POST ACTIVITY 1

Title: Creating Venn Diagrams

Overall Curriculum Expectations:
Social Studies Curriculum

Grade: 6

Timing: 90 minutes

A. Heritage and Identity: Communities in Canada, Past and Present

A3. Understanding Context: demonstrate an understanding of significant experiences of,
and major changes and aspects of life in, various historical and contemporary communities
in Canada
Specific Curriculum Expectations:

A3.3. Identify various types of communities that have contributed to the development of
Canada
Materials & Tools:
Venn diagram model
Venn diagram success criteria
Round disposable paper plates (one per student)
Blank Paper (8.5 x 14 inches)
Timing

20 mins

Timing

50 mins

Warm-up/Minds On:
Students will be shown photographs of shoes taken at the
Bata Shoe Museum
The shoes in these photographs will be from various
geographic areas, time periods and cultural groups
Students will be asked probing questions such as the
following:
o What cultural groups or geographic areas can you
identify from these photographs?
o What do you notice about the works of shoes?
o What materials do you think are used?
o What is similar about them?
o What do you think is different?
o What feelings, emotions, understandings, and
messages do these works evoke?
Action/Body of the Lesson:

Students will be told that they will be focusing on

creating Venn diagrams comparing shoes from different
time periods and cultural groups with modern day shoes
Students will then be asked to share and discuss what
they know about Venn diagrams. What a Venn diagram is

Timing

20 mins

W S

and what it is used for?

Then students will be shown the success criteria for Venn
diagram which include:
o Comparing two things/ideas
o Having a title
o Having labels
o Including in the middle what the two things/ideas
have in common
o Using clear language on both sides to show the
comparison
Next students will be shown a Venn diagram model (with
an appropriate title and labels) and will be expected to
follow the model when creating their own Venn diagrams
Students will be instructed that when creating their Venn
diagrams they can write about the type of cultural groups
that are represented by various shoes, uses over time,
when and where they were worn (time periods and
geographical areas), methods and materials of
manufacture and so on
First students will be given class time to brainstorm and
organize their ideas
Then students will be given the opportunity to create
their own Venn diagrams in class using round disposable
paper plates
Consolidation/Closure:
When every student has completed creating their Venn
diagram, their work will be posted around the room
The students will complete a gallery walk to view their
peers work
Following the gallery walk, together as class students
will discuss about the various cultural groups that were
identified.
Then students will be instructed how those cultural have
contributed to the development of Canada or the
Canadian culture.

Diagnostic Assessment:
Students will be assessed based on the following:
Did students meet the success criteria?
Did students have an appropriate title and labels?
Did students use clear and concise language?

Are the Venn diagrams easy to understand?

*Grouping: W = Whole Class; S = Small Group; I = Independent

POST ACTIVITY 2
Title: Classification System

Grade: 6

Timing: 90 minutes

Overall Curriculum Expectations:

Science and Technology Curriculum
2. Investigate the characteristics of living things, and classify diverse organisms according to
specific characteristics;
3. Demonstrate an understanding of biodiversity, its contributions to the stability of natural
systems, and its benefits to humans
Specific Curriculum Expectations:
2.2. Investigate the organisms found in a specific habitat and classify them according to a
classification system
3.1. Identify and describe the distinguishing characteristics of different groups of plants and
animals and use these characteristics to further classify various kinds of plants and animals
Materials & Tools:
Photographs of shoes taken at the Bata Shoe Museum (one set per group)
Chart Paper (one per group)
Markers
Groupings
Warm-up/Minds On:
Discuss with students what biodiversity is and how it
W S I
might affect us and the place we live

Be sure that all students understand the concept of

biodiversity before proceeding further

I
Action/Body of the Lesson:

Students will be told that we will focus on how various

organisms and different groups of plants and animals are
classified but first we are going to design a classification
system for some of the shoes that we saw in the Bata
Shoe Museum

Students will be divided into groups of four and each

group will be given photographs of shoes taken at the
Bata Shoe Museum

Each group will be given the same set of photographs, a

chart paper and markers

Students will be asked the following questions:

o Why do you think people organize things into
groups?
o How would you begin to organize things?
o If you were to organize the shoes in the
photographs, how might you divide them?

When the students have this concept, each group will be

given an opportunity to think of a way of dividing the
shoes into two groups based on one specific
characteristic, but the group is not to reveal to the class
what the characteristic is

After the students in each group have divided the

shoes/photographs into the two groups, ask the other
students to guess the characteristic used by the group

Students will be asked:

o What were the clues?

Students will be asked to develop a chart that will reflect

the shoes being divided into the two groups based on one
characteristic

Students in each group will be asked to select a different

characteristic to further divide each group

Then students will continue the chart so that it reflects

the two groups being divided into more groups with
more specific information

Students will be instructed that scientists use a similar

kind of system to classify all life on Earth and how
organizing life on Earth help us understand biodiversity

Then students will be instructed on how various

organism and different groups of plants and animals are
classified

Consolidation/Closure:
When every group has completed creating their chart,
their work will be posted around the room
The students will complete a gallery walk to view their
peers work

Following the gallery walk, together as a class students

will discuss the what characteristics were identified and
how those characteristics used in the process of
classification

Formative Assessment:
Students will be assessed based on the chart that they created which reflected how they classified
various types of shoes into different groups based on one specific characteristic
*Grouping: W = Whole class; S = Small group; I = Independent

Photograph of Shoes

Cultural Group (Chinese) Cultural Group (Inuit)

Boots

Black Brown

Sandals

Boots

Black Brown

Figure 1: Classification of Shoes

Black Brown

Sandals

Black Brown