Dacia, Caroline & Becky

January 30, 2017

Collaborative Lesson Plan

Subject: Social Studies

Grade: Four
Time or number of classes required: 2 to 3 classes for Phase 3.

Curriculum Outcome: 4.4.2 Examine the human landscape of Canada.

I Can Statements:
I can recognize and understand that there are many different types jobs all across
Canada.
I can identify on the map specifics provinces in Canada.

Materials Required:
Map of Canada (smart board)
Flash Cards
T- Chart
White Board
Image of a person working a specific job.
Computers

Phase 1 (10-15 minutes): (Hook): We will choose an image of a person working a

specific job. We will then ask our students to complete a see, wonder, learn chart. The
students will have to look at the picture and write down everything they notice about it.
Then we will discuss it as a class and move into asking questions about the image. Once
the students have completed the chart we will tell the students that we are going to be
learning about different jobs that take place all across Canada.

As a class
Students talk and discuss about different jobs in our community. (Police officer, Banker,
Firefighter, mayor, Forestry technicians, fisherman.) We will brainstorm why some jobs
are more prominent in different parts of Canada. An example would be why are their
more fisherman in Newfoundland and Labrador then in Alberta? This requires showing
students a detailed map so they can recognize that Newfoundland and Labrador is
surrounded by water whereas most of Alberta is land.
Teacher can make a t-chart with students.

Phase 2 (10-15 minutes):

We are using the Social studies Total Physical Response (TPR)
This strategy involves 4 steps (Simulation, Roles of productive citizen, Geography
challenge and writing extension) that we incorporated throughout the four phases of our
lesson plan.
Step 1: Simulation in Phase 1 Students talked and discussed different jobs in our
community. They are now given cards with a specific job. In groups they are to discuss
potential movement of a role or task of a productive citizen. (Police officer, Banker,
Firefighter, mayor, Forestry technicians, fisherman.)

Activity - In groups
Step 2: Role of Responsibility;
Each group (Teams at each tables) were given a card with a job. They will have five
minutes to discuss and construct a list of important roles or responsibilities as a group of
the job and potential movement to represent them.
Teacher will walk around the classroom and take anecdotal notes of students
participation and understandings. The teacher can offer advice and clarification if need
be.
Each group then can pick two students that will apply the TPR. The two students who
were picked are assigned as partner 1 and partner 2. The teacher will then call out a job
which will define which group goes first. Partner 1 of this job is asked to perform a
movement or sound that represents the role or responsibility of the specific job.
Then the teacher calls partner 2, this student needs to follow the performance with
another movement that represents a task of the particular job.
The teacher will then call out another job until all groups have performed.

Discussion/ Review
When all teams as performed a job, teacher can ask students what other jobs there is in
our community. What do they provide for our community? Why is there more demand for
specific job in certain provinces? The class can review what they have learned and
discuss what other movement could have been performed.
e.g They are many other roles of a police officer other than putting handcuffed. Can you
think of other ones? Student can discuss in groups and share their answers as a class.

Phase 3 (30 mintues - Two other classes)

Step 3: Geography Challenges
We will then ask students to find where certain jobs are most popular in different
provinces in Canada. Students will go to the map of Canada in our classroom and will put
a pin in the province that is most known for the specific job.
Certain jobs that we will name are: Oil Sands in Alberta, Forestry Jobs with Irving in NB,
Fishing in Nova Scotia, Potato factory in PEI, etc.
This activity will also be taken farther and be turned into a project. Students will pick a
province and do research about what jobs are most prominent in the province of their
choosing.

Phase 4 (5 minutes):
Step 4: Writing Extension
We will conclude by doing an exit slip to see what our students learned. The question we
will ask is: Can you name three different jobs and the province associated with that job
in Canada? Comments or clarification of the responsibility of a job. They can also
reflect on their performance and write about what other movement they could have
performed for their job.

Assessment: We will use a checklist and anecdotal notes to make sure our students fully
understand the wide variety of jobs we have in our country. We will also assess the
student's participation and research on the most prominent jobs in the province when they
present to the rest of the class.
 References

Shulte, P. L. (2005). Social Studies in Motion: Learning with the Whole Person. Social
Studies and the Young Learner, 17(4), 13-16