Project Plan: Exploration
Grade: 4
Ginger Griffin: [email protected]
February 2014
Class/ Student Description:
The grade 4 class this unit will be taught to is made up of 27 children who are extremely diverse in their skills, interests, and cultural
backgrounds. Despite this diversity, there is a strong sense of community throughout the classroom. The classroom environment is one of high
energy and the teacher rarely finds it necessary to extinguish this energy. He presents hands on learning within an environment of ‘organized
chaos’ to encourage student’s questioning and understanding of the world.
Roughly 10 students require extra assistance with reading comprehension while approximately 6 students require extra assistance with
mathematics. Therefore, class time with the resource teacher tends to be reserved for novel study or math. No students require a full time TA.
For the most part, there is relatively little conflict amongst the students. Although they are spirited and require an abundance of the teacher’s
energy, their enthusiasm and dynamism make them a pleasure to teach.
Rationale:
The lessons included in this unit on Exploration cover a wide range of Prescribed Learning Outcomes as outlined in the Grade 4 BC Curriculum
Package (2010) including: student application of critical thinking, identification of alternative perspectives, demonstration of knowledge of early
European exploration of Canada and identifying the effects of early contact between Aboriginal societies and European explorers/settlers. By
understanding this early Canadian history, students will gain greater insight into their current society along with the role that Exploration has
had on Aboriginal communities as well as the natural landscape.
At this point in the year, previous Social Study units have given students a solid understanding of Aboriginal communities as well as practice in
their abilities to speak and listen in order to accessing prior knowledge, apply critical thinking, make and share connections, and generate
meaningful questions. By the integration of non-Social Studies PLO’s, students will be subject to cross curricular understanding. This is especially
evident in the included Language Arts project plan based upon the book “The Rabbits” written by John Marsden and illustrated by Shaun Tan
which takes up the topic of colonialism
The class will do well with hands on activities such as that in the “Become an Explorer” lesson, as they will have had a number of similar ‘out of
desk’ experiences by the onset of this unit.
Griffin 1
Prescribed Learning Outcomes:
Social Studies
SKILLS AND PROCESSES OF SOCIAL
STUDIES
IDENTITY, SOCIETY, AND CULTURE
ECONOMY AND TECHNOLOGY
HUMAN AND PHYSICAL
ENVIRONMENT

Apply critical thinking skills – including comparing, imagining, inferring, identifying patterns, and
summarizing – to selected problems and issues.

Use maps and timelines to gather and represent information.

Gather information from a variety of sources.

Identify alternative perspectives on a selected event or issue.

Create a presentation on a selected historical event or topic.

Demonstrate knowledge of early European exploration of BC and Canada.

Identify effects of early contact between Aboriginal societies and European explorers and
settlers.

Analyze factors that influenced early European exploration of North America.

Describe technologies used in exploration, including transportation, navigation, and food
preservation.

Analyze the relationship between the economic development of communities and their
available resources.

Describe economic and technological exchanges between explorers and Aboriginal people

Use maps and globes to locate the world’s hemispheres, the world’s continents and oceans

Identify the significance of selected place names in BC and Canada

Describe Aboriginal peoples’ relationship with the land and natural resources
Griffin 2
Integration Areas (PLO’s):
Language Arts
ORAL LANGUAGE
READING AND VIEWING

Use speaking and listening to interact with others for the purposes of contributing to a class
goal, sharing ideas and opinions, improving and deepening comprehension, solving problems
and completing tasks.

Listen purposefully to understand ideas and information.

Demonstrate enhanced vocabulary knowledge and usage.

Read fluently and demonstrate comprehension of a range of grade‐appropriate literary texts.

Respond to selections they read or view.
Drama
EXPLORING AND CREATING

Express a wide variety of ideas and perspectives through drama.
Visual Arts
CREATIVE PROCESSES
CONTEXT

Draft ideas for images using feelings, observation, memory, and imagination.

Create images using a range of image‐development strategies.

Describe a variety of reasons why people make and use visual arts.
Griffin 3
Physical Education

Demonstrate an ability to participate safely in specific physical activities.
HISTORY



Who writes history and why?
Whose voice is included and why?
Whose voice is ignored and why?
POWER



Who has power and who does not?
How did they achieve/loose power?
What does power allow?
COLONIALISM


How did colonialism shape the history of Canada?
How did colonialism affect Aboriginal communities?
EUROCENTRISM



How have eurocentric perspectives shaped our understanding of Canadian history?
What effects did eurocentrism have on Aboriginal communities?
How can we avoid eurocentrism and respectfully learn First Nations perspectives?
POLITICS AND ECONOMY

What forces drove exploration?
ENVIRONMENTAL DEGRADATION

What lasting effects has exploration had on the natural environment?
SAFETY, FAIR PLAY AND LEADERSHIP
Complexities:
Griffin 4
Assessment:
Assessment will be based on a combination of formative and cumulative assessment according to individual lessons.
ASSESSMENT FOR LEARNING





Explorer Journals
Wonder Wall contributions
anecdotal notes and observation of students
timeline
map
ASSESSMENT OF LEARNING


Bio-Pic
Film Critiques
ASSESSMENT AS LEARNING

peer evaluation of projects and presentations
Teacher will use a 4 level scale when assessing student work:
1
2
3
4
Not yet meeting expectations.
Approaching expectations.
Meeting expectations.
Exceeding expectations.
Griffin 5
Resources:
Cartier's First Voyage. (n.d.). CBCnews. Retrieved February 13, 2014, from
http://www.cbc.ca/history/EPCONTENTSE1EP1CH5PA1LE.html



Straight forward and easy to navigate.
Lacked information on Aboriginal groups.
May use again with caution.
The Explorers. (n.d.). Jacques Cartier 1534-1542. Retrieved February 13, 2014,
from http://www.historymuseum.ca/virtual-museum-of-new-france/theexplorers/jacques-cartier-1534-1542/



Well organized with excellent maps.
Would definitely use again.
Could also be used by students.
Hunt, J. (1996). Leif's saga: a viking tale. New York: Simon & Schuster Books
for Young Readers.


Clearly depicts the journey taken by Erickson.
Fails to mention aboriginal presence.
Jacques Cartier Timeline. (n.d.). Jacques Cartier Timeline. Retrieved February
12, 2014, from
http://www.softschools.com/timelines/jacques_cartier_timeline/69/



Straight forward timeline.
Fails to include meetings with aboriginal groups.
Would probably not use again.
Sterling, S. (2000). Outlooks 4 - Our Beginnings . Canada: Oxford University
Press.



Provides a lot of information on aboriginal groups.
Has a number of activity ideas.
Would use this as a teaching reference and research
resource as opposed to student “text book”
Griffin 6
Project Plan Overview
Lesson 1:
Lesson Topic
PLO’s/IRP
What is Exploration? 



Lesson Objective
Apply critical

thinking skills.
Identify alternative
perspectives on a
selected event or
issue.
Describe
technologies used in
exploration.
Analyse factors that
influenced early
European
exploration of North
America.
By the end of this
lesson students will
have had a handson experience of
exploration, know
tools used in
exploration, and
have been
introduced to and
contributed to their
Exploration Journal.
Activity




Explore school
grounds.
Collect
‘exploration
artifacts’.
Discuss the
meaning of
‘exploring’.
Contribute to
Explorer Journal.
Assessment


Materials
Anecdotal

Assessment: notes 
regarding students’
participation,
questions,
behaviours,
strengths, etc.
Explorer Journal

Envelopes
Artifacts (diary,
pens, compass,
map, canned food,
telescope, hat,
tent, camera, GPS,
backpack, rope,
ships sail, coat,
boots, socks, camp
stove, canteen)
27 Notebooks
Lesson 2:
Lesson Topic
PLO’s/IRP
Who Was Here First? 

Gather information
from a variety of
sources.
Identify alternative
perspectives on a
selected event or
issue.
Lesson Objective

By the end of this 
lesson students will
be able to generate
their own opinions 
regarding Early
Migration theories
and write a
reflection in their
Explorer Journal

which supports
their opinions.
Activity
Viewing of “The

Nature of Things:
Inuit Odyssey”
Written reflection
outlining student’s
ideas and
perspective of
early migration.

Draw a scene from
film in Explorer
Journal.
Assessment
Materials
Anecdotal

Assessment: notes
regarding students’
participation,
questions,

behaviours,
strengths, etc.
Explorer Journal
http://www.cbc.ca
/natureofthings/epi
sodes//inuitodyssey
Explorer Journals
Griffin 7
Lesson 3:
Lesson Topic
Who was Leif
Erickson?
PLO’s/IRP



Use maps and

timelines to gather
and represent
information.
Use maps and
globes to locate the
world’s
hemispheres, the
world’s continents
and oceans.
Demonstrate
knowledge of early
European
exploration of BC
and Canada
Lesson Objective
By the end of this
lesson, students
will be able to
identify and label
Leif Eiriksson’s
route to North
America.
Activity



Read aloud of

“Leifs’ Saga”.
Mapping and
labeling of Viking
exploration route.
Letter writing to
book characters
offering advice and 
asking questions. 
Assessment
Anecdotal
Assessment: notes
regarding students’
participation,
questions,
behaviours,
strengths, etc.
Map
Letter
Materials




Book, “Leif’s Saga”
Letter Handout
map drawn on
board
chalk
Griffin 8
Lesson 4:
Lesson Topic
Who ‘Discovered’
North America and
Why?
PLO’s/IRP


Analyze factors that 
influenced early
European
exploration of
North America.
Gather information
from a variety of
sources.
Lesson Objective
Activity
By the end of this

lesson students will
be able to discuss
the concept of
‘discovery’ and

develop their own 
opinions regarding
the topic through
first person writing.


Show ‘Horrible

Histories’ clip
regarding
Columbus.
Class wide KWL
Have students
Google “who
discovered North

America” and make
a class list.
Create a mind map
focused on
‘discovery of North
America’ with the
sub topics of ‘why’,
‘who’, and ‘when’.
Have students
make an explorer
journal entry
(written/drawn)
from the
perspective of
either: 1) someone
who believes they
‘discovered’ North
America or 2) of a
First Nation
perspective.
Assessment
Anecdotal
Assessment: notes
regarding students’
participation,
questions,
behaviours,
strengths, etc.
Explorer Journal
Materials




Ipads
Journals
Projector
http://www.youtu
be.com/watch?v=7
H9CDPkNaQQ
Griffin 9
Lesson 5:
Lesson Topic
Who was Jacques
Cartier?
PLO’s/IRP


Demonstrate

knowledge of early
European
exploration of BC
and Canada.
Identify alternative
perspectives on a
selected event or
issue.
Lesson Objective
By the end of this 
lesson students will
be able to recall
which Aboriginal
communities
Jacques Cartier met
on his first voyage 
to North America,
complete the
voyage timeline,
and generate
opinions on the

interaction
between the two
groups.
Activity
Teacher speaks to 
students in an
unknown language,
and asks them to
reflect on the
experience
Teacher reads
history of Cartier

while students

arrange timeline
accordingly.
Generate Wonder
Wall opinions and
questions regarding
the initial contact
between Cartier
and the Aboriginal
communities.
Assessment
Anecdotal
Assessment: notes
regarding students’
participation,
questions,
behaviours,
strengths, etc.
Timeline
Post-its (Where the
perspectives
thoughtful and did
they relate to the
history discussed?)
Materials





Green and Orange
Post-It Notes
Timeline Handout
Glue Sticks
Explorer Diary /
Construction Paper
Explorer related
books or Handouts
Griffin 10
Lesson 6:
Lesson Topic
How did early
Aboriginal/European
Contact Shape
Canadian History?
PLO’s/IRP



Identify effects of 
early contact
between Aboriginal
societies and
European explorers
and settlers.
Demonstrate an
ability to

participate safely in
specific physical
activities.
Describe economic
and technological
exchanges between
explorers and
Aboriginal people.
Lesson Objective
Activity
By the end of this 
lesson students will
be able to recall
how Aboriginal
groups aided
European
Explorers.
Students will have
completed the
“cooperation
obstacle course”.


Students will

generate list of how
they think
Aboriginal and
European explorers
helped one another
and how they
harmed one

another in their
Exploration
Journals.
Teacher will review
history of
aboriginal/
European
cooperation.
Students will
participate in a
“cooperation
obstacle course”.
Assessment
Anecdotal
Assessment: notes
regarding students’
participation,
questions,
behaviours,
strengths, etc.
Explorer Journal
Materials







Explorer Journal
Classroom
Computer
Textbooks
Various Literature
Blindfolds
Tree Branch
Cones
Griffin 11
Lesson 7:
Lesson Topic
PLO’s/IRP
Who Explored Eastern 
Canada?

Analyze the

relationship
between the
economic
development of
communities and
their available
resources
Demonstrate
knowledge of early
European

exploration of BC
and Canada.
Lesson Objective
Activity
By the end of this 
lesson, students
will have worked in
groups to research
and demonstrate
knowledge of a
particular explorer 
of Eastern Canada
to the rest of the
class.
Students will have
completed and
presented their

chosen assignment.

Students will form 
groups of 5 and be
assigned an
explorer of Eastern
Canada for jigsaw
exercise.
Students will be
provided a number 
of sources and will 
be asked to
research their
explorer as a group.
Each student in the
group will be
assigned a
particular aspect of
that explorer to
research (early life,
timeline, route,
relationship with
first nations,
legacy).
Students will
present their
findings to the class
as either a skit, a
comic strip, a song,
or any other
presentation OKed
by the teacher.
Assessment
Anecdotal

Assessment: notes 
regarding students’ 
participation,
questions,
behaviours,
strengths, etc.
Explorer Journal
Peer evaluation of
group
presentations.
Materials
Literature
Computers
Presentation
supplies depending
on group choice
(poster board,
markers, paint,
etc.)
Griffin 12
Lesson 8:
Lesson Topic
Who Explored
Western Canada?
PLO’s/IRP


Analyze the

relationship
between the
economic
development of
communities and
their available
resources
Demonstrate
knowledge of early
European

exploration of BC
and Canada.
Lesson Objective
Activity
By the end of this 
lesson, students
will have worked in
groups to research
and demonstrate
knowledge of a
particular explorer
of Western Canada 
to the rest of the
class.
Students will have
completed and
presented their
chosen assignment. 

Students will form

groups of 5 (different
to previous groups)
and be assigned an
explorer of Western
Canada for jigsaw
exercise.
Students will be
provided a number of 
sources and will be

asked to research
their explorer as a
group.
Each student in the
group will be assigned
a particular aspect of
that explorer to
research (early life,
timeline, route,
relationship with first
nations, legacy).
Students will present
their findings to the
class as either a skit, a
comic strip, a song, or
any other
presentation OKed by
the teacher.
Assessment
Anecdotal

Assessment:

notes regarding 
students’
participation,
questions,
behaviours,
strengths, etc.
Explorer Journal
Peer evaluation
of group
presentations.
Materials
Literature
Computers
Presentation
supplies depending
on group choice
(poster board,
markers, etc.)
Griffin 13
Lesson 9:
Lesson Topic
What Brought
Exploration to BC?
PLO’s/IRP




Analyse the

relationship
between the
economic
development of
communities and
their available
resources
Demonstrate
knowledge of early
European
exploration of BC
and Canada.
Identify the
significance of
selected place
names in BC and
Canada
Identify effects of
early contact
between Aboriginal
societies and
European explorers
and settlers.
Lesson Objective
Activity
By the end of this 
lesson students will
have demonstrated
their understanding
of BC exploration
and Aboriginal/
European
relationships
through 4

“tableaus”.




Teacher reviews the

history of land that
Richmond is on, and
how different groups of
people have used the
land and interacted
with each other on the
land over the years.
Acknowledge the land 
as the traditional
territory of the Coast
Salish peoples.
Have students
brainstorm why they
think BC was attractive
to European
exploration.
Review history of BC
exploration.
Have students work in
groups to generate 4
tableaus that show
their understanding of
the lesson.
Teacher will take
photos which will be
printed off and
included in explorer
journal with student
reflection.
Assessment
Anecdotal

Assessment: notes 
regarding
students’
participation,
questions,
behaviours,
strengths, etc.
Do tableaus
indicate
understanding?
Materials
cameras
explorer journal
Griffin 14
Lesson 10:
Lesson Topic
Are We Done
Exploring?
PLO’s/IRP


Apply critical

thinking skills –
including
comparing,
imagining,
inferring,
identifying
patterns, and
summarizing – to
selected problems
and issues.
Use maps and
globes to locate the
world’s
hemispheres, the
world’s continents
and oceans
Lesson Objective
Activity
By the end of this 
lesson students will
have demonstrated
that exploration is
ongoing and not
restricted to past
events through
their “Wanted
Explorers of Mars”
advertisement.


Teacher will show 
the intro to Star
Trek the Next
Generation and ask
the children to
think about what is
being said.
Teacher will

introduce current
exploration
examples including
the Mars One
Mission.
Teacher will
facilitate a
visualization
exercise.
Students will write
a job
advertisement
directed at people
who want to move
to and explore
Mars.
Assessment
Anecdotal

Assessment: notes 
regarding students’ 
participation,
questions,
behaviours,
strengths, etc.
“Wanted-Explorers
of Mars”
advertisement
Materials
Projector
Computer
http://www.youtub
e.com/watch?v=Hn
DtvZXYHgE
Griffin 15
Lesson 11: (3-4 blocks)
Lesson Topic
Explorer Bio-pic
PLO’s/IRP



Use speaking and 
listening to interact
with others for the
purposes of
contributing to a
class goal, sharing
ideas and opinions,
improving and
deepening
comprehension,
solving problems
and completing
tasks.
Create a
presentation on a
selected historical
event or topic.
Express a wide
variety of ideas and
perspectives
through drama.
Lesson Objective
By the end of this
project students
will have
researched an
explorer and
produced a
historically
accurate ‘bio pic’.
Activity





Students will work 
in pairs to research
a historical figure
which relates to
early Canadian
exploration.
They will write a
historically

accurate script

concerning their
figure.
They will film and
edit a 3-5 mini
‘biopic’.
Once they are
complete, there
will be a class
screening and unit
celebration.
During screenings,
students will be
“movie critics”,
reporting on
whether the films
were historically
accurate and why
(in Explorer
Journals). This will
become their final
cumulative
assessment.
Assessment
Anecdotal
Assessment: notes
regarding students’
participation,
questions,
behaviours,
strengths, etc.
‘Bio Pic’
Movie critic peer
assessment.
Materials





Library access
iPads
Explorer Journals
computer
projector
Griffin 16
Lesson 1:
Topic:
What is Exploration?
Date:
January 24, 2013
Learning Objectives
By the end of this lesson students will have had a hands-on experience of exploration, know a number of
technologies used in exploration, and have been introduced to and contributed to their Exploration Journal.
PLO’s:
 Apply critical thinking skills – including comparing, imagining, inferring, identifying patterns, and
summarizing – to selected problems and issues.
 Describe technologies used in exploration, including transportation, navigation, and food preservation.
Rationale:
With this experience as an introduction to the unit, students will obtain a more holistic understanding of
exploration as they engage further with the topic.
Criteria & Assessment:

Anecdotal Assessment: The teacher will take anecdotal notes regarding the students’ participation,
questions, behaviours, strengths. These notes will provide the teacher with information when regarding
student development over the course of the unit.
Materials:



Envelopes (1 per student/student pair)
Artifacts (diary, pens, compass, map, canned food, telescope, hat, tent, camera, GPS, backpack, rope,
ships sail, coat, boots, socks, camp stove, sextant, matches, canteen)
27 Notebooks




Explore
Exploration
Explorer
Artifact
Vocabulary:
Lesson Introduction:
To introduce the lesson, the teacher will explain that the class will be going outside to explore the school playing
field and collect artifacts. Students will be given a number and instructed to find the envelope with their number.
Once they have found their envelope, they will return it to the teacher and wait for further instruction.
Griffin 17
The teacher will make sure to review school safety rules and explain that no student should leave the sight of a
teacher. Students will then prepare themselves and head outside with the teacher.
Lesson Development:
Outside, students will begin to explore and search for their envelopes. Once students have found their envelope,
they will return it to the teacher and wait for further instruction.
When all students have found their envelopes, the class will return to the classroom and meet on the carpet,
sitting in a large circle.
The teacher will begin the discussion by asking students about the experience. Questions will be related to the
idea of exploration such as:
 Who liked exploring and why?
 Did anyone have any troubles when exploring?
 What did exploring feel like (emotionally, physically)?
 Has anyone ever been exploring somewhere they hadn’t been before?
 Has anyone ever been lost?
The teacher will then ask student to open and display the artifacts. Students will be ask to look at the artifacts and
guess what type of person may own these things. The teacher will continue the discussion by asking:
 Can anyone name someone who may have been an explorer?
 What do you think it was like to explore North America for the first time (reminding children of the lack of
technology)?
 Do you think North America was human free when early explorers arrived?
Lesson Closure:
To close the lesson, the teacher will introduce the Exploration Journal to the students, which they will record a list
of the explorers artifacts.
Adaptations:
Students who require assistant may work in pairs when exploring and searching for their envelopes.
Griffin 18
Lesson 3:
Topic:
Who was Leif Erickson?
Date:
January 31, 2014
Learning Objectives
In this lesson students will be introduced to Viking exploration of North America. By the end of this lesson
students will be able to identify Leif Eriksson's route to North America. Students will know that (according to most
historians):
 Helluland = southern tip of Baffin Island
 Markland = Labrador
 Vinland = Newfoundland
PLO’s
 Use maps and timelines to gather and represent information.
 Use maps and globes to locate the world’s hemispheres, the world’s continents and oceans.
 Demonstrate knowledge of early European exploration of BC and Canada.
Rationale:
This lesson will demonstrate to students that exploration dates back to very early civilization as well as allow
students to gather information using map representation.
Criteria & Assessment:
Materials:



Anecdotal Assessment: The teacher will take anecdotal notes regarding the students’ participation,
questions, behaviours, strengths. These notes will provide the teacher with information when regarding
student development over the course of the unit.
Map: Did the students correctly identify the route taken by Leif Eriksson?
Letter: Where the student’s questions/advice relevant to the topic of exploration?




Book, “Leif’s Saga”
Letter Handout
map drawn on board
chalk
Griffin 19
Vocabulary:
Lesson Introduction:



knarr (Norse merchant ship famously used by the Vikings)
Viking
saga
Teacher will gather students at the carpet and will begin the lesson by explaining that they will be learning about
the Vikings and the explorer Leif Eiriksson who is thought to be the first European to visit North America. Teacher
will ask: “Does anyone know anything about Vikings?”
Teacher will then present the book Leif’s Saga and ask students:
“Does anyone know what a saga is?”
Lesson Development:
Teacher will then read to the children, pausing to ask questions such as:
“Has anyone here been on a boat?”
“Has anyone ever eaten salted fish?”
The teacher will also pause while reading the story to draw in route (map will have been drawn on the board)
taken by Leif and his crew.
Lesson Closure:
After reading, the teacher will explain that the students will be writing to Sigrid and her Poppa to help them on
their journey. The teacher will hand out a blank map that the students will fill in to aid Sigrid in her journey to
North America. The map handout will also include a section where students will write a short letter to Sigrid
asking questions or giving advice regarding the exploration. The teacher will prove the sentence starter:
Dear Sigrid and Poppa,
Here is a map to help you on your journey. I was wondering... and/or... I think you should...
Good luck on your journey!
- Student Name
Adaptations:
Teacher may provide sentence starters.
Extensions:
Students may write multiple sentences in their letter, including both question and advice sentences.
Griffin 20
Lesson 5:
Topic:
Who was Jacques Cartier?
Date:
February 7, 2014
Learning Objectives:
By the end of this lesson students will be able to recall which Aboriginal communities Jacques Cartier met on his
first voyage to North America, complete the voyage timeline, and generate opinions on the interaction between
the two groups.
PLO’s
 Demonstrate knowledge of early European exploration of BC and Canada..
 Identify alternative perspectives on a selected event or issue.
Rationale:
Criteria & Assessment:
Materials:
In this lesson students will be introduced to the historical figure, Jacques Cartier and his early exploration of North
America. They will also be asked to consider the viewpoints of aboriginal groups and French explorers regarding
their initial meeting.



Anecdotal Assessment (Teacher will take anecdotal notes regarding the students’ participation, questions,
behaviours, strengths. These notes will provide the teacher with information when regarding student
development over the course of the unit.)
Timeline (Correct and completed?)
Post-its (Where the perspectives thoughtful and did they relate to the history discussed?)





Green and Orange Post-It Notes
Timeline Handout
Glue Sticks
Explorer Diary / Construction Paper
Explorer related books or Handouts
Griffin 21
Vocabulary:
Lesson Introduction:



Timeline
Perspective
New France
Teacher will introduce the topic of first contact by telling the students they are going to tell them about her
weekend. The teacher will then start speaking in another language (Swedish in my case), describing the
weekend’s events.
Hej alla,
I helgen gick jag shopping med min mamma. Jag tog min hund på en promenad. Jag hade middag med min man i
Vancouver. Jag gjorde också läxor.
The teacher will then ask, “Does anyone know what I did this weekend?”, “How did you know?”, “What did you
feel like when I was speaking?” Teacher will then explain that today they will learn about two groups who may
have been feeling the same way when they first met, Jacques Cartier, who first claimed what is now Canada for
France, and the St. Lawrence Iroquois when they met Quebec for the first time.
Lesson Development:
Teacher will instruct the students to cut out their jumbled timeline.
Teacher will tell the story of Cartier/contact with St. Lawrence Iroquoian groups to students. As teacher talks,
students will arrange their timelines to be in the correct order of historical events. The teacher may repeat story if
necessary.
Students will then have teacher check over their order of events. Once this has been checked, students will glue
these in the correct order in their explorer diaries/ on construction paper. Once students have completed this,
teacher will go over the timeline once more.
Teacher will hand out two green and two orange post-it notes to each student. Students will be instructed to
write a perspective based sentence (how they think the group felt) on each post it with the green post-its will
refer to the aboriginal perspective and the orange post-its to the European perspective. Teacher will provide a
number of books for the students to look through as they come up with their perspectives. Teacher will be sure to
remind the students of the lessons introduction, suggesting they think about how the two groups would
communicate. As students complete their questions, they will post them to the whiteboard under either the
Griffin 22
‘Aboriginal Perspectives’ or ‘European Perspectives’ heading. The teacher will provide the following sentence
starter:
“I think they were ... because...”
Lesson Closure:
To close, teacher will share wonder wall questions or opinions and lead a class discussion.
Adaptations:
Students who require assistance may work in pairs or use the iPad.
Extensions:
If students finish their timeline early, they will be asked to help a classmate.
If students finish their questions early, they will be given additional post-its and will be asked to write a question
they would have for either group.
Griffin 23
Dear Sigrid and Poppa,
Here is a map to help you on your journey.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Good luck on your journey!
___________________________________
Griffin 24
Date:________________
Name:________________
Jacques Cartier Timeline
December
31,
1491
March 19, 1534
April 20, 1534
May 10, 1534
July 7, 1534 Onward
Griffin 25
While sailing back to France, Dom Agaya and Taignoagny tell
Cartier that their father’s land was a ‘kanata’.
Jacques Cartier was born in what is now France.
Cartier arrived in Newfoundland.
Cartier and the St. Lawrence Iroquois meet.
Cartier takes two of Chief Donnacona’ sons, Dom Agaya and
Taignoagny back to France as proof of the New World.
Cartier was asked by the King of France to find the Northwest
Passage through the continent of North America to Asia.
Cartier and Míkmaq meet.
Jacques Cartier set sail with 2 ships and 61 men.
Cartier erects a 10-metre wooden cross and lies to the Iroquois
about its meaning.
Cartier and Chief Donnacona of the St. Lawrence Iroquoians
meet.
*Cut carefully along the black lines.
Griffin 26
Answer Key
Jacques Cartier was born in what is now France.
1491
Cartier was asked by the King of France to find the March 1534
Northwest
Passage
through
the
continent
of
North
America to Asia.
Jacques Cartier set sail with 2 ships and 61 men.
April 1534
Cartier arrived in Newfoundland.
May 1534
Cartier and Míkmaq meet.
July 1534
Cartier and the St. Lawrence Iroquois meet.
Cartier and Chief Donnacona of the St. Lawrence
Iroquoians meet.
Cartier erects a 10-metre wooden cross and lies to the
Iroquois about its meaning.
Cartier takes two of Chief Donnacona’ sons, Dom Agaya
and Taignoagny, back to France as proof of the New World.
While sailing back to France, Dom Agaya and Taignoagny tell
Cartier that their father’s land was a ‘kanata’.
Griffin 27
Griffin 28
Supplemental Lesson Plan
Griffin 29
February 2014
Ginger Griffin
EDST: 403 w/ Mary Brooks
Lesson & Project Plan
Introduction:
During my practicum, I have been asked
to teach the subject of Early Exploration to the
grade 4 class. The BC IRP’s make it clear that
aboriginal groups are to be fully represented in
grade 4 social studies, but when considering
this unit, I began to grapple with how to
truthfully and effectively include aboriginal
perspective of Early Exploration and the
resulting colonization, a topic I believe every
Canadian should be well versed in. Yet, to
expose children fully to the horrors seen across
our nation post contact would be inappropriate for their grade 4 maturity, and in my mind, ultimately
lead to the loss of lesson intention. On the flip side, not truthfully depicting the situation may result in
an unwarranted “sugar coating” of the events. Because of this, I turned to “The Rabbits” by John
Marsden and Shaun Tan for a concurrently taught Language Arts lesson.
The Rabbits is a partially allegorical look at first contact and the effects of colonization. Although
it can be classified as a picture book, the compelling language and breath-taking illustration make it a
solid introduction to the detrimental results of early contact between settlers and aboriginal groups.
Griffin 30
While it does not deal directly with Canadian aboriginal groups, aligning with Australian colonization
instead, the vague characters and setting allow it to stand as a cross national story. Without graphic
depictions, The Rabbits reaches its reader on an emotional level, which is imperative to one's
understanding of this topic.
Plot:
The story begins with a lone voice against an untouched landscape, “The rabbits came many
grandparents ago.” First contact is represented as our narrator explains the native animal’s confusion
with these new creatures. Despite curiosity, the animals are warned by their elders to remain causeous.
The story then moves from initial contact to the waves of colonial forces arrival and the
subsequent rape of the land. The animals initially tolerate the rabbits, with their new food and tools, but
as the rabbits unstoppably spread across the land, fighting between the native animals and the rabbits
breaks out. Outnumbered, the fighting always leads to the defeat of the native animals.
The rabbits continue their destruction of the landscape, scare off other inhabitants of the land
and, armed with official documentation, steal away the children of the native animals. Industry takes
over the once untouched landscape, and the native animals are left questioning “Where is the rich, dark
earth, brown and moist? Where is the smell of rain dripping from gum trees? Where are the great
billabongs alive with long-legged birds? Who will save us from the rabbits?”
Griffin 31
About the Authors:
John Marsden (taken directly from authors website)
“John Marsden was born in Victoria, Australia in 1950. He went to many different primary
schools, and from an early age enjoyed the journeys into magical worlds that reading could provide. His
teachers in Grade 4 and Grade 6 encouraged him to write, and at the age of nine he decided he wanted
to become an author.
For seven years he attended The King's School Parramatta, a strict military school in Sydney, and
from there went on to the University of Sydney. However, he soon decided that a career in law looked
too boring, so he dropped out and drifted around for nearly 10 years, trying different jobs, and earning
just enough money to support himself.
When he was 28, he began a teaching course, which he loved from the start. Embarking on a teaching
career, he also became more and more interested in writing, and in 1987 succeeded in getting his first
book, "So Much to Tell You", published. A string of huge hits followed, highlighted by the Tomorrow
series and Ellie chronicles. John has now sold more than 2 1/2 million books in Australia alone, but is an
international best-seller, with many major awards to his credit.
John's interest in education has never waned. In 1998 he bought the Tye Estate, 850 acres of
natural bush, on the northern edge of Melbourne, and later added the property next door. For eight
years he ran enormously popular writers' courses and camps at Tye, before starting his own school there,
Candlebark, in 2006.
Candlebark is a P-8 school, which has been described by John as "somewhere between Steiner
and The Simpsons". Its friendly lively and positive atmosphere has resulted in such early success that it
has a four-year waiting list.” 1
1
"About
John Marsden - Short Bio." About John Marsden. N.p., n.d. Web. 5 Feb. 2014.
<http://www.johnmarsden.com.au/about_short.html>.
Griffin 32
Shaun Tan (taken directly from authors website)
“Shaun Tan grew up in the northern suburbs of Perth, Western Australia. In school he became
known as the 'good drawer' which partly compensated for always being the shortest kid in every class.
He graduated from the University of WA in 1995 with joint honours in Fine Arts and English Literature,
and currently works full time as a freelance artist and author in Melbourne.
Shaun began drawing and painting images for science fiction and horror stories in small-press
magazines as a teenager, and has since become best known for illustrated books that deal with social,
political and historical subjects through surreal, dream-like imagery. Books such as The Rabbits, The Red
Tree, Tales from Outer Suburbia and the acclaimed wordless novel The Arrival have been widely
translated and enjoyed by readers of all ages. Shaun has also worked as a theatre designer, and worked
as a concept artist for the films Horton Hears a Who and Pixar's WALL-E, and directed the Academy
Award winning short film The Lost Thing with Passion Pictures Australia. In 2011 he received the
prestigious Astrid Lindgren Memorial Award, honouring his contribution to international children's
literature.” 2
2
"About me." Shaun Tan. N.p., n.d. Web. 5 Feb. 2014. <http://www.shauntan.net/about.html>.
Griffin 33
Lesson & Project Outline
Lesson 1:
Lesson Topic
PLO’s/IRP
Lesson Objective
Activity
“The Rabbits”
Read Aloud
Listen purposefully to understand
ideas and information, by:
● summarizing main ideas and
supporting details
● generating questions
● visualizing and sharing
● identifying opinions or
● viewpoints
● ignoring distractions
By the end of this lesson
students will be able to
recall the story “The
Rabbits” and generate
personal opinions on
what they think it would
feel like if the Rabbits
came and took their
home.
Teacher will begin reading by
introducing the authors,
dedication, and have students
make predictions based on the
book cover.
View and demonstrate
comprehension of visual texts
(e.g., cartoons, illustrations,
diagrams, posters, photographs,
advertising).
Throughout reading, teacher will
generate discussion, asking
questions regarding the
illustration and story.
As a closing activity, students will
be asked to write a brief reflection
on how they felt when reading the
story and why.
Assessment
● student
reflections
Materials
●
●
●
book, “The
Rabbits” by
John Marsden
and Shaun
Tan
writing books
pencils
Lesson 2:
Lesson Topic
PLO’s/IRP
Lesson Objective
Activity
Viewing of
“The Rabbits”
Use writing and representing to
express personal responses and
relevant opinions in response to
experiences and texts.
By the end of this lesson
students will have a
deeper understanding of
the importance of
illustration to the story
of “The Rabbits”
Teacher will begin by showing the ● student
YouTube video “The Rabbits Part
image
1” and The Rabbits Part 2”.
reflections
Teacher will explain that although
they have already read the book,
this will be a good chance to
explore the illustration.
●
Teacher will ask the class what
illustrations stood out to them
and why.
●
●
●
Use writing and representing to
extend thinking, by:
● developing explanations
● expressing alternative
viewpoints
● creating new understandings
View and demonstrate
comprehension of visual texts
(e.g., cartoons, illustrations,
diagrams, posters, photographs,
advertising)
Teacher dispenses illustrations
around the room and asks
students to choose one
illustration to write about.
Suggested topics include:
● What is happening?
● Why is this happening?
● What do the colours of the
picture tell us about what is
happening?
● What does the illustration
‘composition’ tell us about
what is happening?
Assessment
Materials
●
●
●
●
http://www.y
outube.com/
watch?v=kTvX
e84UqIQ
http://www.y
outube.com/
watch?v=eZaR
OIWniN8
computer
projector
book, “The
Rabbits” by
John Marsden
and Shaun
Tan
photocopies
of book
illustrations
(preferably
colour)
writing books
pencils
Lesson 3 (2-3 lesson blocks):
Lesson Topic
PLO’s/IRP
Lesson Objective
Activity
“The Rabbits”
Alternative
Perspective
Read and view to improve and
extend thinking, by
● predicting and explaining visualizing
● distinguishing between fact and
opinion
● analyzing texts to consider alternatives
● drawing conclusions
● recognizing alternative viewpoints
● summarizing and synthesizing
By the end of this
lesson students
will have a
holistic
understanding of
“The Rabbits”, a
multi perspective
view of the
characters, and
will be able to
this relate this
story to their
lessons on early
Canadian
exploration.
Teacher will begin by asking class if ● anecdotal
the story of the rabbits reminds
notes on
them of anything else they have
students
been learning about in school,
work
which will lead to a discussion
behaviors
about Canadian colonization and
● alternate
the effects it had on aboriginal
perspective
groups.
writing /
illustration
Students will be divided into two
groups. One group will re-write
“The Rabbits” from an aboriginal
perspective, using Canadian based
imagery and allegory. The second
group will re write the story from
the perspective of the Europeans
coming to Canada. Each student
will be assigned a page of “The
Rabbits” to replicate.
Write a variety of imaginative
writing modeled from
literature, featuring
● well‐developed ideas through the use
of supporting details, especially
interesting sensory detail
● sentence fluency through a variety of
sentence lengths and patterns, with
some emerging fluidity
● effective word choice by
experimenting with new, more
powerful and varied words, especially
descriptive words
● a voice demonstrating some sense of
individuality
● an organization that develops
smoothly with a logical sequence,
beginning with an engaging opening
through to a satisfying ending
Once students have completed
their books, they will be asked to
use ipads to film a video similar to
the YouTube one previously
watched. Each student will be
responsible for recording their
own page. Upon completion, the
class will have two ‘new’ versions
of “The Rabbits” which relate to
their social studies units.
Assessment
Materials
●
●
●
●
●
●
●
●
book, “The
Rabbits” by
John Marsden
and Shaun
Tan
photocopies
of book
illustrations
(preferably
colour)
writing books
pencils
ipads
pencil crayons
black outliner
pens
11x17 white
paper