SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Kayra Vargas-Acevedo, Kristi Lewis, Catelynn Patterson, Brittany Cott, Lesa Solcum
Thematic Unit Theme/Title/Grade Level: _Canada, Eh?/3rd Grade__
Wiki space address: __http://ucfgr3canadaf14.weebly.com/_
Daily Lesson Plan Day/Title: Day 4: Nature through Canadas Eyes______
Learning Goals/Objectives Learning Goal:
What will students
Students will be able to demonstrate their knowledge gained about the
accomplish be able to do at
geography, culture, history, and environment of the country of Canada.
the end of this lesson? Be
sure to set significant
Learning Objectives:
(related to SSS/CCSS),
1. The students will be able to compare and contrast different minerals
challenging and appropriate
from Canada based on their properties using a Venn Diagram.
learning goals!
2. The students will be able to synthesize notes from pictures of Florida
and Canada climate and organize evidence into provided categories.
3. The students will be able to measure and record different degrees of
temperature of water.
4. The students will be able to state an opinion for each of the stations
using examples from their gained knowledge to support the opinion.
5. The students will be able to record their knowledge of Canada
environment on a Canadian Traveler.
NCSS Themes
NCSS theme(s):
Common Core State
People, Places, and Environments
Standards (CCSS)
Science, Technology, and Society
Next Generation
Common Core State Standard(s):
Sunshine State Standards
CCSS.ELA-Literacy.W.3.1 - Write opinion pieces on topics or texts,
(NGSSS) List each
supporting a point of view with reasons.
standard. Cutting and
Next Generation Sunshine State Standards:
pasting from the website is
SS.3.G.3.1 - Describe the climate and vegetation in the United States,
allowed.
Canada, Mexico, and the Caribbean.
http://flstandards.org.
SS.3.G.3.2 - Describe the natural resources in the United States,
Canada, Mexico, and the Caribbean
SS.3.G.2.4 - Describe the physical features of the United States,
Canada, Mexico, and the Caribbean
SC.3.P.8.3 - Compare materials and objects according to properties such
as size, shape, color, texture, and hardness.
SC.3.P.8.1 - Measure and compare temperatures of various samples of
solids and liquids.
LAFS.3.W.3.8 - Recall information from experiences or gather
information from print and digital sources; take brief notes on sources
and sort evidence into provided categories.
Assessment
Unit Pre-Assessment:
How will student learning
Students will be given a Quizlet quiz two weeks prior to the Unit Plan to
be assessed?
determine their background knowledge of Canada.
Authentic/Alternative
Unit Post-Assessment:
assessments?
The post-assessment will be the same.
Does your assessment align On-going daily (progress-monitoring) Assessment:
Since their products show what they know, students will be engaging in a selfwith your objectives,
assessment activity. Students will use a coloring book page of the Canadian
standards and procedures?
maple leaf. If they color it red, it means that they are comfortable with what
Informal assessment
they learned and can teach other students. If they color it yellow, it means that
(multiple modes):
they have some sort of grasp to the material but may need clarification from the
participation rubrics,

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

journal entries,
collaborative
planning/presentation
notes, etc.

Design for Instruction

Student Activities &
Procedures
What best practice
strategies will be
implemented?
How will you
communicate student
expectations?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment/learning
styles) that may be in place
in your future classroom.
Exceptionalities
What accommodations or
modifications do you make
for ESOL, Gifted/Talented
students, Learning/Reading
disabilities (SLD), etc.

teacher. If they color it green, it means that they did not understand and need a
reteach on the material.

1. Anticipatory set: When the children walk into the classroom, I will
have them sit on the carpet. I will begin by reviewing the learned
material from the unit so far through questioning. Can anybody tell
me what colors are on the Canadian flag? What is your favorite
province youve learned so far and why? What is makes the
Northwest Passage an important part in Canadian history?
2. When the review is complete, I will introduce the overall idea of
this lesson, which has to do with nature. Nature includes natural
resources, geography and even the environment. I will show
students the following video to allow them to get a view of the
many natural wonders of Canada via interactive whiteboard:
https://www.youtube.com/watch?v=kgcgEZDllD4.
3. Once the video was complete, the class will share their opinions
through a thumbs up (I find that interesting), a sideways thumb (I
dont have a concise thought) or a thumbs down (I dont find that
quite interesting).
4. After the students are able to share their opinions via thumbs, I will
write down and vocalize the expectations and directions of the
lesson for today (ESOL). The expectations are: working
cooperative manner, take turns with the limited materials, use your
words in any situation, raise your hand if you need assistance, and
have fun! Along with that, the instructions will have visuals next to
the writing (ESE/ESOL).
5. When the expectations are set, the teacher will go around to each
station to model how it is supposed to be done. (ESOL). With the
modeling, the teacher is also explaining some of the content behind
each station.
6. Center #1: Canada is an exporter of minerals, center #2: the climate
and environment of Canada and Florida can be placed into certain
categories, center #3: people in Canada measure the degree of hot or
cold using Celsius rather than Fahrenheit, and center # 4: Canada
has many physical features to see.
7. Each station will have 12 minutes to complete their activity. If that
time is not sufficient, it can always be adjusted to fit the needs of the
students.
8. Center #1: Mining Similarities and Differences!
9. On top of the table, there will be a small pile of pyrite and quartz
crystal. Students learned about these types of minerals from their
history lesson when talking about Jacques Cartier.
10. Students will take the Venn Diagram app from the International
Reading Association using a tablet from the class set to create a
Venn Diagram on the similarities and differences between those two
minerals such as size, shape, color, texture, and hardness (ESOL).

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

11. Students should be able to find at least 2 similarities and 2

differences.
12. If time allows, students can use the following website to pick two
more minerals to do a Venn Diagram on:
http://www.mineralogicalassociation.ca/poster/
13. When time has called, allow students to send their diagrams to the
teacher so that they may print it out to go in their map books.
14. This product will be added to the Canada Collection folder.
15. Center #2: Categorize This: Canada Edition
16. Students will be using their prior knowledge of Florida climate and
natural resources and knowledge of Canadas natural resources and
climate in this activity.
17. In the center of the table, there will be images that will include maps
of the different climates of Florida and Canada during different
times of the year and their natural resources and also strips of paper
and a pre made category sheet.
18. Students will pick one image and take one strip of paper.
19. From that image, the student will write one fact from that image on
to the strip of paper.
20. The students will repeat step 17 and 18 till all of the pictures have
been done.
21. The students will then organize their pieces of evidence onto a
premade category sheet. The categories will include: summer
climate, winter climate, and natural resources (ESOL).
22. Students may also take the strips of paper and add their own prior
knowledge to the categories.
23. Once the students have moved their pieces of evidence to the
categories, they will take some tape and tape down their responses.
24. This product will be added to their Canada Collection folder.
25. Center #3: Temperature Check
26. From Day 2, the students learned about the challenges with the
Northwest Passage. In this activity, students will conduct
temperature checks of how cold that water could have been.
27. The table will have three buckets of water with each bucket having a
different amount of ice. Each bucket will have a number (bucket 1,
bucket 2 and bucket 3).
28. Students will take a thermometer and take the temperature (in
Fahrenheit) of all three buckets and write them down on their
thermometer worksheet.
29. After the readings have been written down, the students will take a
tablet and pull up the app called Degrees - Celsius & Fahrenheit
Converter.
30. Students will convert their Fahrenheit readings into Celsius and
write it in their thermometer worksheet.
31. This product will be added to their Canada Collection folder.
32. Center #4: Canadian Environmental Explorer
33. Students will be using technology to see the different physical
features of Canada to pick their favorite ones and write opinion
based responses using the technology they used to see the features
as evidence.
34. Each student will go to a computer in the classroom to complete this

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

activity since using Google Earth will be easier to access on a

desktop computer rather than a tablet.
35. The students will access Google Earth through the desktop
computer.
36. They will pick one territory/provinces that they have learned from in
day 3 and within that territory/provinces will be a few places they
can explore in Google Earth.
37. Based on their findings (Is the area: clean, pleasant to look at, has
lots of forestry, looks safe to hike, filled with wildlife, far from
civilization, near highways, ect...), the students will write an opinion
based writing statement on their favorite physical feature in Canada
on a binocular writing worksheet.
38. Students must use their findings to support their opinions.
39. This product will be added to their Canada Collection folder.
40. Wrap Up: Students will come back to the carpet once all of the
stations have been completed.
41. Students will be able to have a moment to reflect on their
experiences with the stations.
42. As well as some voiced opinions, we will use the thumb method to
see how the students now thought of the material learned today.
43. Since their products show what they know, students will be
engaging in a self-assessment activity. Students will go back to their
table and will find a coloring book page of the Canadian maple leaf.
44. If they color it red, it means that they are comfortable with what
they learned and can teach other students.
45. If they color it yellow, it means that they have some sort of grasp to
the material but may need clarification from the teacher.
46. If they color it green, it means that they did not understand and need
a reteach on the material.
47. This product will be in their Canadian Collection.
Resources/Materials

Anticipatory set video: https://www.youtube.com/watch?

v=kgcgEZDllD4
Class set of tablets
http://www.mineralogicalassociation.ca/poster/
https://itunes.apple.com/us/app/venn-diagram/id666981188?mt=8
https://itunes.apple.com/us/app/dgrees-celsius-fahrenheit/id707697403?
mt=8
Canada climate picture: http://www.google.com/imgres?
imgurl=&imgrefurl=http%3A%2F%2Fwww.craigmarlatt.com
%2Fcanada%2Fimages%26downloads
%2Fdownloads_maps.html&h=0&w=0&tbnid=bNaax9EGp2uBfM&zo
om=1&tbnh=196&tbnw=258&docid=dUyCl6ZpbY9aM&tbm=isch&client=firefoxa&ei=8tV7VMq3EYjugwSLlYToDg&ved=0CAQQsCUoAA
Florida/US map general climate picture:
https://www.google.com/search?
q=florida+natural+resources&client=firefoxa&hs=jQd&rls=org.mozilla:enUS:official&channel=fflb&source=lnms&tbm=isch&sa=X&ei=xdR7VJ
3QAs6IsQSQt4GwCA&ved=0CAkQ_AUoAg&biw=1366&bih=657#rl

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

s=org.mozilla:enUS:official&channel=fflb&tbm=isch&q=climate+in+florida&facrc=_&
imgdii=_&imgrc=aAsFberky_VNdM%253A%3B0fh7y7YvePBl7M
%3Bhttp%253A%252F%252Fwww.cbpmagazine.com%252Farticles
%252Fimages%252F0806fcert03p.jpg%3Bhttp%253A%252F
%252Fmattressessale.eu%252Ftag%252Fsouth-florida-palm-trees
%3B500%3B335
- Florida and Canada climate map:
http://www.almanac.com/content/almanacs-long-range-weatherforecast-us-and-canada
- Summer climate: https://www.google.com/search?
q=spring+climate+in+canada&client=firefoxa&hs=ZHy&rls=org.mozilla:enUS:official&channel=fflb&biw=1366&bih=657&source=lnms&tbm=is
ch&sa=X&ei=kNd7VK7lArf_sATXsIGwDw&ved=0CAYQ_AUoAQ#r
ls=org.mozilla:enUS:official&channel=fflb&tbm=isch&q=spring+climate+in+canada+m
ap&facrc=_&imgdii=LZ6CrKOiPRIwgM%3A%3BMxR8cHLCn1yj-M
%3BLZ6CrKOiPRIwgM%3A&imgrc=LZ6CrKOiPRIwgM%253A
%3BgYeiOapMEdGZIM%3Bhttp%253A%252F
%252Fwww.ctvnews.ca%252Fpolopoly_fs%252F1.2012816!
%252FhttpImage%252Fimage.jpg_gen%252Fderivatives
%252Flandscape_960%252Fimage.jpg%3Bhttp%253A%252F
%252Fwww.ctvnews.ca%252Fcanada%252Ft-rex-of-winters-in-storefor-canada-old-farmer-s-almanac-1.2012804%3B960%3B540
- Strips of paper
- Category Sheet (premade)
- Tape
- 3 buckets
- Thermometers
- 1 lb. bag of ice
- Classroom desktop computers
- Google Earth
- Thermometer worksheet http://smittenwithfirst.blogspot.com/2013/01/temperature-freebies-andwinner.html
- Binocular Sheet - http://www.mormonshare.com/lds-clipart/binoculars
- Interactive whiteboard
- http://printablecolouringpages.co.uk/?s=canada%20maple
%20leafcranus Canadian Maple leaf coloring page
Discussion Notes: At the end of the unit, students will be able to show their parents/guardians their Canada
Collection folder. It will be filled with information and products made by the students. Students can pull up
the different apps and websites used in this lesson to get their parents interested in the country of Canada.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Summer Climate

Winter Climate

Natural Resources