Communities in the World Lesson Plan (1) w/ 1 image and 1 worksheet

Lesson
Title/Focus

Introduction to Peru

Date

November 17, 2014

Subject/Gra
de Level

Grade 3: Social Studies

Time
Duratio
n

60 minutes

Unit

Communities in the World (1)

Teacher

Deanna Plested

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

3.1 Students will demonstrate an understanding and appreciation of how geographic,

social, cultural, and linguistic factors affect quality of life in communities in India,
Tunisia, Ukraine and Peru.
3.1.1 Appreciate similarities and differences among people and
communities:
Demonstrate an awareness of an interest in the beliefs, traditions and customs of
groups and communities other than their own
3.1.2 Examine the social, cultural and linguistic characteristics that affect
quality of life in communities in other parts of the world by exploring and
reflecting upon the following questions for inquiry:
What are the traditions, celebrations, stories and practices in the communities that
connect the people to the past and to each other (e.g. language spoken, traditions,
customs)?
How is identity reflected in traditions, celebrations, stories and customs in the
communities?
How is cultural diversity expressed within each community?
3.1.3 Examine the geographic characteristics that shape communities in
other parts of the world by exploring and reflecting upon the following
questions for inquiry:
Where, on a globe and/or map, are the communities in relation to Canada?

LEARNING OBJECTIVES
Students will:
1. Students
2. Students
3. Students
4. Students

will
will
will
will

compare Peru communities to their own community (1.1,1.2,1.3)

describe Peru communities in detail. (1.2)
identify Peru on a map. (1.3)
predict based on observation. (1.1, 1.2)

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

Student writing
Student verbal observations and questions
What is the depth of student writing?
What is the depth of the questions and observations being provided?
Do students understand what a community is? (1.1)
Do students understand what a celebration is? (1.2)
Can students find on a map where Peru is? (1.3)
In flight video
Stories/Pictures, tell clues conclusions worksheet
Travel Logbook writing
Peru sights and sounds video
World Map
Clues and Conclusions
Flight Ticket
Travel Passport/Travel Sticker

LEARNING RESOURCES CONSULTED

http://safeshare.tv/w/CodfeKELvW
http://www.learnalberta.ca/content/ssoc3/html/y
ouarethere_cc.html

MATERIALS AND EQUIPMENT

Computer/Smartboard
Peru PowerPoint

Program of Studies
School resources

Interactive map and Country videos

notebook (Smartboard)
Passports/passport stickers, Travel
logbooks, flight tickets
Stories/Pictures, tell clues conclusions
worksheet

PROCEDURE
Prior to lesson

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

Ensure that all materials are gathered and that all technology is
ready to go. All activities included in PowerPoint and Smart
notebook
Introduction
Time
5-8
Flight Tickets
minutes
Tell the students Today we are going to the community of Peru.
Ask the students: Who can tell me what a community is? How
many of you have been to Peru? How many of you know where
it is on a map?
Students will sit quietly in their desks while the videos play.
Students should raise their hands when they have an answer.
Students should be on task during group and independent work
and should be silent during independent work.
1. Delta In flight safety video (Slide 1)
2. World Map/Sights and Sounds Videos (Slide 3)
60
3. What did you notice? Discussion (Slide 4)
minutes
4. What did you notice? Writing in travel logbook (Slide 4)
5. Clues and Conclusions demonstration (Slide 5)
Announce after the video is finished, we are in Peru!
Body
Time
Hand out Flight Tickets. Have students fill out each section
5-8
pertaining to Peru.
minutes
Tell the students Today we are going to the community of Peru.
Ask the students: Who can tell me what a community is? How
many of you have been to Peru? How many of you know where
it is on a map?
Sections on the ticket include: Name, To (Peru), Flight Date
(November 17, 2014), Seat Number (ex. 12), Arrival Time (takes
about 17 hours to get there from Lethbridge, 1:00 am ish) For
the arrival time, tell the students it takes 17 hours to get there
and see if they can figure out the arrival time.
Watch Deltas In-flight safety Video http://safeshare.tv/w/CodfeKELvW
Video located in Slide 1 of powerpoint. Watch Video about
safety while flying. While watching the video, place a passport
sticker pertaining to Peru in each students passport. Once
5.5
Video is finished, go back to Powerpoint presentation and ask
minutes
the students: Have you ever seen a video similar to this? Why
do people watch these videos on airplanes? Continue until
Slide 3.
World Map/Sights and Sounds Video
While in slideshow mode, click on the image in Slide 3. This
will take you to the Interactive map and country videos
smartbook notebook which has a series of images and videos.
Look at the map first. Point out where Peru is in accordance to
where Lethbridge is. Ask the students: Why do you think we
had to fly to get to Peru? What do you think the climate is like
in Peru?
Next watch the video on the 4th page of the notebook entitled

5-8
minutes

Peru Images. Once the video is over, revert back to the

powerpoint and proceed to Slide 4
Learning Activity
#4
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#5
Teacher Notes:
Assessments/
Differentiation

Alternate Learning
Activity #5 for
Daniel

Learning Activity
#6
Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

What did you Notice? Discussion

Located in Powerpoint Slide 4. After watching the sights
and sounds video, instruct the students to talk at their tables
for 5 minutes. They are to discuss the question What did
you see in the video? After the five minutes is up, bring the
class back and discuss as a class what the tables discussed
individually. Ask What did you see? What things stood out
from the video? What was your favourite image? Why was that
your favourite?

10-15
minutes

What did you notice? Writing in travel logbook

Title the writing: Sights and Sounds of Peru From the video
and subsequent discussion previously, have the students write
at least three things that they noticed in the video. Students
will also write at least one question that they have from the
video and discussion. Students should complete this task
individually and silently. Students should check their work for
spelling and punctuation, and making sure that the sentences
make sense. Large spelling words may be provided to
students. Once finished, proceed to Slide 5
Give the image included in the lesson plan to Daniel. Ask him
to write/draw everything he sees in the picture into his travel
logbook. Any images he draws he should also colour. Ask him
questions about his observations. Why did he write what he
did? Why did he draw what he did? Why did he colour the way
he did? Why didnt he include something in the image?

15-20
minutes

30
minutes

Clues and Conclusions demonstrations

Follow the clues and conclusions chart on Slide 5. Ask the
class if they know what conclusion means. Explain the concept.
Demonstrate the clues for students (ex. How I am feeling =
cross your arms and look mean). After demonstrating a clue,
ask the students to guess their conclusion about the
demonstration. If they answer correctly, uncover the first box
on the right side so they can see the answer. Continue doing
this for the rest of the clues until there are only a few more
minutes of the lesson remaining.
Closure
Ask the students: Have you ever seen a video similar to this?
Why do people watch these videos on airplanes? (activity 1)
Ask the students: Why do you think we had to fly to get to
Peru? What do you think the climate is like in Peru? (activity
2)
Ask What did you see? What things stood out from the video?
What was your favourite image? Why was that your
favourite? (activity 3)

If you got to learning activity 6, Tell the students: On

Thursday, we are going to look at some images of celebrations
and you will write your own clues and conclusions about them.
If you did not, tell the students: On Thursday we will be
looking at some images of celebrations in both Lethbridge and

5-10
minutes

Time

60
seconds

Sponge
Activity/Activities

Peru. Have the students put their worksheets into their travel
logbooks and put the logbooks in the designated box.
Hand out the Stories/Pictures Tell Clues Conclusions worksheet. Show the
students the image on Slide 6 and ask them to write clues and conclusions
about the image. Help the class with the first clue. Ask the students what
they think the picture is about. With the first answer, ask the student why
they think this? The why will be the clue. Students should write this
example in the corresponding box on the worksheet.

Reflections from the

lesson

Name:________________________

Stories Pictures Tell

CLUES

CONCLUSIONS