LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St.

Georges

LESSON PLAN

Grade : __ 1 Social Studies _______ Lesson Title : __Map of Fort Macleod_12/07/2021____ Lesson Duration 45
mins

Overview of lesson (100-150 words). Write a clear and concise overview that indicates what the lesson is, the purpose, how
it is connected to the POS, what students will learn and how the lesson will conclude. See example in Instructional video
provided

The purpose of this lesson is to help the students identify with where they live in the town of Fort Macleod or in the
surrounding areas. The students will learn about maps as they listen to the teacher reads the story “(As the Crow Flies)” by
Gail Hartman. The students will identify their street address on a map of Fort MacLeod, to gain a sense of belonging to their
community.

Alberta Program of Study: Goals and Objectives. Carefully select GLO and SLO that pertain to your lesson. Do not put
in 10 SLO's just because you find a link. Choose selectively and think carefully about what is achievable for students to
learn by the end of the lesson [Maximum 1 GLO 2-3 SLO]

GLO /GLE SLO/SLE

Students will demonstrate an understanding and 1.1.5 distinguish geographic features in their own community from
appreciation of how identity and self-esteem are other communities by exploring and reflecting upon the following
enhanced by their sense of belonging in their world questions for inquiry:
and how active members in a community contribute • What are some familiar landmarks and places in my community?
to the well-being, growth and vitality of their groups (CC, TCC)
and communities. • Why are these landmarks and places significant features of the
community? (CC, I, TCC)
• What are some differences between rural and urban communities?
(CC, LPP)
• Where is my community on a map or on a globe? (LPP)

Students will gain a sense of belonging as they learn about their

community and how it looks on a map.

Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned
language. Use Blooms Taxonomy directing words for reference
Students will learn how the town of Fort MacLeod looks on a map
Students will find their address in their hometown.

Inquiry & Guiding Questions: Inquiry Questions are broader Question that guides a unit of study, while guiding questions
guide the lesson itself and are specific questions. Guiding questions aim to provoke thinking. Guiding questions are just that
- guiding. These types of questions facilitate dialogue. They can be used for guiding students inquiry and can be used for
formative assessment purpose too. A lesson should have several guiding questions.
** See Instructional Video on Inquiry and guiding questions.

Inquiry Question: Formulate one (see examples in instructional video in Oct 7th Class folder)
Do you know what the word address means?
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges

Lesson Guiding Questions: Formulate between three and six. Remember to use Bloom's Taxonomy, directing verbs apply,
analysis contrast, express, appreciate...be clear on what type of knowledge/skill/attitudes that you are helping students
develop and expecting them to do. Guiding questions must support this and provoke student thinking and help them
understand what they are learning, why they are learning, what they have learned, what they still need to learn etc.
 Why is it important to know your home address?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. Draw on
Beth's Curriculum Lab Module about assessing resources If it is on online resource provide an active link. If it a book, cite
the book and author. Provide 2 -3 sentences (annotated) to indicate what the resource is and why you have chosen it. How
does it support your lesson and student learning?

*You may have more or less than three resources. It depends on your lesson

Resource #1: google maps prints

Resource #2: classroom maps
Resource #3:

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc.…What you will use AND, therefore what you will
organize ahead of time prior to your lesson

 Maps of Fort Macleod  Projector

 White board  Chrome
 Internet  Google
 Computer  An extra list and bag of materials for the EA’s
 Checklist
 List of Steps on the board

Lesson Procedures

Introduction (3-5min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior;
Transition to Body. Indicate the timing for each section.

Prior to class the teacher will get the maps and place them around the room.
The teacher will also get the google maps ready for the out-of-town students.
The teacher will print photos of the students to place on the map.
Teacher will do a recap of prior lessons
The teacher will ask the guided question (Do you know what the word address means?)

Body (25min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up
this lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities and transitions in lesson. Indicate timing of each
section. Identify teaching strategies, organization of class etc. How and when are you using formative assessment in
your lesson? Indicate differentiation and accommodation in the provided tables

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
Steps and Procedures: Lessons are divided into portions. in a 45 min Identify Teaching Strategies/Rational
lesson body there should be a least two activities and one transition.
You may have 3 activities and 2 transitions. An activity can be reading Example: Direct instructions, pair/share, jigsaw,
- transition - partner dialogue (as an example). Each activity and whole group discussion etc. When will you use
transition are timed. these and why? You will list in your body, but you
will explain your choice here.
* Style of writing is descriptive and concise. You are not narrating,
rather you are describing in detail, the activity, the learning, critical Introduction: The teacher will recap and ask a
information to carry out the lesson. guiding question to gain the students attention and
to activate their thinking caps
Activity #1 Mapping our world (Read Aloud)
Mapping our world: (Read Aloud): This will
(7mins)
help the students to see how even animals need
The teacher will
 Read aloud the book called “As the Crow Flies” maps in their world.
 The students will sit quietly and listen Finding an Address. (Teacher Centered):
This will help the students with discovering
Transition #1
The teacher will ask the students to fly like crows back to their desks how addresses are used for homes, stores, and
The teacher will go to the front of the class and prepare for the activity. schools.
Discovering My Home Address (Teacher
Activity #2 Finding an Address. (Teacher Centered)
Centered). Will see how their class are discovered
(7 mins).
on a map as to see how they class is part of a
The teacher will
community.
 show the students how the town of Fort Macleod looks
like on a map.
 Talk about the streets and addresses on the map
 Show them how to find an address using the streets Assessments/Rational (minimum of two)
and avenues on the map. (A&W and the Igloo….)
Type/Name:
Transition Where Assessment Occurs:
(3 mins)
The teacher will ask the students to stand up in one spot and do Formative: Example: observation/anecdotal,
some quick stretches, while the teacher prepares the big green map student/teacher conferencing, check list,
on the big carpet. worksheet, discussion, or other techniques from
The teacher will have the students to gather around the carpet your evaluation textbook. When will you
where the big green map is. administer these and why?

Activity #3 Discovering My Home Address (Student Centered) Introduction: (discussion) This will be done to
15 mins assess if the students has remembered any
The teacher will: information from past lessons and to help guide
 ask the students for their addresses (if they do not the lesson
know their address the teacher will use the one, she .
has on file) Discovering My Home Address (Discussion).
This will help the teacher identify if the students
 find the students’ addresses and then place a picture of
understand the purpose of addresses and if they
that student on that area.
can identify their home with in a community.
 Also ask that student to sit in his or her spot while they
wait.
 The student will sit and observer the activity.
 Precede with the next students
 Once every student has found their home on the map
 The teacher will say look you are a part of a
community.
 Ask the students (Why is it important to know your
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
home address?)

Activity #3 Helping Santa Clause (Student Centered).

(10 min)
The teacher will
 give two good that reasons to know your address is
because you might need to call for help in case of an
emergency.
 Introduce the map game helping Santa find the
quickest way to all the grade one’s home before
moving on to the other students’ homes.
 Get the pointer and place a picture of Santa on his
sleigh on to the pointer.
 The students will help by giving the directions to the
teacher.

Differentiation: Identify your approaches and how these support student learning

To help Mr. K, Mr. D and Bob, with patience the teacher will have them be the first to participate in the discovering my
home address and the Helping Santa Clause activities.
To further help Mr. D Mr. D and Bob with his attention span the teacher will ask them for directions a few more times than
the rest of the students.
The teacher will also provide the EA, the lesson steps and game steps, in case Bob doesn’t want to participate.

Consolidating and Closure: (5) mins *beyond 'clean up'

In this part of your planning, you are providing time for ensuring that students learned and understood what was
intended in the lesson. If they, haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you
could provide an exit slip or walk through a guided whole group and/or small group discussion. This part of the lesson
can act also as a transition from lesson body into closure...cleanup and getting ready for the next class. Don't forget to
time this too and to indicate very clearly how you will facilitate consolidation and closure. Provide Clear steps and
indicate process. Often 5 mins is allotted for this section but that is not enough time. To consolidate, clean up and get
students ready for transition can take up to 10 depending on the lesson

The teacher will celebrate with how the students help the tourist around the town.