Wednesday April 11th, 2018

Grade/Subject: 3/ Social Studies Unit: Environment Duration: 60 minutes (2:15-3:20)

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
3.1: Communities in the World
Specific Learning Outcomes:
3.1.3.1: Where, on a globe and or map are the communities in relation to Canada?
3.1.3.2: In what ways do the people in the communities depend on, adapt to and change the environment in
which they live and work?
3.1.3.3: In what ways do the communities show concern for their natural environment?
Critical Inquiry:
How does where people live, impact how they live?
LEARNING OBJECTIVES
By the end of the lesson, students will:
1. Be able to compare and contrast the similarities and differences of the environments for Peru and India
2. Create a travel brochure demonstrating the different environments for both India and Peru,
highlighting its main features.
ASSESSMENTS
Observations: Key Questions:
 Students are trying their best to  How can I create a brochure that highlights the
remember the main regions of each different regions for India and Peru?
community  How can I make sure this brochure is accurate and
 They are putting in their best effort to engaging?
the project
Adaptations:
 Some students will be given a template
for how I want to sentences to look like.
 They will be given a sentence prompt.
 Other students will also be given
Written/Performance Assessments:
 India & Peru brochure
 Filled in key fact sheet
MATERIALS AND EQUIPMENT
 Project Outline
 Blank sheets for brochure
PROCEDURE
Introduction: 15 minutes
Hook/Attention Grabber: FLAT TIRE…SHHHH
Expectations for Learning and Behaviour:
 Students have remembered the different regions within the communities of India and Peru.
 They are willing to try their best with this activity and demonstrate their knowledge to the fullest
extent.
Review:
Go over the key regions in India and Peru.
Find out what the students remember and what they need a refresher on.
Pass out key fact sheet after students complete the review. They will need this information to complete the
brochure.
On the white board, draw their attention to the three different boxes I have created.
They are:
 Regions in our Community(s)
 Differences and similarities of the communities
  Impact of the environment to their way of life and work

Have students come up with the ideas and sort them into the pre-created categories. Star the items they have
put up that are similar to the ideals I have.
Direct students to the rubric they have created for the unit that will be attached to the wall (or put up via
magnets on the white board)
Have the same version on the SMART Board for students to see. This will be in “teacher terms” rather than the
words they have created themselves.
Body: 45 minutes
Learning Activity 1: Introduce Show Me What You Know Project (10 minutes)
 On Smart Board, introduce students to our final project for this Unit. They will also receive a copy of
this project too.
 They will be creating different brochures for each community to create a travel book!
 I want to go traveling to one of the countries but I want to make sure I select the right region that has
the weather I want.
 Make me a brochure of each country demonstrating its environment and climate.
 I want each of you to make your own, but you can work in pairs to share ideas and to brainstorm what
you want.
 I want you to include both words and images! (Like what you gave me for my postcards, so I know you
can do it!)
Learning Activity #2: (25 minutes)
 Have Lilly help me pass out the paper to help create the brochure
 Work period!
 Circulate the room, helping students where they need
Closure: 5 minutes
Clean up! All markers, crayons and pencils are to be put away. Please put your names on the brochure and hand
it in to me please! (one person from each table will collect them and hand them in)
- Take a scan of the brochures and see if they are close to being completed or not. Depending on how far
they have gotten, they may receive more time to finish them in our next class.

Consolidation/Assessment of Learning: Students would have met my expectations and the lesson objectives if
they were able to have created two brochures demonstrating the environment and regions within Peru and
India.
Transition To Next Lesson: Ensure students have cleaned up their brochure items. Assign each table their EOD
activates and have them get ready for the end of the day.
5 Minutes Buffer