Lesson Plan
Allison Froese
Subject: Social Studies, Aboriginal Studies and English
Grade: 4
Topic: North: Inuksuit
Duration: 2-3 classes
Learning Outcomes
English
General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond
personally and critically to oral, literary, and media texts.
2.2
Respond to Texts
2.2.1 Experience Various Texts
Experience texts from a variety of forms and genres [such as personal narratives, plays, adventure
stories, mysteries...] and cultural traditions; share responses.
Social Studies
4.5.4 Ways of Life in the North
4-KL-032 Describer various purposes of Inuksuit. Examples: companionship; to mark food caches,
hunting locations, directions...
Art
A-U1 Students experience and develop awareness of artworks from various times, places, social groups and cultures.
3-4 A-U1.2 Demonstrate awareness of specific works of art and design from various times, places, social groups
and cultures (include: art and design from past and present, global, Canadian and Manitoban cultures, including
First Nations, Inuit and Métis)
Instructional Strategies and activities
Activate: before learning
Teacher discusses with the students if they have any prior knowledge of what an Inuksuit is. Have the students
respond to questions like:
o What are Inuksuit?
o What an Inuksuit made of?
Setting a purpose:
Students will read to focus on Inuksuit and there purposes
.
Acquire: during learning
Teacher will read from the book, Inuksuk journey: An artist at the top of the world by Mary Wallace. While reading
the book to the students, stop after a few pages to reflect with the students on the reading. Try to thinkaloud, while you read. This will engage the students to focus on the story as well as think of new possibilities
outside of this story. For instance, when she saw her first Inuksuk what did she think? Or you could think
aloud the question, if I wonder how she felt.
After you go through a quarter of the book you could and ask the students:
What has happened so far?


Is there anything that you find confusing? Are there any words you didn’t
understand?
Has anything we read so far in our predictions? Has your predictions changed
at all? Any surprises?
Observe and listen to the students reflections. Look for evidence of strategy, emotion, or confusion.
After reading the book, the teacher will read from a PowerPoint on Inuksuit. Prompt the students to pay close
attention, warning them that they will need this information for their assignment. Stop and talk what has been
read. Talk about what they see, what is different from each of the Inuksuit. Are there big changes between all
the types?
The teacher will lead a discussion with what they read and saw on the PowerPoint, stressing on the meanings of
each Inuksuk, as well as the shapes. Ask the students what they notice anything else different, or similar. Have
they seen any around Alexander? If so where?
Introduce the artist Ted Harrison. Ted Harrison paints majestic vistas, such as those in Canada’s Yukon, with
bold lines and colors. He was born in England and currently lives in Victoria, British Columbia, Canada.
Ted Harrison is one of Canada’s most popular artists. His love of the land and people of the Yukon has brought
him national acclaim. His distinctive style of painting is both colourful and sophisticated yet retains an innocent
charm, and appeals to young and old alike. In addition to his work as a painter, Ted has written several
children’s books and illustrated both “The Cremation of Sam McGee” and “The Shooting of Dan McGrew” by
Robert Service.
His paintings can be found in private and public collections throughout Canada, and in New Zealand, Japan,
Germany and the United States. In 1987, he received the Order of Canada for his contribution to Canadian
culture.

Observe and listen to the students reflections. Look for evidence of strategy, emotion, or
confusion.
Applying: after learning
The students will be asked to pick an Inuksuit and create a piece of art of Ted Harrison.
What the students are to do:
First have the students to choose an Inuksuk from the slide show (or from a handout). Have them write this on
the handout, in 3 -4 sentences. The students need to be able to explain what Inuksuit they choose and why on a
handout.
After their write up is done give the students a few minutes to think about how they can use color and line to
communicate the beauty that will be behind there Inuksuk.
Have the students to create a beautiful scene with an Inuksuk in the striking style of famous Canadian artist, and
design a landscape with vibrant colour, pattern, rhythm and movement! Have the student do a rough copy first,
this will allow the students to be flexible and experiment before making it permanent. The teacher should walk
around to make sure they are doing a very basic background scene, no details. When they are sure of their scene
have the students transfer there scene onto good paper (watercolour paper, if watercolours are chosen for the
medium). Once drawn with pencil first then pastels or crayons, have the students to begin filling in the patterns
with vibrant tints of one colour or more colours of watercolours. Remind the students to use any vibrant colour
for it is not to be realistic. Once done have the student place it on the drying rack.
Next class the student will be given a review on the Inuksuit, and be asked to take out there write up on their
Inuksuk. Hand out construction paper, preferably black. The students will rip up the paper to make “rocks”,
remind the students there should be some flat sides on the top and bottom of there “rocks”. Have the students to
refer back to their write up/ drawings to create there Inuksuk. Have the students to do a mock up before gluing it
onto their paintings. Once they have done a couple of mock ups have them glue on their Inuksuk onto their
paintings- preferably on the left hand corner, for on the left hand side will be there signature.
Strategies used
Activating activity: Cooperation, reflection, questioning, metacognition, prior knowledge, and
discussion.
Acquiring activity: Metacognition, cooperation, reflection, discussion, and questioning.
Applying activity: Cooperation, reflection, discussion, cognition, response and questioning.
Assessment tools and strategies
Focus for Assessment
Is the student able to do the following:
o
o
o
o
Activate prior knowledge
Demonstrate skills and strategies for questioning?
Demonstrate skills and strategies for comprehension in oral and literary text?
Demonstrate skills and strategies for comprehension of appropriate grade level materials?
Assessment
 Formative: Observation
 Summative: Criteria and handout.
Assessment will be considered formative as well as summative. I will observe the students throughout this
lesson, by examining the students respond to this assignment. I will also be observing by paying attention to the
dialogue to ensure students are on the right track. A summative assessment will be how well they us there lines,
shapes and colours to make their scenes and Inuksuit, these requirements will be located within the criteria that
will be provided to all the students. I will also be assessing their handout, to what Inuksuk they choose, and why
they choose it.
Resources and Materials
Wallace, Mary. (2008) Inuksuk journey: An artist at the top of the world. Toronto, ON: Maple Tree Publisher.
Many photos of Harrison’s art (use SMART board).
Inuksuit PowerPoint
Watercolour paint, Pencils
glue, scissors
oil pastels or wax crayons
large piece of white paper for watercolours paints
Scrap paper for drafts
Manitoba Education, Training and Youth (1998) Grade 4 English Language Arts: Manitoba curriculum
framework of outcomes and Grade 4 standards. Winnipeg, MB. Manitoba Education, Training and
Youth.
Manitoba, Education, Training and Youth (1998) Grade 4 English Language Arts: A Foundation for
implication. Winnipeg, MB: Manitoba Education, Training and Youth.
Multiple intelligences
In this lesson:
Verbal/linguistic
o Using and responding to written and spoken words
Visual/spatial
o Using the sense of sight and the ability to make mental images
Body/kinaesthetic
o Learning and expressing by doing
Interpersonal
o Interacting with and learning about others, group work
Intrapersonal
o Understand self, reflections, goals
Logical/mathematical
o Interacting with 2D objects
Musical/rhythmic
o use of rhythmical lines
Not in this lesson:
Other notes
Ted Harrison: Yukon Artist
Contemporary
Artist!
Ted Harrison paints
magnificent views, such as those in Canada’s Yukon, with
bold lines and colors.
He was born in England and
currently lives in Victoria, British Columbia; Canada.Ted
Harrison is one of Canada’s most popular artists. His love
of the land and people of the Yukon has brought him
national praise. His distinctive style of painting is colourful
and appeals to young and old alike.
Your Job:
Create beautiful scene with an Inuksuk in
the striking style of famous Canadian artist, and design a
landscape with vibrant colour, pattern, rhythm and
movement!
Choose an Inuksuit:
What Inuksuit did you
choose? Why? (3-4 sentences)
Think about how you can use color and line to communicate the beauty of your area much like
Harrison does when he paints Canadian scenes.
You should have:
 Make a rough draft – 3-4 sentences on What Inuksuit did you choose? Why? Write this on
your handout.
 Create a rough draft first of your scene.
 Once you are good with your rough drawing, show the teacher to get your good piece of
paper. Start your good copy.
In your painting
 use bright colours
 uses wavy lines to break up space and create perspective

use very simple shapes and outlines for all object, people
and animals
After your done painting
 Let your painting dry – place it on the drying rack.
 Design your Inuksuk (refer back to their write up/ drawings )
with ripped black construction paper, with flat sides on the top and
bottom of your “rocks”. Make sure you are 100% sure before
gluing it on your painting
 Glue on your Inuksuk on the left hand side of your paper
 Make sure your name on the lower right- hand corner.
Painting in the style of Ted Harrison
There is a lot of Ted Harrison love at the school these days. Both Grades 2 and 3 are completing art projects based on
his work. Ted Harrison is a well known Canadian artist famous for his use of line and color in his landscape paintings
around his beloved Yukon home.
This is an easy art project based on his work.
MATERIALS REQUIRED:
- watercolor paper or heavy weight sketch paper
- watercolor, tempera, or acrylic paints
- black paper
- glue
- scissors
- reference photos (there are lots of images of Ted Harrison's work
online)
- oil pastels or wax crayons
I like to tape off my paper and then draw in your line design.
You want to discuss the way Ted Harrison uses a strong line to show
shape or contour of the landscape, how the line is just as important
as the color.
With younger kids you may want to use pastels or wax crayons and
draw those heavy lines.
I'm using crayon here and they resist the paint allowing you to keep
those heavy lines, oil pastels work even better.
Start painting. It's good to start with the lightest colors first and then
work your way to the darkest.
Although the crayon or pastel resists the paint you still want the
kids to stay within the lines if the can so you have those separate
areas of deep color.
With older kids you can get them to conserve that white line. When
painting with watercolors you'll want to leave some space between
the colors any way so they don't mix together before drying.
Another option is to try the stained glass method.
I've mixed a
couple of squirts of acrylic paint into a bottle of white school glue.
I then use this to mark my heavy lines, lie flat and let dry. (about 12
hrs.)
Once the glue is dry paint in your strong color. They glue helps
to corral the paint in each area for easier painting.
Now you can add an Inukshuk if you wish. Cut out individual
stones out of black paper.
Then glue
down on top
of your painting. Place a sheet of wax paper on top and rest a heavy
book on top of that to help it dry flat.
The paintings also look great just on their own.
http://www.thatartistwoman.org/2011/02/painting-in-style-of-ted-harrison.html
My Inuksuk drawing:
Your Name ______________________________________
Name of the Inuksuk chosen_____________________________
Why did I choose this Inuksuk? __________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
My Inuksuk drawing:
Your Name ______________________________________
Name of the Inuksuk chosen_____________________________
Why did I choose this Inuksuk? __________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Lesson Plan
Subject: Social Studies integrated with Art, English
Grade: 4
Topic: The North: Short Story Okpik of the North
Duration: 1-2 classes
Learning Outcomes
English
General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond
personally and critically to oral, literary, and media texts.
Specific Outcomes:
2.2.1
Experience Various Texts
Experience texts from a variety of forms and genres [such as personal narratives, plays, adventure
stories, mysteries...] and cultural traditions; share responses.
Social Studies
4.5.5 Northern Contributions
4-KH-036 Give examples of stories and traditions of the northern territory studied.
Aboriginal Studies
Describe the role of sharing and generosity within and between aboriginal societies.
Demonstrate awareness of traditional and contemporary Aboriginal stories
Instructional Strategies and activities
Activate: before learning
Predicting:
Discuss what the students already know about Nunavut. What do the students know about
housing? Clothing? Traditions?
Discuss the title and pictures (display the pictures using the Elmo to the students), raise
some questions, and predict what the short story will be about, (what do you think will
happen in the short story? how do you think the people in the short story will feel, look
closely at the pictures? How do you think the people feel in the pictures?
 Record the predictions on the white board.
Establish the location:
Discuss where the story takes place.
Setting a purpose:
Students will read to focus on what life was like for the Inuit people in the past. Students
can refer back to the white board to follow their predictions.
Acquire: during learning
While reading the book to the students, stop after a few paragraphs to reflect with the
students on the reading. Try to think-aloud, while you read. This will engage the students
to focus on the story as well as think of new possibilities outside of this story. For
instance, when the boy, Okpik and his family travelled on the sea for sea ice, you could
think aloud the question of why would they use sea ice not wood for making their
houses? Or you could think aloud the question, I wonder if Igloos are good houses to live
in?
Observe and listen to the students reflections. Look for evidence of strategy, emotion, or
confusion.
Applying: after reading
After you go through the short story ask the students:
Who is Okpik? What did Okpik learn from his father? What was Okpik’s sister’s name? Were
they close? What are some reasons they would go out on the ice?
Is there anything that you find confusing? Are there any words you didn’t understand? If they
found any words, as a group (big or small) discuss what the students think they mean, then
appointment a student to look up the word.
What have you noticed that is different in their life from our life?
Students check and revise their predictions, see what they could add from the story. Additional
ideas and could be recorded on the white board.
Repeat some of the previous questions for students to answer in there journal:
What happened in the story?
How do you think the people in the short story will feel?
How do you think the people feels in the pictures?
Have the students identify ways how there life is differed compared to Okpik.
Strategies used
Activating activity: Cooperation, reflection, questioning, metacognition, prior knowledge, and
discussion.
Acquiring activity: cooperation, reflection, discussion, and questioning.
Applying activity: Cooperation, reflection, discussion, cognition, response and questioning.
Assessment tools and strategies
Focus for Assessment
Is the student able to do the following:
o
o
o
o
o
Activate prior knowledge
Demonstrate skills and strategies for predictions?
Demonstrate skills and strategies for questioning?
Demonstrate skills and strategies for comprehension in oral and literary text?
Demonstrate skills and strategies for comprehension of appropriate grade level materials?
Assessment
Self reflective journals: observe the needs of the student and to determine future lessons.
o Challenges the students to respond to question after they listen to, read, or view the text.
Questions might include:
 What have I learnt from this book?
 How is my life similar and different from Inuit children in the past?
o Challenges the students to ask questions
Observation: observe students as they interact with the text to determine if they are actively applying a
repertoire of comprehension strategies before, during, and after interacting with the text.
Resources and Materials
Okpik of the North .Hands-On Socail Studies, Unit 3 Life in the North. p. 150-153.
Manitoba Education, Training and Youth (1998) Grade 4 English Language Arts: Manitoba curriculum
framework of outcomes and Grade 4 standards. Winnipeg, MB. Manitoba Education, Training and
Youth.
Manitoba, Education, Training and Youth (1998) Grade 4 English Language Arts: A Foundation for
implication. Winnipeg, MB: Manitoba Education, Training and Youth.
Lined paper or lined bound notebook and a pencil
Multiple intelligences
In this lesson:
Verbal/linguistic
o Using and responding to written and spoken words
Visual/spatial
o Using the sense of sight and the ability to make mental images
Body/kinaesthetic
o Learning and expressing by doing
Interpersonal
o Interacting with and learning about others, group work
Intrapersonal
o Understand self, reflections, goals
Not in this lesson:
Musical/rhythmic
Logical/mathematical
Other notes
Also is online to add an additional visual at
http://books.google.com/books?id=pA47JGklR7YC&pg=PA156&lpg=PA156&dq=short+story+Ok
pik&source=bl&ots=Hp72Ld0ubK&sig=Xoa2p6k9jiwzUku0H0_BT1KHF2s&hl=en&ei=wsaLTsTf
NILu0gHMrrXaBA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBsQ6AEwAA#v=twop
age&q&f=false
Follow up activity on Igloos, animals of the north, transportation, clothing or clothing.
1. Who is Okpik?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. What did Okpik learn from his father?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
3. What was Okpik’s sister’s name? Were they close?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
4. What are some reasons they would go out on the ice?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
5. What did they live in?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
6. What did they wear?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
7. What have you noticed that is different in their life from our life?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Lesson Plan
Subject: Social Studies integrated with Art, English
Grade: 4
Topic: The North: Igloos
Duration: one week
Learning Outcomes
Social Studies
4.5.4 Ways of Life in the North
4-KH-038 describes changes in ways of life in the last century in the northern territory studied.
Examples: food, clothing, transportation, languages, recreation, education...
Aboriginal Studies
Describe how some of the Aboriginal technologies are made and used, and whether they are
still used now.
Instructional Strategies and activities
Activate: before learning
Predicting:
Discuss what the students already know about food in the North. Ask the
students which of these foods do they eat at home? What are their
favourite? What do they dislike?
Discuss more about food with the students. The teacher should have some
facts and knowledge about the different kinds of food that might be new to
the students.
Establish the location:
o Discuss where certain food might be found or where it is made in
the North.
Setting a purpose:
Students will focus on what food is like for the Inuit people in the past and
present.
Acquire: during learning
Display different pictures of food to the students. Have the students
identify each food and predict where each food comes from- which
animal. Talk about with the students what was eaten in the arctic in the
past and what was eaten in the present. have the student answer these
questions:
o Why do you think that Inuit of the past had no fruits, vegetables, or
bread?
o Could they grow fruits and vegetables in the arctic?
o Could they grow wheat for bread?
Explain that Inuit long ago could only eat what was available to them in the area,
which meant that they ate mainly meat. There were some berries that grew in the
summer that were eaten but mostly the people survived on meat from the animals
that they hunted. Ask:
o What foods do you think are eaten in the North now?
o How do you think these people get this food?
Discuss this with the students.
Observe and listen to the students enquiries. Look for evidence of strategy,
emotion, or confusion.
Applying: after learning
After you go through the discussion on Food as well as show visuals of different kinds of
Foods:
Ask the students if there is anything that they find confusing? Are there any words
that they didn’t understand? .
Have the student grouped in multiple of 2 or 3. Hand out information on certain animals and
on certain plants that are found in the North, which was used for food (each group will have a
separate animal or plant). Have the students fill out the fact finder (graphic organizer) finding
7 facts about the animal or berry that was used for food.
Strategies used
Activating activity: Cooperation, reflection, questioning, metacognition, prior
knowledge, and discussion.
Acquiring activity: Cooperation, reflection, discussion, and questioning.
Applying activity: Cooperation, reflection, discussion, metacognition, response
and questioning.
Assessment tools and strategies
Focus for Assessment
Is the student able to do the following?
o Activate prior knowledge
o Demonstrate skills and strategies for questioning?
o Demonstrate skills and strategies for comprehension of appropriate grade level materials?
Assessment
Graphic organizer
o Challenges the students to respond to question after they listen to, read, or view
the text. Questions might include:
 What have I learnt about the animals or plant that was used in the North
for food?
 How is my life similar and different from what I eat today?
o Challenges the students to ask questions
Observation: observe students as they interact with the text to determine if they are
actively applying a repertoire of comprehension strategies before, during, and after
interacting with the text.
Criteria should be provided to allow the students to know what is expected of them.
Resources and Materials
Materials on Inuit Food (teacher reference)
Pictures of food and animals
Fact finder graphic organizer.
Printed pages from
http://www.hlthss.gov.nt.ca/pdf/reports/healthy_eating_and_active_living/2002/english/n
wt_traditional_food_fact_sheets/inuit_traditional.pdf website
Manitoba Education, Training and Youth (1998) Grade 4 English Language Arts:
Manitoba curriculum framework of outcomes and Grade 4 standards. Winnipeg, MB.
Manitoba Education, Training and Youth.
Manitoba, Education, Training and Youth (1998) Grade 4 English Language Arts: A
Foundation for implication. Winnipeg, MB: Manitoba Education, Training and Youth.
Multiple intelligences
In this lesson:
Verbal/linguistic
o Using and responding to written and spoken words
Visual/spatial
o Using the sense of sight
Body/kinaesthetic
o Learning and expressing by doing
Interpersonal
o Interacting with and learning about others, group work
Intrapersonal
o Understand self, reflections, goals
Not in this lesson:
Musical/rhythmic
Logical/mathematical
Other notes
Follow up activity on transportation, clothing
References to check out:
http://www.hlthss.gov.nt.ca/pdf/reports/healthy_eating_and_active_living/
2002/english/nwt_traditional_food_fact_sheets/inuit_traditional.pdf
http://www.ecokids.ca/pub/eco_info/topics/first_nations_inuit/assets/doc
uments/bison_diagram.pdf
http://site.annickpress.com/catalog/catalog.aspx?Title=Inuit+Thought+of+It,+The
Lesson Plan
Subject: Social Studies integrated with Art, English
Grade: 4
Topic: The North: Soapstone Sculpture
Duration: 1-2 classes
Learning Outcomes
English
1.2.1 Develop Understanding
Connect new information and experiences with prior knowledge to construct meaning in
different contexts.
Art
A-U1 Students experience and develop awareness of artworks from various times, places, social
groups and cultures.
3-4 A-U1.2 Demonstrate awareness of specific works of art and design from various
times, places, social groups and cultures (include: art and design from past and present,
global, Canadian and Manitoban cultures, including First Nations, Inuit and Métis)
Social Studies
4.5.5 Northern Contributions
4-KI-013 Describe Aboriginal contribution to the northern territory studied. Examples:
visual arts, games, music, dance...
Instructional Strategies and activities
Activate: before learning
Predicting:
Discuss what the students already know about Sculptures. What do the
students know about sculptures; what are they made out of?
Discuss more about Sculpture with the students. The teacher should have
some facts and knowledge about Sculptures.
Establish the location:
o Discuss where these sculptures are normally found
Setting a purpose:
Students will read to focus on what the visual arts of the Inuit peoples
Acquire: during learning
Show the students slides (PowerPoint) of different Inuit sculptures. Make
sure a variety is shown, to allow the students to get a full spectrum. While the
students are looking at each image, stop after a few minutes to reflect with the
students might see. This will engage the students to focus on Sculptures as
well as think more about sculptures, which were maybe not mentioned. This
will enable them to think of questions. While you are having a discussion,
possibly write their ideas on the white board. Bring in a discussion with the
students on what animals they see in the North, what animal they don’t see.
Are there any additional animals that are in the North but are not in the slide
presentation?
Observe and listen to the students enquiries. Look for evidence of strategy,
emotion, or confusion.
Applying: after learning
After you go through the discussion on Sculptures as well as show visuals of different
kinds of Sculptures:
Ask the students if there is anything that they find confusing? Are there any words
that they didn’t understand? .
What have you noticed anything they find neat, or interesting?
Have the students to sketch some Northern animals, on a scrap piece of paper. While allowing
them to ponder, read this short insert:
The Inuit tribes often carved beautiful shapes from soapstone. These
shapes represented things they saw and experienced in daily life.
There are many beautiful carvings of Arctic creatures as well as
human forms showing daily life in the Arctic.
Have the students pick one animal, reminding them this animal should
be found in the North.
Have the students by assigned table groups come up to decide which colors of soapstone they
will try to make – this needs to be only 2 colours of clay. Also they will need to take a piece of
card stock with them back to the table.
You could discus with children the different elements that are in soapstone, and how many
cultures use natural resources that are found nearby to use in their artwork.
Then follow step by step along with the students.
Step 1
Blend different colors of clay. We are using white and brown.
Step 2
We want the brown parts to just streak up the clay a bit, not to
blend into a tan color.
Step 3
Add in some texture. Use either black pepper or sand to get that freckled
look to our clay.
Step 4
Smoosh, fold and kneed the clay mixing it in
Step 5
Your clay is ready to use! Some of the students might want to form it into
a block, and use simple tools to carve away at the clay. Younger children
can just form the shapes of their clay.
Once finished make sure there name is on the card stock, with their
sculpture place on the paper.
Strategies used
Activating activity: Cooperation, reflection, questioning, metacognition, prior
knowledge, and discussion.
Acquiring activity: cooperation, reflection, discussion, and questioning.
Applying activity: Cooperation, reflection, discussion, metacognition, design,
response and questioning.
Assessment tools and strategies
Focus for Assessment
Is the student able to do the following:
o Activate prior knowledge
o Demonstrate skills and strategies for questioning?
o Demonstrate skills and strategies for comprehension of appropriate grade level materials?
Assessment
Observation: observe students as they interact with the text to determine if they are
actively applying a repertoire of comprehension strategies before, during, and after
interacting with the text.
Criteria should be provided to allow the students to know what is expected of them – this
should be done, while doing the steps.
Resources and Materials
Modeling Clay
Black Pepper or sand
Carving Tools – popsicle sticks, toothpicks, ruler
Card stock
Manitoba Education, Training and Youth (1998) Grade 4 English Language Arts:
Manitoba curriculum framework of outcomes and Grade 4 standards. Winnipeg, MB.
Manitoba Education, Training and Youth.
Manitoba, Education, Training and Youth (1998) Grade 4 English Language Arts: A
Foundation for implication. Winnipeg, MB: Manitoba Education, Training and Youth.
Lined paper or lined bound notebook and a pencil
Multiple intelligences
In this lesson:
Verbal/linguistic
o Using and responding to written and spoken words
Visual/spatial
o Using the sense of sight and the ability to make an Igloo
Body/kinaesthetic
o Learning and expressing by doing
Interpersonal
o Interacting with and learning about others, group work
Intrapersonal
o Understand self, reflections, goals
Logical/mathematical
o Mathematic will be used to construct there sculptures.
Not in this lesson:
Musical/rhythmic
Other notes
For reference you could use the book:
Anne Renaud and Genevieve Cote. (2008)Missuk's Snow Geese. Toronto, ON.Simply
Read Books.
References to check out:
 http://www.thecraftyclassroom.com/CraftIndianInuitSoapstoneSculpture.html
Lesson Plan
Subject: Social Studies integrated with Art, English
Grade: 4
Topic: The North: Polar Bears
Duration: 1-2 classes
Learning Outcomes
Social Studies Grade 4
4.5.4 Ways of Life in the North
4-KH-038 describes changes in ways of life in the last century in the northern territory studied.
Examples: food, clothing, transportation, languages, recreation, education...
Aboriginal Studies Grade 4
Describe traditional tools and their uses
Recognize that Aboriginal peoples live with contemporary and traditional lifestyles melded
English Language Arts Grade 4
1.2
Clarify and Extend
1.2.1 Develop Understanding
Connect new information and experiences with prior knowledge to construct meaning in
different contexts.
Instructional Strategies and activities
Activate: before learning
Predicting:
Discuss what the students already know about polar bears. What do the
students know about polar bears; what do they eat? Where do they live?
Discuss more about polar bears with the students. The teacher should have
some facts and knowledge about polar bears.
Establish the location:
o Discuss where these polar bears are normally found
Setting a purpose:
Students will read to focus on what is happening to the polar bears, there
disappearance.
Acquire: during learning
Teacher will read from the book, The Last Polar Bear by Craighead George, and illustrated by Jean and
Minor Wendall. While reading the book to the students, stop after a few pages to reflect with
the students on the reading. Try to think-aloud, while you read. This will engage the students to
focus on the story as well as think of new possibilities outside of this story. For instance, what
has happened to the polar bear? Or you could think aloud the question, if I wonder how the
little boy feels in this story.
After you go through a quarter of the book you could and ask the students:
What has happened so far?


Is there anything that you find confusing? Are there any words
you didn’t understand?
Has anything we read so far in our predictions? Has your
predictions changed at all? Any surprises?
Observe and listen to the students reflections. Look for evidence of strategy, emotion, or
confusion.
After reading the book, the teacher will show the students the slides (PowerPoint) on polar bears.
While going through point out some interesting pictures, and what the polar bears are doing.
Observe and listen to the students enquiries. Look for evidence of strategy, emotion, or
confusion.
After you go through the story and have a discussion on polar bears as well as show visuals of
the polar bears:
Ask the students if there is anything that they find confusing? Are there any words
that they didn’t understand? .
What have you noticed anything they find neat, or interesting?
Strategies used
Activating activity: Cooperation, reflection, questioning, metacognition, prior
knowledge, and discussion.
Acquiring activity: cooperation, reflection, discussion, and questioning.
Applying activity: Cooperation, reflection, discussion, metacognition, design,
response and questioning.
Applying: after learning
Have the students write on a piece of paper answering these questions:



What is happening to the polar bears?
Why are they disappearing?
What is happening to the ice?
Have the students reread what they have written and have them write a good copy on a good nice
piece of paper. Once they have written a good copy, have the students make a “Polar Bear in a
snowstorm.”
First let the children paint white “snow” all over the blue piece of paper. Make sure that the paint
is not thick, for it would take forever to dry. Once the paint is dry, let the students glue cotton
balls on to the painted blue paper. The cotton balls shouldn’t be placed randomly but
strategically to form an object, the idea is that the cotton balls are supposed to represents the
polar bear.
Assessment tools and strategies
Focus for Assessment
Is the student able to do the following:
o Activate prior knowledge
o Demonstrate skills and strategies for questioning?
o Demonstrate skills and strategies for comprehension of appropriate grade level materials?
Assessment
Observation: observe students as they interact with the text to determine if they are
actively applying a repertoire of comprehension strategies before, during, and after
interacting with the text.
Criteria should be provided to allow the students to know what is expected of them – this
should be done, while doing the steps.
o Write up (3-4 sentences, good copy, double space)
o Art Project (page all white, at least 3 cotton balls)
Resources and Materials
White paint, paint brush
Blue paper
Glue plus glue sticks
Manitoba Education, Training and Youth (1998) Grade 4 English Language Arts:
Manitoba curriculum framework of outcomes and Grade 4 standards. Winnipeg, MB.
Manitoba Education, Training and Youth.
Manitoba, Education, Training and Youth (1998) Grade 4 English Language Arts: A
Foundation for implication. Winnipeg, MB: Manitoba Education, Training and Youth.
Lined paper or lined bound notebook and a pencil – 2 pieces
Craighead George, Jean and Minor Wendall. (2010) The Last Polar Bear. NY, NY. Scholastic.
Multiple intelligences
In this lesson:
Verbal/linguistic
o Using and responding to written and spoken words
Visual/spatial
o Using the sense of sight and the ability to make an Igloo
Body/kinaesthetic
o Learning and expressing by doing
Interpersonal
o Interacting with and learning about others, group work
Intrapersonal
o Understand self, reflections, goals
Not in this lesson:
Logical/mathematical
Musical/rhythmic
Other notes
Websites
www.polarbearcam.com
Lesson Plan
Subject: Social Studies integrated with Art, English
Grade: 4
Topic: The North: Seven Teachings
Duration: 1-2 classes
Learning Outcomes
English Language Arts Grade 4
2.2
Respond to Texts
2.2.1 Experience Various Texts
Experience texts from a variety of forms and genres [such as personal narratives, plays,
adventure stories, mysteries...] and cultural traditions; share responses.
Visual Arts Grade 4
A-U1 Students experience and develop awareness of artworks from various times, places, social
groups and cultures.
3-4 A-U1.2 Demonstrate awareness of specific works of art and design from various times,
places, social groups and cultures (include: art and design from past and present, global,
Canadian and Manitoban cultures, including First Nations, Inuit and Métis)
Aboriginal Studies Grade 4
Explain the concepts of the seven teachings, reflected in some Aboriginal cultures: wisdom, love,
respect, bravery, honesty, humility and truth
Instructional Strategies and activities
Activate: before learning
Predicting:
Discuss what the students already know about polar bears. What do the
students know about polar bears; what do they eat? Where do they live?
Discuss more about polar bears with the students. The teacher should have
some facts and knowledge about polar bears.
Establish the location:
o Discuss where these polar bears are normally found
Setting a purpose:
Students will read to focus on what is happening to the polar bears, there
disappearance.
Acquire: during learning
Teacher will read from the book, The Last Polar Bear by Craighead George, and illustrated by Jean and
Minor Wendall. While reading the book to the students, stop after a few pages to reflect with
the students on the reading. Try to think-aloud, while you read. This will engage the students to
focus on the story as well as think of new possibilities outside of this story. For instance, what
has happened to the polar bear? Or you could think aloud the question, if I wonder how the
little boy feels in this story.
After you go through a quarter of the book you could and ask the students:
What has happened so far?


Is there anything that you find confusing? Are there any words
you didn’t understand?
Has anything we read so far in our predictions? Has your
predictions changed at all? Any surprises?
Observe and listen to the students reflections. Look for evidence of strategy, emotion, or
confusion.
After reading the book, the teacher will show the students the slides (PowerPoint) on polar bears.
While going through point out some interesting pictures, and what the polar bears are doing.
Observe and listen to the students enquiries. Look for evidence of strategy, emotion, or
confusion.
After you go through the story and have a discussion on polar bears as well as show visuals of
the polar bears:
Ask the students if there is anything that they find confusing? Are there any words
that they didn’t understand? .
What have you noticed anything they find neat, or interesting?
Strategies used
Activating activity: Cooperation, reflection, questioning, metacognition, prior
knowledge, and discussion.
Acquiring activity: cooperation, reflection, discussion, and questioning.
Applying activity: Cooperation, reflection, discussion, metacognition, design,
response and questioning.
Applying: after learning
Have the students write on a piece of paper answering these questions:



What is happening to the polar bears?
Why are they disappearing?
What is happening to the ice?
Have the students reread what they have written and have them write a good copy on a good nice
piece of paper. Once they have written a good copy, have the students make a “Polar Bear in a
snowstorm.”
First let the children paint white “snow” all over the blue piece of paper. Make sure that the paint
is not thick, for it would take forever to dry. Once the paint is dry, let the students glue cotton
balls on to the painted blue paper. The cotton balls shouldn’t be placed randomly but
strategically to form an object, the idea is that the cotton balls are supposed to represents the
polar bear.
Assessment tools and strategies
Focus for Assessment
Is the student able to do the following:
o Activate prior knowledge
o Demonstrate skills and strategies for questioning?
o Demonstrate skills and strategies for comprehension of appropriate grade level materials?
Assessment
Observation: observe students as they interact with the text to determine if they are
actively applying a repertoire of comprehension strategies before, during, and after
interacting with the text.
Criteria should be provided to allow the students to know what is expected of them – this
should be done, while doing the steps.
o Write up (3-4 sentences, good copy, double space)
o Art Project (page all white, at least 3 cotton balls)
Resources and Materials
White paint, paint brush
Blue paper
Glue plus glue sticks
Manitoba Education, Training and Youth (1998) Grade 4 English Language Arts:
Manitoba curriculum framework of outcomes and Grade 4 standards. Winnipeg, MB.
Manitoba Education, Training and Youth.
Manitoba, Education, Training and Youth (1998) Grade 4 English Language Arts: A
Foundation for implication. Winnipeg, MB: Manitoba Education, Training and Youth.
Lined paper or lined bound notebook and a pencil – 2 pieces
Wood-Saloman, Zoey. (2006) Healing through Art. Owen Sound, Ontario: Ningwakwe Learning
Press.
Multiple intelligences
In this lesson:
Verbal/linguistic
o Using and responding to written and spoken words
Visual/spatial
o Using the sense of sight and the ability to make an Igloo
Body/kinaesthetic
o Learning and expressing by doing
Interpersonal
o Interacting with and learning about others, group work
Intrapersonal
o Understand self, reflections, goals
Not in this lesson:
Logical/mathematical
Musical/rhythmic
Other notes
Websites
www.polarbearcam.com