AtlanticRegion

Grade/Subject:5SocialUnit:AtlanticRegionLessonDuration:50minutes

OUTCOMESFROMALBERTAPROGRAMOFSTUDIES
GeneralLearningOutcomes:
1. Studentswilldemonstrateanunderstandingandappreciationofhowthephysicalgeographyandnatural
resourcesofCanadaaffectthequalityoflifeofallCanadians.
2. StudentswilldemonstrateanunderstandingofthepeopleandthestoriesofCanadaandtheirwaysoflife
overtime,andappreciatethediversityofCanadasheritage.
SpecificLearningOutcomes:
1. 5.2.1AppreciatethecomplexityofidentityintheCanadiancontext
Recognizehowchangesinsocietycanaffectidentity
2. 5.1.3AnalyzehowpeopleinCanadainteractwiththeenvironmentbyexploringandreflectinguponthe
followingquestionsandissues:
Howarenaturalresourcesused,exchanged,andconservedinCanada?
3. 5.1.1ValueCanadasphysicalgeographyandnaturalenvironment
Demonstratecareandconcernfortheenvironmentthroughtheirchoicesandactions
4. 5.S.4Demonstrateskillsofdecisionmakingandproblemsolving:
Collaboratewithotherstoapplystrategiesfordecisionmakingandproblemsolving
Determinewhenadecisionneedstobemadeindealingwithproblemsandissues
LEARNINGOBJECTIVES
1. Bytheendofthelessonstudentswillbeabletoidentifythefactorsthatledtothechangeofthequalityoflife
ofthepeoplethatlivedinNewfoundland.
2. Bytheendofthelessonstudentswillbeabletosummarizewhathappentothecodfisheries.
3. Bytheendofthelessonstudentswillbeabletodiscusstheeffectstheclosureofthecodfisherieshadonthe
identityofthepeoplethatliveinthisregion.
4. Bytheendofthelessonstudentswillbeabletoconsiderthepositiveandnegativeconsequencesof
reopeningthecodfisheries.
5. Bytheendofthelessonstudentswillbeabletodemonstratetheirabilitytoworkcohesivelyinagroup.
ASSESSMENTS
Observations:Watchtoensurethatallthestudents KeyQuestions:seebelowinlessonplan
areworkingontaskandthattheyareunderstanding
whattheyaresupposedtobeworkingon.
Written/PerformanceAssessments:
LineMaster24thiswillbeusedtoaccessifstudentscanrecallthefactorsthatledtothechangeinidentity
oftheFirstNationspeople.
LineMaster22/23Thiswillbeusedtoseeifstudentscanchooseandargueasideforweatherornotthe
codfisheriesshouldbereopenedornotandthatfactorsthatsupporttheiropinion.
GroupworkHowwellandhowmucheachgroupmemberiscontributingtotheconversation.
Ensurethatallthestudentsareengagedintheactivityandthattheyarenotjustsittingthereobserving.
LEARNINGRESOURCESCONSULTED
Resource#1:LiteratureConnectionstoSocialStudies
Resource#2:VoicesinCanadatext
Resource#3:VoicesinCanada:TeacherResource
MATERIALSANDEQUIPMENT
LineMaster24
LineMaster22/23
DuncansWaybyIanWallace
NewfoundlandandLabradorHelloCanadabyLawrenceJackson
VoicesofCanadatext
WhiteboardMarkers
DebateInstructions/Steps
Groupssheet
AdditionalResourcesontheCodFishery:
1
 http://www.heritage.nf.ca/articles/economy/moratorium.php
http://www.canadahistory.com/sections/eras/pcsinpower/cod_collapse.htm
http://www.greenpeace.org/international/en/campaigns/oceans/seafood/understandingthe
problem/overfishinghistory/codfisherycanadian/
PROCEDURE
Introduction(5mins.):
Hook/AttentionGrabber:SAY:Gradefives,Ineedonepersonfromeachgrouptogetoutthetextbooksandthensit
quietlyandshowmethatyouarereadytolisten.
AssessmentofPriorKnowledge:ASK:WhatdidweendofftalkingaboutonThursday?WhatweretheLoyalists
promisediftheycametoCanada?Whatweretheygiven?WhatimpactdidtheLoyalistshaveonCanada?
SAY:WestartedtalkingabouthowthequalityoflifeintheAtlanticregionchanged.Whatweresomeoftheideas
thatcameupfromourdiscussion?
ExpectationsforLearningandBehavior:SAY:Todaywearegoingtoworkingonpreparingforadebatethatweare
goingtocompleteintomorrowsclass.Youaregoingtobeexceptedtoworkwelltogetherinyourgroup.Youmaybe
arguingforadifferentsidethenyouropinionbutthatisokaybecausesometimesitiseasiertoarguefortheopposite
sidebasedonhowyoufeelaboutasubject.YouaregoingtodividedintotwolargegroupsFORandAGAINSTthe
reopeningofthecodfisheries.Youarethengoingtodividedupintosmallergroupstoformulatethereasonsthatyou
haveforyourposition.
TransitiontoBody:Studentswillremainintheirdesks.
Body(40mins.):
LearningActivity#1:DebatePreparation(40minutes)
DO:HandoutLineMaster22,23,24.
SAY:Iamhandingoutsomeworksheetsthatmayhelpyouwhileyouareworkingondefendingyourposition.You
donothavetousethembuttheycouldcomeinhandy.Iwantyoutofirstlookattheonethatsaysfactorsandhasfour
arrowsonitthatleadtoaboxatthebottom.Youmaywanttofirstidentifythefactorsthatledtotheclosureofthe
codfisheriesbeforeyoujumpintoformulatingyourreasonsforyourposition.Thesecondsheetisforyoutouseto
listyourreasonsforthepositionthatyouaredefending.
SAY:DonotmoveuntilIsaygo.Iwanteveryonetopickuptheirworksheets,pencilcasesandtextbooksandlineup
againstthebackwall.Iamgoingtodivideyouupintoyourgroupsthatyouareworkingintoformulateyourdebate.
OnceyouareseatedwithyourgroupIwilltellyouwhetheryouareFORorAGAINSTthereopeningofthecod
fisheries.
DO:Tellthestudentstheirgroups.Handoutthedebatesheetprocedure.Gothroughthestepswiththestudentsbefore
theystartworking.Thestudentswillhavetheremainderoftheclassperiodtoworkonpreparingforthedebatethat
willoccurduringthefollowingtheclass.
SAY:ThefirstthingthatIwantyoutodoisreadpages57,6061inyourtextbook.Ifyouwantadditionalinformation
Ihavesomeresourcesupatthefront.Iwillneedthembackattheendofclass.Youwillhavetheremainderofthe
classperiodtoworkonpreparingforthedebate.
Assessments/Differentiation:Iwillbewanderingaroundtheclassroomtoensurethatallstudentsareontaskandto
makesurethattheyareunderstandingwhattheyaresupposedtobedoing.
TransitiontoClosure:Studentswillbeinstructedtocleanupandputeverythingawaybeforereturningtotheirseats.
SAY:Iwantyoualltocleanupandtoputeverythingawaywhereitbelongs.Thismeanstoputthepapersawayin
theringsofyourbindersothatyouwillbeabletofindthemtomorrow.
Closure(5mins.):
Consolidation/AssessmentofLearning:SAY:Todaywespentthatclasslookingatthecodfishery.
ASK:Didanyonefindsomethingwhiletheywerepreparingforthedebatethatsurprisedthem?
TransitiontoNextLesson:SAY:Tomorrowwearegoingtobeparticipatinginaclassdebatesotomorrowitwillbe
importantthatyouareallhereandreadytogorightatthestartofclasssothatwewillbeabletogetgoingrightaway.