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EGP335
Lesson Title: Canada
Day Number: 12
Author: Casey Phelan
Unit: 2- Americas Early Communities
Grade Level: 3rd
Background Information
Expected Duration 45 minutes
Concepts
o Location
o Place
o Culture
o Heritage
o Symbols
o Government
o Natural Resources
Vocabulary
o Heritage, Symbol
Skills
o Comparing
o Contrasting
o Active listening
o Identifying
o Analyzing
o Synthesizing
o Locating
o Evaluating
o Predicting
o Writing
o Speaking
o Participating
o Assuming/Inferring
1.1 Integration of Learning Outcomes/Objectives
Students will compare and contrast heritage, location, history,
geography, and culture between the United States and Canada.
Students will locate and gather information about Canada based
on visuals given to them.
Students will use reading skills to understand facts and ideas
about Canadas heritage and symbols.
the word then have a volunteer read the definition out loud. The word
will be hung up in the classroom.
I, the teacher, will bring in a piece of my heritage. I will bring in a
dream catcher and pass it around the circle and explain its
meaning. Have the students briefly brainstorm something they
do in their family to celebrate their heritage.
Before the children go back to their tables, the teacher will write
on the board the three main heritages that are a part of Canada.
(British, French, and Indian). Mainly languages.
Next, the teacher will pull up a PowerPoint. It will have the new
vocabulary word, symbol. Teacher will span through a
PowerPoint of pictures for this topic. Teacher will show pictures of
Queen Elizabeth, the prime minister, and Canadian coins.
Teacher will ask Why do you think these are symbols of
Canada? If the correct answer is not given, teacher will state
that they are the leaders of the country just like the president in
the United States. Refer to the pictures of the coins on the
PowerPoint and ask the students, Do you see any other pictures,
or symbols, on the coins? Have students talk with a partner and
then come back as class to discuss (maple leaf, deer, Queen
Elizabeth). Teacher will hang up a similar poster as he or she did
with heritage. I will ask, Boys and girls, can you think of any
symbols that represent a similar idea in both Canada and the
United States?
Teacher will hang labels of the ten provinces of Canada around
the room. Groups of two or three will be selected to go to a
certain province. Each province section will include a natural
resources map of Canada. That province will be highlighted. On a
desk underneath the label will have props of the natural
resources in that area. Students will fill out a worksheet about
the natural resources found in each province.
Students will return to their seats and complete the last activity.
Each student will get a laptop. The teacher will say, Class, you
are now going to see yourselves some of the great pieces of
heritage that make up Canada! Open up your laptops and launch
the Internet. I have wrote the URL on the board so paste that in
the search engine. Tell the students to explore the virtual
museum. http://www.virtualmuseum.ca/home/ What important
symbols have you come across on the virtual museum? Find
information about previous British, Indian, and French culture.
1.5 Differentiation
For Gifted Students: Have students write a short writing prompt
about Canada. In particular, have them discuss what the natural
1.8 Materials/Equipment/Resources
A. STUDENT MATERIALS/ READING RESOURCES:
Interactive whiteboard
Presentation/interactive activity on Canadian and United States
independence
o
Poster/visual of heritage and definition
Heritage
History, ideas, and beliefs
that people receive from
the past
A
l
b
e
r
t
a
British
Colombia
M
a
ni
to
b
a
New
Brunswick
Newfoundland
and Labrador
Nova
Scotia
O
n
t
a
ri
o
Prince Edward
Island
Q
u
e
b
e
c
Sa
sk
atc
he
wa
n
Name:___________________
Date:___________
Province
Alberta
British Colombia
Manitoba
New Brunswick
Nova Scotia
Resources
Symbol
Something that stands for
or represents something
else
I had no clue where to start. I was utterly surprised to find out that the
Houghton Mifflin Unit Plan Chapter was a life-saver. There are so many
resources and ideas to utilize from this book. It made me realize that I
should heavily consult this book and then add or substitute activities if
desired. I love writing lesson plans knowing that they way I implement
the lesson will affect the students so much. The hard work of planning
the lesson is worth it knowing that it will benefit student learning. I
really enjoyed writing the anticipatory set. This is a crucial part of the
lesson because it sets the whole stage. I try to show the students how
excited I am to talk about the topic so that they are eager to learn. I
struggled most with the teacher materials and resource materials for
the lesson design. I mainly used the book so I had to later explore
resources to give my students additional information. I also spent a
large amount of time on assessment. It is important to make sure the
students understand the main objectives of the lesson and thinking of
interesting ways to test them is difficult for me. Overall, I liked planning
this lesson even though it was extensive.
-YOU DO NOT NEED TO INCLUDE, IT IS JUST FOR YOUR
INFORMATION Lesson Plan Elements
Lesson Plan Details
Integration of Learning Outcomes/Objectives
Standards PA Civics, History, Economics, Geography.
PA Common Core (Language Arts and/or Math), NCSS
Anticipatory Set
Procedures
Differentiation
Closure
Formative/Summative Assessment of Students (P-12)
Materials/Equipment, Resources, Citation of Sources
Technology
Reflection on Planning
Submitted peer feedback and final on time
Content Outline
Total
Point Value
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