LESSON PLAN TEMPLATE

November 22, Meteghan-We have arrived! Let’s Go Lobster Fishing 2

Date 2021 Lesson Title Grade Level

1 hour Social Studies 5

Time in Lesson Subject Lesson #
Kyla Park
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

2.1.1 - appreciate the physical and human geography of the communities studied

2.1.2 - investigate the physical geography of an Inuit, an Acadian, and a prairie community in Canada by exploring and

 How are the geographic regions different from where we live?

 What are the major geographical regions, landforms and bodies of water in each community?
 What are the main differences in climate among these communities?
 How does the physical geography of each community shape its identity?
 What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)?

2.1.4 - investigate the economic characteristics of communities in Canada by exploring and reflecting upon the following
questions for inquiry:  

 What kinds of natural resources exist in the communities (e.g., fishing, agriculture, mining)?

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

Adapted from Wiggins, Grant & J. McTighe (1998)

By the end of the next few lessons students will know what daily life Class discussions, completion of their ‘daily life’ activity and their
is like in Acadian communities. They will explore activities such as lobster traps/ lobsters.
lobster fishing, clam digging, whale watching, school life and explore
The Bay of Fundy. They will also learn about the linguistic roots of
Acadian culture (French and English)

This lesson will be focused on lobster fishing

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

 Smartboard  Proactively give Ember her playdough on her desk for

 Laptop instruction time. Have her artbook ready as an option if
 Videos of lobster fishing needed.
 Thick cards squares cut or cardboard (24)  Body Breaks (if needed)
 Popsicle sticks (LOTS)  Use of smartboards/ interactive activity to allow for student
 Fabric/burlap engagement and participation
 Plasticine (red and black)  Proactively check on S___, , E___, R___ and any other students
 Lobster Trap who may need extra help and to check for understanding
 Google Earth  Frequent re-direction for students who may need hep staying
 ‘Daily Life activity sheets’ (already have). on task (David).
 Lobster stuffy  Use of timer or verbal time warnings
 Stripes of paper
 Tooth picks

LESSON PLAN SEQUENCE

Introduction
Adapted from Wiggins, Grant & J. McTighe (1998)
 How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

NOTE: This lesson will span over a few days.

Teacher will explain to the students that now we have arrived in Meteghan it is time to explore their culture!!! Last week we went whale
watching and this week we are going to learn all about lobster fishing. Go over their daily life in Meteghan activity (just a reminder).

ea
Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Now that we have arrived in Meteghan, let’s explore! Look at Students are engaged in exploring around Meteghan. They 5-7 minutes
pictures on Google Earth/ Trip Advisor of Marina where we are contributing to class discussion.
are going to get on our boat to go lobster fishing.

 Tell the students that Acadian people go lobster Students are watching the videos and asking questions they 15- 20
fishing- both as a job and for recreational reasons. may have and discussing the lobster trap and what they minutes
 What do students know about lobsters and lobster saw/ are curious about.
fishing?
 Tell students some fun facts about lobsters/ lobster
fishing. Go over the parts of the lobster (picture?)

 Watch a video of lobster fishing

https://www.youtube.com/watch?v=IDb8DKZ647c

Discussion: I want to hear what you thought of that video?

What did you learn? What did you find interesting?

NOW we are going to see what lobster fishing is like from a

lobsters perspective from inside of a trap!

 View a lobster cam inside a lobster trap Lobsters

filmed in a trap at the flying place cove. - YouTube
Adapted from Wiggins, Grant & J. McTighe (1998)
  Show the students the lobster trap I brought in and
explain. Call students up by rows to look at lobster
trap EXPLAIN SAFTEY (not to touch but just look)
While students are doing this, the other students are
working on their ‘Daily life in Meteghan’ books.

 Explain to the students what a day of lobster fishing is

like (when people do it for their jobs). Explain the long
hours, the risky weather they face (high tides, cold
temperatures etc.).

Activity: Students are working on creating their lobster traps. 20-30

 Demo the activity on the whiteboard minutes.
 Remind students what expectations are (hand up if
they need assistance, sharing glue, group plan)
 Have helpers come up to help hand out materials
(popsicle sticks, cardboard, paper strips, burlap, white
glue, plasticine)
 Make a lobster trap and lobster to be added to their
suitcase as a souvenir. Show the students the
directions on the Projector. Depending on time at this
point we may need to just make lobster OR trap and
finish next class.

How to make a plasticine lobster video. The teacher will play

the video and demo step by step with students at their desks.
https://www.youtube.com/watch?v=2SjiMH7XQT0

How to make a lobster trap instructions:

 We will most likely need to use part of the next

social class to complete.

Finally, students will record in their ‘Daily life’ flap books

Adapted from Wiggins, Grant & J. McTighe (1998)
what they learned about lobster fishing.

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

The teacher tells the students to put their materials away and put their lobster traps into their suitcases and get ready for dismissal.

PRE-SERVICE TEACHER SELF-REFLECTION

In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions
will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

I feel that this lesson went very well. I think brining in and covering up the lobster trap till the end made this lesson for the
Adapted from Wiggins, Grant & J. McTighe (1998)
students. They were very curious and inquisitive about what was inside and I think it helped make the learning more ‘real’ for the
students. I believe it helped them to really begin to understand and appreciate how important the lobster industry is to the people
of Nova Scotia and their way of life/ livelihood. Starting with Google Earth has been a hit among the students as we ‘explore
Meteghan’ on our virtual field trip. I have put a lot of care and attention into my planning and have tried to make this as fun and
engaging as possible. I had over planned for this lesson, in that I thought we could fit more into the 1 hour than we were able to. I
took into consideration some feedback my partner teacher gave me on a previous lesson about how it is ‘okay’ to not finish your
lesson. She mentioned that it is better to cut the lesson short than to rush things. I learned this when we were doing a science
experiment and I rushed the experiment so we would have time to get the worksheet done in time. I realized that by doing that I
had taken away from the deep and rich learning that was happening from the experiment. With this in mind, I was okay with
stopping the lesson at an appropriate time and picking it back up next social class. All in all, I think this lesson went very well. The
students were very engaged and interested in the lesson. They asked a lot of questions and asked if we could learn more about this
next class!

Adapted from Wiggins, Grant & J. McTighe (1998)