1

Grade 2
Heritage and Identity:
Changing Family and Community Traditions

Table of Contents:
Overall Expectation .. .3
Specific Expectations ... .3
Critical Questions . .4
Overview of the Unit . 4
Objectives .. 4
Broad Understanding . 4
Background Knowledge .... 4
Subdivisions ... 5
Indigenous Perspectives and Knowledge ... 5
Vocabulary ..... 5
Concepts of Disciplinary Thinking 5
Overall Unit Lesson Strategies 6
Two Detailed Lesson Plans 10
Assessment and Evaluation 10
References ...11
Appendix A .13
Appendix B .26
Appendix C .35

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Overall Expectations/Objectives:
A1. Application: compare some significant traditions and celebrations among diverse groups and at
different times, and identify some of the reasons for changes in these traditions/celebrations
A2. Inquiry: use the social studies inquiry process to investigate some of the past and present traditions
and celebrations within their own family and the communities to which they belong
A3. Understanding Context: describe some of the major groups in their community, including different
types of families, and some of the ways in which traditions and heritage are passed on by such groups
Specific Expectations/Objectives:
A1.1 compare ways in which some traditions have been celebrated over multiple generations in their
family, and identify some of the main reasons for changes in these traditions
A1.2 compare their familys structure and some of their traditions and celebrations with those of their
peers families
A1.3 compare some of the past and present traditions and celebrations of different ethno-cultural groups
in their local community, and identify some of the main reasons for the change
A2.1 formulate questions to guide investigations into some of the past and present traditions and
celebrations in their own family and the communities to which they belong
A2.2 gather and organize information on some of the past and present traditions and celebrations within
their family and the community to which they belong, using primary and/or secondary sources that they
have gathered themselves or that have been provided to them
A2.3 analyze and construct simple maps as part of their investigations into past and present traditions and
celebrations in their local community
A2.6 communicate the results of their inquiries, using appropriate vocabulary
A3.1 identify and describe different types of families
A3.2 identify some different groups in their community
A3.3 identify countries of personal or familial significance, and locate them on a globe and/or print,
digital, or interactive map
A3.4 describe some significant traditions and celebrations of their families, their peers, and their own
communities, as well as of some other communities in Canada
A3.6 identify some ways in which heritage is passed on through various community celebrations and
events
A3.7 identify some ways in which heritage is passed on through various family celebrations and practices

Critical Questions:
1. What family traditions were celebrated in the past and what are celebrated in your family now?
2. How have family traditions changed over the years and what caused these changes?
3. What are similarities and differences between your family traditions/celebrations and the
traditions/celebrations of others?
4. Why is it important to learn about peoples family structures, celebrations and traditions?

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Overview of the Unit:
This unit teaches Grade 2 students about Heritage and Identity. The unit begins with a look at traditions,
and the different types of traditions that are celebrated by different groups in Canada. Followed by an
exploration of traditions, and how they impact and influence one's identity. Students will then learn about
how traditions change across generations and how certain things get passed between families. Students
will then learn about heritage through maps of Canada, now and then, and a field trip to the Woodland
Cultural Centre, so students can explore and learn about Aboriginal life before settlers arrived in Canada.
We will explore more about Aboriginal ways of life through art, and an exploration of how Aboriginal
culture blends with Canadian culture to impact identity. This will be followed by looking at different
family structures and groups within Canada. The final Culminating activity for students will be to create a
Scrapbook called A Book of my Heritage, in which they will be including aspects from every lesson to
create one final presentation.
Objectives:
1)
In exploring family and community traditions/celebrations students will understand the existence
of diversity within their local and global community
2)
In discovering past and current family traditions, customs and celebrations of their family and the
local community in which they belong students will explore who they are and identify themselves as part
of a culture or community
3)
Students will be able to understand diverse perspectives of individuals living in Canada
Broad Understandings:

Students will become aware of diversity that exists in classroom

Peoples cultural, religious and family experiences influence their perspectives and beliefs
That traditions, customs, family structures, celebrates make their identity
Traditions/celebrations change and develop over time
Background Knowledge:
Prior to this unit students need to have a general understanding of their role and responsibilities in a
community and within their family. Although the unit will allow students to inquire deeply about
themselves and their familys past experiences, students are required to know about their own positions
within a community or family. In this unit as students engage in understanding concepts like family,
traditions and heritage they will gather more information about themselves and their relationships with
others in relation to their identity.

Subdivisions:

Traditions
Heritage and Traditions on Identity

Changes in Traditions across Generations

Maps, the History of the Land
First Nations Past and Culture
Art and Identity (includes Art Curriculum)
Family Structures
Religious and Ethnic Groups
Indigenous perspectives and knowledge:
Our unit infuses Indigenous perspectives by exposing students to a variety of indigenous lifestyles, family
structures, traditions and history in different lessons throughout the unit. Students will develop an
understanding of families, traditions and heritage by looking at the experiences of Indigenous individuals
and communities across Canada such as the Metis and Inuit. Through an exploration of Indigenous stories
like the Story of Mala, an Inuit boy who shares information about his community's past and present
traditions students expand their knowledge of local communities and explore beyond to global
communities like that of Indigenous communities that are an essential part of Canadian society. This
exploration of Indigenous cultures and traditions will be significant to students understanding and
reflection of their own family traditions.
Vocabulary:

Traditions
Holidays/Celebration
Family Structure
Identity
Family History
Heritage
Concepts of Disciplinary Thinking:
Perspective:
In exploring traditions and celebrations students will learn that different groups of people have different
ways of doings things through customs and celebrations. Analyzing and comparing their own traditions
and family structures (past and present) with that of an Indigenous group or peers allow students to
understand that because individuals experiences differ their viewpoints and beliefs may vary from their
own.
Continuity and Change:
Students will learn how traditions have been passed on and stayed the same over generations in addition
to examining how they have changed due to various factors. A comparison of their current family
structures/traditions/customs/celebrations to that of a past generation (grandparents/Canadian Indigenous
groups) will allow students to investigate changes and reasons for change as they develop over time.
Interrelationships:
Students will learn about traditions and how they have been passed on through generations. They will also
be looking at the relationships between individuals and the society in which they live. Students will also
be learning about Aboriginals and their relationship to land.
Significance:

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Students will be learning about the significance of traditions associated with cultures. They will be
looking at how the traditions in their families are different from the traditions in their classmates
families. And what is the reason and difference between the emphasis on the specific traditions. Students
will also be examining the importance of the land to Aboriginals through their field study.
Cause and Consequence:
Students will examine family traditions from the past, and what has caused them to change and why. They
will be examining what causes changes within their families and society. Students will be looking at
Canadian heritage and how the land has changed since the settlers arrived.
Patterns and Trends:
Students will explore the characteristics of different families and communities to discover similarities and
patterns in heritage and identity across groups of people in Canadian society. Students will understand
that trends are persistent among different traditions as they compare experiences and make connections
with Indigenous perspectives presented in class and their peers.
Overall Unit Lesson Strategies:
(All resources, worksheets, and references for each lesson can be found in Appendix B)
Lesson #1: What are Traditions?
This introductory lesson will ask students to reflect on the term Traditions. The lesson will begin with
students brainstorming their thoughts and ideas (write or draw) about the term as a whole group and then
breaking up into groups to create a graffiti wall of different types of foods clothing holidays and
entertainment. This will be led by a whole group discussion on traditions through a guided reading of
A Name for Metis followed by a discussion making connections to personal traditions in students
families in relation to food, holidays, clothing and entertainment. As a follow-up students complete What
are your family traditions? worksheet. Students will be invited to bring their worksheets home and get
additional information from family members.
Assessment: Students will be assessed on their understanding of concepts and their ability to reflect on
them through their own family experiences using the What are your family traditions worksheet.
Teachers will gather anecdotal notes as students discuss what they learned during the reading follow up
and through observations of student interactions about their own lives. During this lesson students will
also be introduced to a self-assessment checklist (Worksheet #2) that they will use to monitor completed
work and keep track of what is gathered for the final culminating book on Family traditions and heritage.
Note: Send home a letter to parents informing them of the start of this Unit and ask them to encourage
students to bring to class something to share (an object or picture) that relates to a family traditions,
celebrations, holidays, and/or culture. Students will be provided a unit folder to compile all worksheets
and pages of their final project.
Lesson #2: Heritage and Traditions on Identity
This lesson will begin with a Show and Tell of objects brought from home. Next students will follow up
with What are your family traditions? worksheet as a whole class. Students will be introduced to the

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Through Malas eyes story where they will gain perspective about traditions and heritage by learning
about an Inuit family in Northern Quebec. Students will follow up on the read out loud of Malas
introduction page by discussing what they learned about Mala and his family, their traditions and
experiences with changing traditions across generations. Then students will be encouraged to make
connections with Malas life and community through self-reflection and through inquiry if necessary. The
critical challenge will be accomplished as students make connections between traditions and heritage and
how it contributes to sense of self in relation to identity. Students will demonstrate this by completing the
About Me introduction page (Worksheet #3) that involves identifying five words that describe them and
creating a poster of their identity that would be included as a cover page for their final A Book of My
Heritage. The teacher will model this using Mala introduction page and image of his identity (Resource
#2). Finally students will share their stories and posters through a Think/Pair/Share strategy. This will be
followed up with a final consolidation of learning through whole class reflection on the process of
presenting self in relation to family and traditions, thereby signifying identity.
Assessment: Students will be assessed on their knowledge and understanding of traditions and heritage in
relation to their application of knowledge in new contexts such as the Indigenous Inuit community as
teacher observes and makes anecdotal comments during reading follow-up. Moreover students will be
assessed on how they apply what they learned about Malas life and introduction of himself within
familiar contexts of their own families and experiences in conversations with others and in completing
their introduction worksheet. Teachers will check for students ability to think critically about significance
and perspective in addition to continuity and change and cause and consequence as they demonstrate
comprehension of Malas story. Finally in this lesson teachers can assess students communication of
knowledge as they express their learning through oral discussions and written creation.

Lesson #3: Changes in traditions across generations

The lesson will begin with a Show and Tell of objects brought from home. Next, students will work in
groups and explore two different excerpts from the story Through Malas Eyes that include Malas
interactions with his grandparents. Students task will be to inquire and discover specific changes that
have occurred in Malas community throughout the years in relation to transportation and hunting.
Finally, in a whole class discussion students will present their findings on changes that have occurred and
investigate reasons for these changes together as a whole group. The lesson will end with students
reflecting on their own traditions throughout the years. An end ticket will require students to discuss with
family members traditions and lifestyles in past generations. Students will be invited to bring in a
photograph of a present or past tradition of their family to include in their Final Book. A sheet will be
provided for students to attach their picture to, in order to add to A Book of My Heritage.
Assessment: Students will be assessed on their knowledge and understanding of past traditions and
present traditions and on their ability to apply and communicate information about their own family and
community traditions. Teachers will assess students ability to understand perspective and continuity and
change in traditional ways of life within different communities. Teachers will assess students through
observations and interactions with them. Students will also be also be assessed on learning skills such as
their ability to work effectively in a group.

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Lesson #4: Where do you come from? (A3.3, A2.3)
The lesson will begin with a Show and Tell of objects brought from home. The lesson will begin with
teacher explaining to students the components of a map and how to locate different countries. Next a floor
world map would be laid out and students with the help of teacher will locate Canada. Teacher will show
students a map of Canada from the 17th century (see picture and link in Appendix B) and discuss the
demographics of First Nations living in various areas of Canada. Teacher will pose the question to
students: What do you think was on this land before the school was built and let students discuss in
groups (number-head groups). Teacher will briefly address the history of the local land in which the
school is located. This will be followed up with a class discussion on Country of Origin and on how to
find information about where your family originated from. Students are encouraged to share stories about
their and their familys experiences in a country of origin or a country they have lived in. Students will be
invited to locate and record regions from which their family originated from using a sticker with their
name. For students who do know about their familys country of origin will be given the opportunity to
explore a country of interest through maps and atlases that would be accessible to students during the
lesson. At the end students will complete a 3-2-1 assessment strategy where they will will reflect on 3
things they remember from the lesson, 2 examples of things they learned and 1 question or concern that
they still have.
Assessment: Students will be assessed on their understanding of regions on a map and knowledge on
identifying and locating various regions. Through interactions the teacher will assess students
understanding of local history and land. An assessment of students ability to apply and communicate
understanding will be conducted as students discuss their experiences about familys experiences. The
teacher will check students understanding of content through observations as students apply it by
locating a country of origin on the world map. Finally, a self assessment by students using the 3-2-1
strategy will allow teachers to conduct a formative assessment.
Lesson #5: Field Study of First Nations Past/Culture
This lesson will entail a full day field trip to the Woodland Cultural Centre for hands on in the field
learning. Students will be provided with a recording sheet where they can express their observations,
learning and reflections through drawings and writing throughout the day. Students will be provided with
a tour of the museum followed by a scavenger hunt of traditional objects or workshop related to
traditional Indigenous life. The critical challenge will be to explore traditions and heritage through
Indigenous perspectives and interrelationships. The day will end with a visit to the art collection where
students will be exposed to the learning of traditions through the lens of art.
Assessment: Students will conduct a self-assessment of knowledge and understanding using recording
sheet of observations and drawings.
Lesson #6- Zainab-Art and Identity
This lesson begins with show-and-tell of objects brought from home. Students will then listen to a story
titled Claire and Her Grandfather. They will have a student led discussion on the different types of art
they heard about during the story, and what they had seen at the Woodland Cultural Centre. Students will
then be introduced to another form of Aboriginal Art, dot painting. Students will then use their prior
knowledge from the other lessons in the unit to colour in a blank Flag of Canada. One side will be

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coloured in with an Aboriginal style painting, one side will be to show the multiculturalism in Canada.
Finally the leaf will be coloured in to represent each students own identity.
Refer to Appendix A for the full Detailed Lesson Plan
Assessment: Students will be assessed through a diagnostic to use their use of prior knowledge, and
application to the task at hand. Students will also be assessed through their ability to apply and
communicate the teachings in the class and previous lessons to the work assigned.
Lesson #7-family structures/groups AND religious groups, ethnic groups and heritage
The lesson will begin with a Show and Tell of objects brought from home. The lesson will start with
students brainstorming Family Structures through a whole class discussion on how families look like,
feels like and sounds like using a Y-Chart graphic organizer. Students will identify their previous
knowledge and understanding of the topic through conversations with peers and self-reflection. This will
be followed by an audio listening of the book The Family Book with visual references (link to clip in
Appendix B). After the readings students will be encouraged to pair up with an elbow partner to ask
questions in relation to the book and topic of family structures and exchange responses. Students will then
be invited to pose a question to the whole class that will guide a discussion or a critical inquiry on the
topic. The lesson will end with an independent task where students will complete a Y-chart of how their
own family looks like, feels like and sounds like through self-reflection. Students who require additional
assistance will be given the chance to bring their work home. Students will also be provided with
additional resources during the lesson like the Great Big Book of Families to use as a reference (see link
for discussion guide in appendix).
Assessment: Teacher will conduct a diagnostic assessment of students prior knowledge and
understanding of family structures as students contribute to whole class discussion and complete a YChart.
Lesson #8-Culminating Activity Final Book and Displays
This final lesson will take place for two days. Students will spend some time during the first lesson
completing unfinished work and editing and adding final touches to their final book. During this work
period students will be given time to gather more information from in-class and home resources. This
lesson will also involve one on one student-teacher conferences where students will discuss their progress
with the teacher and receive constructive feedback. Students who are done early will be able to share their
work with a partner and receive peer-feedback. During the end of the lesson teacher will provide
instructions for Student Display day and students will collectively come up with the success criteria for
the culminating project. The teacher will use this success criteria as a reference when assessing the final
project.
On the final day, students will present their family and cultural heritage by setting up a display in the
classroom that includes their final book A Book of My Heritage, show and tell item and additional
resources. The class will be divided into two groups through lettered heads. The first group will be given
half the class to display and explain their presentation as the other half of the class does a gallery walk.

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Then for the second half of the class they would switch roles. Students will be provided with a two stars
and a wish tickets, so that they are able to provide feedback to their peers. In the end students will be
given time to contemplate and self-reflect on What went well? What didnt go so well? What can we do
better next time?
Assessment: Teacher will assess students on their final culminating product, presentation of display and
oral presentation. In addition, students will conduct peer assessment of their peers work as they do a
gallery walk and provide feedback to each other using the Two Stars and a Wish. Finally, students will do
a self-assessment of their culminating project by reflecting on the process.
Finally, students knowledge and understanding, thinking, application and communication of content
learned in this unit will be evaluated using the rubric found in Appendix C.
Two Detailed Lesson Plans
Full lesson plans can be found in Appendix A.

Assessment and Evaluation

Detailed descriptions of assessment throughout the Unit plan can be found in each individual lesson.
Checklist mentioned in Lesson 1 for throughout observations and accountability can be found in
Appendix B lesson 1.
Final assessment Rubric can be found in Appendix C

References

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A Project of the Human Rights Campaign Foundations (2012). Lesson Plan: The Great Big Book
of Families: Discussion Guide. Retrieved from http://www.welcomingschools.org/pages/lessonplan-the-great-big-book-of-families-discussion-guide
Aboriginal Affairs and Northern Development Canada. (2011). Claire and Her Grandfather.
Retrieved from https://www.aadnc-aandc.gc.ca/eng/1303145519542/1303145749835
Anonymous. (2015, February 15). Learning Goals, Achievement Levels and Two Stars and A
Wish. Retrieved from
http://lookingfromthirdtofourth.blogspot.ca/2015/02/learning-goals-achievement-levels-and2.html
Burke, S. (2013, June 28th). The Basic Y-Chart. Retrieved from
https://www.interactivelessons.com.au/index.php/resources?search=y+chart.

CBC/Radio-Canada. (2016). Aboriginals Peoples Canada, History Map (Linguistic Families,

17th century). Retrieved from http://www.cbc.ca/8thfire/map.html
Flanigan, H. (2013, April, 3). Read with Me; How the Birds got Their Colours. Retrieved from
https://www.youtube.com/watch?v=z0ugB5jT25A
Free Large Images. (2015). Flag Colouring Pages. Retrieved from
http://www.freelargeimages.com/flag-coloring-pages-185/
Indigenous and Northern Affairs Canada. (2003). Through Mala's Eyes. Retrieved from
https://www.aadnc-aandc.gc.ca/eng/1302888259029/1302888515811
Kirkus Reviews. (2011, March, 1). The Great Big Book of Families Review. Retrieved from
https://www.kirkusreviews.com/book-reviews/mary-hoffman/great-big-book-families/
Lets Go Make. (2011, July, 6). Aboriginal Picture. Retrieved from
https://www.youtube.com/watch?v=yJAwb79lkqg
Ontario Ministry of Education. (2013). The Ontario Curriculum Grades 1-6: Social Studies.
Ontario Ministry of Education. (2009). The Ontario Curriculum Grade 1-8: The Arts.
Strong Nations Publishing Inc. (2005). A Name for a Metis. Retrieved from
http://www.strongnations.com/store/item_display.php?i=2262
Mrs69Shell's channel. (2011, November 11th). The Family Book by Todd Parr_0001.wmv
Retrieved from https://www.youtube.com/watch?v=c-RaWzttIQo

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Welcoming Schools Human Rights Campaign Foundation. (2012). The Great Big Book of
Families: Discussion Guide. Retrieved from http://www.welcomingschools.org/pages/lessonplan-the-great-big-book-of-families-discussion-guide
The National Association for the Education of Young Children. (2016). Children's Books about
Families. Retrieved from http://www.naeyc.org/files/tyc/file/Childrensbooksaboutfamilies.pdf

Appendix A

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Lesson Plan #2 (Ajitha Maniyaran)

SUBJECT/GRADE:

Social Studies Grade 2

COURSE/STRAND:

Heritage and Identity

Suggested Time:

60 minutes

LESSON TITLE: Communal and Family Traditions/Heritage on Identity

Connection to CULMINATING ACTIVITY: Students will complete an Introduction page that includes text and images about stude
family, traditions and celebrations that will be added as the cover page of the culminating book on the students identity
Planning Information:
Curriculum Connections:

Overall and Specific Expectation(s): [Social Studies Curriculum, 2013]

Overall:
A1. Application: compare some significant traditions and celebrations among diverse groups and at different times, and identify som
reasons for changes in these traditions/celebrations
A2. Inquiry: use the social studies inquiry process to investigate some of the past and present traditions and celebrations within their
family and the communities to which they belong
A3. Understanding Context: describe some of the major groups in their community, including different types of families,
and some of the ways in which traditions and heritage are passed on by such groups
Specific:
A1.2 Students will compare their familys structure and some of their traditions and celebrations with those of their
peers families
A2.1 formulate questions to guide investigations into some of the past and present traditions and celebrations in their
own family and the communities to which they belong
A3.1 identify and describe different types of families
A3.2 identify some different groups in their community
Learning Goals:
Students will be able to identify the lifestyle/family structure/traditions of an individual and its significance in
their lives and contributions to identity
Students will develop an understanding of the diversity that exists within their local and national communities
Students will be able to connect and compare their own lifestyle, family structure, traditions, celebrations with
those of an Indigenous boy and other peers

Background Knowledge and Vocabulary:

Students will have background knowledge on how to identify and describe traditions, holidays and celebrations
of individuals. Students may have a general understanding of their roles and responsibilities in a community and within
their family in addition to information about personal/family experiences, traditions and heritage. If not students will be prompted to
further inquiry on familys past and present traditions. More importantly in this lesson students will use this background knowledge
their roles in a family or community to gain better understanding and reflect on their individual identities.

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Critical Thinking Question(s)
What are similarities and differences between your family traditions/celebrations and the traditions/celebrations of others?
Why is it important to learn about peoples family structures, celebrations and traditions?
What is identity?
How might your family, traditions or heritages influence your identity?

Critical Thinking Challenge

The critical thinking challenge for students will be to understand the perspectives of diverse groups of people in Canada and how the
contribute significantly to Canadian society as well as their own understanding of community. Moreover, students explore significan
relation to traditions, cultures and heritages and its impact on their sense of self and identity.

Disciplinary Thinking Concepts

Perspective: students will examine the perspective of an Indigenous person and their lifestyle and community structures
Significance: students will understand the significance of family, traditions, and lifestyles on their own identity
Patterns and Trends: students will discover the trends and commonalities of traditions, family and community structures of people liv
different areas of Canada
Interrelationships: students will understand the existence of diversity in Canada as well as how diverse communities in Canada cont
Canadian society through interconnections and interrelationships
Continuity and Change: students will look at how ways of life have remained the same and what has changed from past generations a
discuss changes in Malas community and what traditions have been preserved
Cause and Consequence: students are encouraged to think about why traditions may have changed in Malas community and in their
families if applicable
Links to Aboriginal Knowledge and Curriculum
Through an examination of an Indigenous perspective of lifestyle and traditions students will incorporate what they
learned about family and communities from Malas story and make connections to their own lives. Students will be exposed to an Ind
community through the eyes of Mala a boy who shares his experiences living in an Inuit community in Canada. Students will gain a
perspective of community and identity as they read and discuss about traditional Inuit life, customs and family structures and how th
evolved over time. This example is significant to understanding diversity and fosters students appreciation and understandings of liv
diverse community like Canada. More importantly Malas introduction of himself through family and community traditions will con
students exploration of traditions and heritage and its contribution to individual identity.
Assessment and Evaluation
Assessment/Success Criteria
Assessment Tools
Authentic Assessment:
-Observations of student discussions, interactions with peers, completing worksheet, formulating
-Observation logs
questions and gathering information about their own identity
-IPads to record conversations
-Anecdotal Notes of student learning skills, participation and engagement throughout lesson
-Anecdotal Comments
-Students contribution to reading follow up, whole discussions and self/peer reflections
-Teacher Feedback on work
-Recording students responses and demonstration of content learned
-About Me introduction page
-Students completion of About Me introduction page
- Final Unit Rubric (Summative a
Achievement Chart Category: Students assessment will be based on
-Students knowledge of diverse family and community traditions in their community and
understanding of its significance in contributing to ones identity
-Students ability to apply knowledge about family/community traditions and heritage in new
contexts like within an Indigenous Inuit community and within familiar contexts like that of their
own personal and family life
-Students ability to apply interdisciplinary thinking concepts across various discussions and
ability to gather and formulate more information about knowledge gained.
-Students ability to demonstrate understanding by communicating to others and expressing in
oral, written and creative forms
Differentiated Instruction Details
Knowledge of Students
Differentiation based on student:
Readiness: teacher will check for students understanding of terms and readiness for activity during whole class discussions
Interests: teacher will gather information on different communities based on students interests and curiosities

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Learner Profile: students will be placed in mixed ability groups or homogenous groups depending on students learning profiles
Need to Know
Teachers understanding of students readiness and ability prior to do the independent task of creating an Introduction page on family
experiences is critical. Teachers need to know whether students have enough knowledge about their own family backgrounds, culture
traditions. Therefore, in this case a pre-writing inquiry process may be required prior to the independent task if students demonstrate a
knowledge about their personal lives, families or backgrounds. That is why the lesson includes an inquiry process where students are g
opportunity to formulate questions and wonders about their own personal lives and discuss how they can gather more information thro
different sources (family members, photographs, books).

Differentiated Instruction Response

Learning materials (content): offer additional resources and tools so students can generate more information about traditions
Ways of Learning (process): conduct storytelling through alternate means (audio/video)
Ways of demonstrating learning (product): students given choice to express their learning/information through drawings or pictures
Learning environment: depending on students knowledge and capacities students will be assigned partners of mixed
Necessary Prior Knowledge & Skills
Prior to this lesson, students will have:
Knowledge of terms traditions, holidays, family and community
Habits of Mind that foster and respect diverse communities within the society in which they live and think critically
Skills to gather information about their own lives, families and traditions and make connections with others
Materials & Resources (can be found in Appendix B)
Materials: Chart Paper, Resource #1 (Lets Meet Mala),
Resource #2 (Picture of Malas life from Introduction
page)
Worksheet #1 (students About Me Introduction page)
Evidence Used:
Indigenous and Northern Affairs Canada. (2003). Through
Mala's Eyes. Retrieved from https://www.aadncaandc.gc.ca/eng/1302888259029/1302888515811

Agenda
Teacher will present the stated objective in class:
Today you are going to learn about traditions and family lifestyles of dif
groups of people in the community. You will learn about the heritage an
traditions of the Inuit, group of Indigenous people living in a local comm
Canada through a story told by an Inuit boy named Mala who introduce
through his family, community, and traditions.
While reading the introduction page of Malas story, I want you to think
your own lives, families and communities in which you belong. After th
make your own introduction pages that you will attach to your final boo
everyone is done their work you will share it with one another. I will be
to see if everyone practices mutual respect, listens carefully, and take tu

Opening:
The lesson will begin with a Show and Tell of objects brought from home where students gather
at the carpet and share their items with others. Students will be given an opportunity to describe
their object in relation to prior learning of traditions and celebrations.
This will be led by a follow up discussion of What are your family traditions? worksheet where
students share details of their traditions and any extra information they learned from talking to
family members (Think/Pair/Share with peer and whole class discussion)

Initial Activity minds on Whole Class

-Students will gather around teacher for guided read out loud of Lets Meet Mala about an Inuit
boy living in a community in Northern Quebec (Resource #1)
-Follow up class discussion on Malas introduction guided by these prompt questions:
(Focus on Significance, Perspective, Patterns and Trends, Interrelationships, Continuity
and Change & Cause and Consequence)
1) Who are the Inuits? (teacher provides brief intro on First Nations groups in Canada)

Connections
Language: Oral Communication
Assessment for Learning:
-Ongoing teacher feedback -Conv
with students
-class discussions on background
knowledge
Assessment of Learning: Anecdo
Completion of worksheet
Assessment as Learning:
student contribution to whole clas
discussions

Strategy/Assessment Tools (diagn

-conversation
-anecdotal/observation notes
-reading follow up questions and

16
2) Who is Mala?
3) What family tradition does Mala have?
4) What do you know about Malas family? Lifestyle? And Community?
5) What did you learn about Mala from his introduction?
6) According to Mala what traditions have changed from the time his grandpa was a child and
what has stayed the same?
7) Why do you think things are different in Malas community now compared to the past?
Finally, students will be asked to think about how might their own life be similar or different
from Malas

Action (Main Lesson work) CRITICAL CHALLENGES

Task: Create an About me Introduction page about your own life using the worksheet
provided
Steps:
1) Teacher will present a picture of Mala and his family to model expectations/end product of
an Introduction Page (Resource #2, teacher points to the picture of his family, tradition
(Inukshuk)
2) Students will be asked to write 5 words that describe their own life on the space provided
in Worksheet#3 (Focus on Significance)
3) Next, students will be asked to fill up the bottom space with a drawing or portrait that
describes them, their family and their community
(Focus on Interrelationships, Patterns and Trends)
4) Students who complete worksheet will write down some questions they still have about
their lifestyle and family in their journals using the starter:
I am still wondering about.

Strategies and Assessment Tools (

-Observation/
Anecdotal Notes
-Conversation
-Feedback
-Students self-reflection through
conversation and worksheet
-Completion of worksheet
-Engagement in inquiry process (
journal)

(Students will be given the opportunity to bring these questions home to get more
information from family members) This is an inquiry process that may be required for
some students to conduct before completing their worksheet.
Consolidation/ Connections/Student Reflections

Think/Pair/Share: Students find a partner and share their own pages and discuss how it
compares to another students or Mala by answering the following questions:

What did you include in your introduction page?

How is your life similar to or different from Malas?

How is your lifestyle/family/culture/traditions similar or different from your peers?

Wrap-Up: Further Whole Class
Communication of Learning with whole class discussion.
Teacher led whole class reflection using the discussion questions:
1) After doing this activity, did you learn more about who you are? Examples?
(Thumbs up, Thumbs down)
2) Why do you think it is important to learn about ones family/culture/community
and their traditions and celebrations?

Strategy/Assessment

-Student interactions during Thin

Share
-Students contribution to whole c
reflection questions
-Students self-reflection through
conversation
-Anecdotal Notes
-Observations

17
Accommodations/Special Needs:
Students with IEP or ELL will be accommodated in their writing tasks by drawing pictures rather
than writing

Teacher Reflection on Lesson:

(to be completed after teaching, you do not need to fill this out for this assignment, just an FYI for reflective practice)
Aspects that worked:

Changes for next time:

Social Studies Lesson Plan #6 (Zainab Syed)

SUBJECT/GRADE: Social Studies Grade 2 Suggested Time: One Lesson, Approximately 1 hour
COURSE/STRAND:

Strand A: Heritage and Identity: Changing Families and Community Traditions

LESSON TITLE:

Art, Identity and the Canadian Flag

Connection to CULMINATING ACTIVITY: They will be creating a flag of Canada, with paint they
will include three different designs; 1. Aboriginal art, 2. Canadas multiculturalism, 3. Your own identity.
They will be able to explain on the final presentation day to their classmates their connections.
Planning Information:
Curriculum Connections:
Overall:
A2. Inquiry: use the social studies inquiry process to investigate some of the past and present traditions
and celebrations within their own family and the communities to which they belong (FOCUS ON:
Continuity and Change) [Social Studies Curriculum,2013]
Specific Expectation(s):
A1.2 compare their familys structure and some of their traditions and celebrations with those of their
peers families (e.g., traditions/celebrations related to rites of passage, holidays, foods) [Social Studies
Curriculum, 2013]
A2.2 gather and organize information on some of the past and present traditions and celebrations within
their family and the community to which they belong, using primary and/or secondary sources that they

18
have gathered themselves or that have been provided to them (e.g., photo albums, family stories,
interviews,artefacts, newspaper clippings, paintings, Elders stories) [Social Studies Curriculum,2013]
A3.4 describe some significant traditions and celebrations of their families, their peers, and their own
communities, as well as of some other communities in Canada (e.g., fall fairs; faith holidays such as
Easter, Passover, Eid ul-Fitr; special days such as Remembrance Day, Canada Day, National Aboriginal
Day, Kwanzaa, Earth Day; religious ceremonies; ethnocultural festivals) [Social Studies
Curriculum,2013]
Overall:
D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 2328) to
communicate feelings, ideas, and understandings in response to a variety of art works and art
experiences; [The Arts Curriculum, 2009]
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms,
styles, and techniques from the past and present, and their social and/or community contexts [The Arts
Curriculum, 2009]
Specific:
D1.3 use elements of design in art works to communicate ideas, messages, and understandings (e.g., use
tints of a colour to create light areas for emphasis in a collaborative mural of favourite places in the
neighbourhood; use a simple action pose to modify form in a sculpture of a pet or other animal made with
modelling clay) [The Arts Curriculum, 2009]
D2.2 explain how elements and principles of design are used to communicate meaning or understanding
in their own and others art work (e.g., use of different colours for achieving different effects, such as
warm, sunny colours for a beach or cool colours for a wet forest; depiction of various textures, such as
rough tree bark, smooth plastics, and ridged corduroy; elaboration and variation to create variety in
otherwise symmetrical buildings) [The Arts Curriculum, 2009]
D3.2 demonstrate an awareness of a variety of works of art and artistic traditions from diverse
communities, times, and places (e.g., depictions of nature, of people doing things together, or of people at
work; miniature paintings from India; Aboriginal textiles, ceramics, and petroglyphs; contemporary Inuit
drawings of life in the North by Annie Pootoogook) [The Arts Curriculum, 2009]
Learning Goals:
The overall learning goal of this lesson plan is to get students to think about the history of Canada, the
land, multiculturalism, and how as individuals we fit into all of this. Students will be encourage to reflect
and create unique pieces of art-work that identity how they perceive Aboriginal art, Canada and
themselves. I choose a flag to create this representation, because a flag is divided into three portions.
They will use the leaf in the middle to draw picture that represents themselves, one side to represent
Aboriginal art, and one side to represent Canadas multiculturalism. This will teach the students about
different types of expression through art.

19
Background Knowledge and Vocabulary:
Prior to this lesson students will have had exposure to different types of Aboriginal art that was explored
and examined on the field trip the previous day at Woodland Cultural Center. They will also have already
been studying about traditions of different groups, and talked about their own family traditions so they
will have a previous knowledge about multiculturalism in Canada. Students will also have had previous
experiences with different types of painting styles, and uses of different colours. They will also be starting
to understand the roles of individuals in a larger society.
Vocabulary: Identity, multiculturalism,
Critical Thinking Question(s):
What is identity? And how are we able to understand our own identity?
How can art represent Canada multiculturalism?
How is art used an expression from an Aboriginal point of view?
Critical Thinking Challenge

Considering how our own identity is a combination with Canadian histories and
multiculturalism.
Disciplinary Thinking Concepts
Perspective: The students will be exploring different perspectives in types of art,

especially the different types of art used by Aboriginals.

Cause and consequence: If the Aboriginals were not in Canada before the settlers
arrived, how different would Canada look? Examining the multiculturalism of Canada
and the effects of immigration and people moving here from all over the world. Would
things be different in Canada if people were not moving here?
Interrelationships: Exploring the relationships between Aboriginals and settlers.
How art is used as a form of expression, and how it differs from cultures.
Continuity and change: How is Canada continuing to change? How do our
individual identities blend with Canadian heritage to create a new identity for Canada.
Significance: How the Aboriginals and their history have an impact of the history
of Canada as a whole. How we all contribute to create one whole.

Patterns and Trends: What are some patterns that we can find in Aboriginal art
that are visible in other forms of art. What other relationships have been working
towards.
Links to Aboriginal Knowledge and Curriculum
After having the field trip at the Woodland Cultural center students will be able to understand more about
Aboriginal art and how it has changed over time. They can use this knowledge when they are completing
part of their flag. The students will also be learning a new type of Aboriginal art called Dot Painting.
Students will draw a picture with colours and examples of what they have learnt to represent Aboriginals
in Canada. Students will also understand the significance and importance of colours and expression
through art that Aboriginals engage in. aboriginal and First Nations use of colours when producing art.
We will also be exploring the link to the land we are are currently living on, and the history of it. How
the land looked before the settlers arrive, and will compare past and present maps.

20
Assessment and Evaluation
Assessment/Success Criteria
Authentic Assessment
Discussions
Observations
Questions
Completeness
Once completed look over the whole Canadian flag that was created. Did students express about their
identity, and Canadian identity?
Achievement Chart Category
Knowledge and Understanding: knowledge and understanding of content
Thinking: use of different skills when using critical and creative thinking
Communication: expression and organization of ideas and information
Application: application of knowledge and understanding, thinking skills, and

communications.
Assessment Tools
Throughout this lesson a number of different assessments will be used to observe the students
understandings.
Participation
Observations
Anecdotal notes
Completion of flag
Rubric for different qualities and characteristics
Assessment Tools
Throughout this lesson a number of different assessments will be used to observe the students
understandings.
Participation
Observations
Anecdotal notes
Completion of flag
Rubric for different qualities and characteristics
Differentiated Instructions Details
Knowledge of Students
Differentiation based on student:
Readiness
Interests
Learner Profile:
Throughout the lesson students will have the consist support of the teacher, and with
differentiated instruction. Since this activity is based on art, the students only have three steps to
follow. The students are allowed free expression in how they display their art.
Need to Know

21
Students who require additional support will be given the opportunity to watch an
additional story about birds and their colours (called How the Birds got Their Colours).
Students are also given option to colour through paint, markers, crayons, pencil crayons, or if
they would rather express through words that is an option as well.
Differentiated Instruction Response
Learning materials (content)
Ways of Learning (process)
Ways of demonstrating learning (product)
Learning environment
Necessary Prior Knowledge & Skills
Prior to this lesson, students will have:
Been previously introduced to different styles of Aboriginal art that they will have
examined at the Woodland Cultural Centre, and other art forms in the classroom.

Students will have a previous knowledge of families and traditions in Canada.

They will know about their own families and traditions.
Materials & Resources
Materials: i.e. chart paper, markers, computers etc
Evidence Used:
Internet Resources:
Story: Claire and Her Grandfather

https://www.aadnc-aandc.gc.ca/eng/1303145519542/1303145749835
Examples of dot art for students to follow: https://www.youtube.com/watch?
v=yJAwb79lkqg
Story: How the Birds Got their Colours https://www.youtube.com/watch?
v=z0ugB5jT25A
Non-internet Resources: References
Blank flag of Canada

Paint, markers, pencil crayons- students provided with the choice

Agenda
Steps for the Lesson.

1.
2.
3.
4.
5.
6.

Go over the previous days field trip. Discussing on types of art that was observed.
Show and tell
Go over the story
Explain the activity
Watch the youtube video on the Aboriginal art style dot painting.
Conclusions, questions, concerns

Opening:

I will ensure that there is an environment that follows the Tribes principals.

22

I will promote inquiry based learning and thinking critically, while incorporating
the disciplinary concepts.
I will connect to prior lessons, and other subject matter.
Connections
Art: this lesson connects to the art curriculum through expressing their identity
and the identity of Canada and Aboriginals. All three parts combine together to create a
picture of expression of identity.

Initial Activity minds on

The opening activity will begin as has been the trend during the lesson thus far with a
show and tell. Students can share an object from home, artefact, or family tradition with the class.
This allows students to all share a little something small about their family and traditions
so the students can see a variety of traditions and families within Canada.
The Whole class will then listen to the story Claire and Her Grandfather
The students engagement will be considered when the length and amount of the story to
share with the students.
Strategy/Assessment Tools (diagnostic)
Engaging students with short story about colours, and Aboriginal traditions.
Audio stories, to keep their attention, and they will be allowed to sit and be comfortable
around the classroom to engage and keep their attention
Students will also be given the opportunity to ask questions when the story is completed

The engagement of the students will be determined to continue the complete

story, or stop it half way through
Action: Main Lesson Work
Whole Class or Groups: Activity(ies) and/or Strategy(ies)
Description of Steps/Task

1. After finishing the story the teacher will lead the discussion on the story of
Claire and her Grandfather
2. Students will be encouraged to talk about the different types of art they heard
about in the story, and what they had seen at the Woodland Cultural Center
3. I will show the students a video clip from youtube about Aboriginal Dot art. A
new style of art. The students will then have a discussion about how this type of art
differs from the art they had examined yesterday.
4. Will read an excerpt from Clare and her Grandfather
5. The teacher will show the students a blank flag of Canada. The teacher will then
explain their tasks to the students. They will be colouring one side with a type of
Aboriginal art they have learnt about. The dot art from todays lesson or something they
had previously examined. Next the students will colour in the other side of the flag with a
blend of pictures to represent Canada and its multiculturalism. Finally the leaf will be
coloured in to represent each students own identity, and what they choose to describe
themselves with.
6. Will draw a description on the board of what is required of them on the flag.

23

7. The students will be given ample amount of class time, and can continue to work
on the assignment during their art period if required.
Include:

Strong critical question

Disciplinary Concepts
Use of Multiple Evidence (diverse primary documents)
Assessment based on the understanding of Disciplinary Concepts
Indigenous Knowledges
Multiple perspectives
Student directed research work
Knowledge-Application and Multiple options for Communication

Strategies and Assessment Tools (formative)

Teacher will motivate students and provide engaging material to keep them
interested
Teacher will help keep the students interest through emphasizing what is
important, and focusing their attention
Teacher will monitor their work throughout the lesson
Teacher will be available for assistance throughout the activity
Teacher will identify areas in which students need assistance
Teacher will encourage goal setting in order to help the students achieve their
goals
Teachers will adjust and modify the lesson according to what is fit for the
students
Consolidation/ Connections/Student Reflections
Helping students demonstrate what they have learned

Providing opportunities for consolidation and reflection

Answering Critical Thinking question/sharing research work/reflecting
Wrap-Up: Further Whole Class or Groups
Description of Steps/Task
Once the students have completed their assignment they will be given the

opportunity to share their pictures with follow classmates. To encourage students, they
will be allowed to explain their reasoning behind their painting, how it relates to them
and Canada as a whole
Communication of Learning

The students will be able to express their learnings verbally. This final flag they
produce will also be added to their A Book about My Heritage in which they will be
given the opportunity to share and discuss with their classmates what they have learnt.
They will also be given teacher and peer feedback through discussions.
Extensions?

24

If students need extra assistance, another story will be shared with the students.
How the Birds got Their Colours is a story about how Aboriginals look and relate to
colours.

Accommodations/Special Needs: How will you accommodate for students with IEPs, ELLs etc.?
The first story should be helpful for students with ELL because they can follow

along with the pictures (quite descriptive).

Students can ask questions in the class discussion, speak with a classmate while
completing the task, or asking for extra help.
Teacher will be walking around monitoring during the activity ensuring that
students are following along, and understanding what the goal of the lesson
Strategy/Assessment

The wrap-up of this assignment will consist of a diagnostic assessment of

students use of prior knowledge, and application to the task at hand.
Students will also be assessed through their ability to apply and communicate the
teachings in class to the class work assigned.

25

Appendix B
Lesson #1
Resource #1:
A Name For a Metis:

http://www.strongnations.com/store/item_display.php?i=2262
Worksheet #1

26

Final Project Checklist (Worksheet #2):

Lesson #2
Resource #1 (Lets Meet Mala story)
Resource #2 (Picture of Mala)

27

Reference:
http://www.aadnc-aandc.gc.ca/DAM/DAMINTER-HQ/STAGING/texte-

text/ach_lr_ks_rrds_mala_1302786861588_eng.pdf

Worksheet Sheet #3

28

Lesson #3
Excerpt #1 (Mala talks about Travel)

29

Excerpt #2 (Malas Grandpa tells Mala about hunting and camping)

Reference:
http://www.aadnc-aandc.gc.ca/DAM/DAM-INTER-HQ/STAGING/textetext/ach_lr_ks_rrds_mala_1302786861588_eng.pdf

30

Worksheet # 4:

Lesson #4
Resource #1: Map of 17th Century Canada

31

Can be assessed : http://www.cbc.ca/8thfire/map.html

Lesson #6:
Resource #1: Claire and her Grandfather (Audio and written text available)
https://www.aadnc-aandc.gc.ca/eng/1303145519542/1303145749835

Resource #2: Youtube clip on Dot Art

https://www.youtube.com/watch?v=yJAwb79lkqg

Resource #3: Additional Story if necessary How the Birds got Their Colours
https://www.youtube.com/watch?v=z0ugB5jT25A

32

Resource #4 (Worksheet #5):

http://www.freelargeimages.com/flag-coloring-pages-185/

Lesson #7
Resource #1:
Resource # 2: Y- Chart (assessment)

33

Can be accessed
https://www.youtube.com/watch?v=c-RaWzttIQo

https://www.interactivelessons.com.au

Classroom Aid: Great Big Book of Families

https://www.kirkusreviews.com/book-reviews/mary-hoffman/great-big-book-families/
Link to discussion guide:
http://www.welcomingschools.org/pages/lesson-plan-the-great-big-book-of-families-discussionguide

Lesson # 8:
Resource# 1: Two Stars and a Wish (for assessment)

34

Reference: http://lookingfromthirdtofourth.blogspot.ca/2015/02/learning-goals-achievementlevels-and-2.html

Appendix C
Final Assessment Unit Rubric
Level 1

Level 2

Level 3

Level 4

Knowledge and Understanding- Knowledge of text content and comprehension of its meaning and
significances
Knowledge of Content
Identifies and demonstrates knowledge
of family and community traditions by
including all required elements

Demonstrates
limited
knowledge of
content

Demonstrate
s some
knowledge of
content

Demonstrates
considerable
knowledge of
content

Demonstrates
thorough
knowledge of
content

Understanding of Content
Identifies and communicates the
meaning and significance of family and
community traditions in relation to
identity

Limited
understanding
of content

Some
understandin
g of content

Considerable
understandin
g of content

Thorough
understanding of
content

35
Thinking - Use of critical and creative thinking skills/or processes
Use of Planning Skills
Ability to gather and organize relevant
information in relation to their own
family and community

Uses planning
skills with
limited
effectiveness

Uses
planning
skills with
some
effectiveness

Uses
planning
skills with
considerable
effectiveness

Uses planning
skills with high
degree of
effectiveness

Use of Critical Thinking Process

Ability to apply concepts of disciplinary
thinking using inquiry and decision
making processes

Uses critical
thinking
processes with
limited
effectiveness

Uses critical
thinking
processes
with some
effectiveness

Uses critical
thinking
processes
with
considerable
effectiveness

Uses critical
thinking
processes with
high degree of
effectiveness

Use of Creativity Skills

Demonstration of creativity in students
creation and display

demonstrates
limited degree of
creativity in
their creation
and/or display

demonstrates
some degree
of creativity
in their
creation
and/or
display

demonstrates
considerable
degree of
creativity in
their creation
and/or
display

demonstrates
high degree of
creativity in their
creation and/or
display

Application of Knowledge and Skills

Ability to apply knowledge and skills in
familiar contexts

Applies
knowledge and
skills in familiar
contexts with
limited
effectiveness

Applies
knowledge
and skills in
familiar
contexts with
some
effectiveness

Applies
knowledge
and skills in
familiar
contexts with
considerable
effectiveness

Applies
knowledge and
skills in familiar
contexts with
high degree of
effectiveness

Transfer of Knowledge and Skills

Ability to transfer knowledge and skills
in new contexts

Transfers
knowledge and
skills to new
contexts with
limited
effectiveness

Transfers
knowledge
and skills to
new contexts
with some
effectiveness

Transfers
knowledge
and skills to
new contexts
with
considerable
effectiveness

Transfers
knowledge and
skills to new
contexts with
high degree of
effectiveness

Making Connections within/ between

various contexts
Ability to make connections between
everyday life and traditions of various
groups of people and between past and
present traditions

Able to make
connections
within and
between various
contexts with
limited
effectiveness

Able to make
connections
within and
between
various
contexts with
some
effectiveness

Able to make
connections
within and
between
various
contexts with
considerable
effectiveness

Able to make
connections
within and
between various
contexts with
high degree of
effectiveness

Application

36
Communication of Knowledge and Thinking
Expression of Information
Ability to clearly express information
about family and community traditions
in visual, written and oral form

Student
expresses
information with
limited
effectiveness

Student
expresses
information
with some
effectiveness

Student
expresses
information
with
considerable
effectiveness

Student expresses
information with
high degree of
effectiveness

Use of Conventions/Vocabulary
Ability to use proper conventions,
grammar and vocabulary of the
discipline in visual, written and oral
form

Uses
conventions,
grammar and
vocabulary with
limited
effectiveness

Uses
conventions,
grammar
and
vocabulary
with some
effectiveness

Uses
conventions,
grammar and
vocabulary
with
considerable
effectiveness

Uses
conventions,
grammar and
vocabulary with
high degree of
effectiveness

A Book of my Heritage
Ability to effectively organize and
present all required elements of the book

The book is
presented using
limited
organization

The book is
presented
using some
organization

The book is
presented
using
considerable
organization

The book is
presented using
high degree of
organization

Organization of This is my Heritage

Student Display
Ability to effectively organize display of
materials in a neat manner

Student is able
to effectively
organize a
display of
heritage with
limited
effectiveness

Student is
able to
effectively
organize a
display of
heritage with
some
effectiveness

Student is
able to
effectively
organize a
display of
heritage with
considerable
effectiveness

Student is able to
effectively
organize a
display of
heritage with a
high degree of
effectiveness

Final Culminating Project

37