What are the Stories of Canada ?. A Grade 5 Humanities Inquiry Project Arbour Lake School. Lynda Smith, Teacher-Librarian. Project Overview. This project was intended to provide an inquiry-based opportunity for grade 5 students to study the stories of early Canadians.
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What are the Stories of Canada?
A Grade 5 Humanities
Arbour Lake School
Lynda Smith, Teacher-Librarian
English Language Arts
General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
General Outcome 3
Students will listen, speak, read, write, view and represent to manage ideas and information.
5.2 Histories and Stories of Ways of Life in Canada
Students will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada’s heritage.
Note: There were numerous smaller outcomes covered in L.A. and Social Studies ; it is not possible to list them in this context.
C.1 - Students will access, use and communicate information from a variety of technologies.
C.4 - Students will use organizational processes and tools to manage inquiry.
C.5 - Students will use technology to aid collaboration during inquiry.
C.6 - Students will use technology to investigate and/or solve problems.
F.6 - Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
P.3 - Students will communicate through multimedia.
This is a sampling of the ICT outcomes incorporated into the project.
using the book The Quilt of Belonging,
by Janice Weaver, as a springboard. We discussed
the idea that every person has a story of coming to
Canada; we each came at different times in Canada’s
history and have a personal and a family story to tell.
key groups of early Canadians (French Canadians, Aboriginal
Peoples, Fur Traders, Explorers, European Immigrants,
Non-European Immigrants) chosen from the Program of Studies.
Students were to get a ‘taste’ of the stories and lives of these people
from resources such as: picture books, short background readings, diary entries, pictures, video clips and specific websites .
∙ Students were divided into groups; each group spent one class at each station and recorded their learning through pictures and notes. In order to show students that stories could be told many different ways, we modelled using the oral tradition, diaries, news stories , artwork etc.
∙ Assessment was an ongoing part of each stage of the project. Rubrics were used for note-taking assessment and for the group’s final slide presentation. Student self-reflection was ongoing as well.
Considerations for further incarnations of the project: