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Part 1: PLANNING THE LESSON AND FIELD STUDY

Grade: 3 Curriculum Area: Social Studies Timeframe: Full day Title of Unit (if appropriate): Trip to Crawford Lake and Iroquois Village Curriculum Expectations: Overall Expectations:
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Describe the communities of early settlers and First Nation peoples in Upper Canada around 1800; Compare aspects of life in early settler/First Nation communities and present-day communities. Compare and contrast aspects of daily life, buildings/dwellings, and tools/technology for early settler and/or First Nation children in Upper Canada and children in present-day Ontario. Increase students knowledge of traditional First Nations dwellings and how the economy and environment impacted their dwellings. Increase knowledge about the distinctions between First Nations cultures and how each specifically adapted to the resources available. Introduce and become familiar with Native reserves; understand why they were created, their various features, and become more familiar with current First Nations communities. Make connections between First Nation behaviours, traditions, and innovations and our world today.

Specific Expectations:
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Extended Expectations:
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Big Ideas: Encourage students to prepare and critically analyze First Nations settlements and
how their environment affected all aspects of their culture and influenced ours.

Assessment for and as learning (diagnostic and formative):


Observation and discussion periods Verbal feedback and conversation during field study assignment

Assessment of learning:
Performance assessment on participation, writing, and reporting. Documentation: collect field study assignment post activity to assess based on criteria expectations.

Accommodations and Modifications Differentiated Instruction:


Phone site of field study prior to visit and ensure proper accommodations available if needed for students with disabilities; allow sufficient time from each activity and give a detailed explanation of the itinerary Provide direct teacher or supervisor assistance to students having difficulty with self regulation to ensure safety Clarify expectations and instructions before the field study Pair students appropriately Provide alternative assignment for students unable to attend field study

Materials/Resources:

Lesson plan and expectations; field study assignment Parent volunteers, emergency information and equipment

Part 2: THE LESSON AND FIELD STUDY


Mental Set:
Have the students and parent volunteers review the behavioural and procedural expectations of the day. Ensure complete understanding and answer ANY questions. Next, have the students start thinking about what theyll be looking to gain out of the field study. Since this is the last part of the unit, they will already have much knowledge around the topic of First Nation and early settler communities and will have adopted particular opinions and beliefs. Introduce the critical challenge for the day and what will be expected of them from the field study:

Critical Challenge and Critical Questions:

How has the resourcefulness and innovation of the resources available to First Nations communities shaped and inspired aspects of our culture, communities, and lifestyles today?

The criterion the students will be basing their answers on:

While on the field study, explore and research how First Nations communities dealt with heating, housing structures, insulation, clothing, and food. Explain how we have/have not adapted or changed their methods in todays world.

Closure:

After the field study has finished, before the students are taken back to school and sent home, they will be reminded of the portion of their field study task to be completed at home. During the trip they will be filling out their worksheet (double-sided, see attached) and will answer the critical question at home. The following class, these assignments will be collected and used for assessment of understanding, participation, and critical thinking.

Reflections:
Successes: Challenges: Changes: Next Steps:

FIELD STUDY WORKSHEETS

Criteria/Topic Heating

Draw an image to help you visualize and remember what you saw on the field study.

1) How did First Nations heat their homes?

2) What materials did they use?

3) How was this the most beneficial way to heat their homes?

Housing Structures
1) How did First Nations at Crawford Lake structure their homes?

2) Why did they decide to structure their homes in this way?

3) How did they maximize the use of resources in the environment around them to build their homes?

Insulation

1) How did First Nations people keep warm during winter months?

2) What materials did they use to insulate their homes? Why did they choose these materials?

3) What other materials do you think they could they have used?

Clothing
1) What materials were used for First Nations clothing?

2) How did they gather the materials for clothing?

3) Who typically made the clothing?

Food

1) Name several typical foods that were common among the diet of First Nations:

2) Who typically gathered the food for the family/community?

3) How did they preserve food from going bad?

What are some connections you immediately notice from First Nations communities to our culture and lifestyle patterns today?

What are a few questions you still have/would like to research?

Critical Question (to be answered at home):


How has the resourcefulness and innovation of the environmental resources available to First Nations communities in the 1800s, shaped and inspired aspects of our culture, communities, and lifestyles today? Please answer on a separate piece of paper referring to and using the information gathered from the field study to Crawford Lake and Iroquois Village in order to justify your answers.