FRIDAY, Nov 10/23 (45 min)

Lesson Peru Subject Social Studies

Title/Focus Locate and discuss understanding

PROGRAM OF STUDY OUTCOMES

General Outcomes (Grade 3)
● (3) Connecting with the World - Students will show an understanding and
appreciation of Canada’s roles and responsibilities in global citizenship in relation to
communities in India, Tunisia, Ukraine and Peru.

Specific Outcomes
3.1.3: Examine the social, cultural and linguistic characteristics that affect quality of life in
communities in other parts of the world by exploring and reflecting upon the following
questions for inquiry:
- How does the physical geography influence the human activities in the communities
(e.g.,availability of water, climate)? (CC, LPP)

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
- Talk and draw about Peru’s environmental regions
- Understand how physical geography will influence human activity

MATERIALS AND EQUIPMENT

● Peru Slideshow
● Whiteboard + markers
● Worksheet/drawing page for Peru’s regions.

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Print worksheet and load presentation

● Reminder of noise level awareness tool

PROCEDURE
Introduction Time
 - Load up the slide and gain attention by clapping drill. 2 min
- Reminder of sound while I’m teaching.

Body Time

Presentation 15 min
Slideshow on Starts: What is biodiversity?
Regions
- Biodiversity = many species and ecosystems that
exist
- Peru is a very biodiverse country (has 3 different
regions)
- Threats to biodiversity - “what do you think these
could be?” (think about what is threatening to life in
Canada, why can’t we live outside?)

1st - Rainforest Region

- Takes up more than half of Peru

- One of the least-disturbed rainforests in the world
- Climate is hot and wet
- Many rivers and many species of plants and animals
- Many Indigenous people live in the rainforest
(uncontacted tribes) - can build their homes in the
rainforest

2nd - Coastal Region

- Ask: What is a coast?

- Area next to oceans and lakes
- Hot and dry climate
- Small rivers for growing crops
- Fishing is very popular (so close to water)
- Ask: Why might Peruvians choose to live on the
coast?

3rd - Mountain/Highland Region

- Dominated by the Andes mountains

- Where Machu Picchu is
- People raise alpacas and llamas here for their wool
(clothing)
- Land is not very fertile up high in mountains (cold)
- Crops are grown lower on the mountain, and are
 planted on things called ‘terraces’

Peru WS 20 min
I made a worksheet for the students to complete. They can
draw the 3 different climates in Peru to show their
understanding.

I expect each region to be fully sketched, outlined, and then

colored (with no white spots). Each region must present the
weather and one little person living in that region.

Guide: What does the person wear? What is the

environment like?

3 Regions: Rainforest, Coastal, and Mountain.

Conclusion Time

● Practice New Call and Response to get everyone back together 1 min
● Students go to original seating plan and wait for instruction in silent
mode

Assessment
● Sketching Worksheet (checking to see if they know the differences of climate and
human action in Peru’s regions)

Reflection

Two Stars and a Wish

Star 1 - I felt confident while delivering instruction and managing the classroom
while Cori was away.

Star 2 - Students were engaged and invested in the worksheet and I pushed kids
to fulfill it to their biggest potential by having no white in the drawing.

Wish - I wish I had used the presentation I made instead of writing it out on the
board. But, we can’t predict tech problems, and I think I did good by adapting on
the fly.