Lesson Plan Lesson Title/Focus Subject/Gra de Le el !

nit Summary of Canadian Regions & Project Introduction Grade 5 Social Studies Physical Geogra hy o! "a#ada Date Time Duratio n Teac"e r Tuesday, Nov. 20, 2012 1:25-2:26: 1 Hour $ayla %arra

#!TC#$%S FR#$ &L'%RT& PR#GR&$ #F ST!DI%S

General Learning #utcomes( S)ecific Learning #utcomes( 5.1: Stude#ts &ill de'o#strate a# u#dersta#di#g a#d a reciatio# o! ho& the hysical geogra hy a#d #atural resources o! "a#ada a!!ect the (uality o! li!e o! all "a#adia#s. *+,+-( Students .ill e/amine0 critically0 t"e )"ysical geogra)"y of Canada by e/)loring and reflecting u)on t"e follo.ing 1uestions and issues( 2"at are t"e differences and similarities among t"e geogra)"ical regions of Canada3 4o. is t"e geogra)"ical region t"ey li e in different from ot"er regions of Canada3

L%&R5I5G #'6%CTI7%S
Students .ill( 1. Stude#ts &ill descri)e 'ulti le characteristics regardi#g hysical geogra hy, #atural resources, &eather, a#d #atural disasters, o! each regio# i# "a#ada *+o&la#ds, ,tla#tic, ,rctic, "a#adia# Shield, "ordillera, -#terior Plai#s.. 2. Stude#ts &ill create /(uilts0 de icti#g 'ulti le characteristics o! their assig#ed regio#.

&SS%SS$%5TS
#bser ations( 1uri#g class discussio# 1uri#g direct i#structio# 1uri#g activity ,s2 (uestio#s a)out each regio# throughout Po&erPoi#t 34. 5hat is the &eather li2e i# the "a#adia# Shield 6uilts

8ey 9uestions: Products/Performan ces(

L%&R5I5G R%S#!RC%S C#5S!LT%D

Tompkins, G. (2012). 50 literacy strategies: Step by step (4th ed.). New York: Pearson Good'a#, 1., Hardi#g, 7., S'ith, T. *2008.. Voices of Canada: People, places and possibilities. 1o# %ills, 9#tario: Pearso# 3ducatio# "a#ada. *Grade 5 Social Te4t)oo2.

$&T%RI&LS &5D %9!IP$%5T

Po.erPoint %n elo)e:s for eac" region .it" )ro)er number of colored s1uares inside+ Instructions for eac" region+ $y 1uilt Lo.land:s instruction s"eet to )ut on Smart 'oard+ Po)sicle stic;s to di ide grou)s u) Pencils Crayons Time 1 min. 2 min. 1 min.

PR#C%D!R%
Attention Grabber Assessment of Prior Knowledge Expectations for Learning and Behaviour Introduction Sho& the' the (uilt - 'ade. Tell stude#ts that this is &hat they are goi#g to start to 'a2e today: ,s2 i! they ca# re'e')er the #a'es o! so'e o! the "a#adia# ;egio#s. 5rite the o#es they ca# #a'e o# the )oard. - e4 ect you to liste# care!ully &hile &e revie& these regio#s today )ecause this i#!or'atio# &ill )e use!ul &he# you 'a2e your (uilt: <ou &ill &or2 as a tea' a#d res ect your tea''ates <ou &ill care!ully !ollo& the i#structio#s 1. -#troduce your assig#'e#t to you: %a2i#g (uilts

Advance

Lesson Plan Organizer Agenda !ransition to Bod" Learning Activit" #$ 2. ;evie& the "a#adia# ;egio#s =. Start the assig#'e#t today: +et>s start )y tal2i#g a)out 'y (uilt so you have a# idea o! &hat you &ill )e doi#g: 'ody Sho& the' 'y (uilt a#d e4 lai# &hat categories are there a#d )rie! i#structio#s- 'ore detailed i#structio#s &ill co'e later. Tell stude#ts that at the e#d o! class today &e are goi#g to start a# assig#'e#t &here they &ill )e divided i#to grou s a#d assig#ed o#e o! the 6 "a#adia# regio#s to 'a2e a (uilt o#, ?ust li2e the o#e - have 'ade. 34 lai# that this is a (uilt re rese#ti#g the +o&la#d regio# o! "a#ada. 34 lai# ho& each s(uare glued o# the (uilt sho&s a# i' orta#t characteristic o! the regio#: o The three = P-N$ s(uares sho& the Physical Geogra hy. Sho& &hat is dra&# a#d stated o# s(uares a#d e4 lai# ho& there is 1 !act a#d 1 dra&i#g o The = P@;P+3 s(uares sho& Natural ;esources o! the regio#. Sho& &hat is dra& a#d stated o# s(uares, a#d e4 lai# ho& there is 1 !act a#d 1 dra&i#g. o The 1 A+@3 S(uare is !or a Natural 1isaster. Sho& ho& it is a dra&i#g a#d e4 lai# ho& !or this o#e it ca# )e either a !act or a dra&i#g. o The = <3++95 s(uares sho& &eather o! the lo&la#ds. 34 lai# ho& there is 1 !act a#d 1 dra&i#g. o %a2e 2 9;,NG3 s(uares !or other i#!or'atio#. These ca# )e a dra&i#g or a !act. 34 lai# &hy you chose a )ear a#d Niagara Balls !or 'y choice. "hoose so'ethi#g u#i(ue a#d i#teresti#g a)out your regio#: Notice that &he# - used dra&i#gs or sy')ols - la)eled the' 9)servatio#s duri#g e4 la#atio# "hec2 !or u#dersta#di#g )y as2i#g (uestio#s throughout e4 la#atio#. ;evie& the 6 ;egio#s: @se Po&erPoi#t to do this. Start &ith the +o&la#d regio#: a!ter each slide tal2 a)out &ays - re rese#ted that i#!or'atio# o# 'y (uilt. Bor each regio# i# the slides, do the !ollo&i#g: o Start )y as2i#g stude#ts &here a)out i# "a#ada regio# located *&hich rovi#ces are i#cluded. o There is a )la#2 'a o! "a#ada o# the slide. @se Po sicle stic2s to ra#do'ly choose a stude#t to co'e u a#d dra& the regio# o# the S'art Aoard. "orrect stude#ts i! they are &ro#g. o Bor each category *e4. Physical geogra hy., have stude#ts )rai#stor' &hat they thi#2 is i#cluded !irst, the# sho& ictures a#d e4 lai#. o ,!ter each category, as2 stude#ts ho& they could re rese#t the i#!or'atio# o# their (uilts a!ter they see ictures. 9)servatio#s duri#g e4 la#atio# "hec2 !or u#dersta#di#g )y as2i#g (uestio#s throughout e4 la#atio#. -#troduce ro?ect:

Time

5 min.

Assessments/ Differentiation:

Throu hou t acti!it"

Learning Activit" #%

2# min.

Assessments/ Differentiation

Throu hou t Acti!it" 15 min. to

Learning Activit"

Lesson Plan #& $%ote: before class ha!e 5 roups of & 'and one roup of () alread" chosen. *a!e the roup members names recorded on the same color Popsicle stic+s. This ,a" ,hen "ou pass out Popsicle stic+s it is -uic+ and eas" to et into appropriate roups. Tell stude#ts i# a 'o'e#t they &ill )e divided u i#to 5 grou s. 3ach grou &ill receive a di!!ere#t regio# a#d &ritte# i#structio#s si'ilar to the o#es - a' a)out to read C Have a co y o! the +o&la#d regio#>s i#structio#s o# the S'art AoardC Go through the +o&la#d regio#>s i#structio#s ste )y ste sho&i#g the' ho& you 'ade your (uilt. Have o#e e#velo a#d )la#2 co#structio# a er to sho& the' the 'aterials they &ill use. 34 lai# )ehavioral e4 ectatio#s: o <ou &ill &or2 as a tea' o <ou &ill res ect your tea''ates *,s2 &hat this loo2s li2e. o <ou &ill care!ully !ollo& the i#structio#s 1ivide the' u i#to grou s )y assi#g out their re-la)eled Po sicle stic2s to the stude#ts. 9#ce you are i# your grou s, care!ully read your i#structio#s. 3#sure you u#dersta#d the assig#'e#t )e!ore )egi##i#g. ,lso decide ho& you &ill go a)out co' leti#g the assig#'e#t. 5ill you all &or2 o# Physical geogra hy !irst, or &ill you divide the roles u . %a2e s'art choices. Have all stude#ts &ith a red Po sicle stic2 raise their ha#d a#d stic2. Tell the' they are i# o#e grou . %ove the' so they are sitti#g together. ;e eat &ith Gree#, Alue, <ello&, a#d 9ra#ge stic2s. 9#ce all stude#ts are grou ed a#d se arated arou#d the roo', ass out 'aterials *)lac2 co#structio# a er, e#velo &ith colored s(uares, a#d i#structio# sheet. Have o#e stude#t !ro' each grou go a#d get their te4t)oo2. ;e'i#d stude#ts that o# their i#structio# sheets the te4t)oo2 ages they #eed are there. +et the' )egi# o#ce you !eel all stude#ts clearly u#dersta#d their tas2. 9)servatio#s &s; clarification 1uestions t"roug"out the e4 la#atio# to e#sure everyo#e u#dersta#ds Closure 5he# there is a)out 5 'i#utes le!t i# class, have stude#ts ut 'aterials a&ay: ,ll the s(uares go )ac2 i#to your e#velo e. Te4t)oo2 retur#ed to the shel!. Have o#e #eat ile &here they are &or2i#g &ith the )ullio# )oard, e#velo &ith s(uares i# the', a#d i#structio# sheet. - &ill go arou#d a#d collect these. 6uietly retur# to your des2>s ,s2 i! a#yo#e has a#y (uestio#s so !ar o# the assig#'e#t. Thu')s u i! you are e4cited to &or2 o# this o# Thursday:

e/plain, rest of the class time to ,or+ on assi nmen t.

Assessments/ Differentiation

Throu hou t Acti!it" Time

'lean (p and Lesson 'losure

& min.

Assessment of Learning) *eedbac+ *rom ,tudents)

1 min. &# sec.

Lesson Plan *eedbac+ !o ,tudents !ransition !o -ext Lesson ;es o#d to ho& &ell they liste#ed a#d !ollo&ed 'y i#structio#s. 9# Thursday you &ill have ti'e to &or2 o# your (uilts. Please 'a2e sure you have a glue stic2 )ecause #e4t class you &ill )e ready to ut your (uilt together. 5or2i#g o# ,ssig#'e#t:

&# sec.

S)onge &cti ity/&cti ities

Reflections from Lesson(

Stre#gths o! the +esso# "reati#g a sa' le (uilt &as e!!ective )ecause it &or2ed as a great atte#tio# gra))er: Stude#ts &ere i''ediately e#gaged a#d i#terested i# 'a2i#g their o&# (uilts. @si#g a Po&erPoi#t to revie& the regio#s hel ed diverse lear#ers access the i#!or'atio# - rei#!orced 'y /ha#ds-u 0 e4 ectatio# throughout the lesso# 1ividi#g grou s u &ith Po sicle stic2s &as (uic2 a#d e!!icie#t The (uilt 'a2i#g activity &as very e#gagi#g a#d stude#ts &ere eager to get started 5ea2#esses o! the +esso# Stude#ts &ere )eco'i#g distracted a#d dise#gaged &ith the Po&erPoi#t #ear the e#d - should have tried to get to the activity (uic2er so their atte#tio# &ould have re'ai#ed o# 'e the &hole ti'e