Each St. Catharines pre-service teacher will find & share with the class an example of an outstanding Social Studies, History or Geography lesson, activity or unit. Click the comments button below to leave a brief description of the lesson,activity or unit and explain why you consider it to be an exemplar. Be prepared to discuss your exemplar in class on December 6th.
67 comments:
Grade 5: Canadian Government: Duties and Responsibilities of Each Level of Government
This lesson began with the teacher showing the students three pictures: Stephen Harper, Dalton McGuinty and Ted Salci. The teacher asked the students to raise their hands if they knew who each of the three men were. The teacher then matched each picture to each level of government. The teacher then led a class discussion on the three levels of government and their duties. Then students were broken up into six small groups. Each group had a designated leader whose job was to ensure that every group member stayed on task. The groups each received 15 picture cards representing specific duties of government (garbage, hospitals, RCMP). Each group worked together to categorize each of the duties under federal, provincial and municipal headings. The class then took up the answers and wrote it down on chart paper. This was a good social studies lesson because it was hands on, contained visuals and discussion and all students were engaged.
Grade: 6 First Nations People (The Siksika Tribe)
Lesson Type: Extension
After learning a general overview of the First Nations People, who they are, their traditions and culture, the students learned about the importance of legends and "oral history" in passing down skill information, knowledge and history. As an extension of this, the class was divided into 6 groups of 5. This group was their "home group". Each member was given a worksheet in a different colour (5 colours altogether). On the handout was five different categories about a prairie tribe called the Siksika. Each "coloured group" met together and researched/learned one specific category of the Native group. Afterwards, all the students returned to their "home group" where each student would orally pass down the information they learned from their category to their fellow group members --much like the First Nations People themselves!
Once everyone had a chance to learn from one another, and fill in all five categories on their worksheet, the class came back together as a whole and discussed the experience of remembering information/ retelling it; and strategies they used to help them remember details.
This was an excellent lesson, that captivated the interest of the entire class as they actively participated in each others learning experience. It was a great opportunity for group work, and allowed for anecdotal observation throughout.
I had the pleasure of teaching a physical regions of Canada unit to a grade four class. It was an interesting experience. With each lesson I discovered new ways to make the somewhat drab material come alive. I reached a plateu of "funkiness" when I took a suggestion to teach the great lakes via a puzzle which students would do in groups. This activity was very beneficial from an enjoyment angle (the students enjoyed it), and assessment. On our chief unit test, a majority of students scored 10/10 on the great lakes section; they idenitified for one mark and got another for proper spelling. It was validating that my evolution as a teacher was met with success by the students.
More importantly, Dr. H's fruit market activity we did in session 9 (i believe) was very innovative. Tied in many different threads of the curriculum into one interactive and innovative lesson idea. I would love to try that in a classroom. It was funky and interesting. A winning combo, cherio.
Grade 6/7:
History/Computers
Introduction Fur Trade:
The activity that I am using as my exemplar is an internet research handout I created regarding the fur trade. Students move through a series of websites on the history of the fur trade in Canada while answering low level questions (i.e. how long have Europeans been involved in the fur trade etc...)
The activity continues on by leading the student to both pro-fur and animal-rights anti fur websites. Both sides of the debate are explored equally. After a series of these low level questions (taking approximately one period to answer in all) a higher order short answer question is given as homework. This question was in regard to whether Europeans (contemporary and historically) have the right to dictate to aboriginals what is "right" or "wrong" about cultural practices that have been going on before Europeans have been present on the North American continent.
The question, however, continues on to pose the potential problem that fur trapping in general might be cruel (or may not be) to animals and so banning such cultural practices may in fact be more humane to animals. Which should come first the animal rights or the rights of aboriginal Canadians to cultural practices?
Following the completion of this exercise is a class discussion where students are free to discuss their different points of view.
I really enjoyed this activity because it brought the contemporary importance of historic events to the forefront for the students. Furthermore, it explored the possibility that sometimes two issues which may appear cut and dry on the surface can be infinitely more complex when they come into conflict with one another. It was also very interesting to see the various biases present within the class.
One or two students had rather outdated ideas that aboriginals should just assimilate and shouldn’t be allowed to “do whatever they want in Canada because they did it a long time ago.” The other sides of the coin were those that paid little attention to the rights of animals and said to continue such practices because humans were more important than animals.
One particularly interesting element that came out of it was one student defending trapping by saying that people have done it for thousands of years and that it is culturally accepted and that animal’s didn’t have rights.
Another student countered this by pointing out that women have been repressed for thousands of years and that cultures have treated them as second classes not having rights but that this didn’t make it right.
I think this discussion could have continued further (time permitting) into a discussion of historic wrongs where those “not like us” (whether this argument was based on race, gender, sexuality, culture, religion or species) have been seen as unworthy of rights for not measuring up to some arbitrary standard.
-Andrew C. Group 4.
Grade 5/6: Early Civilizations/First Nation Peoples.
I created a unit for my grade five/six class focused on ancient civilizations. Within this unit the students learned about the Ancient Maya, Romans, Egyptians, Chinese, Iroquois, and Haida. The students were divided into groups wherein they focused on an assigned civilization. The students used both class and personal time to learn about these civilizations. For most of the time, however, class itself was used to educate the students about Ancient Greek civilization thereby using this civilization as a model of study.
- Katharine W.
Grade 6: Canada and World Connections: Canada's Links to the World.
I found this lesson in a book titled "Discovering Canada's Trading Partners." It wasn't a lesson that I actually saw put in place during my teaching block, however I was asked to photocopy some materials from this particular book for my associate. This activity was one that I actually did when I was in grade 7.
This activity would be done after students have examined imports and exports and some of the various connections that Canada has to other countries when it comes to these items. Students choose a product (i.e. chocolate bar) that they wish to create a new version of. They work in groups to research the "market" - so, who their consumers or buyers will be. Once students know enough about their "market," they look at designing their product, advertising their proudct, producing their product, packaging their product and then shipping and distributing their product. Esentially the way to do this with a class is by having students put into groups, have them choose a product they will be creating, have them survey the members of their class (to see what students like about a particular product), research the ingredients, work force and other factors which will contribute to that product, the cost of what that prouduct will be (by looking at the currect cost of a similar item on the market) and have students design artistic packaging and advertisements for their product.
This is a great Social Studies lesson with cross curricular connections to the Visual Arts, and Language (advertisements).
Social Studies Exemplar: Grade Four: Canada's Provinces, Territories, and Natural Resources
I had come across the idea of using DPA actions in different subject areas from a student who posted this idea on our wiki page. I thought that this was a magnificent idea, and so I implemented it into my grade four social studies unit on the capital cities, physical regions, and natural resources of Canada.
I started off my unit by reviewing the provinces and territories with the students. Each lesson we talked about a specific landform region, what province were located in this landform region, and what natural resources could be found there. At the end of each lesson, as a class we came up with a different action to represent what we had learned that day. At the end of every lesson until the end of the unit we did this, and by the end we had about 8 different actions that students came up with.
For example: We chopped down trees in the Western Cordillera (purple)
We picked fruit in the Great Lakes Lowlands (dark green)
We washed the oil from the oil mines off our hands in the Interior Plains
We fished in the Appalachian Highlands
We wiggled our fingers up and down, and then began to press buttons on our fake Nintendo controller (this represents that water from the Niagara Falls helps to create hydro electric power that we use to play our video games)
We drove across the Trans Canada Highway
We dug for minerals in the Canadian Shield
We are freezing cold in the Innuation Mountains
All of these actions were put up on my social studies bulletin board, along with a coloured map of all the physical landform regions in Canada. We would refer to this bulletin board every social studies period.
The idea of using actions and colours to remember information proved to be very successful for those students on IEP’s. I had two students who were very weak in their reading and writing skills. One also had a short-term memory delay. When assisting her with her test, she was able to make connections between the colours and actions that we discussed with hardly any problems at all. I think that presenting an abundance of information through action is a very beneficial (and fun!) way for students to learn.
Grade: 4 Canada's Provinces, Territories, and Regions.
Research Unit
A large component of the Canadian provinces, territories, and regions unit involves research using both primary and secondary resources.
My chosen unit is 'Sean's Canada Research Project'. This unit can be accessed through a great website (bellow) that has many other useful links. The unit can be printed free and is a complete, visually appealing, package of handouts. These handouts guide the students through this research unit. Each handout could be used as a class lesson. For students who work at a faster pace, their will always be something else in this package that they can work on. Throughout this unit students write to their government for information. They go through the process of proofreading, editing and revising. They map their province, they draw postcards artistically. They even create a bibliography using a template provided in this unit plan. At the completion of their research they have a list of projects to choose form. This unit is straightforward, age appropriate and applicable to many levels of ability, and it addresses Ontario Curriculum Expectations.
This unit can be found at the following website:
http://schools.tdsb.on.ca/asit/standards/4Start/index.htm
Grade 3: Early Settlements in Upper Canada.
Expectation: Describe the major components of an early settlement e.g. school).
After learning a bit about early settlers and the history behind Canada and especially Toronto where I was from my grade 3 teacher took my class to the Zion Schoolhouse which was built in 1869 and located in Toronto. It operates as functional school from the early 1900's. As an introduction to this lesson a representative from the school came to my class the day before to go over what we were to expect like for instance our clothing had to be authentic to those of that time period as well as our lunches. He provided us with a list of clothes and food we could bring. We would be assuming the roles of students from 1910 and spending a full school day adhering to the rules from that period with a member of the school as our teacher. It was a great role playing experience, where we were literally thrown into the daily school routines of kids our own age in 1910. We learned what they learned, we sat where they sat, we played the same recess games they did and we even received the same punishment in terms of donning the dunce cap. All seat work was to be taken home and we used all of our experiences and work examples in our review discussion the following class. It was a great experience and it only costs $7.50 per student for up to 34 students.
Grade 4: Mapping Skills
Although I did not observe this lesson during my block, I came across it online at LessonPlanZ.com and thought it was a very creative and interactive way to teach mapping skills to students. While reading through this lesson I realized that it could be applied to the grade 3, 4, 5, 6 and 7 curriculum if the criteria is modified for each grade. In this particular lesson the class takes place in the school yard. The students are put into pairs and asked to draw a map of the school yard, including all the details they see. They then are asked to write up a set of directions based on their map to any location on the school yard and hand it in along with their map. The following day the teacher then redistributes the maps to a different pair and they have to try and follow the directions based on the map. They then record where the directions lead them to and share this end result with the class to see if they were correct. As a follow up, there is a class discussion about how well they were able to follow the maps and what important details need to be included on maps to make it easier to follow.
While reading through this lesson I was reminded of a similar experience when I was in grade 7. Near the beginning of the school year we walked as a class around the perimeter of the school, drawing a map of the school and the buildings and streets directly around it. We then made a rough copy of our maps and went back outside to see if there were things we missed or misplaced and how we could improve the map to make it more accurate.
Drawing a map of school yard or even the inside of the school, teaches students the important aspects of a map. The lesson can be found at http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Geography/GGR0049.html ; however it can be modified to include a larger area or more detail depending on the grade.
Grade 4 - Medieval Times
Castles in Medieval Times
The lesson was cross curricular with the language arts program and focused on using the star strategy of prediction while learning about castles in the Middle Ages. The teacher used a power point presentation paired with a handout. Before the slide show the teacher reviewed the prediction strategies that the class was using about and hand students give an example of how to use each strategy. Then on the power point some form of information would slide in (title, picture, quote) and the students would be required to write down a prediction surrounding the information that was going to be on the slide. All of the information had to do with castles. There were 5 different strategies so the students were required to use a variety of strategies. After the slide show there was a performance based task where the students had to choose 2 features of the castle and explain their purpose and any interesting information. There was also a concrete model that the students were show during the power point slide show to help them visualize the castle. This lesson was good because there was visual, auditory, and kinesetic components and the students were really excited and their understanding of the material was very high.
During my block I taught the grade 6 Trading Partners unit. I did a lesson on the renewable resource water and its consumption, trading and sustainability. The students were engaged and the discussion flowed well.
Water is the source of life to all species on this planet. We are profoundly dependent on fresh water, a substance that is renewed only by rain or snowfall. Yet, humans are using fresh water at rates that nature cannot replace.
a. As a group, discuss the preciousness of water as a source and sustainer of life, and brainstorm ways we depend on fresh, clean water.
b. Using a jug of water I explained that this water represents all of the world’s water. Most of our planet’s water is undrinkable or unusable. But what percentage of the world’s water is fresh? In groups, students decide how much of Earth’s water they believe is fresh water.
c. Discuss as a group. Inform students that 97.1% of the earth’s water is in salty oceans and seas, leaving only 2.9 % fresh water. Remove 2.9 percent of the water with another cup.
d. explain that a certain percentage of the earth’s fresh water is trapped in glaciers or icecaps or is otherwise inaccessible. Ask the groups to estimate what they believe to be, the remaining amount of fresh water. Once the groups have made their estimates, inform them that around 0.006% of the world’s water remains for our use. Remove this amount from the cup.
e. Much of this “available” fresh water is inaccessible or unusable because it is underground, in a remote location, or polluted. What’s left for us? Let the groups guess, then, using the eyedropper, measure 5 drips. This is the amount of usable water we have for all of humanity’s needs.
Share statistics and observations on water use, who owns it and so forth (I will share these in my presentation in class). Once they have the information, it will be their responsibility to consider and promote modes of addressing the problematic ways we humans have been using or misusing the water on our planet. In groups, students select a water issue to address, and they create posters promoting awareness and directions for action.
The lesson I am choosing to use as my exemplary lesson is one that I taught to my grade 4 students. It was their introduction lesson to what natural resources are and why we need to manage them. My particular class loves to listen to stories, so what better way to start a mini-unit? What I did was create my own story about a fictional species (the Sleepinots) on a faraway planet. Everything about them is similar to humans. Everything that they do relies on moon dust, which is a naturally occurring substance on their earth. They use it because it is natural so does not require any manufacturing, therefore making it easy to use. The species is going through some hard times because the moon dust is running out. They must come up with another way to do everything that they do. They do this and can continue living the way they do. After reading the story, we discussed what a natural resource is and what our natural resources are in Ontario. We then discussed the cause and effect relationship between using too much of the moon dust and their lives being affected in many ways. Students then created their own cause and effect charts for one of the following: having unusable soil; using too many trees; having dirty water or using too much of it.
I consider this lesson a good social studies lesson because it linked to my students’ interest of stories. The pictures in the story captured their attention. We were able to use the star strategies, making it cross curricular. Lastly, it also brought what could be a very dull subject, or one with which students have not had much experience, down to their level. They could then have something, even though it was fictional, to link all of their information to during the unit. It was memorable.
Grade 8: the lesson that I am posting about is a lesson intended for grade 8, and it was used to summarize a unit that they had just done about land use and population distribution. they had to create a country. they were given an outline of a country with written instructions depicting physical characteristics (for example it might say that large mountains cover most of the southwestern portion of the country) using their mapping skills and what they have learned about legends they had to create this country and draw the written explanations on accurately. they were then required to name rivers, cities and other major land forms. they also had to provide written explanation for their choices of city location (for example they might explain that they put a city near the river for transportation of goods and trade). i thought that this was an effective lesson to tie things up because it had them using their mapping skills, as well as following instructions in terms of maps (some countries included longitude and latitude measurements) and they were also required to think about population distribution (was it clustered or spread out, would you put a city of over a million people in the middle of a desert, etc.)
the above post was written by melissa davis
Grade 6 - Social Studies
Heritage and Citizenship:
First Nation Peoples and European Explorers
This lesson was a continuation in the First Nation peoples and European Explorers unit. The lesson began by reviewing what the students knew about the First Nation peoples and about the European Explorers, who we had just learned about in the previous lesson.
I wanted the students to think about how the First Contact between the First Nation Peoples and the explorers may have occurred and to think about how both parties may have felt. To accomplish this, I created a scenario in which the students could relate.
I began by explaining that I was an explorer from the country "Brock" and I was looking to find the United States by travelling across the Welland canal (this was all drawn on the blackboard). Little did I know that there was a place before the United States called Niagara Falls. In Niagara Falls I found a village (name of school) and inside the village I found a community (name of classroom). I continued by explaining that I really liked this place that I had discovered and was therefore going to name it after myself. At this point I took down the teacher's name and put up my own, which quickly grabbed the student's attention. I turned down my associate's family pictures and put up my own in their place. I then proceeded to walk around the classroom and take the students things from their desks, claiming them as my own. At this point, the students were very engaged and were experienced mixed emotions, even looking to my associate for reassurance.
We spent the next couple minutes discussing how the students felt, how my associate felt and in turn how the students believed the First Nation Peoples felt when the explorers came. We also discussed how the two groups may have communicated, and what skills and qualities each group possessed that they could teach to each other.
We finished the lesson by distributing a worksheet where the students had the chance to answer these same questions on paper and voice their own thoughts.
The students were very excited and engaged throughout the entire lesson. By reading their responses I was able to see that had a good understanding of first contact between the First Nation Peoples and the European Explorers.
-J. Getz
Grade 7/8: History
Activity: "Grave Matters"
Why take your class to the cemetery? I asked myself this very question when I had been assigned to organize the field trip to the Lundy's Lane Museum for the Grave Matters Educational Programme. This was an outstanding activity for students to learn about the place, and the people of "Drummondville", along with the Battle of Lundy's Lane and the War of 1812. At the Drummond Hill Cemetery, students are divided into five teams and each team is assigned a section of the Drummond Hill Cemetery to inventory. From the information gathered, students must answer the ages and dates of the deceased, their relationships to one another, and the information found on the tombstone. Students are taught that a burying ground is a tangible link with the past and a place of that is important to an individual but also a collective history.
Each member of the group also records and observes not only the numbers and dates but mapping, families, gravestone designs, decoration and shape.
This programme is cross-curricular as it involves Math, Language (Inquiring, reasoning, reporting, conducting an investigation). Follow-up in class projects: how the students felt about cemeteries before and after the visit, research a famous person (Laura Secord) in the cemetery and write an obituary for him/her.
This field trip is best done in the beginning of the year and is also excellent to tie in during remembrance day activities.
Grade 8: Canada’s Confederation
History/Language Arts
Lesson Type: Student Centered
In this history unit, students were able to learn the major factors, significant events and individuals involved in the creation of the Dominion of Canada in 1867. I was able to sit in on one lesson within this unit, but will provide you with a brief overview of the unit in its entirety, briefly. This particular grade 8 class was to organize and participate in a “Confederation Review Conference”, which had several different lessons which lead up to this conference.
The unit began by having the student’s research how Canada came into being. The students were able to use computers and textbooks to research information about Confederation in small groups. They were then required, in these small groups, to present their findings to the class. In another lesson students were invited to form small groups and decide on a group/region which they wished to help represent, such as specific provinces, minorities, immigrants, etc. In these small groups students were given time to investigate reasons for why or why not their group would want to be a part of Canada for the 21st century as well as, assets and needs of their groups in a new Confederation. The groups would then use this information in their responsibility to prepare for, and attend the Confederation Review Conference.
It was, the next lesson that I was able to sit in on. This lesson had students in their identified groups, writing a short speech which would be read at the conference. This letter was to include: Why they hoped for a new Confederation? What type of government they would like to see?
After these letters were wrote, students were going to then present each of their speeches to a council, at this made up conference. The classroom became a board room and each group listened to each other's speeches.
Personally, I think this unit is a great exemplar because it allowed students to examine and truly understand the Dominion of Canada in 1867. It in a way allowed them to role play a specific group, allowing them to demonstrate an understanding of the factors that contributed to Canada’s Confederation from many different perspectives. As well, it was very cross curricular, incorporating Language Arts into the unit by having students read different types of information, and also having them write speeches to improve their writing process, as well as communicate ideas and information in a different but fun sort of way. This seemed like a fun unit!!
Mike Z
Grade 5: Aspects of Citizenship and Government: This lesson plan teaches students the requirements involved when applying to be a citizen of Canada. It discusses the requirements needed and also the reasons someone cannot become a citizen of Canada. The lesson uses questions from the Canadian Citizenship Test as the setup for the lesson. It helps the students begin thinking of the requirements it takes to become a citizen of Canada.
The lesson is very interactive for the students because they are “employees” of Citizenship and Immigration Canada. Four or five students come to the front of the class and read profiles written by the teacher. These profiles address the requirements involved when applying to be a citizen of Canada, and also different reasons a person cannot become a citizen. The “employees” then vote if they will allow the student to become a citizen and give reasons for their decision.
The final part of this lesson has the “employees” teaching the new citizen(s) the “Oath of Citizenship” that each new resident must say before they are an official citizen
Grade 7: Ecosystems
I found this lesson on the Escarpment Center Ontario website and loved it. When I tried it with my Grade 7 geography class it went really well.
The first thing that I loved about this lesson is that it connected our study of ecosystems and biospheres to the local environment. It focuses specifically on the Niagara Escarpment, so the students are able to get a literal image of the concepts being discussed.
I also liked that this was an activity which really brought everything that had been learned thus far into focus. Students were put into groups and encouraged to discuss the issued on their role play cards while adding any additional opinons which might be held by the people who are represented in the role play. I think it sort of foreshadowed some work they will be doing in high school--some students were required to take up opinions and feelings which were not truly their own; in fact, they were often opinions that were in direct conflict with those of the students. Through role playing, they were advocating for these different groups with whom they disagreed with, and in turn were able to use their critical thinking skills to understand opposing points of view.
When they came back together and discussed/debated the points that they came up with, most students became very engaged. Some felt very passionately about the points they were making. They were beginning to see how humans truly impact the local environment, and how seemingly unimportant local decisions can impact the larger ecosystem.
I realize that we aren't required to post the actual lesson we are discussing online, but I feel that it is necessary in order to show why this lesson is an exemplar.
I have included it below:
The Escarpment Land Use debate:
Students assume various roles in a debate about the use of land on the Niagara
Escarpment.
Culminating Activity more suited to the end of the unit.
Expectations:
Relating Science and Technology to the World Outside the School
• Investigate the impact of the use of technology on the environment
• Explain the long-term effects of the loss of natural habitats and the extinction of species
• Identify and explain economic, environmental and social factors that should be considered in the management and preservation of habitats.
Overall Expectation:
• Demonstrate an understanding of the effects of human activities and
technological innovations, as well as the effects of changes that take place naturally, on the sustainability of ecosystems.
Prior Knowledge:
• Students will be familiar with the concepts of the ecosystem unit
• Ways in which natural communities within ecosystems can change, and explain how such changes can affect animal and plant populations.
• Impacts of human activity and natural changes to an ecosystem
Time: Introductory lesson: 30 min
Role Playing preparation: 20-30 min
Debate: 30 min.
Background:
Students should be introduced to the Niagara Escarpment as to its location, a historical perspective, natural history and current management structure. The
significance of the site as a World Biosphere Reserve (UNESCO) should be discussed.
What you need:
• Role playing cards of each of the groups of students
Escarpment Centre Ontario
• Brochures , internet sites and books on the Niagara Escarpment available to students to use as references.
What to do:
1. Assign students to the various roles in the debate.
• Local land owners,
• Biologists/Naturalists
• Local Gravel company
• Lodge developers
• Panel of three to decide land use debate (add any other groups that may fit into a scenario)
2. Allow students 20 minutes (or more) to decide how they will present their case to the panel in order to best argue their point. Groups should not be sharing their role playing information with each other. Student should be encouraged to incorporate many of the concepts and new knowledge they have about ecosystems and how they can be changed and/or sustained.
3. Allow each group 5 minutes to present their case to the panel. The panel then has 5 minutes to meet (privately) and decide the ultimate fate of this piece of land. The panel's decision should include evidence to back up their decision.
Role Playing information: (Adapt and change as necessary)
LOCAL LAND OWNERS
- You and your family have owned the land in this area for 70
years.
- You appreciate the quiet, natural aspects of the site.
- You are opposed to the idea of the developers building on this
land.
- You are worried about the noise, traffic and garbage problems that will come with the development.
- You also know the area very well and are aware of the significant wildlife and plants that are found there.
- You do not want to see all the buildings from your windows.
NATURALISTS/BIOLOGISTS
- You and your colleagues are against this development even
though it may help people understand more about the area.
- A recent study has shown the proposed site is the home of the
rare, threatened eastern Massassaga rattle snake and the rare walking fern as well as other provincially rare plants.
- There is currently a hiking trail through the land and you are
worried that this trail will have to be moved or relocated to
accommodate the building.
- As a World Biosphere Reserve your group thinks that we should protect the Niagara Escarpment in its natural state at all
cost.
GRAVEL EXTRATION COMPANY
- Your group would like to see this development go in.
- There is some of the best gravel available on the Niagara
Escarpment and your company could get a lot of road contracts if you could find more sites to quarry.
- You have been trying to get permission to extract gravel near
this site for many years and you feel if the developers can build
on this site then you will have a case to extract gravel.
- You also see this development as an excellent opportunity to sell gravel. The developers will need gravel for roads and the
buildings so you could make a lot of money.
- You and your company do not see much need for ferns or rattlesnakes and there are lots of others places to hike.
DEVELOPERS
- You actually grew up near the area but went away for many years to school and then began your very successful company.
- Your lodge would be developed to tap into the new tourist traffic composed of people who want to come into the area to hike, see nature and bird watch. (called ecotourism)
- Your buildings would be built with the natural environment in
mind and would include a restaurant, a hot tub , a tennis court and accommodation for 100 guests.
- You hope that in the winter, your site will be used by
snowmobilers and cross country skiiers who would come for the weekend to ride and ski the trails.
- You think that your lodge will bring jobs into the area because
you will need to hire staff.
Grade 5: Canada's Link to the World
This unit was found on the oxfam educational resources site. It is an excellent example of social studies connecting not only to real life situations, but to nearly every other curriculum area as well. Although the lesson is formatted for use in the UK educational system, it is easily adapted to fit the Ontario Curriculum. The lesson is focused on World Cup Soccer and leads the class through a series of 25 activities (of course, this can be modified to suit your needs). The activities begin with a purely geography focus and involve mapping different World Cup city locations on a global map (which is included), and discussing why these countries might be good enough to make it to the world cup of soccer. The activity goes on to focus on international aid and relief and the role that different countries play. There are connections with art, drama, phys ed, history, and science within the unit.
This is an excellent form of an exemplar as it focuses on real life problems and solutions. It also includes ALL resources and handouts.
http://www.oxfam.org.uk/education/resources/bring_on_the_world/day_one/
Grade 7: New France : Economic, political and social life
Lesson type: Role play
I found this lesson online off the stats Canada website and I thought it looked very engaging.
http://www.statcan.ca/english/kits/jtalon1.htm
This lesson begins by having students examine the census reports of Jean Talon when he visited New France in 1665-1666. Using these reports and figures, students are broken into groups to examine the different information. They are to create a presentation and a plan to give to the King of France explaining how they plan to develop the colony.
Students are expected to use graphs to present the variety of data collected in the census findings and incorporate maps and locations of different cities in explaining their plans. This lesson integrates not only social studies, but math and geography. It also involves role play and oral speaking for a purpose.
I think this would be an excellent way to show students that history can be exciting and helps them utilize a variety of problem solving, and speaking skills.
It also reminds me of different history lessons I experienced as a student. The most effective ones I found ultimately involved some form of role play or oral presentation at the end. Historical recreations are always fun !
Grade 6: First Nation Aboriginal/ European Contact Role Play
This lesson began with the teacher inviting the members of the class to a "meeting", where each student would take on a specific Aboriginal role within a culture (Subarctic, Plateau, Plains, etc). They were assigned roles, after reading them over, basic role play rules were discussed, as facilitated by the teacher. The teacher made an opening statement to welcome members to the "meeting", and identified the purpose of the meeting. The students, in their roles, were led to answer questions presented by the teacher, and then eventually come up with their own feedback and comments in regards to the topic being issued at the meeting (i.e. the pros and cons of European contact with their tribes and communities and why they feel this way). Throughout the discussion, the students were suppose to be thinking of what role the teacher was taking on (it was a SECRET). At the end of the activity, students wrote a journal reflection.
This was a great social studies lesson because it was cross-curricular, and the students were actively participating, yet responding with knowledge-based questions and comments that demonstrated their learning in the unit so far.
Mandy Sekulic
An example of an exemplar social studies unit plan would be that of a unit that I was taught when I was in grade nine. It was known as “Around the world in 80 days”. It was a project that we took on as a class. We were all to complete a different task on different countries of our choice. We were given a list of different activities we could complete for each of the countries such as the countries holidays, major historical event, historical landmarks, religion, food, etc.
Some different examples I chose were:
Canada – I discussed each provinces and territories floral emblem
Poland - I discussed the concentration camps and wrote a poem relating to the tragedy at Auschwitz.
Greece – I discussed the cultures food, and included a recipe for a well known dish (Baklava)
Mexico – I discussed the holidays that are celebrated in Mexico
Germany РI discussed the religion of Germany and the cathedrals that were built in the Middle Ages, I also created a papier-m̢ch̩ replica of the Cathedral of Freiburg.
This was a great way for us to learn about different countries and cultures. As well as their histories and where they were located in the world. This is a great unit to not only incorporate history and geography but cross-curricular activities such as art, language, computers, etc. At the end of this unit we spent a day outside of the classroom and put together a cultural event. We prepared different cultural dishes and were able to display our projects and all the information that we had learned. We not only shared this with our class but the whole school had a chance to visit our displays. All in all I think this is an excellent unit because much can be learned and students are also being given choices into what not only what countries they want to look at but the kinds of things they want to learn about for that country.
Grade 8: History-Confederation
After two classes were dedicated to understanding the meaning of confederation and general reasons for confederations a more detailed look was taken at each individual province and territory. This activity worked perfectly with the number of students in the class. Students were put into thirteen pairs, and each pair was designated one of the current thirteen provinces or territory of Canada.
Day One: During this lesson the students went to the computer lab and navigated the following link: http://www.collectionscanada.ca/confederation/kids/h2-1250-e.html. During this time students were responsible for determining the reasons why their assigned province/territory entered confederation, the year they joined, the province/territory’s father of confederation and a brief summary of his life. Students were told that both members of the pair should have a general knowledge of this material, as they would be presenting in the form of an interview during the next class and their role would be decided at the beginning of the next day.
Day Two: During this 80 min lesson the students presented their findings from the previous lesson; however the presentations took the form of an interview. The teacher designated one person to be the interviewer and the other to be the province/territory’s father of confederation. The interviewer introduced the Father of Confederation and asked the student in role of the Father of Confederation what province they were representing, the year their province/territory joined, the reasons why their province joined. The presentation concluded by the interviewer wrapping up with a brief summary about their province/territory’s Father of Confederation’s life. Lastly, all students were given a handout to fill out during the presentations. The students were responsible for filling out the reasons why each province/territory entered confederation, the year each joined, the province/territory’s father of confederation and a brief summary of his life in the chart on the handout.
Day Three: At the beginning of this class the teacher took up the handout from the previous class to ensure all students had the required information.
Upon completing a social studies unit on Pioneers, my daughter's class was asked to bring in shoe boxes to class. The teacher cut the boxes to form the basis of a one-room pioneer log cabin and presented the students with the following task: they were to make the interior furniture, decorations, etc. and cover the exterior with pretzel sticks (used to resemble logs). The teacher had the students brainstorm interior ideas on the blackboard (from information they had gathered over the course of the unit, as well as a trip to St. John's Pioneer Village), and then they were given three days to complete the task in class. Materials included cardboard, felt, pretzels (which they were also allowed to snack on while working), magazines, and anything else that they wanted to bring in from home that was relevant. My daughter's log cabin turned out beautifully, and she could not wait to share it with all of us at home. She explained every detail and why it was important to the pioneers. She enjoyed the task tremendously, and learned a great deal as well. We still have the log cabin (3 years later) because it is such a creative and educational piece. Recently, my daughter took it back in to school to show her former teacher that she still has it and loves it. Talk about effective!
Although I found this lesson plan on an American website, I believe that it can be applied to any culture. This lesson can be found on the http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst058.html, on the Lesson Plans and Teaching Strategies webpage. Aimed at students in Grades K-5, this lesson can be used as a starting point for many of the topics covered in the Canada and World Connections Strand. The lesson begins with the teacher reading the traditional tale of Cinderella to the students. The teacher explains the cooperative learning strategy think-pair-share to the students, and they are then paired up. This is followed by the reading of "The Egyptian Cinderella." Throughout the reading the teacher will pause to ask questions that compare and contrast the cultural elements of the story to those in the traditional version. Students will be given time to discuss their responses with their partners, and then share with the class. Several questions are suggested in the lesson plan, emphasizing cultural and environmental elements such as dress, and climate. In terms of assessment, this lesson is excellent because it not only addresses the similarities and differences between cultures, it also assesses the ability of the students to cooperate and work together. This lesson is cross-curricular in nature, as the application for it will allow students to work on their language arts skills. Students will begin by choosing a favourite Canadian story, and adapt this story to another culture. The final product will be either written or orally presented. The application could be more directly aimed at area of focus within the grade. For example, in Grade 4 the students are focusing on Canada's Provinces, Territories and Regions. Instead of adapting the story to another country, they could adapt it to a specific province or region of Canada, rather than the more generalized picture of the culture in the more traditional version of the story.
Grade 7: New France Introduction
This is a lesson that I found from a fellow classmate, David Fish. He has written a wonderful lesson for this topic, so it was a perfect lesson to share. At the conclusion of this lesson, students will be able to: explain why people came to live in New France (e.g., for land, for military reasons, for the fur trade, for religious reasons), Formulate questions to aid in gathering and clarifying information (e.g., Why were the French explorers interested in Canada?), compare the attractions and drawbacks for French Canadians in choosing life on a farm versus life in the church or in the woods.
In order to execute these expectations, the lesson began with an excellent activity to encourage learning and developing their knowledge on the topic. Each student is given a card with a word printed on it from the New France unit. Each student will tape the card to the back of another student without that student seeing it. Students were told to move around the room and ask each other questions with 'yes' or 'no' answers. This continued until each student discovered what is written on their back. Only one question was allowed to be asked of each student that they talk to (this ensures that the students move around the room talking to everyone).
After bringing the students back to their desks, several follow up questions were asked;
In what ways did you, as a community, help to make this activity successful?
What types of questions were asked?
This opening activity is an example of how creative and interactive this lesson is. As a continuation to the lesson, the class also viewed photos that the teacher put on the LCD projector. These photos were of individuals and families during the 1660's (when New France was developing).
The teacher would discuss important details in the images by asking questions to the students. Some sample questions are listed below:
Do you think these people lived a hard life? What do you think these people do? Do you think they have access to an education? What jobs do you think the men perform? What jobs do you think the women perform? What about the children? Do you think these roles are fair? Would you see women and men performing similar tasks today? Do you think religion is important to these people? What makes you believe this?
This lesson was very creative and gave an excellent introduction into the New France unit. It is important to get the class involved and excited about what you are teaching them. This was the main reason why I choose to discuss this lesson; it is fun and interactive for the class so that they are immediately interested in the New France Unit.
Grade 8: The Development of Western Canada.
The group of lessons I found to be exemplary were dealing with the causes and results of the Red River Rebellion 1869-70, and the North-West Rebellion of 1885. The introductory lessons on these topics dealt with the actual events leading up to the Rebellions, as well as the roles of key individuals. Following this introduction, students were confronted with the question whether or not it was fair to call it the Red River Rebellion or whether it should be called the Red River Resistance. In order to come to a decision, the class was divided into two groups. The one group represented historians of European ancestry, while the others were Métis historians. The task of each group was to define both words and discuss the differences in meaning and their implications regarding how the events are interpreted. They would then have a debate with each side arguing for their own side. At the end of the lesson, students could realize that history is not static, but always changing. They arrived at the conclusion that the word resistance captures the sentiments of the Métis who were not rebelling against a government but were actually resisting the spread of European settlement in the west. This lesson therefore is exemplary in that it instils critical thinking skills in the students by helping them to realize that often history and the words used to write it are biased. As a result, history is often revisited and should therefore be open to change. Indeed, history should change in order to be more inclusive in its understanding of past events. As an interesting side, it can be pointed out that the curriculum document refers to the events as rebellions. The students, based on their debates, can be left to reflect on this and how a prescribed history, even as simple as a single word, can shape people's opinions.
Alessandra Mazza
During my teaching block I did not get an opportunity to teach or observe a social studies lesson. I found an activity on the internet which I believe to be very useful for future use. This activity can be used for grades 5-8, but in some cases it could be used at the high school level as well (depending on the unit of study). The activity is called “Interviewing of Historical Figures”. It can be found at the following link:
http://ericir.syr.edu/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/History/HIS0009.html
It is a simple activity, but requires a bit of research on the students’ part. From this they will gain knowledge of historical figures using an interviewing technique. While learning more about the unit/lesson, the students will also develop research techniques, writing, listening and speaking skills.
This activity is great exemplar because it is cross-curricular. For example, if a teacher were to use this activity in a grade 6 class, the lesson would satisfy both language and drama ministry expectations, as well as history. For the Language expectation, it satisfies writing by focusing on point of view and voice. To have an effective interview, students must think in the perspective of their chosen historical figure and establish a distinctive voice (appropriate to subject and audience). The drama aspect is satisfied by focusing on critical thinking. Students will have to provide evidence for their interpretations using a variety of research sources.
An example of how this activity could be used in social studies would be to look at grade 7 History. For the Conflict and Change unit, this activity could assist students with understanding key roles of historical figures such as Mackenzie and Papineau and their involvement in the rebellions. It could also help students uncover as to why Mackenzie is viewed as either a hero or a traitor to some Canadians. These are both curriculum expectations to be met under the knowledge and understanding portion of this unit.
Lastly, this activity is a great exemplar because it is a hands-on activity. It will help students solidify what they have learned in class and/or raise an interest in the topic.
Grade 6: Aboriginal Studies
In the previous lessons the class discussed and brainstormed the different needs of their class. Responses included water, rules, supplies etc. Then the teacher presented and defined the three types of needs of an Aboriginal group from the textbook Canada Revisited. These were psychological, physical, and group needs. The class was then divided into teams and they played a Jeopardy powerpoint which had them decide what category the need fit into. The students had to work as a group to decide what need it belonged to and they were activly participating. During the game students had to fill out a worksheet and place the examples of the needs in the organizer Afterwards the students were very sucessfull on the final unit test in this section and some students commented on how the Jeopardy game helped them to learn the material.
The social studies lesson that I witnessed during my placement that I feel deserves to be considered an exemplar is a lesson in grade six history. The strand that was being taught was heritage and citizenship: First Nation Peoples and European explorers. What I felt to be special about this lesson was that it taught students not to always trust what they read. Leading up to this lesson, the teacher had first taught a unit on First Nation Peoples, the students therefore had a strong knowledge base about Native culture and customs. The unit she was now teaching was European explorers. Obviously the two sides had very different accounts about their interactions. The class read a letter written by a European explorer about his view of native culture and customs. The students, with the aid of the teacher, were able to make connections to previous unit on Native culture, and provide evidence that the statements contained within the letter were not only opinions, but outright false statements about the Natives. The expectations of the teacher for this assignment were for the children to be able to tell the difference between fact and opinion. To be able to realize that one must be cautious when reading history, and consider the point of view and cultural bias of the author.
As a follow up to this lesson, the teacher had students as a homework assignment find articles in either newspapers, magazines or online that they felt were not based on fact but on opinion. The students needed to locate an article, write why he or she felt the article to not be factual but rooted in the authors opinion, and then present their findings to the class. I feel that at this age it is important to instill in students the understanding that just because something is printed in a book, newspaper article or online, does not necessarily render that information true. Students need to learn how to develop their critical literacy skills and be able to spot the difference between fact and opinion.
Rich Assessment Task
Grade 7- The Five Themes of Geographic Inquiry
This Land is Your Land
In groups, students will create their own country, using the five themes of geographic inquiry:
Place
Create a political map of your county including:
- at least five provinces or states
- the capital city of each area
- the national capital
- at least one body of water
- the main highway and rail transportation routes
Environment
Design a collage that illustrates
- ten non-living elements in your country
- ten living elements in your country
Region
Create two maps of your country that illustrate at least four landform, climate or vegetation regions
Interaction
Write a report that examines two different opinions of a current environmental issue from your country including:
- a description of the issue
- an explanation of the different opinions
- the solution decided on by the government
Movement
Develop a list of your country's imports and exports including:
- ten products you export and where you send them
- ten products you import and where they come from
Heritage and Citizenship: Grade 6-First Nation Peoples and European Explorers
I had the chance to experience this lesson when I was in grade six and I can remember it to this day because it was so special. Our class had been studying the social and cultural characterstics of different First Nation groups, and as a surprise, our teacher invited in a guest speaker from a local tribe. When we entered our classroom after recess, our desks had been pushed aside and there was a smell of burning sweet grass in the air. The guest speaker asked us to sit in a circle and she introduced herself and her friend that she brought with her. The woman showed us her hand-made drum, explained her attire, and sang us a song about a woman's strength, setting the mood.
She then explained the purpose and rules of a Native Circle. Native circles were used to discuss certain issues within the community, or were just a place for general gathering and discussion. Only the one holding the feather was allowed to talk, no one was to leave, and it would end when it was over, with no specific time restrictions. Our teacher turned off the P.A. system to ensure that there were no disruptions. She also encouraged and reminded us that it was a safe environment and that everyone should feel comfortable to be open and share. Her main message was to 'Stand In Your Truth'.
First, the guest speaker went around the circle and smudged everyone, by blowing smoking sage in a bowl toward each student with a feather. Then, the feather was passed around. During the first round, students were asked to introduce themself, say where they were from, and something else about themselves. The second round consisted of describing what you wanted to be when you grew up and why. During the third round, a bowl of powdered tobacco was also passed around with the feather, and each student was supposed to talk about something that scared them, and take a handful of tobacco. Finally, in the fourth round, the bowl was passed back around and each student put the tobacco back into the bowl (now containing your message) and then the bowl was burned. When the tobacco was burned, the guest speaker said that the smoke goes up to the eagle who takes your prayer to the creator. There was a communal sense that the circle was over, and people just began to get up. Students were also encouraged to ask the guest speaker further questions about traditions, etc.
I think this was an excellent hands-on experience for every student to participate in a cultural tradition of First Nation Peoples, and also allowed each student to feel important and heared during the exercise.
Geography: Natural Resource Unit exemplar lesson
Grade 7
This lesson combined many curriculum expectations as well as engaged students through real-life examples. Also the lesson drew from prior lessons, requiring students to internalize knowledge, and taught students how to be critical citizens. Throughout the Natural Resource Unit students acquired knowledge of natural resources around the world and how these natural resources are extracted, used and finally sustained.
This particular lesson opened with “disagree”, “somewhat disagree”, “no opinion”, “somewhat agree” and “agree” labelled around the classroom. The teacher gave comments whereby students were to show their disagreement or agreement to the comments by standing by these labels. Students were able to physically move to show their opinion on these comments. The comments started with simple ideas, such as “my favourite food is pizza”, but then converged to more complex ideas that related to natural resources (example: “I want natural resources to be sustained so that I can continue to eat my favourite food”). This allowed students to make a direct connection to natural resources.
Next, students were to infer meaning from a figure in the textbook. The figure explained four opinions people can have regarding natural resources. Each student had a textbook and looked at the figure, taking up some important aspects of each opinion on a chart provided by the teacher. The teacher wrote answers from the class on the board by asking specific questions. Finally, students were to use these opinions to finish a handout they acquired last class. The handout looked at specific natural resources and how these are important to Canada. The last section required students to form an opinion of this natural resource; therefore, this lesson built on past lessons as students finished a former activity by stating their opinion. Furthermore, the lesson required students to internalize learning of sustainable development of natural resources and become self-aware of their personal opinions.
Grade 7 -History Unit- British North America
Subtopic – Life in British North America after the loyalist migration
The lesson began with a visualization exercise where all the students put their heads down and closed their eyes. The students were then told a story of a modern adventure on a bicycle. They had an opportunity to visualize themselves riding a bike moving from a freshly paved street to a dirt road during a thunderstorm. This exercise had three purposes:
1.) Relax the students and prepare them to learn
2.) Help the students to develop their visualization skills that will be needed for their novel study
3.) Imagine how difficult it would be to travel on ‘roads’ in the early 19th century in British North America
The lesson that followed the visualization was a pictorial exploration of life in British North America. We examined several pictures and discussed what was found in them. The content was augmented with several diary entries that gave details about daily life and travelling. What really made this lesson an exemplar to me was the amount of participation it generated. By shifting the focus of the knowledge to pictures from the more typical words about 75-80% of the class was able/willing to participate, instead of the more typical 25-30%. Using this participation we were able to create on the board a mind map that all of the students added to their duo-tang. The information in the mind map was then used to help the students create accurate and vivid descriptions in their journals. Also, when looking over the journal entries I noticed that many of the students did transfer the knowledge they gained in the lesson to the assignment that followed it.
The assignment for this lesson was a diary entry. The entry could be a typical written entry, a picture, a comic strip, or a poem. The topic for the diary was daily life in British North America.
Graphic Organizer used: Mind Map
David F. Group 7
Canada and World Connections: Grade 5- Aspects of Citizenship and Government in Canada
This was not a lesson that I observed or taught during my block, however, it was a lesson that I remember from elementary school. I remember this activity because it was a really exciting and fun way to teach a potentially dry lesson! It was an activity that taught the election process (specifically municipal). We discussed the system of campaigning and voting in our local community. We had the mayor come in to discuss this process with us. We were given time prior to the mayor coming in to create questions that we wanted to ask him (which were checked over by the teacher).
We got in groups of 5 and we were told to decide amongst our group who wanted to run for mayor and alderman (councilman). At the end of the lesson, there was a vote for the mayor and 2 councilman (girl and boy). The students who were not running represented the campaign groups. These groups were given time to develop a platform for their candidate to run on. The platform was dealing with ways we could improve our classroom. We used examples of local campaign paraphernalia to develop our ideas for buttons and posters. We were able to post signs and wear our buttons during the rest of next week.
Next, the candidates were allowed time to create a 30 sec/1 minute campaign speech with the help from the campaign group. This speech was focusing on the issues of their campaign platform (i.e. changing desk arrangement). The students from another classroom came into our classroom for a brief time to listen to the speeches and vote on who they think would be best for mayor and councilman based on their campaigns.
I thought this was a good activity because it was engaging and it integrated other subjects as well. It incorporated art for the designing and creativity of posters, pins, signs, etc. In addition, language was integrated through the speeches- writing, speaking skills, persuasive skills and listening. It was a unique way to allow students to become active participants in their learning.
Janet V.
Grade 7: I did a unit on the Physical Landforms in Canada. I began by outlining the three types of landforms and I used google earth as a way to demonstrate altitude and how each particular landform looked from the aerial perspective in Canada. It was great and the students loved this form of media. We had some extra time at the end of the class so I took suggestions of places we all wanted to see and went to a few of them.
Grade 5 – Medieval times
Unfortunately I did not get a chance to teach a social studies lesson in my block because both grade 7 history and geography were on rotary. Thinking back to my own elementary days, the unit that sticks out most in my mind was the unit on medieval times in grade 5. It seemed that everything we did was somehow connected to the unit. We watched videos on old European castles; we read books about the era, we even managed to visit Medieval Times dinner and tournament to try and get a feeling of the period. We studied their dress, their living conditions, and their occupations, their methods of entertainment and of course the feudal system that existed at that time. We decorated a bulletin board in the classroom to look like a castle. My favourite part of the unit was our group projects. The teacher divided the class into groups and each group was given a specific component of medieval times; some where to build a castle, others were to research dress and try to make a costume, some researched the music and made an instrument; but my group’s task was to come up with a method of entertainment. Once we did our research we decide to make marionettes and a stage where we would perform the medieval play we had written. I enjoyed actually making the marionettes themselves and we took great pride in our work since it was something we produced on our own. Units like these stick out in a students mind because they fully engage the student and are fun to participate in. Looking back now, the amount of planning that my teacher had to do prior to the unit must have been quite extensive, but because it was so well planned it was also enjoyable.
Grade 4: Medieval Times, Heritage and Citizenship
This task requires each student to research a medieval artifact and record what it tells us about medieval life. Students will use their finding to compare aspects of medieval and present day life, explaining their choices of artifacts to feature in a display entitled "Influences From the Past" in terms of how the artifacts influenced modern Western society. In addition to displaying the artifacts, students will be asked to compare medieval society and present-day society based on their research of the medieval artifact and their knowledge of present-day society.
Grade 6: Canada's First Nations Peoples.
This unit involved all kinds of cross-curricular connections, research, art of all kinds, role play and a lot of fun. The best lesson was the day we put all of our information on the Haida First Nations peoples to the test and re-enacted a Haida village at work. The class was divided in specific groups, according to individual talents, interests and abilties. They were given tasks and roles that traditional Haida people would have done. There were chiefs, commoners(craftsman, artisans and fisherman) and slaves. Every group was given a task to create an authentic artifact from Haida culture, such as a 25'war canoe(a paper mural) with traditional designs. One group had to compete for rank by drawing as many lifelike salmon as they could, using a template provided. Another group worked on creating a massive totem pole, using squares of paper that were pasted one on top of each other. One group made traditional plank houses out of cardboard boxes and construction paper.
The students were given their Haida booklets and a plethora of resources with which to examine traditional colors and patterns used. It was a great way to end the unit on the Haida and the students had so much fun.
While teaching a grade 7 unit on New France, I focused one of my lessons on the Royal Government. I began my lesson with a class discussion about the absolute power of the French monarchy which then lead into my next activity. I divided the class into 4 groups of 6 and assigned an important official of New France to each group. The groups were accountable for charting the responsibilities, individual accomplishments and personal information about their official. The students were given the opportunity to do internet research and were allowed the use of classroom resources. Once the groups completed their research and charted their information they then presented their findings to the rest of the class. Students were then given a question and answer period for each of the presenting groups. This was a great collaborative and interactive lesson that engaged my students.
Grade 7 Geography – Themes of Geographic Inquiry, Movement
Kate P.
I planned a unit on Movement for Grade 7 rotary at my school. My favourite lesson had to do with transportation of people and goods across Canada. I wanted to tie in some of the expectations having to do with environmental concerns, so I introduced a very new concept, called ‘Sustainable Transport.’ After discussing eight modes of transportation, (which are: walk, cycle, private, transit, water, air, rail, and pipeline), I introduced sustainable transport as an environmentally-friendly, and efficient form of transportation. It has to do with the behaviour of humans, and the choices they make when it comes to transportation, whether it be for passengers, or for freight. Sustainable transport focuses on minimizing emissions, by choosing public transport, carpooling, or walking and cycling to name a few.
This introduction flowed very well into fantastic discussions with all four Grade 7 classes. Each class had students who grasped the concept of sustainable transport fantastically and carried the idea further into brainstorming alternative modes of transportation.
To apply this new concept I created 4 scenarios which required students in groups to come up with the most appropriate, sustainable mode of transportation. The situations dealt with choosing the right mode of transport depending on: distance required to travel, what specifically needed transporting, and the type of terrain upon which the transportation was taking place.
This activity was really fun to observe. Students worked very well together (possibly because there was some incentive to win). I really enjoyed hearing them debate whether or not they should use pipeline to transport oil from Edmonton to Sarnia, or to use a truck instead. During the following class we reviewed each situation and the winners were determined based on how many points were earned from the modes of transportation they chose.
Unfortunately during my placement I was unable to observe a social studies lesson. I was on a rotary schedule teaching science. However I do remember one lesson from my childhood. It was in grade eight history and we were learning about confederation. We actually ran a mock trial of what confederation would have looked like. The class was divided into all the provinces and we were each given an information card. It listed what we had to offer, what we wanted and problems that we faced. It was our goal as a class to get everyone to agree to confederation. We would each hold our own meetings and discuss what we wanted and what we were willing to give up. We elected one member from our group to speak to other members from different provinces. We would gather as a class hear each others propositions. We would go back to our individual groups and discuss what we were willing to give up and accept. This process continued and until everyone could agree to confederation. It was an enactment of what actually happened in history and was one of the most memorable history lessons!
Grade 4
Geography
Canadian Provinces
A social studies lesson that I think is exemplar is one that I remember doing when I was in elementary school. The students were divided into 13 groups and each group was assigned a province or territory. Our job was to create a tourism poster on the province or territory assigned to us. This poster would include the highlights and main attractions of the province/territory and pictures of these attractions. The teacher had many books and brochures on each of the provinces for us to refer to. If I did this with my class now, I would give each group their province’s tourism website and allow them a computer period to find more information.
Also, as a group we were to create a jingle for the province/territory to attract visitors. A few classes later when everyone was finished their posters, one at a time we presented our province or territory poster to the class and sang our jingle.
At the end of all of the presentations, we all voted on which province we would most like to visit.
This is an exemplary lesson because it includes media literacy, group co-operation and oral presentation. It was definitely an engaging lesson which is proven because I remember it this many years later.
Grade 5: Canada and World Connections
Remembrance Day Lesson.
This unique lesson which is cross curricular with language and visual arts was one that I taught during my block as I was responsible for preparing Remembrance Day activities throughout Veteran's Week. The lesson begins with a review of the meaning behind Remembrance Day and ways that students help to remember fallen soldiers. As a class we brainstormed ideas of remembrance on chart paper. I introduced students to Remembrance Day concepts by reading “Mark’s First Poppy” by Carole Crawford to the class. As a class we discussed the main ideas of the story and talked briefly about the history and origins of Remembrance Day. I then explained that students will be creating a letter addressed to a war veteran, thanking them for their contributions to peace in our country. As a visual, I displayed a Remembrance Day poster with photo of a Canadian war veteran standing beside a cenotaph. I also displayed a photo of currently serving soldiers, so that children can see how soldiers have changed over time. We discussed Remembrance Day symbols such as the poppy and how important it is for this generation to remember our countries past. As a class we then reviewed the structure of a formal letter. Students were reminded to include the proper formatting for date, introduction, line spacing, indents and closing. I provided an example letter on overhead. Students then prepared a rough draft of their formal letter discussing ways in which they can remember fallen soldiers and talked about how they can thank soldiers for sacrificing their lives. The good copy of the letter and accompanying picture displaying Remembrance Day symbols was completed during the next social studies lesson. I feel that this lesson was exemplary because it engaged cross curricular connections, different learning styles and encouraged a sense of global awareness for students. I had the completed letters mailed to a military base in Northern Ontario and within two weeks the students received response letters from Canadian soldier’s thanking them for their acknowledgements. The student’s were very enthusiastic and engaged throughout the entire lesson. By reading their responses I was able to see that most students spent a great deal of time paying attention to detail and truly displaying a thorough knowledge of Remembrance Day meaning.
~ Ashley Smith
Ms H
This was a Lesson I prepared for a Gr 4 Unit on Canada and World Connections. It is the culminating in class project(lasting 2 classes min.) called `big free canada`. Throughout the unit, students are introduced to Team Canada athletes, their home province, and what it means to them to be canadian and play for Canada.
The expectation for the unit is for students to be able to identify all the prov/terr, as well as cdn natural resources. Students will use the information they have learned in order to complete this final project.
The objective of the project from the student's perspective is to collect enough Team Canada player cards to create their own playing roster. In order to collect cards, students will work at various stations that have tasks challanging their knowledge, not only on the geography unit, but also in cross curricular tasks as well. Such as creating bar graphs, and developing a pre game meal,preparing and roleplaying a mock player interview, writing an expressive piece on what it means to be canadian, and creating a collage of symbols/images/resources of a particular province, etc.
It is a wonderfully engaging unit, that allows for progression and adaptability. It encourages the development of knowledge, awareness, and pride! (But i could be bias!)
Grade 4 – Canada and World Connections: Canada’s Provinces, Territories, and Regions
Canadian Provinces Game
This game can be used to help students recognize specific aspects of the provinces and territories. It can also be adapted to learn about different countries of the world.
Materials: Index Cards, Reference books, Internet, scrap pieces of paper
Sequence:
1. Write the provinces on scrap pieces of paper ensuring there is one per student.
2. Place paper in a hat or box and have each student draw a card.
3. Once students have their provinces they can work in pairs or individually.
4. Hand out an index card to each student. Ensure they do not write their name on the cards, so others don’t know what province they have.
5. Have them look up four to six main facts about their province and write them on their index cards. Some of the facts could include capital, crops, major imports and/or exports, tourist attractions, and main product.
6. Students will be given one lesson to research using reference books and the internet. Collect the cards and shuffle them.
7. Split the class into teams of four.
8. Pick one index card and read the first clue. Ask the first team if they know the correct province, if not, ask the rest of the teams. Continue giving clues until one team gives the correct answer.
9. Each time someone gives a correct response, add points to their score.
Scoring System: If there are six clues on the card – if 1 clue is given, reward 60 points; if 2 clues, reward 50 points, and so on. If all clues are given and someone guesses it, no one gets points. If you like, you can provide a reward at the end of the game.
Finish the lesson by having students write the most interesting fact they learned about one or more of the provinces.
I think this would be a very engaging, interactive way for students to learn about the different provinces and retain the information.
Grade 5 - Native Studies
Unfortunately, in my block I didn't get an opportunity to see many social studies lessons so the lesson I'm writing about is actually one I remember from when I was in school. We had been working on a unit on the different tribes of Natives that were active in Canada. I remember being really interested the whole time as the teacher was very knowledgeable and passionate about the topic. She used a varied of methods and materials to keep us engaged. I remember she took us on a field trip to a reserve to see some traditional dancing and I really enjoyed this unit. The lesson I remember best is actually our culminating presentation. We had been working on independent study projects where is group had had an individual tribe to research and present. The final projects all went really well and we learn a lot from each group because every student had fed of the teacher and done a really good job. On way she insured this was to set intermediate goals and provide us with feedback as we progrsesed. The fact that I can still remember the lesson speaks to how well it was executed.
RSmith
Nicole V, group 6
The unit plan that I am using for my exemplar is one that I experienced as a student in grade 6. The unit focus was on Canada and how it is linked to the rest of the world. As a class we were divided into small groups and assigned a country which Canada is linked to. We then had to research our assigned country to find out their natural resources, agriculture, climate, elevation, the time zone and the latitude and longitude coordinates of its capital and major cities. Using our information we then had produce a large map to apply what we had learned. Our final project involved physically making a model that best represented your country and what made it unique and different from Canada. I can remember that my peers and myself really enjoyed the creative aspect of this final project. My group was assigned the Bahamas, we made a resort that was surround by smaller shack style houses which were all on the edge of a beach. Looking back now from a teacher’s perspective I appreciate this unit and all of it’s strategically planned components. She made the learning process of this information exciting and interesting. What made this unit a great example was how the students had to apply their knowledge and work as a team.
This particular activity is a culminating project for a Grade 7 Natural Resources Unit. This activity allows the students to apply what they learned with respect to renewable and non-renewable resources as well as sustainable development. It also gives them a feel for how a political town council meeting is run within a small community.
The activity begins with a hydroelectric dam proposal in a small town, which is to be presented to the students by the teacher. Generally, there is a proposal for a small, medium, or a large dam. The larger the dam, the more cottages become flooded. However, at the same time more jobs are created and more tax revenue for the town.
Each student will draw a role from a hat (there are 8 roles: Cottage Owners, Hydroelectric Spokespeople, Environmental Protection Representatives, Chamber of Commerce Members, First Nations Spokespeople, Local Historians, Skilled Trades Association Members, and Concerned Citizens). Their role card has information about their role on it. There should be at least 3 people per role. Once all the students have their role they may get together with students who have the same role as them. In these groups, the students will then receive a role review sheet, which they are to fill out. On this sheet they will basically state their point of view, if they’re opposed to the dam or not and why. Based on this sheet, they will then compose a well thought-out presentation stating how they feel about the dam, which they will deliver at the Town Council Meeting.
Once they are finished preparing their presentations, the teacher will select a person from each group to be a member of the Town Council. These individuals are to listen to the views of each role as they are presented. After each presentation, the floor is then open for questioning (Town Council members can ask questions as well as any student in the class). Each group must answer questions and defend their viewpoint as best as possible! Once all the groups have presented their view point, the Town Council will then have a brief meeting in order to come to a consensus, choosing either a small, medium, or large dam…or no dam at all! When making their decision they are to try and meet everyone’s views as best as possible! They have to understand that not everyone will be happy. This is just how politics works. Once they reach their verdict they will present it to the class and explain why they chose this.
Student understanding and performance will be assessed using a rubric.
(Optional) students may then compose a newspaper article on the dam issue that examines the major points of view and the reasons for the Town Council’s decision. 150 – 200 words.
I found this culminating task to be very effective. It really got the students engaged and permitted higher-order thinking. The students really enjoyed the activity as well. Arguments got heated at the Council meeting and carried on at recess when the task was over! It is a good wrap-up for the Natural Resources unit because it gives them an understanding of how human activity affects the environment.
David Forte
Grade 5: Canada's Link to the World
This unit was found on the oxfam educational resources site. It is an excellent example of social studies connecting not only to real life situations, but to nearly every other curriculum area as well. Although the lesson is formatted for use in the UK educational system, it is easily adapted to fit the Ontario Curriculum. The lesson is focused on World Cup Soccer and leads the class through a series of 25 activities (of course, this can be modified to suit your needs). The activities begin with a purely geography focus and involve mapping different World Cup city locations on a global map (which is included), and discussing why these countries might be good enough to make it to the world cup of soccer. The activity goes on to focus on international aid and relief and the role that different countries play. There are connections with art, drama, phys ed, history, and science within the unit.
This is an excellent form of an exemplar as it focuses on real life problems and solutions. It also includes ALL resources and handouts.
http://www.oxfam.org.uk/education/resources/bring_o
Grade 6: The goal was to teach, process, and communicate information about
the domestic and international effects of Canada’s links with the United States and other
areas of the world. This was done very effectively. The class had previously learned of all the provinces in general and where they were located on the map. The exemplary lesson required the teacher to assign each student into a cooperative group of 5. Each student was to represent a different province in Canada. Therefore, there would be many students representing Ontario throughout the classroom, but within a group there was to be no repititions of provinces.
The task was as follows: each student was to come to school on presentation day "dressed" as their province. This required them to i.e. dress in heavy winter wear for the Yukon or as a farmer for Manitoba e.c.t. They were also asked to 'accessorize'. Accessories for the province must consist of things they contribute to the United States specifically or other parts of the world. The teacher allowed class time in computer class to research their prospective provinces.
On presentation day all students dressed their parts and some students really hammed it up!!! Various students brought wheat, others brought tourism pamphlets, toy boats, toy fish.It was overall a great learning experience!
D. Vanier
Grade 6: Canada's Links to the World
This lesson aims to allow the students to explore the various symbols, resources, and images linked to each of Canada's provinces and regions. The symbols and resources will be discussed in terms of how they effect and impact Canada and regions outside of Canada.
Activity:
Start by having students make statements about their individuality or uniqueness through their clothes, hair styles, verbal expressions, or ethnic activities. Since these are groups by a certain symbol, relate it to the symbols that countries and regions adopt to represent them.
Explore the ways that Canada is unique (ex. RCMP, art forms, resources etc.) both nationally and internationally.
Put students into groups and have them discuss the advantages and disadvantages of living in Canada and why. Then assign each group to a province or region of Canada and have them brainstorm ideas about symbols to represent their province or region (ex. what their region has to offer). Once the students choose one, they are to co-operatively make a flag, a figure, or a crest using a variety of materials (construction paper, markers, tissue paper, paint, crayon etc.) to incorporate this symbol. By the end of the lesson, post each groups symbol onto a large map of Canada in the specified region.
Once there is a visual, the next class could discuss the effects these things have on the rest of Canada and the rest of the world.
It is a good social studies lesson because it gets the students to brainstorm ideas and gain other ideas from their peers. They are also able to use a variety of materials to create visuals that will help them to understand the topic of discussion better.
Jenna Garbaty
This is a continuation of my earlier discussion of my lesson. I found the following websites quite helpful in the activity i mentioned for my exemplar.
www.canadiana.org/hbc
(particularly link to Daughters of the King)
www.thefurtrapper.com/fur_trappers.htm
For contemporary issues:
www.bancrueltraps.com
www.fur.ca
First Nations:
I had a great experience in social studies learning about the Carrier First Nations people when I was in school. The village we lived in was surrounded by first nations reserves (Stellako, Notle) so we had an elder come in to teach us the Carrier language on a weekly basis. I still remember making 'soapberry ice cream' and 'bannock' in our classroom and she would teach us Carrier words and phrases as well as allow us to have fun and enjoy the treats we made:) In grade 5 we attended the local Pow-wow on the reserve and got to watch and participate in first nations crafts, cultural dances, food and crafts/art on this trip! The dresses they wore when dancing were handmade and I remember the canoes that were being built on site. Overall this was one of the many experiences I had during elementary school and it was a positive experience for students such as myself, living in Northern British Columbia, to learn about the area by my hometown. Amy Patrick.
The unit that I am going to discuss is from when I was in elementary school. I believe that it was an exemplary unit if I can still remember it ten years later. I was in a grade 7/8 split class and I had an amazing social studies teacher. I have had her since I was in grade 4. She was so knowledgeable and passionate about the subject, as a student you could not help but be excited.
Looking into the curriculum documents that we use today I am unsure of where this unit would fit into either the grade 7 or 8 curriculum. I am sure the curriculum expectations have changed quite a bit since I was in elementary school. This unit idea though I believe can be transferred to other grades and changed to fit into different units.
The teacher had split us up into groups that we sat in for all classes for the whole unit. Each group consisted of six students in both grade 7 and 8. These groups were our communities for this unit but also during the other classes. The teacher than assigned us a town/city and gave us information about our city or town. The type of information she gave was things such as types of economies, ethnic diversity, activities to do, population, housing prices, etc. We were able to come up with a name for our town and create a poster for a table.
After our community was established, each of us was given an occupation, salary, and background information about our character. We did not get to pick our occupation and it ranged from garbage man to lawyer. With our salary we were to create a budget and figure out where we were going to live in our town and how we would survive. Some quickly found out that they would be unable to survive in their town with the salary they were receiving. So we had to think of creative ways to live. We also had to look into our backgrounds; many of us were immigrants and were at a disadvantage in our community. The most memorable moment was when the principle came to the door very seriously and handed out envelopes to one person in each community. I was one of those people and inside the envelope was a pink letter informing me that I had lost my job. As a community we had to discuss what someone in my situation would do if this happened.
I remember as a class how much work we put into the assignments for this unit because we enjoyed the unit so much. We were all very interested to learn about different peoples’ lives and it was very beneficial to see how other people lived. As I look in the Ontario curriculum document I can see that aspects of this game could be incorporated into the grade 8 units of economic systems and migration. It may be a lot of work to create a game that aligns with the curriculum expectations but I can say from experience that I think a unit like this would be very beneficial to students.
In order to write my first social studies assignment, I observed a grade eight history lesson taught at Ridley College. What made this particular lesson an exemplar for me was the dynamic lecturing style of the teacher. In short, he was pumped! He spoke passionately about the subject matter (Confederation) and moved about the room as he spoke. I have a BA in History, and I have found that the information I have retained best was that which was presented to me in a spirited and impassioned fashion. The teacher I observed at Ridley Colllege was both informed and energetic, and I would like to think that perhaps I was able to set a similar example for my students during my first teaching block.
Grade 7 Social Studies/Geography:
Importing and Exporting Goods
In this lesson students will be able able to define the terms, import and export as well as understand the interdependence of countries. Students will also be able to consider problems that environemntal issues have on the exporting of goods and products from one country to another. The lesson begins with the teacher asking the students to check the labels on their shirts to see where they are from. A survey will be taken in which the teacher will place stickers on those countries on a world map. Discussion of the definitions, importing and exporting, will follow this set. Students will form one large circle and the teacher will hand out strips of paper to each students. The paper will have listed an exported product and the ocuntry it goes to (ex. Country from: USA; Export: Corn; Country to: England). The teacher will give a student a ball of yarn. While holding onto the end of the string, the student tosses the ball to another trading partner. This continues until all students are holding a spot on the string. While in the world web the teacher will ask students to think of some type of environmental/physical problem that would affect the exporting or importing of goods from one country to another. The the teacher will ask one student to take two steps back while still holding onto the string. This creates tension on the web. Ask students what the the tension represents. Guide the discussion to reinforce the interdependence of trading countries.
Grade 7: NEW FRANCE
In my placement I saw many terrible history lessons where students only read from their textbook and discussed what the paragraph was explaining. Many of the students in my class were confused and I felt bad for the students as my associate continued on with the lesson.
Online I found a GREAT website that has students adopt a particular identity of someone from the 17th/18th century and write "eyewitness" accounts of events that occurred during this period. Students first go through an online webquest created by the government of Ontario that provides them with an interactive way to learn the information. They are then required to get into pairs and choose a slip from a bag that provides the group with their event, people, and place. Some of the paired points of view include explorer and Aboriginal, fur-trader and native hunter, and Jesuit missionary and convert. They are then required to research and write a 200-300 word autobiography describing the particular person’s point of view. Finally students present their event and points of view to their classmates.
This lesson can be found online at:
http://www.archives.gov.on.ca/ENGLISH/education/french-ontario/index.html
P.McInnis
Grade 7: Themes of Geographic Inquiry: Interaction
In my class my teacher introduced Interaction as the fourth theme of geographic inquiry. To investigate this the teacher began a discussion about the region of the Middle East. The class discussed where the region was and what countries in that region were considered "volatile". In small groups students used the laptop computers to investigate a conflict a country in that region is experiencing and why it made the country volatile. Students had to research who was involved in the conflict, why it was occurring and how it was affecting the country or the region. Once students had done the research they came back to the big group and shared their findings with the class. This discussion helped students to understand how the interaction of different people can cause conflict in different regions.
M. MacRae
J/I Social Studies, Multiple grades/strands
I found a lesson suitable for a grade 7-10 social studies class that asks students to distinguish fact from opinion in the most popular medium for both: a newspaper. This lesson came from the Academy Curricular Exchange Columbia Education Center website.
The teacher can select a front page article and an editorial about similar topics that have to do with an idea in their course from the newspaper. Federal government challenges/decisions are very good examples, since there is a lot of discourse on national issues. Photostats of the articles can be given to students. Should define fact/opinion, note how one skewed fact can throw off an whole article. Examples of fact/opinion can be taken out of both articles by the students themselves, and assessment focuses on a quiz that has statements to which students assign the label fact/opinion.
I think this is an excellent lesson because it forces students to use language/reading skills, it gets them familiar with a specific type of publication, and critical thinking opportunities are boundless. It gives the teacher a lot of freedom to choose the topic/issue to focus on, so that it could be tailored to a history, geography, or even civics lesson. History expectations invariably include a current events component, and current events are excellent for illustrating the functions, duties, and powers of government.
Unfortunately, during block I never observed or taught social studies. However, the best lesson I can remember from my own past took place in grade eight. We were doing a unit on migration and during one of the lessons, the teacher shared a story about his own family moving to Canada to escape the first world war. He asked if any of us knew about our families' journey -when, how and why they came. It was really surprising to find that not many of us knew the stories. On the spot, he devised a project. I don't remember the unit content or how it was delived, but the task was to create a family tree and research our own heritage. We had to produce a family album for the teacher and we could volunteer to share our family stories with the class if we wanted to. Since I had never really given any thought or consideration to my heritage until then, it was really interesting finding out about my family's past. I took the opportunity to talk to my grandparents to see if they could give me any insight. I was amazed at how much they had to tell me and yet I had never even thought to ask before then. It was a very authentic task and each student really connected with the project. When it came time for volunteers to present to the class, everyone had a story to tell. Every single person wanted to share what they discovered about how, when, and why their families moved to Canada. The teacher had only set aside half a period to talk about the projects but the stories were so powerful that we extended the presentations for the next three lessons as well. I thought this was a good example of being flexible as a teacher. He took what the students were concerned about it class and incorporated it into a very authentic and engaging project for all of us. My album was filled with pictures, and stories and I still have it at home. Jackie Riley
Heritage and Citizenship: Grade 6 - First Nation Peoples and European Explorers
This exemplar focues on First Nation peoples and has cross-curricular connections with visual arts and language arts (writing). Also, it allows students to work on their research skills.
To start, students will choose a cultural item to research. They will choose from an inukshuk, a dream catcher or a corn husk mask. Another item may be researched if it is discussed with the teacher first. Students will research what the item stood for, how/why it was used, any legends about it, information about how it was/is made, etc. With this information, students will write a couple paragraphs about their chosen item. Once their research is done, students will draw the item with pastels focusing on elements of design such as their use of colour (or for a bigger assignment, students could construct the item). Provide students with at least 11x17 paper so they can draw large, effective pictures. Under their drawings students will write a cinquain or diamante poem about the item. Students can choose which type of poem they would like to write.
This assignment was good because it gave students a better understanding of First Nation culture and allowed them to demonstrate their creativity through art and poetry.
My social studies exemplar is a school trip to the Royal Ontario Museum. I recently visited the facility, and there are many programs available that educators can sign their students up for online that align perfectly with the Ontario curriculum. Teachers can select a subject area, and the ROM website will list a number of available lessons organized by subject strand. For example, under the subject "Social Studies", grade 4 teachers can sign their students up for the "Medieval Times" program. Students will have a tour of Casa Loma, and then visit the ROM for the Medieval Times lab/exhibit lesson where they will examine weapons, armour, etc. Grade 5 teachers can sign their students up for the "Astronomy and Science in Ancient Greece and Rome" lab to study mythology in relation to stars in the planetarium. It is worth taking a look at what is available!
Grade 4 Medieval Times Physical Education Lesson- Knights Training Camp
As a culminative lesson for the grade 4's for my time teaching social studies I organized a "knights training camp". In the previous social studies lesson the students learned about Heraldry and made their own shields with heraldic colours and symbols. The class is usually divided into 4 groups for Phys ed. so we kept the 4 teamsthe same for this event. The students decorated the gym with their Heraldic shields ahead of time. I organized three different stations in the gym, including catapult target practice, jousting station, and rescue the damsel rely station. I made a large cardboard target and used an exersize elastic to shoot rubber chickens and bean-bags at. The jousting station was comprised of benches and suspended, large squishy balls on either side. The students would ride on scooter boards, pulled by a teammate, using a pool noodle to hit the intended target. The damsle rescue relay involved two teams retreaving objects and swimming across the moat on scooter boards to rescue teammates and be the first ones back to pull the sword out of the stone (to win the game).
At the end, we had a nights dubbing ceremony in which the students were knighted by the teacher who was dressed as the Monarch.
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