Lesson

Title

The Grassland Region: Rain

Maker/ Climate

Date

Dec. 10 2015

Group

Grade 4

Time
Duratio
n

35min am/pm

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes
:

4.1 Alberta: A Sense of the Land General Outcome Students

will demonstrate an understanding and appreciation of how
elements of physical geography, climate, geology and
paleontology are integral to the landscapes and environment
of Alberta.

Specific
Learning
Outcomes
:

4.1.1 value Albertas physical geography and natural

environment:
Appreciate the diversity of elements pertaining to
geography, climate, geology and paleontology in
Alberta
LEARNING OBJECTIVES
SWBAT: Describe the climate of the grassland region
SWBAT: Define the term drought
ASSESSMENTS
Observations:

Teacher will observe the performance of students as

they participate in each activity
Guiding question: Do the towns and cities within the
Grassland region experience very much rain?
Guiding question: What is the term we use to describe a
prolonged period of time without rain? Usually a bit of
suffering accompanies this.
Key: What is the primary difference between Drought
and flood?
Key: How can we describe the grassland regions
climate? (Look for the word aired)

How do they answer guiding and key questions?

**Acceptable and expected answers:
Dry, not a lot of rain, snowy dry, sunny, hot etc.
Ask student to elaborate
Key
Questions:

Key: What is the primary difference between Drought

and flood?
Key: How can we describe the grassland regions
climate? (Look for the word aired)
Key: Would it be necessary to hire a Rain maker

Products/
Performances:

Students will write a letter to Charles M. Hatfield

describing why or why they would not hire him to
make it rain. Was he a con-man? Or a do-gooder?
Information can be found within the text book page 63 &
directions can be found on the last slide.

LEARNING RESOURCES
MATERIALS AND EQUIPMENT
CONSULTED
The Alberta Program of Studies
Our Alberta Texts pgs. 62-63
Our Alberta Book 1 (Tyerman,
Note books/ paper
BonBernard & Cardinal) Published by Pens/markers etc (writing
Duvel-House
utensils)
Our Alberta teacher resource (the
accompanying text for teachers)

Prior to
lesson

PROCEDURE
Check to see
all electronics are working
all materials are available

Expectations
for Learning
and Behaviour

Introduction
**Teacher Action: the teacher will explain the
following expectations for behavior to students
and reinforce accordingly throughout the
lesson.
The expectation for entering the gymnasium is

Time

that everyone is respectful; this establishes

safety and helps to create a positive learning
environment.
During all activities students will
Raise their hands
Use their indoor voices
Be respectful/ kind
Share materials
Students expectations
To listen to instruction
Everyone will participate
Safety- no running around
Advance
Organizer/Ag
enda

Learning
Activity #1

This lesson will focus on

Climate
Discussion about Charles M. Hatfield
Letter
(Within the Grasslands region of Alberta)
Body
The purpose of this activity is to give the
students a bit more time to get organized,
review and collect the information they need
before introducing the next concept.
Teacher Actions
Introduce Climate of Grassland region
Go over climate, Desserts, Med. Hat,
Badlands, Etc.
Ask students about what we had been
discussing last class
Student actions
Listen and follow instructions
Ask and answer questions
Describe climate as they know it

Teacher Notes:
Assessments/
Differentiation

Discuss the climate of the grassland region

Ask students

Time

Learning
Activity #2

Teacher actions:
Hand out letter work sheet **see
attached
Explain that each of the students
will be using their text book and
the information about climate that
they learned in class to write
Charles M. Hatfield a letter. In this
letter the students will describe
why or why they would not hire
Charles and pay for his rain making
services.
** see performance task above
Student actions
Using the letter format (worksheet)
provided writes a letter to Charles M
Hatfield describing why or why you would
not hire him to make rain over your
crops.
Be creative
Use information from your text book
page 62-63
Once every one has completed this task
we will read the assignments out loud to
our class

Teacher Notes:
Assessments/
Differentiation

Observations
Teacher will ask guiding questions such as
What is unique about the Climate within the
grassland region.
Are they meeting the criteria:

Watch as students red their letters out

loud

Are they answering key questions?

Key: How can we describe the grassland

regions climate? (Look for the word aired)
Key: Would it be necessary to hire a Rain

maker

Do they understand that the grassland region

maintains a very arid and dry climate?
Transition:

Thank the students for their participation, let

them know there will be more time for in the
afternoon for writing their letters to Charles M.
Hatfield

Sponge
activity:

Questions/ Trivia finish post cards

Reflections:
I was really excited about this lesson because I thought
it was so interesting when I was reading about it. This
lesson was about Albertas southeastern climate and
some of these historical events that took place based on
the climate of that region.
We discussed the climate of the region, how dry and hot
it can be and how some areas are and have been
majorly affected by drought. According to the class text
in 1921 medicine hat had one of the driest seasons
followed by 6.21 inches of rain (unheard of) to which
they fully accredited this to the Rainmaker Charles m
Hatfield.
I chose to have the student write Mr. Hatfield a letter,
this letter need to explain the climate in the grassland
region and explain why or why they decided not to hire
Mr. Hatfield (The Rainmaker) .
I chose this activity because it is a way the students can
write something fun while expressing what they know
about the climate of the grassland region. They were
able to think critically about The Rainmaker story and
create their own response to Hatfields sales pitch.

One thing that would have improved this lesson is to

have an exemplar of what my expectation was,
additionally I assumed students had written letters as
well so this lesson quickly became a how to write a
letter lesson.