BTT Fall 2013 Practicum Support Seminar I Nigla & Maria

LESSON PLAN Subject: Social Studies Grade 3 Topic: Peru; Class #1 of a series of 5. October 10th, 2013 Location: Saint Wilfrid Catholic School, Calgary Students: 8 students; differentiated instruction will be applied according to two both readiness and learning profile. For this specific class, we divided readiness in 3 tiers: a) gifted; b) Advanced level; c) Mid-level, whereas the following learning profiles were taken into account: a) linguistic; b) visual/audible; c) bodily/ kinesthetic. The following lists each of our students according to both readiness and learning profile: Student Agifted/ linguistic; Student B- *impaired vision* mid-level/ audible/ bodily; Student C: mid-level/ kinesthetic; Student D- mid-level/ linguistic; Student E- mid-level/ visual; Student F- advanced-level/ pictorial; Student G- advanced level/ kinesthetic; Student H: advanced level/ linguistic. Materials and Resources: 1) Video- In Peru with Viviana; Series In My Country; 2) Peruvian Flag; 3) Posters; 4) Google Earth or Map of the Americas; 5) Arts craft from Peru; 6) Stationary items; 7) Printed Pictures from Peru; 7) Worksheets. Learning Objectives: 1) Students should be able to demonstrate an awareness of and interest in the beliefs, traditions and customs of groups and communities other than their own. 2) Students should be able to process information from more than one source to retell what has been discovered. 3) Thrive in their evolving identity with a legitimate sense of belonging to their communities, Canada and the world. Rationale: Approaching this topic by the suggested activities, in the long-run, will support students 1) to understand how knowledge of the history of Alberta, of Canada, in relation to the history of the world , contributes to a better comprehension of contemporary realities; 2) understand their rights and responsibilities in order to make informed decisions and participate fully in society; 3) to develop Geographical thinking skills, involving the exploration of spatial orders, patterns and associations, which

enables the students to investigate environmental and societal issues using a range of geographic information. Students Prior related Knowledge, Skills & Attitudes: Students shall relate prior knowledge acquired earlier this year such as concepts like hemisphere, continents and borders. As per the required skills to perform the activities, students driven by pictorial learning style should be able to draw and paint images; those driven by written learning skills should be able to develop short sentences and write with organization, whereas those driven by kinesthetic learning style should be able to be able to reference materials from reports and to draw inferences from reading material. Steps Introduction: Invite the students to the topic positing questions such as: Have you ever been out of Alberta? And out of Canada? Have you ever been to South America? Have you heard of Peru? Then, we are going to show the Peruvian flag, explain its components, and ask them how they think it resembles with the Canadian flag. The final warm-up activity is to travel from Calgary to Lima, Peru, using Google Earth. As contingency for technology failure there will be a Map. Estimated time: 5min Video Broadcast: In Peru with Viviana. Estimated time: 10min. This video shows features of the Peruvian culture (topography, vegetation, religion, culinary, fauna) through the eyes of an 11 year-old Peruvian girl. Activity- More Alike or More Different? : Here, the students are invited to reflect on the similarities and differences between life in Canada and in Peru, based on what they have seen so far. Students will be clustered in two groups, according to their readiness. The gifted student will join the advanced level group. There are going to be two worksheets, which require more mid-level or advanced skills. There will be provided a worksheet in a larger size to the student with impaired vision. Each teacher will assist one group. Hence, the group division is as it follows: Group 1: Students B, C, D & E. Group 2: Students A, F, G & H. To complete the activity, the kinesthetic students will be invited to gather more information about Peru by standing up and walking through the posters affixed on the walls. The student with impaired vision will be able to touch some Peruvian handcraft, such as dolls, tapestry and even to play a typical flout. The students who are more visual will be invited to express themselves by images, choosing and drawing pictures from Peru, which would represent the similarities and differences they analyzed. Finally, the linguistic students will be encouraged to write their answers on the worksheet, and will read a text before. Estimated time: 10 min. This is an on-going activity to be continued in the next session. The goal is that the students understand the activity and start further researching today, to assure that the worksheet s can be completed during the next class. Therefore, according to the learning profile, the students will be performing the activity in the following manner:

Group 1: student B- manipulating handcrafts; C- visualizing the posters in order to complete the worksheet; D- reading the provided text ; E- completing his worksheet based on the pictures provided. Group 2: Student A: reading the provided texts; F Drawing images that represent similarities and differences. G- Visualizing the posters on the walls in order to complete the worksheet; H- reading the provided texts. NOTE: Although diverse material will be offered for differentiated instructions, the wide array of resources should not limit students` creativity and quest for knowledge. Therefore, if a linguistic student prefers to walk around the room to see the posters, for example, he will be encouraged to do so. Specific materials do not intend to limit, but to broaden the learning process. Contingency Plan for the Extension of the Learning: Students who eventually finish their worksheets before their peers are going to be encouraged to watch the diverse display of materials on Peru. Those who did not finish on time will keep on working on this activity in the next class, since the next step of the activity is to pair students mixing Groups 1 and 2 to discuss about their findings, i.e., similarities and differences as well as to perform an instructed peer-assessment. Reflections: