• Activate students' prior knowledge by asking them to share what they know about igloos. 

• Students may have stories and/or knowledge to share from their families. 

• Some students may be curious about how igloos are built and how they keep people warm. 

• You can show the two provocation diagrams and prompt students' to consider the structure, shape and components of an igloo.

• You can use a thinking routine like "Think Puzzle Explore" or "3-2-1 Ibyuk"

• Have students post their knowledge and questions on the learning wall. 

• You can also show the video after the students have come up with some questions. They may also have some more questions after watching. 

• As you co-create an essential question, your students may inquire into the importance of igloos for survival, the structure and properties, the building process, and/or whatever they are most curious about. 

• What do you know about he purpose of igloos?

• How are igloos made? 

• What materials do you need?

• What are some important things to consider when building an igloo?

• Do you have any family stories and/or experiences to share?

• Who in our community is an expert in igloos?

• Who can help us answer our questions?

• How does learning about igloos make us more capable? 

• Igloo PWIM (see student solutions for an example by Meghan Wilson) 

• Provide students with some sentence stems. 

• Think-Pair-Share 

Build an Igloo

• Begin by revisiting some mathematical vocabulary such as estimation, referent, benchmark, area, height, width, length.

• Provide students with a graphic organizer for their plan, you can modify the E3 thinking routine to suit your students' needs. Some examples are provided under student solutions.

• Additionally, you can create a "lesson target planner" to support UDL. 

• Depending on your students, you may want to do a whole class brainstorm about the potential strategies and materials they could use.

• You can keep track of these on a chart paper or on your smartboard.

• Some examples of strategies: using manipulatives to create a model first (referent), drawing an illustration/diagram, visualizing and comparing, drawing on grid paper, use subdivisions, repeat a unit mentally or physically.

• Once your students have designed their plan, you may prompt them with some of the key questions. During this time, you may also identify and address any student misconceptions. 

• When your students are ready, provide students with a range of materials: glue, scissors, sugar cubes, mini marshmallows, big marshmallows, toothpicks, toilet paper rolls, ice cubes, cotton balls etc. as well as any manipulatives that they may find useful, such as multi-links. 

• This project may span over a few lessons.

• Once the students have completed their igloos, you can do a gallery walk and have students present and share their work.

• You can prompt students' to explain their reasoning and strategies used. 

• ARI has Make-Do kits you can borrow, these would also be a great tool for building and designing. 

Data Collection: Lab Quest

• Your students may be interested in learning more about the structures of an igloo, such as the ventilation hole.

• Students can make predictions about what would happen if the ventilation hole was covered. 

• When you students are igloo building, they can work in groups to test their predictions and hypotheses. 

• Students inside of the igloo can use the Lab Quest with the C02 sensor and a student stands outside and covers the ventilation hole.

• The Lab Quest will collect data on the C02 levels and it will generate a table and a graph

• You may also provide your students with a clipboard for notes and observations. 

• When you get back to class, students can analyze the data.

• If you would like to extend student learning, you can create some problems using the data collected and you can scaffold them in investigating the patterns and/or an equation that determines the rate of decrease of the C02. They can also create their own visual representations and transfer the data onto different graph types and create their own scales. 

Parabolas

• This is a Grade 11 Math lesson (Relations and Functions). The instructions, steps, resources and assessments can be found on the lesson plan above. 

• What estimation strategy are you using? Can you explain why? 

• How does your plan demonstrate your strategy?

• Did you use any manipulatives to support your thinking? Why or why not? 

• What materials have you selected? Why?

• Did the materials meet your needs?

• I wonder if you explored other strategies first before selecting this one...

• Can you describe each step of your model? 

• Have any of your peers selected a similar strategy? How do you know?

• What challenges did you face? How did you overcome them? 

• What surprised you during this project? 

• What is something you are proud of? 

• How did your planning support your building? Why is this an important step? 

• How do these skills make us more capable? 

• How can these skills be transferred to on-the-land skills? 

• Why do you think igloos need ventilation holes?

• What would happen if the ventilation hole was blocked? 

• What tools could we use to measure this?

• How could you organize the data you collected?

• Do you results support your hypotheses? 

• Were there any surprises?

• What story does your data tell? 

• What kind of science exists in igloo building?

• What kind of math exists in igloo building? 

• How do igloos represent Indigenous Ingenuity? 

• multi-modal display of estimation, measurement and building strategies.

• math word wall vocabulary

• student/teacher conferencing to go over the plan

• provide students with a range of manipulatives (gird paper, multilinks, rulers...) 

• independent next steps for extension of student learning 

• Students can explore the structures in the arctic and how to build an igloo through the above mentor texts.

• You are strongly encouraged to invite an elder to share some knowledge about igloo building with your students.

• You can have your students create some questions prior to this.

• Your students may want to explore into other homes and dwellings.

• If available, you can also bring your students to the sod houses in Tuk. They can explore the structures and features of these houses.

• The article "Architectural History of Indigenous Peoples in Canada" can be shared with your students via Google Classroom.

• Some students may want to further research about the various homes and dwellings of other Indigenous peoples across Canada.

• You can prompt students to consider how environments, nature and climate influenced building traditions. 

• If possible, you can reach out to another school in Canada and have your students share their igloo knowledge with them, and have those students share about the traditional dwelling of their area. 

• Poetry: Students can create poems about their experience building an igloo on the arctic ocean. Co-create a list of success criteria with your students and then use the AI poem generator to create an AI poem. Students can work in groups to assess the poems using the success criteria. They can compare the AI poem to the poems they write. 

• Research Report: Students can work in pairs to research Indigenous Architecture. This is an open-ended project and students can present their research however they like (Google Slides, Diorama, infographic, poster, presentation, play, song, coded dwelling, 3D model...) 

• Instructions: Students can create a list of instructions for building an igloo. This is also-open ended and can be in a variety of formats (video, images and illustrations, demonstration, dance...)

• Co-creation of success criteria

• Students are given the choice to select and creative/communication activity they like. 

• Text-Speech

• Students are presented with the opportunity to share their work using multi-modal formats. 

• Students can explore a variety of Indigenous artists and art pieces depicting igloos

• Invite in a local artist to work with your students

• Students can do their own art piece (painting, beading/sewing, drum dance)

• Students can create their own carvings and/or create some clay models

BBC Studios. (2008). How To Build An Igloo | A Boy Among Polar Bears | BBC [Video]. Youtube. https://www.youtube.com/watch?v=R-x5QOSqP3E

Edward Mills, E., & Kalman, H.D. (2007). Architectural History of Indigenous Peoples in Canada. The Canadian Encyclopedia. https://www.thecanadianencyclopedia.ca/en/article/architectural-history-early-first-nations#:~:text=The%20wigwam%2C%20tipi%20and%20igloo,for%20more%20permanent%20building%20forms.

Kaslik, I. (2016). Structures in the Arctic. Nunavummi Reading Series. https://www.strongnations.com/store/item_display.php?i=6155&f=

Khan Academy. (n.d.). Project: Build-a-House. Unit 1 Computer Programming. https://www.khanacademy.org/computing/computer-programming/programming/looping/pp/project-build-a-house

Kusugak, M. (2014). I Build an Igloo. Northern Series. https://www.michaelkusugak.com/the-stories/i-build-an-igloo

Logan, W. (n.d.). Relations and Functions: Parabolas in Inuit Culture. Culture-based lesson plan: BDDEC Moodle. 

Malki, Y. (n.d.). The Making of a Cozy Home…With Snow. The Hong Kong University of Science and Technology. https://sciencefocus.ust.hk/the-making-of-a-cozy-homewith-snow

Mr. Hussain. (2021). Scratch house shape [Video]. YouTube. https://www.youtube.com/watch?v=rKszohiT1lY

Ohokak, J. (2013). A Grey Soapstone Carving Of An Igloo. Maynards. https://www.maynardsfineart.com/auction-lot/john-ohokak-coppermine-a-grey-soapstone-carving_BE472AA42D

Pootoogook, K. (n.d.). Legend of the Blind Man and the Bear. First Arts. https://firstarts.ca/content/feature/238/artworks-1273-josephie-pootoogook-1887-1958-kinngait-cape-dorset-legend-of-the-blind-man-and-the-bear-1959-5/

Team Story Weavers. (2002). How does an igloo keep you warm? BYJUS. https://blog.byjus.com/knowledge-vine/how-does-an-igloo-keep-you-warm/

Thinking Pathways. (n.d). Estimate Explore Explain. https://thinkingpathwayz.weebly.com/e3.html

Thinking Pathways. (n.d). Think Puzzle Explore. https://thinkingpathwayz.weebly.com/thinkpuzzleexplore.html#:~:text=In%20this%20routine%2C%20students%20are,often%20results%20in%20richer%20discussions.&text=It%20can%20be%20very%20useful,this%20is%20not%20always%20necessary.