New France and First Nations Unit

See the page specifically for this unit!
Here is the link for the unit outline, but make sure you follow the page for more details.
We will be going over this in class, so you can ask any questions tomorrow!

https://docs.google.com/document/d/1FNiM_nTemsnpFtjXOkaJIUB4lDRwzWWt2ju94nd5lX4/edit?usp=sharing

When Art become History or History becomes Art

Here is an example of an Art/History lesson we will be doing that connects to our History unit! 

Read the lesson to find out what's coming.

And Parents here are the connections to the curriculums! 

For the lesson I would have the students draw New France from different perspectives. They could draw it from a bird’s eye view to see the lay of the land, draw it to show what the inside of a home looked like, what a child might see, what a fur trapper might see, or what is looked like from just outside the colony. Everyone could attempt to draw a different perspective and they could use their prior knowledge about the various perspectives to help them with their drawing. 

To start the lesson the teacher could show examples of how New France looked. The students can examine artifacts and discuss what everyday life was like in the colony. This should help support the student’s art project of drawing the settlement from a specific point of view. 

They would then work on their drawings.

At the end of the lesson the class could work together to create a collage or overall picture of New France with their own individual pictures. This should reinforce the idea that there are many different perspectives and ways to see the world. 

Expectations:

Grade 5 Art

• proportion: the relationship of the size and shape of the parts of a figure to the whole figure; the scale of one object compared to its surroundings, with indications of how close and how large the object is (e.g., figures with childlike proportions that are approximately “five heads high” and adult figures that are approximately “seven or eight heads high”; caricature; use of improbable scale for imaginary settings and creatures) 

D1.1 create two- and three-dimensional art works that express feelings and ideas inspired by their own and others’ points of view 

D2.2 explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding 

D1.3 use elements of design in art works to communicate ideas, messages, and understandings 

Social studies:

A2.1 formulate questions to guide investigations into aspects of the interactions among and between First Nations and Europeans in Canada prior to 1713, from the perspectives of the various groups involved 

A2.3 analyse and construct maps as part of their investigations into interactions among and between First Nations and Europeans 

A2.4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools 

A3.4 identify significant offices and institutions in New France (e.g., the seigneurial system;
the Roman Catholic Church; the king, governor, bishop, and intendant; nuns, priests, missionaries), and describe their importance to settlers in New France 

A3.6 describe some significant differences among First Nations and between selected First Nations and European settlements in early Canada (e.g., with reference to political and economic organization; cultural practices; land use/ownership; personal autonomy; attitudes towards the environment; the roles of men, women, and children), and identify some of the reasons for these differences (e.g., climate; availability of resources and arable land; the culture, customs, and economic and political system in the mother country; familiarity with the land and its resources) 

This lesson connects to the Big Idea of perspective within New France. It gets the students thinking from someone else’s point of view and expressing their own thoughts on how the settlement looked. 

This lesson can really support visual learners as they get to visually express their thoughts and learning. If artifacts, pictures and other supporting resources can be brought in, tactile learners could benefit as well. 

Students can connect this to home in various ways. The students should be encouraged to do more research at home on how the settlements looked and what people wore in New France. The teacher could also connect it to home in a different way. The students could pick a room or object in their house to draw from their current perspective. Then they could draw it how they saw it when they were younger and then when they are an adult. This can get them thinking about physical perspective by using objects and places they already know. 

The lesson overall would work to have the students learn about the everyday life and look of New France and to think from the different perspectives involved. Art is being used to add a physical demonstration of perspective and to have the students express their own thoughts.

Flipping Math?

Here is our first exploration into the Flipped classroom! 

Watch the video below and answer the quiz that follow online.

For parents and students, below is also an explanation of the lesson within the curriculum! 

https://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-measurement-topic/cc-5th-unit-conversion/v/minutes-to-hours

    This lesson is provided by the Khan Academy and it is a series of video lessons about measurement, which ends with an online quiz and review questions.

    I am specifically using the first half of the lesson, which uses the metric system and not use the second part of the lesson, which includes the US units of measurement. 

    The first video is about converting time, with minutes changing to hours. The video uses division and fractions to show how to convert time, allowing the students to use knowledge and skills they should already posses. This video and method can get slightly confusing, so students should already have a good knowledge of telling time, using fractions and decimals. The video could even be used for students who need a different way of converting time. 

    The second video looks at converting distance. The video goes over the prefixes of distance and how we can write distance as fractions. The goal in the video is to order the distances from smallest to greatest and to do that they convert all the listed distances to meters. The video also discusses how we need to look at the language in math first, even before the numbers. This lesson could be integrated with a literacy lesson to discuss prefixes and changing the meaning of words. 

    The third video is a focus on converting centimeters to meters. Again they use the skills of fractions, decimals and division to explain how to do the conversion. 

    The lesson ends with written reviews and a quiz using the conversion methods they have demonstrated.

    The lesson could be used in a flipped classroom, as that is how Kahn structures their resources. It could also be used as an introduction activity for the class. The teacher can them build off what the video taught the students or teach them other ways to convert distance. 

Curriculum connections: Grade 4 Measurement:

• estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed time, using a variety of strategies; 

• determine the relationships among units and measurable attributes, including the area and perimeter of rectangles. 

·       –  estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest minute; 

·       –  describe, through investigation, the relationship between various units of length (i.e., millimetre, centimetre, decimetre, metre, kilometre); 

·       –  select and justify the most appropriate standard unit (i.e., millimetre, centimetre, decimetre, metre, kilometre) to measure the side lengths and perimeters of various polygons; 

·       –  compare and order a collection of objects, using standard units of mass (i.e., gram, kilogram) and/or capacity (i.e., millilitre, litre);     

Achievement chart connections:

    The lessons themselves focus more on Knowledge and Understanding, as listed within the achievement chart. Students are expected to learn a new concept and then demonstrate their knowledge and ability to implement the new method they learned. 

    The lessons also included thinking, as the students are expected to organize the problems and follow a set plan to convert the measurements. 

    The lesson also allows for application in a simple sense. The students apply what they learned from then video to help them answer the quiz questions.