Alix Cooper
Section ABC
001160091
Lesson Plan
Grade/Subject: 3 Social Studies Unit: Land and Resources
SPECIFIC
OUTCOMES
FROM ALBERTA
PROGRAM OF
STUDIES
Lesson Duration:
LEARNING OBJECTIVES
Formative & Summative
ASSESSMENTS (How
GLO: Students will demonstrate an understanding and will you know they met
learning objectives?)
appreciation of how geographic, social, cultural and
linguistic factors affect quality of life in communities
in India, Tunisia, Ukraine and Peru
(Observations, Key
Questions, Products/
Performances)
Students will:
3.1.3
Examine the geographic characteristics that shape
communities in other parts of the world by exploring
and reflecting upon specific inquiry questions
3.1.4
Students will examine economic factors that shape
communities in other parts of the world by exploring
and reflecting upon specific inquiry questions.
LEARNING RESOURCES CONSULTED
Land and resources- Unit 3 teachers guide
Connecting with the World- student textbook
Google Earth
Smartnotebook
MATERIALS/ EQUIPMENT/ SET UP
Smart board lesson created by teacher
Web (or Mind Map) for students created by teacher
PROCEDURE
Introduction (_5_min.):
Ask students What they were learning about in Social Studies last time. Talk with them a little
about what they learned, and ask them to take out their social studies textbook. Ask students to
open the textbook to page 87, and read the poem to them as they follow along. Ask the students
what they think the poem is talking about. Talk with the students about the fact that the poem is
talking about how the land is so important to humans and animals, because we need it to survive.
Ask students what they think the phrase But people move and cities grow, shaking old ways
and making new, and wherever people go, they change the world around them too. Ask
students if they think that we have an impact on the land around us, is it a good impact or a bad
one? Is it always good or always bad?
Body of Lesson (28 mins)
Ask students if they know what the word Environment
means
Take a few students hands
Explain that the word environment talks about our
surroundings, like mountains or a forest or a desert.
These are all different environments
Pull up definition on smartboard
Ask students if they know what the word Climate means
Take a few students hands
Explain that Climate is part of the environment
because it is the kind of weather a place has over
time. So climate can be hot or cold or dry or rainy
or like Lethbridge and Coaldale very windy!
Explain that we are going to learn all about how the
environment impacts the way people live their lives
Ask students how they think the environment could
affect people,their jobs, food and their clothes?
Pull up definition on smartboard
Ask students again what Environment is
Take a few students hands, and repeat if necessary.
Ask students what the environment in Coaldale is like?
Does it all look the same? Are there oceans or mountains?
Take students on a Community Walk through
Coaldale using videos already made from Google
earth.
Ask students what they think it looks like, what
makes it unique?
Ask students if they think all places in Alberta have
this same environment?
Take students on a Community Walk through Lethbridge
using videos already made from Google earth.
Whats different about Lethbridges environment
from Coaldales?
What is the same?
How did Lethbridges environment change to help
people?
Explain that because of the coolies, when
people moved to Lethbridge they had to
make the train bridge and whoop up drive to
get across the City
Ask students who has been to the West side
of Lethbridge near the University before?
Show students a picture of what it used to
look like in 1967
Ask students to raise their hands if they have been to Banff
before
Assessment Methods
Take students on a Community Walk through Banff using
videos already made from Google earth.
Whats different about Banffs environment from
Coaldales and Lethbridges?
What is the same?
Ask students what other parts of North America they can
think of that might have a different environment that the
Environments we see in Alberta?
Put the 6 pictures on the board of the different environments
we see in North America
Ask student to talk about the pictures with the
person next to them and discuss:
How would it feel to be in that
environment?
What would they see?
What would they hear?
What are some words that could describe
that place?
Teacher will give students 5 minutes to discuss
together, and then will call the class back to the
front.
Teacher will go through each picture and write some
of the things students have talked about
Ask students if any of them have ever done a web before
Explain to students what a web is, and how it works
Hand out the web to students (Centre of web:
People and the Environment, 1st Branch: How do
we depend on the Environment, 2nd Branch: How
do we change the Environment, 3rd Branch: What
are some examples of different environments, 4th
Branch: What are some examples of different
climate in different environments)
Do one example of each branch with the students to
show them how it is done and what an answer could
be.
Give the class the rest of the time to finish
brainstorming at least 4 ideas for each branch
(If this doesnt get finished we can finish
working on it at the beginning of next class).
Closure ( _5_min.):
Ask students again what Environment is, and then ask them if they can remember what Climate
is? Ask students to give one of the ideas that they put on their web. Tell students that instead of
just looking at North America and the different environments here, we are going to be looking at
four different countries and how they rely on their environment. We will be looking at Peru,
Tunisia, Ukraine, and India.
Sponge Activity
If students have completed the Web and had it checked then they can read quietly at their
desks!
