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LESSON PLAN WRITTEN BY: Ms. Krystle Bond Grade: 5

Date: March 14, 2013

Time: 1 pm (after lunch)

Subject: Social Studies

Topic: Canada’s Worst Natural Events

Number of Students: 24

Length: 48 minutes

OBJECTIVES (Students will….): General Outcomes: 5.1 - Physical Geography of Canada • Students will demonstrate an understanding and appreciation of how the physical geography and natural resources of Canada affect the quality of life of all Canadians. Specific Outcomes: 5.1.2 - Examine, critically, the physical geography of Canada by exploring and reflecting upon: • How have natural disasters and severe weather been part of Canada’s physical geography? (LPP, TCC) 5.S.2 - Develop skills of historical thinking: • Use photographs and interviews to make meaning of historical information. 5.S.4 - Demonstrate skills of decision making and problem solving: • Determine when a decision needs to be made in dealing with problems and issues • Collaborate with others to apply strategies for decision making and problem solving • Select and use technology to assist in problem solving • Use data gathered from a variety of electronic sources to address identified problems • Solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology • Use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment.


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Computer with internet access & Projector (Available in all classrooms OR copy in top desk drawer for push-in TV) to show YouTube Videos: o o 6 laptop computers/iPads (reserved in library) Premade Cards: 4 cards for each of the 6 natural disasters. Each card has a picture of one of the 6 disasters on the front and the name of a Canadian natural disaster and interesting fact on the back.

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24 copies of attached worksheet – Rating Natural Events 24 copies of attached homework assignment - What if…? Printout and pictures of 6 of Canada’s Deadliest Natural Disasters: 1 printout of each article  Hurricane Hazel (Ontario 1954) o o Params=A1ARTA0003923  Edmonton Tornado (1987) o o  Montreal Ice Storm (1998) o o  Kelowna Forest Fires (2003) o o  Port Alberni Tsunami (1964) – o o  Prairies Drought (1930 - 1937) – o id=farming&sub=farming_20thcentury_drought&lang=En o



Class is divided into 6 groups. Desks are arranged in groups of 4. One Laptop and 2 printouts for 1 type of natural disaster are located at the center of each group. Kids choose a card out of the basket as they come into class after lunch Each kid is asked to locate the table with the printouts that match their card o can be a pre-arranged group list for substitute teachers to assign group members

YouTube Videos: (Anticipatory Set 1) CHOOSE 1 VIDEO (2 MIN) 1. The 10 Deadliest Natural Disasters in History o (1:50 sec) 2. Devastating Natural Disasters o (4:38 min, but only show for the first 2) Student Objectives for the Day: (Determine a purpose for learning - Anticipatory Set 2) (1 MIN) • Written on the whiteboard before class has begun • Point to each objective and read out loud to students Students will be able to: • Identify the 6 major natural disasters that have impacted Canada over the last 100 years • Understand the impact these extreme weather events have had on the Canadian environment, people and economy

Review of Previous Class: (Identify what students already know - Anticipatory Set 3) • Have everyone stand • Pick a child to identify a disaster that we discussed last class • Tell kids to sit down when they can’t think of anymore disasters • Pick another child until no one is left standing • Write each answer on the board (within reason)

INPUT Introduce Students to key concepts:

(4 MIN)

33 MIN (8 MIN)

1. Direct impact - consequences that follow immediately from an event o Give example: Hurricane - causes loss of home or belongings 2. Indirect impact - consequences that come about because of the effects of an event o Give an example: Hurricane - suffer from depression and now have a short temper - the emotional and psychological effects that arise from loss of life or home (Modeling) •

Refer to the disasters identified on the whiteboard - ask the kids to give examples of the direct and indirect impacts of each natural disaster (Check for Understanding)

1. Short-term Consequences - immediate impact of the event itself o Give example: Hurricanes flood the city, and floods and high winds knock out infrastructure and disrupt ecosystems 2. Long-term Consequences - impact effects are over a substantial period of time (5+ years) o Give example: Hurricane - area's population demographics have been forever changed (Modeling) •

Refer to the disasters identified on the whiteboard - ask the kids to give examples of the short and long-term consequences of each natural disaster (Check for Understanding)

Introduce 6 Canadian Natural Disasters: (independent study) (25 MIN) • Explain you have split class into 6 groups and each group is going to research a significant Canadian natural disaster using the articles printed and the internet as a search tool. • Pick a representative for each group to stand up and read the disaster on their card. • Inform students that they have 25 minutes to work on the sheet. Each student is responsible for completing their own worksheet and handing it in at the end of class. If extra time is needed then they can complete it at home, but it must be completed by the next class. Tomorrow they will share the results with the class and choose the worst Canadian natural disaster. *Worksheet attached at end **Wander around classroom, observing, monitoring progress and providing assistance when needed. ***Indicate times (every 10 minutes)

CLOSURE: • • • • •


Review days objectives – Read out loud to students again On a piece of paper have each student write a direct and indirect impact of the natural disaster they researched and identify whether each was a short or long-term consequences. (Check for Understanding) Remind students they will be sharing their research with the class next social studies day and the class will vote on Canada’s worst natural disaster, so the worksheet needs to be completed by tomorrow morning Handout homework assignment that will be due in one week and ask if there are any questions (Check for Understanding) ***Mind maps or webs have been used throughout the semester to analyze different issues Hand in worksheet (those that are completed it) and review questions as they leave the classroom

ASSESMENT: Pre-Assessment: (Formative) • The Stand-up/Sit-Down game allows me to see how many students remember what was covered in previous classes about natural disasters. Worksheet: (Formative) • This worksheet allows me to see how the group members were interacting (by completing the worksheet) – Did they come up with the same answers, different answers and did they complete the worksheet? • Also, it allows me to determine whether the students were able to make connections to the objectives (the impact the extreme weather events have had on the Canadian environment, people and economy). Closure Activity: (Formative) • The written responses provide me good insight as to whether each individual student understood the concepts of direct/indirect impacts and short/long-term consequences and how the concepts related to natural disasters. • This will allow me to assess which students will need a little more guidance on the subject matter at the beginning of next class. Homework Activity: (Formative) • This assignment provides extra practice making connections on the impact the extreme weather events have had on the Canadian environment, people and economy. It allows students to gain a firm grasp on the chain of consequences that arise from a single event. • This allows me to see if students really grasp the concept of impact and consequences. SUPPORT MATERIAL: •

LeanAlberta website – Social Studies Grade 5 – Geographical Influences on Canadians – Canada’s Worst Natural Event o

HOMEWORK ASSIGNMENT: RAITING NATURAL EVENTS NAME & DATE OF NATURAL DISASTER: Research your disaster using handouts and the internet. Rate each impact below on a scale of 1 – 10 and mark in down on the chart. Write in the designated space below your justifications for why you ranked them as you did. Overall Severity

Impact on People

Impact on the Environment Economic Effects

Mild (1) (a common phenomenon)

Minimal (1) (little hardship, discomfort or loss of life) Minimal (1) (little or no damage/devastation)

Inexpensive (1) (little or no cost to restore/repair damage; few jobs affected)

OVERALL SEVERITY: List 2 reasons why you feel this way and BE SPECIFIC! 1. 2. IMPACT OF PEOPLE: List 2 reasons why you feel this way and BE SPECIFIC! 1. 2. IMPACT ON ENVIRONMENT: List 2 reasons why you feel this way and BE SPECIFIC! 1. 2. ECOMOMIC EFFECTS: List 2 reasons why you feel this way and BE SPECIFIC! 1. 2.

Very Severe (10) (nothing of this magnitude has been experienced before) Extreme (10) (significant hardship, discomfort and loss of life) Extreme (10) (totally damaged/devastated) Very Expensive (10) (will take millions of dollars to restore/repair damage; many jobs affected)

Lesson Plan