The Canadian Shield – Le

Bouclier Canadien
Grade 5 - Études Sociales
 The Canadian Shield – Le Bouclier Canadien

Essential Questions
o What are the main geographical features of the Canadian Shield?
o What are the main natural resources within the Canadian Shield, how do they affect the
community and what are we doing to protect them?
o Who were the first people in the Canadian Shield, and who is there now?
o What are the main historical events that took place in the Canadian Shield?

Focusing Questions
o What are our responsibilities associated with the natural resources within the Canadian Shield?
o How do the people and communities within the Canadian shield shape Canada as a whole?

Unit Summary
Overview Taken from the Program of Studies: Grade 5 students will examine how the ways of life
of peoples in Canada are integral to Canadian culture and identity. They will explore the
geographic vastness of Canada and the relationships between the land, places and people. As
they reflect upon the stories of diverse Aboriginal, French, British and immigrant experiences in
Canada over time, students will develop a sense of place and an awareness of how these multiple
stories contribute to students’ sense of citizenship and identity.

Key Terms and Concepts

o Geography – la geographie
o Natural resources – ressources
naturelles
o Environment – environnement
o National parks – parcs nationaux
o Diversity – la diversite
o Landforms – reliefs
o Geographical regions – regions
geographiques
o Climate – le climat
o Natural disasters – catastophes
naturelles
o Sustainability – durabilite
o Communities – les communautes
o Preservation - preservation

Unit Rationale

In this unit, students will understand what physical and geographical characteristics define the Canadian
Shield. They will explore the natural resources within the Canadian Shield and how important they are
to the communities, and therefore how important is it to protect and maintain them. We will then
discuss the major historical events that took place, and currently take place within the Canadian Shield

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 The Canadian Shield – Le Bouclier Canadien
General and Specific Learner Outcomes

General Outcome :
5.1 L’élève fera preuve d’une compréhension et d’un discernement de la manière dont la
géographie physique et les ressources naturelles du Canada affectent la qualité de la vie de
tous les Canadiens. - Students will demonstrate an understanding and appreciation of how the
physical geography and natural resources of Canada affect the quality of life of all Canadians.

5.2 L’élève fera preuve d’une compréhension et d’un discernement de la manière dont les
récits reflètent la diversité des peuples, des modes de vie et du patrimoine au Canada .-
Students will demonstrate an understanding of the people and the stories of Canada and their
ways of life over time, and appreciate the diversity of Canada’s heritage.

** Many of the French oral, written, reading, and comprehension outcomes will be touched
throughout this unit**

Specific Outcomes Values and Attitudes

Students will: 


5.1.1 apprécier les caractéristiques physiques et le milieu naturel du Canada

(value Canada’s physical geography and natural environment):
• appreciate the variety and abundance of natural resources in Canada (ER, LPP)
• appreciate the diversity of geographic phenomena in Canada (LPP)
• appreciate the environmental significance of national parks and protected areas in
Canada (ER, LPP)
• appreciate how the land sustains communities and the diverse ways that people have of
living with the land (GC, LPP)
• appreciate the influence of the natural environment on the growth and development of
Canada (LPP)
• demonstrate care and concern for the environment through their choices and actions
(GC, LPP)
• appreciate the geographic vastness of Canada (LPP)

5.1.2 explorer d’un œil critique la géographie physique du Canada en

étudiant les questions d’enquête suivantes et en y réfléchissant
(examine, critically, the physical geography of Canada by exploring and reflecting upon
the following questions and issues):
• What are the major geographical regions, landforms and bodies of water in Canada?
(LPP)
• How do landforms, bodies of water and natural resources affect the quality of life in
Canada? (LPP)
• How have natural disasters and severe weather been part of Canada’s physical
geography? (LPP, TCC)

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 The Canadian Shield – Le Bouclier Canadien
• What are the differences and similarities among the geographical regions of Canada?
(LPP)
• How is the geographical region they live in different from other regions of Canada?
(LPP)
• What are the factors that determine climate in the diverse geographical regions of
Canada (e.g., latitude, water, mountains)? (LPP)
• How are Canada’s national parks and protected areas important to the sustainability of
Canada’s natural environment? (ER, LPP)

5.1.3 analyser comment les Canadiens interagissent avec leur

environnement en étudiant les questions d’enquête suivantes et en y
réfléchissant
(analyze how people in Canada interact with the environment by exploring and reflecting
upon the following questions and issues):
• In what ways do natural resources and the physical geography of a region determine the
establishment of communities? (ER, LPP)
• How are natural resources used, exchanged and conserved in Canada? (ER, LPP)
• Whose responsibility should it be to ensure the preservation of Canada’s national parks
and protected areas? (C, ER, LPP)



5.2.1 apprécier la complexité de l’identité dans le contexte canadien

(appreciate the complexity of identity in the Canadian context):
• recognize how an understanding of Canadian history and the stories of its peoples
contributes to their sense of identity (I, TCC)
• acknowledge oral traditions, narratives and stories as valid sources of knowledge about
the land and diverse Aboriginal cultures and history (CC, I, TCC)
• acknowledge the roots of Francophone identity and presence in Canada (CC, I, TCC)
• acknowledge British influence and presence in Canada (CC, I, TCC)
• acknowledge the contributions made by diverse cultural groups to the evolution of
Canada (CC, I, TCC)
• recognize how changes in society can affect identity (CC, I)

5.2.3 explorer d’un œil critique les modes de vie en Nouvelle-France en

étudiant les questions d’enquête suivantes et en y réfléchissant
(examine, critically, ways of life in New France by exploring and reflecting upon the
following questions and issues):
• How do stories and legends of the coureurs des bois and voyageurs inform us about
Francophone history, culture and presence throughout Canada? (I, CC, TCC)
• What do stories about the habitants tell us about Francophone history, culture and
presence in Canada? (I, CC, TCC)

5.2.4 explorer d’un œil critique les modes de vie qui entourent le commerce
des fourrures en étudiant les questions d’enquête suivantes et en y
réfléchissant

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 The Canadian Shield – Le Bouclier Canadien
(examine, critically, ways of life of the fur traders by exploring and reflecting upon the
following questions and issues):
• How are the stories of the Métis people, their culture and heritage rooted in the fur
trade? (CC, I, TCC)
• How do stories about ways of life in fur trade forts reflect the British influence in
Canada? (CC, TCC, PADM)
• What were the main languages spoken by fur traders and their families in the fur trade
forts? (I, CC, TCC, ER)

I Can Statements:

A1 - Examine physcial geography of Canada

A2 - Analyze how Canadians interact with environment
B1 - Examine the ways of life of Canadian Aboriginals
B2 - Examine ways of life in New France
B3- Examine ways of life of fur traders
B5 - Examine ways of life of immigrants in Canada

Unit Assessment Plan and Daily Schedule

Lesson Learning Concept Time Activities & Teaching Strategies Assessmen

Date Outcome (min) t
#1 GLO: 5.1 What is 60 Reviewing what at the main regions of Passports
Monday SLO: 5.1.2 the min Canada
Jan 7 What are the Canadian What are some of the main factors of the
major Shield? Canadian Shield(bodies of water)
geographical What region is Airdrie in?
regions, https://www.youtube.com/watch?v=hN0Y2
landforms and k2vvNw
bodies of water https://www.youtube.com/watch?v=BOl3vr
in Canada? h9CQ8
(LPP) https://www.youtube.com/watch?v=mDu1s
What are the yeCXEo
differences and Type of climate in all the regions
similarities Introduce the Passports:
among the -We will fill in information all throughout
geographical the semester on the Canadian Shield
regions of -The passports are already done, and will
Canada? (LPP) essentially be them filling in the blanks
-There will be a little bit of writing each
class
Potentially do my introduction powerpoint?
– 10 mins

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#2 GLO: 5.1 Geographi 30 -When people think of Alberta, what do Passports
Tuesday SLO: 5.1.2 c Features min they think of?(Mountains)
Jan 8 What are the & Climate -The Canadian shield is a very large area so
factors that it covers a number of types of regions. It is
determine usually defined by the great lakes
climate in the Go through all the different types of areas,
diverse climates** chart in Passport book to follow
geographical along and copy**
regions of http://projects.cbe.ab.ca/ict/2learn/kdwajd
Canada (e.g., a/canada/studentwork/shield.htm
latitude, water,
mountains)?
(LPP)

#3 GLO: 5.1 Geographi 60 Major natural disasters/common weather in Passports

Wednes SLO: 5.1.2 c Features min the Canadian Shield Natural
day Jan How have & Climate Discuss what is a natural disaster Disaster
9 natural Talk about a couple activity
disasters and Show some photos of some(Fort Mac) (5%)
severe weather Talk about the good & bad of natural
been part of disasters.
Canada’s http://www.learnalberta.ca/content/espdci
physical nq/html/desastrenepm_pde.html -
geography? Natural Disaster Worksheet & Rubric
(LPP, TCC) http://bdc.securitepublique.gc.ca/src
hpg-fra.aspx?dynamic=false (
Government website that shows
natural disasters)

#4 GLO: 5.1 Natural 60 What are natural resources? Passports

Thursda SLO: 5.1.1 Resources min Who uses them? Class
y Jan 10 in the What do we use them for? Discussion
appreciate the Canadian Brainstorm some natural resources –
diversity of Shield together as a class Formative
geographic Based on what we know about The
phenomena in Canadian Shield, what do we think would be
Canada (LPP) a natural resource there?
https://www.youtube.com/watch?v=KZ3V_
p9GFTE – video on natural resources in the
appreciate the
Canadian shield
variety and
http://primaire.recitus.qc.ca/activite/4247/
abundance of territoire/3758 - Good Website for Natural
natural resources
resources in http://www.learnalberta.ca/content/esedc
Canada (ER, 5/html/landofriches_cc.html - Natural
LPP) Resources Activity

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 The Canadian Shield – Le Bouclier Canadien
#5 GLO: 5.1 Natural 60 What are the specific natural resources to Passports
Monday SLO: 5.1.1 & Resources min the Canadian Shield? Natural
Jan 14 5.1.3 in the Maple Syrup Video & Activity Resources
appreciate the Canadian http://www.learnalberta.ca/content/es Game -
variety and Shield ev/movieLauncher.html?smil=syrup_fre Formative
abundance of nch.smil (Maple Syrup – Ontario &
natural Quebec)
resources in
Canada (ER, Game :
LPP) Divide the class into groups, each group
How are will be a specific natural resource.
natural Groups will get together and discuss
resources used, what their natural resource is, and how
exchanged and they can “stay alive”.
conserved in I will give them “natural disasters”
Canada? (ER, which they will have to face another
LPP)
group for a battle of rock, paper
scissors. The winning group gets to keep
all their members(resources) and then
losing group looses a team
member(who sits down).
After each group has faced another
group, we will have a round in between
where each natural resource has a
chance to tell the class why they should
be “saved”, basically what their
resource is good for and why we need
it. (They will have time at the beginning
to brainstorm)
We will continue this cycle of rock,
paper scissors and then listing a fact,
until there is only 1 group left.
#6 GLO: 5.1 Natural 30 Creating a national park, what would you Passports
Tuesday SLO: 5.1.1 Resources min protect? National
Jan 15 appreciate the in the -Students will think of a natural resource Park
environmental Canadian they use, care about or in general just want Project –
significance of Shield to protect.(it could be trees, water, Summative
national parks minerals, oil, animals…etc) They will have to (20%)
and protected figure out:
areas in -How can they personally help protect this
Canada (ER, natural resource?
LPP) -Would a major change be required to fully
protect this natural resource?
-If you were to create a national park, what
would it consist of?
-They will name the park and determine
some details about it such as , where it is
going to be, who is going to take care of
it/operate it, how can we use the park to
help educate the public?

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They will create an online poster for the

park
They will work in teams of 2

#7 GLO: 5.1 Natural 60 Working on national park Passports

Wednes SLO: 5.1.2 & Resources min **Find and watch short video on a current
day Jan 5.1.3 in the national park, maybe Banff?**
16 How are Canadian
Canada’s Shield
national parks
and protected
areas important
to the
sustainability of
Canada’s
natural
environment?
(ER, LPP)
Whose
responsibility
should it be to
ensure the
preservation of
Canada’s
national parks
and protected
areas? (C, ER,
LPP)

#8 GLO: 5.1 Natural 60 Share with the class their national parks and National
Thursda SLO 5.1.1 Resources min what they are set out to protect. I think we Park(20%)
y Jan 17 demonstrate in the will do small presentations in small groups
care and Canadian and rotate, instead of having them at the
concern for the Shield front of the class
environment
through their
choices and
actions (GC,
LPP)

#9 GLO: 5.1 Communiti 60 How do the natural resources create Passports

Monday SLO: 5.1.3 & es within min communities. How did they develop vs the
Jan 21 5.2.4 the communities now that surround these Worksheet
Canadian natural resources. /activity –
In what ways Shield **Kira, Refer to document – Nelson Formative
do natural Textbook, Canada then and now** (5%)
resources and What jobs have the natural resources
the physical created?
geography of a Fishing communities
region Fur Trade at Hudsons Bay & Forts
determine the

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establishment of Worksheet/activity/Game Hudson’s Bay
communities? trading ** I will find an activity or create a
(ER, LPP) game that involves trading like they would
have back in the day to demonstrate it’s
examine, influence and importance. I could make an
critically, ways activity about the forts the built(pg 108 in
of life of the fur textbook)
traders by
exploring and
reflecting upon Fur traders – Reading in Textbook
the following
questions and
issues

#10 GLO: 5.1 Communiti 30 Talk about how some areas are using Passports
Tuesday SLO: 5.1.1 es within min natural resources quicker than they can be
Jan 22 appreciate how the replenished, and what has happened to the
the land Canadian lands as a result.
sustains Shield Talk about the wildlife & agriculture within
communities the Canadian Shield and the communities
and the diverse involvement.
ways that Show the difference of living between some
people have of cities(Manitoba vs Toronto vs Northern
living with the Quebec).
land (GC, LPP) Talk about Fishing communities
We’ve already coverd most of that already
Instead, I will do the Hudson’s Bay activity
here!
#11 GLO: 5.2 History of 60 The history of people within the Canadian Passports
Wednes SLO: 5.2.1 & the min Shield Coureur
day Jan 5.2.3 Canadian Why did people come here & Where did des bois
23 recognize how Shield they come from? Activity
an https://vfc.acelf.ca/carte-interactive - (5%)
understanding Interactive website that show more
of Canadian specifically Francophone development &
history and the Where they came from. – Worth looking at
stories of its with class as a whole!
peoples
contributes to Etienne Brule – Les coureuers de bois(5.2.3)
their sense of Refer to page 104 & 105 in textbook
identity (I, TCC)
Textbook reading & Activity
examine,
critically, ways
of life in New
France by
exploring and
reflecting upon
the following
questions and
issues

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#12 GLO: 5.1 & 5.2 History of 60 Project: The People of the Canadian shield – The People
Thursda SLO: the min groups will research certain cities within the of the
y Jan 24 5.1.1, 5.1.2, 5.1.3 Canadian Canadian Shield and present Canadian
and various 5.2 Shield **Refer to document “regions of Canada – Shield
SLO’s the people of the Canadian Shield” for Project -
project details/ideas 40%
It will be along the lines of :
Picking a city
Researching the history of that city(it’s
foundation)
What/if there is a natural resource near by
What is a common job in that city
What type of community it is(large, small)
Who were the orginal habitants of the city
Population now
Climate of the city
Geographical Features of the city

They will have a template to work off, and

access to laptops in class.

I will make it so each group member will be

“assigned” certain sections of the project. I
will figure out who is suppose to be doing
which part, so I know who is accountable
for which sections to see if they did their
stuff. They will present in small groups. Each
group will split off into separate groups. So,
presetation groups should have 1 member
from all groups in the class(this way, all the
students are presenting, but in smaller
groups) they will be sitting in a circle so it is
less intimidating.

Textbook activity
#13 GLO: 5.1 & 5.2 History of 60 Working on projects
Monday SLO: the min Learning about the people of Canada
Jan 28 5.1.1, 5.1.2, 5.1.3 Canadian
and various 5.2 Shield
SLO’s

#14 GLO: 5.1 & 5.2 History of 30 Working on Projects

Tuesday SLO: 5.1.1, 5.1.2, the min
Jan 29 5.1.3 and various Canadian
5.2 SLO’s Shield

#15 GLO: 5.1 & 5.2 History of 60 Working on Projects

Wednes SLO: the min
day Jan Canadian
30 Shield

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5.1.1, 5.1.2, 5.1.3
and various 5.2
SLO’s

#16 GLO: 5.1 & 5.2 History of 60 Projects due & Presentations: The people
Thursda SLO: the min of the Canadian Shield
y Jan 31 5.1.1, 5.1.2, 5.1.3 Canadian Self-Evaluation as a group member
and various 5.2 Shield
SLO’s

Assessments: (Rubrics & official Assignment details yet to be developed)

 Passport’s – Students will add things everyday to pre-made passports(we will continuously add to
it throughout all the regions). Some of the pages will be formative(essentially just copying things
from the board or colouring) and some will be summative where they will have to write their own
responses. If it is a summatively assessed page/item, it will be listed on that page.
*** I’ve decided after finishing to have the passports be formatively assessed. It wasn’t fair for me
to judge them on it if I didn’t give a rubric***
 Natural Park – Designing a natural park. What do you want to protect? How will you do that?
What does the thing you’re trying to protect need?(ex. Bears need space that hunters aren’t
allowed) – Group. They will take the information they’ve found, and put it into a poster and
create a visual for the park. The visual is intended for people to come and learn about the natural
resources in the area, and what we can do to protect them. Give a self-evaluation at the end to
see if they both evenly contributed

Parc National

Votre Équipe:_______________________________
Wow, le Bouclier Canadien a beaucoup de ressources naturelles! C’est dommage
qu’on nous les utilise plus vite qu’ils ne peuvent être reconstitués. Nous
devrions faire quelque chose pour aider!
Avec un partenaire, créons un parc national pour protéger les ressources
naturelles.

Le nom de votre parc :

La ressource naturelle que tu veux protéger et pourquoi?

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Pourquoi l’utilisons-nous cette ressource naturelle? Est-ce que vous utilisez?

Est-ce que c’est possible qu’on utilise trop? Y a-t-il un risque qu’on utilisent plus
vite qu’on peut réapprovisionner?

Où est-ce que tu vas établir le parc? (Dans le bouclier Canadien)

Des caractéristiques spéciaux & activités de votre parc:

Les animaux de la région qui profiterait d’un parc national :

Comment est-ce que vous vont protéger la ressource naturelle ? Comment est-ce
que les gens peuvent aider à sauver cette ressource naturelle? Donnes des
exemples (Vous peut utiliser l’ordinateur pour trouver des idées):

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National Park Rubric

4 3 2 1
Masterin Progressing Emerging Beginning/
g/Advan Limited
cing
Natural Resource: Natural Natural Natural Natural
What is the resource resource resource resource
natural resource, being being being being
what is it used protected protected is protected is protected
for, is it often is evident mostly clear, somewhat is not
used, is it at risk and and most of clear, and evident,
of depletion…etc details the crucial some details and little to
about the details have have been no details
natural been provided have been
resource provided provided
are
provided
Special Features: Unique Some unique Some unique There are
What are some features features and features and little to no
unique features and ideas ideas are ideas are special
your park will are being being features
have clearly proposed proposed, being
being that mostly but they proposed.
proposed, align with don’t align
that the natural with the
match resource natural
with the chosen resource
chosen chosen
natural
resource
Where is it?: The The students The students Students
Where is your students have chosen have either have not
park within the have a location to not chosen a
Canadian Shield, chosen to establish established location
what animals establish their within their location within the
already live in their park the within the Canadian
that region, within the Canadian Canadian Shield or
details about that Canadian shield. It Shield, or it provided
area…etc Shield, somewhat doesn’t details
that matches with match with about that
Ex. National park matches their chosen their chosen region.
protecting trees with the natural natural
within Quebec -  chosen resource and resource and
National park natural they have there are
protecting trees in resource, provided few
and some details

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a desert region - details provided
X about the details
area
have
been
provided
How to protect it?: Students Students Students Students
What can we do have have have have
to help provided provided a provided provided
save/protect this clear few ideas to some ideas very little
natural resource? ideas & help protect to help or no ideas
steps to this resource protect this to protect
help resource this
protect resource
this
natural
resource
Grammar & Students Students Students Students
Spelling have have written have either have not
Writing in full written in in full not written in written in
sentences. full sentences full full
sentences and have sentences, or sentences
and have some have a lot of and is full
very few mistakes mistakes of mistakes
mistakes

Outcomes:
GLO: 5.1
SLO: 5.1.1 appreciate the environmental significance of national parks and protected areas in Canada
(ER, LPP)
SLO: 5.1.2 & 5.1.3

How are Canada’s national parks and protected areas important to the sustainability of Canada’s
natural environment? (ER, LPP)
Whose responsibility should it be to ensure the preservation of Canada’s national parks and protected
areas? (C, ER, LPP)
SLO 5.1.1
demonstrate care and concern for the environment through their choices and actions (GC, LPP)


 People of the Canadian Shield- In groups, students will research a group/city within the Canadian
shield and give a mini presentation on it to the class. The presentation will be in the format of 1
member from each group will be divided into smaller groups. So each person in the class will
speak, and it will be in smaller groups so it is less intimidating. Students can pick their group
members, as well as their cities. ** Kira, Refer to “regions of Canada – People of Canada rubric*
document to make the rubric.
o Make a travel brochure of the city they researched – I will print out a large paper for
them to turn into their brochure(Ashley is sending me the template she uses

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o There will be 3 areas to cover – Information, natural resources & history. Each member in
the group will be responsible for one of those areas. I will have them decide who is going
to do what part at the beginning and write it down so I know for later when I’m marking. I
will be able to see if one section is missing, and that means one person didn’t do their
work. I will use it to keep them accountable to their group
o Rubric should assess:
 Research Skills(and keeping a bibliography)
 Visually appealing and well presented
 History of the city
 Natural resources and their impact
 Grammar & Spelling
 Using Fem & Masc
 Using Plurals
 Team Work – This part will be self-assessed. They will give themselves a grade
on how they think they did on the project.
Les villes du Bouclier Canadien

Votre nom : _________________

Je ne peux pas croire comment grand le Bouclier Canadien

est! Il en couvre tellement d’endroits différentes et villes
différentes. Allons en voyage! Apprenons-nous plus à
propos du bouclier Canadien pour décidera ou on veut
voyager!

Quelle ville est-ce que vous veux en savoir plus sur?

_______________________________

Ici sont les choses qu’on devrait trouver sur ces villes:

1. L’Information:_________________
 La taille(population)
 Le climat
 Le paysage & corps d’eau autour

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 Le végétation
 Les animaux
 Ou est-ce qui il est dans le bouclier Canadien?

2. Les Ressources Naturelles:________________

 Les ressources naturelles dans cette région
 Les types de communautés qui ont établi à cause de
cette ressource naturelle
 Les industries & emploi principaux à cause de cette
ressource naturelle

3. L’histoire de cette ville: _____________

 Qui étaient les premières personnes dans cette région?
 Quelles événements historiques se sont produits dans
cette région?
 Qui vit là maintenant?

Il faut faire de recherche et créer une bibliographie.

Après que votre équipe a fini de faire la recherche, vous

ferez chacun un Brochure de Voyage qui montre votre
recherche dans un façon visuellement agréable.

A la fin, on va faire des petites présentations pour partager

notre travaille.

C’est Parti!
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4 3 2 Emerging 1
Mastering/ Progressing Beginning/Limited
Advancing
L’informati Toute les 6 Au moins 4 Il y à au moins Il y a moins que 3
on exigences exigences sont 3 exigences, exigences incluses,
sont incluses incluses et il y mais Il n’y a et il manqué de
avec bonnes a un peu de pas beaucoup détails
détails détails de détails
Les Toutes les Toutes les Pas toutes les Les exigences ne
ressource exigences exigences sont exigences sont sont pas incluses et
sont incluses incluses mais incluses et il y Il n’y a pas de détails
naturelles
avec ça manqué de a peu de sur les ressources
beaucoup de détails détails naturelles.
détails
L’histoire Toutes les Toutes les Pas toutes les Les exigences ne
exigences exigences sont exigences sont sont pas incluses et
sont incluses incluses mais incluses et il y Il n’y a pas de détails
avec ça manqué de a peu de sur les ressources
beaucoup de détails détails naturelles.
détails
L’organisat Votre Votre Votre Votre brochure n’est
ion et brochure et brochure est brochure n’est pas bien organisée et
clair et pour la pas très bien c’est difficile de
design
regarde plupart bien organisée et suivre
visuellement organiser, est pas
beau. mais est un vraiment clair.
peu
désordonner
Recherche La recherche Il y a un Il n’y a pas une Il n’y a pas une
est extensive médiocre bibliographie bibliographie, et pas
et évidente. bibliographie, et il semble de recherche était
Il y a un et un peu de que peu de fait.
Bibliographi recherche recherches
e avec toutes était fait aient été
effectuées

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 The Canadian Shield – Le Bouclier Canadien
les
ressources
Learning Outcomes:
5.1
5.1.1
5.1.2
5.1.3

5.2
5.2.1

Activities: Summative Formative Students Weight

Passport   Individual 30%
National park  Groups 20%
People of the  Groups 35%
Canadian Shield
Natural Resources  Groups n/a
Game
Natural Resources  Individual 5%
Activity
Class Discussion  n/a
Coureurs des bois  TBD 5%
activity
Hudson’s Bay  TBD 5%
Activity

Unit schedule
January 7th – January 31st
16 classes
4 weeks

January
Monday Tuesday Wednesday Thursday Friday
1 2 3 4

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 The Canadian Shield – Le Bouclier Canadien

7 Introduction to 8 9 10 11 No Class
the Canadian Shield 5.1 & 5.1.2 5.1 & 5.1.2 5.1 & 5.1.1
5.1 & 5.1.2

14 15 16 17 National Parks 18 No Class

5.1, 5.1.1 & 5.1.3 5.1 & 5.1.1 5.1, 5.1.2 & 5.1.3 assignments are
due/presentations
5.1 & 5.1.1

21 22 23 24 25 No Class
5.1, 5.1.3 & 5.2.4 5.1 & 5.1.1 5.1, 5.2.1 & 5.2.3 5.1 & 5.2

28 29 30 31 Projects are due

5.1 & 5.2 5.1 & 5.2 5.1 & 5.2 – Presentations
SLO: SLO: SLO:
5.1.1, 5.1.2, 5.1.3 and 5.1.1, 5.1.2, 5.1.3 and 5.1.1, 5.1.2, 5.1.3 and
various 5.2 SLO’s various 5.2 SLO’s various 5.2 SLO’s

Resources
 Social Studies POS
o https://education.alberta.ca/media/159596/program-of-studies-grade-5.pdf - English
o https://education.alberta.ca/media/159450/%C3%A9tudes-sociales-cinqui%C3%A8me-
ann%C3%A9e.pdf - French
 Learn Alberta

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