Looking At Work

April 12th May 3rd

7 lessons: 1 lesson double block
This unit focuses on the work that people in Meteghan, Iqaluit and Saskatoon. Each
community has different industries because of their vastly different geography.
The Land: Places and People
Exploring the unique and dynamic relationship that humans have with the land, places and
environments affects decisions that students make and their understanding of
perspectives, issues, citizenship and identity. Students will examine the impact of physical
geography on the social, political, environmental and economic organization of societies.
This examination also affects students understanding of perspectives and issues as they
consider how connections to the land influence their sense of place.

Alberta Program of Studies Front

Matter

Outcomes
I Can Statements
Lesson
Assessment
GLO: 2.1.4 investigate the economic characteristics of communities in Canada by exploring and reflecting upon
the following questions for inquiry:
What kinds of natural resources exist in the communities I can say what kinds
1,2,4,5
Sticky notes (f)
(e.g., fishing, agriculture, and mining)? ER, LLP
of natural resources
White boards (f)
exist in the
communities
What are the occupations in each of the communities?
I can name what
7
Sticky notes (f)
ER
types of jobs are in
each of the
communities.
What kinds of goods and services are available in the
I can say what kinds
3,4,6
Matching (f)
communities? ER
of things you can buy
Matching (f)
and receive in each
community.
What impact does industry have on the communities
I can say how
3,4,5,6,7 Venn Diagram (f)
(i.e., agriculture, manufacturing)? ER, LLP
industries have
White Boards (f)
impacted the
Draw a poster of
communities
a job. (f)
2.2.6 analyze how the community being studied emerged, by exploring and reflecting upon the following
questions for inquiry:
What is unique about their community
I can say what is
2,4,5,6,
Act Out (f)
unique about a
6.5,7
Draw a poster of
community.
a job (f)

8 Lessons with 1 flex lesson April 12th May 9th

Lesson 1 Intro (short)
TSW: Say what natural resources are and why work is important to people
Activities:
1. Discuss what work is and jobs are. What are our parents jobs? Why are jobs important?
2. Looking at Work students browse through and share pages they are interested in
(5mins)
3. Look at front cover discuss objects on it. Where are they from? What do they do? Pg 3
poem

4. What are natural resources read pages 6 and 7

5. Sticky note write down and draw a natural resources you know
Outcomes: What kinds of natural resources exist in the communities (e.g., fishing, agriculture,
mining)? ER, LLP
Materials: Looking at Work book
Assessment: Sticky notes (f)
Lesson 2 Nunavut (long)
TSW: What are Nunavuts Natural Resources?
Activities:
1. Review what is Nunavut like? Geographically and culturally.
a. In 4 groups student sort cultural and geographical facts about Nunavut
b. Share with class
2. Review what are natural resources? Take what we know and predict: what might be some
in Nunavut? Think-pair-share
3. Preview pages with partner pg 8 and 9 each person picks out favourite part.
4. Read to find out what natural resources are there. Pg 8 and 9
5. Smartboard 1st whiteboards draw/write down 1 of the resources you think belongs to
Nunavut.
6. Smartboard 2nd in groups share individual guess then as group write down guesses on
paper.
7. Smartboard 3rd 1 person from each group gets to move 1 picture
8. Sticky notes write down/draw 1 natural resource found in Iqaluit.
Outcomes: What kinds of natural resources exist in the communities (e.g., fishing, agriculture,
mining)? ER, LLP. What is unique about their community
Materials: White boards, Looking at Work book, sticky note, paper per group
Assessment: Sticky note
Lesson 3 Nunavut Goods in Iqaluit pg 18 (short)
TSW: What are natural resources turned into in Nunavut
Activities:
1. Making Goods pg 17 Talk about how resources are changed into objects that people need.
2. Goods in Iqaluit pg 18 and 19 Talk about things we recognize e.g., soapstone
3. Discuss how these are similar and different than what we have here?
4. Match goods with natural resources
Outcomes: What kinds of goods and services are available in the communities? ER. What impact
does industry have on the communities (i.e., agriculture, manufacturing)? ER, LLP
Materials: Looking at Work book
Assessment: Matching
Lesson 4 Meteghans Natural Resources (double block)
TSW: What are Meteghans Natural Resources?
Activities:
1. Review what is Meteghan like? Geographically and culturally.
a. In 4 groups student sort cultural and geographical facts about Meteghan
b. Share with class
2. Review what natural resources are and make a list of what we think might be there. Think
pair-share
3. Preview pages with partner pick out
4. Read pages 10 and 11 (whiteboard with partner write down import part) and pg 20 and 21
(whiteboard with partner write down import part)
5. Partner sort goods to natural resources
6. Individual match

Outcomes: What kinds of natural resources exist in the communities (e.g., fishing, agriculture,
mining)? ER, LLP. What kinds of goods and services are available in the communities? ER. What
impact does industry have on the communities (i.e., agriculture, manufacturing)? ER, LLP. What is
unique about their community
Materials: Looking at Work book
Assessment: Matching
Lesson 5 Saskatoon (short)
TSW: Natural Resources
Activities:
1. Review what Saskatoon is like geographically and culturally (Ukrainian)
2. What resources are in Saskatchewan pg 12-13
3. How are these resources like ours?
4. Ven diagram Similarities between Saskatchewan and Alberta
Outcomes: What kinds of natural resources exist in the communities (e.g., fishing, agriculture,
mining)? ER, LLP. What impact does industry have on the communities (i.e., agriculture,
manufacturing)? ER, LLP. What is unique about their community
Materials: Looking at Work book
Assessment: Ven Diagram
Lesson 6 Saskatoon (double)
TSW: Goods in Saskatoon
Activities:
1. Read jobs with natural resources as a review pg 14
2. Review Saskatoon resources
3. Read pg 22 and 23
4. Smartboard Matching resources to good with white boards
Outcomes: What kinds of goods and services are available in the communities? ER. What
impact does industry have on the communities (i.e., agriculture, manufacturing)? ER, LLP
Materials: Looking at Work book
Assessment: White Boards
Lesson 6.5 Caring for the Environment
TSW: Name communities take care of environments
Activities:
1. Review how natural resources come from nature and if we dont take care of nature we
wont have any natural resources.
2. Read pg 24- 27
3. Act out how caring for environment keeps in healthy.
Outcomes: What is unique about their community.
Materials: Looking at Work book
Assessment: Act Our Caring for Environment
Lesson 7 Jobs Helping People (short)
TSW: Students name jobs that help people
Activities:
1. Read page 31 and come up with jobs that help people
2. Read page 32-37 discuss how these are the same or different from what we have.
3. Draw a poster for what job you like the best
Outcomes: What are the occupations in each of the communities? ER. What impact does
industry have on the communities (i.e., agriculture, manufacturing)? ER, LLP. What is unique
about their community.

Materials: Looking at Work book

Assessment: Draw a poster for what job you like the best

Lesson 8 Groups perform skit showing their province or poster

TSW: Create poster or skit to share with the class on their provinces natural
resources/goods and jobs
Activities:
1. Explain activities and expectations behaviourally and what they need to tell us
2. Work time teacher observes and give feedback
3. Students share and answer questions
Materials: Looking at Work book
Check knowledge
I can say what kinds of natural resources exist in the communities (e.g., fishing, agriculture, and
mining).
I can name what the occupations are in each of the communities.
I can say how industries have impacted the communities (i.e., agriculture, manufacturing).
Looking at you and the past.
I can say what is unique about a community.