G5+SS+U3b+-+Canada


 * Unit 3a: ** Canada


 * Enduring Understanding: ** Diversity is essential component the makes up a living system.


 * Essential Question: ** //How is the diversity of ecosystems important to the culture of various peoples?//

STANDARD 2 – WORLD HISTORY Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. STANDARD 3 – GEOGRAPHY Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live — local, national, and global — including the distribution of people, places, and environments over the Earth’s surface.
 * NYS Standards: **

Cultural Preservation and Transformation A1: Discuss the inter-relationships between healthy people and healthy ecosystems. Natural Laws and Ecological Principles F4: Clarify the importance of a great diversity of life (biodiversity) to the longterm sustainability of humankind and the other species on Earth. Sustainable Economics D7: Envision how their choices and actions can contribute to a sustainable future.
 * EfS Standards: **


 * Common Core Learning Standards: **

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 5 topics and texts//, building on others’ ideas and expressing their own clearly. SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

// Home and Garden // magazine is searching for tween environmental stewards who can work collectively to create a memento of their tours to various Latin American and Canadian biomes. You must create a patch for our “Save the Environment Quilt.” Your patch must demonstrate your commitment to the environmental preservation of the ecosystems of Latin America and Canada.
 * Performance Task: **


 * ** Lesson ** || ** Vocabulary ** || ** Objectives/KBAD ** || ** Activity ** || ** Homework/Resources ** || ** Environmental Stewardship Connections ** || ** Reading Focus Skill ** ||
 * ** 1 ** || province || KBAD identify Canada on a map.

KBAD describe the geographical features of Canada. || KWL //“What do you already know about Canada?”//

Label a map of Canada || // Compare and contrast the geography of the Canada with the geography of Latin America. How are they alike and different? //

iPad applications: [|Atlas for iPad] ||  || Accessing Prior Knowledge

Comparing and Contrasting || totem poles || KBAD describe the culture of Canada’s First Nations. || Description of the journey of peoples to Canada over the Bering Straight; Introduction to the traditions, language, arts, architecture, literature and dance Canada’s First Nations. [|Brain Pop: Inuit] || // Describe the theory of how the First Nations arrived in Canada. // ||  || Drawing Inferences || Vikings || KBAD to explain the motivations behind European colonization of Canada. || Overview of the motivations of Europeans who came to Canada. (ex. fur trading, religious prosecution, missionaries) || // Imagine that you are a European settler who has arrived in Canada. Write a letter that describes the motivations for your journey and what you have seen on your arrival. // ||  || Main Idea and Details
 * ** 2 ** || Bering Straight
 * ** 3 ** || missionary

Drawing Inferences || || // How did the Canadian people interact with their land? Summarize what you have learned. // ||  || Summarizing || || // Project distribution: “Current Events: Environmental Issues” // ||  || Making Connections || virtual || KBAD create a memento of their tours to various Latin American and Canadian biomes. || Use internet and print resources to gather information about an animal native to the Canadian and Latin American biomes. || // Collect information for your virtual tour assignment. // ||   || Facts and Details
 * ** 4 ** || fur trading || KBAD to identify how Canadians interacted with their land. || Overview of fur trading, hunting/farming techniques and the ecosystem of Canada.
 * ** 5-6 ** ||  || KBAD to describe environmental issues in Canada. || Sustainability of fish and crab population. Using the Fish game, and video of Deadliest Catch to demonstrate quota system. Connections to indigenous peoples’ use of natural resources.
 * ** 7-10 ** || stewardship

Drawing Conclusions ||


 * Ongoing activities: **
 * Map quizzes
 * Take-home current events project “Current Events: Environmental Issues”
 * Take-home creation of totem poles
 * Canada Interactive Textbook
 * [[file:SS U3 Canada Reflection.pdf]]
 * [[file:SS U3 Canada Textbook AS.pdf]]
 * [[file:SS U3 Canada Textbook Interactive Map Activity.docx]]

__**Matrix**__ for Grade 5 Social Studies Unit 3 - Canada

__**GRASPS**__ for Grade 5 Social Studies Unit 3

__**Benchmark/Checklist**__ for Grade 5 Social Studies Unit 3 - Canada and Latin America 

__**Final Project Rubric**__ for Grade 5 Social Studies Unit 3 - Canada and Latin America SEE ECOSYSTEMS PAGE