Social Studies Lesson Plan 1 - Canadian SymbolsTopic: Canadian Heritage - Past and PresentGrade: 6Curriculum Expectations:Overall:Assess contributions to Canadian identity made by various groups and by various features of Canadian communities and regions.Specific:1.1 Explain how various features that characterize a community can contribute to the identity and image of a country and assess the contribution of some of these features to Canada’s image and identity.Key Concept(s)/Big Idea(s):

Many different communities have made significant contributions to Canada’s development. What does it mean to be Canadian today? Use symbols that represent Canadian identity. In what ways is your story part of the story of Canada?

Prior Knowledge for StudentsStudents are surrounded by Canadian symbols (Ex: Toronto Maple Leafs, National anthem in school, Maple syrup, hockey, snow…) and some come from diverse backgrounds, so they can see how to reflect on their Canadian identity using their diverse experiences.

Key vocabularyCanadian identity, Canada’s different provinces and symbols particularly Coat of Arms.

Getting Started Instructional Grouping:Time:Day 1:(20 minutes)Modeling:Mention the class’s Charter of Rights & Responsibilities (4 Expectations) - Class Rights and Responsibilities:

I am responsible to stop talking when the music starts and listen to Ms. AbulnourLink to music Survivors - Eye of the Tiger Karaoke Instrumental: https://www.youtube.com/watch?v=y8uhdL29G3E.

• I have the right to ask questions but I also have the responsibility to ask or talk ONLY when I raise my hand.

• I am responsible for respecting the teacher and my peers by not talking over them.• Ms. Abulnour has the right to call out my name if I am talking when I should be listening.

Before mental set, mention the agenda of how the unit will go:1. Canadian symbols.2. Different communities and cultures.3. Interactions between communities. (Quiz after - maybe)4. Different perspectives about similar events.5. Inclusiveness and Charter of Rights and Freedom. (Quiz after, more open-ended questions).

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Mental set:Set the class as a museum tour knowing more about ‘Canada’. Ask students why would they go to a museum and what would they find? Show PowerPoint slide 4 with ‘Night at the museum’ image.

In language class, students wrote a paragraph telling me about themselves. A template or model was shared prior to their writing.

Then students are to either:1) Fill out the mind map template distributed about Canada (Slide 6 on PowerPoint).2) Fill out the following frame: “If Canada were a taste (or animal, color, smell, sight), then it

would be…..” (Slide 7 on PowerPoint).3) Fill out the following poem: ‘Canada is…, Canada has…, Canada feels’ (Slide 8 PowerPoint).

Transition song ‘eye of the tiger’

I will then tell students to write their name on the top of the sheet. They are then to share a few of their answers (maybe around 2-3 answers).

Collect the graphic organizers from the students and inform them that completed ones will be put on our first artefact on ‘What is Canada?’. These also provide students’ prior knowledge.

Working on It Instructional Grouping:20 minutes:

Let’s start the museum tour! Start by the map.

Have a map picture on board showing different continents and another focusing on Canada.

Use the first in relating students’ responses about their own identities, so through basic Q&A method (ex: how some moved form one country or even one city to another).

Then introduce Canada’s map with the different provinces and oceans. Now ask students what do they know about Canada and how it became to be as it is today on the map (think of Quebec and French Canadians).

After listening to students’ responses, show the video with the beaver about Canadian symbols. (https://www.youtube.com/watch?v=VnZlAOSEmYQ).

Bring out coins and discuss the symbols mentioned in the video. Ask students to share the main idea of the video (this relates to their language class where they were learning how to summarize a book in one sentence… they were allowed to use only one transition word).

On PowerPoint:Canadian symbols represent ‘unique culture, characteristics and condition of being Canadian, as well as the many symbols and expressions that set Canada and Canadians apart from other peoples and cultures of the world’ – Write on board.

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Practice (40 minutes):So having in mind the map and video, the following question is presented: ‘What is Canadian identity and what are some symbols you observe everyday that you feel is only or mostly in Canada?’.

I will tell the students that they will be divided into pairs. So we will have around 13 pairs.

Each pair will get one province or territory (from flag), its coat of arms, Canadian coat of arms, and another 1-2 general Canadian symbols (ex: beaver or maple leaf). So in total they have 5 things to search.

The task is: each pair is to:1) Have quarter of a chart (different colors).2) Figure out the meanings of each symbol by getting information about their specific symbols from

the following two links (using an Ipad).3) Information about the provinces and the meaning of general symbols from:

a) Provinces (Flags): Pages: 45 – 51 (link: http://www.cic.gc.ca/english/pdf/pub/discover.pdf) OR Google then write ‘Discover Canada pdf, then click on first link.

b) Province’s coat of arms: Google then write your province’s coat of arms (Ex: Coat of Arms Alberta, Coat of Arms Quebec…. ), then use the first Wikipedia page.

c) Other symbols: pages 38 – 41 (link: http://www.cic.gc.ca/english/pdf/pub/discover.pdf) OR Google then write ‘Discover Canada pdf, then click on first link.

4) Use your piece of chart to stick each symbol image with its meaning or main points on the right.5) You will do a class Presentation that will be assessed based on your findings, your organization of points, and your creativity.

Day 2:40 minutes (so period one)– to finish their research.

After finishing their first task and students’ charts are ready, I will collect them to have them till their presentations the next day. After that we will form the second artefact (make it into a book of Canadian symbols).

5 minutes:Ask students ‘based on what you researched, what do you think Coat of Arms means?’. Listen to some students and then share the meaning of ‘Coat of Arms’ (Slide 18 on PowerPoint or link http://simple.wikipedia.org/wiki/Coat_of_arms).

Depending on time, I will show the students this link with steps on ‘how to make your coat of arms’ or leave it to the end (http://www.makeyourcoatofarms.com/app.asp):1) Choose a Shield (students are already provided a template representing one).2) Put your full name.3) Select your motto and write it on your template (show in class).4) Select 4 values from the handout or site.5) See which animal, color, or symbol represents that value.6) Choose the selected animal/symbol from the list on site

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Tell students they can do this at home if they want.

Moving on, we return to the PowerPoint. The pairs will be reminded that they will present their research after this one extra task (application aspect) that is creating your own coat of arms.

5 minutes:Distribute template of ‘Coat of Arms’.

Independent practice task: To students: “you are to create your own Coat of Arms that tells us about you! You will

present your research WITH your own coat of arms (PowerPoint slide 22).You will use ‘Symbols of values and identities’ – Slide 21 to:

1) Choose one color.2) Choose one animal.3) Choose one symbol.4) Choose or even create your motto.5) Extra! Come up with your own extra item on your personalized coat of arms.

For example: Ms. Abulnour would choose Colors: yellow and Gold that is a symbol of generosity. Animals: Camel for perseverance. Star: Nobility. Motto: Courage and Faith. My extra: Egypt’s pyramids with my Canadian universities (McGill logo and UfT logo). It can

also include my name written in both Arabic and English.

I will show some of the previous students’ ‘Coat of Arms’ on PowerPoint (slide 23).

Then I will tell students to ‘start creating your own coat of arms that tells me about yourselves. These will be put on a new artefact and it will be assessed in your presentation’.

30 minutes – Students creating their own coat of arms.

If students did not finish their personalized coat of arms, they can finish it at home for their presentations the next day.

As a final note on that lesson, I will inform the students that during their presentation:Student one will present: 1) the province (from flag), 2) province’s coat of arms, and 3) his/her own personalized coat of arms.Student two will present: 1) Canada’s coat of arms, 2) two other symbols given, and 3) his/her own personalized coat of arms.Reflecting and Connecting Instructional Grouping:Time:Day 3: 60 minutes (one and a half lesson periods)

Stick chart on wall for the new artefact with students’ personalized coat of arms.

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Presentation (Slide 24):Each pair 1) brings their ‘quarter charts’ with their five symbol images and meanings, and 2) brings their own personal Coat of Arms.

I will remind the students that one student in the pair will present the province (from flag) with its coat of arms plus his/her own coat of arms, and the other student will present Canada’s coat of arms, the other two symbols given, and his/her coat of arms.

After each pair presentation, the pair will 1) give me their charts and 2) stick or glue their personalized coat of arms on the new artefact on the wall.

After all presenters finish, we briefly consolidate Canadian symbols and Canadian identity by getting the artefacts we did, discussing what we learned, and seeing if there are any questions. Also I will ask if we should add other symbols today to more effectively represent Canada? (ex: Tim Hortons, 5 dollar bill, Hockey jersey, and photo of multicultural walk).

Materials:What POPULAR MEDIA might I use to introduce and expand understanding? What materials are required for this lesson?

Colored ¼ charts (for artefacts), paper, markers, 3 templates or graphic organizers (shown PowerPoint), printed symbols, Ipads for research, glue, string, image of global map and Canada’s map with provinces and oceans, and video.

Assessment:What criteria are you looking for? What do you want students to be able to do independently by the end of the lesson and by the end of the unit?

Realize the complexity or diverse aspects of defining Canadian identity. Reflect on their own personal Canadian identity. Explore the meanings of different symbols representing Canada and its provinces. Visualize, relate, and apply the symbolic meanings to themselves and to events around them.

What are you looking for in students’ actions that confirm they have learned what you are teaching? What will students say, do and/or write to demonstrate that they have learned the expectations for this lesson?

Students’ participation and pair work. Students creating their own coat of arms. Canadian artefacts (by half and end of unit). Group presentation.

Accommodations: Work Buddy Increase time/space Decrease time/space Mini-lesson Conferences Study Plan Extension Visuals on desk

Recording Devices: Observation/Anecdotal Rubric ChecklistSample Assessments: presentations conferences demonstration tests

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Frequent promptingWhich students require accommodations?

graphic organizers self assessment peer assessment portfolios

Lesson 1 Presentation Checklist – Canadian Symbols:1) Organization:• Point form when writing main points/ideas.• Each symbol has its own meaning in proper proximity.

2) Findings:• Information is clear.• Information is summarized.

3) Creativity:• Poster is engaging.• Personalized Coat of Arms is informative and engaging.

 4) Communication:• Presenters are organized: each student in the pair followed the instruction on what each should

present.• Presenters are engaging.• Presentation is clear and easy to follow.

Extra notes: Subsequent lessons:Canadian Identity (Beaver): https://www.youtube.com/watch?v=VnZlAOSEmYQHistory of Canada http://www.youtube.com/watch?v=c_dr0ZVRvR0 for names (provide handout with names).Discover Canada: http://www.cic.gc.ca/english/pdf/pub/discover.pdfCoat of Arms: http://mrslivaudais.com/wp-content/uploads/2014/01/coat_of_arms_assignment.pdfMake your own Coat of Arms: http://www.makeyourcoatofarms.com/app.aspHome Connection

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My name is Raghda Abulnour. I am 23 years old, yet I have not spent all 23 years in Canada. In fact I was born in Egypt and did all of my schooling there. It wasn’t until I turned 15 or 16 years when I moved to Canada. I first went to Montreal and lived there for four years, then I moved to Toronto and this is my third year. When I came to Canada, it was difficult as most of my extended family and friends were in Egypt, Abu Dhabi, Kuwait, and the US. Yet after I got used to going to my university classes, getting to know more people from different backgrounds, I remember deciding to open my mind and learn from my new experiences. I got to volunteer in Physiotherapy, volunteer in St. John Ambulance, become a research assistant for ALS and another education research, work a bit, continue my Masters, and direct my own program in Egypt for those following my footsteps. So today I am proud of whom I came to be as I can say that I am an Egyptian Canadian who experienced many fantastic events and learned quite a lot throughout my journey. I visit the pyramids and sphinx, but I also visit Quebec City and Montreal’s museum. I speak both Arabic and English in Egypt, but I also speak both in Canada. I love playing Basketball in Egypt, yet now I know about Hockey and love watching Habs and Toronto Leafs. I went to schools in Egypt but I went to universities in Canada. I knew about two or three religions in Egypt, but here I learned about way more. So once I moved, I expanded my knowledge and experiences through learning about people and cultures from all over the world: friends from different Canadian provinces, Greece, Scotland, China, Japan, Italy, Iran, Peru, Middle East, and so on.

Canada:

Ontario:

Quebec:

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Manitoba:

Saskatchewan:

Alberta:

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British Columbia:

Newfoundland and Labrador:

Prince Edward Island:

Nova Scotia:

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New Brunswick:

Nunavut:

Northwest territory:

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Yukon territory:

Other symbols:

Parliament buildings:

Beaver:

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Victoria Cross:

Maple Leaf:

Popular sports:

Canada’s flag:

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Canadian Crown:

The fleur-de-lys (Lily Flower)

National Anthem:

O Canada!Our home and native land!True patriot love in all thy sons command.With glowing hearts we see thee rise,The True North strong and free!From far and wide,O Canada, we stand on guard for thee.God keep our land glorious and free!O Canada, we stand on guard for thee.O Canada, we stand on guard for thee.

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