Crandall University

Lesson Plan Template

Developed by: Bronwyn Bustin, Nichole Lively, Kristen Reay
Grade level: _Grade 3 _

Universal Design for

Learning
Representation
1.1 Offer ways of
customizing the display
of information - map
handouts/map on
Smartboard; station
handouts
1.2 Offer alternatives for
auditory information map handouts/map on
Smartboard; station
handouts; station
instructions
1.3 Offer alternatives for
visual information - tidal
demonstration; play
dough activity
2.5 Illustrate through
multiple media - station
activities; map handouts
3.2 Highlight patterns,
critical features, big
ideas, and relationships station activities; large
group discussion
3.3 Guide information
processing, visualization,
and manipulation station activities; classwide sharing

Action and Expression

4.1 Vary the Methods for
response and navigationDifferent stations at
different locations in the

Outcomes
GCO: SWBAT use maps globes and
pictures to describe location and place.
SCO: SWBAT describe the major physical
features of their province.
SWBAT (in student friendly terms): I can
describe the landscape of New Brunswick.

Required Materials,
Tools and Technology
- Smartboard
- prepared maps
- station handouts
- station directions
- basin, marked

Assessment (formative/summative,
self/peer)

What prior data is informing your

instruction?
Students have already learned about the
location of the Atlantic provinces and New
Brunswick, and they will now learn about
the physical geography of New Brunswick.

What assessment strategies will measure

the learning from the outcomes?
Formative Assessment:
Teacher will monitor discussion throughout
the class and help students when needed.
The teacher will also collect student
reflection journals where students will write
about what they learned in class.

Summative Assessment:
At the end of this unit there will be a quiz
covering the three lessons on the physical
geography and climate of New Brunswick.

Peer Assessment:
During the group activities, students are

- pitchers of water, cups

- blue paper
- river picture cards
- play dough
- plant
- decorative rocks and
shells

Special Concerns
- Smartboard should be
ready to use, and program
with New Brunswick map
should be prepared.
- Arrange tables into three
stations:
> Mountains (and
forestry) have several
copies of Mountain
Handout on the table and
play dough ready to use.
> Rivers have
several copies of the
Rivers Handout on the
table along with the blue
piece of paper and the

room, Interactive
activities, Pointing out
different areas of new
brunswick on a big map
displayed on the
smartboard
5.1 Use Multiple Media
for CommunicationPhysical Manipulatives at
each station, The use of
images, text and drawing
throughout the lesson
6.1 Guide Appropriate
Goal SettingStudent must set goal
concerning what to
present to the rest of the
class regarding what
they learned in their
separate stations
6.4 Enhance Capacity for
Monitoring ProgressLesson to be guided and
observed by the teacher
who will ask prompt
questions throughout.
Students will receive
verbal feedback after
presenting the learned
material to the class.

Engagement
7.1 Automize individual
choice and autonomy students given a choice
in which playdough
colour they would rather
use.
7.3 Minimize threats and
distractions microphones used during
entire class instruction
periods so that all will
hear.
8.2 Vary demands and
resources to optimize

working together to learn about each

section and complete the activity.

picture cards.
> Oceans (and coasts)
have several copies of
the Ocean Handout on
the table along with the
marked basin and a
pitcher of water.

Students will have an opportunity to

present to the class what they have
learned in their small groups.

- Teachers should wear

mics throughout lesson.

Timeline / Elaboration
Before (APK)

5m
Differentiation

Focus Question
Ask students to contribute to a list of
physical features they think New Brunswick
has. Write the list on the board. Then ask
them to point out major landscape
attractions and where they are in New
Brunswick.

During

18m

Introduce the topic of

todays lesson and explain how
students will learn about the three main
physical features of New Brunswick:
mountains, rivers, and ocean.
Explain to students that
each station will learn one of the three
features. There will be a handout for
the students to read and then an
activity for them to complete.
Divide students into three
stations by randomly numbering them.
Supervise each stations activities
according to teacher availability.
- Ocean Station - After
students read the handout which
contains the information regarding
the ocean, they will read the
second handout with the
explanation of how to complete
the activity. With the supervision
of the teacher, students will
discuss the tide levels as marked
in the basin and then add water
until they reach the highest
marker (indicating the height of
high tide). This will give students a
more tangible understanding of

- Various multiple
intelligences are
incorporated into this
lesson, including
bodily/kinesthetic,
linguistic,
logical/mathematical,
spatial, interpersonal,
intrapersonal, and
naturalist.
- Different learning styles
have been considered in
the creation of this lesson
plan.

In-Class Support
- Circulate and monitor
throughout the station
activities. All teachers in
the classroom will
encourage and support
the discussion of the
students. Facilitate large
group discussion.
- Any EAs or parent
volunteers would be very
helpful during the station
activities. Circulate and
provide assistance as
necessary.

Cross-curricular
Connections

challenge - each table

has a different activity.
8.3 Foster collaboration
and communication students must work
together in groups.
9.3 Develop selfassessment and
reflection - each table
must present their
discoveries to the class.

tide level.
- Rivers Station - After
students read the handout,
students will complete the activity
using the picture cards relating to
rivers. They need to discuss and
decide which pictures should be
put on the River and which ones
do not relate to the river.
- Mountain Station After students read the handout
"Mountains," they will then discuss
and work on the activity (handout,
one copy at Mountain table,
Mountain Activity, Mountain
Map, and Interesting Forestry
Map!, along with containers of
play dough). The activity will be
explained to them and then the
students will conduct the activity.
Students will discuss and discover
the different sizes of a few
mountains in New Brunswick, as
well as the primary types of
forestry for New Brunswick.
After 8 minutes, bring the
class back together and call each group
to teach the rest of the class what they
learned at their station. As a part of
this, each group will be able to draw on
the blank map on the Smartboard in
different colours the location of their
specific physical landscape.
Provide summary of
everything that was covered in class.

Opportunity for individual/small group

instruction
A significant portion of this lesson focuses
on small group instruction and
participation. The teacher should circulate
throughout the station activities, clarifying
directions, answering questions, and
making sure things are running smoothly.
Ocean Station
River Station
Mountain Station

Independent learning and consolidation of

the information will occur as students are

English Language Arts

1.1 - describe, share, and
discuss thoughts, feelings,
and experiences and
consider others ideas
2.1 - participate in
conversation, small-group
and whole-group
discussion
6.1 - make personal
connections to texts and
describe, share, and
discuss their reactions
and emotions

Reflection
For the ocean station
activity, it could be
improved by have handson props such as sea
shells, rocks, seaweed,
crabs...etc. included at
the station to make it
more interesting and
interactive for the
students.

When the students in the

classroom are known to
the teacher, they should
be grouped strategically
(not randomly).

This lesson came together

very well. We worked well
together and each
contributed to various
sections--and it was
interesting to learn more
about New Brunswick in
the process!

reading the handouts at each station and

as they journal about what they learned.

After

7m

Give the students five

minutes to write a reflective journal
entry about what they learned. Give
one or two prompt questions, such as
What was the most interesting fact
that you learned today? or What was
an interesting fact you learned in your
own group? What was something you
learned from another group?
Conclude by explaining that
next class we will learn about the
climate of New Brunswick. Dismiss
class.

Rivers in New Brunswick!

New Brunswick contains many rivers throughout the

entire province! Two of the most significant rivers are the Saint
John River and the Miramichi River. The Saint John River is
very beautiful and is the perfect spot to take a scenic drive.
Small towns and villages along the river have a rich cultural heritage. A very interesting occurrence can be seen
at the Reversing Falls, where the Saint John River meets the Bay of Fundy. The Bays tides interact with the
river, creating rapids and causing the river to sometimes be lower and sometimes be higher than the other water.
In the middle of the cycle, there is a slack tide which allows boats to be able to cross the river.
Another major river in New Brunswick is the Miramichi River. This river is best known for its fish!
Many people come to this river to go salmon fishing or fly-fishing, while others enjoy tubing down it. Two
other rivers that can be found in this province are the Kedgwick River and the Tobique River. These rivers are
great for kayaking and canoeing!
Rivers were very important to

the

settlers who first arrived in New

Brunswick.

The Saint John River

created more fertile soil than elsewhere

in the

province and thus allowed for better

crop

production. The water also served as a

source

of irrigation for farmland.

could

Timber

be floated along rivers and the fur trade

developed.

also

Most importantly, rivers

provided a means of transportation--not

of goods, but also for people!

(information adapted from http://www.thecanadianencyclopedia.ca/en/article/new-brunswick/,

http://www2.gnb.ca/content/gnb/en/gateways/about_nb.html, and http://www.tourismnewbrunswick.ca/)

only

Mountains of New Brunswick:

New Brunswick has eight notable mountains and two groups of mountains. Three of those
mountains are popular for skiing or other snow-sports in the winter, as well as hiking, biking,
etc. in the spring-fall seasons. They even have trails for snowmobiling and fourwheeling.
These are Poley (910 ft/280 m), Sugarloaf (281.1 m/922 ft), and Crabbe (404 m/1325 ft)
Mountains.
The largest peak in New Brunswick is Mount Carleton, standing at 820 m (2,690 ft), and consists of 400
million-year-old rhyolitic and basaltic volcanics.
Big Bald Mountain is the second largest mountain in New Brunswick standing at 672 m (2,205 ft). It gets
its bald name because it is infact bald at the top (no dense forestry at its peak).
Sugarloaf Mountain has a Mi'kmaq legend:
Sugarloaf Mountain was created when Glooscap flung the leader of a group of giant
beavers that had dammed the Restigouche River, blocking the salmon from their
spawning grounds and depriving the Mi'kmaq of their food source. The beaver landed
at the mountain's site and turned into rock, becoming Sugarloaf Mountain.
Fun Fact!
Did you know New Brunswick has Christmas Mountains?! There are ten!
The ten peaks are:
North Pole Mountain (690 m (2,264 ft))

Mount Vixen (650 m (2,133 ft))

Mount St. Nicholas (625 m (2,051 ft))

Mount Comet (550 m (1,804 ft))

Mount Dasher (750 m (2,461 ft))

Mount Cupid (530 m (1,739 ft))

Mount Dancer (670 m (2,198 ft))

Mount Donder (730 m (2,395 ft))

Mount Prancer (580 m (1,903 ft))

Mount Blitzen (670 m (2,198 ft))

If a tree falls in a forest and no one is around to hear it, does it still make a sound?
New Brunswick has many native types of trees. We have 10 native species of soft woods and 19 native
species of hardwoods (native means that it is naturally grown here):
Softwoods:

Hardwoods:

Balsam fir; Eastern hemlock; Eastern white

cedar; Tamarack (larch); Pines (jack, red, and
white); Spruces (black, red, and white).

Ashes (black, red, white); Basswood; Beech;

Birches (grey, white, yellow); Butternut; Elm;
Ironwood; Maples (red, silver, sugar); Oaks (bur,
red); Poplars (balsam, largetooth, trembling).

*All information retrieved from:

http://en.wikipedia.org/wiki/Category:Mountains_of_New_Brunswick
http://www.cfanb.ca/uploads//Website_Assets/Moncton_Workshop_Forestry_-_Part_1.pdf

Oceans
The province of New Brunswick a coastal province that is bordered by the Atlantic ocean.
The ocean along the coast of New Brunswick is made of different sections that are called
bays. There is the Chaleur Bay which is near the very top of the province. This Bay is
followed by The Gulf of Saint Laurence, The Northumberland Strait, The Chignecto Bay
and finishes the Bay of Fundy.
Because more than half of New Brunswick is surrounded by water, there are a lot of
beaches and tourist attractions that exist because of the ocean.
Some beaches are full of soft and light sand while other beaches are very rocky. The
beaches in New Brunswick contain lots of wildlife such as crabs, starfish, whales, clams
and much more!
Some tourist attractions that are associated with the ocean that surrounds New
Brunswick are:
Parlee Provincial Park. This park has a very long beach- The beach is very sandy and
the water is surprisingly warm. There are also beautiful sand dunes along this beach

St. Martins- A beautiful little fishing town with a rocky beach! Along the coast of
St.Martins you can explore caves that are covered by water when the tide comes in.

Hopewell rocks- These are huge rock formations that are formed from the tide
movement! New Brunswick has the highest tides in the whole world! Tides are routine
rises and falls of large bodies of water. Tides are caused by the gravity levels between
the Earth and the Moon. The gravitational attraction of the moon causes the oceans to
bulge out in the direction of the moon. This is why the tides go in and out.
If you go to Hopewell rocks you can explore the ocean floor at low tide and look at the
beautiful view at high tide!

River Station Directions

1. Read the Rivers Handout to learn about rivers in New Brunswick.

2. After you have read the handout, look at the picture cards that are on the table.
3. Some of the items shown in the pictures have something to do with rivers (either
throughout history or currently), while others are completely unrelated.
4. If the item on the card has to do with rivers, put the card on the blue piece of paper
labelled River. If it doesnt, just leave it on the table.
5. If youre not sure about where to put it, look back in the handout and ask your
classmates for help.

Ocean Station Activity

1. Read the Oceans Handout to learn about oceans in New Brunswick

2. After you have read the handout look at the basin that is on the table.
3. Each marking in the basin represents a different height level:

a. The first marking represents ground level and where the height of the water is at low
tide.
b. The second marking represents the average height of a human male which is 5 feet 8
inches.
c. The third marking represents the height of a two story house
d. The fourth marking represents Hopewell Rocks
e. The fifth marking represents where the water level is at high tide.

4. Using the jug of water and the cups that are on the table, fill the basin, one cup at a
time, up to high tide.
5. Talk with your group about what you learned about the ocean and tides of New
Brunswick.
6. If you have any questions or need help raise your hand and the teacher will come
over.

Mountain
Activity
Instructio
ns!

1. Read the Mountains Handout to learn important information that will help you
complete this activity.
2. Each group member picks a colour (please do not mix play dough colours).
3. Each member picks one mountain that they wish to recreate with play dough (each
member must choose a different mountain).
4. The group must work together to make appropriate replicas that compare with one
others mountain to represent how they compare in size.

MOUNTAIN MAP
(Approximate Locations)

Original Map from: http://www.silentwitness.ca/content/images/map-nb-e-lg.jpg

Interesting Forestry Map!

Source: http://www.nbforestry.com/wp-content/uploads/2012/09/ecomap.png