LESSON PLAN TEMPLATE – Sample One

UPDATED 12 June 2019

Date: Dec.5, 2019 Subject: Academic Geography Grade: 9

ONTARIO CURRICULUM EXPECTATIONS
[Include both numbers and details (cut and paste content) from the curriculum documents – 2/3 specific
expectations, not exhaustive]
Overall:
B3. The Characteristics of Canada’s Natural Environment: describe various characteristics of
The natural environment and the spatial distribution of physical features in Canada, and explain the role of
physical processes, phenomena, and events in shaping them
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when
investigating issues relating to Canadian geography.
Specific:
B3.1 explain how various characteristics of Canada’s natural environment (e.g., landforms, such as mountains
and hills; drainage basins; bodies of water) can be used to divide the country into different physical regions
A1.4 interpret and analyse data and information relevant to their investigations, using various tools, strategies,
and approaches appropriate for geographic inquiry

LEARNING GOALS
Are specific curriculum expectations rephrased in learner-friendly language- what will learners learn? Why
this lesson?

Students will be able to learn about topographic maps in relation to landforms

Students will be able to demonstrate their knowledge about watersheds

SUCCESS CRITERIA
“I can” statements that specifically outline what the learners need to do to achieve the learning goal.

I can explain what a topographic map is

I can demonstrate what landforms and watersheds look like
ASSESSMENT TASKS & TOOLS (‘as/for/of’ learning)
Will you check to see what learners know already? (assessment for learning, i.e. KWL/questioning)
How will you check learner understanding? (assessment as learning, i.e. self assessment/high five)
What are the key tasks, performances, activities, (assignments) in this lesson that will allow learners to best
demonstrate that they have achieved the Learning Goals?
What assessment tools will be most appropriate to collect data? (eg. Rubric, anecdotal, check list, etc.)

This is an assessment of learning about what they have learned about water/watersheds and topographic maps

RESOURCES
List of resources that will be used to facilitate learning. Include a list for both the teacher and the learner.

Augmented reality sandbox

Chalk board
Relay landform matching sheets
ACCOMMODATIONS
Example of at least one accommodation that might be used for a learner with specific needs.
INTRODUCTION
The “HOOK”, Motivator, Introduction to the Lesson
Explains the purpose of the lesson
Engages and motivates learners

Intro:

1. Do an entrance with a personal laying on the ground, like its a crime scene, and a
student will have to draw out their contour line (the elevation closest to the sea) You just drew
a contour line! Which is exactly what topography is made of!
2. The “dead” body will wake up and say, WHAT IS TOPOGRAPHY?!
3. Well let me show you! HERE is an image of what a topographic map looks like!
4. You see children, when scientists study watersheds and ecosystems it is useful to know
how the land dips and rises – where the hills, valleys, and ridges are. Most maps don’t tell us
this information. They may show cities, roads, and rivers, but not valleys, ridges, and
mountains. Topographic maps are a special type of map that do show how the land rises and
falls.

BODY OF LESSON
Includes a STEP by STEP process as to how the lesson will be carried out
Includes VARIED and ACTIVE teaching strategies (D.I.) to best achieve the Learning Goal
Consider development of Literacy Skills
Explain in detail, what exactly you will do and what you expect the learners to do.
Break up the lesson into clear sections and think about transitions from task to task.
Time needed to distribute and collect resources
Assessment of tasks or assignments

5. Contour lines are used to show what the landscape (e.g., a mountain in the graphic)
looks like on a flat map. Put simply, contour lines mark points of equal elevation on a map. If
you trace the length of a line with your finger, each point you touch is the same height above
sea level. If you were to walk the path of a contour line in real life, you would remain at the
same elevation the whole hike, never traveling up or down.
Contour lines are critical to understanding the elevation profile of your terrain or a particular
land formation.
WELCOME TO THE SANDBOX OLYMPICS!

To start our olympics off, we have some our special guest speakers/judges.

(Let them talk, introduce themselves, and the sandbox)

Okay, so we are going to have two teams, girls and boys.

You can pick which side you want

So, for this competition, we are going to have two people at a time come up at a time from
each team unless otherwise stated, and you will have to create the landform that we ask of,
we will be

a steep slope

a gentle slope

a valley

a ski hill

dirt bike track

Hill

-create a hill with steep hill and a flatter/further spaced slop (which would be easier to hike?)
the closer that contour lines are to one another, the steeper the slope is in the real world (e.g.
mountains). Contours that are spaced fur- ther apart represent a shallow to flat slope (e.g.
floodplain) THE JUDGES, will decide which one would be most suitable to hike easily

cliff

mountain

watershed

multiple watersheds

Extra Points

-build the sleeping giant

2nd part of the Olympics, the teams will have to match the topographic map to the landform
and create it, then tag their team mates once they’re approved, like a relay race.

Will be judged based on time and accuracy

CONCLUSION,REVIEW, WRAP UP OF LESSON

Recap of lesson to determine that the learners understand what you have taught. Assign seatwork/homework
to the learners.

We will end with the winner and their prize, which is the choice of which flavored cake they want for Friday.

REFLECTION OF LESSON
What went well?
What would you do differently next time?