Discovery Walking Tour 2018-02-14T15:13:56+00:00

DISCOVERY
WALKING TOUR

Grade: 2

Students will spend time walking and observing in the Stonebridge community, learning about the relationship the Dakota people and Newcomers had with the land and each other.

Essential Question

How did the Indigenous people live off the land and help the settlers?

Big Idea

Students will understand that the Dakota and other Indigenous people were here long before the settlers, and their contributions should be acknowledged.

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GRADE 2 LESSON PLAN
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Lesson Outline

TIME DURATION:
Preparation: vocabulary and review of what the Buffalo gave us: 2 x 30 minute periods
Discovery walking tour: Half day
Thank you letter and review: One period
Follow up lesson: sharing with others

PRIMARY OUTCOME SOCIAL STUDIES

DR2.1: a-f
Investigate stories of significant events and persons in the local community’s history to describe the contribution of those who lived in the community in earlier times.

Research the origins of, and reasons for, the names of public sites and landmarks in the local community (e.g., streets, rivers, buildings, parks). Research the heritage of various individuals and groups within the community, and why people came to live in the community. Chief Whitecap/Willoughby, G. Willoughby

ADDITIONAL OUTCOMES

DR2. 2 a Analyze the influence of the natural environment on the local community.

English Language Arts:
Outcome: CC2.1 e, Compose and create a range of visual, multimedia, oral, and written texts that explore: identity community (e.g., Our Community) e Tell, draw, write, and dramatize stories about self, family, community, and family/community traditions to express ideas and understanding.

Outcome: CC2.2 a,f Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details.
a) Design a visual representation (e.g., a picture, puppetry, a chart, a model, physical movement, a concrete graph, a pictographic, a demonstration, an advertisement for a toy) to demonstrate understanding.
f) Combine illustrations and written text (e.g., captions, labels) to express ideas, feelings, and information.

See Assessment Checklist 

  1. Students will learn about the past experiences of members of the local community by viewing view pictures other artistic interpretations while visiting an historic site.
  2.  Students will represent the history of the local school and the local community (e.g., events, people).
  3. Represent ways in which life in the local community has changed over time (e.g., change of place names, demographics, services, industries, businesses, transportation networks).
  4. Research the heritage of various individuals and groups within the community, and why people came to live in the community. Describe natural features of the local community and speculate upon their importance (e.g., landforms, climate, vegetation, waterways).

MOTIVATIONAL SET:
Teacher will ask students – what do you know about the Stonebridge area and the people who lived here first?

KWL CHART
We are going to go for a discovery walk in our community to discover who used to live here and how they lived.


MAIN PROCEDURES:

Walking, discussing, observing, drawing, note taking on KWLH.
See the Discovery Walk Teacher Guide for all information on the walking tour.


CLOSING:

In the lessons following the tour, have students work in groups to create a Venn diagram using what they learned on the walking tour to explain:
a) the Dakota people before contact and the settlers
or
b) Dakota people before and the current Stonebridge community
Students should be able to present their learnings and share key drawings from the tour
or
b) Present Day VS (student/small group chooses time period)


POSSIBLE ADAPTATIONS, DIFFERENTIATIONS OR EXTENSIONS:

ADDITIONAL SCIENCE OUTCOMES COULD BE INCLUDED:

AW2.2 could be incorporated into the walking tour – why was it important for people to be near the river…
AN2.2 Examine the implications of traditional and contemporary food choices and eating habits on human growth and development.
Upon returning to school, have students complete their assignments, adding details to areas they missed.

IN A 2/3 SPLIT, OTHER SCIENCE OUTCOMES CAN BE ADDED FOR GRADE 3

PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination. [CP, SI] a, b, c, f
Pl3.2 a , b , c , d , e Analyze the interdependence among plants, individuals, society, and the environment. [CP, DM, SI]

GRADE 3 SOCIAL STUDIES

IN3.2 b Analyze the cultures and traditions in communities studied.
DR 3.2 Assess the degree to which the geography and related environmental and climatic factors influence ways of living on and with the land.

Materials Required

  • STUDENT PAMPHLET

  • CLIPBOARD AND PENCILS

  • PRE-ARRANGE SNACK AT SOBEYS

  • APPROPRIATE ATTIRE FOR WEATHER