.ca/articles/economy/moratorium.php
http://www.canadahistory.com/sections/eras/pcsinpower/cod_collapse.htm
http://www.greenpeace.org/international/en/campaigns/oceans/seafood/understandingthe
problem/overfishinghistory/codfisherycanadian/
1
 PROCEDURE
Introduction(5mins.):
Hook/AttentionGrabber:SAY:Alrightgradefives,Ineedyoutocomeinandgrabaseatsothatwecangetgoing.
ExpectationsforLearningandBehavior:SAY:TodaywhilewearemovingthroughthedebateprocessIexceptyou
alltoberespectfulofyourclassmatesandtolistencarefullytowhateachoneofthemsays.Idonotwanttheretobe
anyyellingwhenyouarestatingyourargument.Eachofyouwillgetachancetoshareareasonifyousowish.
AdvanceOrganizer/Agenda:DO:Pullupthedebateinstructionsonthesmartboard
TransitiontoBody:Studentswillbeinstructedtomoveintotheirlargegroupsforthedebate.Theywillbegiventen
minutestodoanylastminuteprepthattheyneedtodobeforethedebatebegins.
SAY:NooneistomoveuntilIsaygo.Iamgoingtogiveyoutenminutestomeetwithyourlargegroupsoyouhave
achancetoselectapersontogiveanopeningsummaryandsomeonetogiveaclosingsummary.Thisdoesnothave
tobethesamepersonbutitcanbeifyouwantitto.GO!
Body(40mins.):
LearningActivity#1:CodFisheryDebatePrep(10minutes)
DO:Gotobothgroupsandmakesurethattheyhaveselectedsomeonetogivetheopeningstatementandsomeoneto
givetheclosingstatement.Makesurethateveryonehastheirdebatepapersready.
Assessments/Differentiation:AswearemovingthroughthedebateprocessIwillbeguidingthestudentsbyasking
themquestionsaboutwhytheychoosethereasonthattheydid.Whatfromthereadingsmadeyouthinkthisway?
TransitiontoLearningActivity2:Studentswillremainindesksonthesidethattheywereinstructedtomoveto
earlier.

LearningActivity#2:Debate(30minutes)
DO:Walkthestudentsthroughthedebateprocessaccordingthehandout.Askthestudentsfortheirargumentsfor
theirsideofthedebate.
Assessments/Differentiation:Walkaroundtheclassroomwhilethestudentsaredebating.Ensurethatallthestudents
areparticipatinginthedebate.Makesurethatstudentsarepayingattentiontoallthereasonsbecausetheyaregoingto
importantinunderstandinghowtheclosureofthecodfisheryimpactthousandsofpeopleslives.
DO:Oncethestudentsarecompletedtheirclosingargumentsstudentswillbeinstructedtoreturntotheirdesks.
TransitiontoClosure:Studentswillreturntotheirdesks.
SAY:Inowwanteveryonetoreturntotheirdeskssothatwecanhaveaquickdiscussionabouteverythingthatwas
saidtoday.
Closure(5mins.):
Consolidation/AssessmentofLearning:ASK:Aftertodaysactivitytoanyofyouchangeyouropinionaboutthe
reopeningofthecodfisheries?Ifsowhatchangedyouropinion?Wasithardtodefendanargumentthatyouwere
againstordidyoufinditeasier?
TransitiontoNextLesson:Tomorrow,wearegoingtosummarizingeverythingthatwehavebeentalkingaboutand
talkaboutwhytheseeventsoccurredandaboutsomeoftheanimallifethatwehaveencounteredwhilemoving
throughthisregion.WearethengoingtointroduceourprojectfortheAtlanticregionandgoovertheexpectationsfor
theassignment.