UNIT PLAN TEMPLATE

Unit Title: Exploring Our World

Subject(s): Social Studies

Grade(s): 4

Rationale:
Multicultural Education Goals:

Overview and Concept Map:

Prescribed Learning Outcomes:

Prerequisite Concepts and Skills:

Number of Lessons: 7

Time: (in weeks) 2

Geography is a way of seeing the world. It is fundamentally about the

connections that exist between people, places, and the environment,
and the ways in which these factors influence each other.
When teaching students about the different physical features of the
world, also teach the students about the people who live in these
spaces, how they live their daily lives, and how they differ from the
students lives.
Students will examine the major the physical features of the world.
They will describe the main characteristics of these features and
examine both the benefits, the physical features offer humans and the
challenges posed by the physical environment.
Students will be expected to:
4.3.1 Examine major physical features of the world
4.3.2 Describe the main characteristics of rivers, islands, mountains,
and oceans
4.3.3 Examine the relationship between humans and the physical
environment
Communication
Organize data with visual representations, write in many genres,
interview, communicate and express ideas in small group and class
discussions, use communication technology, read for information,
interpret maps.
Inquiry
Develop strategies to gather and record information, formulate ideas
for research, investigate, synthesize and classify information,

Teacher Preparation Required:

Cross-Curricular Connections:
Description of students:
Extensions to Unit:
Universal Design for Learning
(UDL) and Differentiated
Instruction (DI):
Resources:

interpret photographs, deduct information from text, generate

questions and ideas, make choices, compare and contrast, take a
stand.
Participation
Develop and carry out an action plan with classmates, create maps,
create posters, role play, participate in field trips, create books, play
simulation games.
Prepare power point presentations, have print outs ready, have
resources checked, bring in all materials needed listed in the
materials and technology column.
Art , Language Arts
Grade 4 class
After this unit, further lessons can designed for exploring more of the
worlds physical features (not all were covered). You could invite guest
speakers from different regions of the world to talk with the students.
Students with learning difficulties can be provided with alternatives to
these lessons.
Students will have a choice in their final projects to demonstrate and
express themselves in various ways (MIS). During this unit we are
engaging the students with the use of multiple learning styles.
NB Social Studies Curriculum, National Geographic Magazines,
webites

Overview of Lessons:
Lesson # and
Title (time in
minutes)
Lesson #1

Outcomes in
Lesson

Examine major

(a) Outcomes in
student friendly
terms
(b) Teaching
Strategies
(a) SWBAT identify some

Assessment
Strategies

-Students will

Lesson Activities

Picture/Definition

Materials and
Technology
(Specific to this
lesson)
-Projector

List of major
physical features of
the world and
explaining the final
project to be done
at the end of this
unit.

physical features
of the world

major physical features

of the world (Mountains,
plains, deserts, islands,
lakes, rivers and oceans)
(b)
-Word/visual
presentation
-Definitions
-Picture/definition game
-Group work

play a game
which tests their
knowledge.
-Students will be
observed while
they discuss.

Examine major
physical features
of the world

(a)SWBAT identify the

characteristics of each
physical feature
(b)
-Group Work
-Text book and/or
computer & Diagrams

-Students will be
observed while
in groups
-Students will
need to show
that they have
all of their
diagrams
completed
-Students will
share with the
teacher, one
characteristic of
a physical
feature that
they have
learned from
another groups

50 Minutes

Lesson #2
Characteristics of
the major physical
features of the
world.
50 minutes

Describe the main

characteristics of
rivers, islands,
mountains,
and oceans.

Game Teacher will

give a definition or show
a picture of an example,
and students will need
to state which physical
feature it is.
Groups students will
be separated into the
groups (7 groups, one
for each major feature)
in which they will do
their final project. Each
group will be assigned
(at random) the physical
feature they are to
focus on. Each group
will present a poster,
power point
presentation, or model
of their assigned
physical feature to the
class.
APK Students asked
to write about one
physical feature (5
minutes). Ask for
volunteers to share
what they wrote about.
Write each one down on
the white board until all
are covered.
Diagrams Students
will get in their assigned
groups. Each group will
focus on ONE diagram
which will be the
specific feature they
were given last class.
Groups will use internet
and/or text books to

-SMART Board or
projector screen
-computer
-Powerpoint with
definitions and
visuals of each
physical feature.
-Flash cards with
definitions and
printed out pictures
of physical features
for the game
-handout explaining
final project. Include
rubric

-White board and dry

erase markers
-Fill in the blank
diagrams of each
physical feature (one
sheet per physical
feature per student,
in other words each
student gets 7
Sheets, one per
physical feature.)
-Text books
-Computer with
internet access
-Provide some
websites where they
may find the
information.

presentation
(not their own!)

Lesson #3
What Are
Rivers, Islands,
Mountains, and
Oceans?

Describe the main

characteristics of
rivers, islands,
mountains,
and oceans.

(a)
- SWBAT name examples
of any particular
physical feature which
are found throughout
the world
(b)
- Class brainstorming
- Mini-poster
- Group work

- Students will
be observed
while they
discuss.
- Students will
need to have
an exit ticket to
show what
they learn in
class which is
included at
least two
physical
features.

Describe the main

characteristics of
rivers, islands,

(a)
- SWBAT describe the
characteristics of a

- Solve the
crossword
puzzle

50 Minutes

Lesson #4
Where are Rivers,

look up the
characteristics of each
physical feature and fill
in their diagram. When
finished, each group will
present their diagram to
the class. Have the
class fill in the rest of
their diagrams as the
other groups are
presenting.
Exit Question As
students are leaving the
room, ask them one
characteristic they have
learned about from
anothers presentation.
Mind map - in groups,
create a mind map
defining and expanding
on the characteristics of
rivers, islands,
mountains, and oceans.
Jigsaw - in groups, have
them choose one
physical feature to
make a concept map on
the flip chart. Each
group contributes the
concept to the class.
Exit ticket -write two
characteristics of
physical features and it
will be written on a
sticky note and place
where the teacher
indicate.
APK-Crossword puzzle
about the
characteristics of rivers,

- Chart paper : two

for each group.
- Handout of physical
features : one for
each group: rivers,
islands, mountains
and oceans.
- Markers
- Sticky notes
-Textbooks
-Computers

- Crossword puzzle
for each student
- World map for each

Islands, Mountains,
and Oceans?

mountains,
and oceans.

50 Minutes

Examine major
physical features
of the world

Lesson #5
How the
environment
effects the lives
and culture of the
people who live
there.
Lesson #6
Examine the
impact of human
activity on the
physical
environment.

physical feature which

are much the same no
matter where in the
world an example is
located.
- Students will explore
representative physical
features over the world
and be able to map
them on the different
continents.
(b)
- Group work
- Small group interview
-

- Participate the
interview circle
asking
questions and
mapping the
location.
- Identify each
physical
feature and
name at least
one place
which
represent the
features :
rivers, islands,
mountains, and
oceans.

Examine the
relationship
between humans
and the physical
environment.

(a)SWBAT identify the

lifestyles of the people
inhabiting the different
regions, including diet,
housing, clothing, and
transportation.
(b)
-Group Work
-Online research

- Students will
observed while
in their groups

Examine the
relationship
between humans
and the physical
environment.

(a)SWBAT identify the

impact humans have on
their physical
environment and predict
future consequences of
these interactions.

- Students will
be observed
during class
discussion
- Groups will
need to provide

islands, mountains, and

oceans.
Interview Circle - have
students in a group of
five. They will interview
one of the group
members. The
interviewee choose a
place of the physical
feature which the
interviewee traveled or
wanted to visit in the
world and the others will
ask Qs to narrow down.
It will continue until
they find the place.
They will map the place
cooperatively in their
group. Each group
contribute their map in
class.
Closure - name at least
one place of each
physical features
Groups students will
be put into their
assigned groups to
research for their final
project, the different
lifestyles of the people
living in the specific
physical feature that
they were previously
assigned.
Class Discussion
raise students
awareness about the
use/over use of the
worlds resources both
locally and abroad.

group
- Marker
-Textbooks
-Computers

- Computer
- Printers
- National
Geographic
magazines
- Textbooks

- Computers
- Printers
- NG Magazines
- Textbooks

(b)
-Class discussion
-Group work

Lesson #7
Presentation of
final projects

Examine major
physical features
of the world

(a)SWBAT present to the

class in groups, their
final project

Describe the main

characteristics of
rivers, islands,
mountains,
and oceans.

Students will learn the 7

different physical
features by the
exchanging of
information.
(b)
-Presentation
-Peer evaluations

Examine the
relationship
between humans
and the physical
environment.
Reflections/Revisions:

an exit ticket
with one way
they can
support or
change the
effects humans
have on the
environment
- Grading of
their
presentation as
well as their
posters.
- Grading of the
peer
assessments

Group Work Students

will get into their
assigned groups and will
come up with
predictions of future
consequences of human
impact in their specific
physical feature for their
final project.
Presentations
Students will present
their final projects to
the class
Peer Evaluations
students will evaluate
their peers
presentations
Closure Activity
Each student writes
about one thing that
they found most
interesting about the
unit.

- SMART Boards
- Computer
- Thumb
tacks/magnets to
put up posters
- Table to set models
on
-Paper
-Pencil