Assessing Outcomes: Team 2

Mahera Sherzai, Samantha Matheson, Britt Cupples, Trent Olesen, Courtney Hogan

Learner Outcome

Grade: 5
Subject: Social Studies

General Outcome: 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.

Specific Outcome: 5.2.2 examine, critically, the ways of life of Aboriginal peoples in
Canada by exploring and reflecting upon the following questions and issues:

What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs
regarding the relationship between people and the land?

Criteria

Brainstorm
1. What is the verb of the outcome (the intended skill)? Examine (Critically), Explore,
Reflect.
2. What would this look like and sound like?

Verb - Looks Like? Sounds Like?

Determine credibility/validity of source

Review and analyze information
Identify key points/terms
Prioritize components/ideas
Ponder, expand ideas
Evaluating and reflecting on content
Compare and contrast different perspectives
Define key terms
Make connections, use prior knowledge/realism
Sort & Categorize
I can examine the stories of Aboriginal peoples to explore and reflect on their beliefs regarding
the relationship between people and the land.

1. Identify the impact that the land had on shaping Aboriginal communities and their
beliefs regarding the relationship between people and the land.
a. Students will examine stories of First Nations, Métis and Inuit peoples
and reflect on how the land influenced the Aboriginal communities and
their beliefs regarding the relationship between people and the land.
2. Describe the importance of the land to sustain the life of Aboriginal peoples and their
communities.
a. Through examining the stories of First Nations, Métis and Inuit peoples,
students will describe how the land was important to sustaining the life
of the Aboriginal peoples.
3. Communicate an understanding of the beliefs that Aboriginal communities had about
people and their relationship to the land.
a. Students will examine stories of First Nations, Métis and Inuit peoples
to explore and reflect on their beliefs regarding the relationship between
people and the land.

Description of the Summative Task

From Social Studies Outcome:

I can examine the stories of Aboriginal peoples to explore and reflect on their beliefs regarding
the relationship between people and the land.

After examining stories of First Nations, Métis and Inuit peoples, students will create a visual
representation showing their understanding of the beliefs that Aboriginal peoples had, in their
stories and continue to have, about the relationship between people and the land. They will
show further insight and reflection through their narrative writing piece that will supplement their
visual presentation. The student will be able to explore the stories of Aboriginal peoples, identify
key information, and determine and describe importance.
● The student will identify the impact land had on shaping diverse Aboriginal communities
from the stories they have critically examined. They will complete a visual showing an
Aboriginal community (of their choice) and how the beliefs of the land and the land itself
impacted their community.
● The student will describe the importance of the land to spiritually and physically sustain
these communities, in writing to accompany their visual representation.
Using the Criteria to build a Rubric for the Assessment Task
From Social Studies Outcome: I can examine the stories of Aboriginal peoples to explore and
reflect on their beliefs regarding the relationship between people and the land.
One to Many Correspondence
Outcome
I can examine the stories of Aboriginal
peoples to explore and reflect on their beliefs
regarding the relationship between people
and the land.
Criteria
● Identify the impact that the land had
on shaping diverse Aboriginal
communities
○ Students will examine stories
of First Nations, Métis and Inuit
peoples and reflect on how the
land influenced the Aboriginal
communities and their beliefs
regarding the relationship
between the people and the
land.
● Describe the importance of the land to
sustain the life of Aboriginal peoples
and their communities
○ Through examining the stories
of First Nations, Métis and Inuit
peoples, students will describe
how the land was important to
sustaining the life of the
Aboriginal peoples.
● Communicate an understanding of the
beliefs that Aboriginal communities
had about people and their
relationship to the land
● Students will examine stories
of First Nations, Métis and Inuit
peoples to explore and reflect
on their beliefs regarding the
relationship between people
and the land.
 Level Excellent Proficient Adequate Limited Insufficient

Criteria

Identify the impact Interpretation of Interpretation of Interpretation of Interpretation of No score is

that the land had the Aboriginal the Aboriginal the Aboriginal the Aboriginal awarded
on shaping diverse literature shows an literature shows literature shows literature shows a because there
insightful look at a a meaningful a partially confusing view of is insufficient
Aboriginal
variety of impacts look at the correct look at the impact of the evidence of
communities. that the land had different impacts the different land on student
(5.2.2) on diversifying the land had on impacts of the diversifying performance
Aboriginal diverse land on Aboriginal based on the
communities and Aboriginal Aboriginal communities and requirements
their beliefs. communities and communities and their beliefs. of the
their beliefs. their beliefs. assessment
task.

Describe the Provides a Provides a Provides a Provides an No score is

importance of the comprehensive substantial partial undeveloped awarded
land to sustain the description of the description of the description of the description of the because there
life of Aboriginal importance of the importance of the importance of the importance of the is insufficient
peoples and their land to the lives of land to the lives land to the lives land to the lives of evidence of
communities. Aboriginal peoples of Aboriginal of Aboriginal Aboriginal peoples student
(5.2.2) in a short write up peoples in a peoples in a in a short write up performance
along with the short write up short write up along with the based on the
visual along with the along with the visual requirements
representation. visual visual representation. of the
representation. representation. assessment
task.

Communicate an Student narrative Student narrative Student narrative Student narrative No score is
understanding of is compelling; is effective; is simplistic; is disconnected; awarded
the beliefs that showing showing showing minimal showing lack of because there
purposeful understanding of understanding of understanding of is insufficient
Aboriginal
understanding of Aboriginal Aboriginal Aboriginal peoples evidence of
communities had Aboriginal peoples peoples beliefs peoples beliefs beliefs about the student
about people and beliefs about the about the about the relationship performance
their relationship to relationship relationship relationship between people based on the
the land. between people between people between people and the land. requirements
(5.2.2) and the land. and the land. and the land. of the
assessment
task.
Scaffolding (Assessment For Learning)

From Social Studies Outcome: I can examine the stories of Aboriginal peoples to explore and
reflect on their beliefs regarding the relationship between people and the land.

Criteria from Rubric:

Identify the impact that the land had on shaping diverse Aboriginal communities.

Peer Coaching:
Find a classmate to discuss the information with and record their answers. One person
will ask the questions below and the other person will answer them. Students will
alternate roles, having the other person ask the questions and record the answers.
Students are encouraged to think of their own questions to ask. Recording answers will
help students reflect on their discussion later.

Here are some questions to ask your classmate:

1 How did the land influence the Aboriginal communities and their beliefs?

2 What were some of the similarities you found between the different Aboriginal
communities when you examined stories of First Nations, Métis and Inuit peoples?

3 What were some of the differences you found between the different Aboriginal
communities when you examined stories of First Nations, Métis and Inuit peoples?

4 What were some beliefs regarding the relationship between people and the land
amongst the different Aboriginal peoples?

Criteria from Rubric:

Describe the importance of the land to sustain the life of Aboriginal people and their
communities.

Peer Coaching:
Find a classmate to discuss the information with and record their answers. One person
will ask the questions below and the other person will answer them. Students will
alternate roles, having the other person ask the questions and record the answers.
Students are encouraged to think of their own questions to ask. Recording answers will
help students reflect on their discussion later.

Here are some questions, have the coach provide their response below:
1 Question: From the stories you examined, what were some of the characteristics of the
land like in the regions the First Nations, Métis and Inuit peoples lived in Canada ? For
example, what was the region of Northern Canada like where the Inuit people lived?

Response:

2 Question: From the stories you examined, what food sources were available in the
regions the First Nations, Métis and Inuit peoples lived in? How did they differ from one
another?

Response:

3 Question: From the stories you examined, what types of shelter did the Aboriginal
peoples in that region use? Did they use longhouses or wigwams?

Response:

4 Through examining the stories of First Nations, Métis and Inuit peoples, describe how
the land was important to sustaining the life of the Aboriginal peoples. Hint: by answering
the questions above, you will be able to answer this question.

Response:
2. Students will use any form they choose to represent their learning so far. Students may
create a poster, online web tool (powtoon, storybird or ToonDoo), scrapbook, collage,
paragraph, or any way they feel they can briefly express, a few examples of Aboriginal peoples
beliefs and traditions regarding the relationship between people and the land. This activity
should not take long and focus on the readings and stories in class. What they create will be
viewed by the class in a small gallery walk.

Criteria from Rubric:

Demonstrate an understanding of the beliefs and traditions that the communities had in relation
to the land.

1. Post-it Activity -
Every student gets a post-it note and writes their name on the back of each note. On the
front of the post-it note they will write down what they think they know about Aboriginal
beliefs of people and their relationship to the land. This will happen before the lesson
and again at the end of the lesson during which we will examine First Nations, Metis,
and Inuit peoples stories. The class discusses their changed ideas and new learning
from their first post-it to their newest post-it. This can be ongoing and notes can be kept
and used as further reflection during and at the end of their lessons.

2. Gallery Walk - Each student will display a rough draft of their narrative journal. Beside
each display, the students will find a T-Chart for peers to give feedback (both positive
comments and constructive feedback) as they walk around the room.