Lesson Title Iqaluit Inuksuk Building Date December 5, 2017

Subject Social Studies Time Duration 30 minutes

Grade Level Grade 2 Teacher Erica Leniczek

Outcomes
General Learning Students will:
Outcomes - demonstrate an understanding and appreciation of how geography,
culture, language, heritage, economics and resources shape and change
Canada's communities.
Specific Learning Students will:
Outcomes 2.1.2 investigate the physical geography of an Inuit, an Acadian, and a prairie
community in Canada by exploring and reflecting the following questions
for inquiry:
o Where are the Inuit, Acadian and prairie communities located in
Canada?
o How are the geographic regions different from where we live?
o What are the major geographical regions, landforms and bodies
of water in each community?
o How does the physical geography of each community shape its
identity?
o How does the vastness of Canada affect how we connect to
other Canadian communities?
2.1.3 investigate the cultural and linguistic characteristics of an Inuit, an
Acadian and a prairie community in Canada by exploring and reflecting
upon the following questions for inquiry:
o What are the cultural characteristics of the communities?
o What are the traditions and celebrations in the communities
that connect the people to the past and to each other?
o How are communities strengthened by their stories, traditions
and events?

Learning Objectives
I can:
- Tell what a community is
- Understand what makes Iqaluit unique from Meteghan and Saskatoon
- Locate on, on a map of Canada, the communities Saskatoon, Meteghan, Iqaluit

Assessment
Observation During Inuksuk building
Formative Conversation During reading The Inuksuk
Assessment Student Understanding of the 4 main types of Inuksuks built by
Performance Inuit people (built Inuksuk with explanation)
Summative N/A
Assessment

Learning Resources Consulted Materials & Equipment

- Alberta Program of Study - Lego
- The Inuksuk (Guide in the North) Shared Reading - Trays for the Lego building
Teaching Plan - Index cards
 - Cup for scooping Lego
- Fine point markers
- The Inuksuk (Guide in the North) big book by
Laura Edlund
- The Inuksuk (Guide in the North) by Laura
Edlund CD
- The Inuksuk (Guide in the North) by Laura
Edlund student read along copies
- White board markers & eraser (4 different
colors)

Classroom Set Up
Have The Inuksuk (Guide in the North) CD in the CD player, student copies, and the big book copy ready for
reading
Lego out in the middle of the classroom
Cup for scooping Lego on top of tub
Trays on side bench
Fine point markers in tin on side bench
Index cards on side bench

Procedure
Introduction Time
Attention Lego in the middle of the classroom 15 seconds
Grabber
Read The Inuksuk (Guide in the North)
While reading:
Introduction - Direct students attention to pictures and captions mentioned 10 minutes
during the CD reading
- Questions to ask:
o Predict what the function of an Inuksuk could be.
o What are the four main functions of an Inuksuk?
(Warning of Danger, Hunting Marker, Direction,
Reminder)
o Have you ever built or seen an Inuksuk in real life?
o Was this book a story or was it giving us facts and
information?
- Have students practice saying the Inuktitut words
o Inuksuk
o Inuksuuk
o Inuksuit
o Inuktitut
o Inunnguaq
Ask students:
- What are the three communities we have been studying?
Assessment of (Meteghan, Iqaluit, Saskatoon) 2 minutes
Prior Knowledge - What community are Inuksuks built in?
- Who knows what the 4 main purposes for Inuksuks are?

Learning
As a class, we will be learning about the function of an Inuksuk in the Inuit
community of Iqaluit to expand student understanding and critical
thinking of FNMI Foundational Knowledge
Expectations for Behaviour
Learning and Students will be expected to follow the Canada Carpet Rules that they
Behaviour decided on at the beginning of the year.
If a student decides not to follow their Canada Carpet Contract, then they
will be sent back to their desk after one warning.
While building the Inuksuk, students will be reminded that Lego is not a
toy in this exercise and that an Inuksuk is an important cultural staple of
Inuit culture
When done reading
Transition Tip Toe Back to your desks. Students who have their journal completed 1 minute
will be the first to go get their scoop of Lego
Body of Lesson
Inuksuk Building
Students will choose from the four main functions of an Inuksuk and will
build an Inuksuk out of Lego.
Learning Activity
#1 You will be building an Inuksuk out of Lego. You can choose ONE of the 12 minutes
four main functions of an Inuksuk to write about on your card when you
are finished. I will choose one table group at a time to go get Lego and
each student can have ONE SCOOP to start out their Inuksuk building

When finished, students will write what the shape and function of their
Inuksuk is on a index card, then all Inuksuks with cards will be placed in
the Social Studies display case for Student Lead Conference

When you are finished building your Inuksuk you can come to the side
and get an index card. On the card you will write your name, the shape of
your Inuksuk, and the function of your Inuksuk. Please use the fine tip
markers in the tin beside the index cards. Remember to use your best
printing, because your Inuksuks will be on display for Student Lead for
your Moms and Dads to see! Thumbs up if you understand! Hands up if
there are any questions.

When all students are finished their Inuksuk, have them take their
Inuksuk to the Social Studies display case

Assessment
- Thumbs up/hands up
- Student understanding will be assessed formatively during the
story
Assessments & - After building, a formative assessment will be done of the
Differentiation explanation together with the Inuksuk for foundational
understanding of Iqaluit culture
Differentiation
- Students are allowed to choose their function and shape of the
Inuksuk out of the four choices. This allows students to have a
few, but not too many choices of whichever type of Inuksuk they
are comfortable with.
 Reminder
- Students should be reminded when there is one minute
remaining in the building/writing period
Transition 15 seconds
When you are finished your Inuksuk and explanation please go place it in
the Social Studies display case
Closure
Hands on top That means stop
Ask students to clean up their Lego by putting what is left back into the 2 minutes
Clean up bin. Trays go in a stack on the side bench
Have students tip toe back to the Canada Carpet
Conversation:
Did you enjoy making Inuksuks and reading the story The Inuksuk (A
Last Activity Guide to the North)?
What were the main functions of the Inuksuks that we learned about 3 minutes
during the story and that we built?
What community that we are learning about are Inuksuks found in and
how does this distinguish the community from the other two that we are
learning about?
Feedback to Any positive and/or co-operative behaviours you saw during the book
Students reading and activity.

Sponge Activity

This lesson went very well. Next time, have an exemplar of a Lego Inuksuk so that students
Reflection from can see how pieces can be put together to create one. Also, more copies of the student
the Lesson sized books would be ideal, however if that is not possible, then students can choose to
share or look to the front for the big book.
Students responded well to having the Lego being put on display for parents. This seemed
to be a motivating factor for students to enjoy working hard to make their Inuksuk nice.
I would spend more time going over more terminology and functions of the Inuksuk before
building, so that the closure can be done faster with the learning outcomes of the lesson
identified directly by students without much prompt from the teacher.