Inuit milieu extreme inference Unit Outline[1].pub
Transcription
Inuit milieu extreme inference Unit Outline[1].pub
Extreme Environments Lesson 1 and 2 Learning Intention: I can make inferences about the Inuit after looking at pictures. I can write some wonder questions about living in the Arctic. I can think about how Inuit people met their needs and wants in an environment such as the Arctic. Learning Outcome: Achievement Indicators: • D2 describe technologies used by Aboriginal people in BC and Canada • • • • 1. 2. 3. 4. 5. 6. use appropriate terminology to describe Aboriginal technologies (e.g., travois, hide scraper, adze, weir) give examples technologies used to meet needs and wants in Aboriginal cultures, including those used for food acquisition and preparation, shelter, clothing, and transportation demonstrate knowledge (e.g., create a model, present an oral report) of how a selected technology was used in Aboriginal cultures give examples of technologies used by Aboriginal cultures today Materials Inuit Picture with inference worksheet file. Journal Page Pick one picture to model inferring. One class set of the same picture for guided practice. All of the pictures copied to provide choice for independent practice. Video Clips 1. Review Essential Understanding and Learning Intentions (optional: 4 thinking questions) 2. Complete “Inuit and Extreme Environment Page “Journal: Connect to background knowledge and ask students what they know. Students work individually and put what they know in one colour pen, collectively share answers and change pen colour—write down new ideas with new colour to show what they have learned from the group., 3. Ask, What does it mean to infer?, to elicit criteria. 4. Teacher models making inference with one of the Inuit pictures. Inference = evidence + my brilliant thinking. 5. Guided practice, have a class set copy of same picture. Students make inferences on own and share with partners and then the class. 6. Independent Practise, students choose a picture to make inferences about. 7. Return to question, What does it mean to infer? To complete criteria. 8. Inquiry, students ask wonder questions. 9. Show video clips. 10. Reflective Journal Writing: “Inuit and Extreme Environment” Journal response; add to journal Prescribed Learning Outcomes Suggested Achievement Indicators The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. It is expected that students will: explain obstacles unique to exploration of a specific extreme environment assess technologies used for extreme environments describe contributions of Canadians to exploration technologies Students who have fully met the Prescribed Learning Outcome are able to: identify the salient characteristics of an extreme environment (e.g., space, polar ice, oceans, volcanoes, and the atmosphere—a place that humans do not naturally inhabit but choose to explore) give several examples of resources and knowledge that can be obtained from distant explorations give several examples of how technology can be used by humans to travel to and explore an unknown environment identify several types of equipment and methods currently used to explore extreme environments (e.g., scuba, fibre optics, Mars Lander) accurately describe the stages of development for a previously created technology (e.g., kites, balloons, planes, rockets, submarines, space suits) design a complete model for travelling into a specific extreme environment (e.g., submarines, sonic-aircraft, spaceships) coherently defend a position with respect to the ethical considerations involved in the development and use of new technologies (e.g., whether or not to take living samples, or use weapons in space) describe in detail the function of Canadian technologies involved in exploration of extreme environments (e.g., international space station, Canadarm, Newt Suit, satellite telecommunications, robotics, and ocean mapping) illustrate with accurate, detailed drawings a range of Aboriginal technologies (e.g., Inuit sleds, Haida ocean canoes, Algonquin/Cree snowshoes) Les Concepts Essentiels Comment est-ce que les personnes vivent ou explore les milieux extrêmes comme la mer profonde, l’arctique, l’espace, les deserts, les volcans? Comment est-ce que les personnes répondent aux besoins principaux pour survivre dans ces milieux? Quels types de technologies nous aident à survivre dans ces milieux? Pourquoi est-il important étudier une autre culture? Pourauoi est-il important étudier une culture autochtone? (Over arching goal of Social Studies curriculum: to develop thoughtful, responsible, active citizens who are able to acquire the requisite information to consider multiple perspectives and to make reasoned judgments) Arrivé Quels types de technologies utilisaient-ils les autochtones pour répondre à leurs besoins? Le Monde et moi Quels autres types d’outils ou de technologies sont utilisés dans notre culture ou dans une autre culture d’aujourd’hui ou au passé pour répondre aux besoins? Pensez et Recherchez Comment est-ce que les autochtones ont fabriqué leurs outils pour la vie quotidienne? Tout seul Est-il important d’étudier les autres cultures et leurs technologies usées? Je peux utiliser les images des Inuits pour faire des inferences. • Je peux poser des questions à propos de la vie dans les milieux extrêmes. Je peux determiner comment le people Inuit a survécu dans un milieu extrême comme l’arctique et comment ils ont répondu à leurs besoins et aux désirs. • • Nom: __________________________________ Mon journal: les Inuits et les milieux extrêmes Utilise des mots, des images et des symbols pour expliquer tes connaissances sur les Inuits et comment ces personnes ont achevé leurs besoins et leurs désirs dans l’arctique. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Écrire des questions reflective et profonde En utilisant tes connaissances sur les besoins des êtres humains, écrit au minimum six questions réflectives ou profondes pour questioner comment le peuple Inuit a répondu à leurs besoins. 1. 2. 3. 4. 5. 6. Videos How to Build an Igloo—A Boy Among Polar Bears—BBC http://www.youtube.com/watch?v=Rx5QOSqP3E&feature=relmfu Historica Minutes—Inkushuk http://www.histori.ca/minutes/minute.do?id=10210 How to Make a Perfect Igloo - Ray Mears World of Survival - BBC http://www.youtube.com/watch? v=1aSL9La5ivo&feature=relmfu Arctic Fishing - Ray Mears World of Survival - BBC http://www.youtube.com/watch? v=vOS3WpNbOTo&feature=fvwrel Narwhale hunting - A Boy Among Polar Bears - BBC http://www.youtube.com/watch?v=g7NjYR-y_pI Inuit Hunting http://www.youtube.com/watch?v=DksEQa-BHa4 Critères—pour mon journal • • Dis-moi ce que tu as appris ou ce que tu savais déjà Fais un lien