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Lesson Plan
Lesson Plan
Lesson Plan
Developed by: Lyndsey Page, Nathalie Chevarie, Laura Anderson, Pamela Morton, and Mitchell Leger
Grade Level:
_____4________
Representation
Lesson Topic:
_____Physical Landscape of Canada________
Outcomes
GCO:
4.4.1 Describe the physical landscape of Canada
SCO:I will be able to describe what Canadas land
looks like.
I will know the six different landscapes of Canada.
I will use words proper for describing Canadas land.
Objective(s) for this lesson:
Students will be able to
name the six landscapes and describe the form that
they take.
Introduction
APK:
You will begin the class by reminding the
students of the cut paper construction techniques
that they have already learned in art class. Let
them know that a handout is provided should
they need it, for reminder.
Focus Question
Is Canada really just igloos and snow trails?
- Our answer if they do not get it: No, Canadas
physical landscape is incredibly diverse ranging from
coast to coast. Help the students understand the
various types of terrain and vegetations that exist.
During/Learning Activities
- Students will enter class, selecting a popsicle stick as
the do and sit at the table with the corresponding
popsicle stick colour.
- Each table will have a clear indication of what group
should sit there, as the table will have a popsicle stick
of the same colour already at it.
- Each student should have a mini passport in front of
them when they sit down. Whenever you say May I
see your boarding passes the students will raise their
boarding passess in the air and give you their full
attention. This will be your attention getter.
(5 Min.)
- You will remind students of the procedure for exiting
the class and heading to the lounge area. 1- Students
are expected to exit quietly one table at a time and
line up at the door behind you. 2- Students will only
line up after they have been dismissed and will wait till
all students have lined up. 3- Once all students are
lined up you will lead them to the lounge area and
have them group around the SMART board. 4- Tell the
students they will need to bring their boarding passes
for this activity.
(5 Mins per station = 30 Min)
Special Concerns
- Stations needs to be set up
prior to class.
- There needs to be enough
tables for six groups and
enough chairs for four at each
table.
- There needs to be enough
room for students with physical
Engagement
7.2 Optimize relevance, value,
and authenticity
Students will be able to
contextualize with their own
lives and understand the
landscape of their own
community and country as a
whole.
7.3 Minimize threats and
distractions
The students will be given a
clear procedure for going to
the lounge area which will
ensure the least amount of
confusion and chaos. The
switch from station to station
will allow students to vary up
the type of work they are
doing, which will keep them
interested longer.
8.1 Heighten salience of goals
and objectives
Students will be reminded that
each landscape has been
broken into sections and that
they are not expected to know
each landscape immediately.
They will have a station with
clear instruction on what is
important to know. They will
also only have to present one
of the landscapes, so they will
not be required to have full
detail for each one.
8.3 Foster collaboration and
communication
Differentiation
- The tour guide approach will
appeal to auditory learners
through the instructions.
Auditory learners will also
benefit from the presentations
at the end. The inflight videos
will also help the auditory
learner gain the information.
- Visual learners will benefit
from the bristol boards with
pictures to look at for
understanding the landscapes.
The inflight videos will also
provide similar benefit. The use
of taping the collages to the
map of Canada will help the
In-Class Support
- While one person is writing
the agenda and the outcomes,
another will be outside setting
up the stations to make sure
everything is put together.
- One person will be greeting
students at the door, while the
others direct them to the
proper seat based on their
popsicle stick selection.
- While one person is guiding
the tour, the next person to
Cross-curricular Connections
Skills
Grade 4 Art: Collage & Cut
Paper Construction
Outcomes
- understand that a
two-dimensional surface can
become three-dimensional by
various paper manipulation
and additive techniques.
- use a variety of paper
manipulation technique, e.g.,
folding, curling, weaving,
overlapping to create a collage,
montage or mobile.