Communities in the World Lesson Plan 2 w/ 2 worksheets

Lesson
Title/Focus

Clues and Conclusions, Peru

Date

November 21, 2014

Subject/Gra
de Level

Grade 3: Social Studies

Time
Duratio
n

60 minutes

Unit

Communities in the World (2)

Teacher

Deanna Plested

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

3.1 Students will demonstrate an understanding and appreciation of how geographic,

social, cultural, and linguistic factors affect quality of life in communities in India,
Tunisia, Ukraine and Peru.
3.1.1 Appreciate similarities and differences among people and
communities:
Demonstrate an awareness of an interest in the beliefs, traditions and customs of
groups and communities other than their own
3.1.2 Examine the social, cultural and linguistic characteristics that affect
quality of life in communities in other parts of the world by exploring and
reflecting upon the following questions for inquiry:
What are the traditions, celebrations, stories and practices in the communities that
connect the people to the past and to each other (e.g. language spoken, traditions,
customs)?
How is identity reflected in traditions, celebrations, stories and customs in the
communities?
How is cultural diversity expressed within each community?

LEARNING OBJECTIVES
Students will:
1. Students will compare Peru communities to their own community (1.1,1.2,1.3)
2. Students will describe Peru communities in detail. (1.2)
3. Students will predict based on observation. (1.1, 1.2)

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

Student writing
Student verbal observations and questions
What is the depth of student writing?
What is the depth of the questions and observations being provided?
Do students understand what a community is? (1.1)
Do students understand what a celebration is? (1.2)
Do students understand what a conclusion is?
Stories/Pictures, tell clues conclusions worksheet
Travel Logbook writing
Clues and Conclusions
You are there, what I see and think worksheet

LEARNING RESOURCES CONSULTED

Program of Studies
School resources

MATERIALS AND EQUIPMENT

Computer/Smartboard
Peru PowerPoint
Passports, Travel logbooks,
Stories/Pictures, tell clues conclusions
worksheet
You are there, what I see and think
worksheet

PROCEDURE
Prior to lesson

Ensure that all materials and worksheets are gathered and that all
technology works.
Introduction
Time

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

Ask the students: Who remembers where we travelled to on

Monday? What is one thing that you remember about Peru?
See how much the students remember about Mondays lesson.
Students should sit quietly in their desks and raise their hand
when they have a question or answer. Students should
participate during group discussions and work independently
and quietly during independent work.
1. Recap Peru and Mondays Lesson
2. Clues and Conclusions demonstrations
3. Celebrations in Lethbridge Clues and Conclusions
4. What I see and Think Reflections
Go to Slide 5 and ask the class if they know what conclusion
means.
Body

Learning Activity
#1

Recap Peru and Mondays Lesson

Teacher Notes:
Assessments/
Differentiation

Ask the students: Who remembers where we travelled to on

Monday? What is one thing that you remember about Peru?

Learning Activity
#2

Clues and Conclusions demonstrations

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#4
Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

5-8
minutes

Follow the clues and conclusions chart on Slide 5. Ask the class
if they know what conclusion means (a judgment or decision
reached by reasoning). Explain the concept. Demonstrate the
clues for students (ex. How I am feeling = cross your arms and
look mean). After demonstrating a clue, ask the students to
guess their conclusion about the demonstration. If they answer
correctly, uncover the first box on the right side so they can see
the answer. Continue doing this for the rest of the clues.

Time

5-8
minutes

15-20
minutes

Celebrations in Lethbridge Clues and Conclusions

Look at the images one at a time on Slides 6-8. Have the
students write three clue/conclusions for two of the images.
With the first image, do one with the students. Ask the students
what they think this picture is about. When a student gives an
answer, ask them why they have come to this conclusion.
Students may work in groups with individuals at their own
tables for this task as long as the volume level stays low. If the
volume gets too high, students should work by themselves.
Give students 10-15 minutes per image. Proceed to Slide 9

20-30
minutes

What I See and Think reflections

Follow the directions on Slide 9. Ask the class if they know
what a reflection is (serious thought or consideration). Hand out
the You Are There, What I See and Think worksheet and have
the students fill out the sheet for the image on Slide 10. Go
over the worksheet with them explaining what they are to do for
each component. Create a title for the image with the students.
Closure

Have the students put their worksheets into their travel

logbooks and put the logbooks in the designated box. Ask the

20
minutes
Time

5 minutes

students one thing that they found interesting during the

lesson.
Sponge
Activity/Activities

Reflections from the

lesson

Name:______________________________

Stories Pictures tell

CLUES

CONCLUSIONS

What I See and Think

Picture/topic
Descriptions/facts

Reflections

What is the
perso
n
doing
?

Where is
this?
(What
is the
place?
)

Who is the
perso
n?

Why do I
think the
person is
doing it?

Adapted from Brazilian Rain Forest. Permission granted from The Critical Thinking Consortium for use by Alberta
teachers.