Lesson Plan Template

School of Education and Professional Learning

Topic:
Course: Social Studies Grade Level: Grade 2
Unit: PEOPLE AND ENVIRONMENTS: Teacher: Ms. Eccleston and Mrs. Date: March 11,
GLOBAL COMMUNITIES Tassone 2020

Rationale - Curriculum Expectations:

Overall Expectation(s) addressed:
Application: Variations in Global Communities
B1. describe some similarities and differences in
the ways in which people in two or more
communities in different parts of the world meet
their needs and have adapted to the location,
climate, and physical features of their regions
(FOCUS ON: Cause and Consequence)
Learning Goal(s):
We are learning about communities in Canada.
Specific Expectation(s) addressed:
B1.2 describe some of the ways in which two or more
distinct communities have adapted to their location,
climate, and physical features (e.g., in Arctic Canada,
where it is cold, people wear warm clothes made with
fur and hide or insulated with down or fleece; in Hawaii
some schools start early in the morning and end before
it gets really hot in the afternoon)
Success Criteria:
I can describe what a community is.
I can list and describe the different kind of
communities in Canada.
I can describe why my community is special.

Key/Essential Questions for Lesson:

1. What are the types of community?
2. How many communities are in Canada?
3. Why Do People Live in Communities?
Assessment/Evaluation:
What is the purpose of the assessment? ("for", "of" or "as" learning)
How will the students demonstrate their learning?
How will the teacher document/track students' learning?
Group collaboration
Group and individual participation
Detail of drawing

Lesson Sequence Time Activities / Planning

Activating Student 15mins People in Canadian communities depend on one another and their
Learning environment.
("Minds-On", Ms. Eccleston will have students watch a YouTube video about
motivational strategy/ different types of communities and special features located in
hook, activation of prior Canada https://youtu.be/wP_IbZSxhEs
knowledge) Students will learn about local community and their special
human characteristics and natural characteristics.
Ms. Eccleston will ask students, what are the different kind of
communities? She will add students answer unto the existing chart
paper that was previously created about what is a community?

Developing 35mins 1. Student will continue to work on their community worksheet.

Student Learning Early finishers will start on completing their mini booklet
("Action" part of lesson,
How does the lesson
develop? What will the
teacher/students be
doing? Key questions?
Include assessment
details as appropriate.)
Consolidating 5mins
Student Thinking
(Summarization of
learning, application to
other learning, reporting
on learning)
called. “Communities Urban, Suburban, and Rural.”
https://youtu.be/wP_IbZSxhEs
2. Student will work with a partner or individually. Students will
read various non-fiction text features books about
communities. For example, urban community, Suburban
Community and Rural community.
3. Students will research the information in non-fiction
community books to help complete their worksheet.
4. After the march break students will bring in their address to be
search on google earth. Ms. Eccleston book the chrome book
for two days. They will look at their community on google
earth. They will be able to talk about the different
characteristic of their communities.
Ms. Eccleston will have a large group discussion about what they have
learned about different communities and their special characteristic.

Accounting for Learner Diversity:

Visual cues
Educational video
Group collaboration

Materials Needed: References:

YouTube video https://youtu.be/wP_IbZSxhEs (communities)
Paper THE ONTARIO CURRICULUM | Social Studies, Grades 1
Booklet to 6; History and Geography, Grades 7 and 8
Markers
Pencils
easers

Post-Lesson Reflections
What worked? What didn't, and why? What to change for next time?