LESSON PLAN (80 Minutes 2 Lessons of 40 Minutes)

LESSON PLAN (80 minutes – 2 lessons of 40 minutes)

RATIONALE (brief justification -- why you feel the students need to learn this topic)

Grade 6 students will read the book “A Promise is a Promise” by Robert Munsch that will be the vehicle to introduce them to the map of Canada, recognize the shapes and names of the Canadian provinces with the focus on the area of Nunavut. Future, universally- designed lessons will focus on the study of Nunavut; flora, fauna, culture, ice, and math-measurement.

INSTRUCTIONAL GOAL (outcome that students should be able to demonstrate upon completion of the entire unit)

At the completion of the entire unit, grade 6 students will be able to demonstrate their knowledge about Canadian provinces though games, writings, drawings, and tests.

LESSON CONTENT (what is to be taught)

Use the map of Canada in a game of a puzzle; the puzzle pieces are cut out provinces.

Match the unmarked province pieces onto the blank map of Canada.

Use the atlas to label the provinces and their capitals, rivers, and geographic specialties ( water, mountains etc.)

Combine and glue labeled pieces onto the map.

Use the interactive Canadian Provinces game to support identification of the shapes that are Canadian provinces. http://www.yourchildlearns.com/mappuzzle/canada-puzzle.html

DESCRIPTION OF THE STUDENTS:

Students in the grade 6 classroom had the experience with the grade 5 SS curriculum (mapping major physical regions, vegetation zones, bodies of water, traditional territories). The introductory activities using a puzzle concept with recognizing and labeling provinces will help with prior knowledge impacting on learning new concepts within the grade 6 Social Study curriculum. The cutting, coloring, and matching activity will support a variety of learning intelligences. The manipulation of the puzzle pieces will reflect the adaptability of the lesson for students with exceptionalities. For one of the students, a store bought, Canadian Map Puzzle will help with manipulation and add the tactile option to the academic learning.

Cluster 3- Shaping Contemporary Canada (1945 to Present)

 mapping (provinces, territories, capital cities)

GO: 6.1.1 A New Nation

SO: KL-022 Locate on a map of Canada the major landforms and bodies of water.  Using a large outline map of Canada and a list of important landforms and bodies of water, collaborative groups of students identify the location of each landform and body of water. Students check their work using an atlas or map of Canada. TIP: Students may complete this review in timed stages (e.g., locate places without maps or atlases; locate previously unidentified places using maps and atlases).

LEARNING OBJECTIVES (use an action verb in a description of a measurable outcome) After cutting out the shapes of the Canadian provinces, combining them into the shape of the map of Canada, comparing them to a map of Canada in the atlas, recording the names of the provinces and the capital cities, and playing the interactive game, grade 6 students will be able to identify and name the provinces of Canada 90% of the time.

ABCDs of Writing Objectives Available: http://www.uams.edu/oed/teaching/objectives.htm

 A-Audience: The who. "The student will be able to…"  B-Behavior: What a learner is expected to be able to do or the product or result of the doing. The behavior or product should be observable.  C-Condition: The important conditions under which the performance is to occur.  D-Degree: The criterion of acceptable performance. How well the learner must perform in order for the performance to be considered acceptable.

Assessment: Skills Checklist: this teacher tool lists every skill outcome for a particular grade. It is intended to track individual student progress related to skills in each cluster and throughout the grade. ( see grade 6 SS curriculum).

http://members.shaw.ca/kcic1/mapmenu.html