LESSON PLAN

Grade:_10-1_ Lesson Title: _Chapter 10 Day 1_ Lesson Duration (mins): _55_min_

Overview of lesson. Write a clear and concise paragraph that indicates what the lesson is, how it is connected to the
POS and what students will learn.

This will be the first main lesson following the student’s gallery walk of their sustainability and
prosperity presentations. We will be jumping straight into chapter ten. The main question for this unit is
“to what extent did contemporary factors contribute to expanding globalization?” Students will learn about
the four main contributors to expanding globalization and learn how these impact their everyday lives. We
will begin to look at how international agreements and organizations contributed to globalization as we
know it today. This lesson will be taught through a whole group of discussion, implementation of visuals,
and peer think-pair-shares, which will help aide the student’s learning of these concepts.
Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not
put in 10 SLO's just because you find a link. Choose selectively and think carefully about what is achievable for students to learn
by the end of the lesson/unit

GLO /GLE SLO/SLE

GLO 3: Students will assess economic, 3.1 Recognize and appreciate multiple perspectives that exist
environmental and other contemporary impacts with respect to the relationships among politics, economics,
of globalization the environment and globalization (GC, ER, PADM

3.2 Recognize and appreciate impacts of globalization on the

interdependent relationships among people, the economy and
the environment (GC, ER, PADM)

3.3 Explore understandings of contemporary economic

globalization (GC, ER)

3.5 Analyze factors contributing to the expansion of

globalization since the Second World War (international
agreements, international organizations, transnational
corporations, media and transportation technologies) (TCC,
GC, ER, PADM)
Critical Questions
The unit inquiry question guides the unit...at the end of the two lesson students must be able to respond to the unit question. The inquire question is a
broad question and is linked to curriculum outcomes

Unit Inquiry Question: To what extent does globalization contribute to sustainable prosperity for all people?

Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions.These can facilitate
dialogue, they can be used for formative assessment and can be used to facilitate pedagogical discussion with your students. Guiding
questions aim to provoke thinking and can be used for share/pair activities. Guiding questions are just that - guiding. A lesson should
have several guiding questions.

Lesson Guiding Questions

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Who do you think will benefit from these changes?
What might be some of the benefits?
Who will not benefit from these changes?
What might be some of the drawbacks?
Do you think the benefits outweigh the drawbacks — or vice versa?
What factors do you think have encouraged this pattern?
How might this system enable businesses to compete more successfully?
Learning Objectives
Students will…
Students will learn about the four main factors contributing to expanding globalization.
Students will learn how these factors play a role in their everyday life.
Students will recognize trade patterns and the reason for them.
Students will get an introduction to international agreements that have shaped expanding
globalization.

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…

 PowerPoint slides
 Clicker
 Exit slips
 Ch.9 Booklets
 Textbook
 Teaching resource

Lesson Procedures

Introduction (_10_min.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate the timing for each sec

1. Once students have come and settled into class I will remind those students who missed our presentations
to come speak with me after class
2. We will then go over exit slips that we did in the previous lesson and inform the students on questions that
needed clarification on and whether or not we will be doing note packages for this unit
3. After we go through our exit slips we will move on to content of chapter ten
Body (_45_min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this
lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in lesson. Indicate timing
of each section. Identify teaching strategies, organization of class etc. How and when are you using formative assessment in your
lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures Identify Teaching Strategies: ex. Direct

1. We will begin by reiterating what the four main factors instructions, pair/share, jigsaw, whole group
are that contribute to expanding globalization discussion etc. When will you use these and why?
2. After that we will explain what the last two factors are  Direct instruction
which is transportation and media  Whole group discussion
3. We will see how these four factors are contributing to the  Think-pair-share

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 changing and growing trade patterns around the world
4. Students will learn importance of containerization and
how that impacts the factor of transportation
5. Students will watch a comedic video that highlights the
growing and increasingly efficient we are privy to
6. We will then look at an image where students will start to
understand certain trade patterns and make assumptions
based off an image shown
7. Students will engage in a reflect and respond regarding
the four factors that contribute to expanding organization
8. Barring time, we will introduce the international
agreements that are and have impacted expanding
globalization
Assessments
Indicate what these will be and when you
would use them.
Formative: Example: Observation/Anecdotal,
Student/Teacher conferencing, check list etc..
When will you administer these and why?
 Observation will occur as I walk
around the room talking to make sure
students are following along with their
notes
 Whole group discussion will be done
to help assess their understanding of
concepts
 Student feedback sheets
Summative Assessment: Example Rubrics,
quizzes test etc, projects
 No summative feedback will be done

Differentiation
Provide at least one.
 Differentiation will include visuals and videos to supplement my information
 Along with fill in the blank notes to use throughout the unit

Consolidating and Closure: In this part of your planning you are providing time for ensuring that students learned
and understood what was intended in the lesson. If they haven't you will need to revisit your lesson plan or re-teach (if
necessary) Here you could provide an exit slip or walk through a guided whole group and/or small group discussion.
This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting ready for the next
class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation and closure.
Provide Clear steps and indicate process. Often 5 mins is allotted for this section but that is not enough time. To
consolidate, clean up and get students ready for transition can take up to 10 - 15 mins depending on the lesson

 Students will put away any materials left over from the presentation
 They will pack up their things
 Once the bell goes, they can grab their things and head home