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UNIT PLAN TEMPLATE (adapted from Thompson Rivers University)

Unit Title:
Name:

Understanding Where We Live


Bronwyn Bustin, Nichole Lively, Kristen Reay

Number of Lessons:
Subject(s):

Social Studies

Time: (in weeks)

Grade(s):

Rationale:
This unit is important because it gives students a more indepth understanding of where they live. Students will learn about the location,
geography, and climate of their province.
Overview and Concept Map:
Students will be able to locate their province in the Atlantic region, Canada, North America, and the world. They will learn the basics of direction
and graphic mapping. Students will also learn about the different physical features, climates, and vegetation of New Brunswick. Students will
express opinions and ideas, as well as demonstrate what they have learned through working with scaled maps; participating in large, interactive
group games; playing online quizzes and games; using images and pictures; writing in their social studies journals; group work; and more. The
students will be assessed on comprehension, expression, and interpretation throughout the unit.
Prescribed Learning Outcomes:
General Curriculum Outcome: Students will be expected to identify and locate their own province within the Atlantic region, Canada, and the
world as well as describe different elements of the physical geography of New Brunswick.
Specific Curriculum Outcome: Students will be expected to locate their province in the Atlantic region, Canada, North
America, and the world and describe the major physical features, climates, and vegetation of their province and the Atlantic region.
Prerequisite Concepts and Skills:
In previous education, students have developed skills and been taught the basics of the subjects leading into this unit. Students will have covered
topics such as place and community, environment, basic country knowledge, change, and the physical environment in preparation for this unit.
Students have previously worked with globes and/or maps and should understand that they are representations of real places but reduced in size.
Teacher Preparation Required:
The General Curriculum Outcomes from K-2 have been completed to the teachers satisfaction.
This unit plan was developed by a team of three teachers who consulted one another on a regular basis to keep consistency among the six lessons within the
unit. The teachers consulted each other, as well as teachers of previous grades in order to prepare for the unit.
Suggestions that were given within the grade three social studies curriculum document were followed.
Much online research was done in order to create the most effective lessons.

Cross-Curricular Connections:
Visual Art Outcomes- Grade 3-5- Students will be expected to describe visual properties and qualities in the world around them.
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English Language Arts Outcomes- By the end of grade 3 students will be expected to identify some forms of oral language and use basic conventions of
conversation in group work.
Science Outcomes- Students will construct knowledge and understandings of concepts in life science, physical science, and Earth science and apply these
understandings to interpret, integrate, and extend their knowledge.

Extensions to Unit:
More extensive map work could be implemented to extend and enrich student understanding. More activities could be made available to students who are
excelling. Additional books and sources of information will be made available for students who wish to dig deeper into this units content.

Universal Design for Learning (UDL) and Differentiated Instruction (DI):


This unit plan includes many aspects of both UDL and DIs.
In preparation of each lesson plan, multiple means of representation; multiple means of expression; and multiple means of engagement were considered.
Many different forms of instruction were also included to ensure that students readiness level, interests, and preferred mode of learning are recognized. Head
mics will be worn regularly throughout class.
Multiple Intelligences were also considered in the creating of this unit.
Throughout the unit there are activities and methods of teaching implemented which purposefully include all eight multiple intelligences. There is extensive
diversity in the unit plan in considering different learning styles.
For example: Group work and individual work are both readily included to ensure students can have an extensive understanding of the topic.
There is more than one form of assessment used throughout the unit to address multiple intelligences and differentiated learning styles. Different forms of
assessment used include the following: quizzes, completed worksheets, observation of activities, observations of group work, peer assessment opportunities,
and the observation of participation in class discussion.

Checks for understanding were frequently given to ensure student understanding.


The use of variety in teaching strategies was implemented to meet the needs of the students throughout lessons.
Peer groups encouraged: extensive group work and activities to encourage collaboration and collective learning.
Self reflection opportunities were given such as journaling, individual assessment, and intrapersonal activities.
Visual representation of goals, procedures, routines, and rubrics provided.
Student engagement and enrichment encouraged in many different ways.
Differentiated learning environment considered:
o
Small and large group work
o
Class games
o
Station activities
o
Individual work
Awareness that breaks halfway through a lesson may be necessary for kinesthetic students or students with learning difficulties such as ADHD.
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Resources:
Grade 3 Social Studies Curriculum
Maps (New Brunswick, Atlantic Provinces, Canada, World) and images
Handouts
Student journals
Masking tape & ball for Lesson #3
Basin, pitchers of water, cups, blue paper, river picture cards, & playdough for Lesson #4
Song and video about the provinces of Canada: https://www.youtube.com/watch?v=5IDmZAzA3Wc
Studyladder website activity: https://www.studyladder.ca/learn/activity?id=22911
Battleship review game (used in Lesson 3): http://www.primarygames.com/puzzles/strategy/battleship/
Video about clouds: http://youtu.be/6ODJA1tIWOA
Weather & Climate video: https://www.youtube.com/watch?v=UtgFHHhm1xU
Atlantic ecozone map: http://www.nrcan.gc.ca/sites/www.nrcan.gc.ca/files/earthsciences/jpg/assess/2007/ch4/images/fig2a_e.jpg
Ecozone information: http://www.nrcan.gc.ca/environment/resources/publications/impacts-adaptation/reports/assessments/2008/ch4/10339
Technology: Smartboard
Smartboard Programs (including presentations and compass program)
Laptop

Overview of Lessons:
Lesson #
and Title
(time in minutes)

Outcomes in
lesson

#1 - Maps, Scales
& Directions

3.1.1. SWBAT
locate their
province in the
Atlantic region,
Canada, North
America, and the
world.

(45 minutes)

(Students should
understand that

t
he location
of their

(a)
Outcomes in
Student Friendly Terms
(b)
Teaching
Strategies
(a) I will understand that I can
describe the location of my
province in relation to other
places using the directions north,
south, east, and west; and I will
understand that I can show size
and distance on a map using a
scale.
(b) Components of Balanced
Literacy included in this lesson:

oral language

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Assessment Strategies

Evalua
te students
understanding of
scale by monitoring
their answers on
the handout.
(formative)

Observ
e students grasp of
cardinal directions
throughout the
compass game.

Lesson Activities

APK (5 min)

Show
students prepared
slides of objects in
which scale is
appropriate and scale
is reversed. For first
slide, ask students,
If this was showing
something in real
life, which do you
think is larger?
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Materials
(Specific to This Lesson)

prepared scale
slides for APK

map of New
Brunswick with a scale of 1
cm = 1 km

Handout 1 (scale
questions)

compass on
SMARTboard

N/S/E/W labels
for walls

student journals

province
can be
described in
relation to
other places

t
he actual
size of
places can
be
represented
on maps and
globes by
using scale.)

word work

Multiple Intelligences addressed


in this lesson:

explanation of
scale: linguistic, spatial,
logical/mathematical

scale handout:
linguistic,
logical/mathematical, spatial

explanation of
compass: linguistic, spatial

compass game:
kinesthetic, linguistic,
spatial, logical/mathematical,
interpersonal

students
journaling: linguistic, spatial,
intrapersonal

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(formative)

Evalua
te students journals
after lesson for
understanding of
cardinal directions.
(summative)

Why? For second


slide, ask students
why the picture
looks wrong.

Introduc
e and explain the
idea of scale (how
large things can be
represented as a
smaller drawing).
During (35 min)

Introduc
e activity to students
by explaining that
just like in the
pictures they looked
at, maps use a scale
to show distances
and sizes. Show the
class a map of NB
with a scale of 1 cm
= 1 km.
Demonstrate to
students how to
measure from
Moncton to Saint
John to find the
distance between the
two cities.

Distribu
te Handout (map of
all provinces).
Instruct students to
complete the
questions on the
handout.

After 58 minutes, go over


answers as a class.

Transiti
on by bringing up a
compass on the
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Smartboard and
explaining that were
going to learn more
about maps and
directions.

Using
the compass as a
visual, explain the
directions of north,
south, east, and west.
Use the map to
demonstrate what
the directions mean
(ex. Fredericton is
north of Saint John.)

Next,
point out that each of
the four walls of the
classroom is labeled
like a compass and
tell students that
were going to play a
fun game!

Get all
students to stand in
the middle of the
classroom. Instruct
them that as you
give directions, they
need to move to the
correct wall.
I
f you are
wearing red, go
to the north
wall.
I
f your birthday
is in February,
go to the east
wall.
I
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f your favourite
subject is
science, go to
the east wall.
I
f you have a
brother or
sister, go to the
north wall.
I
f you had a
sandwich for
lunch, go to the
south wall.
e
tc!

After
students play this for
several rounds,
remove the N/S/E/W
labels from the walls
and continue to play.

Again,
after several
minutes, introduce
northwest, northeast,
southwest, and
southeast as the
corners in the room.
Continue to play for
several more rounds.

Optional
: After initial round,
teacher could choose
different students to
give the directions.
After (5 min)

Tie the
lesson together by
explaining to
students that these
directions can be
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#2 - Relative size
& New Brunswick
in Canada
(45 minutes)

3.1.1. SWBAT

locate their
province in the
Atlantic region
and Canada.

(a) I will be able to find New


Brunswick in the Atlantic region
and in Canada.
(b) Components of Balanced
Literacy included in this lesson:

oral language

word work
Multiple Intelligences addressed
in this lesson:

explanation of
Atlantic provinces:
linguistic, spatial

directions
activity: linguistic, spatial,
logical/mathematical,
interpersonal

handout 1
(relative sizes of provinces):
linguistic,

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Monitor
students use of
cardinal directions
and understanding
of the location of
the provinces
during the
directions activity.
(formative)

Students
check each others
work about cardinal
directions and the
location of their
province on the
second page of the
handout. (peer)

Evaluate
students
comprehension of
the location of their

used to describe
locations on a map.
For example on a
map of Canada, you
could say that
British Columbia is
west of Quebec, or
from Manitoba, you
need to travel north
to get to the
Territories.

Have
students draw a
compass in their
journal and label the
eight directions on it
(N, S, E, W, NW,
NE, SW, SE).

Collect
journals and dismiss
class!
APK (8 min)
Show students
a map of New
Brunswick (with a
scale of 1 cm = 1
km). Review
cardinal directions
by asking questions
such as
W
hat direction do
you have to
travel in to get
to Bathurst
from Moncton?
W
hat direction do
you have to
travel in to go
to Moncton
from
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On
SMARTboard:
map of
New Brunswick with a
scale of 1 cm = 1 km
map of
the Atlantic provinces
map of
Canada

Map of Canada
handout

Handout (relative
sizes and review)
Youtube video
[https://www.youtube.com/wa
tch?v=5IDmZAzA3Wc]

logical/mathematical, spatial,
interpersonal

handout 2
(compilation): linguistic,
spatial, logical/mathematical,
intrapersonal

closing song:
musical, linguistic, spatial

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province within
Canada, as well as
scale, maps, and
directions.
(summative)

Fredericton?
D
o you travel
northwest or
northeast from
Saint John to
go to Alma?
Review the
concept of scale.
Choose several
students to come up
to measure certain
distances (for
example, from
Edmunston to
Bathurst;
Bouctouche to
Moncton;
Fredericton to St.
Stephen).
During (32 min)
Show a map of
the Atlantic
provinces on the
Smartboard. Point
out New Brunswick
and a couple of main
cities that have been
talked about.

Next, draw
attention to the three
surrounding
provinces, Nova
Scotia; Prince
Edward Island; and
Newfoundland and
Labrador. Focus on
their location in
relation to New
Brunswick (ie,
southeast, west, etc).
Explain that these
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provinces are known


as the Atlantic
provinces.

Give each
student a handout of
a map of Canada.
Place students into
groups of four or
five. Instruct them
to take turns giving
directions to the
others in their group
to get from one place
to another using
cardinal directions.
After time for
several rounds,
announce that
everyone gets one
last round--and their
directions have to
include New
Brunswick at some
point.
Have students
return to normal
seating. Looking at
the map of Canada,
remark about the
different sizes of the
provinces and
territories.
Comment that it can
be easy to see that
New Brunswick is
larger than Nova
Scotia, but it can be
harder to see if
Manitoba or Alberta
is larger.

Distribute
handouts. Instruct
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students to complete
the first side
(relative sizes) in
pairs. [Using the
map, students must
estimate how many
times NB fits into
each of the other
provinces and
territories.]
Go over the
actual answers as a
class.
Have students
complete the second
side of the handout
independently.
[questions such as,
My province is
____ than _____;
My province is
west of the province
of ______; To travel
to Calgary from
Quebec City, I
would need to travel
in a ___ direction]

Give a two
minute warning and
then instruct the
students to pass their
worksheet to the
person on their left
to grade. Direct the
students to check the
answers of the
worksheet they are
now holding. Once
they have checked
them, collect the
handouts.
After (5 min)
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#3 - Basic
Gridwork on a
world map,
Locating their
province outside
of Canada.

3.1.1. SWBAT

locate their
province in
North America
and the world.

(45 minutes)

(a) I will be able to find New


Brunswick in North America and
on a world map.
I will also be able to understand a
basic world grid system. I will be
able to find the proper location of
New Brunswick in the world and
where it falls in the grid.
(b) Components of Balanced
literacy used in this lesson:
oral language
word work
Multiple Intelligences addressed
in this lesson:
Verbal/Linguistic: Class
discussions and group work
Interpersonal: Group work on
map location handout
Intrapersonal: Handout and fill in
the blank assignment
Logical Mathematical: Working
with Grids, Battleship activity
Bodily Kinesthetic: Large group
game of modified steal the
bacon, using grid coordinates
Visual/Spatial: Coloring in
locations on map handouts,
locating Canada and New
Brunswick on a world map.

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

Evalua
te if the students
are able to locate
Canada and New
Brunswick on a
world map by
having them pass in
Handout #1
(Formative)

Evalua
te if the students
are able to locate
New Brunswick in
North America and
the World by
observing them
throughout the
class and asking
questions
(Formative).

Group
work as a form of
informal peer
assessment

Observ
e students grasp of
grid mapping
throughout steal the
bacon and the
smart board game
(Formative)

Evalua
te students
understanding of

Close class by
watching this fun
song and video
about the provinces
of Canada:
https://www.youtube
.com/watch?
v=5IDmZAzA3Wc
APK (5 min)

Ask
Students if anyone
has ever played the
board game battle
ship. Ask one or two
students to explain
how the game is
played. If no one
knows, explain how
the game is played
and tell students that
they will have a
chance to play at the
end of class.

Bring
up a map of the
Atlantic provinces
(with a scale of 1
cm= km) on the
smartboard and have
the students locate
New Brunswick.
Then do it again
with a map of
Canada.

Ask
questions that will
get students talking
about where New
Brunswick is
located. EX: Is New
Brunswick located
on the west coast of
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Prepared scaled sized maps for


the smart board
2 Handouts
Coloured pencils
Masking Tape and ball for grid
game
Link to studyladder website
activity and battleship game ready
to go.

grid mapping as
well as everything
covered so far since
the beginning of
the unit by
collecting and
grading handout #2
(Summative).

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Canada or the east


coast of Canada?

Ask
students if anyone
knows where
Canada is located in
the world or in
regards to other
countries such as the
United States.
During (30 min)

Bring
up a blank map of
the world on the
smartboard. See how
many countries you
can locate and name
as a class.

Draw
attention to Canada
and New Brunswick

Next,
introduce North
America and point
out the countries
within the continent,
paying extra
attention to Canada
and highlighting
New Brunswick as
well.

Handout
a blank map of the
world to students.
Instruct them to
work in pairs to
locate and, using a
light colored pencil,
colour in the area of
North America.

Next,
get the students to
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use a darker color to


locate and indicate
Canada.

Thirdly,
get the students to
use a black colored
pencil to color in
where New
Brunswick would be
located.

As an
option for bonus
points: see if any of
the students can
label each country in
North America
(including New
Brunswick) on their
map. Have the
students hand in
their maps.

Using
colored masking
tape, make a large
grid on the
classroom floor in
the center of the
room. Within the
Grid have six rows
(labeled
numerically:
1,2,3,4,5,6) and six
columns (labeled
alphabetically:
A,B,C,D,E,F)

Explain
how the grid works
by placing a ball in
different sections of
the grid to show grid
locations such as A4,
E6, D2...etc. Then
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have the students tell


you what the
coordinate is when
the ball is placed a
specific square. EX:
B4, A2, C3

After
the students seem to
have an
understanding of the
grid, divide the class
into two groups.

Line
half of the students
up on one side of the
classroom and the
other half on the
opposite side, giving
each student a
number (There
should be two
students assigned to
each number, one on
each team).

Play a
modified version of
steal the bacon.
When students hear
their number called
they race to the
correct location that
was announced on
the grid. The first of
the two students to
arrive at the correct
grid location gets a
point for their team.
The team with the
most points at the
end wins.

To add a
challenge call out
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more than one grid


location and have
students go to each
location called in the
correct order that
you say it.

Have
the students return to
their seats.

Using
the Studyladder
website on the
smartboard
(https://www.studyl
adder.ca/learn/activ
ity?id=22911) work
together as a class to
complete the
Interpret simple grid
maps: Activity quiz.

Give a
handout to each
student which
contains a large map
grid of the world.

Have a
copy of the handout
displayed on the
smartboard

Work
together as a class to
locate different grid
locations for
different countries.

On their
own, instruct
students to color in
north America,
Canada and New
Brunswick. At the
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bottom of the
handout there will be
four fill in the blanks
which say:

North
America:_____
Canada:______
United
States:______ New
Brunswick: ______

Also
included on this
handout will be
several questions as
a form of summative
assessment. There
will be questions
which will gage
students ability to
locate their province,
determine proper
directions and
compete simple grid
problems.

Students
must put the correct
grid locations in
each fill in the blank
to the best of their
ability as well as
answer the other
questions and then
hand their sheet in to
the teacher once they
are finished.

Give a
review of everything
covered in class
After (5 min)

Spend
the last few minutes
of class playing
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#4 - Physical
Features of New
Brunswick
(30 minutes)

3.1.2. SWBAT

describe the
major physical
features of
their province.

(a) I will be able to describe the


landscape of New Brunswick.
(b) Multiple Intelligences
Included in this lesson:
bodily/kinesthetic, linguistic,
logical/mathematical, spatial,
interpersonal, intrapersonal, and
naturalist.
Different learning styles have
been considered in the creation
of this lesson plan.

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

Teache
r will monitor
discussion
throughout the
class and help
students when
needed. (formative)

Teache
r will collect
student reflection
journals where
students will write
about what they
learned in class.
(formative)

During
the group activities,
students are
working together to
learn about each
section and
complete the
activity. (peer)

Studen
ts will have an
opportunity to
present to the class
what they have
learned in their
small groups.
(peer)

battleship as a class.
http://www.primaryg
ames.com/puzzles/st
rategy/battleship/
APK (5 min)

Ask
students to
contribute to a list of
physical features
they think New
Brunswick has.
Write the list on the
board. Then ask
them to point out
major landscape
attractions and
where they are in
New Brunswick.
During (18 min)

Introduc
e the topic of todays
lesson and explain
how students will
learn about the three
main physical
features of New
Brunswick:
mountains, rivers,
and ocean.

Explain
to students that each
station will learn one
of the three features.
There will be a
handout for the
students to read and
then an activity for
them to complete.

Divide
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cups

cards

and shells

Smartboard
prepared maps
station handouts
station directions
basin, marked
pitchers of water,
blue paper
river picture
play dough
plant
decorative rocks

students into three


stations by randomly
numbering them.
Supervise each
stations activities
according to teacher
availability.
O
cean Station After students
read the handout
which contains
the information
regarding the
ocean, they will
read the second
handout with the
explanation of
how to complete
the activity. With
the supervision
of the teacher,
students will
discuss the tide
levels as marked
in the basin and
then add water
until they reach
the highest
marker
(indicating the
height of high
tide). This will
give students a
more tangible
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C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

understanding of
tide level.
R
ivers Station After students
read the
handout,
students will
complete the
activity using
the picture cards
relating to rivers.
They need to
discuss and
decide which
pictures should
be put on the
River and
which ones do
not relate to the
river.
M
ountain Station After students
read the handout
"Mountains,"
they will then
discuss and
work on the
activity
(handout, one
copy at
Mountain table,
Mountain
Activity,
Mountain
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Map, and
Interesting
Forestry Map!,
along with
containers of
play dough). The
activity will be
explained to
them and then
the students will
conduct the
activity.
Students will
discuss and
discover the
different sizes of
a few mountains
in New
Brunswick, as
well as the
primary types of
forestry for New
Brunswick.

After 8
minutes, bring the
class back together
and call each group
to teach the rest of
the class what they
learned at their
station. As a part of
this, each group will
be able to draw on
the blank map on the
Smartboard in
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#5 - Climate and
vegetation of New
Brunswick
(45 minutes)

3.1.2. SWBAT

describe the
climates and
vegetation of
their province.

(a) I will be able to recognize


the different types of vegetation
in New Brunswick.
(b) I will be able to recognize

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

Evalua
te students
understanding of
clouds by
monitoring their

different colours the


location of their
specific physical
landscape.

Provide
summary of
everything that was
covered in class.
After (7 min)

Give the
students five minutes
to write a reflective
journal entry about
what they learned.
Give one or two
prompt questions,
such as What was
the most interesting
fact that you learned
today? or What
was an interesting
fact you learned in
your own group?
What was something
you learned from
another group?

Conclud
e by explaining that
next class we will
learn about the
climate of New
Brunswick. Dismiss
class.
APK (5 min)

Ask the
class, what is
climate?

Explain
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Handout (with
four main cloud types and
fill-in-the-blank details for
each one).

Video on clouds

the different types of climates


(particularly clouds) in New
Brunswick.
(c) Multiple intelligences
addressed:

Visual-Spatial
with the videos and
images.

VerbalLinguistic, primarily with


the journal.

Intrapersonal is
also incorporated in
journaling.

Naturalistic,
entire content.

LogicalMathematical, making
weather predictions.

BodilyKinesthetic, students
getting up to observe out
the window.

Interpersonal,
class discussions.
(d) Different learning styles
have been considered in the
creation of this lesson plan.

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

answers on the
handout.
(formative)

Monito
r classroom
behaviour during
class discussions
and window
viewing.

Evalua
te students journals
after lesson to
modify the next
lesson, if necessary,
based on their prior
knowledge
expressed in their
journaling.
(summative)

the difference
between climate and
weather.
During (30 min)

Cloud
Activity (15 min):

A
sk students if they
ever make
pictures or see
images out of
clouds. Then ask
students what
types of clouds
they know about.

G
ive each student a
copy of the cloud
handout. Have
students watch
the cloud video
and fill in the
handout, then
review the
answers as a
class. Explain
that these clouds
are not just seen
in New
Brunswick, but
all across the
world, and
reinforce that
they are used to
predict weather.

A
sk students to
stand up and look
out the window.
What kinds of
clouds do they
see? What do
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that answers above handout:


http://youtu.be/6ODJA1tIW
OA

Weather &
climate video:
https://www.youtube.com/wa
tch?v=UtgFHHhm1xU

they think the


afternoons
weather will be
like?

E
ncourage students
to try this at
home.

Follow
with talking about
the vegetation in
New Brunswick (5
min). Last class,
we discussed the
main types of
native trees
(softwoods/hardwo
ods) in New
Brunswick. Ask
students how many
they can remember.
After, repeat the
types from last
class to clarify.
Mention that New
Brunswick used to
known for its
forestry and
logging.

Ask
students what types
of fruit, vegetables,
plants, and flowers
grow in New
Brunswick that they
know of (5 min).
Make a list on the
board. Then make
any corrections and
give further
examples.

Introduc
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e climate with
weather & climate
video (5 min). This
also refreshes the
APK. State that
Northern New
Brunswick has a
typical continental
climate with warm
summers and cold
winters. The
southern half of the
province
experiences a more
moderate maritime
climate with cooler
summers and
milder winters.

Since
New Brunswick
shares its climate
with the Maritime
provinces, more
will be discussed on
it in the next class.
After (10 min)

Have
students pull out
their journals and
write about the
different types of
climates they think
New Brunswick
has. If they are
confused, ask them
to write about what
New Brunswicks
weather is generally
like, with its
seasons and at
different areas (e.g.
beach, forest, lake,
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#6 - Climate and
vegetation of the
Atlantic region
(45 minutes)

3.1.2. SWBAT

describe the
climates, and
vegetation of
the Atlantic
region.

(a) I will be able to recognize


the different types of vegetation
in the Atlantic provinces and be
able to compare and contrast
them to my own province (New
Brunswick).
(b) I will be able to recognize
the different types of climates in
the Atlantic provinces and
compare and contrast them to
New Brunswick.
(c) Multiple intelligences
addressed:

Visual-Spatial
with the maps and images.

VerbalLinguistic, primarily with


the summative quiz.

Naturalistic,
entire content.

LogicalMathematical, with zoning

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

Evalua
te students
understanding by
monitoring their
answers on the
handout and in
class discussions.
(formative)

Evalua
te students quizzes
after lesson.
(summative)

etc. regions).

Remind
students that at the
end of next class,
there will be a quiz
reviewing weather,
climate, and
vegetation of New
Brunswick and the
Atlantic region.

Dismiss
class, encouraging
students again to
practice
recognizing their
clouds and
predicting the
weather!
APK (10 min)

Ask
students what the
weather is going to
be today (or this
afternoon,
depending on class
time)?

Give
students the first
handout and ask
them to label the
provinces that are
shown.

Review
their answers by
asking the students
what provinces
make up the
Maritimes (local
common term), and
then what provinces
make up the
Atlantic region of
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Handout (closeup of Atlantic Canada; label


the provinces that make up
the Atlantic region).

Handout
(ecozones of Atlantic
Canada):
http://www.nrcan.gc.ca/sites
/www.nrcan.gc.ca/files/eart
hsciences/jpg/assess/2007/c
h4/images/fig2a_e.jpg

Ecozone
informational source:
http://www.nrcan.gc.ca/envi
ronment/resources/publicati
ons/impactsadaptation/reports/assessme
nts/2008/ch4/10339

(ecozone boundaries).

Interpersonal,
class discussions.
(d) Different learning styles
have been considered in the
creation of this lesson plan.

C:\Users\weststewart\Documents\UDL Materials\UDL Unit Plan August 2014.doc

Canada.
During (20 min)

Give
each student a
handout of the
ecozones in the
Atlantic region.

Explain
differences between
New Brunswick
and the rest of
Canada; Maritimes
with Newfoundland
and Labrador; and
finally, the Atlantic
region as a whole.

Use
http://www.nrcan.g
c.ca/environment/re
sources/publication
s/impactsadaptation/reports/a
ssessments/2008/ch
4/10339 as
informational
source. Also show
pictures at end of
document so
students can see the
differences.

Give a
quick overview of
the differences in
vegetation
(primarily with
similarities and
comparisons
between the
Maritime provinces
and Newfoundland
and Labrador.
After (15 min)
Page 26 of 29


Students
will complete a
summative quiz on
lessons #4, #5, and
#6 (overall, 3.1.2).

Ask
students to put
away all notes.

Questio
ns such as:

W
hat are the two
main categories
of trees native to
New Brunswick?

G
ive 5 examples of
trees native to
New Brunswick.

W
hat are the four
main types of
clouds?

D
escribe one type
of cloud.

W
hat are primary
types of
vegetation in
New Brunswick?

L
abel a map of the
Atlantic region.

W
hich province is
the most diverse
from the others
(hint: also the
largest).

W
hat are some
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differences
between that
province and the
other three
provinces of the
Atlantic region?

E
tc.

Encoura
ge students that
they did well and
they will have
their marks for
next class,
following with
anything that
needs to be
reviewed before
starting the next
section on 3.1.3:
examine where
people live and
how people make
a living in their
province.

Reflections/Revisions (if necessary, continue on separate sheet):

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