SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Brittany Cott, Catie Patterson, Kayra Vargas-Acevedo, Kristi Lewis, Lesa Slocum_
Word Processed By: Brittany Cott
Thematic Unit Theme/Title/Grade Level: Canada/ Canada, eh? / 3rd Grade________
Wiki space address: http://ucfgr3canadaf14.weebly.com/
Daily Lesson Plan Day/Title: Day 3/ Tour du Canada________________________________________
Learning Goals/Objectives
Learning Goal:
What will students
Students will be able to demonstrate their knowledge gained about the geography,
accomplish be able to do at
culture, history, and environment of the country of Canada.
the end of this lesson? Be
sure to set significant (related Learning Objectives:
to SSS/CCSS), challenging
1. The students will become familiar with the Canadian Provinces and
and appropriate learning
Territories.
goals!
2. Students will be able to differentiate between a province and a territory.
3. Students will be able to identify symbols that are placed on flags.
4. Students will be able to present information that they learned.
NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://flstandards.org.

Assessment
How will student learning be
assessed?
Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment
(multiple modes):
participation rubrics, journal
entries, collaborative
planning/presentation notes,
etc.

NCSS theme(s):
Theme 3: People, Places, and Environments
Common Core State Standard(s):
LAFS.3.RI.1.2 Determine the main idea of a text; recount the key details
and explain how they support the main idea
LAFS.3.SL.2.4 Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive details,
speaking clearly at an understandable pace.
Next Generation Sunshine State Standards:
SS.3.G.4.1 Explain how the environment influences settlement patterns in
the United States, Canada, Mexico, and the Caribbean
SS.3.G.2.1 Label the countries and commonwealths in North America
(Canada, United States, Mexico) and in the Caribbean (Puerto Rico,
Cuba, Bahamas, Dominican Republic, Haiti, Jamaica)
VA.3.C.1.1 Use the art-making process to develop ideas for selfexpression
SS.3.G.2.4 Describe the physical features of the United States, Canada,
Mexico, and the Caribbean
Unit Pre-Assessment:
Students will be given a Quizlet quiz two weeks prior to the Unit Plan to determine
their background knowledge of Canada
http://quizlet.com/58790002/canada-flash-cards/.
Unit Post-Assessment:
The post-assessment will be the same.
http://quizlet.com/58790002/canada-flash-cards/.
On-going daily (progress-monitoring) Assessment:
As you are explaining the centers, explain that as you walk around the room,
whenever you walk up to a table or desk, the students should put their number of
fingers on the table based on how comfortable they feel with the information,
using the Marzano scale.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities &
Procedures
What best practice
strategies will be
implemented?
How will you
communicate student
expectations?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment/learning styles)
that may be in place in your
future classroom.
Exceptionalities
What accommodations or
modifications do you make
for ESOL, Gifted/Talented
students, Learning/Reading
disabilities (SLD), etc.

1. As the students come into the classroom, have them sit at their tables and review
the information that they have learned so far in the week. Then tell them that we
are going to play a game on the interactive whiteboard.
2. Pull up the website: http://www.cic.gc.ca/english/games/pt1/index.asp this is a
website with a matching game (ESOL/ESE) where you match up the shape of the
province or territory with the name of it.
3. Have the students take turns making matches on the IWB (ESOL/ESE)
4. Once all of the matches have been completed, pull up the map of Canada with
the provinces and territories labeled. (Google maps) (ESOL/ESE)
5. Explain to the class that within Canada, there are 10 Provinces and 3 Territories.
Then explain the difference between Provinces and territories; that provinces have
defined lines around each province, whereas territories are more general areas, due
to weather conditions in northern Canada where the territories are. They are also
governed differently; there are indigenous tribes in the territories that govern
themselves whereas the provinces are governed by the federal government.
6. Explain that each province and territory has a capital just like the states in U.S.
7. Tell the class that they are going to break into centers and explain each center.
While explaining each center show an example of what they are supposed to do.
During centers, play the music that was introduced on day 1. (ESOL/ESE)
Center #1: ipad center, students will play with the ilearn Canada app, which should
already be pulled up on each ipad. The students should bring their Social Studies
journals and write down interesting facts about at least 4 provinces and at least 1
territory.
Center #2: The students will each receive a baggie of pre cut puzzle pieces (made
out of cardstock or construction paper) in the shape of the territories and provinces,
they will also get a piece of paper to glue it on. The students will put the puzzle
together; they should have a print out of a map of Canada with labeled provinces
and territories to look at for help. Once they have it in the correct order, they will
glue it onto the paper. This puzzle map will go into their Canada Collection
Folder that they have been making all week. (ESOL/ESE)
Center #3: The students will go to the art table and create their own Province
flag. There will be a sign on the table that reads Each Province and Territory has
its own flag, the flags are created based on the identity of the province. The
students will create their flags on half-sheets of construction paper using colored
pencils or markers. Create a province flag that represents you. Their flags will
go in the pocket of their Canada Collection Folder. (ESOL/ESE)
Give the class about 10 minutes at each center. Once the class is done with centers
have them sit back down at their tables. Ask the students to share what they
learned, especially the facts they wrote down from the ilearn ipad app.

Resources/Materials

- Jumper Mobile ilearn Canada App

- ipads
-Interactive Whiteboard
-Paper
-Colored Pencils
- Stock Paper/ construction paper
-Scissors
-Glue sticks
-Province map cut up
-Baggies

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

-Google maps
-(pre/post quiz) http://quizlet.com/58790002/canada-flash-cards/.
-Matching game (IWB) http://www.cic.gc.ca/english/games/pt1/index.asp
-National Anthem by Celine Dion https://www.youtube.com/watch?
feature=player_detailpage&v=fDg-NjcmZfc
-I am Canadian Lyrics by Amanda Summers https://www.youtube.com/watch?
feature=player_detailpage&v=gvskLypt0c4
-Watoto Childrens Choir https://www.youtube.com/watch?
feature=player_detailpage&v=ay_0Cjv-Ywk

Teacher will send home a letter to the parents introducing the new unit and invite
them to discuss with their children each night about what they have learned that
day. At the end of the unit encourage students to bring home all their tangible
materials and share with their families. As other countries are introduce throughout
the year teacher will have students reflect back to Canada and do a compare and
contrast activity.
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips,
or extension to the unit plan ideas.