Subject: Social Studies Grade: 1 Date: March 7th

Critical Inquiry Question: How have families and communities changed from the past?

Lesson: 2 Time: 30 min 1135-1205

SLOs:
1.2.1.1 Recognize how their families and communities might have been different in the past than they are
today
1.2.2.1 How have changes affected my family over time (e.g., births, deaths, moves)?
1.S.2 Differentiate between activities and events that occurred recently and long ago
1.S.7 Ask questions to make meaning of a topic
1.S.8 Interact with others in a socially appropriate manner

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson procedure, but an indication of
what students will know or be able to do by the end of the lesson).
Knowledge:
SWBAT:
-Identity changes that have happened within their own family
-Explain how changes have affected them
Skill:
- Compare changes that have happened recently and long ago
- Interact with others in a socially appropriate manner

Key Questions:
What is the focus question for this lesson? What are some related questions?
What kinds of changes have occurred within my family?
AND How have those changes (such as the births or deaths of relatives, moves to a new home or school)
affected my family over time?
What kinds of changes do you think have happened in my family?
Why do you think things have changed?
Is change good or bad? Why or why not?
Has something like this ever happened to anyone you know? /How did it make them feel?
How have changes affected this family over time?
What kinds of questions come to mind when you look at these items? (Encourage student questions)

Materials:
● Paper/ index cards
● Writing tools
● Mrs. Fisher’s Mystery box
o For sale sign, picture of moving truck, baby ultrasound, wedding photo, funeral pamphlet

Preparation:
- Bring the mystery box and its items to school
-

Adaptations:
If students have difficulty writing they may be assisted by a scribe, or they may draw a picture. Ex: one
student moved here from Quebec he could draw this.

Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and conclusion to clarify the
flow of the lesson. Write it with enough detail that a substitute teacher could teach the lesson.)
Introduction:
Revisit last lesson briefly. Remind them that you told them that you wanted them to be thinking about the
types of changes that happen within our families. explain that this will be today focus.
Ask: what types of changes do we know about that happen in a family?
- Pull out items one by one from the mystery box.
Development:
- Have students explore the artifacts within the mystery box.
- Ask:
o What kinds of changes do you think have happened in my family?
o Why do you think things have changed?
o Is change good or bad? Why or why not?
o Has something like this ever happened to anyone you know? How did it make them feel?
o How have changes affected this family over time?
- Look for answers from students such as:
o Getting married/ a parent getting married
o Getting a new brother or sister
o Moving to a new house or moving to a new school.
**The area below was not completed last week. ----------------------------------------------
- Create a mind map on the board together so students have examples to draw from.

Explain to students that you want them to consider the types of changes they have heard about. And
the types of changes that have happened in their lives/families and how those changes have affected
them or their families.
- Have a few students identified some changes and give examples?
- Show them the assignment, show them the example you have done.

- Have the students write on the work sheet provided about their families, answering:
- Who is in their family?
- What is one big change that has happened in my life. (such as the births or deaths of
relatives, moves to a new home or school)
- How has this change affected my family?
Students must utilize the drawing space available to draw the or artifact they brought to signify a
change that has happened.

Example: My mom had a new baby. This means I get a new brother, but I have to share a
room. This can be drawn as a baby come to a room with 2 beds.
- Because the students take a long time to write they may need more time in the following
lesson or you may be able to use some “golden time.”

Conclusion:
- Revisit the type of changes that occur within families.
- Draw on a few students who have completed the task to share if comfortable.

Assessment: How will you know if students met your lesson objectives? What assessment tool or strategy are you using? What are
you looking for in this formative assessment?
Formative:
- Written assessment. Small written task, identify 3 changes that have happened, write 2 sentences
on each.
- Oral assessment, group discussion.
- Student observation

Personal Lesson Reflection:

Week 2: Lesson 2
Subject: Social Studies Grade: 1 Date:
Critical Inquiry Question:
Lesson: 1 Time:
GLOs:
1.2
SLOs:
1.2.2.2, 1.S.2, 1.S.7, 1.S.8.1, 1.S.8.2
LA outcome: write, represent and tell brief narratives about own ideas and experiences

Instructional Objectives:

Students will be working towards being able to:

 Describe their family’s past in our community.
 Differentiate between activities and events that occurred recently and long ago
 Make meaning of a topic by asking questions
 Interact with others in a socially appropriate manner
 Respond appropriately, verbally and in written forms, using language respectful of human
diversity

Key Questions:
What is my family’s past in our community?
What is our community.
Did my family move here from somewhere else?
When did they move here? / Why?
What sorts of changes have happened since then?

Materials: slides, interview sheets, white board(s), chart paper.

Google slides:
https://docs.google.com/presentation/d/1EfcfsRpMns9KGCxC4SLYx8DSQPBzqeW2z50UQ93Y1so/e
dit#slide=id.gc6f972163_0_0

Preparation: Insure slides are ready to go, materials are available.

Adaptations:
Visuals, examples, scribes available. Some students may not be able to interview family members in which
case they may learn about other families past within this community via book or partnership.

Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and conclusion to clarify the
flow of the lesson. Write it with enough detail that a substitute teacher could teach the lesson.)

Intro:
Briefly reiterate the last lesson, what we have learned about change over time and re-explain what our goal
is. We are trying to answer the critical inquiry question: How have families and communities changed over
time?

Explain that a big part of that is having an understanding of where we come from and as such, today we
will be focusing on our families past within our community.
This first means we need to understand which community we live in.

Ask which community do we belong to?

Explain Lethbridge is a very old community. It has been here for more than 100 years. It first started
developing because of the resources that were here, coal primarily.

Development:
Open slides.

Explain:
It can be hard for us to know what are families past within this community is if we haven’t been told before
or if we don’t know who to ask.

Say: I want to start by showing you this quick slide show so you will have a better understanding of what I
hope you will find out about yourself.

Show slides and explain brief family history within the community.

Explain to students that each of our histories are not the same. We come from very different families and
very different things have happened to us and to our families in the past. As such, we will not all be
learning the same exact thing about our family’s past.

Explain that some of us have been here for forever, like the Blackfoot people while some of us came a long
time ago and others very recently.

Ask: What is the past? What does thing mean?

Prompt for: Anything that has happened before today, or this moment.

Explain that students will be learning about their own family’s past in Lethbridge.

Students will be expected to do some research after this lesson, they will have to ask they families about
their family history in Lethbridge.

In order to successfully complete the next lesson, they will have to have taken home and interview styled
questionnaire.

Brain storm questions with the students.

Try to prompt and encourage the key questions:
 What is my family’s past in our community?
 Did my family move here from somewhere else?
 When did they move here? / Why?
 What sorts of changes have happened since then?
Have students write these out on writing sheet. Attach it in their agendas. Also attach a typed version. Give
parents a heads up early in the week so that they may be able to have this ready for Thursday.

Assessment:

How will you know if students met your lesson objectives? What assessment tool or strategy are you using?
What are you looking for in this formative assessment?
Week 2: Lesson 3

Subject: Social Studies Grade: 1 Date:

Critical Inquiry Question:
Lesson: 3 Time:
GLOs:
1.2
SLOs:
1.2.2.2, 1.S.2, 1.S.7, 1.S.8.1, 1.S.8.2
LA outcome: write, represent and tell brief narratives about own ideas and experiences

Instructional Objectives:

Students will be working towards being able to:

 Describe their family’s past in our community.
 Differentiate between activities and events that occurred recently and long ago
 Make meaning of a topic by asking questions
 Interact with others in a socially appropriate manner
 Respond appropriately, verbally and in written forms, using language respectful of human
diversity

Key Questions:
What is my family’s past in our community?
What is my family’s past in Lethbridge?
Did my family move here from somewhere else?
When did they move here? / Why?
What sorts of changes have happened since then?

Materials:
Potentially book the art room, magazines, images, printed images off google. Art supplies, writing tools.
My google slides:

Preparation: Potentially book the art room. Ask the librarian if she has any picture books or
teaching books about family’s pasts in Lethbridge, or surrounding communities.

Adaptations:
Visuals, examples, scribes available. Some students may not be able to interview family members in which
case they may learn about other families past within this community via book or partnership.

Lesson Procedure:

Intro:
Briefly reiterate the last lesson, what we have learned about the Past and Lethbridge as our community. Re-
explain what our goal is. We are trying to answer the critical inquiry question: How have families and
communities changed over time? But today we will be using the information we collected from our
families about what our family’s past is within Lethbridge.
Development:

Using the information gathered from their own research students will use a variety of art materials to create
a visual representation of their families past in Lethbridge.

Students may need help organizing their thoughts and information.

They should have answers to:
What is my family’s past in Lethbridge?
Did my family move here from somewhere else?
When did they move here? / Why?
What sorts of changes have happened since then?

**You should also do this activity so that students can see your exemplar. Perhaps we could use the
computer lab to grab images from the web which we can use for this project.

Assessment:
Students will be inquiring about their family’s history in Lethbridge and creating a visual representation of
their conclusion to their research. This lesson may role onto Monday which won’t be bad as it will allow
students who forgot to ask their parents and relatives over the weekend.