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    Ssgrade 4 Lesson

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    This lesson plan aims to teach 4th grade students about regions of Canada. The 60 minute lesson begins with students defining what a region is and dividing sample maps into regions in groups. Students will then draw and divide a map of their own school into regions to understand how locations can be grouped. Finally, the teacher will explain that Canada can be divided into regions in different ways and preview that the next lesson will focus on the six physical regions of Canada. The goal is for students to understand the concept of regions as areas that share similar features and how this applies to organizing places at different scales.

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    Ssgrade 4 Lesson

    Uploaded by

    api-265761386
    87 views4 pages
    This lesson plan aims to teach 4th grade students about regions of Canada. The 60 minute lesson begins with students defining what a region is and dividing sample maps into regions in groups. Students will then draw and divide a map of their own school into regions to understand how locations can be grouped. Finally, the teacher will explain that Canada can be divided into regions in different ways and preview that the next lesson will focus on the six physical regions of Canada. The goal is for students to understand the concept of regions as areas that share similar features and how this applies to organizing places at different scales.

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    ssgrade4lesson (1) (1)

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    This lesson plan aims to teach 4th grade students about regions of Canada. The 60 minute lesson begins with students defining what a region is and dividing sample maps into regions in groups. Students will then draw and divide a map of their own school into regions to understand how locations can be grouped. Finally, the teacher will explain that Canada can be divided into regions in different ways and preview that the next lesson will focus on the six physical regions of Canada. The goal is for students to understand the concept of regions as areas that share similar features and how this applies to organizing places at different scales.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    87 views4 pages

    Ssgrade 4 Lesson

    Uploaded by

    api-265761386
    This lesson plan aims to teach 4th grade students about regions of Canada. The 60 minute lesson begins with students defining what a region is and dividing sample maps into regions in groups. Students will then draw and divide a map of their own school into regions to understand how locations can be grouped. Finally, the teacher will explain that Canada can be divided into regions in different ways and preview that the next lesson will focus on the six physical regions of Canada. The goal is for students to understand the concept of regions as areas that share similar features and how this applies to organizing places at different scales.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Thursday, June 4th 2015

    Grade:
    4
    Unit:
    Unit 4: Exploring the Landscapes of Canada
    Lesson:
    Beginning look at the regions of Canada
    Outcome:
    4.4.1 Describe the physical landscape of Canada
    Prior Knowledge or Misconceptions:
    This will be an extension of Grade 3 in which students focused on their own
    province; therefore teachers should be able to build on students existing prior
    knowledge.
    Class Objective:
    The overall purpose of this lesson is for students to understand
    what a region is and how people divide different places, including canada, into
    regions. By the end of the lesson students should be able to successfully define
    and divide a given place into regions. This is a introductory lesson to the six
    physical regions of Canada.
    Time:
    60 minutes
    Method/ Structure:
    Students will at their table groups (4 per table)
    Vocabulary:
    Regions, Physical, Climate, Map, Legend, Features
    Materials:
    SmartBoard
    SmartBoard File Social Studies
    Rulers
    White Paper
    Pencils
    Markers
    Procedure:
    1. Begin the class by asking the students to talk with their table groups about
    what they think a region is. Then ask each group for the definition they
    came up with. Discuss. Show the students SmartBoard slide with the short
    definition An area that shares similar features write down some ideas the
    students came up with. Prompt the students by asking what they think a
    feature is.
    2. The students will then be asked if they can divide Figure 1 into regions, ask

    for 4 different volunteers, each student can use a different smart board
    marker and try to divide the picture into regions.

    Figure 1
    3. Four more students can then come up and try and divide the following school into
    regions. emphasize that there is no right or wrong answer. Ask the class questions
    like: How would you divide your school into regions? The students can take a few
    minutes to answer the following questions with their tablemates: Why do you think
    this school is divided or grouped like it is? Why are all the grades together? Why
    is it helpful to divide schools into areas?

    Figure 2

    4. Students will then be given the task of drawing their own school with pencil and
    once completed, dividing it into regions with marker. For the sake of this lesson
    students will be drawing their internship schools.
    5. Once completed students will then be prompted to talk with their table groups
    about how their school was divided up into regions? What were the similarities and
    differences between your school's layout? Did you have one school that seemed to
    be divided up better or more successfully? If students need prompting the
    teacher may show the students the previous school map and discuss why in this
    particular school the french classes were mixed with the english and in other
    schools the french classes were in a different region of the school.
    6. Once the students talk with their table groups the teacher will ask for students
    to share their findings with the entire class.
    7. The teacher will conclude by talking about how Canada can be divided up into

    regions in many different ways. Ask the students pair up with a partner beside
    them and talk about how they think Canada can be divided up into regions. Then
    show the students a few examples: a political map, a climate map etc.. ending with a
    map of the 6 physical regions of Canada. Let the students know that this is what
    next class with be about! Exploring the physical regions of Canada!
    Assessment:
    Teacher will check for understanding throughout the lesson. Also the
    drawings will be passed in to check for understanding. As this is a foundation
    concept that will be built upon it will not be marked. Yet if students are not
    understanding it will have to be retaught to either the entire class or just those
    particular students.
    Differentiation:
    All ready printed and drawn school maps will be provided to
    students who may struggle. These students will just need to grab a marker a divide
    the school into regions. teacher assistance or prompting may be required.
    Teaching Method and Strategies:
    Inquiry Based Method:
    Among the many objectives in social studies, is for
    students to develop problem solving and critical thinking skills. Inquiry based
    learning is one of the best approaches a teacher can take to succeed in meeting
    those objectives. When a constructivist approach, specifically inquiry based
    learning, is taken students formulate questions, investigate to find the answers,
    which results in them building new understandings, meanings and knowledge, and
    then sharing their new knowledge with others, including classmates and teacher.
    With inquiry based learning the teachers role is a guide, instead of a transmitter
    or manager of knowledge. It is a collaborative process that students and teacher
    go on together. Inquiry based learning requires students to be actively involved in
    solving real life problems within the context of the curriculum. Students will
    co-construct their knowledge through variety of group activities and share it with
    each other and the teacher their findings. The goal is for students to refine their
    skills and develop a deep understanding of social studies content.

    References:

    Department of Education and Early Childhood Development. (2012). Social studies


    grade 4 curriculum - Explorations. Retrieved from:
    https://www.gnb.ca/0000/publications/curric/Grade4SocialStudies.pdf
    NELSON Education. (2011). Explorations teacher resource. Retrieved from:
    http://www.nelson.com/explorations4/

    Scheurman, G. (1998). From behaviourist to constructivist teaching. Social


    Education 62(1),n. pp.

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