LESSON PLAN TEMPLATE

TEACHER Mr. Nice

Subject/Class/Course Social Studies
Topic Regions of Canada
Grade Level 4 Duration 45minutes
Date:

Objectives/Outcomes (Indicate performance indicator(s) in student friendly language)

Strand: Geography
Big Idea (GCO): Places and Regions
Skill Descriptors (SCO): Compare the defining characteristics of Canada’s seven physiographic regions.
Achievement Indicators: Discuss the physical, economic, and demographic differences between the regions.
SFL: Students will be able to describe the differences between Canada’s seven regions.

Introduction (5 Minutes)

Hook: (5 minutes)
1. Before the class walks into the class do the following:
- Using the large map of Canada use magnets to hold the map on the white board. If the teacher does not
have access to a large-scale map of Canada free hand a drawing of Canada on the white board filled in
with Provinces.
- Cut out photographs that are provided. There should be four duplicates of the same photos when done.
- Place the photos on four different desks with magnets.
2. Instruction: While the students are walking into the class play a YouTube video:
https://youtu.be/nOHlLdS7Ybk?si=YOotUeWMdS9MqqgL
This video goes over some parts of Canada like the names of the provinces. It acts as a reminder for the
students and is just background sound for the students to sit down and get ready to learn. Stop the video
at any time when the teacher is ready to start class.
3. Get students to be split up into four groups. The teacher can use various methods to do this. The teacher
can just pick them on the go, or you could use an online name generator online.
4. The teacher will explain to the students to place the photos that are in front of them on the big map of
Canada on the board. Let them know they can use the magnets to stick them to the board. Tell the
students to think their answers through carefully. Talk to the group and decide. Example: If there is a
picture of polar bear place that in northern Canada.

APK: (3minutes) This APK will be checking prior knowledge from the previous class. Students will be
shown a PowerPoint slide and asked questions to check for understanding. The teacher may have to review if
most of the class does not remember. (I have the link attached at the bottom of the APK slide if a review
needs to be done).

Assessment

APK: (3 minutes) This APK will be checking prior knowledge from the previous class and to see if there is any
knowledge towards the present. Students will be shown slides and asked questions to test to check for
understanding. The teacher may have to review if most of the class does not remember.

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 C4U: (3 minutes) The C4U will be done in the middle of class. This is to check the students understand the
learning objective. The teacher will use the power point to conduct this. The power point has questions, photos,
and answers for the students.

Formative Assessment: (19 minutes) Students will complete a work sheet done to measure students’ knowledge
about the differences between Canada’s seven physiographic regions. How students will explain the differences
in the seven physiographic regions by explaining the physical, economy, and demographic differences. The
students will draw pictures or use stickers to show the difference of each region (physical, economy, and
demographic). This will provide evidence to the teacher whether the lesson was successful or not.

Develop the Instruction

Link to Power Point: 7 Physiographic Regions of Canada.pptx
Step 1- (1 minutes)
• The teacher will hand out to the students seven empty charts.
• Once all the students have a copy, put the power point on the SMART board.
Step 2 Instruction- (14 minutes)
• Read the power point to the students and explain.
• When the teacher gets to the slides that say “fill in the charts” get students to fill in their charts.
Instructions are on the power point.
.
Step 3 C4U: - (3 minutes)
• The teacher will ask questions from the power point C4U slide.
• Answers will be provided by one click. (used transition).
• If students are not paying enough attention call upon another student to repeat the answer that
another student said.
Step 3 Formative Assessment- (19 minutes)
• The teacher will give out the formative assessment. Instructions on power point slides.
Instructions:

Step 1: Pass out the work sheet to the students.

Step 2: Explain to the students that the work sheet in front of them is Canada and that they need to identify the
seven physiographic regions on the map. Let students know they can use the chart they completed during class to
assist them through the activity.

Step 3: Tell the students to write down which region is which before coloring.

Step 4: After a couple minutes, walk around and see how the students are doing. Provide feedback to the students
if they have made an error. Write down notes to see if there is a certain area that has been a common error.

Step 5: At the front of the room use attention getter to grab students’ attention. Ask questions to the students to
about where the common mistake was on the map. Bring up the photo on page 20 of the power point to provide
the correct answers. Students can fix any mistake they have written down.

Step 6: Get students to use their notes that they have created during class. Use these notes to write down words,
drawings, or stickers (if you the teacher has any) to give a representation of the physical, economy, and
demographic in each of the seven physiographic regions.

Step 7: Let the kids get creative. Let them color each region the colour they think best fits it.

Step 8: At the end of class get each student to pass in their work. Look over the worksheets and see if there is any
common mistakes or areas that will need to talk about again briefly next class.

Step 9: Prepare questions and answers to for the APK tomorrow after looking over students work.

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 Instructions on the power point will look like as followed:

Fill in the all-physiographic regions with the proper name and the difference (Physical, Economics, and
Demographics. Use the chart that we completed through the class to help complete the activity.

Complete the following on each region:

1.Title of the physiographic region

2.One word, picture, drawing, or sticker that provides evidence of the physical part of the region.

3.One word, picture, drawing, or sticker that provides evidence of the economics part of the region.

4.One word, picture, drawing, or sticker that provides evidence of the demographic part of the region.

How to mark the assessment: (Rubric not needed)

Back Information: The goal of the activity was for each student to properly identify each physiographic region
and explain the differences. This activity is feedback for the teacher to see if the students were able to attain the
knowledge from class. The teacher will simply give a check mark if they have covered four things in each of the
seven physiographic regions:
1. Title of the physiographic region
2. One word, picture, drawing, or sticker that provides evidence of the physical part of the region.
3. One word, picture, drawing, or sticker that provides evidence of the economics part of the region.
4. One word, picture, drawing, or sticker that provides evidence of the demographic part of the region.
5. Provide feedback to any missing sections of the regions.
This can be handed back to the student to show how they made out.

Closure

Class will be instructed to write one thing they learned in the class today in their homework journals. This is to
show parents that they are learning and what exactly they are doing at school.

Materials, Technologies, Safety or Special Considerations

• SMART Board
• Computer
• Work sheets
• Large Canada Map that outlines the seven physiographic regions
• Paper objects to outline the difference of the regions (Hook Activity)

Reflection
Students will demonstrate their understanding throughout the class using C4U’s and a formative assessment at the
end of class.
• C4U
• Formative Assessment

September, 2022