3-Part Lesson Plan

Topic/Big Idea: Social Studies – Canada’s Capital Cities

Grade: 4 Subject: Social Studies Time: 60 minutes

Curriculum Expectations and Learning Goals

Curriculum Expectations Learning Goals
I can:
B3.4 Identify various types of political regions in Canada (e.g.,
provinces, territories, municipalities, First Nations bands and - Identify Canadian
reserves), and describe some of their basic similarities and capital cities in each
differences (e.g., the powers of a province versus those of a province/territory on a
territory) map
- Describe the location of
B3.5 Identify Canada’s provinces and territories and their capital Canadian capital cities
cities, and describe them with reference to their location and some - Understand the
of the peoples who live in them geographical
differences between
B3.1 Identify various physical regions in Canada (e.g., landform, Canadian capital cities
vegetation, and climatic regions), and describe their location and
some of the major ways in which they are distinct from
and similar to each other

Part 1: Minds On Estimated time: 10 minutes

*Teacher will display Canadian map on the board*
Materials & Tools
While displaying the map, teacher will review provinces, territories - Map of Canada
and regions from previous lesson.
- Sticky notes for labelling
capital cities
Teacher will identify all TEN provinces and THREE territories on the
map (each one will be labelled with a sticky note). A list of capital - YouTube video
cities will be presented on the white board. Students will have the

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opportunity to guess/share ideas about which capital city belongs to
what province/territory. Teacher will assist students and label each
province/territory with the correct capital city using a sticky note.

YouTube video will be shown to go over /explain Canadian capital

cities to students.

Link: https://www.youtube.com/watch?v=bjgOQDUOGAg

Part 2: Action Estimated time: 40 minutes

Activity 1: Introduce Canadian capital cities. > Small - Cue cards for each group
Group Activity - Map of Canada to label
capital cities
Students will be placed in small groups (between 4-6 students per
group).

Each group will be a deck of cue cards that was prepared by the
teacher. Each cue card will ask a question or have a riddle that will
allow students to identify the correct capital city in each
province/territory.

Once students have gone through the entire card deck, they will fill
out a worksheet (visual map of Canada) and label the correct capital
cities for each province/territory.

Activity 2: Examining Canadian capital cities. > Small

Group Activity

Using the same groups as activity 1, each group will be given TWO - Computers in classroom
capital cities. Each group will be responsible for researching (using - Chart paper, markers, tape
classroom computer) information about each capital city (e.g.,
location, region, population, natural resources). On chart paper, each
group will write down their findings for each capital city. Once each
group has completed their chart, they will be taped to the board and
the teacher will go over the findings of each group.

Part 3: Consolidation Estimated Time: 20 min.

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As an exit ticket, each student will have to write one thing they learned - Sticky note
or pose a question they have after the lesson. Each student will be invited - Homework sheet
to share their exit ticket with the class.

A Canadian capital worksheet will be assigned for homework. This will

allow students to practice their skills individually and develop their
knowledge of Canadian capital cities.

What key questions will you ask during the lesson?

- What did you learn from today’s lesson?
- What is ONE new thing you learned from the lesson?
- Did anything surprise you from the lesson?

Assessment Tools:
The Minds On activity acts as a
diagnostic test because it allows the
teacher to observe the students and
get an idea of which individuals
understand the concept. For the
remainder of the lesson, the teacher is
walking around and observing who is
participating in the group work. Each
group is also required to write their
names on the piece of paper that has
the answers. This could be formally
assessed by the teacher. The teacher
will also have access to the
homework given to each student. The
homework can be used to assess
students understanding individually.
Considerations
Accommodations: Next Steps for Learning:
Completing the Minds On Students will be given a
activity will allow me to worksheet based on the lesson for
recognize which students are homework, allowing them to use
struggling with the concept of the skills developed during the
capital cities lesson. This worksheet will also
serve as practice for students who
Provide a visual map on the already have a strong
white board to reference the understanding of the concept. At
provinces, territories, and the beginning of the next class,
regions. students will be partnered up and
swap homework for an informal
I would ensure that each mark (assessment as learning).
group is made up of students Students will be able to
who are at the same level of identify/correct mistakes with
understanding (this is to allow their peers.
each student the opportunity
to share his/her ideas).

Because the teacher will be

walking around during the
activity, they will have the
opportunity to assist
groups/students who are
having a challenging time by
providing hints/prompts

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Visuals for Lesson Plan:

Action Activity #1 – Cue Cards & Capital Cities Worksheet

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Consolidation – Homework Worksheet

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