1 Name: __Jordan Pilsworth__ Subject: __Social Studies__ Grade Level: __4__ Outcomes (Students need to know) What a student is expected to know, understand and be able to do. Indicators (Students are able to do) Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of outcome. Outcome: RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities. Outcome: RW4.2 Investigate the importance of agriculture to the economy and culture of Saskatchewan. Represent on a map the major resources in Saskatchewan (e.g., minerals, potash, oil, uranium, natural gas, lumber, water, crop and livestock production). Locate on a map the major industries in Saskatchewan (e.g., agriculture processing, mining, manufacturing, forestry products, energy refinement, tourism, livestock production). Identify the natural resources and industries found in the local community, and analyze their impact upon the community. Illustrate the goods made from the major natural resources, the consumers of those goods, and the export destinations. Differentiate between primary and secondary industry. Describe the impact of technological innovations originating in Saskatchewan on the global community (e.g., farm machinery, varieties of grain, automated teller machines, fibre optics, communications technologies, pesticides and herbicides, vaccines). Identify and locate various types of farms in Saskatchewan. Compile an inventory of Saskatchewan agricultural food and by-products. Identify agricultural products used in daily life in Saskatchewan. Analyze the significance of Saskatchewan agricultural commodity exports to the province. Unit Plan ESSENTIAL QUESTION(S) Why is agriculture such an important part of Saskatchewan? What would Saskatchewan, Canada or the World be like without agriculture? What would Saskatchewan look like if we were still using the same technologies for agriculture that we used fifty years ago?
Outcomes (Students need to know) What a student is expected to know,
understand and be able to do.
Indicators (Students are able to do) Ways that students demonstrate their learning of an outcome;
think ‘verb’; tells the story of outcome.
Outcome: RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities. Outcome: RW4.2 Investigate the importance of agriculture to the economy and culture of Saskatchewan.
Locate on a map the major industries in Saskatchewan (e.g., agriculture processing, mining, manufacturing, forestry products, energy refinement, tourism, livestock production).
Identify the natural resources and industries found in the local community, and analyze their impact upon the community.
Illustrate the goods made from the major natural resources, the consumers of those goods, and the export destinations.
Differentiate between primary and secondary industry. Describe the impact of technological innovations
originating in Saskatchewan on the global community (e.g., farm machinery, varieties of grain, automated teller machines, fibre optics, communications technologies, pesticides and herbicides, vaccines).
Identify and locate various types of farms in Saskatchewan.
Compile an inventory of Saskatchewan agricultural food and by-products.
Identify agricultural products used in daily life in Saskatchewan.
Analyze the significance of Saskatchewan agricultural commodity exports to the province.
Unit Plan
ESSENTIAL QUESTION(S)
Why is agriculture such an important part of Saskatchewan? What would Saskatchewan, Canada or the World be like without agriculture? What would Saskatchewan look like if we were still using the
same technologies for agriculture that we used fifty years ago?
(Elder visits, guest speakers, field trip guides, etc.) At the end of the unit we will be taking a field trip to the Moose Jaw Pizza Farm, produced by Saskatchewan Agriculture.
Essential Question: Why is agriculture such an important part of Saskatchewan?
- What kind of resources do we produce in Saskatchewan?
- What kinds of major industries do we have in Saskatchewan?
- Where might we find these?
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- What does agriculture look like in Saskatchewan? - What do our farms look like? What kind of farms do
we have? - What does First Nations agriculture look like?
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- How did agriculture in Saskatchewan look fifty years ago? How about a hundred years ago?
- What technologies did we have then? How does this compare to the technologies that we have now?
- What kind of agricultural technologies/innovations have originated in Saskatchewan and how do they support agriculture in different parts of the world?
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- What is the difference between primary and secondary industry?
- What are some examples of this in Saskatchewan?
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- What kinds of goods and resources do we produce in Saskatchewan that is exported to other places in the world?
- How does the production ad exportation of these goods/resources support other places in the world?
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- What kinds of natural resources do we produce and what kinds of industries to we have in our local community?
- How do we use these resources and industries? - How do they support our community?
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- What are some agricultural products that we use in our daily lives?
- Where do these products come from? - How are they made, produced or grown? - Do we produce any of these products or resources in
Saskatchewan or our local community?
Closing Lesson
- Fieldtrip: Our class will be going to participate and learn about the Pizza Farm in Moose Jaw.
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Lesson Plan #1 Name: __ Jordan Pilsworth___ ____ Date:_ December 7, 2015____ Subject: ___Social Studies__________ Grade:____4__________ ______ Essential Question (guiding overall unit of study): Why is agriculture such an important part of Saskatchewan? What would Saskatchewan, Canada or the World be like without agriculture? Guiding Question(s) (specific to this lesson): What kind of resources do we produce in Saskatchewan? What kinds of major industries do we have in Saskatchewan? Where might we find these?
Outcomes: RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities.
Indicators (Assessment Evidence): Represent on a map the major
resources in Saskatchewan (e.g., minerals, potash, oil, uranium, natural gas, lumber, water, crop and livestock production).
Locate on a map the major industries in Saskatchewan (e.g., agriculture processing, mining, manufacturing, forestry products, energy refinement, tourism, livestock production).
Assessment Strategies: (formative-before & during & summative - end) I will be using formative-before and summative-end strategies for my lesson because I will be doing a KWL chart with the students.
Instructional Strategies: (specific strategies) I will be using Individual, Indirect and Interactive Instructional strategies for this lesson.
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?) If there was a student with a hearing impairment in the classroom, I could have an interpreter come in to interpret in sign language for the student.
Materials Needed: http://esask.uregina.ca/entry/mineral_resources.html Smart board, white board or poster board for KWL chart.
Learning Experiences: Set ( _10_min) Start the lesson by creating a KWL chart to do with the students (record on the white board, smart board or on a piece of poster paper). What do you KNOW? Ask the students: What do you know about Saskatchewan agriculture? What kinds of natural resources do we have in Saskatchewan? What kinds of resources do we produce? What kinds of industries do we have in Saskatchewan? What do you WANT to know? Ask the students what questions they have or what they want to learn about Saskatchewan agriculture. What did you LEARN? Save this component of the chart to finish at the closure of the lesson. Development ( _25_min) Give each student a map of Saskatchewan (or you can do this activity in groups) Ask the students: What kind of resources do we produce in Saskatchewan? What kinds of major industries do we have in Saskatchewan? Give students a few minutes to come up with some answers as a whole class (e.g. some of the resources that we have are: minerals, potash, oil, uranium, natural gas, lumber, water, crop and livestock production) (Some of the industries that we have are: agriculture processing, mining, manufacturing, forestry products, energy refinement, tourism, livestock production) Ask the students: Where might we find these on the map? Give the students some time to guess where we might find some of these resources and industries on their maps of Saskatchewan. Then, show them the information and map at this link: http://esask.uregina.ca/entry/mineral_resources.html Discuss why we have the particular resources/industries that we do and what things might impact where they are found or produced. Closure ( _5_ min) End the lesson by going back to the KWL chart and ask the students what they have learned.
Lesson Plan #2 Name: __ Jordan Pilsworth___ ____ Date:_ December 7, 2015____ Subject: ___Social Studies__________ Grade:____4__________ ______ Essential Question (guiding overall unit of study): Why is agriculture such an important part of Saskatchewan? What would Saskatchewan, Canada or the World be like without agriculture? Guiding Question(s) (specific to this lesson): What does agriculture look like in Saskatchewan? What do our farms look like? What kind of farms do we have? What does First Nations agriculture look like?
Outcomes: (What should students know, understand and be able to do as a result of this lesson?) RW4.2 Investigate the importance of agriculture to the economy and culture of Saskatchewan.
Indicators (Assessment Evidence): (What will students do to show what they have learned?)
Identify and locate various types of farms in Saskatchewan.
Assessment Strategies: (formative-before & during & summative - end) I will be using formative-before and summative-end strategies to assess the students because I will be asking them questions in the set and in the closure about the lesson.
Instructional Strategies: (specific strategies) I will be using Interactive, Indirect, Individual, Experiential Instructional strategies in this lesson.
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?) If there was a student with a hearing impairment in the classroom, I could have an interpreter come in to interpret in sign language for the student.
Materials Needed: http://wdm.ca/EdPrograms/mj/main.htm Computer Lab or Laptops
Learning Experiences: Set ( _5_min) Begin the lesson by asking the students some questions about what they already know about agriculture in Saskatchewan: What does agriculture look like in Saskatchewan? What do our farms look like? What kinds of farms do we have? What do they produce? What does First Nations agriculture look like? Development ( _20_min) Give every student a sheet with these questions on it to record what they will be finding. **Have the computer lab or lap tops booked for this activity. Allow the students to either individually or in pairs, search through the list of the following websites to help them answer these questions and inquire more about the farmlands of Saskatchewan and First Nations agriculture. List of websites: http://www.realdirtonfarming.ca/ https://farmfoodcaresk.org/ http://www.agriculture.gov.sk.ca/kids_korner http://www.aitc.sk.ca/ http://www.aitc.sk.ca/links https://treaty6education.lskysd.ca/firstnationsfarming http://www.beyondfactoryfarming.org/get-informed/locations/first-nations Closure ( _15_ min) Have students return back to their desks or tables to go over what they have found through their search of these questions. As a class, we will go over the questions and students will have time to share what they have learned about Saskatchewan agriculture/farmlands and First Nations agriculture. We can also discuss how First Nations people used to have more land for farming but because of treaties it has made it harder for them to use lands for agriculture. Most farmlands in Saskatchewan are run by older non-aboriginal men and the amount of First Nations farmers in Saskatchewan is significantly low. We can also discuss how First Nations people have used the land for agriculture in the past.
Lesson Plan #3 Name: __ Jordan Pilsworth___ ____ Date:_ December 7, 2015____ Subject: ___Social Studies__________ Grade:____4__________ ______ Essential Question (guiding overall unit of study): Why is agriculture such an important part of Saskatchewan? What would Saskatchewan, Canada or the World be like without agriculture? Guiding Question(s) (specific to this lesson): How did agriculture in Saskatchewan look fifty years ago? How about a hundred years ago? What technologies did we have then? How does this compare to the technologies that we have now? What kind of agricultural technologies/innovations have originated in Saskatchewan and how do they support agriculture in different parts of the world?
Outcomes: (What should students know, understand and be able to do as a result of this lesson?) RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities.
Indicators (Assessment Evidence): Describe the impact of technological
innovations originating in Saskatchewan on the global community (e.g., farm machinery, varieties of grain, automated teller machines, fibre optics, communications technologies, pesticides and herbicides, vaccines).
Assessment Strategies: (formative-before & during & summative - end) I will be using formative-during as an assessment as we go through the activity.
Instructional Strategies: (specific strategies) I will be using Interactive, Direct and Experiential Instructional strategies in this lesson.
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?) If there was a student with a hearing impairment in the classroom, I could have an interpreter come in to interpret in sign language for the student.
Learning Experiences: Set ( _5_min) Introduce the lesson by asking the students some discussion questions to wonder and think about:
- How did agriculture in Saskatchewan look fifty years ago? How about a hundred years ago? - What technologies did we have then? How does this compare to the technologies that we have
now? - What kind of agricultural technologies/innovations have originated in Saskatchewan and how
do they support agriculture in different parts of the world? Development ( _25__min) For this activity, we will look at two ordinary food products that we are all familiar with and eat often. We will see how the technology used in the production of these foods has changed, and we will see if we can predict some of the changes in this technology in the future. Procedure: Part 1: Introduction 1. Review the concepts of change and constancy. Part 2:Collecting Facts 2. The class may be divided in half. One group would investigate egg production, and the other, milk production. 3. Show the class the pictures of the old methods employed in each operation. Ask them to suggest things they know about egg and milk production 75 years ago. 4. Show the class the pictures of the modern technology used in both of these operations. Discuss how things have changed. Part 3: Making Predictions 5. Ask each group to imagine how these operations may change even more over the next 75 years. What might change for the farmer? 6. Have each individual or group draw a picture or make a model of a dairy or egg production operation of the future. Part 4: Conclusion 7. Explain or demonstrate your technology of the future to the class. (Activity adapted from and can be found at: http://www.aitc.sk.ca/pdf/technology/Our_Heritage_Our_Future.pdf) Closure ( _10_ min) After the activity, we can also discuss the technologies that have originated or have been innovated in Saskatchewan that people use all over the world to support agriculture. Some examples include: Lentils, Canola, Bourgault Industries and Drone technology.
Lesson Plan #4 Name: __ Jordan Pilsworth___ ____ Date:_ December 7, 2015____ Subject: ___Social Studies__________ Grade:____4__________ ______ Essential Question (guiding overall unit of study): Why is agriculture such an important part of Saskatchewan? What would Saskatchewan, Canada or the World be like without agriculture? Guiding Question(s) (specific to this lesson): What is the difference between primary and secondary industry? What are some examples of this in Saskatchewan?
Outcomes: (What should students know, understand and be able to do as a result of this lesson?) RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities.
Indicators (Assessment Evidence): (What will students do to show what they have learned?) Differentiate between primary and secondary industry.
Assessment Strategies: (formative-before & during & summative - end) I will be using formative-before and summative-end strategies to assess the students because I will be asking them questions in the set and in the closure about the lesson.
Instructional Strategies: (specific strategies) I will be using Individual, Indirect and Interactive Instructional strategies for this lesson.
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?) If there was a student with a hearing impairment in the classroom, I could have an interpreter come in to interpret in sign language for the student.
Materials Needed: 4 cups flour, 1 pkg. or 2 ¼ teaspoons yeast, Warm water, 2 tablespoons sugar, 2 teaspoons salt, 1 tablespoon, vegetable oil, Gallon Ziploc bag (or for each student in class)
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Learning Experiences: Set ( _10_min) Introduce the lesson with some discussion questions to ask the students: Does anyone know what is the difference between primary and secondary industry is? What are some examples of this in Saskatchewan? Explain to the class that Primary industry collects and produces raw materials for manufacture; whereas, Secondary industry makes products that are more likely to be consumed by individuals. Examples of secondary industry divisions include automobile manufacturing, steel production and telecommunications. Read more: http://www.businessdictionary.com/definition/secondary-industry.html#ixzz3thSr1sIa Development ( _30_min) To get a better understanding of what Primary and Secondary Industry are; we are going to make Bread in a Bag. Activity can be found here: http://www.aitc.sk.ca/pdf/nutrition/Bread_in_a_Bag.pdf We can either make the bread as a whole class or if we have enough time and supplies, students can make their own bread or in small groups. Closure ( _5_ min) After we are finished making our Bread in a Bag, I will explain to the students that the ingredients we used to make the bread were examples of Primary Industry whereas the actual Bread that we made, is an example of Secondary Industry.
Lesson Plan #5 Name: __ Jordan Pilsworth___ ____ Date:_ December 7, 2015____ Subject: ___Social Studies__________ Grade:____4__________ ______ Essential Question (guiding overall unit of study): Why is agriculture such an important part of Saskatchewan? What would Saskatchewan, Canada or the World be like without agriculture? Guiding Question(s) (specific to this lesson):
Outcomes: (What should students know, understand and be able to do as a result of this lesson?) Outcome: RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities.
Indicators (Assessment Evidence): (What will students do to show what they have learned?) Illustrate the goods made from the major natural resources, the consumers of those goods, and the export destinations.
Assessment Strategies: (formative-before & during & summative - end) I will be using formative-before and summative-end strategies to assess the students because I will be asking them questions in the set and in the closure about the lesson.
Instructional Strategies: (specific strategies) I will be using Individual, Indirect and Interactive Instructional strategies for this lesson.
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?) If there was a student with a hearing impairment in the classroom, I could have an interpreter come in to interpret in sign language for the student.
Materials Needed: Laptops Website
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Learning Experiences: Set ( _10_min) I will start off the lesson by asking students some discussion questions:
- Now, that we have learned more and more about what kinds of goods and resources we produce in Saskatchewan, what resources/goods do we export to other places in the world?
- How does the production and exportation of these goods/resources support other places in the world?
Development ( _15_min) Teacher Resource:
http://www.parl.gc.ca/Content/LOP/ResearchPublications/2013-33-e.htm Websites to explore with students:
eractive_infographic.php We can as a class or students can individually on computers or laptops explore these websites to find more about what resources/good both Saskatchewan and Canada export to other places of the world. Closure ( _10_ min) After we spend some time exploring these websites for information, I will ask the students some discussion questions to close the lesson:
- What did you learn about what Saskatchewan or Canada produces and transports t other places of the world?
- How does this support other areas of the world? - What would happen if we no longer transported resources/goods from Saskatchewan to other
areas of the world that need them? - What would happen to them? What would happen to us? - Why is it so important that we produce and transport these resources/goods to other areas of
Lesson Plan #6 Name: __ Jordan Pilsworth___ ____ Date:_ December 7, 2015____ Subject: ___Social Studies__________ Grade:____4__________ ______ Essential Question (guiding overall unit of study): Why is agriculture such an important part of Saskatchewan? What would Saskatchewan, Canada or the World be like without agriculture? Guiding Question(s) (specific to this lesson): What kinds of natural resources do we produce and what kinds of industries to we have in our local community? How do we use these resources and industries? How do they support our community?
Outcomes: (What should students know, understand and be able to do as a result of this lesson?) Outcome: RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities.
Indicators (Assessment Evidence): (What will students do to show what they have learned?) Identify the natural resources and industries found in the local community, and analyze their impact upon the community.
Assessment Strategies: (formative-before & during & summative - end) I will be using formative-before and summative-end strategies to assess the students because I will be asking them questions in the set and in the closure about the lesson.
Instructional Strategies: (specific strategies) I will be using Individual, Indirect and Interactive Instructional strategies for this lesson.
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?) If there was a student with a hearing impairment in the classroom, I could have an interpreter come in to interpret in sign language for the student.
Materials Needed: Website
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Learning Experiences: Set ( _5_min) I will open the lesson by asking the students some guiding discussion questions:
- What kinds of natural resources do we produce and what kinds of industries to we have in our local community?
- How do we use these resources and industries? - How do they support our community?
Development ( _30_min) Procedure: Part 1: Preparation 1. Before starting the lesson, you may contact your local government or Chamber of Commerce for a list of businesses in your area that are involved in food production, processing or marketing. This will give you a guideline as to the businesses in the industry. Part 2: Introduction 2. Inform the class: “Today is a day for "let’s pretend". Imagine that on Monday a group of men and women were coming to town to see examples of places that provide us food. Our job is to make a tour schedule that will show them our food system in one (or two if you prefer) day(s).” Part 3: Activity 3. Begin by asking students to contribute to a list of food-related businesses. You can guide their list making with questions from Teacher Resource Sheet One. 4. Once you have a list on the board, everybody must consider when would be the most interesting time to visit each place and how the visits could be sequenced. Part 4: Conclusion 5. Have the class organize a schedule for the touring group to follow that will get them to most or all of the places listed in one or two days. (Activity adapted from and can be found at: http://www.aitc.sk.ca/pdf/gr4/Welcome_To_Our_Town.pdf) Closure ( _5_ min) Discussion questions: 1. From our list, how important do you think the food industry is to our town? 2. Did anyone eat anything for breakfast that was processed in our town? 3. What would it be like if we could only eat foods that had been processed in our town?
Lesson Plan #7 Name: __ Jordan Pilsworth___ ____ Date:_ December 7, 2015____ Subject: ___Social Studies__________ Grade:____4__________ ______ Essential Question (guiding overall unit of study): Why is agriculture such an important part of Saskatchewan? What would Saskatchewan, Canada or the World be like without agriculture? Guiding Question(s) (specific to this lesson): What are some agricultural products that we use in our daily lives? Where do these products come from? How are they made, produced or grown? Do we produce any of these products or resources in Saskatchewan or our local community?
Outcomes: (What should students know, understand and be able to do as a result of this lesson?) RW4.2 Investigate the importance of agriculture to the economy and culture of Saskatchewan.
Indicators (Assessment Evidence): (What will students do to show what they have learned?) Compile an inventory of Saskatchewan agricultural food and by-products. Identify agricultural products used in daily life in Saskatchewan.
Assessment Strategies: (formative-before & during & summative - end) I will be using formative-before and summative-end strategies to assess the students because I will be asking them questions in the set and in the closure about the lesson.
Instructional Strategies: (specific strategies) I will be using Individual, Indirect and Interactive Instructional strategies for this lesson.
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?) If there was a student with a hearing impairment in the classroom, I could have an interpreter come in to interpret in sign language for the student.
Materials Needed: Website
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Learning Experiences: Set ( _10_min) I will start the lesson by asking the students some guiding discussion questions:
- What are some agricultural products that we use in our daily lives? - Where do these products come from? - How are they made, produced or grown? - Do we produce any of these products or resources in Saskatchewan or our local
community?
Development ( _25_min) For this lesson we will be doing a fun interactive activity where the students will be able to look at a variety of different foods and determine what the agricultural backgrounds are behind them. The activity can be found at: http://www.aitc.sk.ca/pdf/whatisthesourcedownload.pdf Closure ( _5_ min) To close the lesson, we will go over the discussion questions once again to see how the activity has given the students more information. They can share what they liked about the activity and what they have learnt from it.
