Unit Planning Organizer

Subject: Social Studies . Grade: 5.

Unit/Topic: Arctic Circle

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Unit Duration: 4 Weeks 16 Classes

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Unit Rationale
In this unit the students will gain an understanding for the location, climate,
people, natural resources and physical geography of the Arctic Circle.
Students will recognize that these topics are not just secular facets but
interact and connect with one another. Throughout the unit students will
learn through many different mediums to build their knowledge. The use of
group research, inquiry based learning, poster work, written and oral
presentations, and exit slips are applied throughout the unit to ensure
diversity in knowledge representation and skills utilized by the students. This
will require the students to be able to communicate, connect, visualize,
and reason with themselves, their classmates, and their teacher in
order to learn the material to their fullest potential. The scaffolding and
inquiry used throughout this unit aids the students in developing these
skills. The students have the chance to reach their full potential
through multiple assessment forms; which are based on fair
assessment and will assist each student to get the grade they deserve.

The essential question is how does the climate of the Arctic Circle
influence and affect Northern society? Students will compare and
contrast living in the Arctic Circle to their own region. This unit is plan
to take four weeks to complete. There are two review day scheduled
and one day to complete the unit exam, which concludes the unit.
Differentiation will occur in every lesson to allow for natural
progression of each student. The planning of this unit builds upon
previous units covered in social so students are allow to make
correlations and apply their previous learned knowledge. Overall, the
students will complete a variety of tasks and activities to learn a
diverse set of information that all connect back to the essential
question proposed to the students at the beginning of the unit.
Personal connection will provide a way to engage the students
throughout this unit.

1. Unit Overview Critical Inquiry Question

How does the climate of the Arctic Circle affect life for the people living in the region?

2. General Learning Outcomes for Unit

5.1: Physical Geography of Canada

5.2: Histories & Stories of Ways of Life in Canada

3. Key Concept(s) for Unit

Aboriginal, anthropology, archaeology, Canadian Charter of Rights and Freedoms,
Confederation, coureurs des bois, cultural heritage, demographics, Elder, First
Nations, Francophone, Great Migration, habitants, immigration, industrialization, Inuit,
Permafrost,Tundra, Climate change,

4. Culminating Task Description

Poster
Online Web Design
U-shaped Discussion

5. Specific Learning Outcomes for Unit

Knowledge:
5.1.1 - value Canada's physical geography and natural environment:
5.1.2 - examine, critically, the physical geography of Canada by exploring
and reflecting upon the following questions and issues:
5.1.3 - analyze how people in Canada interact with the environment by
exploring and reflecting upon the following questions and issues:
5.2.1 - appreciate the complexity of identity in the Canadian context:
5.2.2 - examine, critically, the ways of life of Aboriginal peoples in Canada
by exploring and reflecting upon the following questions and issues
5.2.4 - examine, critically, ways of life of the fur traders by exploring and
reflecting upon the following questions and issues:
Attitude:
Skill:
5.S.1 - develop skills of critical thinking and creative thinking
5.S.3 - develop skills of geographic thinking:
5.S.4 - demonstrate skills of decision making and problem solving
5.S.7 - apply the research process:

5.S.8 - demonstrate skills of oral, written and visual literacy:

6. Essential Resources
Textbook
Teacher resource manual
Learnalberta
2learn.ca

7. Possible Learning Activities

Textbook
Rock, paper, scissors, posse
Venn diagram
Image analysis
Exit slips
Research and Poster Making
Understandings: Essential Questions:
Students Will: How does the
1. Identify provinces, major cities and bodies of water. climate of the
2. Recognize the region's major industries and Arctic Circle affect
natural resources. day to day living?
3. Explain how climate and geographical features
influence industrial and economic factors. How would your
4. Compare environments, from their own (Interior life change living
Plains/ Cordillera Region) to that of the Arctic in the Arctic
Circle Circle?

How is climate
change affecting
the environment
and and northern
way of life?

subject Social Studies 5 ROOM

Monday Tuesday Wedneday Thursday Friday

SS Class #1 SS Class #2 SS Class #3 SS Class #4
Anticipation
Guide
Graphic
Inquiry work- give Arctic Communities- Society
students random powerpoint 20 mins
Organizer pictures relating Community Comparison
Map of the to the Arctic worksheet to
Canadian circle. Have them assess student Discuss the
Shield: labelling brainstorm ideas knowledge of combination of
Provinces, Major about tourism, settlement contemporary and
bodies of water, climate, traditional living of the
reasoning,
major cities Inuit. The uniqueness
resources, jobs evolution of
5.1.1 and people. Inuit life from of Nunavut having 3
5.1.2 Have early times to official languages
students present. -How difficult it is to
5.S.3 pair read Students will move throughout the
pages use pages 198- region
194-195, 201 to answer -Luxuries southern
confirm worksheet regions take for
inference granted
5.1.1 First school in
s
Add 5.1.2 1958
informati 5.1.3 Skatepark etc
on to
5.2.1 5.1.3
graphic
organizer 5.2.2 5.2.1
s 5.2.2
Skill Smart- page
196
5.1.1
5.1.2
5.1.3
 5.S.1

SS Class #5 SS Class #6 SS Class #7 SS Class #8

The Northwest Passge Landscape/ Climate Change/ Climate Change/
-Reasoning for first Landforms
explorers -permafrost Wildlife Wildlife
Discuss the -thundra
relevance and -pollution 5.1.1 5.1.1
importance of - Days and NIghts
NWP 5.1.2 5.1.2
Thinking it Through
5.1.1 5.1.3 5.1.3
-Look at the map of the 5.S.4 5.S.4
acrtic region on pages 5.1.2
192-193. Why might it
have been difficult to
find a route from the
atlantic to pacific
ocean.

Sailor Hardship
Assignment.
Assessment

5.1.1
5.1.2
5.2.4

SS Class #9 SS Class #10 SS Class #11 SS Class #12

Resources/ Buffer Class Arctic Winter Games

Arctic Winter Games hosting commercial
Industry -Using this hosting commercial Students will
-Diamond mining, oil day for Students will be be in groups
and gas drilling of 3 chosen by
students to in groups of 3
chosen by the the teacher.
5.1.1 catch up on teacher. Students will
5.1.2 any work. Students will then create a
video, the
5.1.3 Re-assess then create a
video, the purpose to try
areas where purpose to try and win the
learning may and win the bid bid of the
Arctic Winter
have of the Arctic
games
Winter games
struggled. Student Study Guide
5.1.1 sent home!
5.1.2 5.1.1
5.1.3 5.1.2
5.2.1 5.1.3
5.2.2 5.2.1
5.S.1 5.2.2
5.S.4 5.S.1
5.S.7
 5.S.4
5.S.7

SS Class #13 SS Class #14 SS Class #15 SS Class #16

Kahoot Review Summative Test***
Commercial
Arctic Winter Games
presentation 5.1.1 5.1.1
hosting commercial 5.1.2 5.1.2
Students will day
be in groups of 5.1.3 5.1.3
3 chosen by 5.2.1 5.2.1
the teacher.
5.2.2 5.2.2
Students will
then create a 5.S.1 5.S.1
video, the 5.S.4 5.S.4
purpose to try
and win the
bid of the
Arctic Winter
games
5.1.1
5.1.2
5.1.3
5.2.1
5.2.2
5.S.7
5.S.1
5.S.4

Assessment Tool
Overview
Assessm
Outco Fo A O
ent Tool Brief Description %
mes r S F
Title
Observation * *
Observations will be recorded by the
s teacher to assess the following
aspects:

Students active participation in

the learning process
Students perseverance and
persistence through material;
students resilience
Students timely completion of
 assignments (out of class and in
class)
Assessment of students
understanding using real-time
techniques that align to lesson
objectives (e.g., Checks for
Understandings)
Identification and correction of
common misunderstandings
Movement of students to the
rigorous levels of understanding
required by the lesson
objectives

Observations will be used for for and

as learning because it will provide
quick feedback to make immediate
class adjustments.
Throughout the unit the topics of:
resources, climate, vegetation, routes
5.1.1 of the region, industry, landforms,
Graphic animal life,issues, and tourism will be 10
Organizer 5.1.2 discussed. Students will be responsible
* * *
%
5.S.3 to write down the information and near
the end of the unit it will be taken in for
a completion mark.
Students will demonstrate their
geographical knowledge by shading the
5.1.1 Arctic Region and surrounding bodies of 15
Regional
Map 5.1.2 water. Students will also recognize what % * *
5.S.3 provinces and/or territories make up
this region, as well as label major
bodies of water and capital cities.

5.1.
1 Students will complete a written assignment
5.1. describing the evolution of the Inuit culture from
2 before European arrival, during European arrival
10
Inuit 5.1. and contemporary life. The purpose of this
% *
LIfe 3 assessment is for students to realize how Arctic
5.2. life is made up of past traditions and how many
Inuit and Northern people live in the past due to
1
their climate.
5.2.
2
 5.1.
1 Students will complete an assignment focusing on
LIfe in the value of the North West Passage and the
5.1. 10
the adversity Europeans faced. Students will * *
North 2 understand that without First Nation help they %
5.2. would not of survived.
4

5.1.
1 25
5.1. %
2
5.1. Students will be in groups of 3-4. The purpose of
3 this assessment is to showcase all the
Arctic 5.2. environmental, recreational, geographical and
Winter 1 cultural aspects of the Arctic Region. Students will
Games have the opportunity to either create a
* *
5.2.
Bid 2 commercial, new casting, or powerpoint
presentation trying to win the bid of the Arctic
5.S.
winter games.
1
5.S.
4
5.S.
7
Students will complete this unit by demonstrating
their knowledge on a unit test. This unit test will
be composed of multiple choice, short answer and
a long answer application question. The multiple 30
choice will assess students knowledge on key
term and processes. The short answer will get %
students to demonstrate main characteristics of
Unit
structures and how different forces affect *
Test structures. Lastly, the long answer will assess the
students on applications of their knowledge and
the skills they have learned in solving a problem.

The unit test will be used for of learning because

it will be a final testing of their knowledge and
understandings of the unit.

Happy Birthday Canada!

Canada is celebrating its 100 birthday and the federal government is excited to share
th

this special event with the world (reduced flight costs are an incentive for travelers to
come to Canada Woot! Woot!). A group of Grade 5 students from Costa Rica (Hmmm
where in the world is Costa Rica?) heard about this and have decided to make
Canada their destination! They are looking to explore a new country that has a different
landscape and culture, a place that they can learn about the land and its people. They
are particularly interested in learning about the Arctic region. Where should they go?
Who should they visit?

Your task:
Within your assigned group, you will be responsible for convincing the members of this
delegation to come to your location in the Arctic region. You will create a video
production, powerpoint presentation or newscast about the community in which you live,
enticing potential travelers to come to your community. Your presentation should
include:

1. A map of the region, identifying major bodies of water and the location of the
community students will be visiting.
2. A visual description of the land what might visitors see when they come to the
Arctic? Pictures! Pictures! Pictures! What unique landforms exist in the Arctic region?
3. An explanation as to why people settled in your community - history of community.
4. Information as to how the people live today and how they lived in the past - way of
life you might say.
5. A description of the climate of your region along with a packing list of items the
students should bring to have an enjoyable trip.
6. The top 10 reasons for coming to __________________!!!!!!!!!!

Resources: You will be required to use three different resources to access information.
Be sure to cite the resources used on the recipe cards provided.

5- 4- 3 - Basic 2-
Criteria Excellent Proficient Limited

Physical Project Project Project Project

Geographie thoroughly shows good partially show
s 5.1.2 demonstrates understand represents incomplete
Histories an excellent of understandin understand
and Stories and detailed geographic g of the of the
5.2 understanding al influence geographical geographic
of on life influence on al influence
geographical during the life during the on life
influence on future trade future trade during the
life during the or modern or modern future trade
future trade or industrial industrial life. or modern
modern life. industrial
industrial life. life.
 Presentatio Exceptionally Rehearsed Some Little to no
n of organized, and organization. organization
Information well organized. Little to no .
5.S.8.1 rehearsed, Proper use effort to use
and engaging of materials. engaging
use of materials.
materials.

Skills of Few errors Some Errors Many errors

Literacy that do not errors that appear that that
5.S8 interfere with rarely may interfere interfere
communicatio interfere with flow. with
n with flow.

Total
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