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    Services in Tunisia Revised

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    api-264912742
    This lesson plan template outlines a 60-minute social studies lesson for grade 2/3 students about services in Tunisia. The lesson objectives are for students to understand that services are different in Tunisia compared to Canada. Students will read about Ahmed's life in their textbook and fill out a worksheet about services in Tunisia. They will then start a flipbook comparing services in Tunisia and Peru. The teacher will observe student participation and the work in their flipbooks to assess learning.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Services in Tunisia Revised

    Uploaded by

    api-264912742
    143 views2 pages
    This lesson plan template outlines a 60-minute social studies lesson for grade 2/3 students about services in Tunisia. The lesson objectives are for students to understand that services are different in Tunisia compared to Canada. Students will read about Ahmed's life in their textbook and fill out a worksheet about services in Tunisia. They will then start a flipbook comparing services in Tunisia and Peru. The teacher will observe student participation and the work in their flipbooks to assess learning.

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    services in tunisia revised

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    This lesson plan template outlines a 60-minute social studies lesson for grade 2/3 students about services in Tunisia. The lesson objectives are for students to understand that services are different in Tunisia compared to Canada. Students will read about Ahmed's life in their textbook and fill out a worksheet about services in Tunisia. They will then start a flipbook comparing services in Tunisia and Peru. The teacher will observe student participation and the work in their flipbooks to assess learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    143 views2 pages

    Services in Tunisia Revised

    Uploaded by

    api-264912742
    This lesson plan template outlines a 60-minute social studies lesson for grade 2/3 students about services in Tunisia. The lesson objectives are for students to understand that services are different in Tunisia compared to Canada. Students will read about Ahmed's life in their textbook and fill out a worksheet about services in Tunisia. They will then start a flipbook comparing services in Tunisia and Peru. The teacher will observe student participation and the work in their flipbooks to assess learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Lesson Plan Template ED 3501 (Version C)

    Lesson
    Title/Focus

    Services in Tunisia (Revised)

    Date

    November 27, 2014

    Subject/Grade
    Level

    Social Studies 2/3

    Time
    Duration

    60 min

    Unit

    Teacher

    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.
    3.1.2. Students will examine the social, cultural, and linguistic characteristic that affect quality of life in
    communities in other parts of the world by exploring and reflecting upon specific inquiry questions.
    3.1.1. Appreciate similarities and differences among people and communities.

    LEARNING OBJECTIVES
    Students will:
    1. I can understand that there are different services in Tunisia compared to Canada

    ASSESSMENTS
    Observations:
    Key Questions:
    Products/Performances:

    I will observe student participation and engagement.


    Do they have different access to services?
    Flip book pages

    LEARNING RESOURCES CONSULTED

    Learnalberta.ca
    Google
    Many Voices 3
    Many Voices 3 Teacher Resources

    MATERIALS AND EQUIPMENT


    Notebook
    Textbook
    Flipbook

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

    I will have materials prepped and ready for class.


    Introduction
    I will inform students we are flying back to India to fill our flipbooks.

    Time

    Students will be engaged and ready to work.


    India flipbooks with text. Already finished.
    Peru flipbooks with texts.
    Tunisia Services.

    Transition to Body
    Learning Activity #1

    Body
    We will read through the textbook as a class following the life of Ahmed.
    We will fill in the Services worksheet from Many Voices 3 Teacher
    Resources.

    Time
    before
    recess,
    finished after

    Assessments/ Differentiation:

    Learning Activity #2

    Once the flipbooks have been checked students can exchange them for the
    services section of Peru. Can continue to use the text pages 51-53.

    Started
    flipbooks

    Assessments/ Differentiation

    Learning Activity #3

    Time permitting we will begin our discussion on the posters I have created.

    Assessments/ Differentiation

    Assessment of Learning:
    Feedback From Students:

    Closure
    I will observe student participations and engagement. As well, I can look at
    work in flipbooks and the worksheets.
    I will observe students responses and ideas, both verbally and in their
    flipbooks.

    Time

    Feedback To Students
    Adapted from a template created by Dr. K. Roscoe

    Lesson Plan Template ED 3501 (Version C)


    Transition To Next
    Lesson

    I will have students place worksheets in their social folders and collect the
    textbooks.

    Sponge
    Activity/Activities

    I will explain the posters to the students as well.

    Reflections from the


    lesson

    So, for this lesson I decided to try and stay away from the front of the room, as well as
    employ some of the strategies discussed with my TA and UC. I started the class on the
    reading carpet with a discussion about services to review concepts. Then to work through
    the material we did a text walk through. I liked having the students on the carpet because
    it centered their focus onto me and limited any distraction. I also really focused on my
    delivery of the information so that students would be better engaged. When it came time
    to fill in the worksheet I was very happy with student engagement. As well, I tried to
    create a better performance of the activity. I was very happy with the outcome and I feel
    as though the change of setting activity, and my instruction was very welcomed by the
    students.

    Adapted from a template created by Dr. K. Roscoe

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