Lesson 1- What is our world made of? Name: Robin Tuck Date: Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 40 minutes Content: (Topic) The students will develop an understanding of the components of the globe (continents, oceans, equator, hemisphere, countries), and be able to describe what they are both through written and spoken word. Teaching Instructional Strategies: - Brainstorming - KWL Chart - Exit slips - Song and dance Outcomes: DR3.1 Use various model representations of the Earth. Indicators: b. Identify geographic concepts including continents, countries, borders, hemispheres, and the equator. c. Locate and identify the continents and oceans on a map or globe. Cross Curricula Competencies: Goals to think: Students think about the relation of continents to each other, as well as the placement of oceans in between continents Interdisciplinary Connections: Arts Education : CP3.4 Use imagination, a variety of drama strategies, and reflection to further the drama’s development. Prerequisite Learning: - Students should know that we live in the country of Canada.
Transcript
Lesson 1- What is our world made of?Name: Robin Tuck Date:Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 40 minutes
Content: (Topic)The students will develop an understanding of the components of the globe (continents, oceans, equator, hemisphere, countries), and be able to describe what they are both through written and spoken word.
Teaching Instructional Strategies:- Brainstorming- KWL Chart- Exit slips- Song and dance
Outcomes:DR3.1 Use various model representations of the Earth.
Indicators:b. Identify geographic concepts including continents, countries, borders, hemispheres, and the equator.c. Locate and identify the continents and oceans on a map or globe.
Cross Curricula Competencies: Goals to think: Students think about the relation of continents to each other, as well as the placement of oceans in between continents
Interdisciplinary Connections:Arts Education:CP3.4Use imagination, a variety of drama strategies, and reflection to further the drama’s development.
Prerequisite Learning:- Students should know that we live in the country of Canada.- They know that there are other countries in the world.- Have knowledge that the world is made up of both land and water.- Know the world is a sphere.
Adaptive Dimension:- Students will work in small groups and assist each other as need be.- No other adaptations will be made at this time, however will be adjusted
depending on the students in the classroom.
Materials- Song it’s a small world-Whiteboard with markers- Smart board with internet connection- Sticky notes- YouTube videos-Index cards with continents, oceans, hemisphere, and equator on them.
Preparation- Set up both YouTube
videos on the smart board so it is ready when the lesson begins
- Have a collection of sticky notes available for each student (Placed on their
- Sheets of paper for the exit slip desk)- Write out a KWL Chart on
the whiteboard.- Have exit slips photocopied- Write the different
continents, oceans, hemispheres, and equator on index cards
- Have the song it’s a small world ready to play as the students walk into the classroom.
- As the children walk in the classroom from recess
- Once the students are settled ask them what the song is talking about?
- Then ask the students to use the sticky notes that are provided on their desk to describe what they already know about the world. Tell them to think about land, water, people, and parts of the world.
- Once the students have developed an understanding about what they know about the world have them come up and place their sticky notes in the K section of the KWL chart.
- After the students place what they know have a discussion about what some of the students already know about the world.
- Then prompt the students to write questions that they have that they want to learn about the world?
- Again once the students have developed questions encourage the students to place their sticky notes on the W section of their KWL chart.
- Ensure you have a class discussion to prompt students to think about continents, Indigenous worldview, Western Scientific view, hemisphere, countries, oceans, equator, ext.
Teaching Notes:- Encourage the students to
think pair shares if they are in need of assistance.
- Allow the students to direct their learning, and provided them the resource of the world map on the wall if they are having trouble in their understanding.
Closure (5 minutes):To end this lesson the students will be given their exit slip (attached at the end of this lesson plan). The students will then describe what they have learned today, as well as name the continents and oceans.
Class Management: Students will be
actively engaged in conversation for most of the lesson.
Students will randomly get handed an index card
World Map will be placed in close proximity to the students while they are re-creating the map with
Development (20 minutes):- Pose the questions “what is a continent?
What are the continents?” and have the students think about their answer
- After the students have had some time to think start to play this YouTube video: https://www.youtube.com/watch?v=fqsCWZtZlk4
- Then prompt the students to think about what else the world is made up of. Once the students have understood that we have both land and water masses on our earth show the students the YouTube video: https://www.youtube.com/watch?v=XqurQOxxHso
- After the students have viewed both videos I will introduce what a globe looks like.
- I will ask the students “what shape is a globe? What is half of the globe called? There is the northern hemisphere and southern hemisphere, what hemisphere do we live in? What is the line that separates the hemispheres called?
- Once these questions have been addressed I will hand out 1 index card to all students. The students will then come into the open space in the classroom
- There as large group students will work together to determine where their card belongs if out classroom was the world. (a world map will be placed on the wall close to where the students are, I as the teacher will encourage the students to look at the map as a reference if they need to)
- Once the students are finished ask them questions such as, “Was this easy to do? How could this have been done in a different way? Why is it important that we understand how the world works in relation to each other?”
their bodies for reference Students will be
encouraged to work together, instead of asking teacher for clarification, or directions.
Extension: Students will be given a
blue plate and the continents, students will work independently to re-create the world map.
Assessment:Students will be assessed on the information they provide on their exit slip.
What is the line that indicates where the Northern hemisphere, and Southern hemisphere meet?
1.
Lesson 2- Where in the World?Name: Robin Tuck Date:Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 40 minutes
Learning Objective:Students will be able to describe what the earth’s surface looks like in various locations in all continents of the earth using maps, and satellite images.
Teaching Instructional Strategies:- Technology- Questioning- Case studies- Open ended- Inquiry- Opportunities to work
independently, or in a pairs.
Outcomes:DR3.1 Use various model representations of the Earth.
Indicators:a. Demonstrate understanding that the surface of the Earth can be represented through maps, aerial photographs, and satellite images.d. Locate and identify countries or regions studied on a map or globe.
Cross Curricula Competencies: Goals to develop thinking: Students are able to think critically about what they observe and form an understanding of the visual representation.Goals to develop Identity and Interdependence: Students gain an understanding of the interdependence between what the land looks like, and the types of services that are surrounded (houses, buildings, farmland, nothing).Goals to develop Literacies: Students learn to understand and communicate through written word what these satellite images mean.
Interdisciplinary Connections:EAL- the students will have to be able to analyze images, and form a conclusion of what they see to be able to describe their understanding in a written format.
Prerequisite Learning:- Students have an awareness of what a globe is used for- Have used technology independently before- Students understand there are seven continents in our planet- Know what a satellite image is, and has seen a map before.
Adaptive Dimension:- If need be students can work in pair, to have support.
- If students struggle they will be able to only do half of the questions- I as the teacher will be able to assign certain cities in relation to continents if
students need assistance with this.Materials
Technology (iPad, Computer) for each student
Map’s worksheet Google maps Smart board
Preparation- Ensure technology is
charged and ready to go- Photocopy sheets for
students- Picture of map on the smart
boardPresentation:(The Case Study worksheet is attached at the bottom of this lesson)Set (5 minutes):
- Have a picture of a map and the globe on the smart board.
- Ask the students “what are these?” “What are they used for” “How does the information about the land differ from looking at maps compared to satellite images?” “What can we tell about the land by looking at satellite images?”
Development (30 minutes):- After this brief class discussion, tell the
students today they will have a case study to complete.
- Talk to the students about the importance of understanding what different communities look like; are they in an urban area, a sub urban area? Are they close to water? Is there a lot of farmland? Are there mountains? And how each of these different landscapes affect what is grown, and produced in those areas.
- The students will then be instructed to get their device and open to Google maps.
- As a class we will go through the first question of the case study together.
- After completing this question as a class the students will then work on their own, or in pairs (if needed) to complete the other questions on the case study.
Teaching Notes:- If students are in need of assistance to determine a city that is in a continent have them use Google to find one that they can use.Closure (5 minutes):- Students will pair share one new fact they have learned by doing this worksheet.Class Management:
- I as the teacher will walk around to ensure the students are on task
- If students are struggling with this activity I will pair them up with a peer to work together, the students will not be able to pick their own pair to work with
- Students are able to wear earphones if that will help regulate their attention and behavior.
Extension:Students will use Google maps to look at countries that were not included on the list.
Assessment:Students will be assessed on their knowledge of the world’s surface by marking the
worksheet that they have completed.
Around the World Case Study!
Name: Date:
You have been hired to address the different types of landscapes in 7 different cities around the world. You are able to pick any cities you wish, the only catch is EACH city must be in a DIFFERNET continent. Address if the city is urban, or suburban, if it is near water, or inland, if there are mountains near by or anything unique about this city. You have access to Google Maps to conduct your research. Good Luck!
1. North AmericaCity:
2. South America City:
3. Antarctica City:
4. EuropeCity:
5. AsiaCity:
6. Africa City:
7. Australia (Oceania) City:
Lesson 3- World Twister! Name: Robin Tuck Date:Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 1 hour
Learning Objective:Students will work in small groups to recreate the world map, and then use this map to identify the continents and oceans.
Teaching Instructional Strategies:- Play- Construction- Group work- Student lead
Outcomes:DR3.1 Use various model representations of the Earth.
Indicators:b. Identify geographic concepts including continents, countries, borders, hemispheres, and the equator.c. Locate and identify the continents and oceans on a map or globe
Cross Curricula Competencies:Goals to develop Thinking: Students are to use their pervious knowledge and creatively develop their own world map. Students will be in charge of thinking logically to ensure the scales of continents are correct.
Goals to develop Identity and Interdependence: Students are required to work together and understand and value differing opinions
Interdisciplinary Connections:
Arts Education CP3.7 Create visual art works that express ideas about the natural, constructed, and imagined environments.
Math SS3.4 Demonstrate understanding of 3-D objects by analyzing characteristics including faces, edges, and vertices.
Prerequisite Learning:-Understanding of the 7 continents- Understanding of the 5 oceans- Understanding of hemispheres, and the equator.
Adaptive Dimension:-Students will be working in groups of varying abilities- These groups will be pre-selected by the teacher to ensure it is a group of students who work well together.-Because the students will be working in groups there will be many different roles available. For this reason no further adaptations will be made at this time, however this may change depending on the class.
Materials Preparation
Per- group- 1 white shower curtain- 7 different permanent markers- 1 diagram of a world map/globe- 1 spinner- 1 piece of card stock to make the spinner
on.
- On the teacher table have piles of 1 shower curtain, 7 permanent markers of different colours, a world map/globe, and materials to make a spinner available for each group.
- Select which group each student will be in
- Have an example of what twister is (just in case students do not know how to play the game)
Presentation:Set (5 minutes):
- Explain that today we will be re-creating the game of twister, but instead of creating it like we normally play, we will be creating the playing floor to look like a world map.
- After this is explained to the students, divide the students into groups of 4 or 5.
- Once the students are in their assigned groups tell the students to pick a leader for their group.
- After each group has a leader, they are able to come and pick up the materials needed to create their twister board.
Development (40 minutes):- Students will be placed in a group of 5
and as a group each student will assign themselves a different task.
- 1 student will be the leader and the other students will have roles that the leader gives to them. (The reason I decided to do it this way is because the students are working on collaboration and working together).
- Each group of students will have a shower curtain, and a map and some permanent markers.
- The students are in charge of making their curtain look very similar to what a real map looks like.
- The shower curtain will be used as the playing floor for their game of twister.
Teaching Notes:- Make sure you are mixing
up walking around to each group as well as staying back and allowing the students to work on their differences together.
- Ensure each student is on task and always have some sort of job.
Closure (15 minutes):- The students will then have time to play with the twister board that the have created.
Class Management:-Groups will be pre-selected by the teacher-Students will be actively working on creating their twister board, ensures everyone always has a job to work on.
Extension:Students can compare their twister board to others in the class, the students can examine the similarities and difference between each board.
- The students need to ensure that each continent is to scale, and big enough that an individual can place their foot, or hand on it.
- As the teacher ensure all students are working to create the playing board
- Ensure that the students are including as much detail as they can.
Assessment:- The students will be evaluated on the general location of the placement of their continents, oceans, equator, and hemispheres.
Lesson 4- How the World was Created and Overall Assessment!
Name: Robin Tuck Date:Subject: Social Studies- Dynamic Relationships Grade: 3 Length of Lesson: 40 minutes
Learning Objective:Students will gain an understanding of different worldviews on the creation of the continents, and demonstrate an understanding of the components of a globe.
Teaching Instructional Strategies:- Group discussion- Technology- Brainstorming- Analysing- Venn Diagram
Outcomes:DR3.1 Use various model representations of the Earth.
Indicators:b. Identify geographic concepts including continents, countries, borders, hemispheres, and the equator
Cross Curricula Competencies: Goals to develop Thinking: Students critically think about the different worldviews of creation.Goals to develop Identity and Interdependence: Students will create an understanding of the interdependence throughout the world in relation to people, animals, and landmasses.Goals to develop Social Responsibility: Students will use moral reasoning and gain an understanding and respect for ideologies and worldviews.
Interdisciplinary Connections:Treaty Education- SI32: Examine how various teachings people have about the natural world guide behaviour and actions.
Prerequisite Learning:- Understand what the world map looks like today- Have an understanding of the difference between the FNMI worldview (holistic)
and the western worldview (scientific)
Adaptive Dimension:- Students who need additional time to complete the quiz will be given the quiz
again at an additional time.- I as the teacher will read out the questions for any students who have trouble
reading, or are slower at reading questions.- At this time no additional adaptations are required however will be adapted for
the needs of the specific classroom.
Materials- Smart Board- Internet and computer- Paper for Venn diagram- Devices for students to use- World map on the board- Kahoot quiz
Preparation- Set up the computer with
the two YouTube videos that will be shown in this class
- Ensure all devices for students are charged and connected to the internet
- Ensure the Kahoot is ready to be used.
- Ensure the world map is in close proximity to the students to they are able to see it with ease.
Presentation:Set (5 minutes):
- As a large group, talk about the way the world looks.
- Do the students believe this “is the way the world has always looked? Has it changed? How were these land masses created?”
Development (20 minutes):- After the students have discussed these
issues then have a discussion about the two-eyed knowledge of the creation of the world.
- Begin with the indigenous worldview. The students will watch this YouTube video about sky woman and turtle island: https://www.youtube.com/watch?v=ZOxrvbA_KCE
- Following this video the students will have a class discussion about the aboriginal worldview of the earth, and how we are to work together and protect the earth and everything that lives on it.
- Then we will move into Western view of how the earth came to be the way it is now.
- I as the teacher will ask the students does the map look like a puzzle? Can this part of South America and Africa fit together?
- After the students notice that the world in some ways looks like a puzzle We will
Teaching Notes:- Ensure students are
working cooperatively.- Ensure that you are
sensitive to using FNMI resources, and ensure you have a solid understanding of the concepts of Sky Woman and Turtle Island before you show this video to your students. * Avoid tokenisms *
Closure (15 minutes):- Students will complete a Kahoot quiz (students will have designated names given by myself as the teacher, in order to mark their understanding) that has been designed to create an understanding of ways to represent the earth. (These questions will be made up of the questions the students developed during their KWL chart, as well as other questions that have come up along the way.)Class Management:
- Students will be required to answer questions, as well as create a Venn diagram to
watch a video: https://www.youtube.com/watch?v=KPhvNrp-Jv0&index=4&list=PL-HdQqHV1lakFBz-B0BeSSHpBrksmGN3r
- Following both videos have the students split into small groups and brainstorm why there are different ideas about how the world was created, and understand the value in understanding both worldviews. The students will then write their brainstorming ideas into a Venn diagram.
demonstrate their understanding.
- While the students are working in groups I as the teacher will sit in close proximity to the students to help them with any questions that they may have. As well as listen in on their conversations.
Extension:Students can visually demonstrate their understanding of Sky Woman and Turtle Island, as well as Pangaea.
Assessment:- The students will have a summative assessment, as the Kahoot quiz will be marked.
