Name: Beth Bussotti

Cohort: B1

Lesson Plan
Lesson Title: _People and Environments: Political and Physical Regions of Canada____Grade: ___4____
Date: _November 3, 2015___
Subject/Strand: _Social Studies___Unit:__________ Location: _Grade 4 Classroom
minutes): _45 min_

Time:

(length in

Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

Lesson 5:
The students will be able to draw on lessons 1-4 and the information obtained regarding the physical and
political regions of Canada. With that prior learning they will then discuss the 4 main sectors and what jobs
are associated with each sector. In order to reinforce this learning a game will be played and the students will
be able to be up and moving around.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
B2. Inquiry: Use the social studies inquiry process to investigate some issues and challenges associated with
balancing human/wants and activities with environment stewardship in one or more of the political and/or
physical regions of Canada
B3. Understanding Context: Identify Canadas political regions, and describe their main characteristics and
some significant activities that take place in them
Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment

B3.3: describe the four main economic sectors (i.e., the primary sector is resource based, the secondary

sector is based on manufacturing and processing, the tertiary sector is service based, the quaternary sector
is information based), and identify some industries that are commonly associated with each sector (i.e.,
primary: fishing, mining; secondary: pulp and paper, car manufacturing; tertiary: banks, stores,
transportation; quaternary: education, research and development)
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)

Today I will draw on prior knowledge and identify the four main economic sectors and the jobs associated with
each sector.

ASSESSMENT and EVALUATION

Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).

I can: identify Canadas political regions and describe their main characteristics and some significant
activities that take place in them
I can: describe the four main sectors
I can: identify some industries commonly associated with each sector

Assessment

How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding;
Thinking;
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)

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Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Assessment Strategy and Task

for Students- What are the students

Assessment Tool - Instrument used to

assess task and record learning e.g.,

doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.

rubric, checklist, observation sheet, turn/talk, role play

etc.

Assessment
Strategy and Task
for Students:
Students will first be
taught in a question
and answer forum
about the main
economic sectors in
Canada. Then they will
engage in an oral

CONSIDERATIONS FOR PLANNING

Prior

Learning: Prior to this lesson, students will have

The knowledge to identify the 7 Physical Region of Canada

The knowledge and be able to locate the Physical Regions on a Canadian Map
The knowledge to list the characteristics of the Physical Regions

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications
For students that struggle with sitting on carpet during lesson they may have alternate seating
arrangements (chair, ball, ean bag chair)

For students that struggle socially (ASD) during the game, they may choose to sit and be an observer
rather than an active particpant
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work,
collaboration,

initiative,

self-regulation

Vocabulary (for word wall and/or to develop schema)

Primary Sector, Secondary Sector, Tertiary Sector, Quaternary Sector, economics, resources,
manufacturing, development
Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.

Will need 4 pre-made signs that each have the name of one of the four main economic sectors
Will need a laminator to laminate the signs so that they can be used for future lessons
Learning Environment (grouping; transitions; physical set up)
The students will begin the lesson as a group at carpet and when they play the Sector Game, they will
also move around as a group. All this will take place within the classroom.
Cross Curricular Links
Physical Education (as they move around from one end of the room to the other they will have to be
aware of their physical movements and special awareness so that they are not intruding on each others
space), also Language Arts (they will use their reading skills in order to read the signs that are placed in
each corner of the classroom).
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.

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Time: ____15 min__(Indicate time breakdown of instructional

elements)

Students will recap their previous knowledge

base in regard to Canadian Political and Physical
Regions. This will be in the form of a class
discussion (question and answer) on the carpet.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: _15min (Indicate time breakdown of instructional
elements)

Students will gather together in the middle of the

classroom in a standing position. The game
instructions will be given. They go as follows:
there will be 4 large laminated signs in each
corner of the classroom, each one with the name
of a different sector. A job (or a couple of jobs) or
industry will be called out orally (by the teacher)
and it Is up to the students to move to the
location of the room (under the correct sign) that
they think is associated with the correct sector.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: _____15_-min (Indicate time breakdown of instructional
elements)

Afterwards, the students will be asked to

assemble on carpet and as a consolidation and
connection task they will be asked to discuss
their parents job/careers and they will connect
them to the main sector that it associated with it.

Extension Activities/Next Steps (where will this lesson lead to next)

The following day (Lesson 6), students will be asked to culminate all the previous 5 lessons and the
knowledge obtained throughout those lessons and they will be put into partners for a research project. For
this project the students will pick the Canadian region of their choice and they will research al the political
and physical aspects about that region. They will be asked to incorporate pictures and they will have
access to the library, computers/internet, photocopier and writing utensils (paper, pens, pencils, markers).
The students will be shown a rubric that gives them a clear indication of what the curricular expectations
are. They will be given class time to work on this project and a due date of one week will be set at which
the students are expected to hand in one hard copy for marking.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson: The lesson went well. It was beneficial to make sure the students had a solid understanding
of the four main sectors by asking them to make connections with the jobs their parents have and to
identify which sector it belongs to.
The Teacher: Something to consider in my instruction would be classroom management. While the game
was fun and it got the students moving around it may have been a good idea to possibly change the
location to the gym or outside so that they were not maneuvering around desks, etc. Also, when it was
time to return to the carpet it was difficult to get them back on track after the activity whereas, if they
were entering the room from another location they would have just headed straight to the carpet for the
next task.

Lakehead University Orillia, 09 02 15