Lauren Fenato: 10000097

Lesson Plan Assignment Curriculum 323

Lauren Fenato Grade 9 Lesson Plan:

Title: Determine the Dangers from Disasters
Subject: CGC 1D Issues in Canadian Geography Grade 9 Academic
Time: One 75 minute period
Strand: B Interactions in the Physical Environment
Lesson Description:
In this introductory lesson section, students will become familiar with the terminology associated
with disasters, emergencies and hazards. Students will then apply this understanding to explore
the cause and effects of how geological, climatic, and hydrological processes have shaped and
continue to shape Canadas natural landscape.
Prior Learning and Established Expectations:
Before entering into this section, teachers should have covered how to analyze the significance
of photos and understanding of how to read maps. In addition, information about the regional
diversity of Canada either from younger grades or retaught as a part of earlier work in Strand B
would be useful but not absolutely necessary for this particular lesson.
With this lesson, it would also be important to establish the dynamics of group work and
expectations. This could be pre-determined groups or table groups, or it could be based on
interest when the natural disasters are explained. In addition, it may be important to co-develop
these expectations or to even gain students input as to an evaluation criteria for their learning
skills of self-regulation and independent work ethic.
Ontario Curricular Overall Expectations:
This lesson aims to address the expectation of B2 which focuses on the interrelationships
between physical systems, processes and events. It focuses predominantly on the physical
systems on both a global and local level. It is also important to describe the patterns and
frequencies of these natural phenomena as well. This lesson also does have elements Strand A1
for the geographic inquiry regarding the inquiry process and application of communication skills
and the organization of relevant data from multiple sources.
Ontario Curricular Specific Expectations:
A 1.2: Organize relevant data and information on geographic issues from variety of
sources.
A 1.4: Interpretation
A 1.6: Synthesize and conclude
B 2.2: Describe patterns in occurrence of natural phenomenon
B 3.1: Explain various characteristics of the natural environment in Canada
Learning Goals:
By the end of this lesson, students will be able to;

Lauren Fenato: 10000097

Lesson Plan Assignment Curriculum 323

1. Understand the differences between key terms such as natural disaster, natural hazard,
emergencies, vulnerability, risks, predictability ect.
2. Understand the main causal factors for specified natural hazards globally and nationally.
3. Demonstrate an understanding of the effects these hazards have on both natural and
human systems.
4. Demonstrate an understanding to synthesize data and organize the information to the
class on their specified hazard or disaster.
5. Explain and infer information related to natural disasters
Success Criteria:
Students within this lesson should ask the following question I know I am successful when I
can...
1. Define each of the key terms and their relevance
2. Explain and provide examples of these terms linked to major natural events.
3. Describe the causes behind 2-3 different types of natural disasters
4. Identify the major impacts these events have in nature and on human systems.
5. Use research skills to locate relevant and reliable data
6. Able to organize data so that my friends can understand and find information quickly.
7. Able to examine photos and link them to the terms and causes/ impacts these events have.

Assessment:
Assessment for Learning Diagnostic and Formative:
1. View and Respond (Data, Photos, Articles)
a. Diagnostic tool and formative assessment of understanding.
2. Think, Pair, Share / I Think versus I Know:
a. Can be used regularly or integrated into lessons to solidify key information and
assess understanding through verbal discussion or through moving around the
classroom during the work period.
b. Can be used as a diagnostic method to determine the prior knowledge and then
what they were able to pick up and build up upon that knowledge.
i. Can be useful for teacher and student reflections of learning.
Assessment as Learning: (Formative Self and/or Peer)
Self-Assessment Check-in
This activity asks students to directly reflect on the key learning skills of self-regulation and
working independently and can be used throughout the course as a way for students to
continually self-monitor their learning. Students will answer the following questions at the end of
the week and or major activity:
1. My strength today was (insert one of the learning skills)
2. A great example of this was when .
3. I was able to find information out or seek help through
4. One thing I will continue to work on for next class/next week is
These questions can then be added into a binder, folder, or file that the teacher/student has and
can be pulled out at the end of the semester with the teacher to review or the students to use as a
final end of year self-evaluation of their progress.
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Lesson Plan Assignment Curriculum 323

Assessment Tool:
Check lists (Individual or Class)
Unlike a rubric which has vague terminology, the checklist can be formatted to directly relate to
the students demonstration of the success criteria or expectations. In this case, I would likely
format it as a true, false, explain format and get the students to complete it at the end of the
lesson series. You could also give this out at the beginning of the lessons so that students can at
the end of each reflect on how they are doing on their checklists. If you feel that students cannot
keep track of this paper consistently having it displayed at the front of the class to refer to or
check off of will help in solidifying the students awareness of the learning expectations. In
doing so, teachers can directly reference the success criteria and enable students to determine
whether they have in fact met the expectations, if not however, it gives a signal (whether
prompted or not) to the student that perhaps additional work or assistance in this area is required.
An alternative method of checking in would be to create an individual scale with a prompt from
1-5 (one meaning I need help in understanding 5 I am able to recall key ideas, notions and
concepts) and allow students to place themselves on a visible scale or an individual one within
their binder. These prompts will be taken from the success criteria being used that day and allows
students once again to see and interact with the criteria to have a more holistic or complete
understanding of the teachers expectations.

Materials:
Kahoot Quizes:
1. Really simple name and identify with the picture disasters quiz
a. https://create.kahoot.it/#quiz/234f0892-0440-4e1f-8624-faa4fb7b067b
2. One which can be used to assess prior understanding or as a review of terms:
a. https://create.kahoot.it/#quiz/19941048-09ca-4d73-a1d0-1537f7a0dafb
Photos:
1. These images are to be used as a sparked interest discussion or hook for the beginning of
the classes.
a. http://www.accidentsplanet.com/2009/04/top-20-amazing-natural-disastersphotos.html
2. Could also grab photos from here as prompts.
a. https://www.pinterest.com/pin/146296687866094367/

Additional Materials Suggestions or Ideas (Reflection afterwards):

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Lesson Plan Assignment Curriculum 323

Lesson Format: What Teachers

Do/Say
DAY 1:
Context for Learning:
In this initial lesson, prior to this students would likely have been completing their summative
assignments for the last unit. At the end of that class I would go over general observations that I
noticed in the work seen thus far. I would make sure that any lingering questions or issues about
the topic before are dealt with. This allows for the class to begin fresh in the new unit and hook
students quickly into the content.
Focus for the Day: Learning Goals and Success Criteria
These would be displayed or handed out after the hook section and discussed as a class
Learning Goal:
1. Understand the differences between key terms such as natural disaster, natural hazard,
emergencies, vulnerability, risks, predictability ect.
Student Success Criteria:
1. Define each of the key terms and their relevance
2. Explain and provide examples of these terms linked to major natural events.
Minds On: Motivational Hook
On this day, students will be shown a series of pictures which relate to hazards/disasters and
emergencies faced nationally and internationally.
1. Students using either a pre-made table or piece of lined
paper will write down the words/phrases that they think of
when they view the picture.
2. Bring class together and create master list of similar/different
words and follow up by explaining/contextualizing the phot
and the terms used to describe the event.

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Lesson Plan Assignment Curriculum 323

Doing this type of activity allows you to establish a solid basis of terminology and understanding
of prior knowledge and how effective they are at inferring or extrapolating information from
non-text based sources. In addition, this activity lends itself effectively to discussion or inquiry
based activities and can be a good hook for the initial lesson.
Adaptation for: No Electricity or Technology:
In the case of these situations, make sure to have coloured photos/calendar pages which reflect
natural disasters available (magazines, textbook ect.). Give each table group a unique picture and
run as a think, pair, share exercise with the sharing portion about what their table saw and what
we as a class could add to their lists of terms.
Hands On: (Working on it Acquire Explore Analyze):
After sparking interest and going over the information collected from the photos students will
work as a class, students would be given the question of what types of natural disasters or
hazards would impact Canada specifically. Additional probing questions would be to describe
where they think these events would be most likely to occur **Could post map on the smart
board to come up and be interactive. **. Additional note students will not have to take notes on
this; the teacher will record them on the smartboard and hand them out as a printed and neat
version for the next class period. The ones they should try to aim for are:
Earthquakes (Ontario, BC, Maritimes)
Floods (Everywhere)
Droughts (Everywhere)
Hail (Everywhere)
Landslides (Potential Everywhere)
Avalanches (BC, Ontario, Quebec)
Tornadoes (Prairies, Ontario ect)
Tsunamis/Storm Surges (Vancouver and
Maritimes)
Hurricanes (Coming up from the United
Forest Fires (BC, Ontario)
States)
Volcanic Eruptions (More North, or fall out
Severe Storms (Blizzards, Thunderstorms ect).
from US or European Volcanos)
After this students will be working on an I Know, My Partner Knows I Now Know which is a
similar model to the Think, Pair, and Share model of teaching. In this activity teachers can create
a four columned table to distribute with the titles being, Term, I Think, My Partner Knows, I
Know Now (See Image 1). Students will view the word in the first column and write their first
impressions of the term. Turning to an elbow partner, students will then listen critically and write
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Lesson Plan Assignment Curriculum 323

down the key points that their partner has for the definition of the term. When students have
completed this task, the teacher will listen to a few definitions from the group and show the
actual definitions and criteria. Students will then have the opportunity to respond and record the
definition in the final column.
With this form of activity you can do a number of adaptations:
1. Make it more proactive for kinesthetic
learners/high energy days:
a. Place terms around the classroom
and get students to find and fill in the
terms at the station. Talk with a
partner there and record their
answers.
b. Table Rotations: You can also have
the words given out to students
individually and they then have to go
and trade terms with someone else
(this gets a bit chaotic and is not necessarily beneficial for all students or
classroom setups)
With this type of activity, you are assessing simultaneously their prior knowledge with the terms,
as well as their partners. In creating a collaborative element students must engage socially with
peers and can assess listening and summarization skills. Finally because looking up or recording
terminology can often be dreary you can add in an element of active engagement rather than
passive lecture model.
Terms List: **Ongoing**
Disaster
Hazard

Vulnerability

Frequency

Risk

Adaptation

Magnitude

Reconstruction

Risk
Management

Rescue

Prevention
(Disaster
Mitigation)

Predictability

After: Consolidation and Connect

After the initial activity students will return to their desks and direct attention towards the
teacher. In a student directed discussion, students will talk about either their own views or their
partners on the definitions they came up with. Teachers will then provide the public safety
Canada and/or the United Nations Office for Disaster Risk Reduction. Once these official terms
or indicators have been discussed to solidify the connections between terms and words reflect
back on the same photos seen in the beginning and now apply appropriate terms to these photos.
Self-reflection period/Checklist:

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Lesson Plan Assignment Curriculum 323

This activity asks students to directly reflect on the key learning skills of self-regulation and
working independently and can be used throughout the course as a way for students to
continually self-monitor their learning. Students will answer the following questions at the end of
the week and or major activity:
1. My strength today was (insert one of the learning skills)
2. A great example of this was when .
3. I was able to find information out or seek help through
4. One thing I will continue to work on for next class/next week is
These questions can then be added into a binder, folder, or file that the teacher/student has and
can be pulled out at the end of the semester with the teacher to review or the students to use as a
final end of year self-evaluation of their progress.
After this has been completed as a class we will reflect back to the learning goals and success
criteria. This can be done as a checklist on poster paper or as a handout given at the beginning of
class which we can check off. In addition to this it could be given as scale from 1-5 allowing
students to make an initial assessment and re-evaluation in further classes.
Extension Activities
The extension activity for this is to use another solidifying and interactive element through
Kahoot. This quick quiz style game can be used at the end of a period whereby students can use
their phones/groups with Ipads or computers to determine whether the students have a complete
understanding of the terms before going into the content area. Alternatively, if internet is not
stable/limited access this can be adapted to a mix and match game or a display a term or
definition and get them using whiteboards write down their answers.
Next Steps:
After this class, students would begin looking into the diversity of Canadian geography and
understanding how the physical environment shapes Canadian landscape and leads to the
conditions for natural disasters. The initial process that I would work with would be the tectonic
plates and draw the connections to its influence in mountain formation, volcanoes, earthquakes
ect.

Special Education Notes: Differentiated Instruction

Considerations/Accommodations
Accommodating for an exceptional student with limitations to communication:
1. Each of the activities in this class has been designed so as to assist in requiring short 5-8
minute periods of attention whereby the student can then change activities or move
around. This is more to the benefit of all students but is also noted as an area of need
within the IEP.
2. Prior to beginning the lesson, the notes, a copy of any PowerPoints and the activity sheets
would be provided via email or to their local drive. In addition, depending on the
individual needs of the student I would also have printed copies of the sheets available as
well.

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Lesson Plan Assignment Curriculum 323

3. The photo prompts assist in benefiting this learner as they are a more auditory learner.
While the class is writing out their lists, I would go over and ask for 1-2 words about
what they see or to get them to tell me what they can understand/view in the photo. In
doing this, I am providing an alternative means of assessing understanding.
4. For the where in Canada section of the lesson this learner would have the opportunity to
vocalize their ideas and notions. For the class the list will be compiled and be made
available the next day. This is to the benefit of all students so that they are not constantly
writing the whole class and have the ability to participate.
5. For the final I Think versus I Know; depending on the students ability, I would adapt the
handout so that they only have to write in either a few words or words they hear from
their partners. During this activity I would also use the alternative to this lesson and use
posters with the words up on the wall as stations allowing the students to get up and
move while also rotating attention between tasks (sometimes it will be reading, others it
will be writing)
6. Finally, for the benefit of the whole class provide a daily checklist as to what the
expectations were and the activities. This not only helps to keep students organized, but if
they miss a day then they also know what the activities and required steps are to make up
the work.
Cross Curricular Links (Oral, reading, Writing, Media, Social Studies, Science,
Math, Visual Arts, Drama, Music, PE&H, (describe if present))
Oral: Students will be giving opinions and answers during class. In addition,
they will have to justify their reasoning and provide explanations as to their
chosen answers. Furthermore, because there is a partner based component;
students will also work on their listening skills and recording of key terms or
ideas from these conversations in order to create a dialogue.
Writing: Students will be coming up with working definitions of terms and
the key facets and as well will look at developing an understanding of how to
utilize pictures to create an argument or assist in conveying an idea. From
this students should be working at organizing their ideas into bullet points
and whole sentences. They will also be working on filling out their
worksheets.
Social Studies: In this class, the primary focus is on examining the physical
geography and its influence on creating disasters and hazards nationally and
internationally. Students will be working on developing their geographic
vocabulary by utilizing and determining definitions and as well will be
introduced to the topic of natural disasters.

Reflection and Review of Lesson: