LESSON PLAN TEMPLATE Practicum Fall 2020 St.

Georges

SOCIAL STUDIES: Chapter 4

LESSON PLAN
Class #6
Grade: 4 Lesson Title: Living in the Canadian Shield Lesson Duration: 60 minutes

Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson what
students will do/learn and how the lesson will conclude.

This lesson is about learning about the Canadian Shield. The purpose of this lesson is for the students to learn about
where the Canadian Shield is, the Dene Suline First Nations group who lived there, and to learn about the Dene Suline
Calendar and how they classified their months with the earth. Students will be guided through readings of the textbook
pages 109 and 110, and will be given a worksheet to fill out about the Dene Suline Calendar and how they classified
their months with the earth. Students will label and colour the calendar neatly. By the end of this lessons students will
have an understanding about the Dene Suline Nation, and their lifestyle living in the Canadian Shield.

Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Choose selectively and think
carefully about what is achievable for students to learn by the end of the lesson

GLO /GLE SLO/SLE

The Stories, Histories and Peoples of Knowledge and Understanding

Alberta Students will:
Students will demonstrate an understanding and
4.2.2 assess, critically, how the cultural and linguistic heritage
appreciation of the role of stories, history and culture
and diversity of Alberta has evolved over time by exploring and
in strengthening communities and contributing to
identity and a sense of belonging. reflecting upon the following questions and issues:

 Which First Nations originally inhabited the different areas

of the province?

 What do the stories of Aboriginal peoples tell us about their

beliefs regarding the relationship between people and the
land?

Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words

Students will:

 Construct, colour, and label the Dene Suline Calendar from the textbook.
 Use the textbook, and their knowledge from our guided reading and apply their knowledge to their constructed calendar.
 Identify where the Canadian Shield is on the Alberta map.

Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: apply, analysis contrast, express, appreciate. Be clear on what type of

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knowledge/skill/attitudes that students are develop and expecting them to do. This informs the types of questions you develop. Guiding questions must support this and
provoke student thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc..

 Where is the Canadian Shield located on the Alberta map?

 Which First Nations originally inhabited the different areas of the province?
 What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between people
and the land?
 What were some of the beliefs the Dene Suline Nation believed?
 Do you see any signs of nature in the calendar painting?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an active link.
If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your lesson/ student learning? *you may
have more or less than three resources. It depends on your lesson.

Resource #1: https://drive.google.com/file/d/1z788b3yUEbMBNJHlINh4sDTdBVAgoed5/view

Resource #2: https://epicureandculture.com/cultural-encounters-a-look-at-the-traditions-of-the-dene-first-nations/

Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will
organize ahead of time prior to your lesson

 Voices of Alberta: Textbook

 Worksheets (30)
 Pencil
 Pencil Crayons
 Crayons
 Markers

Lesson Procedures

Introduction (10 min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to
Body. Indicate the timing for each section. This can be written in point form

 Ask a student to help hand out textbooks

 Instruct students to turn to page 109.
 Review some of the main themes of the chapter so far:
 First Nations peoples were the first human inhabitants of Alberta.
 The lifestyle of each First Nations group was influences by the natural environment.
 First Nations people used natural resources to meet their basic needs.
 First Nations people believed in sharing and conserving.
 First Nations people believed they were part of nature and so they had a great respect for nature.
 Tell students that they have options the teacher can read to them or I can pull popsicle sticks or we can play popcorn.

Body (30 min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized. Specify activities
and transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that you will use, organization of class etc. How and
when are you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.

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Steps and Procedures: Lessons are divided into portions. Lesson body there should be a least two Formative Assessments Type/Name:
activities and one transition. You may have 3 activities and 2 transitions. An activity can be reading - transition - partner
dialogue (as an example). * Style of writing is descriptive and concise. (NOT POINT FORM) As Well you are not
Where Assessment Occurs:
narrating, rather you are describing the activity, the learning, critical information to carry out the lesson. Any questions
you have developed to use during the learning, to facilitate discussion for instance are to be written directly into the
lesson description.  Thumbs up or down
 Repeat the instructions the teacher said
Activity #1: Guided Reading [Whole Group Reading] (10 minutes)

 The students will have chosen an option.

 The class will begin reading the textbook pages.
 The teacher will guide the reading by asking students
questions to see who was listening/paying attention:
 What are some of the resources found in the
Canadian Shield?
 Where is the Canadian Shield located on the Alberta map?
 Which First Nations originally inhabited the different
areas of the province?
 What do the stories of Aboriginal peoples tell us
about their beliefs regarding the relationship between
people and the land?
 What were some of the beliefs the Dene Suline Nation
believed? Differentiation: Indicate in brief sentence areas
 Do you see any signs of nature in the calendar of differentiation.
painting?
 Students can work in pairs to help figure
out instructions and problem solve.
Transition: After we have taken a look at the textbook pages, the
students will be introduced to the worksheet.

Activity #2: Dene Suline Calendar [Brain storming] (3 minutes)

 Together the class will be asked what images could be drawn

to represent different parts of the Dene Suline Calendar.
 Examples: Cold month – snowflakes, Frog month – a frog
 Students will be told that they can work in partners, groups of
2, and if they are not working well and completing the
worksheet that they will be told to go to their desks and work
on the worksheets independently, and that the worksheet will
be due for homework.

Transition: The class will begin to find their partners calmly and
quietly.

Activity #3: Dene Suline Calendar [Small group learning] (15 minutes)

 Students will be given 15 minutes to work with their partner

and colour and label the calendar.
 Students will be reminded that if they are not working well
and completing the worksheet that they will be told to go to

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their desks and work on the worksheets independently, and
that the worksheet will be due for homework.

Consolidating (5) mins In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the lesson. If they haven't you will
need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole group and/or small group discussion. This part of the lesson can act
also as a transition from lesson body into cleanup and getting ready for the next class. Don't forget to time this and to indicate very clearly how you will facilitate consolidation and closure. Provide
clear steps and indicate process. To consolidate, clean up and get students ready for transition can take up to 10 depending on the lesson

 Whole group conversation:

 What does every ones calendar’s look like?
 What symbols did you choose to draw?
 What did you and your partner think about the resources on the Canadian Shield?

Clean up (10) mins

 10 minutes to clean up pencil crayons, markers, etc.

 Tell student to do this calmly and quietly.

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and conversation in post
conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes