Grade Two Social Studies: Communities in Canada

Grade Two Social Studies: Communities in Canada

Science Alberta (2010). How to Build a Tipi. Retrieved October 5, 2010, from http://www.wonderville.ca/v1/activities/tipi/tipi.html

In this activity, we are integrating technology into the Grade Two Social Studies curriculum! This activity is based on Aboriginal communities and allows students the chance to learn about teepee raisings, how and why they are set up the way they are, and the materials needed to do so. Students get the chance to work independently in the computer lab and work at their own pace building and learning about teepee raisings.

2.2 A Community in the Past

General Outcome:

 Students will demonstrate an understanding and appreciation of how a community emerged, and of how the various interactions and cooperation among peoples ensure the continued growth and vitality of the community.

Specific Outcomes:

Students will:

2.2.6 Analyze how the community being studied emerged, by exploring and reflecting upon the following questions for inquiry:

• What characteristics define their community? (CC, I)

• What is unique about their community? (CC, I)

• What are the origins of their community? (TCC)

• What were the reasons for the establishment of their community (e.g., original fur trade fort, original inhabitants)? (CC, TCC)

• What individuals or groups contributed to the development of their community? (CC, TCC)

ICT Outcomes:

C6- Students will use technology to investigate and/or solve problems

C7- Students will use electronic research techniques to construct personal knowledge and meaning

F6- Students will demonstrate a basic understanding of the operating skills required in a variety of technologies

Rationale for Computer Integration:

Technology in this lesson is used as a tool for learning. In most situations, students will not have the chance to watch the process of a teepee raising or have the chance to participate in setting one up. In this activity, not only do the students get to participate in a hands on activity, they are also involved in listening as the story of the teepee setup is told. The children have the chance to learn about why teepees are set up the way they are, why they look the way they do, and why specific materials are used. Not only is the activity auditory, visually stimulating, and interactive, but the children are also building their knowledge base about Aboriginal communities. The students have the chance to manipulate the mouse in order to choose materials and build their own teepee all the while becoming more technologically confident. The children can work at their own pace and their own computer literacy level, therefore allowing for differentiated instruction. This activity is one that could not be done in the classroom without the use of technology so I believe it to be a very effective use of technology integration!