Wednesday April 18th, 2018

Grade/Subject: 3/Social Studies Unit: Environment Duration: 60 minutes (2:15-3:20)

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
3.1: Communities in the World
Specific Learning Outcomes:
3.1.3.1: Where, on a globe and or map are the communities in relation to Canada?
3.1.3.2: In what ways do the people in the communities depend on, adapt to and change the environment in
which they live and work?
3.1.3.3: In what ways do the communities show concern for their natural environment?
Critical Inquiry:
How does where people live, impact how they live?
LEARNING OBJECTIVES
By the end of the lesson, students will:
1. Have an understanding of Ukraine and Tunisia; will be able to describe the different climates
associated to each community.
2. Create their own key fact sheets for each country to help them create their own brochure
3. Be able to explain and relate to how the environment affects the ways people live in Ukraine and
Tunisia
ASSESSMENTS
Observations: Key Questions:
 Students are paying attention to teacher  What is the environment like in the Ukraine?
while they are being taught via  What is the environment like in Tunisia?
PowerPoint.  How does the environment affect how people live
Adaptations: in Ukraine?
 There will be two copies of the  How does the environment affect how people live
information sheet! Some will be fill in in Tunisia?
the blank with a word bank (Zak,
Hunter, Travis, Lorina, Jasper) the other
one will be blank.
Written/Performance Assessments:
 Important Information sheet (for each community)
MATERIALS AND EQUIPMENT
 PowerPoint (slides 16-23)
 Important facts blank sheet
PROCEDURE
Introduction: 5 minutes
Hook/Attention Grabber: FLAT TIRE….SHHHH
Expectations for Learning and Behaviour:
Students are to be listening and trying their best to write down the information they will need. They are activity
participating in-group discussions and working well with their table.
Tell students we are finally finishing learning about all of our communities for environment! Today we will
finish up with Ukraine and Tunisia. They are both very different communities so we are going to have to focus
and try our best to pay attention.

 Make sure students are sitting in their home groups to start the class.
 Students will be eating snack after they come in from recess. Set the timer for 5 minutes after recess for
snack. Once the timer is up, snack is to be cleaned up and put away.
Body: 50 minutes
Learning Activity #1: Learn about Ukraine
Once students have finished their snack, we will be ready to begin. Open up the Power Point slide titled
“Environment”. Go to slide #16 to begin.
 Information will be prompted on the SMART Board to follow along.
 There are two different regions for this community

 1) Steppe Region:
 In this region, the most popular food item is bread.
 It is nicknamed the “Breadbasket of Europe”
 The climate in this region is very dry.
 A steppe is a grassy plain.
 Across the steppe, there are huge fields of wheat.

 2) Mountain Region:
 This is where the Carpathian Mountains are.
 Weather is warm and rainy in the summer and cool and sunny in the winter.
 There have been many floods and landslides in this region. This is because, many trees have been cut
down.
 When all the trees are cut down, there is nothing to hold back the water and mud. It washes the soil
away.

Learning Activity #2: Fill in important information on Ukraine & draw picture
 After students have learned about the different regions, they will create a key fact sheet!
 Remind students of the key fact sheet I gave them for the brochure last week. ASK: was it helpful?
When they say yes, tell them that they will be making a version of their own this time!
 The key information they need to know will be bolded in the PowerPoint (the key items the students
with the fill in the blank will need to have written down)
Learning Activity #3: Discuss about how peoples lives are affected by the environment they live
 Follow along with the SMART Board
 There is a KWL: What they know about environment, what they wished they had known about the
environment… What they learned after this lesson about how the environment affects people in
Ukraine.
 People who live in Ukraine have to deal with many different issues!
 The largest of which is that people in the Steepe region often make bread and are wheat farmers
because the large amount of wheat! In the Mountain region the landslides and floods affect many.
People have to be careful where they build a house and live so it does not get washed away.
Learning Activity #4: Learn about Tunisia
 Information will be prompted on the SMART Board to follow along.
 There are Three different regions for this community:
1) Coastal Region:
 The climate is warm.
 Many people grow fruit here: Olives, oranges and grapes
 Even with being on the coast, it can be very dry.
 Water is collected through rainwater, which can be hard to come by at specific times of the year.

2) Mountain Region:
 The climate is often mind and rainy.
 Where the Atlas Mountains are located.
 Cork oaks grow here; people remove the bark every 10 years.
 This is turned into bottle corks, bulletin boards
 Wheat is grown here.
 When there is not enough rain, farmers use river water.
  3) Desert Region:
 This is apart of the Sahara desert.
 It is so hot and dry, that almost nothing can live.
 An oasis can occur: where water bubbles up through the sand.
 Many tourists come to visit, lots of people still live here.
 The woods from palm trees are used for roofs and baskets.

Learning Activity #5: Fill in important information on Tunisia & draw a picture
 After students have learned about the different regions, they will create a key fact sheet!
 Remind students of the key fact sheet I gave them for the brochure last week. ASK: was it helpful?
When they say yes, tell them that they will be making a version of their own this time!
 The key information they need to know will be bolded in the PowerPoint (the key items the students
with the fill in the blank will need to have written down)
Learning Activity #6: Discuss about how peoples lives are affected by the environment they live
 Follow along with the SMART Board
 There is a KWL: What they know about environment, what they wished they had known about the
environment… What they learned after this lesson about how the environment affects people in
Tunisia.
 People who live in Tunisia have to deal with many different issues!
 Have the students try and come up with some ideas.
Closure: 5 minutes
Consolidation/Assessment of Learning: Students understand the different regions within Ukraine and Tunisia.
They have been able to identify the main concepts of the each region. Students were also able to understand
and relate to the ways in which the environment affects the way people live.
Feedback From Students: Ask if they feel prepared to create another travel brochure? Wait for response They
will use these sheets to help them! Have them hand in their sheets to me after they are finished. Make sure they
have their names on them, so they can have them later.
Feedback To Students: They have now been given the proper tools to create a brochure of either Ukraine or
Tunisia. They will be working/finish this tomorrow in class.
Transition To Next Lesson: Have them clean up! Once they are ready to go, they will be released out for recess.