Part B: Learning Plan

In this inquiry students will:

  • Learn about the challenges the environment created for the people of Saskatchewan
  • Learn about the contributions of First Nations and Métis people to the province of Saskatchewan
  • Learn about the contributions of the people of Saskatchewan to Canada
  • Learn about the impact to communities locally, nationally and globally of Saskatchewan Resources and technologies

QUESTIONS TO GUIDE INQUIRY

Essential Questions: Guiding Questions

  • How do you control the impact of your actions/decisions?
    • Can you control the ripple effect of your decisions or choices?
  • What responsibility do you have to balance personal needs with the community’s needs?
    • Why do you have to care about your communities’ needs and not just your own?
    • What would it require to ensure that the needs of all people are met, all around the world?
  • What is the power and responsibility of the individual to make a difference in the world?
    • Can you affect the world in a positive way?
    • In what ways can you start to make a difference in your own community?
    • How can you use that knowledge to make a difference in the world? With others?
  • What are the rules for belonging and how are they developed and enforced?
  • How does empathy contribute to citizenship?
    • Why is empathy important? How can we put ourselves in someone else’s “shoes”?

CONNECT TO TOPIC AND SURFACE STUDENTS’ THINKING ABOUT …

This section introduces the concepts and helps teachers gain an understanding of the current thinking of the class. Present essential questions and allow students to think about and talk about. Student answers will give teachers a baseline or beginning understanding of the amount of specific and incidental teaching required to explore these outcomes. Vocabulary is introduced and noted here. This section frames the “We do” portion of the lesson where teachers guide the initial structure of the inquiry.
Process

  • Pose the essential and guiding questions and allow students to discuss their thoughts on the matter.
  • Determine what the students know, understand, need to be able to do to master/answer the essential questions (connect to content). Additional guiding questions can be added as required. Students are encouraged to add their questions to the others.
  • Create Know, Want to know, Learned Chart – identify vocabulary that requires development
  • Surface any additional questions students might have as a result of their discussions about the essential questions.
Learn more
Surface and post student ideas for later reflection.

  • What does “Necessity is the mother of invention” mean?
  • How does the phrase “bread basket of the world” apply to Saskatchewan?
  • What is the province of Saskatchewan known for? What makes it special?
  • What are the natural resources of Saskatchewan?
  • Who are the leaders/people of Saskatchewan who are well known?
  • How does Saskatchewan contribute to the country, the world?

Weather Records for Saskatchewan
The people who live in Saskatchewan are very proud of their ability to withstand some notable weather records. Here are some events recorded in Saskatchewan.

  • Highest temperature ever recorded in Saskatchewan= Yellow Grass and Midale on July 5, 1937 – 45.0°C.
  • Lowest temperature ever recorded – Prince Albert – 56.7°C, February 1, 1893
  • Windiest day was October 4, 1976 in Melfort – maximum hourly wind speeds reached 142 km/hr.
  • Teachers can check out more interesting weather facts at:
    http://www.cbc.ca/news/canada/saskatchewan/saskatchewan-top-ten-weather-1.4184186
  • Most rainfall recorded Vanguard, July 3, 2000 – 375 mm of rain in an eight hour period
Learn more
  • How do you suppose the First Nations, Métis and early settlers survived these extremes in temperatures?
  • How do we survive these weather conditions now?
  • Post student answers, grouping into past and present. Look for similarities and differences. What themes are surfacing?
DEVELOPING UNDERSTANDING
This section is the core of the lesson.  It describes the main activity(ies) involved.  In inquiry-based learning, the teacher facilitates the activities that lead to the understandings that students make of the essential questions.  It is critical then, that students be allowed to raise questions and talk about issues that develop as they explore the learning activities.
Jigsaw Study Process

  • Divide the class into groups and give each group a demographic group of people to learn about and present to the class.
  • Each group must find out the information in the questions posed and additional questions raised by students so they can share with the class.
  • Encourage students to present information learned in a variety of modes including speaking, writing, drama, multimedia, or other modes so that all students have an entrance point for demonstrating their leaning and understanding.
  • Consider “resident experts”, people in the community that can be invited into the classroom to speak with students.

INQUIRY 1 – DEALING WITH SASKATCHEWAN CHALLENGES

Three groups of people who have contributed to the development of the province of Saskatchewan are:

i) First Nations
ii) European settlers (French, English, Slavic, etc.)
iii) Métis

For each group of people learn about the following:

Environmental Challenges

  • How did each group:
    • predict or forecast the weather?
    • deal with weather extremes? What did they use to protect themselves?
  • What traditions and practices did they develop and share to deal with isolation?
  • Tell a story about surviving weather extremes.
  • How did they find food?
    • The environment created conditions that caused people to make choices about how they would get and store food, i.e. use of land, following food sources, etc. Identify these decisions and the practices that resulted from those decisions.
Learn more
Summarizing and Inferencing… Pulling it all together

  • What are the commonalities and differences in practices and techniques dealing with the environment?
  • How well did each group do? Who else did they have to depend on?
  • How did diversity support survival in Saskatchewan?/What role did diversity play in supporting survival in Saskatchewan?

Connect back to the essential questions.

  • What were the impacts of each group’s decisions? What were the ripple effects?
  • What responsibilities did individuals have to balance their needs with the community’s needs?
  • What was the responsibility of the group to use their power to make a difference?
  • How were other groups included or excluded?
  • How did empathy contribute to the decisions made?
  • What are the big ideas that students are seeing?

Post student thinking for later reflection.

INQUIRY 2 – THE RELATIONSHIP BETWEEN SASKATCHEWAN PEOPLE AND THE LAND

Citizens with a sense of self, community, and place consider their “footprint” and impact of developing and using those resources. The impacts are felt locally in the communities and extend nationally and globally. In the next area of study, students will research the impact of using the land and resources to make a living.

A. Natural Resources
Local

  • Identify the natural resources and industries found in the local community.
  • What is their impact upon the community?
    • How are they used by the community?
    • Who benefits from their use?
    • How do they contribute to the community?

Provincial

  • Have each group of students choose one of the following resources to research and present to the class.
    • minerals, potash, oil, uranium, natural gas, lumber, water, crop and livestock production
  • Identify on a map where they are located.
  • What is the environmental impact of the development of the resources on the:
    • local community,
    • the province, and
    • the world.
  • Who uses these resources and for what?
    • Show where the customers or users of the resource are located.

B. Industries

  • Have each group of students choose one of the following industries to research and present to the class.
    • agriculture processing, mining, manufacturing, forestry products, energy refinement, tourism, livestock production
  • Identify the location of the industries in Saskatchewan.
  • Tell whether it is a primary or secondary industry.
  • Identify the goods made from the industry.
    • Who uses/consumes these goods?
    • Where are the goods exported or sent to?

C. Land Use
What were the different worldviews of how the land should be used by the people of Saskatchewan?

  • Have each group of students choose one of the following groups of people to research and present to the class.
    • First Nations (Choose the Nations from your Treaty area), Métis, Railway Developers, Settlers
  • What was the traditional worldview of your group regarding the use of land?
    • What did they use the land for?
    • How did they use/protect the land?
    • What did they think of the land?
    • Where did they get their ideas of land use from? i.e. Elders, history
  • How is the view of land seen in the lifestyle of your group in the present?
  • Research the history of the Métis people and their relationship with the land.

Vocabulary

  • natural resources
  • industry
  • economy
  • inventive
  • resilience
  • environmental footprint
  • primary industry
  • secondary industry
  • empathy
Learn more
Summarizing and Inferencing… Pulling it all together

  • What are the commonalities and differences in practices and techniques in using the resources and land of the province?
  • How responsible has the province of Saskatchewan been in their decisions to use the resources?
  • What are the big ideas that students are seeing?

Connect back to the essential questions.

  • What were the impacts of each group’s decisions? What were the ripple effects?
  • What responsibilities did students see in trying to balance individual needs with the community’s needs?
  • What was the responsibility of the group to use their power to make a difference?
  • How were other groups included or excluded?
  • How did empathy contribute to the decisions made?
  • What are the big ideas that students are seeing?
  • Post student answers for reflection. Compare answers from the different inquiries.
  • What similarities are arising?
  • What themes are students noticing?

INQUIRY 3 – CONTRIBUTIONS BY THE PEOPLE OF SASKATCHEWAN TO THE GLOBAL COMMUNITY

What contributions has Saskatchewan made to the world?

Citizens have a responsibility to contribute to their local community, province, and beyond. This final inquiry will examine the contributions of all Saskatchewan people, including First Nations and Métis people to the province of Saskatchewan, to Canada, including the areas of programming, science and technologies, and artistic community including all aspects of the arts.

As a group, have the class think about… talk about… how the following groups of people contribute to the province.

  • What are some specific contributions of Saskatchewan people to the world?
  • For each innovation or contribution:
    • Describe why it is significant or important
    • Who it has impacted
    • Who invented it and why (What problem were they trying to fix?)

Technological Innovations

  • From the following inventory, have students choose one innovation to research and present to the class.
    • farm machinery, varieties of grain, automated teller machines, fibre optics, communications technologies, pesticides and herbicides, vaccines
  • Program innovations
    • Medicare, welfare, cooperative movement, the Saskatchewan Bill of Rights

Art and Culture

  • Illustrate the contributions of artists, sculptors, musicians, dancers, storytellers and writers to Saskatchewan culture. Have students choose one artist to research and present to the class.
  • Have students brainstorm a list of contributors to Saskatchewan culture. Include:
    • Buffy Sainte-Marie, Allan Sapp, David Bouchard, Michael Lonechild, Henry Beaudry, Rita Bouvier, Andrea Menard, Angelique Merasty, Joni Mitchell, W.O. Mitchell, Joseph Naytowhow (others?) John Arcand, Donny Parenteau, John Lagimodiere
  • Explain the significance of their contribution to the culture of Saskatchewan
Learn more
Summarizing and Inferencing… Pulling it all together

  • What are the commonalities and differences of the contributions of the people of the province of Saskatchewan to the larger community?
  • How would you rate the people of the province of Saskatchewan in their role as Citizens with a sense of their impact on self, community, and place. What suggestions do you have for improvement?
  • What are the big ideas that students are seeing?

APPLY AND EXTEND KNOWLEDGE

This section includes ideas to extend the inquiry and apply concepts explored. This section may also include additional reflective questions to promote student connection to the topic. Reflective questions encourage critical and creative thinking.
Throughout this study, students are asked to consider the impact of decisions on people and the environment. Decisions were made regarding land use and ownership that had significant impact on First Nations and Métis people. Teachers may choose to invite resident experts into the class to give their perspectives on the following questions or present information to students and then have them reflect on the information using these questions.

  • How were decisions made about the location of reserve lands in Saskatchewan?
    • Who was involved in the consultation?
    • Who made the final decision?
  • What has been the history of the Métis struggle for land in Saskatchewan?
    • What were the reasons for the displacement of Métis people in the late 19th century?
    • Describe the issues and the impact.
  • What has been the impact of historic loss of land on First Nations and Métis people?
  • Rate the decisions made by the government of the day, identify the pros and cons and suggest alternate actions.
  • What themes are students noticing?
  • Why is it important to know this information?

EVIDENCE OF LEARNING

This section suggests ways in which students may demonstrate their understanding. Ideal demonstrations will be in authentic performance tasks. Each citizenship study may have its own smaller assessment piece or be compiled to supportone larger performance task assessment. Assessment pieces vary, but should allow students to demonstrate their understanding in a variety of ways. Demonstrations of understanding may be done collaboratively or independently.
In groups have students think about… talk about… their thinking with respect to these essential questions and possible answers. Surface any areas of particular interest or concern for the students. Compare earlier thinking with current thinking.

What did you learn about:

  • How well you control the impact of your actions/decisions?
    • How much control do you have over the ripple effect of decisions?
  • What choices did you see people making in trying to balance their personal needs with the needs of the community?
    • What do those choices tell you about how responsible people felt about their decisions?
  • What examples can you find of people or individuals trying to make a difference in the world?
    • What impact did they have?
    • Would you say they were successful, why or why not?
    • What does their story tell you about the responsibility they felt for their decisions?
  • What examples did you see of people trying to make people feel included? Excluded?
  • How does empathy contribute to those decisions?

 

Learn more
Their thinking with respect to these questions and possible answers. Surface any areas of particular interest or concern for the students.

In teams have students develop a response to the following:

Citizens with a strong sense of Self, Community, and Place reflect upon their decisions and actions as they relate to their world. You have learned about the challenges faced by the people of the province, learned how the land and resources are used, and reflected upon

the contributions made by the people of the province to the country and nationally.

If the province of Saskatchewan were a citizen what kind of rating would it receive as a citizen who demonstrates the principles of strong sense of self, community, and place? What are its strengths? What are the group’s suggestions for opportunities to improve? Explain your thinking and provide evidence to support your views.

Explore rubric options demonstrating understanding for assessment guidelines.

STUDENT CITIZENSHIP JOURNAL OPPORTUNITIES

Students are keeping a Citizenship Journal to reflect upon their developing views of citizenship.  This section provides prompts for student journals.  Students are invited to choose one that interests them or propose their own. Students can also respond to any of the essential questions.

Students are encouraged to respond using a variety of genres.

  • Is it important to work towards a sense of belonging? What benefits would you see in your community, province?
  • What are the pros and cons of a collective knowledge bank?
  • Saskatchewan people are known for their inventiveness and resilience. What have you learned about the people of Saskatchewan as a result of your studies? How have they contributed to a better country? How will you contribute to a better country?

Part C: Self, Community, and Place Resources

Download Graphic Organizers

LESSON RESOURCES

CROSS CURRICULAR CONNECTIONS

Language Arts

  • Themes
    • Social, Cultural, and Historical: Students will:
      • examine the relationships with others, their community, and the world
      • consider the social and historical context
      • explore their connections in families, schools, groups, and communities and to understand the diverse needs and wants of others
      • show concern for other people in their relationships, groups, and communities.
    • Environmental and Technological: Students will:
      • explore the elements of the natural and constructed worlds and the role of technology and related developments in their society
      • explore the needs and characteristics of living things; properties of objects and materials; the five senses; and daily seasonal changes.
    • Personal and Philosophical: Students will:
      • believe in their own self-worth and to feel that they have control over the things that happen to them
      • focus on self-image and self-esteem
      • reflect on self and life, and on their beliefs and values and those of their society.
    • Communicative: Students will:
      • consider the role of communication in their lives and the technologies and strategies that help people become effective communicators.
      • practice the skills to interact effectively with others.

Treaty Education

  • TR4: Analyze how relationships are affected when treaty promises are kept or broken.
  • HC4: Explore the historical reasons why people entered into treaty.
  • TPP4: Examine the objectives of the First Nations and British Crown’s representatives in negotiating treaty.

Health

Understanding, Skills, and Confidences

  • USC4.3: Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships
  • USC4.4: Determine basic personal responsibility for safety and protection in various environments/situations
  • USC4.5: Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.

Decision Making

  • DM4.1: Investigate the importance of personal responsibility and communication in making informed decisions related to healthy eating and physical activity, prevention/ management of health challenges, negotiating disagreements, safety and protection, personal identity, and stressors.

Action Planning

  • AP4.1: Design and apply, with guidance, two four-day action plans that require communication related to healthy eating and physical activity, prevention/ management of health challenges, negotiating disagreements, safety and protection, personal identity, and stressors.

Science

Life Science: Habitats and Communities (HC)

  • HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities. [CP, SI]
  • HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats. [CP, DM]

Earth and Space Science: Rocks, Minerals, and Erosion (RM)

  • RM4.2 Assess how human uses of rocks and minerals impact self, society, and the environment. [DM]
  • RM4.3 Analyze how weathering, erosion, and fossils provide evidence to support human understanding of the formation of landforms on Earth. [CP, SI, TPS]

Cross-Cultural Science & Technology Units (CCSTU) Project: http://www.usask.ca/education/ccstu/welcome.html

CLASSROOM RESOURCES

Storm at Batoche by Maxine Trottier 0-7737-3248-9

The Flower Beadwork People by Sherry Farrell Racette 978-0-920915-97-4

The Man Who Ran Faster than Everyone: Tom Lonboat Story by J Batten 978-0-88776-507-0

Native Men of Courage by Vincent Schilling 0977918335

Louis Riel by Rosemary Neering 1-55041-465-8

Stories of the Road Allowance People by Maria Campbell 9780920915998

The Scout Tommy Prince by David Alex Robertson/Scott Henderson 9781553794783

Kohkum’s Babushka by Marion Mutala 978-1-926795-78-2

Environmentalists From Our First Nations by Vincent Schilling 978-1-897187-98-2

Great Musicians From Our First Nations by Vincent Schilling 978-1-897187-76-0

Road Allowance Kitten by Wilfred Burton 978-1-926795-72-0

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Grade 4 ResourcesGrade 4 Self, Community, and Place Part B Learning Plan