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Lesson #

Landmarks Create Postcards

Teach
er
Date
Time

Unit/Stra
nd

Unit 3: Looking at my World

Grade

Ria Beekman
April 21 15
40 min
2

CURRICULUM OUTCOMES
GLO:

General Outcome 1.1 My World: Home, School, and Community


Students will demonstrate an understanding and appreciation of how identity and self-esteem are
enhanced by their sense of belonging in their world and how active members in a community
contribute to the well-being, growth and vitality of their groups and communities.

SLO:
1.1.5 Knowledge and Understanding
Distinguish geographic features in their own community from other communities by exploring
and reflecting upon the following questions for inquiry:
What are some familiar landmarks and places in my community? (CC, TCC)
Why are these landmarks and places significant features of the community? (CC, I, TCC)
What are some differences between rural and urban communities? (CC, LPP)
Where is my community on a map or on a globe? (LPP)
1.1.1 Values and Attitudes:
Value self and others as unique individuals in relation to their world:
appreciate how belonging to groups and communities enriches an individuals identity (I)
appreciate multiple points of view, languages, cultures and experiences within their
groups and communities (C, CC)
demonstrate respect for their individual rights and the rights of others (C, I)
recognize and respect how the needs of others may be different from their own (C)
1.S.3 Skills and Processes:
use a simple map to locate specific areas within the school and community
ask geographic questions, such as asking for directions
understand that globes and maps are visual representations of the world
locate Canada on a globe or map

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1. Define landmark.
2. Identify some important landmarks within our community.
3. Create a postcard from a certain landmark.

ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:

Observe students throughout the lesson. Do they understand the


material covered?
What is a landmark? What landmarks are in our community?
Worksheet

LEARNING RESOURCES
CONSULTED
Alberta Program of Studies Grade 1 and 2 Social

MATERIALS AND
EQUIPMENT
Smart board slides
Worksheets / postcards

PROCEDURE
Attention Grabber
Assessment of

Introduction
Lets be ready to start in 5!
What is a landmark? What are some

Time
2 min

Prior Knowledge
Advance
Organizer/Agenda
Transition to Body

Learning Activity
#1

landmarks within our community?


What is a postcard?

Prepare smart board slides.


Last week we looked at different types of maps
and we learned about the different types of
things on a map. Yesterday we looked at some of
the landmarks that we might see on a map.
Body
REVIEW: What is a landmark?
- A landmark is
...things, such as objects or buildings, that
help you know where you are
...something that is familiar or easily seen
...a place that is important to an area and
often tells about its history

Time

5 min

What are some landmarks in and around


Barnwell/Taber?
- Barnwell school
- Taber corn

Assessments/
Differentiation:
Learning Activity
#2
Assessments/
Differentiation
Learning Activity
#3

Ask children: What were some landmarks that


we talked about yesterday?
A: Observe what answers students come up with.
Take note of who understands what a landmark
is.
D: Assist students where necessary.
Practice writing a postcard:
- What could I write on the back of the card?
- What do I start with? What else could I
add?
A: Check for understanding.
D: Ask different leveled questions and provide
assistance when necessary.
Create Postcards:
- Students will receive the opportunity to
continue creating their landmark postcard
from last class.
- Students will write two or three sentences
on the back of the postcard about the
landmark.
- Once this one is finished they can write
another one.
IF TIME:
- Read Oh the Places You Will Go Dr.
SUESS

10 min

20 min

Assessments/
Differentiation

CLOSURE:

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
What went well?
What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

A: Take note of what students are writing about


the landmark.
D: Assist individual students if necessary. Help
them brainstorm ideas that they could use for
their postcard.
- Thanks for participating!
- Who can tell me what a landmark is? List
one landmark in this area?
Closure

1 min
Time

Collect worksheets.
Ask students if they have any questions. Check
for understanding throughout the lesson.
Positive feedback and assist where necessary.
See you next week!
Reflections
Reviewing the material learned in last class is always a
great idea especially for younger students. Students
learn things when they are repeated and when they are
again brought fresh into their minds. Students were really
starting to understand what makes a landmark and what
is not necessarily a landmark.
By modelling the postcard students understood what I
wanted them to do. I drew the Lethbridge Water Tower and
on the back I wrote a little story to the class about the
tower. Students liked that I created a card as well. Once
they were finished with their drawings and their story I
came around to check the cards and if they were complete
I would give them a stamp (sticker). At one point during
the class I had to tell students that this is not a real real
stamp but it works only in our classroom Some thought
we could literally send it across the world and back!
Students really enjoyed creating these cards.
At the end I read a book at the carpet. Most students came
immediately while some of them were trying to continue
their postcard. By using positive reinforcement (I see that
____ is ready to listen etc) the other students came
quickly and soon we were reading the book. Students did
get excited throughout the book so every so often we
stopped for one of their stories but while I was reading
they were all paying close attention to the pictures.
It was a great class!