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Program of Studies 1 Social Studies Outcomes ICT Lesson Plan 2.1 Canada ’ s Dynamic Communities Lesson 1 – Oral Traditions Lesson 1 – Oral Traditions Knowledge and Understanding 2.1.3 investigate the cultural and linguistic characteristics of an Inuit community in Canada by exploring and reflecting upon the following questions for inquiry : • How is this community strengthened by their stories, traditions and events of the past? • What are the linguistic roots and practices in this community? 2.1.2 investigate the physical geography of an Inuit in Canada by exploring and reflecting the following questions for inquiry: • How does the physical geography of this community shape its identity? Values and Attitudes 2.1.1 appreciate the physical and human geography of the communities studied: • value oral history and stories as ways to learn about the land C.4 - Students will use organizational processes and tools to manage inquiry. 1.1 follow a plan to complete an inquiry F.3 - Students will demonstrate a moral and ethical approach to the use of technology. 1.1demonstrate courtesy and follow classroom procedures when making appropriate use of computer technologies 1.2work collaboratively to share limited resources 1.3demonstrate appropriate care of technology equipment P.3 - Students will communicate through multimedia. 1.3access sound clips or recorded voice to support communication P.5 - Students will navigate and create hyperlinked resources. 1.1navigate within a document, compact disc or other software program that contains links 1.2access hyperlinked sites on an intranet or the Internet C.5 - Students will use technology to aid collaboration during inquiry.  Discuss the importance of oral traditions to the Inuit way of life. Why is it important that these stories are remembered and passed on through the generations?  Listen to Michael Kusugak audio file http://cado.ayn.ca/michael_story.asp Read Kusugak story: “ Baseball Bats for Christmas ”  Discuss with class to ensure they understand why Kusugak continues to write and tell stories. How is the Inuit lifestyle affected by the climate?  Complete online Sampler activity: Inuit Lifestyle Sampler http://www.wired-and- inspired.ca/inuit/sampler Use the worksheet attached “ Inuit Sampler Worksheet ” in resources section below (also available on the sampler web site)  Discuss responses, hand in for teacher to check over.  Assessment Attached “ Oral Traditions Checklist ” (see below in resources section)  Enrichment Activity: Arctic Trivia Challenge http://tinyurl.com/yuj79z %xkpUفr DSF,%`k`H ԤvHK>$΀( m:2c@ t[:E)}NrEuv{W"& } !Yu|sNtF=_0uW!M?L=`j]ef 9|A]46SK^[t;֘^rs.1+l5hz%f4䌁&Zs=Q.wb3|1Йm^]ol/o.憽 %Jִ+'6o5Ķz= 5 Ck]hv'mc::$ycn~ؿӉ^79U&bÚ. &>A~)>ôZ3yKdzSl0w!>,LlȚgJ`y',JRy+ #-} y- ";S25 ';#hP, 㒤=uܸWNfEri>Wи?jsy\>UKHiMjw6Z=f8ɨ>؎ü=wJOP Mc^ҝwK]K_;Ę^_^C'Fj!{˓A{v6c&m+[5wqP%(bܻ*܉}<|Z;a, 0hAl>r=>\0Y۝&_TÂI|~_(CO(G쎔WxgME!<.9zyȑǵʓbWv=08I}XYPENF&부n_ksL˓^vz1Ota1VP&'9qL^` ǘ60)|r6|z]*x0P CO"km쵯{yBccA!z35>awa,:>9u}ۀ7>'t] `*6GA?)^w L"Ӳk˜kIx>}j]XlbkAȮ;^o#OZ/x{嘟ZOO| {yuPs81X:5>#9q6b5Fy2 ^L_oj[>n5oop\{]+93wdmL|yʖu _'ew2YԈ]s 9?HO_ӰY~Y1]8y2> Mŗgr!;?{Lt} @feA_9?8>ƾԂYj>tY^/C5bXrZ8QYVn>k\w}ffپj]ۺOmuSmW ~̰lv2[-Vg`QJ9\Yc:*Zǖj*;<_(PgH]]O1Wy o ٛ4k**K:Vc)=i(ySk稵 ,?xW ?%0ł>o{Fۺ[ ȕY.Mz=W1>οЋk-qc[nϮnɊP5[ȵ:9WNʻW]}*>Opr-su~=YUYvKuO ʏͼYnYUl#Z.ѿ]\ǦUQa*[##bX<~5Xė;*vc r>6whI7F[Lv-l*p֡Vhltl~!橍NxFwv",5e+t ¬x"[]!l)j|^;2_ގc|Oo/R9+5\|m@~@[xnCe&=Nw\j;L>V3ߝ8F{#;;Džoڳsx?1Y13^{v,fsoUNL]\f浩?3ąy|$f\8hgkb/m?*ΐ~ɣ?8|gb]بCc略ɉw7~=KQr/5فR;M^&J^?T:L@qϵ \xV1cF=1p jOhN BS6 k 4sZMUA:6z䩮T+ghyvFe1ŲZ^΀Vs րsm\yL[-t,O|ZrN14/pMT-Wӊuv`ؤsBv7.g$Slg!f.Y9:х#T>YC\4ٹ<2 v"M4^aO 5o͚ e#5mw' ._7ouU߾zo5ƧXll:_z/~qk3Hpu*ηD;\HdI︳EH9tkp y|frp_jJr~5Ynj#GY)4G.6\ܺI~^XNŧW̟ظ%面ܶڽj|'?WQ5҅膟o/_??,aF-Պ%0O'=ZB_qhu=GK-x~Vs}g>M& ^MU!rf ^ύ1QW~FVr1,/0u@Nd眸Μ&ǶԱmM-㸎v@˂sS*(Duv!CsKyՃ/m 71YS:EgCyvI1[zmIY,/}e;4m 8` UOdNqD8uz2\X]\d녊ǐcwq!cyq ~+?dG>['Z.Xd=sm|P = (Yn<c# <קv$vX'^~}q,AU`\A2]]Oāu·6HA*G$ 2!gL+lۍ(yyƍowۄ0H[EٙOs+ o:rtʩc ɹs>%/b<61@E]1y792K዗UbKeߨۨEx|Z E1WDY {126{Mcz[/b}]—zC x_?P9Ug~"cyizҍk,/2YJƱ#Njr0 Z9/E'mм =/m?L<+iٱG48aƱ2ѭ:%|yu?2 ?uvߔ>u2浒n]VD3&}ɻ945ȃ,xNН+1yr\^։>)Rb{q]a,ľnu >%y{_A*!<ȳ)NŚr`[6D^ƈ/R.{=h}I/x-%Od%s!Vȸ6Ċqc?ilPbW6sT *jeݱC#/©%Xw4=bstκ>|cmhڐ@=2Ra:ځI{Oiu< )w䃬^ymm9F=hؖcJαi{}UX7:7nW/\nEK}ӥ{oˋnuA6d`[qRVU5vcM5Fmu|>xpǺmB^jαԪWdafx>/؉cL\]1 4q׃k >$o 1tlrIMR[gM5"Ѹk.>Ff|Y'ҶEw/dӪI-kw›J^qL~n'o慌}%ĸ?<f^xwC+,f1}Iߒ39\g__+>o*R&Ƃ;U܏ob}%=ٷ8m U2K`ŽVI =Y|bouEwJT~o׵gCcUª C}G2?+-3'bEk\d[7W&阺th/pLt$oڮ8 >> }=ɷ/7^:mQ3ҙ}PkdW 2Yfˈj|j/M~MpnR(:։^p>4Zq|ֱ.Egt  &_. 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Program of Studies 4 Oral Traditions Checklist (S.S. Outcomes) Criteria Description of Criteria Yes! Not Yet Teacher Comments 2.1.3 Investigates cultural and linguistic traditions of Canadian Inuit Listened intently to Kusugak audio file and story. Can orally describe new understandings. 2.1.2 Explore how the physical geography affects the Inuit community Completed Inuit Lifestyle Sampler, answers show depth of understanding. Describes logical reasons for Inuit lifestyle 2.1.1 Appreciate physical and human geography Demonstrates respect throughout lesson for Inuit lifestyle and traditions. 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Program of Studies 5 (ICT Outcomes) Criteria Description of Criteria Yes! Not Yet Teacher Comments C.4 – 1.1 Follow a plan to complete an inquiry Completed Sampler inquiry worksheet by working their way down the page. F.3 – Demonstrate courtesy and follow procedures(1.1) Demonstrate appropriate care of technology equipment (1.3) Demonstrate log-in procedures, follow Sampler directions, help neighbors if needed. Properly log-off, push-in chair, ensure head set put away. P.3. –1.3 Access sound clip to support communication Student successfully found and listened to Kusugak speech file as directed. P.5-1.1 Navigate within document that contains links. 1.2 Access hyperlinked sites on the Internet. 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Program of Studies 6 Observation Checklist WOW! Yes Not Yet -thorough discussion, demonstrates understanding for similarities and differences in morning routine regardless of where you live. 2.1.2 -effortlessly uses technology to complete online ranking C.6 – 1.1, 1.2 -compared my ranking to that of group members C.5 – 1.1 -used hardcopy ranking to debate with group members C.6 – 1.3 -created 1 st postcard from your own point of view 2.1.1, 2.1.2 -create 2 nd postcard from Inuit point of view 2.1.1, 2.1.2 & xSMHQ=oKQ~44hӏVJq,F LrfSFPPAjRT7H E`T  Ey;~ZF̃9|}@6&.\1X;yG]VRc_6js R)i`UƝ)Dы9:qz2f0H]viЯߜ1[xVt:;% 0jYL|r\]dg5QsP M L_gq0a8LoGL>-Xt*ޠf"Owg/f\#%b؊5F)kDUzUF_ N<FF"aRhG9*G̍.:}NI >\1Fq.NI45&ˮe&Iuq[<Gg;s0P'sGz˽U5=O3"_~S!i^z^;2! < d֬jyνokވY{ׯ{dqOOcY\ q)Microsoft Office Document Image Writer 11.03.2175.00 2007:04:13 12:59:00  z$ Ejr(16T2/b1r{)xk]UB) Lj HJ0"4*I[ʴ:m@IDiJT40M,@!Eh T#;;s;Ip&kΙFJ.=wjJR<=S$+HKvN癢/s>НpZ6)&~}Bb9uO+PtRY*(O.G}2}3 : E{uiJѦeqfzG. 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