Mini Unit Submission Naomientz

Naomi Entz
Name of submitter: Naomi Entz

Name of other group members: Lawrence Schmidt, Kiersten Tangjerd
Grade of Mini-Unit: 5
Topic Title: Why Do We Live Where We Live?
Mini Unit Plan (Assessment)
Overarching
Question (s)
Performance Task
Overview
Kiersten Tangjerd, Lawrence Schmidt, & Naomi Entz
Subject
Social Studies (with cross-curricular applications to Science,

and Language Arts)
Topic/Focus Physical Geography, Natural Resources, & Weather
Why Do We Live Where We Live?

Lesson 1: If you came across the place that is now Southern Alberta what would you have to know in order to
make a decision of whether or not to stay in Southern Alberta?
Lesson 2: What is the landscape like in Southern Alberta? How does this landscape impact on quality of life of
different people who live in the area?
Lesson 3: What is the weather like in Southern Alberta? How does this weather impact on quality of life of different
people who live in the area?
Students will have studied geography and natural resources at a general level, looking at variations across
Canada. The goal of this unit is to apply that knowledge to a specific context: Southern Alberta. Students will look
in depth at the physical geography, weather, and natural resources of Southern Alberta to make an informed
decision of whether or not it is a good place to live. This rationale will be made from the perspective of a specific
character with a unique role and needs.
This unit will cover :
Physical landscape features of Southern Alberta
Weather in Southern Alberta
Natural Resource in Southern Alberta
History of Southern Alberta
Aboriginal Perspectives in Southern Alberta
Learner
Considerations
Teacher
Other areas of interest from introductory lesson not covered in above lessons.
This question is important because it requires students to use prior knowledge to engage in critical thinking and
synthesize new understandings about Southern Alberta the place they live in. The goal is to make general
knowledge specific and meaningful because it is a place students are familiar with. Lori Shepard calls this building
robust understandings (p.11). Multiple opportunities are given for students to demonstrate their learning. The
performance task gives the learner the opportunity to either write or perform their understandings related to the
various general and specific learner outcomes. This allows for students to complete the summative
project/assignment through a modality of their choice without being hindered by their writing or performance
abilities, since none of the criteria is applicable to those skills (not assessing for writing or performing skills).
Students will imagine that they are travelling across the Canadian Prairie in the early 1950s. Having come to the
area that is Southern Alberta they must choose whether to stay or move along? Whatever choice is made, they
must justify their answer and response from a specific perspective (Farmer, Miner, and Blackfoot). Students will
apply their knowledge of physical landscape, weather, and natural resources in Southern Alberta to make an
informed decision, being sure to provide specific details to justify their final decision. This task can be completed in
Naomi Entz
either a written form or as a performance.
Learner Outcomes
General
Outcomes
Social Studies 5.1
Students will
demonstrate an
understanding and
appreciation of how
the physical
geography and
natural resources of
Canada affect the
quality of life of all
Canadians
Science: Unit D:
Weather Watch
Language Arts:
GLO 3: Students will
listen, speak, read,
write, view and
represent to manage
ideas and information
Social Studies Skills
Specific Outcomes
5.1.1Value Canadas physical
geography and natural environment
Appreciate how the land
sustains communities and
the diverse ways that
people have of living with
the land (GC, LPP)
Appreciate the influence of

the natural environment on
the growth and
development of Canada
(LPP)
5-9: Investigate relationship between

weather phenomena and human
activity
Links to Overarching
Question/sub-questions
Why do we live where we live?
Students will recalled (knowledge)

previous geographical knowledge,
and apply (application) it to
discussions pertaining to the
prompting question to generate
(synthesis) an understanding of why
people choose to live where they
live. Specifically, Southern Alberta.
They will do this from a specific
perspective appreciating the effects
of physical landscape on quality of
life.
Apply previous knowledge of

physical landscapes to generate
relevant questions and participate
in discussions that consider why
individuals choose certain places to
live.
Provide convincing rationale for
their characters decision in the final
performance task
Students will recalled (knowledge)

previous knowledge of weather, and
apply (application) it to discussions
pertaining to the prompting question
to generate (synthesis) an
understanding of how weather
affects human activity. Specifically,
Southern Alberta. They will do this
from a specific perspective
appreciating the relationship between
weather and human activity.
Apply previous knowledge of weather

and related phenomena to generate
questions and participate in
discussions that consider why
individuals choose certain places to
live and how weather affects people
activities.
Provide convincing rationale for
their characters decision in the final
performance task
SLO 3.3 Organize, Record and

Evaluate
Connect gathered
information to prior
knowledge to reach new
conclusion
Historical Thinking: use primary

sources to broaden understanding of
historical events and issues
Geographical Thinking: interpret
various types of maps to broaden
understanding of topics being studied
Decision Making : propose and apply
new ideas, strategies and options,
supported with facts and reasons, to
contribute to decision making
Assessment Criteria
Students provide evidence of their learning as
they
Students will be able to communicate

orally and in writing prior knowledge
and new conclusions that is reflective
of their characters perspective, in a
chosen modality.
Students will use primary sources,

maps, and decision making
strategies to provide a convincing
rationale for why people choose to
live where they live. Specifically,
Southern Alberta.
Apply previous knowledge of

physical landscapes to generate
questions and participate in
discussions that connects previous
knowledge with new insights.
Apply previous knowledge and new
findings to present their final
performance task in a clear,
understandable medium.
Apply previous knowledge and new

findings to present their final
performance task with arguments
well supported by facts.
Naomi Entz
Student Task Description

To Stay or Not to Stay?
Imagine you are travelling across the Canadian Prairie in the early 1950s. You come to the area that is Southern Alberta.
Do you choose to stay or move along? Whatever you choose, you must justify your answer and response from a specific
perspective. You will apply your knowledge of physical landscape, weather, and natural resources in Southern Alberta
to make an informed decision, being sure to provide specific details to justify your decision.
Your character can be any of the following three:
Farmer
Miner
Blackfoot
You can present your decision and rationale in either written form or as a performance
Written form
can be written as a letter, speech, or journal from
the perspective of your chosen character
1-2 pages
12 pt. font double-spaced
Performance
oral presentation from the
perspective of your chosen
character
3-5 min
your performance in front of the
class will be recorded
Questions to address regardless of mode:

Have I supported my decision with detailed and specific rationale?
Have I applied my previous knowledge of physical landscape, weather, and natural resources to make a decision
about how these factors might affect my character's life?
Have I expressed my rationale and decisions from the perspective of my specific character?
Have I logically organized my thoughts so that my audience will best understand my characters perspective and
decisions?
You will be given multiple classes to explore the physical landscape, weather, and natural resources of Southern Alberta
that would influence your characters decision.
You will be given one class period to compose your written statement or determine what you want your performance to
look like.
This activity will be summatively assessed according to the following rubric.
Naomi Entz
Assessment Criteria
CRITERIA
Excellent
Proficient
Adequate
Limited
Supporting
Evidence/
Rationale
Provides an
insightful rational
that includes
comprehensive
evidence
Provides a thoughtful
rationale that includes
a thorough evidence
Provides a simplistic
cursory evidence
Provides a unconvincing
superficial evidence
Application of
previous
knowledge
Synthesizes
previous
knowledge to
develop
compelling new
conclusions
Synthesizes previous
knowledge to develop
meaningful new
conclusions
obvious new
conclusions
tenuous new
conclusions
Perspective
Provides a
comprehensive
perspective of
chosen character
Provides a
substantial
perspective of chosen
character
Provides a
rudimentary
perspective of chosen
character
Provides an
undeveloped perspective
of chosen character
Skillful
organization of
information
enhances clarity
Systematic
organization of
information supports
clarity
Simplistic
organization of
information
partially supports
clarity
Haphazard
organization of
information interferes
with clarity
Organization
*Insufficient/
Blank
No score
awarded
because there
was insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task
*When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.
C&I Mini Unit plans

OVERVIEW OF MINI UNIT
Part A: Inquiry Question
Why do we live where we live?
Imagine you are travelling across the Canadian Prairie in the early 1950s. You come to the area that is Southern Alberta. Do you choose to stay or
move along? Whatever you choose, you must justify your answer and response from a specific perspective. You will apply your knowledge of
physical landscape, weather, and natural resources in Southern Alberta to make an informed decision, being sure to provide specific details to
justify your decision.
Part B: Focusing Question

1. Rationale for the unit.
What makes this relevant to students?
Our students live in Southern Alberta and may wonder why. Knowing that teaching is about triggering associations in the learner and thus
transforming thinking, we made this unit personal by asking students to engage in thinking about the geography and weather of their own backyard
(Southern Alberta). Our overarching question, Why do people live where they live relates to real life and connects the curriculum to the world
outside the classroom. This question is important because it requires students to use prior knowledge to engage in critical thinking and synthesize
new understandings about Southern Alberta the place they live in. The goal is to make general knowledge specific and meaningful because it is a
place students are familiar with.
What is the purpose of the unit within the course?

Students will have studied geography and natural resources at a general level, looking at variations across Canada. The goal of this unit is to apply
that knowledge to a specific context: Southern Alberta. Students will look in depth at the physical geography, weather, and natural resources of
Southern Alberta to make an informed decision of whether or not it is a good place to live. This rationale will be made from the perspective of a
specific character with a unique role and needs.
How do you envision it addressing the key elements of your subject discipline?
This mini-unit addresses three key skills and attributes of social studies: historical thinking, geographical thinking, and decision making.
How does your unit engage students in deep questions about social studies (as opposed to simply delivering predetermined
knowledge)?
Students will use these prior learning and experience of physical geography, weather, and natural resources to make an informed decision, being
sure to provide specific details to justify their final decision from the perspective of a specific character. This mini-unit is meant to equip them to
engage in critical thinking.
2. Key Questions:
Specific question derived from the focusing question:
If you came across the place that is now Southern Alberta what would you have to know in order to make a decision of whether or not to stay in
Southern Alberta?
What is the landscape like in Southern Alberta? How does this landscape impact on quality of life of different people who live in the area?
What is the weather like in Southern Alberta? How does this weather impact the quality of life of different people who live in the area?
And other questions influenced by student interest and curiosity. Students will be given the opportunity to generate questions of interest.
What knowledge/skills are you assuming are in place?

We are assuming that previous knowledge includes:
Canada has a variety of geographical regions
Different geographical regions have different natural resources
Resources affect life in specific regions
Different weather phenomena has implications on human activities
3. Connection to the Program of Studies

Critical inquiry question:
Imagine you are travelling across the Canadian Prairie in the early 1950s. You come to the area that is Southern Alberta. Do you choose to stay or
move along? Whatever you choose, you must justify your answer and response from a specific perspective. You will apply your knowledge of
physical landscape, weather, and natural resources in Southern Alberta to make an informed decision, being sure to provide specific details to
justify your decision.
General Outcomes
Social Studies 5.1 Students will demonstrate an understanding and

appreciation of how the physical geography and natural resources of
Canada affect the quality of life of all Canadians
Specific Outcomes
5.1.1Value Canadas physical geography and natural environment
Appreciate how the land sustains communities and the

diverse ways that people have of living with the land (GC,
LPP)
Appreciate the influence of the natural environment on the

growth and development of Canada (LPP)
Science: Unit D: Weather Watch
5-9: Investigate relationship between weather phenomena and

human activity
Language Arts:
SLO 3.3 Organize, Record and Evaluate
GLO 3: Students will listen, speak, read, write, view and represent to
manage ideas and information
Social Studies Skills
Connect gathered information to prior knowledge to reach

new conclusion
Historical Thinking: use primary sources to broaden understanding of

historical events and issues
Geographical Thinking: interpret various types of maps to broaden
understanding of topics being studied
Decision Making : propose and apply new ideas, strategies and
options, supported with facts and reasons, to contribute to decision
making
Addressing diverse learning needs, indigenous knowing, multiple ways for students to show what they know:
We have included a variety to instructional and learning activities to engage a variety of learners: teacher-lead discussions, small group discussion,
individual reflections, interactive maps, hands-on thinking, brainstorming, and the use of technology. These various activity allows students
demonstrate their learning in a variety of ways. Engaging students in deep learning is a key goal of this unit and will in part be accomplished by
asking specific, open-ended and thought provoking questions. When asking these questions, the teacher will employ wait time giving students time
to think rather than choosing the first students to raise their hand.
To address indigenous knowing we have given students the choice of taking the perspective of an indigenous Blackfoot for the final assignment.
Indigenous knowing will also be addressed when talking about the history and natural resources of Southern Alberta. We feel it is important that
students understand that indigenous ways of knowing the land is vital to Southern Alberta because it is Blackfoot territory.
Resources:
Atlas of Alberta Railways interactive maps
Variety of interactive maps of Alberta, including relief, physiography, natural resources, soil, etc. This maps are very informative and are easy to use
as an introductory activity. (http://railways.library.ualberta.ca/MapHome-track-title/)
Zooming in: Albertas Regions
This is an interactive activity with video to engage students in learning about Albertas regions. This would be useful as a sponge activity or to give
as a supplementary activity for students who require more visual and auditory learning. (http://www.learnalberta.ca/content/sszi/en/)
Our Alberta (Thomson & Nelson)
This grade four textbook provides useful information on the province of Alberta that students would have learnt the previous year. This is a great
tool the teacher could use to activate prior knowledge and stimulate critical thinking process. We used information from this resource to build of
Physical Landscape Features Sorting Activity
Alberta Online Encyclopedia:
This is a search engine for all things Alberta. Simple search key terms to be taken to external websites with additional information and activity. This
resources would be very helpful to answer student questions about history and natural resources in Southern Alberta. The only drawback is the
interface, which is not always user-friendly. (http://www.albertasource.ca/)
Lesson Plans
C&I Mini Unit Lesson 1- Why Do we Live Where We Live?
Lesson
Title/Focus
Class #1 :
If you came across the place that is now Southern Alberta what would you have to
know in order to make a decision of whether or not to stay in Southern Alberta?
Courses
Grade 5 Social Studies

(with cross curricular
applicability to Language
Arts learning outcomes)
Students will apply prior knowledge of geography, natural resources, and weather in a
specific context: Southern Alberta. This specific lesson will prompt them to think about
the questions they might want to explore to make an informed decision of whether or
not to stay in Southern Alberta.
COURSE OUTCOMES
Social Studies: Studies 5.1 Students will demonstrate an understanding and appreciation of how the physical geography and natural resources
of Canada affect the quality of life of all Canadians.
5.1.1 Value Canadas physical geography and natural environment
Decision Making Skills : propose and apply new ideas, strategies and options, supported with facts and reasons, to contribute to decision
making
Language Arts: GLO 3: Students will listen, speak, read, write, view and represent to manage ideas and information
Connect gathered information to prior knowledge to reach new conclusion
LEARNING OBJECTIVES
At the end of the lesson students will
Have recalled (knowledge) and discussed (comprehension) previous knowledge of physical landscape, natural resources, and
weather.
Have demonstrated an ability to apply (application) previous knowledge of physical landscape, natural resources, and weather to
generate (synthesis) ideas of how these factors might impact a specific area: Southern Alberta.
Students will be able to communicate orally and in writing, questions they feel are important to consider regarding life in Southern
Alberta.
MATERIALS AND EQUIPMENT

Whiteboard & markers to create mind map
Performance Task handout (Appendix A below ) for the summative task: instructions sheet and rubric
Large pieces of paper and marker for graphite groups
TECHNOLOGY EQUIPMENT
No technology used this lesson.
TECHNOLOGY CONSIDERATIONS
Not applicable.
PREPARATION AND LOGISTICAL CONSIDERATIONS

Previous knowledge:
Access to classroom space adequate for group activities.
Preplanning of groups based on understanding of group dynamic interactions (who will work best with who?).
Time allocated to the introduction, body, and conclusion can vary (+/- 5 mins) to account for student engagement or need for understanding.
INCLUSION
The teacher can comprise the graphite groups with individuals of varying writing ability to ensure that the students are able to complete the task
regardless of their writing ability. The talking circle allows for students to be heard by others while still maintaining the option to pass if students
feel significant social anxiety over publicly speaking.
PROCEDURE
INTRODUCTION (How will you engage students? Connections to previous learning?)
Teacher will summarize previous learning through a brief (1-2 minute) recap lecture and finish by asking if any students need
clarification or do not understand specific aspects of what was previously covered in class.
The teacher will then ask students to
Take 5 second to think of how physical geography and natural resources affect the lives of Canadians? Be prepared to share
your answer with the group?
Where we live, what we eat, how we dress, etc.
(Strategy) Create a mind map as a class with effects of geography and natural resources as the central idea
How does physical geography and natural resources affect your life in Southern Alberta?
(Strategy) circle out applicable ideas on the mind map
With a partner think about if Southern Alberta is a good place to live? Why? Why not? I will be choosing a few groups to share
their ideas.
Students will individually and collaboratively generate answers to the prompting questions using prior knowledge and understanding.
Students will respond when selected with an articulated answer that integrates prior learned vocabulary and understanding.
Formative Assessment: Group Discussion and Mind-map
Teacher is looking for what knowledge students have retained from previous classes on how physical landscape, weather, and
natural resources affect the lives of Canadians.
Ex: activities, diet, clothing, homes, jobs etc.
Teacher asks students how comfortable they are by a show of fingers (1-5, with 1 being uncomfortable and 5 being very
comfortable) with their understanding how physical geography and natural resources affect people's lives.
TIME
10 min
This assessment is a starting point for applying their previous learning to a more specific context, and will let the teacher know if
students are ready for the next activity. If they are not, a review might be necessary.
BODY: Introduce Performance Task
What is the teacher doing? Include Key questions, logistics, key concepts that will be addressed, methods of formative
assessment
TIME
Transition Statement:
Today we will begin a project that will have us look more deeply at why or why not Southern Alberta might be a good place to
live.
(Handout Performance Task Outline)
Imagine you are travelling across the Canadian prairies. You come to the place that is now Southern Alberta. Do you choose to
stay or to move along?
This unit will help us gather information to make an informed decision of whether or not to stay in Southern Alberta. You will
make the decision as a specific character: A miner, A farmer, or an indigenous Blackfoot.
Teacher will read through performance task outline with the students and elaborate on each section (intermittently asking students if
they comprehend each section).
5 min
(Handout Graphic Organizers for Planning)

Explain that the activities in this unit will help them to fill out this chart and prepare a justification for their position. Read through
the graphic organizer with the students and elaborate on each section.
Ask students to give you a thumbs up if they feel like they understand the assignment, a thumbs down if they do not. Clarify any
questions.
Students will follow along with the class readings of both handouts and will show a thumbs up or down based on their
comprehension of the outlined information in the handouts.
BODY: What would we want to know?
What is the teacher doing? Include Key questions, logistics, key concepts that will be addressed, methods of formative
assessment
What would you have to know in order to make a decision of whether or not to stay in Southern Alberta?
Graphite Groups: Students will work in groups of 3-5 on a large piece of paper to generate possible question they might ask when
deciding to stay in Southern Alberta or move along.
Teacher will display pre-determined groups on SMARTboard and ask groups to move to assigned spaces in the classroom. Have
one member of each group come get a large piece of paper and markers.
Give instructions for the task:
Your group's task for the next 10-15 minutes is to think of possible questions you might want to ask before deciding to
stay in Southern Alberta and write them down on your paper
Some possible questions might be: how much rain does Southern Alberta get? What food is available?
Encourage students to consider the needs/role of different individuals. How are they similar/ different?
o What kinds of things might a farmer/miner/Blackfoot want to know about?
o Do you think some of your questions are more important to one person than another?
o What does each character need from the land in order to survive? (focusing or redirecting questions can be
posed if certain elements are missed in the student responses)
Ask multiple students to repeat the instructions back to you. Clarify any misunderstandings.
Gallery Walk: Students will have an opportunity to walk around the room and look at the questions generated by other groups
Leave your paper at your station and walk around the room looking at question other groups came up with.
Are they similar to the questions your group asked? Are there any question you would want to add to our list?
Optional: Students could add checkmarks to questions generated by other groups that they like. This would give the
teacher a sense of which questions resonate most with students and guide future lessons (Depends on class dynamics.
Some groups of students might be offended if their question(s) are not well liked. This would need to the teachers
professional decision).
TIME
40 min
Talking Circle: Whole class forms a circle and talks about questions generated
direct students in forming a circle where everyone can see and hear each other
What similarities or differences did you see when you looked at everyones questions?
What questions did you see on others groups lists that your group didnt ask?
Talk about the main ideas arising from the questions (potentially, but not limited to, physical geography, resource, weather,
etc.)
Allow time for students to ask question about the assignment. Clarify any misunderstandings.
Formative Assessment: Observation & Conversations
Teacher will formatively assess student engagement and progress by listening and interacting in small group discussion as they
circulation through the classroom. Teacher is looking for students to apply previous knowledge of landscapes and weather to
generate questions that individuals might want to ask regarding an area. To aid learning the teacher might direct the conversation
and thought process to relevant information.
Re-focusing or Redirecting Questions:
What kinds of things might a farmer/miner/Blackfoot want to know about?
Do you think some of your questions are more important to one person than another?
What kinds of things might make your life easier? Harder?
Information gathered will be used to influence the time spent on the activity and guide subsequent lessons.
CLOSURE
(How will you know if students learned what you hoped? Connections to next lesson?)
Think of 2-3 questions that you would want to answer before choosing to stay in Southern Alberta
TIME
5 min
Students record 2-3 Big Questions they would want to answer before choosing to stay in Southern Alberta on their planning sheet.
These questions can be a result of the graphite groups, the gallery walk, the talking circle or their own reflections.
Tomorrow we will begin exploring some of the questions you generated today.
ASSESSMENT
Formative Assessment: Planning Organizer
Teacher will collect the planning organizer for each student. Teacher is looking that students have added 2-3 appropriate Big Questions to this
sheet. This should also give the teacher a good sense of what Big Questions students are interested in.
C&I Mini Unit Lesson 2- Why Do we Live Where We Live?
Lesson
Class #2 :
Courses
Title/Focus
What is the landscape like in Southern Alberta?

Impact on quality of life?

(with cross curricular applicability
to Language Arts learning
outcomes)
Students will apply prior knowledge of geography in a specific context: Southern

Alberta. This specific lesson will prompt them to think about the effects of
physical geography in Southern Alberta.
COURSE OUTCOMES
Appreciate the influence of the natural environment on the growth and development of Canada (LPP)
LEARNING OBJECTIVES
Be able to discuss (comprehension) some of the features of Southern Albertas landscape and reflect upon (analyze) the implications
of these landscape features on the quality of life of their respective characters.
Be able to synthesize (synthesis) new understandings about how the geographical features of Southern Alberta can affect the lives of
their respective characters.
Be able to communicate orally and in writing the different characteristics and implications of Albertas physical landscape on life in
Southern Alberta.
SMARTboard to display interactive maps

15 sets of Landscape Features cards (see document attached in Moodle or view at:
https://docs.google.com/a/uleth.ca/document/d/1dUc0RKrOYFa-c5221G4Yfz5BdF8eLz4FX3wrm0GnC4A/edit?usp=sharing )
(you will need to copy and paste this address into your browser)
SMARTboard
SMARTboard and internet connection to display interactive maps
Viewing maps as a class on the SMARTboard allows for a whole group discussion, allowing the teacher to instruct through modeling
(demonstrate and guide critical thinking) and allows students to hear, consider, and respond to each others thoughts and insights.
Maps have been saved to the teachers thumb drive (Docs Grade 5 Social Studies Unit 3 Lesson 2 Interactive
Maps) in case the internet is not working, but the SMARTboard is still useable.
In case the SMARTboard ceases to work, a WIFI enabled projector could be used to project the computer's saved map images (from
the web page) onto the whiteboard or the images could be printed for distribution to each student as a follow along activity (either
individually or in small groups).
Previous knowledge:
Access to classroom space adequate for group activities.

Preplanning of groups based on understanding of individual student reading competency and group dynamic interactions (who will work best
with who).
INCLUSION
Guided activity on the Smartboard to access the pertinent web pages will be conducted by the teacher to ensure that each student has access
to the relevant information through the Smartboard display regardless of technological competency.
Classroom viewing of the maps on a multimedia platform can facilitate classroom activity coherency and inclusion of all students.
Groups for Landscape Features Sorting Activity will be predetermined by the teacher to ensure that each group is made up of both strong and
weak readers. This way the student's reading ability will not adversely affect their capability of completing the task.
PROCEDURE
Today will be exploring a question a lot of you felt you would want to know about before deciding to stay in Southern Alberta: What
is the landscape like in Southern Alberta?
Teacher will lead the exploration of interactive maps on Atlas of Alberta Railways to discover the physical geography of Southern
Alberta and consider the implication of this information on life in Southern Alberta. Teacher will ask specific prompting questions if
needed allowing time for students to think alone or discussion the question with a neighbor before answering. Teacher will guide them
through the relief features map and then the physiography map.
Key Questions:
What do these maps tell you about the physical geography of Southern Alberta?
What are some possible ways physical geography affects the lives of people in Southern Alberta?
Relief Features Map: http://railways.library.ualberta.ca/Maps-1-1-1/
Highlight: mountains, valleys, and plains
No hands please; think to yourself for 10 seconds and then be prepared to share an answer when asked. How do
you think mountains/ valleys/ plains might affect people's lives? (Food sources, temperature, animals, etc.)
Where can you live in these areas? Where are you going to grow food and hunt? What is the temperature like in
these areas? (focusing or redirecting questions can be posed if certain elements are missed in the student
responses)
Physiography Map: http://railways.library.ualberta.ca/Maps-1-1-2/

o
Highlight: water sources and specific areas of hills (Cypress Hills, Foothills, etc.)
Discuss with a partner for 30 seconds and be prepared to share your ideas to the following question: how do you
think proximity, being the distance, to water would affect people's lives (Drinking water, transit time, water for
animals, water for growing crops, etc.)
Where is the water and how far would you have to travel far to get it? Where would you find the animals?
(focusing or redirecting questions can be posed if certain elements are missed in the student responses)
Take 5 seconds to think about the difference between living near hills and living on the open plains. Ill pick several
of you to respond. (Hills tend to have more water sources, different vegetation and animals, and provide more
shelter, etc.)
Where does water gather in each area? Where can you go to escape the weather in each area? (focusing or
TIME
10
min
redirecting questions can be posed if certain elements are missed in the student responses)
Students will be viewing geographical maps on the SMARTboard and will collaboratively generate new ideas and understandings in
pairs based on previous knowledge and understanding. Students will articulate their responses to the prompting questions with the use
of new and previously learned vocabulary pertinent to the study of physical geography. Students will have discussions and respond in a
manner that is respectful of those around them (consideration of audible level and distractive behaviour)
Formative Assessment: Observation & Conservation

Teacher will formatively assess student engagement and progress by listening and interacting in a whole class discussion as students
response to guiding questions. Teacher will look for students to identify landscape types and consider the implications of those
landscapes on quality of life. To aid learning the teacher might direct the conversation and thought process to relevant information.
Information gathered will be used to influence the time spent on the activity.
Specific Questions:
How do you think mountains/ valleys/ plains might affect people's lives?
How do you think proximity to water would affect people's lives?
Think about the difference between living near hills and living on the open plains.
BODY: Landscape Features Sorting Activity
TIME
What is the teacher doing? Include Key questions, logistics, key concepts that will be addressed, methods of formative assessment
This next activity will help us think about the different features of Southern Albertas landscape, and decide if it would make us want
to stay in Southern Alberta or leave.
Teacher will provide a brief instruction of the activity and designate the group arrangement around the room before students break off
into individual groups of 3-4 (group numbers and corresponding names will be displayed on the SMARTboard prior to breaking off into
groups).
Instruction Statements:
Each group will be given a set of cards with different features of the Southern Alberta landscape. The cards have a picture
on one side and a description of the other
Your task is to read the information on the cards then group them into two categories: landscape features that are more
35
min
beneficial or landscape features that are more adverse
Explain what beneficial and adverse mean:

o
Beneficial: promoting or enhancing well-being (positive)
Adverse: contrary (against) to your interests or well-being (negative)
Explain to students that there are no RIGHT answers. As a group they need to discussion their decisions by
providing rationales (drawn from previous knowledge and understanding) and consider how the different features
might affect different people.
Teacher models task:
This card has a picture of barley on it. First I would read the information on the back. From that I know that barley has a
short growing season and can be used as animal and human food. This makes me think that I would want to grow barley.
But I also know that barley is vulnerable to many diseases. So what might happen to me and my animals if my barley was
diseased? But overall I think barley is beneficial because when its healthy it would feed my family and my animals.
Ask multiple students to repeat the instructions of the task back to you. Clarify any misunderstandings.
Display groups on the SMARTboard and assign an area to each group. Have one member come get a set of cards.
Key Questions:
How might this feature be beneficial?

o
How would this feature make my life easier?
How might this feature be adverse?
How would this feature make my life harder?
How might this view change depending on different perspectives?
If I was a farmer/ Miner/ Blackfoot?
Students will listen and execute activity instructions in a collaborative manner. Students will work in groups and critically analyze the
beneficial or adverse aspects of each feature and discern the features respective placement into either category. Students will do group
work in a manner that is respectful of those around them (consideration of audible level and distractive behaviour).
circulation through the classroom. Teacher is looking for students to think critically about the different landscape features. To aid
learning the teacher might direct the conversation and thought process to relevant information.
Refocusing or Redirecting Questions:
What are the benefits of each feature? Do they out way the adverse factors?
What needs can be fulfilled by this feature? Individual needs? Family needs? Community needs?
How might this feature affect different people? What work is most affected by this feature?
How might this feature affect your daily routine? What would you have to do in response to the effects of this feature?
Additional teacher modeling might be necessary for some groups. Teacher may model critical thinking by using deductive reasoning to
evaluate a specific feature in the context of a prompting question that is provided with the student group (can be verbally discussed or
written on paper). Information gathered will be used to influence the time spent on the activity and direct the teacher to clear up any
misunderstandings.
Prior to the class the teacher will choose 10 students to collect observations on during the activity. This will do done by writing down
observations on sticky notes stuck to a clip board.
Teacher is looking for:
correct identification of implications of specific landscape features to quality of life
extend previous knowledge to specific context to develop new understandings
CLOSURE: Whole Group Discussion/ Work on Planning Sheet
TIME
Teacher asks students to return to their desk for a whole group discussion
Think to yourself and then Ill ask you to share. How do you think physical geography impacts quality of life?
What types of physical geography features do you think are important for positive quality of life? Be prepared to explain
why. (Water sources, appropriate type of land, food sources, etc.)
What types of physical geography features would you want to avoid? Be prepared to explain why. (Dangerous animals, not
water sources, etc.)
Talk to a partner. Keeping in mind the above answers, do you think Southern Alberta is a good place to live? What
geographical characteristics or features of Southern Alberta from the answers above did you base your answer on?
Give time for students to add findings and insights to planning organizers.
Students will return to their desk for whole group discussion and will generate new ideas and understanding based on the information
15
min
covered throughout the lesson. Students will respond to prompting questions when called upon to answer. Students will synthesize the
information and understandings of the class into their planning organizer.
Formative Assessment: Whole Class Discussion
Teacher and students brainstorm some possible implications of physical geography features on quality of life. Teacher is looking for :
correct identification of implications of specific landscape features on quality of life
Discussion will demonstrate if students were able to pull the relevant information from the above task, or if there is a need to spend
more time on the material.
Tomorrow we will continue our research and talk about the weather in Southern Alberta and think about how this might affect the
lives of different people?
ASSESSMENT
Formative Assessment:
Teacher will collect the planning organizer from each student. Teacher is looking that students have added correct information and insights from
their discussion of landscape features of Southern Alberta to their planning sheets. This information will be assessed to discern whether or not to
move onto the next lesson, or if more time needs to be allotted to ensure student competency.
C&I Mini Unit Lesson 3 - Why Do We Live Where We Live?
Lesson
Title/Focus
Class #3 :
What is the weather like in Southern Alberta?
Impact on quality of life?
Students will apply prior knowledge of weather in a specific context: Southern
Alberta. This specific lesson will prompt them to think about the effects of
weather in Southern Alberta.
Courses

(with cross curricular applicability
to Language Arts learning
outcomes)
COURSE OUTCOMES
Appreciate the influence of the natural environment on the growth and development of Canada (LPP)
Science: Unit D: Weather Watch 5-9: Investigate relationship between weather phenomena and human activity
LEARNING OBJECTIVES
Be able to discuss (comprehension) some of the features of Southern Albertas weather and reflect upon (analysis) the implications of
this weather on the quality of life of their respective characters.
Be able to synthesize (synthesis) new understandings about how the weather of Southern Alberta can affect the lives of their
respective characters.
Be able to communicate orally and in writing the different characteristics and implications of Albertas weather on life in Southern
Alberta.
Post-it notes
10 small white boards and markers (one each for every group)
Weather jeopardy game (found at: https://jeopardylabs.com/play/weather-jeopardy288)
SMARTboard (to display group and display jeopardy game)
Jeopardy game will be downloaded onto the teachers memory drive or cloud platform in the case that the internet is not working.
Questions and answers should available in a hard copy.
Previous knowledge:
Access to classroom space adequate for group activities. Students will be divided into groups of 3-4. Each group will require an area to work at
within the classroom, but far enough away from another group that distraction is at a minimum.
Preplanning of groups based on understanding of individual students reading competency and group dynamic interactions (who will work best
with who).
INCLUSION
Groups for Jeopardy game will be predetermined by the teacher to ensure that each group is made up of both strong and weak readers. This
way the student's reading ability will not adversely affect their capability of participating in and completing the task.
PROCEDURE

Introductory Statement:
Yesterday we talked about what the landscape was like in Southern Alberta. Today we will explore what the weather is like in
Southern Alberta
Because you all live here, you might have a good ideas of what the weather is like already.
TIME
10
min
Entrance Cards: Teacher will give each student 2 post-it notes with instructions to respond to the following two questions:
1. What is weather? (The state of the atmosphere at a place and time as regards heat, dryness, sunshine, wind, rain, etc.)
2. What is the weather like in Southern Alberta?
Teacher will instruct students to stick their answers to the board under the appropriate area determined by the teacher.
Teacher will lead a brief discussion of the answers provided, and clear up any misunderstandings related to weather.
Formative Assessment: Observation & Conservation
Teacher will formatively assess student engagement and responses by looking at students answers and interacting in a whole class
discussion as students respond to guiding questions. Teacher will look for students to:
1. be able to correctly identify that weather is specific to a time and place
2. suggest some possible weather that might be experienced in Southern Alberta
To aid learning the teacher might direct the conversation and thought process to relevant information. Information gathered will be used
to influence the time spent on the activity.
Specific Questions:
What can you remember about weather from our unit in Science last month?
What is the difference between weather and climate? ( climate = weather conditions over a long period of time)
How is the weather in Southern Alberta different in the summer and the winter?
BODY:
What is the teacher doing? Include Key questions, logistics, key concepts that will be addressed, methods of formative assessment
This next activity we help us start to think about specific weather conditions in Southern Alberta through a Jeopardy game!
Teacher will provide a brief instruction of the activity and designate the group arrangement around the room before students break off
into individual groups of 3-4 (group numbers and corresponding names will be displayed on the SMARTboard prior to breaking off into
groups).
Introduction Statements:
The first member listed in each group will come get a small white board and marker once Ive finished giving instructions.
The rest of the group will move to the designated area indicated on the board.
Explain how jeopardy works (model and example): So when your group takes a turn to pick a box under a certain category a
statement or question will pop up and your group will be given 30 seconds to answer the statement or question in a what is
format recorded on your groups whiteboard.. For example, if the box asks, what do fish swim in? you would respond with,
what is water? Does everyone understand? If you get it right you will get the corresponding amount of points. For example if
you pick fish for 500 you will get 500 points. I will keep track of your point.
What to be thinking about when doing the activity: try to think of what you have already learned about the weather and how
it might answer the statements or questions that pop up, as well as how these types of weather might affect peoples lives
After all instruction have been given the teacher will ask that students give her a thumbs up if they understand the activity,
and a thumbs down if they have questions. Teacher will clarify any misunderstandings.
Students will actively follow instructions and participate in the jeopardy game.

circulation through the classroom. Teacher is looking for students to think critically about the weather related questions. To aid learning
the teacher might direct the conversation and thought process to relevant information.
Additional teacher attention might be necessary for some groups if they get off track. Information gathered will be used to influence the
time spent on the activity and direct the teacher to clear up any misunderstandings.
TIME
35
min
Prior to the class the teacher will choose 10 students to collect observations on during the activity. This will do done by writing down
observations on sticky notes stuck to a clip board.
Teacher is looking for:
correct identification of weather related features
extended previous knowledge to specific context to develop new understandings
CLOSURE
Once groups are finished playing jeopardy, the teacher will ask them to work with 2-3 people in their group to consider the effects of
weather on quality of life in Southern Alberta?
Consider some of the questions and terms from the jeopardy game (ex: wind chill, chinook, etc.) and think about how they
might affect the lives of people living in Southern Alberta?
What kind of weather would your character need to do his/her job?
What kind of weather would your character be concerned about?
Encourage students to record their thoughts on their organizer.
TIME
15
min
Formative Assessment: Small Group Discussion

Students brainstorm some possible implications of weather on quality of life. Teacher is looking for :
correct identification of implications of weather on quality of life
Discussion will demonstrate if students were able to pull the relevant information from the above task, or if there is a need to spend
more time on the material with more concentrated teacher guidance.
Tomorrow we will continue our research and talk about the natural resources in Southern Alberta and think about how they might
affect the lives of different people living here.
ASSESSMENT
Formative Assessment:
Teacher will collect the planning organizer from each student. Teacher is looking that students have added correct information and insights from
their discussion of weather conditions in Southern Alberta to their planning sheets. This information will be assessed to discern whether or not to
move onto the next lesson, or if more time needs to be allotted to ensure student competency.
C&I RATIONALE/REFLECTION
Name of submitter: Naomi Entz
Name of other group members: Lawrence Schmidt, Kiersten Tangjerd
Learning about geography is not always engaging for students, because it involves the memorization of terms and
concepts that do not mean much to them. The purpose of our unit is to take a potentially boring subject and make it
relevant and meaningful to students. Knowing that teaching is about triggering associations in the learner and thus
transforming thinking, we made this unit personal by asking students to engage in thinking about the geography and
weather of their own backyard (Southern Alberta). Our overarching question, Why do people live where they live relates to
real life and connects the curriculum to the world outside the classroom. Our purpose was not for students to simply
memorize terms. Thats not worth their time or attention. Rather we want them to use their knowledge to think critically.
Walberg & Thomas (1971) said that the function of school is to help children learn to learn. And that is our intention. We
started by presenting students with a scenario which ends in them making a decision of whether or not they think Southern
Alberta is a good place to live, and then asking what they know already and what they would like to know to answer that
question. While we had curricular objectives we wanted to meet, we also wanted students to have the opportunity to guide
their own learning. During this unit the teacher should be alert to topics and ideas that interest students and take these
opportunities to further learning, even when it means deviating from the lesson plan. Student guided learning is always more
engaging than teacher led. The teacher should be prepared but not to the point that it constricts student learning. By
allowing students to generate their own questions we would be able to assess what they know already and what they are
interested in. Our goal was to make learning hard fun (Clifford & Friesen): challenging to a point and worthwhile for
students, because learning is meaningful when it takes effort. The purpose of our mini-lesson is to prompt students to think
about the factors and considerations that people would need to think about when choosing where to live. While their
answers will be specific to Southern Alberta they will contain big ideas such as basic human needs shared by people all
around the world. The lessons in our mini unit are meant to give students the tools to think deeply about their final decision.
Our ideology was an interplay between scholar academic and learner-centered in that we wanted students to guide
their learning and make personal meaning of information transmitted by the teacher. Students are also encouraged to
create their own understandings supported by appropriate rationale. Our lesson plans recognize that students learn in
different ways and at different rates. We have included a variety to instructional and learning activities to engage a variety of
learners: teacher-lead discussions, small group discussion, individual reflections, interactive maps, hands-on thinking,
brainstorming, and the use of technology. These various activity allow students to demonstrate their learning in a variety of
ways. Engaging students in deep learning is a key goal of this unit and will in part be accomplished by asking specific,
open-ended, and thought provoking questions. When asking these questions the teacher will employ wait time giving
students time to think rather than choosing the first students to raise their hand.
ASSESSMENT RATIONALE
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 1: Introduction
Description
Lesson Overview:
Lesson Outcome:
Have recalled (knowledge) and discussed
(comprehension) previous knowledge of physical
landscape, natural resources, and weather.
Have demonstrated an ability to apply
(application) previous knowledge of physical
landscape, natural resources, and weather to
generate (synthesis) ideas of how these factors
might impact a specific area: Southern Alberta.
Students will be able to communicate orally and
in writing, questions they feel are important to
consider regarding life in Southern Alberta.
Lesson Description:
Students will apply prior knowledge of geography,
natural resources, and weather in a specific
context: Southern Alberta. This specific lesson will
prompt them to think about the questions they
might want to explore to make an informed
decision of whether or not to stay in Southern
Alberta.
Activities include:
Mind-map brainstorms
Question generating Graphite Group
Gallery Walk of generated questions
Talking circle to discussion questions generated
Instructional
Processes
Description of what teacher is doing:

Introduction: Teacher will ask specific and openended questions to stimulate students critical
thinking skills, direct conversation, and scaffold
learning. Using students responses she will create
a mind map on ways that physical geography and
natural resources affect the lives of people. She
will be formatively assesses students
understanding through observation, conversation,
and asking key questions
Body: Teacher will introduce the performance task
for this topic, outline the process and the
requirements.
How does your lesson

scaffold to your performance
task?
What core assessment

concepts inform your design
choice?
This introductory lesson plan

scaffolds to the performance task
by:
1) Asking students to access prior
knowledge that will be essential for
them to use to support their
characters rationale for choose/ not
choosing to stay in Southern Alberta
This unit was designed to give

students the tools they would need to
complete the final summative project
using the rubric as a guide rather
than a blue print (Turley & Gallagher,
90). We began by identifying the
desired end result (our curricular
outcomes) :
- that students be able to provide an
insightful rationale supported by
previous knowledge of landscape,
weather, and natural resource from
the perspective of a real life character
for their decision to stay or not stay in
Southern Alberta
From there we designed our lessons,
considering what students would
need to know to display acceptable
evidence. This process is known as
Understanding by Design (UbD)
and ensures that assessment,
instruction, and curriculum are
aligned (C=I=A, Garies & Grant,
Chapter 3)
2) Allowing students to think about

the kinds to questions that they
would need to ask before making a
decision. These questions will be
addressed in their characters
rationale
We wanted the final project to guide
the learning rather than just be
added in a last ditch effort to
assess. Therefore, every activity in
these lesson is meant to aid
students in the final task.
What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?
How does your use of

formative assessment reflect
key assessment concepts?
Teacher asks students how

comfortable they are by a show of
fingers (1-5, with 1 being
uncomfortable and 5 being very
comfortable) with their
understanding how physical
geography and natural resources
affect people's lives.
This assessment is a starting point
for applying their previous learning
to a more specific context, and will
let the teacher know if students are
ready for the next activity. If they are
Asking for student understanding is

important for collecting evidence of
learning. Teachers use this
information to evaluate their own
instruction, deciding to either move
on or help students understand the
concept/ idea/ instructions in another
way.
Teacher will introduce the final
performance task communicating the
purpose and the targets of the
assignment. Effective
not, a review might be necessary.

Teacher will provide detailed and specific
instruction and expectations for Graffiti groups,
Gallery Walk, and the Talking Circle, all the
while checking for misunderstandings.
As students are working she will circulate between
groups providing clarification and asking pre-made
specific questions to engage learners and
stimulate their thinking.
All the while she will be formatively assesses
students understanding through observation,
conversation, and asking key questions.
Conclusion: Teacher will provide specific and
detailed instructions for recording Big Questions
on planning sheet. At the end of the class she will
collects students planning sheets and determines
what questions students are most interested in.
Description of what students are doing:
Introduction: Students will individually and
collaboratively generate answers to the prompting
questions using prior knowledge and
understanding. Students will respond when
selected with an articulated answer that integrates
prior learned vocabulary and understanding.
Body: Students will work in groups to generate
questions that they are curious about. They will
view questions posed by other groups and
participate in a group discussion about the
questions generated.
Conclusion: Students will record 2-3 questions of
interested on their planning sheets.
Sequence of key questions:
How does physical geography and natural
resources affect the lives of Canadians? Southern
Albertans?
Imagine you are travelling across the Canadian
prairies. You come to the place that is now
Southern Alberta. Do you choose to stay or to
move along?
What would you have to know in order to make a
decision of whether or not to stay in Southern
Alberta?
Evidence of Lesson Components
Opening: Mind-map Brainstorming activity lead by
the teacher to formatively assess prior knowledge
and engage student interest
Closing: time to work on planning sheet
Content: Question generating activities to refresh
student learning and stimulate critical thinking
Timeline: transition statement to move from one
activity to the next
Teacher will collect the planning

organizer for each student as an
exit slip. Teacher is looking that
students have added 2-3
appropriate Big Questions to this
sheet. This should also give the
teacher a good sense of what Big
Questions students are interested
in and will help structure further
lessons
Multiple ways for students to
contribute/ demonstrate their
learning though large group
discussions, small group
discussions, graphite groups, gallery
walk, talking circle, and individual
reflection time.
Observations and conversations will

be used throughout this this lesson
to assess students understanding
and prior knowledge. This
information will be used as
assessment for learning to direct
and contribute to students learning.
The teacher will ask specific
questions to extend learning and
deepen student thought.
Lesson plan provides a variety of
activities to give students time and
different modes in order to learn the
intended curricular outcomes
communication is essential to give

students clear expectations. Clear
purpose, clear targets and effective
communication are all part of the
Keys to Quality Assessment. This
ensures that assessment is valid and
reliable.
Closer to the due date of the
assignment it might be beneficial to
review the rubric as a class and
determine what an excellent
assignment looks like. According to
Davies (Chapter 6) involving
students in assessment increasing
engagement and ownership
The collection of students organizers
demonstrates one aspect of
triangulation: collection of products.
Together with observations and
conversations, teachers gather
evidence of students learning.
Providing multiple ways for students
to contribute/ demonstrate their
learning is a Principle of Fair
Assessment Practice which states
that students should be provided with
a sufficient opportunity to
demonstrate the knowledge, skills,
attitudes, or behaviors being
assessed.
Observations and Conversations
are two aspects of triangulation
which according to Garies and Grant
(chapter 2) is vital to collecting valid
and reliable assessment for
learning used by the teacher to
direct and contribute to students
learning. Additionally, it ensures that
students are actually being assessed
in relation to curricular outcomes, and
that curriculum, instruction, and
assessment remain aligned.
Including a variety to activities and
tasks recognizes that students need
time to learn. Davies (chapter 2)
says that when we have more time
to think about our learning, we learn
more. The variety of activities gives
students time to process and
generate meaning.
Lesson 2: What is the landscape like in Southern Alberta? Impact on quality of life?
Description
How does your lesson scaffold to
your performance task?
Lesson Overview:
Lesson Outcome:
Be able to discuss (comprehension) some of
the features of Southern Albertas landscape and
reflect upon (analyze) the implications of these
landscape features on the quality of life of their
Be able to synthesize (synthesis) new
understandings about how the geographical
features of Southern Alberta can affect the lives of
their respective characters.
Be able to communicate orally and in writing the
different characteristics and implications of
Albertas physical landscape on life in Southern
Alberta.
Lesson Description:
Students will apply prior knowledge of geography
in a specific context: Southern Alberta. This
specific lesson will prompt them to think about the
effects of physical geography in Southern Alberta.
Activities include:
Looking at interactive landscape maps of Alberta
Landscape Features Sorting Activity: landscapes
that are beneficial and landscapes that are
adverse
Whole group discussion
Instructional
Processes

Introduction: Teacher will lead the exploration of
interactive maps on Atlas of Alberta Railways to
discover the physical geography of Southern
Alberta and consider the implication of this
information on life in Southern Alberta. She will ask
specific prompting questions to stimulate students
critical thinking. Teacher will look for students to
identify landscape types and consider the
implications of those landscapes on quality of life
Body: Teacher will provide brief instructions and
expectations of the activity, explaining key words,

concepts inform your
design choice?
This second lesson plan scaffolds to the

performance task by:
1) Prompting students to recall prior
learning related to physical geography that
will be necessary for providing supporting
detail for the performance task
2) Presents both beneficial and adverse
landscape features of Southern Alberta
that prompts students to think deeply
about how they might affect quality of life.
Students will need to use the information
and discussion from this class to form their
rationale for the performance task. This
lesson give students the information and
details that can be used to support their
characters final decision.
Again, this lesson is meant to

equip students for the final
performance task- beginning
with the end in mind.

techniques will you be using?
What information will you be
collecting? How will you use that
information?

formative assessment
reflect key assessment
concepts?
Teacher will formatively assess student

engagement and progress by listening and
interacting in small group discussion as
they circulation through the classroom.
Teacher will look for students to identify
landscape types and consider the
implications of those landscapes on
quality of life.
Information gathered will be used to
influence the time spent on the activity and
direct the teacher to clear up any
misunderstandings.
Observations and
Conversations are two
aspects of triangulation vital
to collecting valid and reliable
assessment for learning.
Providing opportunities for

peer, self, and teacher
assessment informed the
design for this lesson. The setup of the activities in this
lesson gives students feedback
from both the teacher and their
peers. During the introduction
the teacher guides the
conversation giving
descriptive feedback to
students thoughts (ex: Thats
a really good point Brenda.
How do you think that might
affect a farmers life?) During
the body students work in peer
groups engaging in discussion.
Through this discussion the
group self-evaluates itself by
weighing the benefits of each
geographical features.
Individual students assess their
own knowledge by listening to
their peers. Davies (in chapter
1) calls these multiple points of
feedback feedback to
forward learning.
Using this method the teacher

is collecting evidence for ten
specific students which she will
add to other formative
assessments (products,
modelling process, and emphasizing that

discussion is key in this activity. She will check for
students understanding of instructions. As
students are working she will circulate between
groups providing clarification and asking pre-made
specific questions to engage learners and
stimulate their thinking. Prior to the class the
teacher will choose 10 students to collect
observations on during the activity. This will do
done by writing down observations on sticky notes
stuck to a clip board.
Conclusion:
Teacher will ask students to return to their desk for
a whole group discussion during which she will ask
specific guiding questions. She will provide time
for students to add findings and insights to
planning organizers. Teacher will collect the
planning organizer from each student. Teacher is
looking that students have added correct
information and insights from their discussion of
landscape features of Southern Alberta to their
planning sheets.

Introduction: Students will be viewing geographical
maps on the SMARTboard and will collaboratively
generate new ideas and understandings based on
previous knowledge and understanding.
Body: Students will listen and execute activity
instructions in a collaborative manner. Students
will work in groups and critically analyze the
beneficial or adverse aspects of each geographical
feature and discern the features respective
placement into either category.
Conclusion: Students will return to their desk for
whole group discussion and will generate new
ideas and understanding based on the information
covered throughout the lesson. Students will
respond to prompting questions when called upon
to answer. Students will synthesize the information
and understandings of the class into their planning
organizer.
What is the landscape like in Southern Alberta?
What are some possible ways physical geography
affects the lives of people in Southern Alberta?
What are the benefits of each geographical
feature? Do they out way the adverse factors?
What types of physical geography features do you
think are important for positive quality of life?
What types of physical geography features would
you want to avoid?
Prior to the class the teacher will choose

10 students to collect observations on
during the activity. This will do done by
writing down observations on sticky notes
stuck to a clip board. Teacher is looking for
correct identification of implications of
specific landscape features to quality of
life and extension of previous knowledge
to specific context to develop new
understandings
Teacher will collect the planning organizer

from each student as an exit slip. Teacher
is looking that students have added
correct information and insights from their
discussion of landscape features of
Southern Alberta to their planning sheets.
This information will be assessed to
discern whether or not to move onto the
next lesson, or if more time needs to be
allotted to ensure student competency.
Whole class discussion will demonstrate

if students were able to pull the relevant
information from the above task, or if there
is a need to spend more time on the
material.
Observations and conversations will be

used throughout this this lesson to assess
students understanding and prior
knowledge. This information will be used
as assessment for learning to direct and
contribute to students learning. The
teacher will ask specific questions to
extend learning and deepen student
thought.
conversations, and
observations) and at a later
point complied to generate an
accurate assessment for that
student. Over the course of the
unit the teacher would want to
collect observations for each
student multiple time. This
according to Davies (chapter 5)
ensures that they have enough
evidence to identify trends and
patterns is student learning.
The collection of students
organizers demonstrates on
aspect of triangulation:
collection of products.
Together with observations and
conversations, teachers gather
evidence of students learning.
Class discussion provides
peer-feedback and teacherfeedback to students, allowing
them to self asses their own
knowledge. By hearing the
thoughts and ideas of others,
corrected by the teacher if they
are incorrect, students can
gauge their own learning and
understanding.
Asking key question increases
the validity of formative
assessment as students are
assessed on relevant criteria.
Questions in the in this case
are prompting students to
critically apply knowledge
rather than memorize specific
facts.
Observations and
Conversations are two
aspects of triangulation vital
to collecting valid and reliable
assessment for learning
which is use by the teacher to
direct and contribute to
students learning.
Including a variety to activities
and tasks recognizes that
students need time to learn.
Davies (chapter 2) says that
when we have more time to
think about our learning, we
learn more. The variety of
activities gives students time to
Evidence of Lesson Components :

Opening: interactive maps activity lead by the
teacher to formatively assess prior knowledge
Content: Physical Geography Features Sorting
Activity to refresh student learning and connect to
considerations of how geography affects the lives
of people
activity to the next.
Lesson plan provides a variety of activities

to give students time and different modes
in order to learn the intended curricular
outcomes
process and generate

meaning.
Lesson 3: What is the weather like in Southern Alberta? Impact on quality of life?
Description
How does your lesson scaffold to your
performance task?
Lesson Overview:
Lesson Outcome:
Be able to discuss (comprehension)
some of the features of Southern Albertas
weather and reflect upon (analysis) the
implications of this weather on the quality of
life of their respective characters.
understandings about how the weather of
Southern Alberta can affect the lives of their
Be able to communicate orally and in
writing the different characteristics and
implications of Albertas weather on life in
Southern Alberta.
Lesson Description:
Students will apply prior knowledge of
weather in a specific context: Southern
Alberta. This specific lesson will prompt
them to think about the effects of weather in
Southern Alberta.
Activities include:
Entrance Ticket (post-it notes to access
previous learning)
Weather jeopardy game to be played in
groups
Partner discussion
Instructional
Processes
Introduction: Teacher gives each student 2
post-it notes and prompt them to respond to
the posted questions. Teacher will lead a
brief discussion of the answers provided,
and clear up any misunderstandings related
to weather. Teacher will formatively assess
student engagement and responses by
looking at students answers and interacting
in a whole class discussion as students
respond to guiding questions.

concepts inform your design
choice?
This third lesson plan scaffolds to the

performance task by:
1) Prompting students to recall prior learning
related to weather that will be necessary for
providing supporting detail for the
performance task
2) Presents general information about weather
and specific considerations for Southern
Alberta that prompts students to think deeply
about how weather might affect the lives of
Southern Albertans. Students will need to use
the information and discussion from this class
to form this rationale for the performance task.
This lesson give students the information and
details that can be used to support their
characters final decision.
One of the key goals for this

lesson was to engage students
in the topic. Because weather and
related topics are not always the
most excited we wanted to find a
way to communicate the same
amount of information that a
lecture would but in a way that
would engage the students and
free up the teacher to do more
observation and engage in small
group discussions. This ensures
that students are still getting the
necessary information that they
will need for the final assignment,
but in a different way.
This is keeping in line with the
principles of fair assessment
practice which states that
students should be provided with
a sufficient opportunity to
demonstrate the knowledge,
skills, attitudes, or behaviors
being assessed. This alternative,
more engaging, activity provides
a different way for students to
contribute/ demonstrate their
learning.

techniques will you be using? What
information will you be collecting?
How will you use that information?

formative assessment
reflect key assessment
concepts?
Teacher will give each student 2 post-it

(entrance cards) notes with instructions to
respond to the following two questions: What
is weather? & What is the weather like in
Southern Alberta? Teacher is looking for
students to correctly define weather and
suggest some possible weather that might be
experienced in Southern Alberta. Using the
information gathered the teacher will lead a
brief discussion of the answers provided, and
clear up any misunderstandings related to
Asking for student understanding

is important for collecting
evidence of learning. Teachers
use this information to evaluate
their own instruction, deciding to
either move on help students
understand the concept/ idea/
instructions in another way.
Additionally, we want students to
think about their own leaning
(metacognition).
Body:
Teacher will provide a brief instruction of the
Jeopardy activity and designate the group
arrangement around the room before
students break off into individual groups of
3-4. Teacher will formatively assess student
engagement and progress by listening and
interacting in small group discussion as they
circulation through the classroom. Teacher is
looking for students to think critically about
the weather related questions. To aid
learning the teacher might direct the
conversation and thought process to
relevant information.
Prior to the class the teacher will choose 10
students to collect observations on during
the activity. This will do done by writing
down observations on sticky notes stuck to
a clip board.
Conclusion: Teacher will ask students to
work with 2-3 people in their group to
consider the effects of weather on quality of
life in Southern Alberta? Teacher is looking
for students to pull the relevant information
from the above task to guide their
discussions. Teacher collects planning
sheets.
Introduction: Students will respond to
prompting questions on sticky-notes.
Body: Students will actively follow
instructions and participate in the jeopardy
game, engaging in cooperative discussion
with their group members and consider key
questions provided by the teacher.
Conclusion: Students will work in small
groups to consider the effects of weather on
quality of life in Southern Alberta and record
insights on planning sheet
Sequence of Key Questions:

What is weather?
What is the difference between weather
and climate?
What is the weather like in Southern
Alberta?
Consider some of the questions and terms
from the jeopardy game (ex: wind chill,
chinook, etc.) and think about how they
might affect the lives of people living in
Southern Alberta?
What kind of weather would your character
need to do his/her job?
What kind of weather would your character
be concerned about?
weather.
Prior to the class the teacher will choose 10
students to collect observations on during the
activity. This will do done by writing down
observations on sticky notes stuck to a clip
board. Teacher is looking for correct
identification of weather related features and
extension of previous knowledge to specific
context to develop new understandings
Teacher will collect the planning organizer
(exit slip) from each student. Teacher is
looking that students have added correct
information and insights from their discussion
of weather conditions in Southern Alberta to
their planning sheets. This information will be
assessed to discern whether or not to move
onto the next lesson, or if more time needs to
be allotted to ensure student competency.
After all instruction have been given the

teacher will ask that students give her a
thumbs up if they understand the activity, and
a thumbs down if they have questions.
Teacher will clarify any misunderstandings.
In small groups students will brainstorm
some possible implications of weather on
quality of life. Teacher is looking for: correct
identification of implications of weather on
quality of life and extension of previous
knowledge to specific context to develop new
understandings
Discussion will demonstrate if students were
able to pull the relevant information from the
above task, or if there is a need to spend
more time on the material with more
concentrated teacher guidance.
Asking key questions allows for the
communication of clear expectations in what
students are to be doing and thinking about.
Observations and conversations will be
used throughout this this lesson to assess
students understanding and prior knowledge.
This information will be used as assessment
for learning to direct and contribute to
students learning. The teacher will ask
specific questions to extend learning and
deepen student thought.
Using this method the teacher is

collecting evidence for ten
specific students which she will
add to other formative
assessments (products,
conversations, and observations)
and at a later point complied to
generate an accurate assessment
for that student. This according to
Davies (chapter 5) ensures that
they have enough evidence to
identify trends and patterns is
student learning.
The collection of students
organizers demonstrates on
aspect of triangulation: collection
of products. Together with
observations and conversations,
teachers gather evidence of
students learning
Asking for student understanding
is important for collecting
evidence of learning. Teachers
using this information to evaluate
their own instruction, deciding to
either move on help students
understand the concept/ idea/
instructions in another way.
Small group discussion provides
peer-feedback to students,
allowing them to self asses their
own knowledge. By hearing the
thoughts and ideas of others
students can gauge their own
learning and understanding.
Asking key question increases the
validity of formative assessment
as students are assessed what on
relevant criteria.
Observations and
Conversations are two aspects
of triangulation vital to collecting
valid and reliable assessment
for learning which is use by the
teacher to direct and contribute to
students learning.
Including a variety to activities
and tasks recognizes that
students need time to learn.
Davies (chapter 2) says that
when we have more time to think
about our learning, we learn
Evidence of Lesson Components:

Opening: Entrance ticket: post-it notes to
formatively assess prior knowledge
Content: Jeopardy game to refresh student
learning to connect to effects of weather on
human activities.
Timeline: transition statement to move from
one activity to the next.
Lesson plan provides a variety of activities to

give students time and different modes in
order to learn the intended curricular
outcomes
more. The variety of activities

gives students time to process
and generate meaning.
ED TECH RATIONALE
Rationale: Communications Technology A
Lesson 3: What is the weather like in Southern Alberta? Impact on quality of life?
Description
Describe how communication technology used in the lesson/s, will
promote student engagement toward the identified learner outcome(s).
This should provide a strong rationale for using technology.
Lesson
Lesson Outcome:
Overall, our three lesson do not include extensive use of technology.
Overview:
This was done intentionally as we wanted students to engage in a lot of
Be able to discuss (comprehension) some of the
hands-on activities meant to stimulate knowledge they already had and
features of Southern Albertas weather and reflect upon cause them to think critically about the effects of landscape and
(analysis) the implications of this weather on the quality weather on people lives. In many respects we thought this was better
done without the use of technology.
of life of their respective characters.
When we choose to use technology we did so intentionally. In lesson
understandings about how the weather of Southern
two we used interactive maps as an introduction to explore Albertas
Alberta can affect the lives of their respective
landscape. This was done on the SMARTboard by the teacher in order
characters.
to model the critical thinking process. This activity was meant to engage
Be able to communicate orally and in writing the
students and help them recall prior knowledge that we wanted them to
different characteristics and implications of Albertas
be able to apply in the next activity in appreciating the various features
weather on life in Southern Alberta.
of the landscape.
Lesson Description:
Students will apply prior knowledge of weather in a
In lesson three we intentionally used technology to engage students
specific context: Southern Alberta. This specific lesson
will prompt them to think about the effects of weather in through a Jeopardy-style game. This activity was structured to allow
students to work collaboratively with their group to generate answers
Southern Alberta.
building a sense of community and partnership. This use of technology
Activities include:
is engaging because it taps into students knowledge in a different way,
Entrance Ticket (post-it notes to access previous
which might result in students being more willing to participate.
learning)
We want to use technology not just to manage students but to excite
Weather jeopardy game to be played in groups
them. We want to excite them enough that they look forward to the
Partner discussion
activities; that they eagerly listen to instructions and move quickly to get
started. Topics like weather and geography are not always engaging for
students because it requires a lot of memorization. In this lesson
technology allowed us to approach a potentially boring subject in a
more creative and, we hope, engaging manner.
I all three lessons we use the SMARTboard as a means to provide
effective classroom management and to provide clear expectations
through modelling. This included posting pre-determined groups for
classroom activities.
Instructional
Processes
Describe any potential downsides to using this technology.

Introduction: Teacher gives each student 2 post-it notes
and prompt them to respond to the posted questions.
Teacher will lead a brief discussion of the answers
provided, and clear up any misunderstandings related
The restrictions of the Jeopardy game set-up (created using

Jeopardylabs.com) requires the teacher to constantly return to the
SMARTboard to progress the slides, as the game can only be
accessed by one computer at a time. This takes away from her time
spent interacting with individual groups and formatively assessing
to weather. Teacher will formatively assess student

engagement and responses by looking at students
answers and interacting in a whole class discussion as
students respond to guiding questions.
Body:
Teacher will provide a brief instruction of the Jeopardy
activity and designate the group arrangement around
the room before students break off into individual
groups of 3-4. Teacher will formatively assess student
engagement and progress by listening and interacting
in small group discussion as they circulation through
the classroom. Teacher is looking for students to think
critically about the weather related questions. To aid
learning the teacher might direct the conversation and
thought process to relevant information.
Prior to the class the teacher will choose 10 students to
collect observations on during the activity. This will do
done by writing down observations on sticky notes
stuck to a clip board.
Conclusion: Teacher will ask students to work with 2-3
people in their group to consider the effects of weather
on quality of life in Southern Alberta? Teacher is looking
for students to pull the relevant information from the
above task to guide their discussions. Teacher collects
planning sheets.
Introduction: Students will respond to prompting
questions on sticky-notes.
Body: Students will actively follow instructions and
participate in the jeopardy game, engaging in
cooperative discussion with their group members and
consider key questions provided by the teacher.
Conclusion: Students will work in small groups to
consider the effects of weather on quality of life in
Southern Alberta and record insights on planning sheet
Sequence of Key Questions:
What is weather?
What is the difference between weather and climate?
What is the weather like in Southern Alberta?
Consider some of the questions and terms from the
jeopardy game (ex: wind chill, chinook, etc.) and think
about how they might affect the lives of people living in
Southern Alberta?
What kind of weather would your character need to do
his/her job?
What kind of weather would your character be
concerned about?
Evidence of Lesson Components:
Opening: Entrance ticket: post-it notes to formatively
assess prior knowledge
Content: Jeopardy game to refresh student learning to
connect to effects of weather on human activities.
Timeline: transition statement to move from one activity
to the next
students learning. Perhaps another platform to create the Jeopardy

game would be better. For example, creating the game using SMART
Notebook (although harder to format in our opinion) would allow her to
get multiple group set-up independently on SMART Notebook Express,
and free up time for her to observe.
If, for any number of reasons, the internet or computer do not work
during this lesson this activity could be done manually. Though not as
novel or engaging the teacher should make sure to have the questions
and answers as a hard copy and can orally conduct the game. This
however, would take up even more of her observation and conversation
time.
In case only the internet is down the Jeopardy game, they teacher
should ensure that the game is downloaded onto a classroom computer
or a memory drive.
Another downside might be if students think of the game as a race and

do not engage in conversation. The game is simply a stimulus to get
students to recall prior knowledge which they will apply to a new
situation. So if they choose not to take it serious the intended effect will
be lost on them.
EDUCATIONAL PSYCHOLOGY
Rationale: Ed Psychology A
Lesson #2: Introduction
Description
Lesson
Overview:
Lesson Outcome:
Have recalled (knowledge) and discussed
(comprehension) previous knowledge of physical
landscape, natural resources, and weather.
Have demonstrated an ability to apply
(application) previous knowledge of physical
landscape, natural resources, and weather to
generate (synthesis) ideas of how these factors
might impact a specific area: Southern Alberta.
Students will be able to communicate orally
and in writing, questions they feel are important
to consider regarding life in Southern Alberta.
Instructional
Processes
Lesson Description:
Students will apply prior knowledge of
geography, natural resources, and weather in a
specific context: Southern Alberta. This specific
lesson will prompt them to think about the
questions they might want to explore to make an
informed decision of whether or not to stay in
Southern Alberta.
Activities include:
Mind-map brainstorms
Question generating Graphite Group
Gallery Walk of generated questions
Talking circle to discussion questions generated
Introduction: Teacher will ask specific and openended questions to stimulate students critical
thinking skills, direct conversation, and scaffold
learning. Using students responses she will
create a mind map on ways that physical
geography and natural resources affect the lives
of people. She will be formatively assesses
conversation, and asking key questions
Body: Teacher will provide detailed and specific
instruction and expectations for Graffiti groups,
Gallery Walk, and the Talking Circle, all the
while checking for misunderstandings.
As students are working she will circulate
Connections to Learning Theories & Demonstration of Attention to a

Classroom Structure and Climate
Overall, our mini-unit fits into a Cognitive Learning Theory. Our lessons
were built recognizing that prior knowledge influences how information
is processed and that students, in order to learn, organize and
reorganize prior and new information into useable contexts. The role of
the teacher is to teach and model effective strategies and guide
students towards accurate information.
These lesson plans demonstrate that learning is a process of active
construction. In this lesson our first goal is to assess what students
know already (how does physical geography affect peoples lives?).
Next, we apply that knowledge to develop new understandings in
specific contexts (how does physical geography affect the life of a
farmer in Southern Alberta?). We do not just want to fill students minds
with meaningless facts, but rather apply that knowledge personally. In
the words of Paiget our goal is to form not furnish the minds of
students.
We have provide a variety of meaningful ways in which students can
engage in the material: graffiti groups, gallery walk, talking circle, large
group discussions, small groups discussion, and individual reflection.
Our final performance task gives students a choice of presenting their
learning in either a written or oral form. This choice allows students to
present their learning without the barriers associated with a particular
modality. Further differentiation might include adjustment of content
required (focus only on natural resources) or variation of process
(graphic organizer planning sheet is partially filled out by teacher).
One of the primary goals of this lesson is to tap into students prior
knowledge of landscape, weather, and natural resources. We recognize
that students prior knowledge is an important determinate of what they
will learn. We have included the opportunity for students to create their
own questions knowing that in order for learning to be relevant it needs
to be meaningful. Question generated by the students will be addressed
in future lessons. This method gives the teacher a sense of what
students know and what they are interested in. This is important
because it allows the teacher to understand where each student is at
and tailor instruction to meet their specific needs.
Allowing students to guide their own learning also acts as a motivator
because they are able to make their learning personal.
The teacher can comprise the graphite groups with individuals of
varying writing ability to ensure that the students are able to complete
between groups providing clarification and

asking pre-made specific questions to engage
learners and stimulate their thinking.
All the while she will be formatively assesses
conversation, and asking key questions.
Conclusion: Teacher will provide specific and
detailed instructions for recording Big
Questions on planning sheet. At the end of the
class she will collects students planning sheets
and determines what questions students are
most interested in.
the task regardless of their writing ability. The talking circle allows for
students to be heard by others while still maintaining the option to pass
if students feel significant social anxiety over publicly speaking.
This variety of activity (graphite groups, gallery walk, and talking circle)
also recognizes that students learn in different ways: hands-on, visually,
and audibly.

Introduction: Students will individually and
collaboratively generate answers to the
prompting questions using prior knowledge and
understanding. Students will respond when
selected with an articulated answer that
integrates prior learned vocabulary and
understanding.
Body: Students will work in groups to generate
questions that they are curious about. They will
view questions posed by other groups and
participate in a group discussion about the
questions generated.
Conclusion: Students will record 2-3 questions of
interested on their planning sheets.
We recognize that learning is a social phenomenon and that learning

occurs through conversation and sharing ideas. Our activities allow for
students to collaborate, share ideas, and talk about questions that they
have. They will also have the chance to look at questions generated by
other groups and talk collectively about the similarities and differences
between their questions.
We also recognize that not all students learn best in group work. More
introverted students may require alone time to process this information.
The conclusion of this lesson allows those students time alone to think
more deeply about the questions that might have. The teacher should
be aware of students that might need the time to work individually and
give them the opportunity to do so, even if everyone is working in
groups.

How does physical geography and natural
resources affect the lives of Canadians?
Southern Albertans?
Imagine you are travelling across the Canadian
prairies. You come to the place that is now
Southern Alberta. Do you choose to stay or to
move along?
What would you have to know in order to make
a decision of whether or not to stay in Southern
Alberta?
Evidence of Lesson Components
Opening: Mind-map Brainstorming activity lead
by the teacher to formatively assess prior
knowledge and engage student interest
Content: Question generating activities to
refresh student learning and stimulate critical
thinking
activity to the next
We recognize that thinking about thinking (metacognition) is important

for student learning. We have included specific prompting questions that
the teacher will ask to get students to think about what they know.
Additionally, the teacher will model critical thinking skills for students to
emulate (ex: This is what I know. This is a new situation. How can I
apply what I already know?).
What if students do not care about this topic? In the case the teacher
would need to use what she knows about the student to interest them.
The
Specific instructions and expectations are communicated to students

prior to each activity. This ensures that students know what they need to
do, and reduces the likelihood that they will be disruptive to their peer.
The teacher checks for understanding of instructions before activities
begin.
Spending time working on planning sheets is a routine that will be

established during this first lesson and continued throughout the unit.
We are mindful that our lesson may not always go according to plan.
Students might require more time to generate questions or
collaboration. As teachers we want to seize opportunities to extend
learning even if that means taking a detour from the lesson plan.
Appendix A Resources
Character
Miner
Farmer
Blackfoot
How does
landscape
affect you?
How does
weather
affect you?
What natural
resources are
available?
Graphic Organizer Planning Sheet

My character is ____________________________________
What does the land look like?
What do you value in the

land?
Does the land sustain you and

your community? In what
ways? In what ways does it
not?
What is beneficial to you?
What is adverse?
Are you going to stay? Why or

why not?

Mini Unit Submission Naomientz

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Naomi Entz

Name of submitter: Naomi Entz

Mini Unit Plan (Assessment)

Kiersten Tangjerd, Lawrence Schmidt, & Naomi Entz

Social Studies (with cross-curricular applications to Science,

Topic/Focus Physical Geography, Natural Resources, & Weather

Why Do We Live Where We Live?

either a written form or as a performance.

Social Studies Skills

Appreciate the influence of

5-9: Investigate relationship between

Students will recalled (knowledge)

Apply previous knowledge of

Students will recalled (knowledge)

Apply previous knowledge of weather

SLO 3.3 Organize, Record and

Historical Thinking: use primary

Students will be able to communicate

Students will use primary sources,

Apply previous knowledge of

Apply previous knowledge and new

Student Task Description

Questions to address regardless of mode:

C&I Mini Unit plans

Part B: Focusing Question

What is the purpose of the unit within the course?

What knowledge/skills are you assuming are in place?

3. Connection to the Program of Studies

Social Studies 5.1 Students will demonstrate an understanding and

5.1.1Value Canadas physical geography and natural environment

Appreciate how the land sustains communities and the

Appreciate the influence of the natural environment on the

Science: Unit D: Weather Watch

5-9: Investigate relationship between weather phenomena and

SLO 3.3 Organize, Record and Evaluate

Social Studies Skills

Connect gathered information to prior knowledge to reach

Historical Thinking: use primary sources to broaden understanding of

Grade 5 Social Studies

MATERIALS AND EQUIPMENT

PREPARATION AND LOGISTICAL CONSIDERATIONS

(Handout Graphic Organizers for Planning)

C&I Mini Unit Lesson 2- Why Do we Live Where We Live?

What is the landscape like in Southern Alberta?

Grade 5 Social Studies

Students will apply prior knowledge of geography in a specific context: Southern

Connect gathered information to prior knowledge to reach new conclusion

At the end of the lesson students will

MATERIALS AND EQUIPMENT

SMARTboard to display interactive maps

SMARTboard and internet connection to display interactive maps

PREPARATION AND LOGISTICAL CONSIDERATIONS

Canada has a variety of geographical regions

Different geographical regions have different natural resources

Resources affect life in specific regions

Different weather phenomena has implications on human activities

Access to classroom space adequate for group activities.

INTRODUCTION (How will you engage students? Connections to previous learning?)

Relief Features Map: http://railways.library.ualberta.ca/Maps-1-1-1/

Highlight: mountains, valleys, and plains

Physiography Map: http://railways.library.ualberta.ca/Maps-1-1-2/

Formative Assessment: Observation & Conservation