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LESSON PLAN TEMPLATE Lesson Title: Name:

Provinces and Territories in Canada

Caitlyn Jensen

Lesson # Subject:

1

Social Studies

Date:

November 6, 2012 Grade(s):

4

Prescribed Learning Outcome(s): Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta. Instructional Objective(s): 4.1.2: examine, critically, the physical geography of Alberta by exploring and reflecting upon the following questions and issues: • Where is Alberta located in relation to the other provinces and territories of Canada? (LPP) • What are the major geographical and natural vegetation regions, landforms and bodies of water in Alberta (e.g., prairie region, forests, rivers, hoodoos, Rocky Mountains, oil sands)? Materials and Resources: Teacher Print off maps of Canada for the students to draw on and color. Have your own copy up on the smart board

Students Pencil crayons Pencil

Lesson Activities: Teacher Activities Introduction (anticipatory set): Ask students if they know where the provinces are located. Ask students if they can tell the difference between where the Atlantic and Pacific oceans are located.

Student Activities Get the students to use their white boards to show you their answers. Help students understand the different land areas in Canada by coloring different provinces accordingly. Then ask students to label each on a map.

Time 5-8 min

Body: Help students understand the prairie regions over the mountain ranges, forested locations, hoodoos, and great lakes. Use strips of paper of the different provinces and allow students to put them under a heading. Example: Alberta would go under mountains and oil sands. After the students have categorized the provinces and territories, explain where certain things are in these provinces. Ex. Explain where the oil sands are located in Alberta.

Split students into groups of about four and 10-30 ask them to take their pieces of paper and tape min them under the correct heading. Allow students to ask questions as you go through the answers.

Closure: Do an exit pass. Ask students to write three things that they learned from the lesson. Ask them what they enjoyed doing and find out what they would like to do in the future.

Allow students time to answer the questions. You could have students write there exit passes down and hand the in or you could get them to submit them electronically from home.

5-8 min


Organizational and/or Behavioral Management Strategies: if a student is misbehaving either ask them to step out of the classroom and have a short discussion with them in the hallway or you could make that student stay in at recess in order to find out why they were misbehaving. Assessment and Evaluation: Using the exit pass at the end of the lesson allows you as the teacher to see where your students are at and what they already know and want to know. Also gives you feedback on what they enjoyed from the lesson. Extensions: If a student has a valid reason for missing class then I have no problem allowing a one week extension on homework. However if that student does not have it in with in that one week extension then it will be a mark of zero.

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Lesson Plan