You are on page 1of 5

Kayta Brown

November 30th, 2014

Social Studies Lesson Plan
Subject: Social Studies
Grade: Three/Four - Four Curriculum
Activity: Fan and Pick/Four Corners/Exit Slip
Total Time of Lesson: 90 minutes
Goals/Key questions:
Question: How can I assess what my students have learned about the Rocky
Mountain region?
Goal: Students will play two review games - one in partners to start recalling
information, and one as a large group to see what their peers think the answers
are. Then they will do an exit slip with the same questions.
Objective (connected to PofS):
General Outcome:
4.1 - Students will demonstrate an understanding and appreciation of how elements of physical
geography, climate, geology and paleontology are integral to the landscapes and
environment of Alberta.
Specific Outcome:
4.1.1 - Value Alberta’s physical geography and natural environment
4.1.2 - What are the major geographical and natural vegetation regions, landforms and bodies of water in
Alberta?
4.1.2 - What are the factors that determine climate in the diverse regions of Alberta (e.g., latitude,
mountains)? (LPP)
4.1.2 - What are the significant natural resources in Alberta, and where are they located (e.g., mineral
deposits, coal, natural gas and oil, forests)?
4.1.2 - How are Alberta’s provincial parks and protected areas and the national parks in Alberta important
to the sustainability of Alberta’s natural environment?
4.1.3 - Examine, critically, how geology and paleontology contribute to knowledge of Alberta’s
physical geography by exploring and reflecting upon the following questions and
issues.
4.1.4 - Analyze how Albertans interact with their environment by exploring and reflecting upon
the following questions and issues:
Materials:
- Smartboard Presentation
- Play cards from 1-K
- Question/answer sheet
- A/B/C/D signs
- Exit Slips
- Pencil & Erasers

Kayta Brown
November 30th, 2014

Activity/Time
Introduction
5 minutes

What are the teachers/students doing?
I will explain to students that we will be doing “Fan and Pick”
as a review game. Students already know how this works so
it will not take long to explain. I will give them their partners
and tell them to find two desks and begin.
*Fan and Pick Full Explanation*
First, I will call a student up to help me demonstrate the
game. I will be the quizzer first. I will hold out the playing
cards with the numbers facing me. Then the quizzie will pick
a card. We will then find the question on the card and read it
together. Next, I will have her think about the question and
then ask her what she thinks the answer is.
“Tip, Tip, Coach.” - I will explain to the students that they
should be using tip, tip coach. If their partner does not know
an answer, they need to give them a tip. *We will do an
example of a tip with the student helping me demonstrate*.
If my partner still does not know, we will give them another
tip. *Demonstrate another tip*. If my partner still does not
know, then I will coach them. *Demonstrate coaching*.
I will also explain that both students should bring their red
folders and a textbook to share between them. However, I
will stress that students may not look in their books or their
textbooks until they have gone through tip, tip, coach or
unless neither partner knows the answer. I should NOT see
their textbooks open the entire time. I will also remind them
not to peek at the answers on the back until they have done
tip, tip, and coach AND tried to find it in either their folders or
their books.
I will explain that each student will get a turn to be the
person quizzing someone else and to be the person being
quizzed. I will explain that each person gets ten minutes to
be the quizzer and the quizzie. When the timer goes, no
matter where they are at, they are going to switch roles.
I will remind them to read the questions carefully and as a
group. I will stress that if they cannot work with their partner,
they will be doing it on their own. I will also discuss the
noise level they should be at. I will explain to them that it is
important that they take this seriously because we will be
doing an exit slip at the end of class to see what they have
learned so far so they need to be able to answer some
questions.
I will ask for any questions as the end.

Kayta Brown
November 30th, 2014

Activity/Time

What are the teachers/students doing?

Fan and Pick
30 minutes

Students will do “Fan and Pick” with their partners for
30 minutes - 15 minutes per partner.

Four Corners
40 minutes

I will explain “Four Corners” to the students: I will show
a question on the board and students will have to go to
the corner of the room that they think correlates with
the answer. We will go through questions until students
seem to be understanding and doing well.

10 minutes to explain
30 to play
Exit Slip
15 minutes

I will give students an exit slip and they will begin
answering questions. If students get done early, they
are to think back to the Grasslands unit and write 2
things that they leaned about the Grasslands unit in
their KWL chart. Then they will write two things that
they learned about the Rocky Mountain region. Then, if
they still have time, they will read a book until everyone
is done.

Assessment: I will assess what students have learned but how they are answering
questions in their partners, how they are answering questions as a group, and how they
do on their exit slip.
Modifications: They may switch partners and do the “Fan and Pick” again if they finish
quickly.
Extra time: Students will read a book quietly until everyone is finished writing in their
KWL chart.

Kayta Brown
November 30th, 2014

The Rocky Mountain Region
Fan and Pick
Questions
1) How are mountains formed? (Hint: P_________ T___________)
2) What is a glacier?
3) How much snow does the Rocky Mountain region get compared to the
rest of the province? The most, the fewest, or an average amount?
4) What is the temperature like in the Rocky Mountain region compared to
the rest of the province? The coldest, warmest, or an average
temperature?
5) What causes different plants to grow in different areas?
6) What are plants like that grow at the top of the mountain? What are
plants like that grow around the middle and bottom of the mountain?
7) Name 3 animals found in the Rocky Mountain regions.
8) What is tourism?
9) Where does most of Alberta’s freshwater come from?
10) What natural resource was mined in the Rocky Mountain region?
J) Which mountain had Canada’s deadliest rockslide known as Frank
Slide?
Q) What are national parks?
K) Which park was Canada’s first national park?

Kayta Brown
November 30th, 2014

Answers
1) Plate Tectonics - the shifting of the plates that make up the Earth’s crust.
2) A glacier is a river of ice.
3) The Rocky Mountain region gets the most snowfall
4) The Rocky Mountain region has the coldest temperatures.
5) Elevation
6) Plants at the top of the mountain are small and low to the ground. Plants
in the middle and at the bottom of the mountain are larger and tall - like
trees, bushes, etc.
7) Mountain goats, mountain sheep, foxes, wolves, coyotes, cougars,
bears, (brown bears, black bears, and grizzly bears).
8) Tourism is when a person travels to a place for fun.
9) Most of Canada’s freshwater comes from the glaciers and snowmelt in
the mountains. The glaciers and snow melt and come down the
mountain to form rivers.
10) Coal
J) Turtle Mountain
Q) National parks are large protected areas of land set aside by the
Canadian government.
K) Banff National Park