Paulina Salata (Lesson Plan incorporating Indigenous Culture)

Strand/Topic: Grade: Date:

Canadian Geography (Applied/Academic) 9 January 20, 2017
Connections
Overall Expectations:
B1. The Physical Environment and Human Activities: analyse various interactions Being citizens of Canada means knowing how global issues impact different provinces,
between physical processes, phenomena, and events and human activities in Canada territories, and cultural groups. The film provides students a new lens of examining the
B2. Interrelationships between Physical Systems, Processes, and Events: analyse connection we as Canadians should consider with the environment and living things.
characteristics of various physical processes, phenomena, and events affecting Canada and The lesson will help students practice making connections between what they been
their interrelationship with global physical systems learning to current issues faced in Canada.
B3. The Characteristics of Canadas Natural Environment: describe various
characteristics of the natural environment and the spatial distribution of physical features in The lesson provides students the opportunity to compare how different medias depicts
Canada, and explain the role of physical processes, phenomena, and events in shaping them Aboriginal identity. This will provide them the chance to expand their knowledge of
Aboriginal Peoples and the world, especially since students here little about how global
Specific Expectations: issues affect Aboriginal communities.
By the end, the student will be able to:
B1.1 analyse environmental, economic, social, and/or political implications of different Ideas
and beliefs about the value of Canadas natural environment, and explain how these
ideas/beliefs affect the use and protection of Canadas natural assets
B1.3 assess environmental, economic, social, and/or political consequences for Canada of
changes in some of the Earths physical processes
Learning Goals
By the end of this lesson, I will be able to:
o Describe how human actions impact the balances and interactions in the environment
o Explain, with examples, the social and ecological effects of global warming in the Arctic
o Explain Aboriginal perspectives on sustainability
o Demonstrate an understanding of Aboriginal peoples connection to the land
Questions to Ask Accommodations/ Materials
Modifications
(content/process/product)
Part 1: Minds On

Duration: no more than 10mins When creating the class
mind map, these are
As the students are walking into class, on the board have written some questions to
CLIMATE CHANGE. By doing so, the students will know what the consider asking the students can access though
students:
focus of the lesson is. Once everyone is settled in, ask them to think about
What words do you
what they know about climate change. associate climate change
with?
You will be creating a class mind map. Students will provide words/phrases
that they associate with climate change. The teacher will document How do you see it
everything on the board. The aim is for students to see the connections that affecting your
they are making and how big the discussion on climate change can be and all community?
the different parties involved.
How does media portray
climate change?
Classroom scribe. Blackboard and
chalk
Put up a google doc that (The use of the
blackboard is
their devices and contribute to temporary.)
it (anonymously).
They can add text or visuals to Long chart paper
the google doc. If this is the and markers
case, the mind map should then (Long term
be printed and distributed so purpose, can put it
that everyone has a copy. up in the class for
students to refer
to.)

Who do we usually see

talking about climate
change?
3-Part Lesson plan template
 Part 2: Action
Duration: 54mins Questions to provide the Allow students to go to the Laptop and
class before/and after resource room, where they can projector.
After the mind map activity, everyone will watch the documentary called watching the film: watch the movie on a laptop
Inuit Knowledge and Climate Change. What is the purpose of the and ask questions without If the students
film?
Link: https://www.youtube.com/watch?v=IVDtbz0j7jE getting disrupted. each have access
Or http://www.isuma.tv/inuit-knowledge-and-climate-change/movie From whose perspective is to their own
the story told? Whose Take breaks throughout the electronic device,
Before starting up the movie let the students know a bit about the film. That voice are you hearing? film. Follow it with a short then they can
it is the worlds first Inuktitut language film about climate change. The film Whose story is it? What recap of what they watched. watch it
will be examining the traditional knowledge and experiences of Inuit elders are the stories telling us? Bring focus back to the film. independently
and hunters across Nunavut. The film will discuss the effects that global with headphones.
warming has in the Arctic. What values are being
expressed? Examine the
connection that the Inuit
Have students create their own mind map as they are watching the film. The
community has with the
mind map should focus on conflicts, techniques, purpose and perspective. land? Will climate change
Ask students to withhold any judgments they may have and to just observe affect the relationship?
carefully.
What are the conflicts in
the film? Do they get
resolved?

3-Part Lesson plan template


Part 3: Consolidate Debrief
Questions to Ask Accommodations / Materials
Differentiation
(content/process/product)
Duration: 15 minutes Discussion Questions: Classroom Scribe Handout for the
Are there any differences reflection
The teacher will begin a class discussion about the documentary. and similarities that you If the students require more
notice between the two assignment
Have the students look at the mind map that is on the board (minds on discussion time, postpone
mind maps?
activity) and compare it to the one that they created while they watched the the reflection assignment.
film. What is Traditional Spend the beginning of
Knowledge? Western next class continuing the
As a class come up with a definition for Traditional Knowledge and Scientific Knowledge? conversation.
Western Scientific Knowledge. Do they see it demonstrated in the two How do they vary in the
mind maps? way they inform us? Provide extra class time to
Which are you must complete the reflection
The idea is for students to see that there is a balance between people, land accustom to hearing? assignment.
and living things. Humanity is part of an intricate web that connects us with
How does the film depict
living things and the environment. Thus, we need to feel a personal
the challenges that the
connection to the issues that affect our planet. Inuit community faces in
reclaiming the land and
Handout Personal Reflection Assignment their identity?
Due next class:
Assignment Questions:
For homework have student write a reflection on the quote Scientists talk What does this mean to
about climate change with studies on pollution and toxins, whereas Inuit you? What is the
discuss the effects as they occur within our lives. difference? What story do
They will address any questions that the film left them wondering about. you feel is being told?
Discuss the differences between the way Western science and Inuit
traditional knowledge look at climate change. Which do you connect
more to? Has your
perspective changed after
watching the film?

How do you make

connections to your
environment?
Assessment Tools (diagnostic/formative/summative)
Formative Assessment.
Students will write a 1-page personal reflection on the documentary due the next day. They will demonstrate the connections they made, what they learned, questions
that they still have. Through the reflection, students will be expressing their own opinions as well as learning more about how they see themselves with respect to
Canada, and the world.
The assessment will be marked for completion (or marked out of 10). It will also provide the teacher an idea of what the students gained from the lesson, their writing
style and if they can clearly organize their thoughts.
Next Steps
If the discussion from Part 3 was not completed due to time, then continue it during next class. Spend the first half discussing the film and any questions the students
have, and the other half will be spent working on the reflection assignment.

3-Part Lesson plan template